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SWARTHMORE
COLLEGE
BULLETIN
2004-2005
Swarthmore
College Bulletin 2004—2005
Volume CII Number 1
Catalog Issue August 2004
Directions for Correspondence
SW A RTH M O RE COLLEGE, 500 COLLEG E AVENUE, SW A RTH M O RE PA 19081-1390
Alfred H . Bloom
G EN ERA L CO LLEG E POLICY
President
Constance Cain Hungerford
A C A D EM IC POLICY
Provost
Suzanne P. Welsh
FINAN CE
Vice President and Treasurer
Maurice G . Eldridge
CO LLEG E A N D C O M M U N ITY RELATION S
Vice President
Dan C . West
A LU M N I, DEVELOPMENT, A N D PUBLIC RELATION S
Vice President
Lawrence M . Schall
A D M IN ISTRA TIO N
HUM AN R ESO U R C E S
Vice President
Melanie Young
Associate Vice President
Robert J . Gross
ST U D E N T SERVICES
A D M ISSIO N S A N D C A TA LO G S
Dean of the College
James L . Bock III
Dean o f Admissions and Financial Aid
Martin 0 . Warner
R EC O R D S A N D T R A N SC R IP T S
FIN A N CIA L A ID AN D
FIN A N CIN G O P TIO N S IN FORM ATION
C A R EE R SERVICES
G EN ERA L IN FORM ATION
G IF T S
Registrar
Laura Talbot
Director of Financial Aid
Nancy Burkett
Director o f Career Services
Tom Krattenmaker
Director o f News and Information
Diane Crompton
Director of Advancement Operations
Swarthmore College does not discriminate in
education or employment on the basis sex, race,
color, age, religion, national origin, marital sta
tus, sexual orientation, veteran status, medical
condition, pregnancy, disability, or any other
legally protected status. This policy is consis
tent with relevant governmental statutes and
regulations, including those pursuant to Title
IX of the Federal Education Amendments of
1972 and Se ctio n 504 o f the Federal
Rehabilitation A ct of 1973.
T h e Swarthm ore C ollege Bulletin (ISSN 08882126), of which this is Volume C II, number 1,
is published in August, September, December,
March, and June by Swarthmore College, 500
College Avenue, Swarthmore PA 19081-1390.
T his Bulletin contains policies and program de
scriptions as o f July 15, 2004, and should be
used solely as an informational guide. T he
College reserves the right to alter or amend at
any time the policies or programs contained in
the Bulletin. Students are responsible for in
forming themselves o f current policies and
meeting all relevant requirements.
Phone (610) 328-8000
Periodical postage paid at Swarthmore PA
19081 and additional mailing offices. Permit
number 0530-620. Postmaster: Send address
changes to Swarthm ore C ollege Bulletin, 500
College Avenue, Swarthmore PA 19081-1390.
© 2004 Swarthmore College
Printed in U .S.A .
Table of Contents
COLLEG E CA LEN D A R
I
5
IN TR O D U C T IO N 10
ED U CA TIO N A L R E SO U R C E S
ENDOW ED C H A IR S 22
11
A D M ISSIO N S 26
EXPEN SES 30
FIN A N CIA L A ID 32
COLLEG E LIFE
IV
v
50
ED U CA TIO N A L PRO G RA M 71
FA CULTY R EG U LA TIO N S 82
DEGREE R EQ U IR EM EN TS 87
AW ARDS A N D PRIZES 89
FELLOW SHIPS 94
C O U R SE S O F IN ST R U C T IO N
A rt 98
Asian Studies 108
Biology 114
Black Studies 120
Chemistry and Biochemistry 123
Classics 129
Cognitive Science 136
Comparative Literature 138
Computer Science 141
Economics 149
Educational Studies 156
Engineering 164
English Literature 176
Environmental Studies 197
Film and Media Studies 200
Francophone Studies 203
German Studies 207
History 209
VI
Interpretation Theory 224
Latin American Studies 227
Linguistics 229
Mathematics and Statistics 237
Medieval Studies 247
Modem Languages and Literatures 249
Music and Dance 288
Peace and C onflict Studies 309
Philosophy 312
Physical Education and A thletics 318
Physics and Astronomy 320
Political Science 328
Psychology 339
Public Policy 348
Religion 352
Sociology and Anthropology 362
Theater 380
Women’s Studies 389
TH E C O R PO R A TIO N and B O A R D O F M A N A G E R S 393
A LUM NI A SSO C IA T IO N O FFICERS and A LU M N I C O U N C IL
FACULTY 399
A D M IN ISTRA TIO N 415
V IS IT IN G EXA M IN ERS 2004 430
DEGREES CO N FERRED 434
AWARDS A N D D IST IN C T IO N S 439
ENROLLM EN T S T A T IS T IC S 443
397
INDEX 444
SW A RTH M O RE CO LLEG E C A M PU S M A P
450
D IREC TIO N S FO R R EA C H IN G SW A R TH M O RE C O LLEG E
452
3
MAY
2004
SEPTEM BER
Sun Mon Tue Wed Thu
1
2
6
., 5
7
8, 9
15
16
12
13
14
19
20 21
22
23
26
29
30
27 28
Fri Sai
3
4
10
11
17
18
24 : 25
Sun Mon Tue Wed Thu
1
2
3
5
4
9
10
11
12
8
15
18
19
16
17
25
26
22
23
24
29 30
31
Fri
6
13
20
27
Sat
7
14
21
28
Fri
3
10
17
24
Sat
4
11
18
25
2006
JANUARY
Sun M on ' Tue Wed Th u - F a Sat
' Í \ ' 2 1 3 :■ ; 4 . 5 L.. 6
7
10
8
9
li
12
13
14
; : 15 : 16
17
18
19
20
21 :
22
25
23
26 r 27 j 28
24
29
30
31
JUNE
OCTOBER
Sun Mon Tue Wed Thu
3
10
n
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
Fri
1
8
15
22
29
Sat
2
9
16
23
30
Sun Mon Tue Wed Thu
1
2
5
6
8
9
7
12
15
16
13
14
19 20 21
22
23
28
29
30
26
27
FEBRU A RY
Sun M on i Tue Wed 1Thu
1
2
5:
6 : ;; 7
8 • 9
13
14 : 15 : 16
; 121
20
19
21
22
23
26
28
27
Sun Mon Tue Wed Thu
2
1
3
4
9
8
10
H
7
15
16
17
18
14
21
22 23
24
25
29 30
28
Fri
5
m
19
26
Sài
6
13
20
27
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
Fri
ii
8
15
22
29
Sat
Fri
5
12
19
26
Sat
6
13
20
27
Fri
2
9
16
23
30
Sat
3
10
17
24
Fri
7
14
21
28
Sat
i
8
15
22
29
Fri
4
11
18
25
Sat
5
12
19
26
Fri
2
9
16
23
30
Sat
3
10
17
24
31
9
16
23
30
M ARCH
Sum :M on
.
6
5Ì
13
n
19
20
26 I 27
AUGUST
DECEM BER
Sun Mon Tue Wed Thu
1 . 2
: s
8
9
6 Ü
15
16
13
12
14
19 20
21
22
23
26 27
29 30
28
W
i n
Fri
.3
10
vr
24
31
Sat
4
11
18
25
Sun Mon Tue Wed Thu
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
Fri
Sat
7
14
21
28
8
15
22
29
Sun Mon Tue Wed Thu
1
2
3
6
8
9
10
7
13
15
16
17
14
20
21
22
23
24
28
27
Fri
4
11
18
25
Sat
5
12
19
26
MARCH
Sun Mon Tue Wed Thu
1
2
3
6
8
9
10
7
13
15
16
17
14
20
21
22
23 24
28
29
30 31
27
Fri
4
11
18
25
Sat
5
12
19
26
APRIL
Sun Mon Tue Wed Thu
4
Sun Mon Tue Wed Thu
1
5
6
8
7
4
12
13
15
11
14
20
21
22
18
19
25
26
27
28
29
5
12
19
26
6
13
20
27
7
14
21
28
21
28
22
29
23 24 . 25
30 ; 31
A P R IL
Fri
Sat:
5
6 :: 7
12 : : 13 : 14
19 20 : 21
26 27 : 28
!: 8
1¿ 15
122:
29
Sun Mon Tue Wed Thu
sa i
? 4
11
1 »
i :io
16 17 18
25
' »
24
I 30
3
1
Fri
1
8
15
22
29
Sat
2
9
16
23
30
MAY
Sun Mon Tue Wed
" !
2
3
? :, 8 . .9 : i o
16
17
14 1 15
« 21
22 23
24
28
29 30 31
:Thu S Fri Sat
5 ¡ 6
;1 4
; 11 1 12 ¡ 13
20
■ 18 t i !
25 26 27
OCTOBER
Sun Mon Tue Wed Thu
FEBRUARY
4
11
18
25
Sun Mon Tue Wed Thu
1
2
3
4
8
9
10
11
7
15
16
18
17
14
21
22
23
25
24
28
29 30
31
Tue Wed Thu ìW j Sat
2 ■ 3
4
I
. 8
9
10
11
7
16
17 18
14 ¡ 15
SEPTEM BER
2005
JANUARY
3
10
17
24
17 : 18
25;
: 24
JULY
Sun Mon Tue Wed Thu
NOVEMBER
2
9
16
23
30
Fri Sat
3
4
: ( i l L: il
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
JU N E
Sun Mon Tue Wed jThu
■1
8
6 ; 7
4
5
15
13
14
Hi n
22
20
21
18: 1S>
29
25: 26 27
28
NOVEMBER
Sun Mon Tue Wed Thu
1
2
3
6
8
9
10
7
13
15
16
17
14
20
21
22
23
24
28
29 30
27
: Fri
; 2 :
9 ;
16
: 23 :
: 30
Sat
$Ì
io
17:
24
JU L Y
Suri Mori Tot Wed Thu : Fri ; Sat
S :2
9
16
23;
30
3
10
17
24
31
4
li
18
25'
6
' 5
i2 : 13
19 20
26 : 27
*7 ■ 8
14 15
21 22
28 29
DECEM BER
Sun Mon Tue Wed Thu
1
5
6
8
4
7
11
12
15
13
14
18
19 20
21
22
29
25
26
28
27
A U G U ST
Sun Mon Tot Wed Thu Fri : Sat
4 : 5
3
1 ■ 2
9
10 11 12
8
6
7
17 i 18 19
16
13 ! 14 15
21
22
23 : 24 j 25 26
20
27; 28 i 29 ! 30 : 31 !
College Calendar
2004
Fall Sem ester
Aug. 24
Residence halls open for new students.
Aug. 2 4 -2 9
Orientation and placement days.
Aug. 26
Advising begins. All-adviser meeting in morning. Individual advising begins
in afternoon.
Aug. 27
Residence halls open for returning students. Board plan starts at dinner for
returning students.
Aug. 28
Registration, 2 p.m. until finished (about 90 minutes).
Aug. 30
Classes and seminars begin.
Sept. 6
Labor Day. Classes in session.
Sept. 10
Drop/add ends. Last day to delete a course from or add one to permanent
registration, and last day to declare CR/NC grading option.
Oct. 1
Final examination schedule available on-line.
Oct. 1-2
Board of Managers meeting.
Oct. 8
O ctober holiday begins at end o f last class or seminar.
Oct. 18
O ctober holiday ends at 8:30 a.m.
Nov. 1
Schedule of courses and seminars for next semester available on-line.
Nov. 5
Last day to withdraw from a course with the notation “W ” or to return to regular
grading from a CR/NC option.
Nov. 8 -1 8
Advising period.
Nov. 22-24
Pre-enrollment for spring semester.
Schedule of courses and seminars for next semester available in print on campus.
Nov. 24
Pre-enrollment ends at 4 p.m.
Thanksgiving vacation begins at end o f last class or seminar.
Nov. 29
Thanksgiving vacation ends at 8:30 a.m.
Dec. 1
N ote: A ll accounts must show a zero or positive balance for students to enroll or
select a room for spring semester.
Dec. 3 -4
Board of Managers meeting.
Dec. 6 -7
Monday follows the “Friday” class schedule, replacing the Friday of Thanksgiving
break. Tuesday follows the “Thursday” class schedule, replacing the Thursday of
Thanksgiving break.
Dec. 7
Classes end.
TBA
Lottery for spring housing.
Dec. 10
Final examinations begin.
Dec. 10-18
N ote: Final examinations are not rescheduled to accommodate travel plans.
If you must make travel arrangements before the examination schedule is
published (by O ct. 1), do not expect to be able to leave until after finals.
Dec. 14
Seminars end.
Dec. 18
Final examinations end at noon.
Residence halls close at 6 p.m. Board plan ends at lunch.
5
College Calendar
2005
Spring Sem ester
Jan . 15
Residence halls open at noon.
Ja n . 16
Board plan starts at dinner.
Ja n . 17
Classes and seminars begin.
Ja n . 28
Drop/add ends. Last day to delete a course from or add one to permanent
registration and last day to declare CR/NC grading option.
Martin Luther King Jr. Day— classes in session.
F eb. 2 5 -2 6
Board of Managers meeting.
M arch 4
Spring vacation begins at end o f last class or seminar.
M arch 14
Spring vacation ends at 8:30 a.m.
M arch 15
N ote: A ll accounts must show a zero or positive balance for students to enroll
and select a room for the fall semester.
M arch 25
Last day to withdraw from a course with the notation “W ” or to return to regular
grading from a CR/NC option.
M arch 28
Schedule of courses and seminars for next semester available on-line.
A pril 1
Schedule o f courses and seminars for next semester available in print on campus.
A pril 4 -1 4
Advising period.
A pril 1 5 -1 7
Family Weekend.
A pril 1 8 -2 0
Pre-enrollment for fall semester.
A pril 20
Pre-enrollment ends at 4 p.m.
A pril 29
Classes and seminars end.
M ay 5
Final course and written honors examinations begin.
M ay 6 -7
Board of Managers meeting.
M ay 14
Course examinations end.
M ay 15
Board plan ends at dinner for all but seniors.
M ay 16
W ritten honors examinations end.
Residence halls close to all but seniors at 8 a.m. (Nonseniors are expected to
leave the College within 24 hours after their last examination.)
M ay 1 6 -1 7
Senior comprehensive examinations.
M ay 19-21
Oral honors examinations.
M ay 28
Baccalaureate.
M ay 29
Commencement.
M ay 30
Residence halls close to seniors at 9 a.m.
Ju n e 3 -5
Alumni Weekend.
6
2005
Fall Sem ester
Aug. 23
Residence halls open for new students.
Aug. 2 3 -2 8
Orientation and placement days.
Aug. 25
Advising begins. All-adviser meeting in morning. Individual advising begins
in afternoon.
Aug. 26
Residence halls open for returning students. Board plan starts at dinner for
returning students.
Aug. 27
Registration, 2 p.m. until finished (about 90 minutes).
Aug. 29
Classes and seminars begin.
Sept. 5
Labor Day— classes in session.
Sept. 9
Drop/add ends. Last day to delete a course from or add one to permanent
registration, and last day to declare CR/NC grading option.
Sept. 2 3 -2 4 *
Board o f Managers meeting.
Oct. 1
Final examination schedule available on-line.
Oct. 7
October holiday begins at end of last class or seminar.
Oct. 17
O ctober holiday ends at 8:30 a.m.
Nov. 1
Schedule of courses and seminars for next semester available on-line.
Nov. 4
Last day to withdraw from a course with the notation “W ” or to return to regular
grading from a CR/NC option.
Nov. 7 -1 7
Advising period.
Nov. 21-23
Pre-enrollment for spring semester.
Schedule of courses and seminars for next semester available in print on campus.
Nov. 23
Pre-enrollment ends at 4 p.m.
Thanksgiving vacation begins at end of last class or seminar.
Nov. 28
Thanksgiving vacation ends at 8:30 a.m.
Dec. 1
N ote: A ll accounts must show a zero or positive balance to enroll or select a
room for spring semester.
Dec. 2 -3 *
Board of Managers meeting.
Dec. 5 -6
Monday follows the “Friday” class schedule, replacing the Friday o f Thanksgiving
break. Tuesday follows the “Thursday” class schedule, replacing the Thursday of
Thanksgiving break.
Dec. 6
Classes end.
TBA
Lottery for spring housing.
Dec. 9
Final examinations begin.
Dec. 9 -1 7
N ote: Final examinations are not rescheduled to accommodate travel plans.
If you must make travel arrangements before the examination schedule is
published (by O ct. 1), do not expect to be able to leave until after finals.
Dec. 13
Seminars end.
Dec. 17
Final examinations end at noon.
Residence halls close at 6 p.m. Board plan ends at lunch.
*Tentative dates.
7
College Calendar
2006
Spring Sem ester
Ja n . 14
Residence halls open at noon.
Ja n . 15
Board plan starts at dinner.
Ja n . 16
Classes and seminars begin.
Martin Luther King Jr. Day— classes in session.
Ja n . 27
Drop/add ends. Last day to delete a course from or add one to permanent
registration and last day to declare CR/NC grading option.
F eb. 2 4 -2 5 *
Board of Managers meeting.
M arch 3
Spring vacation begins at end o f last class or seminar.
M arch 13
Spring vacation ends at 8:30 a.m.
M arch 15
Note: A ll accounts must show a zero or positive balance for students to enroll
and select a room for the frill semester.
M arch 24
Last day to withdraw from a course with the notation “W ” or to return to regular
grading from a CR/NC option.
M arch 27
Schedule of courses and seminars for next semester available on-line.
M arch 31
Schedule of courses and seminars for next semester available in print on campus.
A pril 3 -1 3
Advising period.
A pril 7 -9
Family Weekend.
A pril 1 7-19
Pre-enrollment for fall semester.
A pril 19
Pre-enrollment ends at 4 p.m.
A pril 28
Classes and seminars end.
M ay 4
Final course and written honors examinations begin.
M ay 5 -6 *
Board o f Managers meeting.
M ay 13
Course examinations end.
M ay 14
Board plan ends at dinner for all but seniors.
May 15
W ritten honors examinations end.
Residence halls close to all but seniors at 8 a.m. (Nonseniors are expected to
leave the College within 24 hours after their last examination.)
M ay 1 5-16
Senior comprehensive examinations.
M ay 1 8 -2 0
Oral honors examinations.
M ay 27
Baccalaureate.
M ay 28
Commencement.
M ay 29
Residence halls close to seniors at 9 a.m.
Ju n e 2 -4
Alumni Weekend.
♦Tentative dates.
8
I
Introduction to
Swarthmore College
Educational Resources
Endowed Chairs
9
Introduction to Swarthmore College
Swarthmore College, founded in 1864 by mem
bers o f the Religious Society of Friends as a co
educational institution, occupies a campus of
357 acres o f rolling wooded land in and adja
cen t to the Borough o f Swarthmore in
Delaware County, Pa. It is a small college by de
liberate policy. Its present enrollment is 1,500
men and women students. T h e Borough of
Swarthmore is a residential suburb within half
an hour’s commuting distance o f Philadelphia.
College students are able to enjoy both the ad
vantages o f nearby rural settings and the oppor
tunities offered by Philadelphia. T h e College’s
location also makes possible cooperation with
three nearby institutions, Bryn Mawr and
Haverford colleges and the University o f
Pennsylvania.
OBJECTIVES AND PURPOSES
Swarthmore students are expected to prepare
themselves for foil, balanced lives as individuals
and as responsible citizens through exacting in
tellectual study supplemented by a varied pro
gram of sports and other extracurricular activi
ties. T h e purpose o f Swarthmore College is to
make its students more valuable human beings
and more useful members o f society. Although
it shares this purpose with other educational in
stitutions, each school, college, and university
seeks to realize that purpose in its own way.
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential
combined with a deep sense o f ethical and so
cial concern.
VARIETIES O F EDUCATIONAL EXPERIENCE
Education is largely an individual matter, for no
two students are exactly alike. T h e Swarthmore
College curriculum is designed to give recogni
tion to this fact and seeks to evoke the maxi
mum effort and development from each stu
dent. T h e Swarthmore College Honors Pro
gram 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
10
exploration and development over a wide range
o f individual goals. These opportunities typical
ly include considerable flexibility of program
choices from semester to semester, so that acad
emic planning may be responsive to the emerg
ing needs of students.
THE RELIGIOUS TRADITION
Swarthmore College was founded by members
o f the Religious Society o f Friends (the
Quakers). Although it has been nonsectarian in
control since 1908, and although Friends now
compose a small minority o f 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 ap
plying truth and for testing whatever truth one
believes one has found. As a way of life,
Quakerism emphasizes hard work, simple liv
ing, and generous giving as well as personal in
tegrity, social justice, and the peaceful settle
ment o f disputes. T he College does not seek to
impose on its students this Quaker view of life
or any other specific set of convictions about
the nature o f things and the duties of human
beings. It does, however, encourage ethical and
religious concern about such matters and con
tinuing examination o f any view that may be
held regarding them.
TRADITION AND CHANGE
A college draws strength from tradition and en
ergy from the necessity of change. Its purposes
and policies must respond to new conditions
and new demands. By being open to change,
Swarthmore tries to provide for its students, by
means appropriate to the times, the standard of
excellence it has sought to maintain from its
founding.
Educational Resources
The primary educational resources of any col
lege are the quality of its faculty and the spirit
of the institution. Financial as well as physical
resources play an important supportive role.
THE ENDOWMENT
The educational resources at Swarthmore
College have been provided by gifts and be
quests from many alumni, foundations, corpora
tions, parents, and friends. In addition to unre
stricted gifts for the operating budget, these
donors have contributed funds for buildings,
equipment, collections of art and literature, and
permanently endowed professorships, scholar
ships, awards, book funds, and lectureships.
Their gifts to Swarthmore have not only pro
vided the physical plant but also have created
an endowment fund o f $930 million at market
value on June 30, 2003. Swarthmore ranks
ninth in the country in endowment per stu
dent. Income from the endowment during the
academic year 2002 -2 0 0 3 contributed approx
imately $30,000 to meet the total expense of
educating each student and provided about 40
percent of the College’s operating revenues.
The College’s ability to continue to offer a high
quality of education depends on continuing
voluntary support. Swarthmore seeks addition
al gifts and bequests for its current operations,
its permanent endowment, and its capital de
velopment programs to maintain and strength
en its resources. T h e vice president in charge of
development will be pleased to provide infor
mation about various forms o f gifts: bequests,
outright gifts of cash or securities, real estate or
other property, and deferred gifts through char
itable remainder trusts and life-income con
tracts in which the donor reserves the right to
the annual income during his or her lifetime.
LIBRARIES
The library is an active participant in the in
structional and research program o f the
College. T he primary function o f the library is
to support the teaching mission o f 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 li
brary’s collections are geared primarily toward
undergraduate instruction, the scope, nature,
and depth o f student and faculty research re
quire a greater quantity o f source materials than
is typically found in undergraduate libraries.
Additional needs are met through interlibrary
loan, document delivery, and other cooperative
arrangements.
Swarthmore, Haverford, and Bryn Mawr col
leges link their library collections through
Tripod (their shared, on-line catalog). Tripod,
as well as other network information sources,
can be accessed on-line through the library’s
home page at http://www.swarthmore.edu/library. T h e Tri-College Library Consortium
takes advantage of a long history o f cooperation
and a unified, on-line catalog to work toward
building a research-quality collection from the
combined holdings of these three strong liberal
arts colleges.
Reference service is often where research be
gins. Reference librarians guide patrons in for
mulating research strategies and in accessing
the information and materials contained in the
library’s vast electronic and print collections.
T h e library provides a considerable digital col
lection of electronic journals in all disciplines
and o f citation and full-text research databases
that support access to historical, statistical, vi
sual, and bibliographic information. T h e ever
growing amount o f on-line resources has creat
ed a variety o f new library services, including
Live Help, an on-line “chat” reference service.
T h e library also provides direct curricular sup
port through extensive print and electronic re
serve readings and honors collections.
Swarthmore College library holdings amount to
approximately 750,000 volumes with some
20,000 volumes added each year. T h e College
participates in the Federal and Pennsylvania
Depository Library Program and selects those
government documents most appropriate to the
needs of the curriculum and the public and cat
alogs them in Tripod. T h e library also houses an
extensive interdisciplinary audiovisual collec
tion, including 5,000 videotapes and DVDs,
more than 13,000 classical and jazz music
recordings, and 1,400 spoken word recordings
of dramatic and poetic literature. T h e video
collection includes classic U .S . and foreign
films as well as educational, documentary, and
experimental films.
11
Educational Resources
T he collections are housed in three libraries.
T he T hom as B . and Jean n ette L . M cC abe 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. A recent renovation has added a
small coffee bar, which is located near daily
newspapers and light reading materials.
terest. Special collections include materials on
various subjects of Quaker concern such as abo
lition, Indian rights, utopian reform, and the
history o f women’s rights. Notable among the
other holdings are the W hittier Collection
(first editions and manuscripts o f John
G reenleaf W hittier, the Quaker poet), the
M ott manuscripts (more than 500 autographed
letters o f Lucretia M ott, antislavery and
women’s rights leader), and the Hicks manu
T he C ornell Library o f Science and Engineering in
scripts (more than 400 letters of Elias Hicks, a
the new science center houses 60,000 volumes
prominent Quaker minister). More than 43,000
and serves the curricular and research needs of
volumes are in the library’s collection of books
students and faculty in the sciences.
and pamphlets by and about Friends. More than
T he D aniel Underhill M usic Library contains
20,000 books on music and dance as well as the 200 Quaker periodicals are currently received.
T he library also has an extensive collection of
sound recordings mentioned earlier. It provides
photographs o f meetinghouses and pictures of
a wide variety o f listening and viewing facili
representative Friends and Quaker activities as
ties, which overlook the Crum Woods. Small
well as a number of oil paintings, including The
collections o f relevant materials are located in
P eaceable Kingdom by Edward Hicks. It is hoped
the B lack Cultural C enter and the Beit
that Friends and others will consider the ad
Midrash.
vantages o f giving to this library any books and
Special Library Collections
family papers that may throw light on the his
T h e College library contains certain special
tory o f the Society o f Friends. W eb site:
collections: the Private Press C ollection , repre
http://www.swarthmore.edu/library/friends.
senting the work o f more than 750 presses, an
T he Su/arthm ore C ollege P eace C ollection is of
exemplary collection of “book arts” and artists’
special interest to research students seeking the
books; British A m ericana, accounts o f British
records o f the peace movement. T h e records of
travelers in the United States; the works of
the Women’s International League for Peace
English poets Wordsworth and Thomson be
and Freedom and the personal papers of Jane
queathed to the library by Edwin H. Wells; the
Addams of Hull-House, Chicago, formed the
works o f Seamus Heaney, winner o f the Nobel
original nucleus o f the Collection (1930). Over
Prize for Literature, 1995; the W.H. Auden
the years, other major collections have been
C ollection commemorating the English poet
added including the papers of Devere Allen,
who taught at Swarthmore in the mid-1940s;
Emily Greene Balch, Julien Cornell, Homer
and the Bathe C ollection o f the history o f tech
Jack, Lucy Biddle Lewis, A .J. Muste, Lawrence
nology donated by Greville Bathe.
Scott, John Nevin Sayre, William Sollmann, E.
W ithin the M cCabe Library building are two
special libraries that enrich the academic back
ground o f the College:
T he Friends H istorical Library, founded in 1871
by Anson Lapham, is one of the outstanding
collections in the United States of manuscripts,
books, pamphlets, and pictures relating to the
history o f the Society o f Friends. T h e library is
a depository for records o f Friends Meetings be
longing to Baltimore, New York, Philadelphia,
and other Yearly Meetings. More than 10,000
record books, dating from the 1670s until the
present, have been deposited. Additional
records are available on microfilm.
T he W illiam W ade H inshaw Index to Q uaker
M eeting Records lists material of genealogical in
12
Raymond Wilson, and others as well as the
records o f the American Peace Society, A
Quaker A ction Group, Business Executives
Move, C C C O , Fellowship o f Reconciliation,
Friends Committee on National Legislation,
T h e G reat Peace M arch, Lake Mohonk
Conferences on International Arbitration,
N ational Interreligious Service Board for
Conscientious Objectors, National Council for
Prevention o f War, National Council to Repeal
the Draft, SA N E, W ar Resisters League,
Women Strike for Peace, World Conference of
Religion for Peace, and many others. T he Peace
Collection serves as the official repository for
the archives o f many o f these organizations, in
corporated here in more than 10,000 document
boxes. T h e Collection also houses more than
12,000 books and pamphlets and about 3,000
periodical titles. Four hundred periodicals are
currently received from 22 countries. T he com
prehensive G uide to the Swarthm ore C ollege
Peace C ollection, published in 1981, and the
Guide to Sources on W om en in the Swarthm ore
College P eace C ollection describe the archival
holdings. W eb site: http://www.swarthmore.
edu/library/peace.
PHYSICAL FACILITIES
When Swarthmore College opened in the fall
of 1869, it consisted of one building— Parrish
Hall— set on farmland and serving 199 stu
dents. Today, it encompasses more than 40
buildings used by 1,500 students on 357 acres.
The College provides an impressive range of
modem facilities for students’ intellectual
growth, cultural enrichment, and physical and
social development. A t the same time, it main
tains an intimate campus exemplifying the con
cept of academic study in an idyllic setting.
Intellectual Growth
Parrish H all, the original College building, still
lies at the heart o f the campus with classroom
buildings clustered around it. T h e second oldest
building on campus, Trotter H all, was complete
ly renovated and reopened in 1997. Today, in a
building that respects the past but embraces
modem technology and design, Trotter pro
vides the space for the History, Political
Science, and Classics departments; the Center
for Social and Policy Studies; programs in
women’s studies, black studies, and Asian stud
ies; the Writing Center; and several classrooms
and seminar rooms. A t the center o f the build
ing is the Tarble Atrium , an inspiring wooden
staircase crafted from cherry and birch with ex
pansive landings on each level that function as
student lounges and are supplied with seating
and computer hookups. Views from this build
ing overlook the Rose Garden to the south and
the Nason Garden and Outdoor Classroom to
the north.
Kohlberg H all, an entirely new academic build
ing completed in 1996, features spaces for use
by the entire College community on the ground
floor, including a lounge complete with a coffee
bar and fireplace; the Scheuer Room, a popular
place for lectures and gatherings with a window
wall and modem audiovisual equipment; and
the Cosby Courtyard, a dramatic outdoor space
with a lawn panel and stone sitting walls that
double as an outdoor classroom. O n the upper
two floors are modem classrooms and intimate
seminar rooms, a language resource center, and
faculty offices. Kohlberg Hall— home to the
Modem Languages and Literatures, Economics,
and Sociology and Anthropology depart
ments— demonstrates that a new building with
award-winning architectural design can be in
tegrated into an established campus.
N ext door to Kohlberg lies the Lang Perform ing
Arts Center, home to the English, Dance, and
Theater departments. Although most of the
spaces in this building provide for cultural en
richment (more about that later), classrooms
and offices are found on the second and third
floors.
H icks, Beardsley, and Pearson halls are clustered
together on the north end of the academic
campus, forming with Trotter Hall a quadrangle
now known as the Nason Garden. Hicks is
home to the Engineering Department and con
tains laboratories, with several equipped for
computer-assisted and -controlled experimen
tation. Beardsley, renovated in 1990, houses the
A rt Department; Pearson, renovated in 1998, is
home to the Linguistics, Education, and
Religion departments. Completing the cluster
o f north campus academic buildings is Paparían
H all, which houses the Psychology and
Philosophy departments.
T h e new science center completed in 2004,
physically links the departments of Biology,
Chemistry, Computer Science, Mathematics
and Statistics, and Physics and Astronomy and
the Cornell Science Library to foster interac
tion and exchange among faculty and student
scientists. T h e center offers an 80-seat lecture
hall, a 120-seat auditorium, and the Eldridge
Commons area. T h e project was designed and
was constructed using criteria developed by the
U .S. G reen Building Council to produce a sus
tainable design that will provide opportunities
for education about the environment and envi
ronmental responsibility. For further informa
tion about the science center and to view re
cent photographs, please visit the project Web
site at http://sciencecenter.swarthmore.edu.
In 1999, the Martin G reenhouse was renovated,
so it can support a broader research program.
13
Educational Resources
Sproul O bservatory, with its 24-inch visual re
fracting telescope, is the center of fundamental
research in multiple star systems, and a 24-inch
reflecting telescope on Papazian Hall is used for
solar and stellar spectroscopy.
In the management, design, and construction
o f all physical facilities, the College recognizes
the importance o f employing environmentally
sound practices and acknowledges its commit
ment to current and future societies. A n exam
ple o f Swarthmore’s commitment to sustain
ability is the biostream bed, located between
M cCabe Library and W illets Hall and designed
to filter runoff from upper-campus building
roofs.
Inform ation Technology Services (IT S ), with of
fices in Beardsley H all, provides computing and
telecommunication resources and support to all
faculty, registered students, and College staff
members. Academic computing resources com
prise several components: a number of U N IX
servers managed by the Computing Center, a
network of SU N Sparc workstations in the
Computer Science Department, a network of
HP workstations in the Engineering Depart
ment, a Power Macintosh lab in the Mathe
matics Department, and software servers in the
Chemistry and the Physics and Astronomy de
partments. A specialized multimedia facility in
Beardsley gives the faculty a place to try out
new technology and create presentations and
multimedia projects for their courses. Servers
running Oracle and S C T Banner are used for
the College’s administrative data management
needs. Fiber optic cabling ties these compo
nents together into a campuswide network. T he
campus network is linked to the Internet, al
lowing communication and data access on a
global scale.
Power Macintosh computers are available in
public areas in Beardsley, DuPont, Kohlberg,
and M cCabe and Cornell libraries. Virtually
every administrative and faculty office is
equipped with computers. Students may con
nect Macintosh or Windows computers to the
campus network from their rooms. Any
M acintosh connected to the network can be
used to gain access to electronic mail, bulletin
boards, the World Wide Web, Tripod (the li
brary system shared with Bryn Mawr and
Haverford colleges), and a variety of software
programs. Windows computers connected to
the campus network from residence hall rooms
14
have access to the World Wide Web, electron
ic mail, and Tripod.
Copies of several commonly used commercial
software packages are available on a restricted
basis on the public-area hard drives or on file
servers connected to the network. Some of
these file servers also contain an assortment of
shareware and public domain software.
A computer repair service is located in
Beardsley. T h e College Bookstore sells a variety
of software at very reasonable prices. T he repair
service provides on-campus repair services for
student-owned computers.
T h e Telecommunications Department of the
Computing C enter provides telephone and
voice-mail services to faculty, staff, and stu
dents. Every student residing in a college dor
mitory room is provided with a private tele
phone and personal telephone number as well
as a voice-mail account. Long-distance calling
is available to students.
Assistance with the use of the College’s com
puting resources is available on several levels.
Students may seek help from student consul
tants who are available most of the day and
night, seven days a week. Faculty members may
seek assistance through a Help Desk or through
IT S staff assigned to their respective division
for curricular support.
Housed in Trotter Hall, the C en ter fo r Social and
Policy Studies is an interdisciplinary applied re
search and policy initiative at the College.
Established in 1972, the center undertakes and
supports research addressing the complex, dy
namic, and compelling needs o f inner-city com
munities— particularly, the interplay between
poverty and community development in the
neighboring community o f Chester. In addi
tion, the center supports POLS 106: Underclass
and Urban Policy.
For students, the center attempts to tie acade
mic 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 advo
cacy activities, students have an opportunity to
put into practice the convictions of “ethical in
telligence” as they work with residents in the
Chester community. T he center’s faculty direc
tor is Political Science Associate Professor
Keith Reeves ’88.
Cultural Enrichment
Social Development
The Lang M usic Building, opened in 1973, con
tains an auditorium seating nearly 400 while
providing an expansive view into the Crum
Woods. It also is home to the D aniel Underhill
Music Library, classrooms, practice and re
hearsal rooms, and an exhibition area. It is the
central facility for the Music Department and
for musical activities at the College.
Several residence halls are close to the core of
the campus. Rooms are assigned by a lottery.
A ll students have private telephone and com
puter hookup capabilities in their rooms. A ll
halls have common lounges for socializing, and
Swarthmore’s Sharpies Dining H all provides an
impressive single dining space, ensuring that
students have the opportunity to interact regu
larly at mealtimes. Small dining rooms within
the dining hall are frequently used for specialinterest groups such as language discussion
groups.
Greatly enhancing performance venues, the
Eugene M . and T heresa Lang Perform ing Arts
Center (LPAC) opened in 1991. T h e building
contains Pearson-H all T heater, with a seating
capacity of 825. T h e theater can be divided
with a 40-ton movable soundproof wall, which
is raised and lowered hydraulically. W hen the
wall is raised, the space may be used simultane
ously as a cinema seating more than 300 and a
theater space o f about equal seating capacity.
The stage o f the theater may also be trans
formed from its traditional configuration into a
thrust stage.
The Frear Ensem ble T heater on the lower level of
the LPAC is another more intimate theater, a
“black box” that serves as an experimental and
instructional studio as well as the P atricia W itky
Boyer D ance Studio and D ance L ab. T his build
ing also provides an elegant facility for chang
ing art exhibits, student art exhibitions, and a
display of holdings of Swarthmore College’s
permanent art collection in its List Art G allery.
Physical Development
The College maintains about 80 acres of play
ing fields around the academic heart of the
campus to support a wide range o f sports, in
cluding rugby, field hockey, lacrosse, and base
ball. Track sports are supported by both an out
door track around the C lothier Field and indoor
track in the Lam b-M iller Field H ouse, which also
provides indoor basketball courts and exercise
rooms. Next to the field house lies the Squash
Court building and W are P ool, with a 50-meter
pool. Twelve outdoor tennis courts are supple
mented with the newly opened M ullan Tennis
Center, an indoor tennis and fitness pavilion.
Ample open lawn areas, an integral part of the
Swarthmore College campus, accommodates
and inspires a range of informal and sponta
neous physical activity from Frisbee throwing
to water sliding.
O ther student activity and organization space
on campus includes Parrish Parlors in the heart
o f campus; Parrish Com m ons a level up; Tarble in
C lothier, with a snack bar, game room, the col
lege bookstore, a large all-campus space used for
dances and other events and Paces, a student
coffeehouse; the Intercultural C en ter, with both
private organization space and a large meeting
room for collective events; the B lack Cultural
Center; Bond H all, home to the religious advis
ers and religious organizations; the K itao
G allery, a student-run art gallery; and Olde
C lu b, the party place.
Scott Arboretum
About 357 acres are contained in the College
property, including a large tract of woodland
and the valley o f Crum Creek. Much of this
tract has been developed as a horticultural and
botanical collection of trees, shrubs, and herba
ceous 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. T h e plant collections are designed both
to afford examples o f the better kinds of trees
and shrubs that are hardy in the climate of east
ern Pennsylvania and suitable for planting by
the average gardener and to beautify the cam
pus. A ll collections are labeled and recorded.
There are exceptionally fine displays o f hollies,
Japanese cherries, flowering crabapples, magno
lias, tree peonies, lilacs, rhododendrons, azaleas,
and daffodils. Choice specimens from the col
lections are displayed in several specialty gar
dens including the Terry Shane Teaching
Garden, the Theresa Lang Garden of
Fragrance, the Dean Bond Rose Garden, the
Isabelle B ennett Cosby ’28 Courtyard, the
Nason Garden and outdoor classroom, and the
15
Educational Resources
Metasequoia Allée. Many interested donors
have contributed generously to the collections,
and the arboretum is funded primarily by out
side grants and restricted endowment funds
with a combined market value o f $18.3 million
as of June 30, 2003.
T h e arboretum conducts applied research on
ornamental plants and serves as a test site for
three plant evaluation programs: the Gold
Medal Award o f Garden M erit through the
Pennsylvania Horticultural Society, the perfor
mance of hollies through the American Holly
Society, and the National Crabapple Evalua
tion Program.
T he arboretum offers horticultural educational
programs to the general public and Swarthmore
students. These workshops, lectures, and classes
are designed to cover many facets of the science/art called gardening. Tours are conducted
throughout the year for College people and
interested public groups.
Aiding the arboretum’s staff, in all o f its efforts,
are the Associates o f the Scott Arboretum. This
membership organization provides not only fi
nancial support but also assistance in carrying
out the myriad operations that make up the ar
boretum’s total program, such as plant propaga
tion, public lectures, and tours to other gardens.
More than 100 arboretum assistants aid in cam
pus maintenance on a regular basis by volun
teering. Student memberships are available.
T he arboretum’s newsletter, H ybrid, publicizes
their activities and provides up-to-date infor
mation on seasonal gardening topics. Maps for
self-guided tours and brochures of the arbore
tum’s plant collections are available at the
Scott offices, (610) 328-8025, located in the
Cunningham House.
T h e Scott Arboretum was accredited by the
American Association of Museums in 1995,
signifying its professional standards o f operation
as an arboretum.
SPECIAL FUNDS AND LECTURESHIPS
T he C atherine G . ’72 and E rnest B . A bbott ’72
Partners in M inistry endowment was created in
recognition of the importance of a distinctive
ecumenical program of spiritual nurture serv
ing the entire Swarthmore College community.
Income from the A bbott endowment is distrib
16
uted to Partners in Ministry to help provide for
the compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
community.
T he Stanley A dam son Sum m er Internship for
R esearch in Chem istry is endowed in memory of
Stanley D. Adamson ’65 by his parents, June
and George Adamson. It provides funding for
the summer research of a well-rounded rising
senior majoring in chemistry or biochemistry,
who, in the opinion of the department, gives
great promise of excellence and dedication in
the field.
T he M onroe C . Beardsley R esearch Fellowship and
Internship Fund w as established in 2004 to sup
port students in the humanities by providing
grants to encourage and facilitate research,
original scholarship, and professional develop
ment in the areas o f art, classics (literature),
English literature, modem languages and litera
ture, music and dance, philosophy, religion, and
theater. Named after renowned contemporary
philosopher Monroe C. Beardsley, a professor of
philosophy at Swarthmore for more than 20
years, the fund is administered by the Division
o f the Humanities and the Provost’s Office.
T he Jon athan Leigh A ltm an Sum m er G rant is
given in memory o f this member o f the Class of
1974 by Shing-mei P. Altm an ’76. It is awarded
by the A rt Department to a junior who has
strong interest and potential in studio arts. It
provides support for purposeful work in the stu
dio arts during the summer between junior and
senior year.
T he Jan ice R obb A nderson ’42 Jun ior Faculty
R esearch Endowm ent was established by Janice
Robb Anderson ’42 in 2001. T h e Anderson en
dowment supports faculty research, with prefer
ence for junior faculty members in the human
ities whose research requires study abroad.
John W. A nderson ’50 M em orial Internship was
created by his wife, Janet Ball Anderson ’51.
T h e Anderson internship supports students
teaching science to disadvantaged children,
with preference for students interested in work
ing with children in grades K -1 2 . Preference
will also be given to students participating in
the W O W program in the city of Chester.
T he Barnard Fund was established in 1964 by
two graduates o f the College, Mr. and Mrs.
Boyd T. Barnard of Rosemont, Pa. T he 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 con
certs on the campus, for the purchase o f vocal
and orchestral scores and other musical litera
ture, and to provide scholarships for students in
the Music Department who show unusual
promise as instrumentalists or vocalists.
The B audelaire A w ard is supported by the
Jeannette Streit Rohatyn ’46 Fund. It was
created by Jeannette Streit Rohatyn ’46 in
2000. It is named after one of her favorite poets
and is conferred each semester upon a Swarthmore student participating in the Swarthmore
College Program in Grenoble. Recipients are
chosen by members of the French faculty, with
preference for students who show strong aca
demic promise.
The A lbert H . Beekhuis M usic Fund was created
in 1989 by a generous bequest of Mr. Beekhuis,
neighbor, friend, and patron o f Swarthmore
music. T he fund supports the acquisition and
maintenance of musical instruments and brings
musical performers to the College, especially for
the Music and Dance Festival.
The A lfred H . Bloom Jr. and M artha 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 B oyer M usic Fund was created in
1989. Income from the Boyer fund supports the
Dance Program.
The Richard B . Brandt Fund was established in
1986 by Phillip J. Stone ’62 in honor of Richard
B. Brandt, a member of the Philosophy De
partment from 1937 to 1964- T h e fund supports
visiting speakers chosen by the department.
The Philip A . Bruno Fine Arts Endowm ent was
created by Philip A . Bruno in 1988. T h e fund
supports the acquisition of artwork for the
Swarthmore College collections.
The Barbara W eiss Cartwright Fund fo r Social
Responsibility was created in 1993 by a gift from
Barbara W. Cartwright ’37 and Dorwin P.
Cartwright ’37. T h e fund supports new or exist
ing programs that encourage involvement in
addressing societal problems through projects
initiated by the College or created by current
students. In addition, it will provide opportuni
ties for faculty and students to participate in
volunteer service projects linked to the aca
demic program.
W endy Susan C heek ’83 M em orial Fund fo r
W om en’s Studies. Established in 1998 by Aimee
Lee and William Francis Cheek, the fund sup
ports student and/or programming needs o f the
Women’s Studies Program, including the cap
stone seminar for honors and course students.
T h e fund shall be spent at the direction of the
women’s studies coordinator.
T he C ilen to Fam ily Com m unity Service Internship
was established in 2002 by Alexander Cilento
’71 to support Swarthmore College students
who carry out community service projects that
benefit low-income families in the area. T he
fund is administered by the Swarthmore
Foundation.
T he C ilento Fam ily G eneral Endowm ent Fund
was established in 2002 by A lexander P.
Cilento ’71 to support the general objectives of
the College. T h e income is unrestricted.
T he C ilento Fam ily Inform ation Technology Fund
was established in 2002 by A lexander P.
Cilento ’71 as an expression of gratitude and
appreciation for the Engineering Department at
Swarthmore College. T he fund supports teach
ing innovations in information science, with
preference for computer science, engineering,
and related disciplines. T he fund is adminis
tered by the Provost’s Office.
T he Richard W. C onner ’49 Partners in M inistry
Fund was created in spring 2000 by Richard W.
Conner ’49 to establish a matching challenge
grant program benefiting Partners in Ministry
in recognition of the importance o f an ecu
menical program of spiritual nurture serving
the diverse faith traditions o f the entire
Swarthmore College community.
T he G eorge R. C ooley Curatorship was estab
lished in 1986. T h e Cooley endowment sup
ports the curatorship o f the Swarthmore
College Peace Collection.
T he W illiam J . C ooper Foundation provides fund
ing for a varied program of lectures, exhibits,
and concerts, which enriches the academic
work and cultural experience of the College
and the community. T h e foundation was estab
lished by William J. Cooper, a devoted friend of
the College whose wife, Emma M cllvain
Cooper, served as a member of the Board of
Managers from 1882 to 1923. It provides annu
al funds that are used “in bringing to the
17
Educational Resources
College from time to time, eminent citizens of
this and other countries who are leaders in
statesmanship, education, the arts, sciences,
learned professions and business, in order that
the faculty, students and the college communi
ty may be broadened by a closer acquaintance
with matters of world [interest].”
T he G ertrude S. Friedm an R esearch Fund was es
tablished in 1992 to support travel and research
o f biology faculty members with preference to
those studying in the area of physiology and re
lated subspecialties. Grants are awarded at the
discretion o f the chair o f the Biology
Department.
T he C ooper Foundation C om m ittee, composed of
students, faculty members, and staff members,
works with members o f all campus constituen
cies to arrange lectures, exhibitions, and perfor
mances o f 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 under
standing that their lectures would be published
under the auspices o f the foundation. This
arrangement has produced 18 volumes.
T he D avid R . G oodrich ’71 Endow m ent for
Islam ic Studies was established in 2003 to sup
port the Islamic Studies program at Swarth
more College. T h e fund will be administered by
the Provost’s Office.
T he H ayw ard Fam ily Fund was established by
Priscilla Hayward Crago ’53 in honor of her
parents, Sumner and Elizabeth Hayward, to re
ceive designated life income gifts made by the
donor since 1991 and to accommodate addi
tional gifts anticipated over the donor’s lifetime
and from her estate. T h e income from the fund
provides support for the faculty at Swarthmore
College.
Bruce C ratsley ’66 M em orial Fund was created in
1998 and supports lectures about photography
and exhibitions.
T he M ichael J . D urkan M em orial Fund was es
tablished by family and friends of Michael J.
Durkan, librarian emeritus, to support library
collections and to help bring Irish writers to
campus.
T he Jam es A . Field Jr. Lectureship was estab
lished by Thomas D. Jones Jr. ’53 and Vera
Lundy Jones ’58 in memory o f James Field, pro
fessor of history from 1947 to 1984, to support
lectures by visiting scholars on the history of
the United States.
T he Jam es A . Field Jr. M em orial Fund was estab
lished by family and friends o f James A . Field Jr.
Clothier Professor Emeritus o f history, to sup
port library collections.
T he L ee Frank M em orial A rt Fund, endowed by
the family and friends of Lee Frank ’21, spon
sors each year a special event in the A rt De
partment: a visiting lecturer or artist, a scholar
oj; artist in residence, or a special exhibit.
18
T he D onald J . G ordon A rt Fund was established
in 1998 by a gift from his children and their
spouses on the occasion o f his 70th birthday
and the 50th anniversary of his graduation from
Swarthmore College. T h e fund supports visit
ing artists.
T he H arry D . G otw als Fund was established in
1997 in memory o f the distinguished service of
Harry D. Gotwals as vice president for develop
ment, alumni, and public relations from 1990
to 1997. T h e fund supports the professional de
velopment o f members of the division.
T he M erritt W. H allow ed '61 C areer Services
Fund was established in 2002 by Merritt
Hallowell to support the College’s career ser
vices program and initiatives, including but not
limited to student career exploration, vocation
al counseling, identification o f skills, interests,
and values to develop an individual’s personal
ized career options; electronic and print re
sources; alumni networking and mentoring; and
extern opportunities. T he fund is administered
by the Office of Career Services.
T he Bruce H annay Fund was established by a gift
from the General Signal Corp. in honor of N.
Bruce Hannay ’42. T h e fund will provide sup
port for the academic program, with special
consideration given to chemistry. Bruce
Hannay was a research chemist with Bell
Laboratories and received an honorary doctor
of science degree from Swarthmore in 1979.
T he M arjorie H eilm an Visiting A rtist Fund was es
tablished by M. Grant Heilman ’41 in memory
of Marjorie Heilman to stimulate interest in art,
particularly the practice of art, on campus.
T he Jam es C . H orm el ’55 Endowm ent fo r Public
Policy and Social Change was established by
James Hormel ’55 to support faculty in the
Political Science Department.
The Jam es C . H orm el '55 Endowm ent fo r Student
Services was established by James Hormel ’55 to
support staffing and programs related to student
services and activities, including student in
volvement in volunteering and programs to en
courage greater understanding of, sensitivity to,
and incorporation into the great society of dif
ferences in culture, sexual orientation, or race.
The W illiam L . H uganir Sum m er R esearch
Endowment is awarded each spring by the chairs
of the Social Science Division based on the
academic interests o f a student or students who
wish to pursue summer research on global pop
ulation issues.
The W illiam 1. H ull Fund was established in
1958 by Mrs. Hannah Clothier Hull, Class of
1891, in memory of her late husband. Dr. Hull
was a professor of history and international law
at Swarthmore College for 48 years. T h e fund
enables the College to bring a noted lecturer on
peace to the campus each year in memory o f Dr.
and Mrs. Hull, who were peace activists.
The Richard M . H urd '48 Engineering Research
Endowment was created in 2000 in memory of
distinguished alumnus and former member of
the Board o f Managers Richard M. Hurd ’48.
The fund supports students interested in pursu
ing engineering research during the summer.
The Jonathan R . L ax Fund, created by his be
quest in 1996, supports an annual Lax Con
ference 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 ac
tively involved at the College.
The List G allery E xhibit Fund, established
through the generosity of Mrs. Albert List, sup
ports exhibits in the List Gallery o f the Eugene
M. and Theresa Lang Performing Arts Center.
The Joanna Rudge Long ’5 6 C onflict Resolution
Endowment was created in 1996 in celebration
of the donor’s 40th reunion. T he stipend is
awarded to a student whose meritorious propos
al for a summer research project or internship
relates to the acquisition of skills by elementary
school or younger children for the peaceful res
olution of conflict.
The Julia and Frank L . Lym an '43 Partners in
Ministry Endowm ent was created in February
2000 in recognition o f the importance of a dis
tinctive ecumenical program of spiritual nur
ture serving the entire community of Swarthmore College. Income from this endowment
will help provide for the compensation of the
religious adviser and supporting staff o f the
Swarthmore Protestant Community.
T he Ju lia and Frank L . Lym an '43 Student
Sum m er R esearch Stipend was created in
February 2000. It is awarded each spring by the
provost upon receiving recommendations from
members of the faculty involved with peace and
conflict studies.
T he P en elope M ason E ndow m ent fo r A sian
Studies was created via the estate of Penelope E.
Mason ’57. T h e fund supports courses taught in
the departments o f art, modem languages, eco
nomics, history, music and dance, political sci
ence, religion, and sociology/anthropology.
T he Thom as B . M cC abe M em orial Fund was es
tablished w ith gifts from alumni and the
McCabe Family to support an annual lecture
ship that brings to campus each fall individuals
with distinguished careers in fields such as pub
lic service, business, government, education, or
medicine.
T he Jam es H . M iller ’58 Partners in Ministry
Endowm ent was created in recognition of the
importance of a distinctive ecumenical program
of spiritual nurture serving the entire Swarth
more College community. Income from the
Miller endowment is distributed to Partners in
Ministry to help provide for the compensation
o f the religious adviser and supporting staff of
the Swarthmore Protestant community.
T he M argaret W. and John M . M oore Endowm ent
was created in September 1999 via a life-in
come gift contract. Income provides research
stipends for selected scholars using the re
sources of the Friends Historical Library and/or
the Peace Collection at Swarthmore College.
T he H elen F. N orth Fund in C lassics, 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 o f the Classics
Department. A t the discretion of the depart
ment, it shall be used to fund annually the
Helen F. North Distinguished Lectureship in
Classics and, as income permits, for a confer
ence or symposium with visiting scholars; sum
mer study o f Greek or Latin or research in classics-related areas by students majoring in the
19
Educational Resources
field; or study in Greece or Italy in classics by a
graduate o f the department.
T he G ene D . O verstreet M em orial Fund, given by
friends in memory of G ene D. Overstreet
(1 9 2 4 -1 9 6 5 ), a member o f the Political
Science Department (1 9 5 7 -1 9 6 4 ), provides in
come to bring a visiting expert to the campus to
discuss problems of developing or modernizing
nations and cultures.
T he Prom ise Fund, established anonymously by
an alumnus on the occasion o f his graduation,
is administered by T h e Cooper Foundation
Committee. Income from the Promise Fund
brings guest speakers, artists, and performers in
music, film, dance, and theater who show
promise o f distinguished achievement.
T he Edgar and H erta Rosenblatt Fund was creat
ed in 1967 and supports the work of the faculty
at Swarthmore College.
T he Ruach Endowm ent was created in 2000 to
support Hillel activities on campus.
T he Sager Fund o f Swarthmore College was es
tablished in 1988 by alumnus Richard Sager
’73, a leader in San Diego’s gay community. To
combat homophobia and related discrimina
tion, the fund sponsors events that focus on
concerns of the lesbian, bisexual, and gay com
munities and promotes curricular innovation in
the field of lesbian and gay studies. T h e fund
also sponsors an annual three-day symposium.
T h e fund is administered by a committee of
women and men from the student body, alum
ni, staff, faculty, and administration.
T he Savage Fund, created in 1996 in honor of
Professor Emeritus o f Biology Robert Savage,
supports student research and other activities in
cellular and molecular biology. Grants are
awarded at the discretion of the chair of the
Biology Department.
T he Scheuer-Pierson Fund, established in 1978
by W alter and Marge Scheuer ’48, supports the
Economics Department.
T he Science C en ter Endowm ent was established
by numerous donors to support the operation of
the renovated science center and related acad
emic programs.
T he G il and M ary R oelofs Stott C oncert Fund was
established in 1997 on the 25th anniversary of
the Lang Music Building. T h e 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
20
have meant to the Swarthmore community.
Each year, a new musical composition will be
commissioned by the College to be performed
at an annual G il and Mary Roelofs Stott
Concert at which the G il and Mary Roelofs
Sto tt Resident Student Artist will perform.
T he M ary and G ilm ore Stott Honors Philosophy
Sem inar Endowm ent was created in 1998 by
W illiam G . S to tt ’75 and by Christopher
Niemczewski ’74. T h e fund supports a seminar
offered by the Philosophy Department. It was
established in honor of the parents of William
G . Sto tt ’75.
T he Swarthm ore C hapter o f Sigm a Xi lecture series
brings eminent scientists to the campus under
its auspices throughout the year. Local members
present colloquia on their own research.
T he T hatcher Fund provides individualized assis
tance to students with disabilities. T h e purpose
o f the fund is to enable such students to take
full advantage of the academic and extracurric
ular life of the College and to make Swarth
more a desirable choice for prospective students
with disabilities. T h e fund was established in
1997.
T he P hoebe A nna T hom e M em orial Endowment
was created by a T hom e family member in
1911. T h e endowment supports the faculty of
Swarthmore College.
T he Pat Trinder Endowm ent 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 dedica
tion and support to students. T h e endowment
supports programs to advance career planning
and placem ent at Swarthmore College. It
specifically supports alumni participation in the
recruiting, placement, and mentoring efforts for
students.
T he P. Linw ood U rban Jr. Partners in Ministry
Endowm ent was created in recognition of the
importance of a distinctive ecumenical program
o f spiritual nurture serving the entire Swarth
more 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.
T he Benjam in W est 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 W est Society, which built up a col
lection o f paintings, drawings, and prints,
which are exhibited, as space permits, in the
buildings on campus. T he lecture was named
for the American artist who was bom in a house
that stands on the campus and became presi
dent of the Royal Academy.
Kenneth R. Wynn ’74 Fund fo r Interdisciplinary
Programs was created in 1998 to support inter
disciplinary, language-based programs that em
brace a more global view of language learning
than traditional sources.
21
Endowed Chairs
T he Edmund A llen Professorship o f Chem istry was
established in 1938 by a trust set up by his
daughter Laura A llen, friend of the College and
niece o f Manager Rachel Hillbom.
T he A lexander G risw old Cum m ins Professorship
o f English Literature was established in 1911 in
honor of Alexander Griswold Cummins, Class
o f 1889, by Morris L. Clothier, Class o f 1890.
T he Franklin E . and Betty B arr C hair in E co
nom ics was established in 1989 as a memorial to
Franklin E. Barr Jr. ’48 by his wife, Betty Barr.
T he H ow ard N . and A da J . Eavenson Profess
orship in Engineering was established in 1959 by
a trust bequest o f Mrs. Eavenson, whose hus
band graduated in 1895.
T he A lbert L . and E dna Pow nall Buffington
Professorship was established in 1964 by a be
quest from Albert Buffington, Class o f 1896 in
honor o f his wife, Edna Pownall Buffington,
Class o f 1898.
T he Donum P. Cartwright Professorship in Social
Theory and Social A ction was created in 1993 by
Barbara Weiss Cartwright ’37, to honor her
husband, Dorwin P. Cartwright ’37. T h e profes
sorship shall be awarded for a period of five
years to a full professor who has contributed to
and has the promise o f continuing major con
tributions to the understanding of how social
theory can be brought to bear on creating a
more humane and ethically responsible society.
Centennial chairs. Three professorships, unre
stricted as to field, were created in 1964 in
honor o f Swarthmore’s centennial from funds
raised during the Centennial Fund Campaign.
T he Isaac H . C lothier Jr. Professorship o f Biology
was established by Isaac H. Clothier Jr. as a trib
ute of gratitude and esteem to Dr. Spencer
Trotter, a professor of biology from 1888-1926.
T he Isaac H . C lothier Professorship o f H istory and
International Relations was created in 1888 by
Isaac H. Clothier, a member o f the Board of
Managers. Originally the professorship was
granted in the field o f civil and mechanical en
gineering. Clotheir later approved its being a
chair in Latin, and in 1912 he approved its
present designation.
T he M orris L . C lothier Professorship o f Physics
was established in 1905 by Morris L. Clothier,
Class of 1890.
T he Ju lien and Virginia C orn ell Visiting Pro
fessorship was endowed by Julien Cornell ’30
and Virginia Stratton Cornell ’30, former mem
bers of the Board o f Managers, to bring profes
sors and lecturers from other nations and cul
tures for a semester or a year. Since 1962,
Cornell professors and their families from every
com er of the world have resided on the campus
so that they might deepen the perspective of
both students and faculty.
22
T he Jam es H . H am m ons Professorship was estab
lished in 1997 by Jeffrey A. Wolfson ’75, to rec
ognize the inspiring academic and personal
guidance provided by James H. Hammons, pro
fessor 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.
T he Jam es C . H orm el Professorship in Social
Ju stice, established in 1995 by a gift from James
C. Hormel ’55, is awarded to a professor in any
academic division whose teaching and scholar
ship stimulate increased concern for and under
standing of social justice issues, including those
pertaining to sexual orientation.
T he H ow ard M . and C harles F. Jenkins Profes
sorship o f Q uakerism and P eace Studies was en
dowed in 1924 by Charles F. Jenkins H’26 and
a member of the Board of Managers, on behalf
o f the family of Howard M. Jenkins, a member
o f the Board o f Managers, to increase the use
fulness o f the Friends Historical Library and to
stimulate interest in American and Colonial
history with special reference to Pennsylvania.
T h e fund was added to over the years through
the efforts of the Jenkins family and by a 1976
bequest from C . Marshall Taylor ’04.
T he W illiam R . K enan Jr. Professorships w ere es
tablished in 1973 by a grant from the William
R . Kenan Jr. Charitable Trust to “support and
encourage a scholar-teacher whose enthusiasm
for learning, commitment to teaching, and sin
cere personal interest in students will enhance
the learning process and make an effective con
tribution to the undergraduate community.”
T he Eugene M . Lang R esearch Professorship, es
tablished in 1981 by Eugene M. Lang ’38, a
member of the Board o f Managers, normally ro
tates every four years among members of the
Swarthmore faculty and includes one year de
voted entirely to research, study, enrichment, or
writing. It carries an annual discretionary grant
for research expenses, books, and materials.
The Eugene M . Lang Visiting Professorship, en
dowed in 1981 by Eugene M. Lang ’38, brings to
Swarthmore College for a period of one semes
ter to three years an outstanding social scientist
or other suitably qualified person who has
achieved prominence and special recognition
in the area o f social change.
The Jan e Lang Professorship in M usic was estab
lished by Eugene M . Lang ’38, to honor his
daughter, Jane Lang ’67. T h e Jane Lang
Professorship is awarded to a member of the fac
ulty whose teaching or professional activity
promotes the centrality o f music in the educa
tional process by linking it to other disciplines.
The Stephen Lang Professorship o f Perform ing Arts
was established by Eugene M . Lang ’38, to
honor his son, Stephen Lang ’73. T h e Stephen
Lang Professorship o f Performing Arts is award
ed for five years to a member o f the faculty
whose teaching or professional activity pro
motes excellence in the performing arts at
Swarthmore.
The Sam Law rence U ghtfoot 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 o f Sara
Lawrence Lightfoot ’66, Doctor of Humane
Letters, 1989, and a former member o f the
Board of Managers.
The Susan W. Lippincott Professorship o f M odem
and C lassical Languages was endowed in 1911
through a bequest from Susan W. Lippincott, a
member of the Board of Managers, a contribu
tion from her niece, Caroline Lippincott, Class
of 1881, and gifts by other family members.
T he Edw ard H icks M agill P rofessorship o f
Mathematics and N atural Sciences was created in
1888 largely by contributions of interested
friends of Edward H. Magill, president o f the
College from 1872 to 1889, and a bequest from
John M. George.
T he C harles and H arriett C ox M cD ow ell
Professorship o f Philosophy and Religion was estab
lished in 1952 by Harriett C ox McDowell,
Class of 1887 and a member of the Board of
Managers, in her name and that of her hus
band, Dr. Charles McDowell, Class o f 1877.
The Mari S. M ichener Professorship was created
by the College in 1992 to honor Mrs.
Michener, wife of James A . Michener ’29, and
in recognition of his unrestricted gift.
The G il and Frank M ustin Professorship was es
tablished 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 at
torney, Charles Segal, father of Robert L. Segal
’46 and Andrew Segal ’50.
The Scheuer Fam ily C hair o f H um anities was cre
ated in 1987 through the gifts of James H.
Scheuer ’4 2; W alter and Marge Pearlman
Scheuer ’44; and their children, Laura Lee ’73,
Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78
and joined by a challenge grant from T he
National Endowment for the Humanities.
T he H ow ard A . Schneiderm an ’48 Professorship in
Biology was established by his wife, Audrey M.
Schneiderman, to be awarded to a professor in
the Biology Department.
T he C laude C . Smith ’14 Professorship was estab
lished in 1996 by members of the Sm ith family
and friends of Mr. Sm ith. A graduate o f the
Class of 1914, Claude Sm ith was an esteemed
lawyer with the firm o f Duane, Morris and
Heckscher and was active at the College, in
cluding serving as chairman of the Board of
Managers. This chair is awarded to a member of
the Political Science or Economics depart
ments.
T he Swarthm ore Professorship was established in
2002 by Eugene M. Lang ’38 in honor of
President Alfred H. and Peggi Bloom.
T he H enry C . and C harlotte Turner Professorship
was established in 1998 by the Turner family.
Henry C . Turner ’93 and J. A rcher Turner,
Class of 1905, served as members of the Board
of Managers of Swarthmore College, as officers
o f 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 genera
tions 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 cur
rent board member. Howard Turner ’33, son of
J. Archer Turner, has also been very active as
past chair and member o f the Board of
Managers over the years.
T he J . A rcher and H elen C . Turner Professorship
was established in 1998 by the Turner family.
Henry C . Turner ’93 and J. Archer Turner,
Class of 1905, served as members of the Board
23
Endowed Chairs
o f Managers of Swarthmore College, as officers
o f 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 genera
tions o f Turners have had ties with the College,
and Sue Thomas Turner ’35, wife of Robert C .
Turner ’3 6 (son of Henry C . Turner), is a cur
rent board member. Howard Turner ’33, son of
J. Archer Turner, has also been very active as
past chair and a member o f the Board of
Managers over the years.
T he H enry C . a n d j. A rcher Turner Professorship
o f Engineering was established with their contri
butions and gifts from members of the Turner
family in 1946 in recognition o f the devoted
service and wise counsel of Henry C . Turner,
Class o f 1893 and his brother, J. Archer Turner,
Class o f 1905. Both were members of the Board
of Managers.
T he D aniel U nderhill Professorship o f Music was
established in 1976 by a bequest from Bertha
Underhill to honor her husband, Class o f 1894
and a member of the Board o f Managers.
T he Marion Snyder W are Professorship o f Physical
Education and A thletics was established in 1990
by Marian Snyder Ware ’38. It is to be held by
th e ' chair o f the Physical Education and
Athletics Department.
T he Joseph W harton Professorship o f Political
Econom y was endowed by a trust given to the
College in 1888 by Joseph Wharton, chair of
the Board o f Managers.
T he Isaiah V. W illiam son Professorship o f C ivil and
M echanical Engineering was endowed in 1888 by
a gift from Isaiah V. Williamson.
24
Admissions
Inquiries concerning admission and applica
tions should be addressed to the Dean of
Admissions and Financial Aid, Swarthmore
College, 5 00 College Avenue, Swarthmore PA
19081-1390 or admissions@swarthmore.edu.
Office telephone: (610) 328-8300 or (800) 6673110.
GENERAL STATEMENT
In the selection of students, the College seeks
those qualities of character, social responsibil
ity, and intellectual capacity that it is primarily
concerned to develop. It seeks them not in iso
lation, but as essential elements of the whole
personality of candidates for admission.
Selection is important and difficult. No simple
formula will be effective. T h e task is to choose
those who give promise of distinction in the
quality o f their personal lives, in service to the
community, or in leadership in their chosen
fields. Swarthmore College must choose its stu
dents on the basis of their academic achieve
ment and commitment to intellectual inquiry
as well as their individual future worth to soci
ety and o f their collective contribution to the
College.
It is the College’s policy to have the student
body represent not only different parts of the
United States but also many foreign countries;
public, independent, and religiously affiliated
schools; and various economic, social, religious,
ethnic, and racial backgrounds. T h e College is
also concerned to include in each class the sons
and daughters of alumni and members o f the
Society o f Friends.
Admission to the first-year class is normally
based on the satisfactory completion of a fouryear secondary school program. Under some
circumstances, students who have virtually
completed the normal four-year program in
three years will be considered for admission,
provided they meet the competition o f other
candidates in general maturity as well as readi
ness for a rigorous academic program. Homeschooled students should make every effort to
complete the application with information that
is appropriate to 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
¿¿booling. Students who have already com
26
pleted a college degree, or higher, are not eligi
ble for admission to Swarthmore College.
A ll applicants are selected on the following
evidence:
1. Record in secondary school.
2. Recommendations from the school princi
pal, headmaster, or guidance counselor, and
from two academic teachers.
3. SAT-1 or A C T scores.
4. Three SAT-II scores, one o f which must be
the SAT-II Writing test. Applicants consid
ering a major in engineering are strongly en
couraged to take the SAT-II M ath IIC test.
5. A brief statement about why the student is
applying to Swarthmore, a brief essay on a
meaningful activity or interest, and a longer
essay (subject specified).
6. Co-curricular and extracurricular activities.
Applicants must have satisfactory standing in
school and standardized tests as well as strong
intellectual interests. T h e College is also inter
ested in strength o f character, promise of
growth, initiative, seriousness o f purpose, dis
tinction in personal and extracurricular inter
ests, and a sense of social responsibility. The
College values the diversity that varied interests
and backgrounds can bring to. the community.
PREPARATION
Swarthmore does not require a set plan of sec
ondary school courses as preparation for its pro
gram. T h e election o f 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 prin
ciples of mathematics.
3. T h e strongest possible command o f one or
two foreign languages. T h e College encour
ages students to study at least one language
for four years, if possible.
4. Substantial course work in history and social
studies; literature, art, and music; and math
ematics and the sciences. Variations of
choice and emphasis are acceptable, al
though some work in each of the three
groups is recommended.
Those planning to major in engineering should
present work in chemistry, physics, and four
years o f mathematics, including algebra, geom
etry, trigonometry, and calculus.
W inter Early Decision
Closing date for applications
Notification of candidate
Jan. 1
by Feb. 1
Regular Decision
Closing date for applications
Notification of candidate
APPLICATIONS AND EXAMINATIONS
Candidate reply date
Application to the College may be submitted
through either the Regular D ecision or one of
the Early D ecision plans. Applicants follow the
same procedures, submit the same supporting
materials, and are evaluated by the same cri
teria under each plan.
The Regular D ecision plan is designed for those
candidates who wish to keep open several dif
ferent options for their undergraduate educa
tion throughout the admissions process.
Applications under this plan will be accepted at
any time up to the Jan. 1 deadline, but the ap
plication should be submitted as early as possi
ble to create a file for the candidate to which
supporting material will be added up to the
deadline.
The Early D ecision plans are designed for candi
dates who have thoroughly and thoughtfully in
vestigated Swarthmore and other colleges and
found Swarthmore to be an unequivocal first
choice. O n applying to Swarthmore College,
Early-Decision candidates may not file an early
decision application at other colleges, but they
may file early action/regular applications at
other colleges with the understanding that
these applications will be withdrawn upon ad
mission to Swarthmore.
Any Early Decision candidate not admitted will
receive one o f two determinations: a deferral of
decision, which secures reconsideration for the
candidate among the Regular Decision candi
dates, or a denial of admission, which with
draws the application from further considera
tion. If one of these determinations is made, the
applicant is free to apply to other institutions.
Application under any plan must be accompa
nied by a nonrefundable application fee of $60
or fee waiver (which must be approved by the
secondary school counselor). Timetables for the
plans are the following:
Fall Early Decision
Closing date for applications
Notification o f candidate
Nov. 15
by Dec. 15
Jan. 1
by April 1
May 1
Under certain circumstances, admitted stu
dents may apply in writing to defer their admis
sion for one year. These requests must be re
ceived by May 1 and approved in writing by the
dean o f admissions, and students must confirm
their plans for the year by June 1. T h e dean of
admissions may choose to review other requests
on a case-by-case basis. Students granted defer
ment may neither apply to nor enroll at anoth
er degree-granting college/university program.
Swarthmore College places strong emphasis on
academic achievement and personal character.
A n offer o f admission to Swarthmore College is
dependent on a student maintaining his or her
standard o f academic achievement before en
rolling at the College. A n offer of admission is
also dependent on a student’s continued
demonstration o f character and high standards
for personal conduct. Lapses in either category
may be grounds for rescinding an offer of
admission.
For U .S. citizens and permanent residents ap
plying as first-year or transfer students, admis
sion to Swarthmore is determined without re
gard to financial need. Information concerning
financial aid is on pp. 32—48.
THE INTERVIEW
A n admissions interview with a representative
of the College is a recommended part o f the
first-year application process. (Applicants for
transfer are not interviewed.) Prospective firstyear applicants should take the initiative in ar
ranging for this interview. On-campus inter
views are available to rising seniors from June
through early December. Students are encour
aged to complete the interview before submit
ting an application to the College. Those who
can reach Swarthmore with no more than a
half-day’s trip are urged to make an appoint
ment to visit the College for this purpose.
O ther students may contact the Admissions
27
Admissions
Office in the fall o f their senior year to request
a meeting with an alumni representative in
their own area. Interviews with alumni repre
sentatives take longer to arrange than inter
views on campus. As a result, the deadline for
applicants living in the United States to request
an alumni interview is Nov. 15. T h e deadline
for applicants living overseas to request an
alumni interview is Dec. 15.
Arrangements for on-campus or alumni inter
views can be made by writing to the Office of
Admissions or by calling (610) 328-8300 or
(800) 667-3110. Directions for reaching the
College can be found on p. 452.
Those students who wish to have courses taken
at another college considered for either ad
vanced placement or credit must provide an of
ficial transcript from the institution attended as
well as written work (papers, examinations);
syllabi; and reading lists in order that the course
work may be evaluated by the department con
cerned. Such requests for credit must be made
within the first year at Swarthmore. Depart
ments may set additional requirements. For in
stance, students may be required to take a
placement examination at Swarthmore to vali
date their previous work.
INTERNATIONAL ADMISSIONS
ADVANCED PLACEM ENT
Enrolled first-year students with special creden
tials may be eligible during the first semester for
advanced placement (placement into courses
with prerequisites) and/or credit toward gradua
tion from Swarthmore (32 credits are required).
A ll decisions are made on a subject-by-subject
basis by the registrar in consultation with indi
vidual Swarthmore departments. Such credit is
available only for exams taken prior to matric
ulation at Swarthmore. Typically, special cre
dentials consist o f Advanced Placement exam
inations of the College Entrance Examination
Board, higher-level exam inations o f the
International Baccalaureate, certain other for
eign certifications (such as British A-Levels or
the German Abitur), or courses taken at anoth
er college. Every effort is made to place students
at the appropriate level, but no department is
required to give credit for work done elsewhere.
Credit is denied or revoked if a student chooses
to take a course at Swarthmore that the
Swarthmore department says essentially repeats
the work covered by the credit. Departmental
AP-credit policies are posted on the registrar’s
W eb site under “Policies.”
In some cases, students may qualify for ad
vanced standing and may become juniors in
their second year. To qualify for advanced
standing, a student must do satisfactory work in
the first semester, obtain 14 credits by the end
of the first year, intend to complete the degree
requirements in three years, and signify this in
tention when she or he applies for a major dur
ing the spring of the first year.
28
T h e College is deeply committed to a strong in
ternational presence on campus. T he applica
tion process is the same as for U .S. citizens and
permanent residents o f 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 fi
nancial aid places the student in the most se
lective subgroup of the total application pool
regardless of the parental contribution.
2. Demonstrated proficiency in English is re
quired of those for whom English is not their
first language. T his may be in the form of a
standardized test for non-native speakers of
English, such as TO EFL or AP1EL, superior
academic achievement in a school where
English is the language o f instruction, or a
portfolio of graded English writing samples
in conjunction with the ELPT. Although
not required, an interview on campus or with
a College admissions representative overseas
is considered to be very helpful.
3. Required SAT-I and SAT-II tests are waived
for those who live in countries where such
testing is unavailable. In countries where
testing is available, applicants are strongly
advised to make test arrangements early and
to have scores reported directly to Swarth
more College by the appropriate application
deadline.
4- It is the applicant’s responsibility to guaran
tee the authenticity o f all submitted creden
tials. This includes notarized translations of
official documents and certified school tran-
scripts signed by the appropriate school staff
member.
5. T h e College does not accept transfer appli
cations from foreign nationals who require
financial aid.
APPLICATIONS FOR TRANSFER
The College welcomes well-qualified transfer
students. Applicants for transfer must have had
an outstanding academic record in the institu
tion attended and must present transcripts for
both college and secondary school work, in
cluding an official statement indicating that
the student is leaving the institution attended
in good standing. Students who have complet
ed the equivalent of two or more semesters of
university-level work must apply for transfer ad
mission. Admission status for students who
have completed less than the equivalent of two
semesters of university-level work will be de
cided on a case-by-case basis. Transfer appli
cants must take the SAT-I or the A C T if one of
these tests has not been taken previously.
Four semesters of study at Swarthmore College
constitute the minimum requirement for a de
gree, two of which must be those of the senior
year. Applications for transfer must be filed by
April 1 of the year in which entrance is desired.
Swarthmore does not have a midyear transfer
application process. Need-based financial assis
tance is available for transfer students who are
U .S. citizens or permanent residents. Transfer
applications are not accepted from internation
al students who require financial aid.
Transfer applicants are notified of decisions on
or before May 30.
29
Expenses
STUDENT CHARGES
Total charges for the 2 0 0 4 -2 0 0 5 academic year
(two semesters) are as follows:
Tuition
$29,782
Room
4,778
Board
4,536
Student activities fee
312
$39,408
These are the annual charges billed by the
College. Students and their parents, however,
should plan for expenditures associated with
books, travel, and other personal items. In ad
dition, the College will bill for unpaid library
fines, W orth Health Center fees, and other fees
and fines not collected at the source.
Students engaged in independent projects away
from the College for which regular academic
credit is anticipated are expected to register in
advance in the usual way and pay normal tu
ition. If the student is away from the College for
a foil semester, no charge for room and board
will be made. However, if a student is away for
only a part of a semester, the above charges may
be made on a pro rata basis.
Late fees o f 1.5 percent per month will accrue
on all past-due balances. Students with pastdue balances will not be permitted to enroll for
the following semester, participate in the room
lottery, graduate, or obtain a transcript.
T h e regular College tuition covers the normal
program of four courses per term as well as vari
ations of as many as five courses or as few as
three courses. Students who elect to carry more
than five courses incur a unit charge for the ad
ditional course ($ 3 ,7 2 2 .7 5 ) or half-course
($1,861.37), although they may within the reg
ular tuition vary their programs to average as
many as five courses in the two semesters of any
academic year. College policy does not permit
programs o f fewer than three courses for degree
candidates in their first eight semesters of
enrollment.
Study Abroad
Students who wish to receive Swarthmore cred
it for study abroad must, for the semester or year
abroad, pay the foil Swarthmore charges (ex
cluding the student activities fee). Financial aid
is normally applicable to study abroad, with the
approval o f the O ffice for Foreign Study.
Students contemplating study abroad should
contact Steven Piker, foreign study adviser, well
in advance for academic and administrative
planning.
PAYM ENT POLICY
Semester bills are mailed in July and December.
Payment for the first semester is due by Aug. 13,
2004, and for the second semester by Jan. 14,
2005. 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
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:
Room Reduced
For Students W ho W ithdraw
Tuition and F ees Reduced
B oard 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
30
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 2004.
Beginning with the fall semester, 2004, tuition
payments may also be made by credit card
through a third-party service provider, PhoneCharge Inc., which will charge a convenience
fee o f 2.75 percent. Payments can be made by
MasterCard, Discover, or American Express by
calling the toll-free number (866) 800-3240 or
through the W eb site www.paybyintemet.com/swarthmore. Detailed information on this pay
ment option will be included with the fallsemester bills to be sent in July 2004. This plan
does not replace the monthly payment plan,
although payment-plan payments may be made
by credit card through this program.
HOUSING FINES
Any time you select a room in the lottery that
you do not use, the minimum fine is $100.
Other fines follow:
Fall Semester
If you select a room in the lottery and
1. Choose to live off-campus but are still
enrolled, you will be assessed:
a. A $500 penalty unless everyone in the
space notifies the Residential Life Office
by June 1 that they will not be occupying
the room. If everyone does notify the
office, the fine will be $100 each.
Spring Semester
If you select a room in the December lottery or
already have a room from fall semester and
1. Choose to live off campus but are still
enrolled, you will be assessed:
a. A $250 penalty unless everyone in the
unit leaves this space and notifies the
Residential Life Office by Dec. 1.
b. A $500 penalty each if notice is given
between Dec. 1 and the eighth week
o f classes.
c. No room refund if notice is received after
the eighth week.
2. Take a leave of absence and notify the
Dean’s Office, you will be assessed:
a. No penalty if notice is given by Dec. 1.
b. A $100 penalty if notice is given
between Dec. 1 and Jan. 5.
c. A $500 penalty if notice is given
between Jan. 5 and the eighth week
of classes.
d. No room refund after the eighth week.
INQUIRIES
A ll correspondence regarding payment of
student charges should be addressed to Linda
Weindel, student accounts manager, or phone
(610) 328-8396.
b. A $500 penalty for each person moving
off campus when notice is given between
June 1 and the eighth week of classes.
c. No room refund when notice is given
after the eighth week.
2. Take a leave of absence and notify the
Dean’s Office, you will be assessed:
a. A $100 penalty if notice is given by
Aug. 1.
b. A $500 penalty if notice is given
between Aug. 1 and the eighth week
of classes.
c. No room refund after the eighth week.
31
Financial Aid
T h e College strives to make it possible for all
admitted students to attend Swarthmore, re
gardless o f their financial circumstances and to
enable them to complete their education if fi
nancial reversals take place. About 50 percent
of the total student body currently receives aid
from the College. About 99 percent of the fi
nancial aid awarded by the College is based on
demonstrated financial need and is usually a
combination of scholarship, loan, and campus
employment. T h e College is committed to
meeting all demonstrated financial need, and
demonstrated need is assessed by a careful re
view o f families’ financial circumstances. In
2004—2 005, Swarthmore students need an
average o f $26,013. Thus, to meet that need,
our average award is $26,013.
mit a new financial aid application midyear. A
student’s aid is not withdrawn unless financial
need is no longer demonstrated. Assistance is
available only during a normal-length under
graduate program (eight semesters) and while a
student earns 4 credits each semester and makes
satisfactory academic progress. These limita
tions are also applied in our consideration o f a
sibling’s undergraduate educational expenses.
Students who choose to live off campus will not
receive College scholarship or College loan as
sistance in excess o f their C ollege bill.
Flowever, the cost of living off campus will be
recognized in the calculation of a student’s fi
nancial need, and outside sources of aid may be
used to help meet off-campus living expenses
once the College bill is satisfied.
Although admission and financial aid decisions
are made separately, a prospective student
should apply for aid and outside assistance
when applying for admission to Swarthmore.
Instructions for filing an aid application are in
cluded in the admissions application instruc
tion booklet or can be found under Admissions
on the College’s Web site, http://www.swarthmore.edu. Financial assistance will be offered if
a family does not have the capacity to meet
College costs. T h e amount a family is expected
to contribute is determined by weighing the
family’s income and assets against such de
mands as taxes, living expenses, medical ex
penses, siblings’ undergraduate tuition expens
es, etc. Family contribution also includes a
$ 1,450 to $ 1,890 summer earnings contribution
as well as a portion of the student’s personal
savings and assets.
U .S . students who have not previously received
financial aid may become eligible and may
apply to receive aid if their financial situations
have changed. A student who marries may con
tinue to apply for aid, but a contribution from
the parents is expected equal to the contribu
tion they would have made were the student
single.
For 2004—2005, the College bill, which in
cludes tuition, room, board, and a student ac
tivity fee, will be $39,408. This activity fee cov
ers not only the usual student services— health,
library, laboratory fees, for example— but ad
mission to all social, cultural, and athletic
events on campus. T he total budget figure
against which aid is computed is $41,352. This
allows $1,944 for books and personal expenses.
A travel allowance is added to the budget for
those who live in the United States but more
than 100 miles from the College.
In keeping with the policy o f basing financial
aid upon demonstrated need, the College re
views each student’s financial situation annual
ly. Each student who would like to be consid
ered for our support for the next year must sub
32
T h e College has, by action of our Board, reaf
firmed its need-blind admission policy and the
related practice of meeting the demonstrated fi
nancial need o f all admitted or enrolled stu
dents. Eligibility for federal aid funds is now
limited to those who are able to complete and
submit to us the Statem ent o f Registration
Compliance, but additional funds have been
made available for those who are unable to
accept need-based federal aid because they
have not registered with the Selective Service.
Financial support for foreign citizens is limited
and must be requested during the admission
application process. New aid applications from
foreign nationals cannot be considered after
admission.
A financial aid brochure has been prepared to
advise families of the various sources of aid as
well as a variety of financing options. Please
request a copy from our Admissions Office. You
may also find the answers to most of your
financial aid questions on our W eb site,
http://financialaid.swarthmore.edu.
SCHOLARSHIPS
For the academic year 2004—2005, the College
awarded more than $16 million in Swarthmore
scholarship funds. About one-half of that sum
was provided through the generosity of alumni
and friends by special gifts and the endowed
scholarships listed on pp. 3 4 -4 8 . It is not nec
essary to apply for a specific College scholar
ship. T he College decides who is to receive en
dowed scholarships, and others are helped from
general scholarship funds. Although the quali
fying criteria for awarding most endowed schol
arships remain general, some donors have es
tablished explicit guidelines that closely mirror
the interests o f the individual for whom the
scholarship is named. Financial need, however,
is a requirement for all College scholarships un
less otherwise indicated. Federal Pell Grants
and federal Supplemental Educational Oppor
tunity Grants are also available to eligible
students.
LOAN FUNDS
The College is able to meet the financial needs
of each student through long-term, low-interest
loan funds with generous repayment terms
combined with Swarthmore’s scholarship pro
grams. Although most offers of support from the
College include elements of self-help (campus
work and borrowing opportunities), the C ol
lege strives to keep each student’s debt at a
manageable level.
Aided students are expected to meet a portion
of their demonstrated need (from $1,000 to
about $4,500 each year) through the federal
Stafford Loan, the federal Perkins Loan, or the
Swarthmore College Loan programs. T h e C ol
lege determines which source is appropriate for
which student. Each of these programs allows
the borrower to defer repayment until after
leaving school, and each allows further defer
ment of the debt if the borrower goes on to
graduate school. Up to 10 years may be taken to
repay Stafford, Perkins, or Swarthmore College
Loans.
Parents who wish to borrow might consider the
federal PLUS Loan. Up to $39,408 per year is
available at a variable interest rate. Repayment
may be made over a 10-year period.
For more information about these loan
programs, read our financial aid brochure
(available from our Admissions Office).
T h e College also maintains the following
special loan funds and eligibility is determined
by our financial aid office:
T he Jay and Sandra Levine L oan Fund
T he T hatcher Fam ily L oan Fund
T he Swarthm ore C ollege Student L oan Fund
STUDENT EM PLOYM ENT
Student employment on the Swarthmore cam
pus is coordinated by the Student Employment
Office, which is under student direction. Jobs
are available in such areas as the library, depart
ment offices, the post office and the studentrun coffeehouse. Placements can be arranged
when students arrive in the fall. On-campus
rates of pay run from $7.29 to $7.81 per hour.
Students receiving financial aid are usually of
fered the opportunity to earn up to $1,556 dur
ing the year and are given hiring priority, but
there are usually jobs available for others who
wish to work on campus.
T h e Student Employment Office publicizes
local off-campus and temporary employment
opportunities. Students are generally able to
carry a moderate working schedule without
damaging their academic performance. Stu
dents are encouraged not to work more than
seven or eight hours weekly.
Off-campus placements in public or private,
nonprofit agencies in the local or Philadelphia
area can be arranged through the Financial Aid
Office during the academic year or nationwide
during the summer (when federal funds are suf
ficient) for students who qualify under the fed
eral College Work-Study Program. Hospitals,
schools, museums, and social service agencies,
and local, state, or federal government agencies
are suitable employers.
ENDOWED SCHOLARSHIPS
A ll students who demonstrate financial need
are offered scholarship aid, some of which is
drawn from the following endowments.
However, students should not worry if they do
33
Financial Aid
not fit the specific restrictions subsequently list
ed because their scholarships will be drawn
from other sources not listed here.
(Financial n eed is a requirem ent fo r all scholarships
unless otherw ise indicated. N o separate application
is n eeded.)
T he C atherine G . A bbott ’72 and Ernest B .
A bbott ’72 Scholarship was established by
Catherine ’72 and Ernest B. Abbott ’72 and is
awarded to a man or woman who shows great
promise. This renewable scholarship is awarded
to a first-year student who demonstrates both
need and academic excellence.
T he A etna Foundation Scholarship G rant provides
assistance to minority students with financial
need.
T he L isa P. A lbert Scholarship is awarded to a
young man or woman on the basis o f scholar
ship and need with preference given to those
with a demonstrated interest in the humanities.
T he G eorge 1. A lden Scholarship Fund was estab
lished as a memorial by the Alden Trust and is
awarded on the basis o f merit and need with
preference given to a student from New England
studying in the sciences or engineering.
and Swarthmore College.
T he Frank and M arie A ydelotte Scholarship is
awarded to a new student who shows promise of
distinguished intellectual attainm ent based
upon sound character and effective personality.
T h e award is made in honor o f Frank
Aydelotte, president of the College from 1921
to 1940 and originator o f the Honors Program
at Swarthmore, and o f Marie Osgood
Aydelotte, his wife.
T he D avid Baltim ore '60 Scholarship was estab
lished by an anonymous donor in 2000. It is
awarded with preference given to a junior or se
nior majoring in biology or chemistry. The
scholarship is renewable.
T he Philip and Roslyn B arbash, M .D ., Scholarship
was endowed in 1990 as a memorial by their
daughter and son-in-law, Babette B. Weksler,
M.D. ’58 and Marc E. Weksler, M.D. ’58. It is
awarded on the basis o f merit and need and is
renewable. Preference is given to women with
interest in the sciences and, in particular, in the
environment.
T he Vivian B . Alien Foundation provides schol
arship aid to enable foreign students to attend
Swarthmore College as part o f the foundation’s
interest in the international exchange of
students.
T he Philip H . Barley M em orial Scholarship, estab
lished in memory of Philip H. Barley ’66, by his
family and friends and the Class o f 1966, which
he served as president, provides financial assis
tance for a junior or senior who has demon
strated outstanding leadership qualities at
Swarthmore.
Susan W. Almy ’68 established T he Susan W.
Alm y ’68 Scholarship in 2003. T h e fund supports
financial aid for needy students at Swarthmore
College, with preference given to students in
terested in international careers, especially in
developing nations.
T he Franklin E . B arr Jr. ’48 Scholarship is
awarded to a first-year student who has broad
academic and extracurricular interests and who
shows promise o f developing these abilities for
the betterment o f society. This scholarship is
based on need and is renewable for three years.
T he Alum ni Scholarship is awarded to students
on the basis o f financial need. Established in
1991, this endowment is funded through alum
ni gifts and bequests.
T he Alum ni C ouncil Scholarship was established
by the Alumni Council o f Swarthmore College.
It is awarded based on academic merit and fi
nancial need and is renewable.
T he Joh n R . '53 and Joy ce B . ’55 Am bruster
Scholarship was created in 2001. It is awarded on
the basis o f academic merit and financial need.
T he Evenor Armm gton Scholarship is given each
year to a worthy student with financial need in
recognition o f the long-standing and affection
ate connection between the Armington family
34
T he H . A lbert Beekhuis Scholarship in engineer
ing is awarded on the basis o f merit and need to
a first-year student and is renewable through
the senior year as long as that student retains a
major in engineering. T h is scholarship is
endowed through the generous bequest of
Mr. Beekhuis, neighbor, friend, and successful
engineer.
Patty Y. and A .J. B ekavac Scholarship. Estab
lished in 1997 by their daughter, Nancy Y.
Bekavac ’69, the scholarship is awarded on the
basis o f need, with preference given to students
from western Pennsylvania.
T he M argaret F raser B ell ’53 Scholarship was cre
ated in her memory by her husband, Monroe
Bell. It is awarded each year to a junior on the
basis of need and merit, with preference given
to a student majoring in Russian.
with preference for a child o f immigrant parents
or guardians, and is renewable.
The Sherry F. Bellam y ’74 Scholarship was estab
lished in 2003 by Sherry Bellamy and is award
ed on the basis of academic merit and financial
need and is renewable.
T he W illiam A . Bradford Jr. ’66 Scholarship was
established by W illiam Bradford to provide fi
nancial assistance to a student who gives great
promise based on academic merit and financial
need. T h e scholarship is renewable.
The Brand and Frances Blanshard Scholarship is
given in their memory to a deserving student
with high academic promise.
The Blough and Locksley Fam ily Scholarship was
established in 2003 by Stephen Blough ’79 and
Sally Locksley ’79 and is awarded on the basis of
academic merit and financial need. T h e schol
arship is renewable.
The Jean n e C otten Blum ’4 0 Scholarship was es
tablished in 2003 by Jeanne C otten Blum and is
awarded on the basis of academic merit and fi
nancial need. T he scholarship is renewable.
The Curtis B ok Scholarship was established in the
College’s Centennial Year, 1964, in honor of
the late Philadelphia attorney, author, and ju
rist, who was a Quaker and honorary alumnus
of Swarthmore. T h e scholarship is assigned an
nually to a junior or senior whose qualities of
mind and character indicate a potential for hu
manitarian service such as Curtis Bok himself
rendered and would have wished to develop in
young people. Students in any field of study,
and from any part of this country or from
abroad, are eligible. T h e scholarship is renew
able.
The Frank R. B orchert Jr. '58 and T hom as K .
Glennan Jr. '57 Scholarship was established by T.
Keith ’82 and Kathryn P. Glennan ’82 in honor
and memory of their uncle and father, who,
from their days as fraternity brothers at
Swarthmore, became lifelong friends and
brothers-in-law. They shared a common com
mitment to educational excellence, and each
devoted his professional life to this cause. T he
scholarship is awarded on the basis of academic
merit and financial need and is renewable.
T he Edward S. B ow er M em orial Scholarship, es
tablished by Mr. and Mrs. Ward T. Bower in
memory of their son, Class of ’42, is awarded
annually to a man or woman student who ranks
high in scholarship, character, and personality.
T he George and Josephin e C larke B raden
Scholarship, established in 1999 by their chil
dren in honor of George ’38 and in memory of
Josephine ’41, is awarded to a student with
demonstrated need for financial assistance,
T he C arol Paxson Brainerd ’26 Scholarship is
awarded on the basis of financial need and aca
demic merit.
T he D aniel W alter Brenner M em orial Scholarship,
established by family and friends in memory of
Daniel W. Brenner ’74, is awarded to a senior
majoring in biology who is distinguished for
scholarship and an interest in plant ecology,
wildlife preservation, or animal behavior re
search. T h e recipient is chosen with the ap
proval of the biology and classics faculty.
T he M alcolm C am pbell U nitarian Scholarship, es
tablished by Malcolm Campbell ’44 on the oc
casion o f his 50th reunion, is awarded to a stu
dent who is an active Unitarian Universalist
with financial need and a strong academic
record. T h e scholarship is renewable.
T he Chang/H aw ley ’58 Scholarship was estab
lished in 2003. It is named for Rosalind Chang
W hitehead ’58 and John K. Hawley ’58. Their
son, Charles Loy Hawley ’85, is also an alum
nus. T h e scholarship is awarded on the basis of
financial need and academic merit.
T he W illiam and E leanor Stabler C larke Scholar
ships, established in their honor by Cornelia
Clarke Schmidt ’46 and W. Marshall Schmidt
’47, are awarded to two worthy first-year stu
dents with need. Preference is to be accorded to
members of the Society of Friends. These schol
arships are renewable.
T he C lass o f 1925 Scholarship was created on the
occasion of the class’s 50th reunion. It is
awarded on the basis of academic merit and fi
nancial need.
T he C lass o f 1930 Scholarship was endowed by
the class on the occasion of its 60th reunion. It
is awarded alternately to a woman or a man on
the basis o f sound character and academic
achievement, with preference given to those
who exercise leadership in athletics and com
munity service. T h e scholarship is renewable.
T he C lass o f 1932 Scholarship, established on the
occasion of the class’s 70th reunion, is awarded
on the basis of academic merit and financial
need. T he scholarship is renewable.
35
Financial Aid
T he Class o f 1938 H arriet and W illiam C arroll
Scholarship was established on the occasion of
the class’s 65th reunion by their classmates and
members o f their family in honor o f the
Carrolls’ longstanding service to the College.
T h e scholarship is awarded on the basis of aca
demic merit and financial need. T h e scholar
ship is renewable.
T he C lass o f 1963 Scholarship is awarded on the
basis o f merit and need and is renewable
through the senior year. T h e scholarship was
created in honor o f the class’s 25th reunion.
T he C lass o f 1939 Scholarship was established at
the 50th reunion o f the class in fond memory of
Frank Aydelotte, president of the College from
1921 to 1940, and his wife, Marie Aydelotte. It
is awarded to a worthy student with need and is
renewable.
T he C lass o f 1969 Scholarship was established at
the 25th reunion of the class in honor of the
contributions made by Courtney Sm ith, presi
dent o f Swarthmore College from 1953 to 1969.
T h e scholarship was given with bittersweet
memories o f the campus turmoil o f the 1960s
and with confidence in the power of open dis
cussion and reconciliation. T h e scholarship is
awarded on the basis of merit and need and is
renewable.
T he C lass o f 1941 Scholarship was created in cel
ebration o f the 50th reunion o f the class. It is
awarded on the basis of merit and need and is
renewable.
T he B eatrice R . and Joseph A . C olem an Founda
tion Scholarship was established by Elizabeth
Coleman ’69 to be awarded to a student with
need from a middle-income family.
T he C lass o f 1943 Scholarship, established to
honor the 50th reunion of that class, is awarded
to a student in the sophomore class on the basis
o f sound character and academic achievement,
with preference given to those participating in
athletics and community service. T h e scholar
ship is renewable through the senior year.
T he C harles A . Collins C lass o f 1912 Scholarship
Fund is awarded every year to a deserving stu
dent who is in need of financial assistance, in
accordance with the donor’s will.
T he C lass o f 1946 Scholarship was established on
the occasion o f the class’s 50th reunion in
recognition of the Swarthmore tradition that so
influenced its members.
T he C lass o f 1949 Scholarship was established in
1999 in celebration o f the class’s 50th reunion.
It is awarded on the basis o f merit and need and
is renewable.
T he C lass o f 19 50 Scholarship, established on the
occasion of the class’s 50th reunion, is awarded
to one or more deserving students. T h e scholar
ship is renewable.
T he C lass o f 1952 Evans H. Bum M em orial
Scholarship, established on the occasion o f the
class’s 50th reunion in memory o f their long
time president, is awarded on the basis of aca
demic merit and financial need. T h e scholar
ship is renewable.
T he C lass o f 1954 Scholarship, established on the
occasion o f the class’s 50th reunion, is awarded
on the basis of academic merit and financial
need. T h e scholarship is renewable.
T he C lass o f 1956 Scholarship was established on
the occasion o f the class’s 25th reunion. It is
awarded on the basis o f academic merit and fi
nancial need.
36
T he N . H arvey C ollisson Scholarship, established
by his family and the O lin Mathieson
Charitable Trust in memory of N. Harvey
Collisson ’22, is awarded to a first-year man or
woman. Selection will place emphasis on char
acter, personality, and ability.
T he M arcia Perry Ruddick C ook ’27 Scholarship is
awarded to a junior on the basis o f merit and
need, with preference given to an English liter
ature major, and is renewable. Both scholar
ships are endowed by J. Perry Ruddick in mem
ory o f his parents.
T he D avid S. C ow den Scholarship was estab
lished by Professor David S. Cowden ’42, who
taught English literature at Swarthmore from
1949 until his death in May 1983. It is awarded
on the basis of financial need.
T he Crum M eadow Scholarship was created by an
anonymous donor in 2001. It is awarded on the
basis of academic merit and financial need. The
scholarship is renewable.
T he M arion L . D annenherg Scholarship is award
ed 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 and
grandmother o f six students who attended
Swarthmore.
T he Edith T hatcher ’50 and C . Russell ’47 de
Burlo Scholarship is awarded alternately to stu
dents who intend to major either in engineer
ing or the humanities. It is awarded on the basis
of need and merit and is renewable annually. It
is the gift o f Edith and Russell de Burlo.
Edward L . D obbins ’39 M em orial Scholarship.
Established by Hope ]. Dobbins 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 envi
ronmental activism. T he scholarship is renew
able. Preference is given to residents of
Berkshire County, Mass.
The Francis W. D ’O lier Scholarship, in memory
of Francis W. D’Olier of the Class of 1907, is
awarded to a first-year student. Selection will
place emphasis on character, personality, and
ability. It is renewable.
The Agnes B . D oty M em orial Scholarship, estab
lished in 2000 by her daughter, Christine M.
Doty ’70, is awarded each year with a prefer
ence given to students majoring in Asian stud
ies. The scholarship is renewable.
The Faith and Ross Eclder Scholarship was estab
lished in 2002 by A . Ross ’50 and Faith Wood
ward Eckler ’51. T h e Scholarship is awarded on
the basis o f academic merit and financial need,
with preference given to a man or woman with
a commitment to community service, and is
renewable.
The M arjorie V anD eusen ’38 and J . E arle
Edwards ’36 Scholarship was established by an
anonymous donor in 2000. It is awarded with
preference given to a junior or senior who has
demonstrated a commitment to socially respon
sible citizenship with a special interest in peace
and conflict studies. T he scholarship is renew
able.
The M aurice G . Eldridge ’61 Scholarship is one of
several created by an anonymous donor in
recognition of outstanding administrators at
Swarthmore College. T h e Eldridge Scholarship
was established in 1999 to honor Maurice G.
Eldridge ’61, vice president of college and com
munity relations and executive assistant to the
president. T h e Eldridge fund is awarded to a
student with merit and need who has demon
strated a commitment to socially responsible
citizenship, with a preference for a student from
the Washington, D.C., public school system, es
pecially from either the Banneker Academic
High School, Duke Ellington School of the
Arts, or the Bell Multicultural School. T he
scholarship is renewable.
T he R obert K . Enders Scholarship, established by
his friends and former students, to honor Dr.
Robert K. Enders, a member of the College fac
ulty from 1932 to 1970, is awarded annually to
a worthy student with an interest in the study of
biological problems in a natural environment.
T he Philip Evans Scholarship is established in
fond memory of a member of the Class of 1948
by his friend Jerome Kohlberg ’46 and seeks to
expand the diversity of the Swarthmore com
munity by bringing to this campus students who
are outstanding in leadership, intellectual cu
riosity, community service, and athletic partici
pation. T h e scholarship is awarded to members
o f the first-year class and is renewable annually.
It provides a summer-opportunity grant as well
as internship, mentoring, networking, and
alumni opportunities.
T he M ichael S. Fedak '82 Scholarship was estab
lished in 2003. It is awarded on the basis of aca
demic merit and financial need with preference
given to students from New Jersey majoring in
economics or mathematics. T h e scholarship is
renewable.
T he Sam uel and G retchen Vogel Feldm an Scholarship is awarded to a student interested in pursu
ing a teaching career. It is awarded on the basis
o f need and is renewable.
T he Sam uel M . and G retchen Vogel Feldm an
1956 Scholarship 11 is awarded to a student in
terested in pursuing a teaching career after
graduating from Swarthmore College. It is
awarded on the basis of need and is renewable.
T h e E lizabeth P ollard F etter String Q uartet
Scholarships, endowed by Frank W. Fetter ’20,
Robert Fetter ’53, Thomas Fetter ’56, and Ellen
Fetter G ille in memory o f Elizabeth R Fetter
’25, subsidize the private instrumental lessons of
four outstanding student string players at the
College. Interested applicants should write to
the chair of the Music Department and should
plan to audition at the College when arriving
for an interview. Membership in the quartet is
competitive. O ther students may challenge and
compete for a place in the quartet at the begin
ning of any semester.
T he Polly and G erard Fountain Scholarship has
been established in their honor by Rosalind
Chang W hitehead ’58 in appreciation of their
kindness and support during her college years.
37
Financial Aid
It is awarded to a first-year student with need
and merit and is renewable.
lished in 1976 by Harold Mertz ’26 in memory
of Joyce Mertz Gilmore ’51.
T he D avid W . Fraser Scholarship. This endowed
scholarship has been established by the Board
of Managers and friends o f David Fraser in
honor of his service as president of Swarthmore
College from 1982 to 1991. This need-based
scholarship will be awarded each semester to
one student enrolled in an approved program of
academic study outside the boundaries of the
United States. Preference will be given to stu
dents studying in Asian, Middle Eastern, and
African countries.
T he B arbara Entenberg G im bel Scholarship Fund
was endowed in memory of Barbara Entenberg
Gimbel ’39 by her husband, Dr. Nicholas S.
Gimbel. T h e scholarship is awarded on the
basis of need to a worthy student, with prefer
ence to a black candidate.
T he M arianne D urand Frey ’5 7 Scholarship was
established by Marianne Durand Frey in 2002
and reflects the donor’s gratitude for scholarship
aid received during her attendance at
Swarthmore. T his renewable scholarship is
awarded based on merit and financial need to a
woman who has attended a public high school.
T he B erda G oldsm ith Scholarship, established in
1991 in memory of Mrs. Goldsmith, is a needbased scholarship awarded annually to a music
major beginning in his or her junior year. Mrs.
Goldsmith was a music lover and patroness of
the Settlem ent Music School. Preference will
be given to a student who has attended the
Settlem ent Music School and shows an interest
and proficiency in playing the piano.
T he T heodore and Elizabeth Friend Scholarship is
established as an expression of respect and ap
preciation by board members and others who
have been associated with them in the service
o f Swarthmore College. T h e scholarship is
awarded each year on the basis o f need to a wor
thy student.
T he Toge and M itsu Fujihira Scholarship was cre
ated in 2000 by their son, Donald Fujihira ’69.
It is awarded to a man or woman who shows
great promise and assumes both financial need
and academic excellence. Preference is given to
students o f Asian descent. T h e scholarship is
renewable.
T he John D . G oldm an ’71 Scholarship is awarded
on the basis of need to a student with a strong
academic record and leadership qualities.
Preference is given to students from northern
California.
T he Kerm it G ordon ’38 Scholarship was created
by an anonymous donor in 2000. This renew
able scholarship is awarded on the basis of need,
merit, and an interest in public policy.
T he N eil R . G rabois ’5 7 Scholarship was created
by an anonymous donor in 2001. It is awarded
on the basis of academic merit and financial
need, with preference for students from urban
public high schools who wish to study engi
neering or science.
T he John and G ail G austad Scholarship was estab
lished by friends and students of the Gaustads
to honor their many years o f service to the
College. It is awarded annually to a promising
student who demonstrates need and academic
excellence. It is renewable.
T he Sarah M aurer G raham ’7 7 Scholarship was
established by Sarah’s husband, Robert B.
Graham, after her passing to honor her curiosi
ty, her achievements, and her passion for
Swarthmore. T h e scholarship is awarded on the
basis of academic merit and financial need with
preference given to students interested in clas
sics studies. T h e scholarship is renewable.
T he M artha Salzm ann G ay '79 Scholarship was
created in 2000 by Martha S . Gay ’79. T he
award assumes both academic excellence and
financial need and is awarded to a first-year stu
dent who shows great promise. T h e scholarship
is renewable.
T he M ary U ppincott G riscom Scholarship was es
tablished by Mary Griscom and her daughter,
Mary Griscom Colegrove ’42, through outright
gifts and the maturity o f life income contracts,
to provide financial aid on the basis of academ
ic merit and financial need.
T he Joy ce M ertz G ilm ore Scholarship is awarded
to an entering first-year student and is renew
able. T h e 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. T he award was estab
T he Lucinda B uchanan Thom as ’34 and Joseph H.
H afkenschiel ’37 Scholarship Fund was estab
lished as a memorial to Lucinda Thomas in
1989 by her husband and sons, Joseph III ’68,
B.A . Thomas ’69, Mark C . ’72, and John
Proctor ’75. Lucinda’s father, B.A . Thomas,
38
M.D., graduated with the Class o f 1899. This
scholarship is awarded to a junior and is renew
able, based on need. Preference is given to stu
dents who have demonstrated proficiency in
water sports, or have shown talent in studio arts
and who have been outstanding in service to
the College.
The M ason H aire Scholarship is given by his wife,
Vivian, in honor of this member o f the Class of
1937, a distinguished psychologist and former
member of the Swarthmore College faculty.
The scholarship is awarded to a first-year stu
dent with financial need who is distinguished
for intellectual promise and leadership. It is re
newable.
T he M argaret Johnson H all Scholarship fo r the
Performing Arts is the gift o f Margaret Johnson
Hall ’41. It provides financial assistance based
on merit and need, with preference to students
intending to pursue a career in music or dance.
T he Edith O gden H arrison M em orial Scholarship
was created by her daughter, Armason Harrison
’35. It is awarded to a first-year student, with a
preference for children of members o f the
Religious Society o f Friends or to Native
American students. T h e scholarship is renew
able.
T he W illiam Randolph H earst Scholarship Fund fo r
Minority Students, established by the Hearst
Foundation Inc., provides financial assistance
to minority students with need.
T he B ernard B . and Phyllis N . H elfan d
Scholarship was established by their daughter,
Margaret Helfand ’69, in 2003 to honor their
encouragement of non-traditional educational
pathways. T he scholarship is awarded on the
basis of merit and need, with preference given
to students interested in both art and science
and a commitment to improving their commu
nities through their work. T he scholarship is
renewable.
T he E . Dyson and C arol H ogeland Herring ’38
Scholarship was created in 1999 by Eugene M.
Lang ’38. T he scholarship is awarded with pref
erence given to a junior or senior woman ma
joring in political science who plans to attend
law school. T he scholarship is renewable.
T he Stephen B . H itchner Jr. ’67 Scholarship was
established in 1990 by the Board of Managers in
memory of Stephen B. Hitchner Jr. with grati
tude for his strong leadership of the Student
Life Committee and his previous service to the
College. Recipients of this need-based scholar
ship will be selected from the junior class for
their interest in a career in the public or non
profit sectors and is renewable.
T he Betty Stem H offenberg Scholarship, estab
lished in 1987 in honor of this member of the
Class of 1943, is awarded to a junior or senior
with m erit and need who shows unusual
promise, character, and intellectual strength.
Strong preference is given to a student majoring
in history.
T he H ollenberg-Sher Scholarship was created in
1998 and is awarded to a first-year student. T he
scholarship is renewable.
T he C arl R . H orten ’4 7 Scholarship was created
by the Ingersoll-Rand Co. Preference is given
to students planning to major in engineering or
prelaw.
T he Everett L. H unt Scholarship, endowed by the
Class o f 1937 in the name of its beloved emeri
tus professor and dean, provides an unrestricted
scholarship to be awarded annually by the
College.
T he Betty P. Hunter Scholarship Fund. Betty P.
Hunter ’48, one o f the first black students to at
tend Swarthmore College, established this fund
through a bequest to provide scholarship aid to
needy students.
T he Richard M . H urd ’4 8 Scholarship was creat
ed in 2000. It is awarded with preference given
to a student majoring in engineering. T he
scholarship is renewable.
T he W illiam Y. Inouye '44 Scholarship was estab
lished in loving memory by his family, friends,
and colleagues in recognition of his life o f ser
vice as a physician. It is awarded to a worthy ju
nior premedical student with need. T h e schol
arship is renewable.
T he G eorge B . Jackson ’21 Scholarship has been
endowed by Eugene M. Lang ’38 in honor of
the man who guided him to Swarthmore. It is
awarded on the basis of need and merit with
preference given to a student from the New
York metropolitan area.
T he H ow ard M . and E lsa P. Jenkins Scholarship in
engineering provides financial assistance to a
promising sophomore or junior with need who
is interested in pursuing a career in engineering.
It is the gift of Elsa Palmer Jenkins ’22, Swarthmore’s first woman graduate in engineering.
T he Edmund A . Jon es Scholarship Fund was cre-
39
Financial Aid
ated in 1965, awarding a grant each year to a
graduate o f Swarthmore High School and,
since 1983, to a graduate of Strath Haven High
School. In 1997, this four-year, renewable
scholarship was designated for Strath Haven
High School graduates who attend Swarthmore
College with demonstrated financial need.
Edmund A . Jones was the son of long-time
Swarthmore residents Adalyn Purdy Jones ’40,
and Edmund Jones ’39.
on the basis of academic merit and financial
need with preference given to students from the
Delaware Valley area, including eastern Penn
sylvania, southern New Jersey and Delaware.
T h e scholarship is renewable.
T he Benjam in K alkstein '72 Scholarship, estab
lished by his family in 2002, is awarded to a
first-year student on the basis of merit and
need, and is renewable. Preference is given to
students with interest in environmental studies.
T he Paul and M ary Jan e K opsch Scholarship Fund,
established through a gift o f Paul J. Kopsch of
the Class of ’46, is awarded each year to a junior
premedical student(s) with financial need. The
scholarship is renewable.
T he Jen n ie K eith Scholarship is one of several cre
ated by an anonymous donor in recognition of
outstanding administrators at Swarthmore
College. T h e K eith Scholarship was established
in 2000 to honor Jennie Keith, professor o f an
thropology, who served as provost from 1992 to
2001. T he scholarship is awarded to a student
who shares the donor’s and Jennie Keith’s com
mitment to the use of intellectual excellence in
the service of positive social change.
T he W alter W . K rider ’09 M em orial Scholarship.
Established by his wife and daughter in 1965,
the Krider scholarship is awarded to a student
who ranks high in scholarship, character, and
personality and has financial need.
T he A lexander Kem p Endow ed Scholarhsip was
established in 2001 by Giles Kemp ’72 and
Barbara Guss Kemp. This renewable scholar
ship is awarded on the basis of financial need
and academic merit.
T he Kennedy Scholarship is given in honor of the
parents and with thanks to the children of
Christopher and Jane Kennedy. T h e scholar
ship is awarded on the basis of need and merit
and is renewable.
T he C lark K err '32 Scholarship was created by an
anonymous donor in 2000. It is awarded with
preference given to a student entering his or her
senior year, who meets the model described by
President Aydelotte of the all-around student
with strong interests in academic achievement,
athletics, and interests in debating and other
aspects of student life and community service.
T he Florence and M elville Kershaw Scholarship is
endowed in their honor by their son Thomas A.
Kershaw ’60. It is awarded to a first-year student
on the basis of need and merit, with preference
given to those intending to major in engineer
ing. It is renewable.
T he Joseph W . Kim m el ’44 & Elizabeth Blackburn
Kim m el '44 Scholarship was established in 2003
by their son, James B. Kimmel ’70. It is awarded
40
T he W illiam H . K isder ’43 Scholarship is en
dowed in his memory by his wife, Suzanne, his
friends and former classmates. It is awarded to a
needy and deserving student majoring in engi
neering or economics.
T he K yle Scholarship, established in 1993 by
Elena Sogan Kyle ’54, Frederick W. Kyle ’54,
and Robert B. Kyle Jr. ’52, is awarded in the ju
nior or senior year to a student who has shown
leadership capability, made significant contri
butions to the life of the College, and demon
strated the need for financial assistance.
T he Laurence L afore ’38 Scholarship w as estab
lished 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 scholarship is awarded to a needy
student showing unusual promise and is renew
able.
T he R obert E . 1903 and W alter Lam b 1939
Scholarship was established by Walter Lamb ’39.
It is awarded on the basis o f academic merit and
financial need.
T he B arbara Lang Scholarship is awarded to a stu
dent in the junior class whose major is in the
arts, preferably in music, who ranks high in
scholarship and has financial need. It is renew
able. T his scholarship was established by
Eugene M. Lang ’38 in honor o f his sister.
Eugene M . Lang Opportunity Grants are awarded
each year to as many as six entering students
who are selected by a special committee on the
basis of distinguished academic and extracurric
ular achievement and demonstrable interest in
social change. Stipends are based on financial
need and take the form o f full grants up to the
amount of total college charges. Each Lang
Scholar is also eligible for summer or academicyear community service support while an un
dergraduate, up to a maximum of $14,000.
Projects, which must be approved in advance
by a faculty committee, are expected to facili
tate social change in a significant way. T h e pro
gram is made possible by the gift o f Eugene M.
Lang ’38. (This grant is under review.)
The Ida and D aniel Lang Scholarship, established
by their son, Eugene M. Lang ’38, provides
financial assistance for a man or woman who
ranks high in scholarship, character, and
personality.
The Eleanor B . and Edward M . Lapham Jr. ’30
Scholarship established in 1996, is awarded to a
first-year student on the basis o f merit and
need. The scholarship is renewable for his or
her years of study at Swarthmore.
T he Frances Reiner and Stephen G irard Lax
Scholarship has been established with preference
for minority or foreign students who show both
merit and need. This scholarship has been en
dowed by the family of Stephen Girard Lax ’41,
who was chairman of the Board of Managers of
Swarthmore College from 1971 to 1976.
T he Stephen G irard Lax Scholarship, established
by family, friends, and business associates of
Stephen Lax ’41, is awarded on the basis of fi
nancial need every two years to a student en
tering the junior year and showing academic
distinction, leadership qualities, and a definite
interest in a career in business.
T he W alter H . Leser ’4 9 M em orial Scholarship
was established by Martha E. Leser in 2002. It is
awarded on the basis of academic merit and
financial need with preference to students
majoring in mathematics. T he scholarship is
renewable.
T he C arl M . Levin '56 Scholarship was created by
an anonymous donor in 2000. It is awarded to a
student with merit and need who has overcome
obstacles, with a preference for Michigan pub
lic high school graduates. T h e scholarship is
renewable.
T he Scott B . Lilly Scholarship, endowed by Jacob
T. Schless of the Class of 1914 , was offered for
the first time in 1950. This scholarship is
awarded annually in honor of a former distin
guished professor of engineering, and students
who plan to major in engineering are given
preference.
T he U oyd Fam ily Scholarship was established in
2000 by May Brown Lloyd ’27, G . Stephen
Lloyd ’57, and A nne Lloyd ’87. It is awarded
with preference given to a man or woman who
gives great promise. T h e scholarship is renew
able.
T he U oyd'Jones Fam ily Scholarship is the gift of
Donald ’52 and Beverly Miller ’52 Lloyd-Jones
and their children Anne ’79, Susan ’84, Donald
’86, and Susan’s husband Bob Dickinson ’83. It
is awarded on the basis of merit and need and is
renewable.
Am y C hase Loftin ’29 Scholarship. Established in
1998, the Loftin scholarship is awarded to a
sophomore, with preference given to Native
Americans and African Americans. T h e schol
arship is renewable.
T he Joan Longer ’78 Scholarship was created as a
memorial in 1989 by her family, classmates, and
friends, to honor the example of Joan’s person
al courage, high ideals, good humor, and grace.
It is awarded on the basis of merit and need and
is renewable.
T he D avid Laurent Low M em orial Scholarship was
established by Martin L. Low ’40; his wife,
A lice; Andy Low ’73; and Kathy Low in mem
ory o f their son and brother. It is awarded to a
man or woman who shows the great promise
that David himself did. T h e award assumes
both need and academic excellence and places
emphasis, in order, on qualities o f leadership
and character, or outstanding and unusual
promise. T he scholarship is awarded to a firstyear student and is renewable.
T he Lym an Scholarship was established by Frank
L. Lyman Jr. ’43 and his wife, Julia, on the
occasion o f his 50th reunion in 1993. It is
awarded to a student who is a member of the
Religious Society of Friends or whose parents
are members of the Religious Society of Friends,
on the basis o f need, and is renewable.
T he Leland S. M acP hailJr. Scholarship, given by
Major League Baseball in recognition of 48
years o f dedicated service by Leland S.
MacPhail Jr. ’39, will be awarded annually to a
deserving student on the basis o f need and
merit.
T he Thom as B . M cC abe A w ards, established by
Thomas B. M cCabe, Class of 1915, are awarded
to entering students. Regional M cCabe Schol
arships will be awarded to a few students from
the Delmarva Peninsula and from southeastern
Financial Aid
Pennsylvania (Chester, Montgomery, and Dela
ware counties). These awards provide a mini
mum annual scholarship of full tuition, or a
maximum to cover tuition, fees, room, and
board, depending on need. Candidates for the
regional M cCabe Awards must apply for admis
sion to the College by Dec. 15. T h e National
M cCabe Scholarship will be awarded to a few
students and will be based on a student’s finan
cial need. Students do not apply for National
M cCabe Award consideration but rather are se
lected from among all admission candidates. In
making selections for the M cCabe Scholar
ships, the committee places emphasis on ability,
character, personality, and service to school and
community.
T he C orn elia DashieU and Dmo E nea Petech
M cC urdy, M .D . ’35 Fam ily Scholarship was en
dowed by Cornelia and Dino E.P. McCurdy,
M.D. ’35. It is awarded each year to a wellrounded student with need who demonstrates
academic and extracurricular interests based
upon sound character and healthy personality
traits, with preference given to graduates of
George School.
T h e C harlotte G oette ’20 an d W allace M .
M cCurdy Scholarship is awarded to a first-year
student on the basis of need and merit and is re
newable. It has been endowed by Charlotte
McCurdy ’20.
T he D orothy S hoem aker '29 an d H ugh
McD iarm id ’30 Scholarship is awarded to a firstyear man or woman on the basis of merit and
need and is renewable. It is the gift o f the
McDiarmid family in commemoration o f their
close association with Swarthmore College.
T he M arcia M cG ill Scholarship, established in
2003 in loving memory by her husband, George
R . Tyler, is awarded on the basis o f academic
merit and financial need with a preference for
minority students. T he scholarship is renew
able.
T he H elen O sier M cK endree ’23 Scholarship was
created in 1998. T h e scholarship is awarded to
a junior majoring in a foreign language or lan
guages.
T he N orm an M einkoth Scholarship, established
by his friends and former students, to honor Dr.
Norman A . Meinkoth, a member of the C ol
lege faculty from 1947 to 1978, is awarded an
nually to a worthy student with an interest in
the study o f biological problems in a natural
environment.
42
T he P eter M ertz Scholarship is awarded to an en
tering first-year student outstanding in mental
and physical vigor, who shows promise of
spending these talents for the good of the
College community and of the larger communi
ty outside. T he award was established in 1955
by Harold, LuEsther, and Joyce M em in mem
ory of Peter M em ’57. It is renewable.
T he Mari M ichener Scholarship provides finan
cial support to four students on the basis of
merit and need. It is the gift o f James Michener
’29.
T he H ajim e M itarai Scholarship, established in
1995 by Eugene M. Lang ’38 in memory of his
close friend and the father of Tsuyoshi Mitarai
’98, is awarded to students with financial need.
Preference is given to students with interna
tional backgrounds.
T he M argaret M oore Scholarship Fund provides
scholarships to foreign students with a prefer
ence given to students of South Asian origin.
T he Kathryn L . M organ Scholarship was estab
lished by an anonymous donor in 2000. The
scholarship was created in recognition of Pro
fessor Morgan’s distinguished teaching and
scholarly contributions to the life of the
College. Preference is given to students with an
interest in black studies. T h e scholarship is
renewable.
T he Florence Eising N aum burg Scholarship was
named in 1975 in honor of the mother of an
alumna o f the Class of 1943. It is awarded to a
student whose past performance gives evidence
o f intellectual attainm ent, leadership, and
character and who shows potential for future
intellectual growth, creativity, and scholarship
and for being a contributor to the College and
ultimately to society.
T he T hom as S. ’3 0 and M arian H am m ing Nicely
'30 Scholarship is awarded to a first-year student
with need who shows promise of academic
achievement, fine character, and athletic abil
ity. Preference will be given to a person who has
been on the varsity tennis, squash, racquets,
golf, or swimming teams in high school or
preparatory school.
T he John H . N ixon Scholarship was established
by John H. N ixon ’35, to assist Third World
students, especially those who plan to return to
their country of origin.
T he D onald E . N oble Scholarship was established
in 2002 by the Donald E. and A lice M. Noble
Charitable Foundation and is awarded on the
basis of academic merit and financial need. T he
scholarship is renewable.
The H elen N orth Scholarship was established in
2002 by Maureen Cavanaugh ’75 and Chris
topher Plum ’75 in honor of Helen F. North,
who, at the time o f her retirem ent from
Swarthmore in 1991 was the C entennial
Professor of Classics and had been a member of
the College faculty for 43 years. Author, travel
er, lecturer, and beloved friend, Helen North
has always been committed to teaching in a cul
turally diverse educational community. T he
scholarship is awarded on the basis of academic
merit and financial need with preference given
to students interested in the classics. T h e schol
arship is renewable.
The Edward L . N oyes ’31 Scholarship has been
endowed in his memory by his wife, Jean
Walton Noyes ’32, his three sons, and his many
friends. The scholarship is available to an in
coming first-year student, with preference given
to those from the Southwest, especially Texas.
It is awarded on the basis of need and merit to
students with broad interests and is renewable.
T he 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 J . Roland Pennock Scholarships were estab
lished by A nn and Guerin Todd ’38 in honor of
J. Roland Pennock ’27, R ich ter Professor
Emeritus of Political Science. Income from this
endowment is to be used to award four scholar
ships on the basis of merit and need, preferably
to one scholar in each class.
The W innifred Poland P ierce Scholarship Fund is
awarded on the basis of merit and financial
need and is renewable.
The C ornelia Chapm an and N icholas O . Pittenger
Scholarship, established by family and friends, is
awarded to an incoming first-year man or
woman who ranks high in scholarship,
character, and personality and needs financial
assistance.
The Frances Hughes Pitts Scholarship was estab
lished in 2003 by George R . Pitts ’72 in honor
and memory of his mother. T h e scholarship is
awarded on the basis o f academic merit and
financial need with a preference given to stu
dents with an interest in the sciences. T he
scholarship is renewable.
T he Page-Pixton Scholarship fo r Foreign Study is
awarded on the basis of financial need each year
to rising juniors or seniors who seek through
foreign study experience to prepare themselves
to become effective leaders of a more inclusive,
generous, and peaceful world.
T he Anthony Beekm an P ool Scholarship. This
scholarship is awarded to an incoming first-year
man of promise and intellectual curiosity. It is
given in memory o f Tony Pool ’59.
T he Richard ’36 and H elen Shilcock Post ’36
S cholarship, established in 1995 by H elen
Shilcock Post ’36, Bill ’61 and Suzanne Rekate
Post ’65, Carl ’66 and Margery Post A bbott ’67,
Barbara Post W alton, Betsy Post Falconi,
Richard W. ’90 and Jennifer Austrian Post ’90
and their families, is awarded to a well-rounded
first-year student who demonstrates merit,
need, and an interest in athletic endeavors. It is
renewable.
T he Elizabeth C arver Preston, C lass o f 1934,
M em orial Scholarship was established in 2001 by
the family of Elizabeth “Beth” Preston in recog
nition of her devotion to Swarthmore College.
For Beth, who was a scholarship student,
Swarthmore College opened a new world, stim
ulating her intellectually and introducing her
to lifelong friends, including her husband. Her
commitment to the College continued after
graduation with years o f participation in
College events and service as an alumna, in
cluding several terms on the Board o f M an
agers. Her heartfelt enthusiasm about Swarth
more 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. T h e Preston Scholarship is renew
able and awarded on the basis of demonstrated
financial need.
T he H enry L . Price J r ., M .D . ’44 Scholarship in
N atural Sciences was established in 1994 by Hal
and Meme Price and is awarded to a student
who has declared the intention to choose a
major in the Division of Natural Sciences ex
cluding engineering. It is awarded on the basis
o f merit and need and is renewable. This schol
arship is in memory of Dr. Price’s parents, Sara
Millechamps Anderson and Henry Locher
Price.
T h e M artin S. an d K atherin e D . Q uigley
Scholarship was established by their son, Kevin
43
Financial Aid
F.F. Quigley 7 4 , in honor of his parents’ steady
commitment to family, lifetime learning, and
international understanding. T h e scholarship is
awarded each year on the basis o f academic
merit and financial need and is renewable.
Preference is given to outstanding internation
al students attending Swarthmore.
T he R aruey-C handra and N iyom sit Scholarships
are given by Renoo Suvamsit ’47 in memory of
his parents. They are given in alternate years:
the Raruey-Chandra Scholarship to a woman
for her senior year, and the Niyomsit Scholar
ship to a man for his senior year, who has high
academic standing and real need for financial
aid. Preference is given to a candidate who has
divorced or deceased parents.
T he Byron T . Roberts Scholarship, endowed by
his family in memory o f Byron T. Roberts 7 2 , is
awarded annually to an incoming student and is
renewable.
T he Lew is M . Robbins '40 Scholarship was estab
lished by Lewis M. Robbins ’40 in 2002. It is
awarded on the basis of academic merit and fi
nancial need and is renewable.
T he Louis N . Robinson Scholarship was estab
lished during the College’s Centennial year by
the family and friends of Louis N. Robinson.
Mr. Robinson was for many years a member of
the Swarthmore College faculty and founder of
the Economics Discussion Group. A member of
the junior or senior class who has demonstrated
interest and ability in the study of economics is
chosen for this award.
T he Edwin P. Rom e Scholarship provides finan
cial assistance to worthy students with need. It
was established in memory o f Edwin P. Rome
’37 by his wife, Mrs. Rita Rome, and T he
William Penn Foundation, on whose board he
served.
T he A lexis Rosenberg Scholarship Fund, estab
lished by T h e Alexis Rosenberg Foundation,
provides aid for a first-year student. It is award
ed annually to a worthy student who could not
attend the College without such assistance.
T he Richard L . Rubin M entoring and Scholarship
Fund was established by Richard Rubin, a pro
fessor o f political science and public policy at
the College, in 2003. T h e scholarship is award
ed on the basis o f academic merit and financial
need and is renewable. Preference shall be
given to economically disadvantaged students.
T he G irard Bliss Ruddick ’2 7 Scholarship is
44
awarded to a junior on the basis o f merit and
need, with preference given to an economics
major. It is renewable.
T he C harles F .C . R u ff ’60 D istria o f Colum bia
Scholarship memorializes distinguished alumnus
Charles F.C. Ruff ’60, who died in 2000.
Preference is given to students with financial
need who live in the District o f Columbia.
T he D avid B arker Rushm ore Scholarship, estab
lished in honor of David Barker Rushmore,
Class o f 1894, by his niece Dorothea Rushmore
Egan ’24, is awarded annually to a worthy
student who plans to major in engineering or
economics.
T he C arl E . Russo ’79 Scholarship was established
by Carl E. Russo 7 9 in 2000. It is awarded to a
man or woman who gives great promise. Pref
erence is given to students demonstrating leader
ship skills and a desire to pursue entrepreneurship.
T he K atharine Scherm an Scholarship is awarded
to a student with a primary interest in the arts
and the humanities, having special talents in
these fields. Students with other special inter
ests, however, will not be excluded from con
sideration. Awarded in honor of Katharine
Scherman ’38, it is renewable.
T he P eter ’5 7 and D avid ’58 Schickele Scholarship
was established by an anonymous donor in
2001. Named for Peter ’57 and in memory of his
brother David ’58, it is awarded on the basis of
academic merit and financial need. Preference
is given to students from the Native American
community in the plains, desert, and mountain
states west o f the Mississippi River.
T he W alter Ludwig Schnaring Scholarship was
established in 1998 by a gift from the estate of
Helen Hillbom Schnaring, in memory of her
husband. T his renewable scholarship is
unrestricted.
T he Jen n ifer M . Schneck ’83 Scholarship was es
tablished in 2001 by Jennifer Schneck. It is
awarded on the basis o f academic merit and fi
nancial need. T h e scholarship is renewable.
T he H ow ard A . Schneiderm an ’48 Scholarship, es
tablished in 1991 by his family, is awarded to a
first-year student and is renewable. Preference
is given to students with interest in the biolog
ical sciences.
T he Stephen C . Schoenbaum ’62 Scholarship was
established in 2003 and is awarded on the basis
o f academic merit and financial need and is re
newable. Preference shall be given to first-gen
eration college students.
The Jo e and Terry Shane Scholarship was created
in honor of Joe Shane ’25, who was vice presi
dent of Swarthmore College’s Alumni, Devel
opment, and Public Relations from 1950 to
1972, and his wife, Terry, who assisted him in
countless ways in serving the College. It was es
tablished by their son, Larry Shane ’56, and his
wife, Marty Porter Shane ’57, in remembrance
of Joe and Terry’s warm friendship with genera
tions of Swarthmore alumni. This award is
made to a first-year student on the basis of merit
and need. It is renewable.
The Felice K . Shea '43 Scholarship was estab
lished 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. T he scholarship is awarded on the
basis of academic merit and financial need with
preference given to a student looking toward a
career in public service. T he scholarship is
renewable.
The Florence C reer Shepard '26 Scholarship, es
tablished by her husband, is awarded on the
basis of high scholastic attainment, character,
and personality.
T he B arbara L . K lock '86 an d S alem D .
Shuchman ’84 Scholarship is awarded to a junior
or senior who intends to enter the teaching pro
fession. T h e recipient is chosen by the
Financial Aid Office in consultation with the
faculty of the education program at Swarth
more College.
The W illiam C . and B arbara lip p in g S ieck
Scholarship was established in 1980 by the
Siecks and is awarded annually to a student
showing distinction in academics, leadership
qualities, and extracurricular activities and who
indicates an interest in a career in business.
T he G ary J . Simon ’79 Scholarship was estab
lished in 2002. It is awarded on the basis of aca
demic merit and financial need, and is renew
able.
T he N ancy Baxter Skallem p Scholarship, estab
lished by her husband and children, is awarded
to a first-year student with financial need. It is
renewable.
T he Ann Brow nell Sloane '60 Scholarship was es
tablished by A nn Brownell Sloane ’60. Pref
erence is given to a student majoring in history.
T he W illiam W. Slocum '43 Scholarship was es
tablished in 1981 and is awarded to a deserving
student on the basis of merit and need.
T he Courtney C . Smith Scholarship is for students
who best exemplify the characteristics of
Swarthmore’s ninth president: intellect and in
tellectual courage, natural dignity, humane pur
pose, and capacity for leadership. Normally, the
award will be made to a member of the first-year
class on the basis of merit and need. It is re
newable. Holders of this scholarship gain access
to a special file in the Friends Historical Library
left by the scholarship’s creator, the Class of
1957, inviting them to perpetuate the memory
of this individual’s 16 years of stewardship of
the College’s affairs and his tragic death in its
service.
T he W .W . Smith C haritable Trust provides schol
arships to students who qualify on the basis of
need and merit.
T he H arold E . and Ruth Colwell Snyder
Prem edical Scholarship is the gift o f Harold E.
Snyder ’29. It provides support up to full tuition
and fees for junior or senior premedical students
and is awarded on the basis of merit and need.
T he Cindy Solom on M em orial Scholarship is
awarded with preference given to a young
woman in need o f financial assistance and who
has special talent in poetry or other creative
and imaginative fields.
T he Frank Solom on M em orial Scholarship was
created in 1955. T h e scholarship is awarded on
the basis of academic merit and financial need,
and is renewable.
T he H elen Solom on Scholarship is given in her
memory by her son, Frank Solomon Jr. ’50. It is
awarded to a first-year student on the basis of
merit and need and is renewable.
T he B abette S. Spiegel Scholarship Award, given
in memory of Babette S . Spiegel ’33, is awarded
to a student showing very great promise as a
creative writer (in any literary form) who has
need o f financial assistance. T h e English
Department determines those eligible.
T he W illiam T. '51 and Patricia E . Spock Scholarship was established in 2000 by Thomas E. ’78
and Linda M. Spock. T his renewable scholar
ship is awarded with preference given to a man
or woman majoring in mathematics or the fine
arts.
T he H arry E . Sprogell Scholarship was established
in 1981 in memory o f Harry E. Sprogell ’32 in
45
Financial Aid
honor of his class’s 50th reunion. It is awarded
to a junior or senior with financial need who
has a special interest in law or music.
C .V . Starr Scholarship Fund, established by T he
Starr Foundation as a memorial to its founder,
provides scholarship assistance on the basis of
merit and need.
T he Ju lia Fishback Terrell ’4 5 Scholarship was es
tablished in 2004 by Burnham Terrell ’45 in
honor and memory of Julia Terrell ’45. The
scholarship is awarded on the basis o f academic
merit and financial need with a preference
given to students with potential for service to
the College. T h e scholarship is renewable.
T he D avid Parks Steelm an Scholarship Fund, es
tablished in his memory in 1990 by C . William
’63 and Linda G . Steelman, is awarded annual
ly to a deserving male or female student on the
basis o f merit and need, with preference given to
someone showing a strong interest in athletics.
T he P hoebe A nna T hom e M em orial Scholarship
was established by a T hom e family member in
1911. Preference is given to members of the
New York Quarterly Meeting of the Religious
Society of Friends. T h e scholarship is renew
able.
T he Stella Steiner Scholarship, established in
1990 by Lisa A . Steiner ’54, in honor of her
mother, is awarded to a first-year student on the
basis o f merit and need. This scholarship is re
newable.
T he Jean G oldm an Todd & A lden Todd ’39
Endow ed Scholarship was established in 2002 by
writer and editor Alden Todd. T h e late Jean
Goldman Todd was a research biologist special
izing in tissue culture. T h e scholarship is
awarded on the basis o f academic merit and fi
nancial need with preference given to students
concentrating in the life sciences. T he scholar
ship is renewable.
T he C laren ce K . Streit Scholarship is awarded to a
student entering the junior or senior year and
majoring in history. Preference is given to per
sons, outstanding in initiative and scholarship,
who demonstrate a particular interest in
American pre-Revolutionary War history. This
scholarship honors Clarence K. Streit, author
o f Union N ow : A Proposal fo r an A tlantic Federal
U nion o f the F ree, whose seminal ideas were
made public in three Cooper Foundation lec
tures at Swarthmore.
T he Swarthm ore C ollege A sian Scholarship Fund
was established in 2003 by A hna Dewan ’96;
Terence Graham ’94; Bruce Wook Han ’86;
George Hui ’75; M in Lee ’00; Thomas Lee ’73;
Benjamin Su ’96; Mark Tong ’99; Quoc T.
Trang ’93; Stephanie Wang ’99; and Michael
Yu ’88. T h e scholarship is awarded on the basis
of financial need and academic excellence (or
potential o f academic excellence) to Swarth
more College students o f Asian ancestry (ex
cluding U .S. nationals).
T he K atharine Bennett Tappen, C lass o f 1931,
M em orial Scholarship was established in 1980
and is awarded to a first-year student. T he
scholarship is renewable for four years at the
discretion o f the College. Preference is given to
a resident of the Delmarva Peninsula.
T he N ew ton E . T arble A w ard, established by
Newton E. Tarble, Class of 1913, is granted to a
first-year man who gives promise of leadership,
ranks high in scholarship, character, and per
sonality, and resides west of the Mississippi
River or south o f Springfield, 111.
46
T he Audrey Friedm an Troy Scholarship, estab
lished by her husband, Melvin B. Troy ’48, is
awarded to a first-year man or woman. The
scholarship is renewable. Prime consideration is
given to the ability of the prospective scholar to
profit from a Swarthmore education and to be a
contributor to the College and ultimately to
society.
T he Jan e H ausm an and G eoffrey M .B . Troy '75
Scholarship, established in 1999, is awarded an
nually to a deserving student on the basis of
merit and need, with preference given to art
history majors.
T h e R obert C . and Sue T hom as Turner
Scholarship is awarded to a deserving student on
the basis of merit and financial need.
T he Vaughan-Berry Scholarship was established
by Harold S. Berry ’28 and Elizabeth Vaughan
Berry ’28 through life income gifts to provide
financial assistance to needy students.
T he Stanley and C orinne W eithom Scholarship
was established in 1981. It is awarded with pref
erence given to a student who has expressed a
serious interest in the area of social justice and
civil rights. T h e scholarship is renewable.
T he Suzanne P. W elsh Scholarship was created by
an anonymous donor in recognition of out
standing administrators at Swarthmore College
in 2000. T he Welsh fund was established in
honor of Suzanne P. Welsh, who joined the
College staff in 1983 and became its treasurer in
1989. The fund is awarded on the basis o f aca
demic merit and financial need and is renew
able.
The David '51 and A nita W esson '51 Scholarship
was established on the occasion of their 50th
reunion in honor of their parents, Eleanor and
Castro Dabrouhua and Marion and Philip
Wesson. It is awarded to a first-year student on
the basis of academic merit and financial need
and is renewable. Preference is given to a
student who is the first in his or her family to
attend college.
The Dan and Sidney W est Scholarship was estab
lished in 2003 by an anonymous donor to re
flect the appreciation, respect, and affection
that the Swarthmore College community holds
for the Wests and to honor their significant ac
complishments at institutional, community,
and personal levels. T h e scholarship is awarded
on the basis of financial need and academic
merit with first preference given to AfricanAmerican students, second preference to other
underrepresented minorities, and third prefer
ence to any deserving student. T h e scholarship
is renewable.
The Thom as H . W hite and Paul M . W hite
Scholarship provides financial aid for a deserving
student.
The Rachel Leigh W ightman Scholarship was cre
ated by Anne Bauman Wightman ’82 and
Colin W. Wightman ’82 in memory of their
daughter. It is awarded to a gentle person whose
quiet, unrelenting love of learning inspires sim
ilar passion in those around them. T h e scholar
ship is awarded on the basis of need to a worthy
student and is renewable.
The Elm er L . W inlder Scholarship Fund, estab
lished in 1980 by a member of the Class of
1952, is awarded annually to a deserving stu
dent on the basis of merit and need.
The N ed W inpenny '74 M em orial Scholarship was
established in 2000 by an anonymous donor. It
is awarded on the basis of academic merit and
financial need. T h e scholarship is renewable.
T he Robert W olf ’39 Scholarship was endowed in
his memory by his sisters, Ruth W olf Page ’42
and Ethel W olf Boyer ’41. It is awarded each
year on the basis o f need and merit to a junior
or senior majoring in chemistry or biology. T he
scholarship is renewable.
T he Letitia M . W olverton Scholarship Fund, given
by Letitia M. Wolverton o f the Class of 1913,
provides scholarships for members of the junior
and senior classes who have proved to be capa
ble students and have need for financial assis
tance to complete their education at Swarth
more College.
T he Frances ’28 and John W orth ’30 Scholarship
was established by Frances Ramsey W orth in
1993 and is awarded to a first-year student with
strong academic credentials and financial need.
T h e scholarship is renewable.
T he H arrison M . Wright Scholarship was created
by friends, colleagues, and former students of
Harrison M. Wright, Isaac H. Clothier Pro
fessor o f History and International Relations,
upon the occasion of his retirement from the
College. T h e annual scholarship supports a stu
dent for a semester o f study in Africa.
T he M ichael M . and Zelm a K . Wynn Scholarship
was established in 1983 by Kenneth R . Wynn
’73 in honor o f his mother and father. It is
awarded annually to a student on the basis of
need and merit.
T he Richard A. Yanowitch '81 Scholarship was es
tablished in 2002 and reflects the donor’s en
couragement of student interest in internation
al relations and cross-cultural development. It
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 his
tory, languages, and international cultures. T he
scholarship is renewable.
T h e income from each of the following funds is
awarded at the discretion o f the College.
T he Barcus Scholarship Fund
T he Belville Scholarship
T he A lphonse N . Bertrand Fund
T he B ook and Key Scholarship Fund
T he L eon W illard Briggs Scholarship Fund
T he John S. B rod Scholarship
T he Robert C . B rooks Scholarship Fund
T he C hi O m ega Scholarship
T he C lass o f 1913 Scholarship Fund
T he C lass o f 1914 Scholarship Fund
T he C lass o f 1915 Scholarship Fund
T he Class o f 1917 Scholarship Fund
T he Susan P. C obbs Scholarship
47
Financial Aid
T he C ochran M em orial Scholarship Fund
T he Sarah Antrim C ole Scholarship Fund
T he Stephanie C ooley ’70 Scholarship
T he Ellsworth F. C urtin M em orial Scholarship
T he D elta G am m a Scholarship Fund
T he R eader’s Digest Foundation Endow ed
Scholarship Fund
T he F red C . and Jessie M . Reynolds
Scholarship Fund
T he Lily lily Richards Scholarship
T he G eorge Ellsler Scholarship Fund
T he A dele M ills Riley M em orial Scholarship
T he J . H orace Ervien Scholarship Fund
T he Edith A . Runge Scholarship Fund
T he H ow ard S. and G ertrude P. Evans
Scholarship Fund
T he E leanor Flexner Scholarship
T he A m elia Em hardt Sands Scholarship Fund
T he W illiam G . and M ary N . Serrill H onors
Scholarship
T he Joseph E . Gillingham Fund
T he C linton G . Shafer Scholarship
T he M ary Lippincott G riscom Scholarship
T he C aroline Shero Scholarship
T he Stella and C harles G uttm an Foundation
Scholarships
T he Annie Shoem aker Scholarship
T he H adassah M .L . H olcom be Scholarship
T he W alter Frederick Sims Scholarship Fund
T he J . Philip H errm ann Scholarship
Virginia L . and R obert C . Sites Scholarship
T he A . Price H eusner Scholarship
T he M ary Sproul Scholarship Fund
T he Sarah W . Shreiner Scholarship
T he R achel W. HiUbom Scholarship
T he H elen G . Stafford Scholarship Fund
T he A aron B . Ivins Scholarship
T he Francis H olm es Strozier M em orial
Scholarship Fund
T he W illiam and Florence Ivins Scholttrship
T he Joseph T. Sullivan Scholarship Fund
T he G eorge K . and Sadie K . Johnson
Scholarship Fund
T he Titus Scholarships Fund
T he H ow ard C ooper John son Scholarship
T he D aniel U nderhill Scholarship Fund
T he K appa K appa G am m a Scholarship
T he W illiam HiUes W ard Scholarships
T he Jessie Stevenson K ovalenko Scholarship Fund
T he D eborah F. W harton Scholarship Fund
T he John L afore Scholarship
T he Sam uel W illets Scholarship Fund
T he E . H ibberd Law rence Scholarship Fund
T he I.V . W illiam son Scholarship
T he T hom as L . Leedom Scholarship Fund
T he Sarah E . Lippincott Scholarship Fund
T he Edw ard C larkson W ilson and Elizabeth T.
W ilson Scholarship Fund
T he M ary T . Longstreth Scholarship Fund
T he M ary W ood Scholarship Fund
T he C lara B . M arshall Scholarship Fund
T he Edw ard M artin Scholarship Fund
T he Franz H . M autner Scholarship
T he Jam es E . M iller Scholarship
T he H ow ard O sborn Scholarship Fund
T he H arriet W. Paiste Fund
T he Rogers Palm er Scholarships
T he Susanna H aines ’80 and Beulah H aines
Parry Scholarship Fund
T he T .H . D udley Perkins Scholarship Fund
T he M ary C oates Preston Scholarship Fund
T he D avid L . Price Scholarship
T he R obert Pyle Scholarship Fund
T he G eorge G . and H elen G askill R athje ’18
Scholarship
48
T he Roselynd A therholt W ood ’23 Fund
College Life
STATEMENT OF STUDENT RIGHTS,
RESPONSIBILITIES, AND CODE
O F CONDUCT
Preamble
Under Objectives and Purposes o f this publica
tion it is stated that “T h e purpose o f Swarthmore College is to make its students more valu
able human beings and more useful members of
society.... Swarthmore seeks to help its students
realize their fullest intellectual and personal po
tential combined with a deep sense o f ethical
and social concern.” Although the College
places great value on freedom o f expression, it
also recognizes the responsibility to protect the
structures and values of an academic commu
nity. It is important, therefore, that students
assume responsibility for helping to sustain an
educational and social community where the
rights o f all are respected. This includes con
forming their behavior to standards of conduct
that are designed to protect the health, safety,
dignity, and rights o f all. T h e College commu
nity also has a responsibility to protect the pos
sessions, property, and integrity of the institu
tion as well as o f individuals. T h e aim o f both
this statem ent and the Student Judicial
Procedures is to balance all these rights, re
sponsibilities, and community values fairly and
efficiently.
Swarthmore College policies and jurisdiction
normally apply only to the conduct of matricu
lated students occurring on Swarthmore C ol
lege property or at College-sanctioned events
that take place off campus. In situations in
which both the complainant and accused are
matriculated Swarthmore students, however,
College policies and jurisdiction may apply re
gardless o f the location o f the incident. In the
event that a student organization violates a
College regulation, the organization, as well as
its individual members, can be held account
able for the violation and sanctioned by the
College. Finally, students should realize they
have the responsibility to ensure that their
guests do not violate College policies, rules, and
regulations while visiting and that students may
be subject to disciplinary action for misbehav
ior of their guests.
A complaint against a student may be made to
the deans by a student, a public safety officer, a
member o f the College’s faculty or staff, or a
50
College department. If the alleged incident rep
resents a violation o f federal, state, or local law,
the complainant also has the option of initiat
ing proceedings in the criminal or civil court
system regardless of whether a complaint is filed
within the College system.
T h e following is a summary and explanation of
the rights, responsibilities, and rules governing
student conduct at Swarthmore College. This
statement serves as a general framework and is
not intended to provide an exhaustive list of all
possible infractions. Students violating any of
the following are subject to disciplinary action.
A ll sanctions imposed by the judicial system
must be obeyed or additional penalties will be
levied. For a description o f the College’s judi
cial process, please see the section below on
Student Judicial System .
1 . Academic and Personal Integrity
A cadem ic Freedom and Responsibility
T h e following is excerpted from T h e Faculty
Handbook (Section II.A .2):
Swarthmore College has long subscribed to the
fundamental tenets o f academic freedom artic
ulated in the 1940 Statem ent o f Principles on
A cadem ic Freedom and Tenure by the
American Association o f University Professors.
This doctrine has been reiterated and amplified
in the association’s 1970 Statem ent on Free
dom and Responsibility. Swarthmore College
adheres to the 1970 Statement, relevant por
tions o f which are reproduced below. The
complete texts o f the association’s 1940 and
1970 statements may be found in A.A.U.P.
publications.
Membership in the academic community im
poses on students, faculty members, administra
tors, and trustees an obligation to respect the
dignity o f others, to acknowledge their right to
express differing opinions and to foster and de
fend intellectual honesty, freedom o f inquiry
and instruction, and free expression on and off
the campus. T h e expression o f dissent and the
attempt to produce change, therefore, may not
be carried out in ways that injure individuals or
damage institutional facilities or disrupt the
classes of one’s teachers or colleagues. Speakers
on campus must not only be protected from vi
olence but also be given an opportunity to be
heard. Those who seek to call attention to
grievances must not do so in ways that signifi
cantly impede the functions o f the institution.
Students are entitled to an atmosphere con
ducive to learning and to even-handed treat
ment in all aspects of the teacher-student rela
tionship. Faculty members may not refuse to
enroll or teach students on the grounds of their
beliefs or the possible uses to which they may
put the knowledge to be gained in a course. T he
student should not be forced by the authority
inherent in the instructional role to make par
ticular personal choices as to political action or
his own part in society. Evaluation of students
and the award of credit must be based on aca
demic performance professionally judged and
not on matters irrelevant to that performance,
such as personality, race, religion, degree of
political activism, or personal beliefs.
If a student has a grievance against a faculty
member that cannot be resolved directly
through the faculty member involved, the stu
dent should take her or his concerns to the de
partment chair. If the grievance remains unre
solved, the student should contact the provost.
Academ ic M isconduct
The following procedures were adopted by the
faculty on Feb. 16, 2001, and are excerpted
from The Faculty H andbook (Section II.B.7):
I. Considering A cadem ic M isconduct C ases
i. Academic misconduct is defined as a vi
olation of the College’s standards of academic
integrity whether these violations are inten
tional or unintentional.
ii. T h e College Judiciary Com m ittee
(CJC) will adjudicate academic misconduct
cases.
iii. In academic misconduct cases the dean
of the College, who chairs the C JC , acts as a
neutral procedural facilitator, not as an advo
cate or a judge. T he dean of the College, as
chair, and the associate dean for student affairs,
as observer, are ex officio, nonvoting members
of CJC.
II. Procedures
i.
A n instructor who has good evidence
suspect a student or students of academic mis
conduct (e.g., cheating on an exam; plagiarism
on a paper, lab reports, problem sets, or honors
work) will, at the instructor’s discretion, consult
the department chair about the case. Mere sus
picion on the part of a faculty member that the
student’s work does not sound right is normally
not by itself sufficient grounds to bring a case
forward in the absence of good evidence. Good
evidence may include, but is not limited to, the
following:
a. Some of the student’s work coincides
with or closely paraphrases a source that is not
properly acknowledged. Sources that must be
acknowledged include, but are not limited to,
books, articles in books, journal articles, Web
pages, graphs, charts, tables, data sets, etc. in
any o f the sources just mentioned. Proper ac
knowledgment must indicate both the source
and how it served as a source for any specific
portions of the student’s work that have been
based on it.
b. Glaring coincidences in the work of
students on exams, papers, problem sets, etc.,
where cooperation in producing the work was
not permitted.
ii. In any event, the instructor will meet
with the student (or students) to present evi
dence to the student and may, at the instructor’s
discretion, invite the department chair to be
present.
iii. After this meeting, if the instructor’s sus
picions are not allayed, the instructor will sub
mit a report to the College’s associate dean for
student life. T he report will include a narrative
of the incident and evidence supporting the
charge.
iv. T he associate dean will provide copies of
the report to all faculty members o f the C JC in
cluding alternates and will call a preliminary
meeting o f the faculty members of the C JC for
the purpose o f determining the merits of the
case. If in the judgment of this group there are
sufficient grounds to warrant a hearing, the as
sociate dean will schedule the hearing at a time
mutually convenient to the committee mem
bers o f the C JC and the student charged with
academic misconduct. T he associate dean will
inform the student o f the charge and his or her
right to have a support person present at the
hearing. T h e support person may be a fellow
to student, a faculty member, or a member of the
staff. Normally, all evidence to be considered
must be submitted by the accuser and the de
fendant to the associate dean for student life
prior to the hearing.
v. Before academic misconduct cases are
heard, the associate dean will provide the com
mittee with an updated summary of the pre
vious years’ cases and their disposition.
51
College Life
III. Sanctions
i. T he C JC will consider the case, make a
finding o f guilty or not guilty on the basis o f the
preponderance o f the evidence, and determine
an appropriate sanction if a finding o f guilty is
reached.
ii. In determining a sanction, the commit
tee will consider all the circumstances o f the
case, including the intent of the student, the
character and magnitude o f the offense, the
considered evidential judgment o f the faculty
member bringing the accusation, and mitigat
ing circumstances. It is the opinion o f the fac
ulty that for an intentional first offense, failure
in the course normally is appropriate.
Suspension for a semester or deprivation o f the
degree in that year may also be appropriate
when warranted by the seriousness of the of
fense.
iii. For a second offense, the penalty nor
mally should be expulsion.
IV. A ppeals
A request for an appeal may be brought to the
president and the provost within 10 days fol
lowing a guilty decision by the C JC but only on
the grounds o f new evidence or procedural
error. If the president and the provost decide
that this new information warrants an appeal,
they will appoint a new committee o f two fac
ulty members and two students to review the
case. T he decision o f the appeal committee is
final. T h e committee may confirm the decision
o f the C JC , reduce or increase the sanctions, or
dismiss the original charges.
V. Inform ing Faculty and Students A bout
Swarthm ore’s A cadem ic M isconduct Policy
T he integrity of a liberal arts education depends
on the principle o f academic integrity.
Educating the community about the Academic
Misconduct Policy is essential to the educa
tional goals o f the College.
Both students and faculty will be regularly in
formed about the C ollege’s A cadem ic
Misconduct Policy in a variety o f ways includ
ing by their instructors or advisers, by the
Dean’s Office, and by means o f statements in
such places as the College catalog, faculty and
student handbooks, the College W eb site, de
partmental or divisional handouts, etc.
Discussion of the policy may also be part o f such
sessions as orientation for first-year students in
52
the fall, orientation for new faculty, and in writ
ing associate and student academic mentor
training. Students must finally take the respon
sibility for understanding the rales with respect
to proper citation o f sources and the College’s
academic misconduct policy.
Standard Citation Practices
Writers may refer to a handbook on scholarly
writing for information about correct citation
procedures. T he M LA H andbook is particularly
useful because it also provides examples o f pla
giarism. Supplementary departmental regula
tions governing joint projects, etc., may be
found on file in departmental offices. T he in
formal nature of some writing may obviate the
necessity of rigorously formal citation, but still
requires honest attribution to original authors
o f all borrowed materials. Students should feel
free to consult with instructors whenever there
is doubt as to proper documentation.
Fear of being charged with plagiarism need not
inhibit anyone from appropriately using anoth
er’s ideas or data in a piece o f writing. Even di
rect quotation frequently serves as an effective
device in developing an argument. Academic
honesty requires only that writers properly ac
knowledge their debts to other authors at least
by means of quotation marks, footnotes, and
references, if not also with in-text phraseology
like “Einstein argued in 1900 that...” or “As
Melville implies in Chapter 3 o f M oby-D ick....n
Such usage is fully within the tradition of forth
right academic work.
Subm ission o f the Sam e W ork in
M ore T h a n O ne Course
W hen submitting any work to an instructor for
a course, it is assumed that the work was pro
duced specifically for that course. Submission of
the same work in more than one course without
prior approval is prohibited. If the courses are
being taken concurrently, approval of the pro
fessors for both courses is required. If a student
wishes to submit a paper that was written for a
course taken in a previous semester, the student
need only obtain the permission o f the profes
sor teaching the current course involved.
Library/Educational M aterials Ethics
Students may no t hinder the educational
opportunity o f other students by behavior such
as removing, hiding, or defacing educational
materials.
S tatem en t on C om puting
Use of the Swarthmore College computer sys
tem and networks is governed by the general
norms of responsible community conduct de
scribed in the student, faculty, and staff hand
books, by local, state and federal laws, and by
College policies specific to use of the computer
systems and networks, which are described in
the following sections.
Swarthmore College normally grants access to
its computing network and systems to currently
enrolled students, to current and emeritus fac
ulty, and to currently employed staff. By users,
this document refers to all who use the com
puters, networks, and peripherals owned or op
erated by the College, or who gain access to
third-party computers and networks through
the College’s system, whether these individuals
have regular accounts or are system administra
tors.
1. Users of services operated by Swarthmore
College have the following obligations and re
sponsibilities:
a. To respect software copyright. T h e copy
ing or use of copyrighted software in violation
of vendor license requirements is strictly forbid
den. Not only does such violation (“software
piracy”) wrongly appropriate the intellectual
property of others, but it places the individual
user and the College at risk of legal action.
b. To protect their accounts from unautho
rized use by others. Users are responsible for all
activities under their user ID, and must take
reasonable steps to ensure that they alone, or
some authorized person under their direct con
trol, have access to the account.
c. To respect the integrity of other user’s
accounts. Individuals must not use another per
son’s user ID without express permission or at
tempt to decode passwords or to access infor
mation illegitimately. A system administrator is
allowed to decode passwords as part of regular
operations.
d. Not to send forged e-mail (mail sent
under another user’s name) or to read e-mail ad
dressed to another user, for example, by access
ing their electronic mailbox or mail residing in
system files. Potentially offensive electronic
communication shall be considered as it would
be if conveyed by other media.
e. To avoid excess use of shared resources,
whether through monopolizing systems, over
loading networks, misusing printer or other re
sources, or sending “junk mail.” Information
Technology Services (IT S ) will occasionally
issue guidelines to the use of shared resources.
Because Swarthmore College provides and
maintains these systems to further its academic
mission, using computers for nonacademic pur
poses has low priority.
f.
To avoid engaging in any activity that
may reasonably be expected to be harmful to
the systems operated by the College or a third
party or to information stored upon them.
W hen a system vulnerability is discovered,
users are expected to report it to a system ad
ministrator.
Violations of these rules that come to the at
tention of IT S will be referred as appropriate to
the offices o f the dean, provost, or human re
sources. These offices will consider violations
using information provided by IT S. In cases of
violation of section f, IT S may temporarily
withhold services from students, faculty, or
staff. T h e case will then be referred in a timely
manner to the appropriate College authorities.
2. Swarthmore College for its part assures users
that College personnel are obliged:
a. To grant personal files on College com
puters (e.g., files in a user’s account) the same
degree of privacy as personal files in College-assigned space in an office, lab, or dormitory (e.g.,
files in a student’s desk); to grant private com
munications via computer the same degree of
protection as private communications in other
media; and to treat an article on a U SEN ET
newsgroup or other bulletin board analogously
to a poster or a College publication.
b. To take reasonable steps to protect users
from unauthorized entry into their accounts or
files, whether by other users or by system ad
ministrators, except in instances where a sys
tem-related problem requires such entry.
c. To take reasonable steps to prevent the
dissemination of information concerning indi
vidual user activities, for example, records of
users entering a bulletin board network.
A cknow ledgm ents. Some of the above rules and
guidelines have been adapted from earlier state
m ents in the Sw arthm ore C ollege Student
H andbook and from materials made available
from the Electronic Frontier Foundation, in
cluding the policy statements of the American
Association of University Professors, Columbia
53
College Life
University, the University of Delaware, the
U niversity o f Southern California at Los
Angeles, and Virginia Tech University.
False Inform ation, M isrepresentation,
and Identification
A student may not knowingly provide false in
formation or make misrepresentation to any
College office. Students are obligated to pro
vide College personnel with accurate identifi
cation on request.
Forgery, F ra u d , and U nauthorized
Possession
In addition to the forgery, alteration, or unau
thorized possession or use of College docu
ments, records, or instruments of identification,
forged communications (paper or electronic
mail) are prohibited.
lence or other threatening behavior directed
toward another person or group that reasonably
leads the person or persons in the group to fear
for their physical well-being constitutes intimi
dation and is prohibited. Anyone who attempts
to use intimidation or retaliation against some
one who reports an incident, brings a com
plaint, or participates in an investigation in an
attempt to influence the judicial process will be
subject to serious sanctions.
H arassm ent
T h e College seeks to sustain an environment in
which harassment has no place. Those who ha
rass others will be subject to serious sanctions.
Verbal, written, or electronic threats o f vio
D efinition, principles, and criteria. Harassment
can take many forms, and it needs to be em
phasized that harassment can be and often is
nonphysical, including words, pictures, ges
tures, and other forms of expression. To count
as harassment, such expression must be reason
ably regarded as (a) taunting,1 vilifying,2 or de
grading3 whether (b) directed at individuals or
groups (subject to the clarification and qualifi
cation below) and (c) where reasonable people
may suppose that such expression harms its tar
g e ts ) by substantially interfering with their ed
ucational opportunities, peaceful enjoyment of
residence and community, or terms of employ
ment. Further, to count as harassment subject
to possible formal grievance procedures, such
expression must (d) be taken either with the in
tent to interfere with the protected interests
mentioned in (c), above, or with reckless disre
gard to the nature o f the conduct. Such intent
or recklessness must be inferred from all the cir
cumstances. Finally, (e) such expression must
be repeated and persistent. To be “repeated and
persistent,” the offending conduct must have
been brought to the attention of the defendant
(though not necessarily by the complainant),
be of the same kind, and repeated. There are
two reasons for adding (e): first, the College
wishes to have the opportunity to educate those
who may not realize that certain expression
constitutes harassment; second, by requiring
1 Derisive, mocking, ridiculing, or jeering ex
pression.
disregarding the effects o f one’s expression in
these respects.
2 . Violence, Assault, Intimidation, and
Harassment (For sexual violations see
Sexual Misconduct.)
Swarthmore College seeks to maintain an envi
ronment of mutual respect among all its mem
bers. A ll forms of violence, assault, intimida
tion, and harassment, including that based on
sex, race, color, age, religion, national origin,
sexual preference, or handicap, undermine the
basis for such respect and violate the sense of
community vital to the College’s educational
enterprise. This statement of policy should not
be taken to supersede the Colleges commit
ment to academic freedom, which it hereby
reaffirms. T h e reasoned expression of different
views plays a particularly vital part in a college
community. Freedom of expression, fundamen
tal to an exchange of views, carries with it
corollary responsibilities equally basic to rea
soned debate.
Violence and A ssault
Students may not engage in physical violence
against others. Those who do will be subject to
serious sanctions.
Intim idation
2 Forceful defaming or degrading expression
with intent to make the target of the offend
ing expression vile or shameful or recklessly
54
3
Subjecting one to public shame that nor
mally causes feelings o f inferiority or loss of
self-respect.
that the expression be repeated and persistent,
the College helps establish intent or reckless
ness. However: (f) before any expression can be
considered for possible formal grievance proce
dures, it must be clear that no substantial free
expression interests are threatened by bringing
a formal charge o f harassing expression. This
strict criterion for possible formal grievance
procedures must be imposed to ensure that the
College does nothing that would tend to di
minish free expression or compromise princi
ples of academic freedom in the vigorous and
often contentious examination and criticism of
ideas, works of art, and political activity that
marks Swarthmore College.
Because groups have been included in (b), ear
lier, the following clarification and qualifica
tion is in order. If expression that would be re
garded as harassing if directed at an individual
is directed at a group— where no individuals are
specifically named or referred to as targets— any
member of that group will have an adjudicative
complaint only if it can be established that a
reasonable person would regard that offending
expression as harassing each and every member
of the group as individuals.
Stalking
Stalking is a form of harassment, which, follow
ing the Pennsylvania Criminal Code, occurs
when a person engages in a course of conduct or
repeatedly commits acts toward another person,
including following the person without proper
authority, under circumstances that demon
strate either of the following: placing the per
son in reasonable fear of bodily injury; or rea
sonably causing substantial emotional distress
to the person.
3. Sexual Misconduct
Sexual misconduct represents a continuum of
behaviors ranging from physical sexual assault
and abuse to sexual harassment and intimida
tion and is a serious violation o f the College’s
code of conduct. Both women and men can be
subject to and can be capable of sexual miscon
duct. It can occur between two people whether
or not they are in a relationship in which one
has power over the other, or are of different
sexes.
Charges of sexual misconduct may be handled
according to either informal or formal proce
dures. Regardless of whether or not options for
resolution are pursued within the College sys
tem, complainants always have the option of
filing charges in civil or criminal court. It is im
portant to note that discussing concerns with or
seeking clarification or support from the gender
education adviser, a dean, or others does not
obligate a person to file a formal complaint ini
tiating judicial procedures. T h e gender educa
tion adviser will register each request for assis
tance in resolving a case involving charges of
sexual misconduct, whether formal or informal.
These records will be kept confidential to the
extent permitted by law.
Sexual A ssault and A buse
Students are prohibited from engaging in sexual
assault or abuse of any kind.
D efinition. Sexual assault is defined as any sex
ual contact that occurs without the consent of
the other person. Specifically, it is intentional
physical contact with an intimate part of the
body or with clothes covering intimate body
parts without the consent o f the person
touched. Sexual assault includes but is not lim
ited to sexual penetration of an unwilling per
son’s genital, anal, or oral openings; touching
an unwilling person’s intimate parts such as
genitalia, groin, breasts, lips, buttocks, or the
clothes covering them; or forcing an unwilling
person to touch another person’s intimate parts
or clothes covering them. W hen sexual assault
occurs repeatedly between individuals, it is re
ferred to as sexual abuse.
C onsent. Students have the responsibility to en
sure that any sexual interaction occurs only
with mutual consent. If a person indicates that
she/he does not want sexual contact, then any
further sexual contact is considered to be with
out the person’s consent. If the person has
agreed to sexual interaction, she or he has the
right to change her/his mind and indicate that
she/he no longer wants to continue the interac
tion. A person has the right to indicate she/he
does not want any further sexual contact no
matter how much sexual interaction has al
ready taken place. Valid consent cannot be ob
tained from someone who is asleep, uncon
scious, coerced, or is otherwise unable to give
informed, free, and considered consent. It must
be emphasized that the consumption of alcohol
and other drugs may substantially impair judg
m ent and the ability to give consent. Those
who willingly permit themselves to become im
paired by alcohol or other drugs may be putting
55
College Life
themselves at greater risk, but this impaired
state provides no defense for those who take ad
vantage of people whose judgment and control
are impaired.
Sexual H arassm ent
T h e following definition is based on that for
mulated by the Federal Equal Opportunity
Commission. Sexual harassment, a form of dis
crimination based on sex, gender, or sexual ori
entation, clearly endangers the environment of
mutual respect and is prohibited. Because be
havior that constitutes sexual harassment is a
violation of federal law (Title V II o f the Civil
Rights A ct o f 1964, Title IX o f the Education
Amendments o f 1972), any individual who
feels that she or he has been subjected to sexu
al harassment has the right to initiate legal pro
ceedings in criminal or civil court in addition to
or in lieu of a complaint pursuant to this policy.
D efinition. Sexual harassment is of two basic
types: (1) any action, verbal expression, usually
repeated or persistent, or series of actions or ex
pressions that have either the intent, or are rea
sonably perceived as having the effect, o f creat
ing an intimidating, hostile, or demeaning edu
cational, employment, or living environment
for a student or College employee, by focusing
on that person’s gender. A hostile environment
is defined as one that interferes with the ability
to learn, exist in living conditions, work (if em
ployed by the College), or have access and op
portunity to participate in all and any aspect of
campus life (harassment creating a hostile envi
ronment); (2 ) any action in which submission
to conduct of a sexual nature is made either ex
plicitly or implicitly a term or condition o f an
individual’s education or employment, or sub
mission to or rejection o f such conduct is used
as the basis for academic or employment deci
sions affecting that individual, (quid pro quo
harassment).
Because at Swarthmore it is not unusual for stu
dents to supervise other students or for students
to have actual or perceived power or influence
over another students academic performance
(e.g., student graders, student laboratory assis
tants, and student writing associates), there can
exist a power imbalance between students that
makes it possible for quid pro quo harassment to
occur between them.
D escriptions. Sexually harassing behaviors differ
in type and severity and can range from subtle
56
verbal harassment to unwelcome physical con
tact. Sexual harassment includes but is not lim
ited to (1) unwelcome verbal or physical ad
vances, persistent leers, lewd comments; (2) the
persistent use o f irrelevant references that insult
or degrade a person’s gender, or the use of sex
stereotypes to insult or degrade; (c) the use by a
person in authority o f his or her position to co
erce another person to do something of a sexu
al nature that she or he would not otherwise do.
Coercion need not involve physical force.
Scope and resolution. There is a wide range o f be
haviors that falls within the general definition
o f sexual harassment and many differing no
tions of what behaviors are and are not accept
able. Key factors that determine instances of
sexual harassment are that the behavior is un
welcome, is gender based, and is reasonably per
ceived as offensive and objectionable. Such be
havior need not produce or threaten some tan
gible loss to the receiver in order to be deemed
harassment. If it is unclear that the behavior
constitutes harassment, a person who thinks
she or he has been harassed should not spend
considerable time struggling alone with this
issue. Students are strongly encouraged to bring
their issues to the gender education adviser, a
dean, the equal opportunity officer, or others
trained in this area for support, clarification,
and to discuss options for informal resolution or
formal adjudication.
In cases in which the harassment is subtle, it
cannot be assumed that the offending person is
aware of the way in which his or her behavior
has been interpreted. There are several ways to
make a person aware that his or her behavior
constitutes sexual harassment. T h e grievant is
never under any obligation to take any steps
that would cause him or her to come into con
tact with the harasser in ways he or she is un
willing to do. Instead, the grievant can consid
er all the informal and formal means open to
him of her for resolution and choose what
seems most useful and workable in his or her
particular case. T h e grievant must also weigh,
however, the fact that without in some way
being made aware of his or her actions, the ha
rasser may continue the offensive behavior. In
the most serious instances of sexual harassment,
it is unreasonable to expect grievants to con
front their perceived harassers. In these cases
the grievant should enlist the help of a trained
third party such as the gender education advis
er, a dean, the equal opportunity officer, or an
other person trained in this area.
It is important to remember that any member of
the community can be guilty o f sexually harass
ing any other member regardless of position of
authority or status. Although students have
often found it difficult to come forward when
the perceived harasser is in a position o f au
thority or is threatening, procedures are in
place to respond and to provide support
throughout the resolution process.
Support
Support is available through the gender educa
tion adviser, a group o f trained faculty and staff
members comprising the Sexual Misconduct
Advisers and Resource Team (SM A R T ), and
the deans for students who feel that they have
been subjected to any form of sexual miscon
duct. Consultation with any of these individu
als in no way limits a student’s options for reso
lution nor commits the student to a particular
course of action. T he College also provides sup
port when requested through the Dean’s Office
to those students charged with sexual miscon
duct. There are specific rights for complainants
of sexual misconduct and for those students ac
cused of sexual misconduct; these rights are list
ed in detail in the Student Handbook. In addi
tion, students are encouraged to discuss their
concerns with a dean when deciding whether
to file a formal complaint.
the College policy on alcohol and other drugs,
it is important to note that being under the in
fluence of alcohol or other drugs is not an ex
cuse for violation o f the Statem ent o f Student
Rights, Responsibilities, and C ode o f C onduct and
does not reduce a student’s accountability. For a
complete description of the College’s Alcoholic
Beverage Policy guidelines, please see the sec
tion in the Student H andbook.
T h e use, possession, or distribution of injurious
drugs or narcotics without the specific recom
mendation of a physician and knowledge of the
deans subjects a student to possible suspension
or expulsion.
Sm okin g
Smoking is prohibited in all public spaces
throughout the College meeting rooms,
lounges, offices, and halls. A $25 fine will be
charged for violating this policy, and students
can be removed from nonsmoking College
housing if they smoke in rooms on nonsmoking
halls. Smoking is allowed outdoors and in the
student’s room (in certain residence halls), pro
vided that the door remains closed.
Climbing on College Buildings or S tru ctu res
Climbing on any College building or being pre
sent on building roofs is not allowed. In unusu
al circumstances, arrangements to climb desig
nated locations may be coordinated through
the Public Safety Department.
R elated P olicies
F ire s, F ire S afety E qu ip m en t, an d A larm s
The College also has sexual misconduct poli
cies as they relate to staff-student behavior and
faculty-student behavior. T h e College policy
governing staff and the related grievance proce
dure can be found in the S ta ff H andbook. T he
College policy governing faculty and the relat
ed grievance procedure can be found in the
Faculty H andbook.
Tampering or interference with, as well as de
struction or misuse of, fire safety and fire pre
vention equipment is prohibited and is a viola
tion of state law. A n automatic fine o f $125 for
each piece of equipment plus the cost of re
placement of equipment is charged to any stu
dent violating this regulation, and further disci
plinary action may be taken. Any student who
causes an alarm to be set off for improper pur
poses is liable for the expenses incurred by the
fire department(s) in responding to the alarm.
If no individuals accept responsibility when a
violation of this policy occurs in a residence
hall, all residents of that residence hall are sub
ject to fines and charges for costs incurred by
the College and/or fire department(s). Open
flames are not permitted in residence halls. Any
student with an open flame (e.g., candle or in
cense) will be subject to a $500 fine. Students
are financially responsible for any damages re-
4. Actions Potentially Injurious to
Oneself or Others
Alcohol and O ther D rugs
The possession and use of alcoholic beverages
on the campus are regulated by federal, state,
and local law and are limited to those areas of
the campus specified by Student Council and
the dean. T he observance of moderation and
decorum with respect to drink is a student
obligation. In addition to accountability for
specific behavior and guidelines described in
57
College Life
suiting from reckless conduct or violation of
college rules regulating residence hall safety.
F irea rm s; Firew orks
No student may possess or use a firearm on
Swarthmore College property or its environs.
Firearms, including rifles, shotguns, handguns,
air guns, and gas-powered guns and all ammu
nition or hand-loading equipment and supplies
for the same are not allowed in any student res
idence or in any College building. Requests for
exceptions must be made to the dean. No stu
dent may possess or use fireworks on Swarth
more College property or its environs.
Reckless Conduct
Conduct that places oneself or another in im
m inent danger o f bodily harm is prohibited.
T h e standard as to what constitutes imminent
danger is solely at the discretion o f the dean
and/or the judicial body hearing the case.
5. College and Peisonal Property
Illegal E ntry
Unauthorized entry into or presence within en
closed and/or posted College buildings or areas,
including student rooms or offices, even when
unlocked, is prohibited and may subject a stu
dent to fines and other sanctions.
Locks and Keys
Tampering with locks to College buildings, un
authorized possession or use o f College keys,
and alteration or duplication o f College keys is
against College policy.
T h e ft o r D am age
T heft and negligent or intentional damage to
personal or College property will subject a stu
dent to paying for the repair or replacement of
the damaged property as well as to disciplinary
action. In the event that damage occurs in a
residence hall for which no one assumes re
sponsibility, payment for damages will be divid
ed equally among all residents of that hall. For
damage that occurs during a student event in a
space other than a residence hall and for which
no individual student(s) accept(s) responsibil
ity, the sponsoring students and/or organization
will be held accountable for the money for re
placement or repair of the damaged property
and may be subject to further disciplinary
action.
58
Parking
No student may park an automobile on College
property without permission from the Car Au
thorization Committee, a student-administra
tion group.
6. Guests
Friends of Swarthmore students are welcome on
campus. If a guest of a student will be staying in
a residence hall over night, the resident assis
tant and the housekeeper must be notified. A
guest is not permitted to stay in a residence hall
more than four consecutive nights. Requests for
exceptions must be made to the director of res
idential life.
Student hosts are responsible for the conduct of
their guests on campus and will be held ac
countable for any violation of the code of con
duct or other rules of the College committed by
a guest.
7 . Disorderly Conduct
Students at Swarthmore College have the right
to express their views, feelings, and beliefs in
side and outside the classroom and to support
causes publicly, including by demonstrations
and other means.
These freedoms of expression extend so far as
conduct does not impinge on the rights of other
members of the community or the orderly and
essential operations of the College. Disorderly
conduct is not permitted.
V iolation o f the orderly operation o f the
College includes but is not limited to (1) exces
sive noise, noise, once identified, which inter
feres with classes, College offices, dorm neigh
bors, or other campus and community activi
ties; (2) unauthorized entry into or occupation
o f a private work area; (3) conduct that restricts
or prevents faculty or staff from performing
their duties; (4) failure to maintain clear passage
into or out of any College building or passageway.
8. Violation of Local, State, or
Federal Law
Violation of the laws o f any jurisdiction,
whether local, state, federal, or (when on for
eign study) foreign, may at the discretion of the
dean, subject a student to College disciplinary
action. A pending appeal o f a conviction shall
not affect the application o f this rule.
STUDENT JUDICIAL SYSTEM
The formal judicial system at Swarthmore C ol
lege has two main components: (1) adjudica
tion by individual deans o f minor infractions of
College regulations, where a finding o f guilt
would result in a sanction less severe than sus
pension; and (2 ) adjudication by the C JC of se
rious infractions of College regulations, includ
ing all formal charges of academic dishonesty,
assault, harassment, or sexual misconduct. T he
CJC is composed o f faculty, staff, and adminis
trators who have undergone training for their
role.
In all cases of formal adjudication, whether by a
dean or by the C JC , the deans will keep records
of the violation(s) and of the sanction(s) im
posed on a student. Sanctions are cumulative,
increasing in severity for repeat offenders. Notational sanctions are recorded permanently on
the back of the students record card but do not
appear on the face of the academic record.
Therefore, an official transcript o f an academic
record, which is a copy of the face of the record
card, does not reflect notational sanctions.
Non-notational sanctions are not so recorded
but are entered into the students personal file as
a separate letter that is destroyed at the time of
the student’s graduation.
These formal procedures are separate from the
various informal methods of conflict resolution
available such as facilitated discussion by a dean
or other trained facilitators, or mediation, a
nonadversarial method of resolving interper
sonal disputes. It is important to remember that
all possible avenues of conflict resolution be
considered thoroughly when deciding on a
course of action. A more complete description
of the judicial system is available from the
Office of the Dean or in the Student H andbook.
HOUSING
Swarthmore is primarily a residential college,
conducted on the assumption that the close as
sociation of students and instructors is an im
portant element in education. Most students
live in College residence halls. New students
are required to live in the residence halls.
Residence Halls
Thirteen residence halls, ranging in capacity
from 21 to 214 students, offer a diversity of
housing styles. Several o f the residence halls are
a five- to 15-minute walk to the center of cam
pus. Swarthmore’s residence halls are Dana,
Hallowell, Mary Lyon; Mertz Hall, (the gift of
Harold and Esther Mertz); Palmer, Pittenger,
and Roberts; the upper floors in the wings of
Parrish Hall; W harton Hall, (named in honor
of its donor, Joseph Wharton, a one-time presi
dent o f the Board of Managers); Willets Hall,
(made possible largely by a bequest from Phebe
Seaman and named in honor o f her mother and
aunts); Woolman House; W orth Hall, (the gift
o f William P. and J. Sharpies Worth, as a
memorial to their parents),and a new dorm to
open in fall 2004.
A mixture o f classes lives in each residence
hall. About 85 percent of residence hall areas
are designated as coeducational housing either
by floor, section, or entire building. T h e re
maining areas are single-sex housing. Although
single-sex options are offered, they are not guar
anteed. Students should not expect to live in
single-sex housing for all four years. In these
single-sex sections, students may determine
their own visitation hours up to and including
24-hour visitation.
First-year students are assigned to rooms by the
deans. Efforts are made to follow the prefer
ences indicated and to accommodate special
needs, such as documented disabilities. Other
students choose their rooms in an order deter
mined by lot or by invoking special options—
among these are block housing, allowing friends
to apply as a group for a section o f a particular
hall. There is also the opportunity to reside at
neighboring Bryn Mawr and Haverford colleges
in a cross-campus housing exchange that pro
ceeds on a matched one-for-one basis. First- and
second-year students typically reside in oneroom doubles, whereas juniors and seniors have
a wider selection of room types. A ll students are
expected to occupy the rooms to which they are
assigned or which they have selected through
the regular room choosing process unless au
thorized by the deans to move. Permission must
also be obtained from the deans to reside out
side College housing.
Resident assistants, selected from the junior
and senior classes, are assigned to each of the
residence hall sections. These leaders help cre
ate activities for students, serve as support ad
visers to their hallmates, and help enforce
59
College Life
College rules for the comfort and safety of the
residents.
Residence halls remain open during October,
Thanksgiving, and spring breaks but are closed
to student occupancy during winter vacation.
No meals are served during October and spring
breaks. A t the end of the fall semester, stu
dents are expected to vacate their rooms with
in 24 hours after their last scheduled examina
tions. Freshmen, sophomores, and juniors are
expected to leave immediately after their last
examination in the spring so that their rooms
may be prepared for use by commencement
visitors. Storage areas are provided in each res
idence hall plus a limited-access storage room
for valuables.
T h e insurance program for the College is
designed to provide protection for College
property and does not include the property of
students or others. Students and their parents
are strongly urged to review their insurance
program in order to be sure that coverage is
extended to include personal effects while at
college.
More detailed housing rules and regulations
are found in the Student H andbook, updated
and distributed each year, and on the housing
Web site.
Swarthmore Dining Services
Swarthmore’s Dining Service oversees the
main dining facility in Sharpies Dining Hall,
the Mary Lyon’s Breakfast Room, Essie Mae’s
Snack Bar, the Kohlberg coffee bar, and the
science center coffee bar.
A ll students living in campus housing must
participate in the college’s meal plan. Three
meal plans are available. T h e 20-meal plan al
lows a student access to the dining hall for one
meal per meal period, totaling 20 per week.
(First-year students are required to be on the
20-meal plan for their first semester.) T h e 14meal plan and the 17-meal plan allow students
to eat 14 meals with $125 in declining balance
points or 17 meals with $65 in points. T h e 14and 17-meal plans allow two meals to be used
for any given meal to enable students to bring
a guest. Points are used like cash in any Dining
Services facility. Unused meals do not carry
over to the next week, and unused points do
not carry over to the next semester.
Students living off campus may subscribe to
the meal plans, or they may purchase a debit
60
card or a flvemeal plan from the Dining
Services office in Sharpies. T he debit card may
be purchased in any amount and renewed at
any time. T h e five-meal plan allows access to
Sharpies for five lunches per week at a rate dis
counted from the cash entry fee. T he fivemeal plan costs $315 per semester. Off-campus
students should report to the Dining Services
office in Sharpies for payment and details.
Sharpies Dining Hall is open Monday through
Friday, 7:30 a.m. to 7:15 p.m.; Saturday, 7:30
a.m. to 6:30 p.m.; Sunday 11 a.m. to 6:30 p.m.
Guest prices are: breakfast $3.25, lunch $5,
dinner $6.75 Unlimited servings are permit
ted, but take-out is not. Although a sincere ef
fort is made to meet the dietary needs of all
students, not all special requirements can be
accommodated. Kosher meals are not avail
able in the Dining Hall.
Essie Mae’s Snack Bar is located on the first
floor o f Tarble in Clothier, and is open
Monday through Friday, 8 a.m. to 10 p.m.; and
Saturday and Sunday 7 to 10 p.m. Customers
pay cash, or students may use a meal equiva
lency at the following rates: breakfast, Monday
through Friday, 8 to 10 a.m., $2.25; lunch,
Monday through Friday, 1 to 4 p.m., $3.25;
dinner, every day, 7 to 9:30 p.m., $4.
Kohlberg coffee bar and the science center
coffee bar are located in the commons of their
respective buildings. They are open Monday
through Thursday, 8 a.m. to 10 p.m., and
Friday, 8 a.m. to 4 p.m. Friday evening and
weekend hours are announced via campus email. Gourmet coffee, fruit, and fresh pastries
may be purchased with cash or declining bal
ance points.
Mary Lyon’s Breakfast Room is located in the
Mary Lyon Building. Breakfast is served Mon
day through Saturday by and for its residents.
Swarthmore students can obtain passes to eat
at the Bryn Mawr and Haverford college din
ing halls. Students can also arrange to have
raw ingredients packed for cook-outs and spe
cial meals as a substitute for meals. Please see
the dining hall staff for details.
Students eating in Sharpies Dining Hall must
present their college picture identification
card for every meal. Absolutely no meal credit
is given at Essie Mae’s, and no points may be
used at any dining services facility without a
college picture ID. These policies are in effect
to protect each student’s personal meal plan
account.
STUDENT CENTERS
Tarble Social Center
Through the original generosity of Newton E.
Tarble of the Class o f 1913 and his widow,
Louise A . Tarble, the Tarble Social Center in
Clothier Memorial Hall opened in April 1986.
The facility includes a snack bar, the College
bookstore, Paces, an all-campus space, meeting
rooms, a game room, the S C C S media lounge
and the offices o f the Student Budget
Committee, the So cial Affairs Com m ittee
(SA C), Debate Society, and Rattech.
Other Centeis
The W om en’s Resource C en ter (W R C ) 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 inter
ests and concerns. T h e resources o f the center
include a library, kitchen, various meeting
spaces, computer, and phone. T h e W R C also
sponsors events throughout the year that are
open to any member o f the College community.
The Black Cultural C en ter (B C C ), located in the
Caroline Hadley Robinson House, provides a li
brary, classroom, computer room, T V lounge,
kitchen, all-purpose room, a living room/
gallery, two study rooms, and administrative of
fices. The B C C offers programming, activities,
and resources designed to stimulate and sustain
the cultural, intellectual and social growth of
Swarthmore's black students, their organiza
tions and community. Further, the B C C func
tions as a catalyst for change and support to the
College’s effort to achieve pluralism. T h e
BCC’s programs are open to all members of the
College community. T h e B C C is guided by the
director, Ttm Sams, with the assistance of a
committee of black students, faculty, and ad
ministrators. See the B C C ’s W eb site at
www.swarthmore.edu/admin/bcc/, or contact us
at (610) 328-8456.
The Intercultural C en ter (IC ) is a multipurpose
center devoted to developing greater awareness
of Asian American, Latino/Hispanic, gay/lesbian/bisexual, and Native American contribu
tions to Swarthmore College as well as the
broader society. T h e IC provides a supportive
environment where students are welcome to
discuss and understand the educational, politi
cal, and social concerns that affect their groups.
T he IC fosters the education of its members and
the wider community about cultural, ethnic,
class, gender, and sexual orientation differ
ences. 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. T h e Resource Center
will include A sian A m erican, 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. T he IC
center and its programs are coordinated by
Director Rafael Zapata. See the IC Web site at
www.swarthmore.edu/admin/IC, or telephone
(610) 328-7360.
T h e director, interns, and the administrative
assistant are responsible for the center’s pro
gramming and operation. T h e IC is located in
the far southern com er of Tarble in Clothier.
T he center is open Monday through Sunday,
8:30 a.m. to midnight. To reach the IC director
or any of the three organizations, please call
(610) 328-7350.
F ratern ities. T here are two fraternities at
Swarthmore: Delta Upsilon, affiliated with a
national organization, and Phi Om icron Psi, a
local association. W hile they receive no C ol
lege or student activity funds, the fraternities
supplement social life. They rent lodges on
campus, but have no residential or eating facil
ities. In recent years, about 6 percent of male
students have decided to affiliate with one of
the fraternities.
RELIGIOUS ADVISERS
Religious advisers are located in the Interfaith
Center in Bond Hall and currently consist of
Jewish, Catholic, and Protestant professionals.
T h e advisers and the Interfaith Center provide
members of the Swarthmore community oppor
tunities and resources, in an atmosphere free
from the dynamics of persuasion, in which they
can explore a variety of spiritual, ethical, and
moral meanings; pursue religious and cultural
61
College Life
identities; and engage in interfaith education
and dialogue. T h e center comprises offices, a
large common worship room, and a private
meditation room.
Student groups of many faiths also exist for the
purpose of studying religious texts, participating
in community service projects, and exploring
common concerns o f religious faith, spirituality,
and culture.
Various services are available on campus, and
area religious communities welcome Swarthmore students.
HEALTH
Worth Health Center
T he W orth Health Center, a gift of the W orth
family in memory o f W illiam Penn W orth and
Caroline Hallowell, houses offices of the nurses,
consulting physicians, nutritionist, H IV test
counselor, outpatient treatment facilities, of
fices o f the Psychological Services staff, and
rooms for students who require inpatient care.
Psychological Services is administered separate
ly from the Health Service and is housed in the
North W ing of W orth Health Center. Health
and Psychological Services open with the ar
rival o f the first-year class in the fall and close
for the winter break and for the summer follow
ing commencement in the spring. Students
must make their own arrangements for health
and psychological care when the W orth Health
Center is closed.
should provide some coverage for prescription
medications. For those who have no health in
surance or whose insurance does not meet our
specifications, we offer a functional yearly plan
beginning Aug. 17, 2004, through Aug. 17,
2005. Students receiving financial aid may have
a portion of the cost o f the premium defrayed.
Students and family are responsible for medical
expenses incurred while students are enrolled at
the College. Students who have no insurance,
or students with insurers who have no local of
fice or arrangements with local HMOs, do not
provide for emergency and urgent care locally,
do not cover hospital admissions locally, or do
not provide coverage while studying abroad
should enroll in the College Plan. T h e College
provides health insurance for students who are
actively participating in intercollegiate and
club sports. For further information, please con
sult the insurance leaflet mailed to all students
at the beginning o f each academic year, the
W orth Health Center administrative assistant,
or the trainer.
Health Services
Physicians and nurse practitioners hold hours
every weekday at the College and students may
consult them without charge. Students should
report any illness to the Health Center staff but
are free to seek treatment at another facility if
they prefer to do so. Also, the Health Service
staff members are willing to coordinate care
with personal health care providers.
Insurance
As part o f the admission process, each student
must submit a medical history and health cer
tificate prepared by a personal or school health
care provider. T h e Health Center provides a
health certificate in the preadmission packet
for your convenience. Pertinent information
such as medical or psychological problems,
allergies, handicaps, medications will be espe
cially valuable to the College Health Service
when assisting each student. A ll information is
kept confidential.
Students may consult the medical facilities of
the College when ill or injured in athletic ac
tivities or otherwise, free of charge. T h e C ol
lege cannot assume financial responsibility for
medical, surgical, or psychological expenses in
curred when seeking or referred for care else
where. For this reason, we expect students to be
responsible for these expenses and to be insured
through family or other plans. Insurance plans
Each student is allowed 10 days o f in-patient
care without charge in the infirmary each aca
demic year. Students suffering from communi
cable disease, such as chicken pox, may not
remain in their residence hall room and must
stay in the infirmary or go home for the dura
tion of their illness. T h e Health Center each
academic year dispenses up to $300 in various
medications without charge, but we do charge
T h e College contracts with the Crozer Key
stone Health System for physician services.
Should in-hospital treatment be indicated, one
o f these consultant physicians will oversee the
care if the student is admitted to Crozer Chester
Medical Center, a medical school-affiliated
teaching hospital.
62
for special medications, contraceptives, immu
nizations, and certain laboratory tests. Students
are responsible for securing transportation to
off-campus appointments, although the nurses
will assist with arrangements.
The Health Center staff works closely with the
Department o f Physical Education and A thlet
ics. Students who must defer from a portion of
the physical education requirement (such as
the swim requirement) and those who need
accommodations or alterations in academic
programming must provide medical documen
tation to the director of the Health Center and
the dean who works with disabled students.
Both will evaluate the request and make a rec
ommendation for an alternative plan.
Psychological Services
Services for students include counseling and
psychotherapy, after-hours emergency-on-call
availability, consultation regarding the use of
psychiatric drugs, psychological testing, and ed
ucational talks and workshops. Psychological
Services participates in training resident assis
tants and provides consultation to staff, faculty,
and parents.
The staff of Psychological Services comprises a
diverse group of psychological, social work, and
psychiatric professionals. T h e 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.
The College maintains a policy o f strict con
fidentiality except where there may be a signif
icant question of imminent threat to life or
safety.
Requests for service may be made in person or
by phone (x8059) between 8:30 a.m. and 4:30
p.m., Monday through Friday. In the event of
an after-hours emergency, contact the Health
Center (x8058) or Public Safety (x8333).
Information regarding readmission after with
drawal for health-related reasons may be found
in the section of Student Leaves o f Absence,
Withdrawal, and Réadmissions (pp. 8 4 -8 5 ).
For more detailed information about psycholog
ical services, please ch eck the W eb site,
http://www.swarthmore.edu/Admin/deans/psychservices.html.
STUDENT ADVISING
Academic Advising
Each first-year student is assigned to a faculty
member or administrator who acts as his or her
academic adviser. W hen students are accepted
by a major, normally at the end of the sopho
more year, the advising responsibility shifts to
the chair, or chair’s designate, of the student’s
major department. Requests for a change of ad
viser in the first two years will be freely granted
(for example, when a student’s substantive in
terests change) subject only to equity in the
number o f advisees assigned to individual
advisers.
T he deans hold overall responsibility for the ad
vising system. They are available to all students
for advice on any academic or personal matter
and for assistance with special needs, such as
those arising from physical disabilities.
Students who wish to link their interest in so
cial service and social action to their academic
programs are encouraged to take advantage of
the advising offered by staff of the Lang Center
for Civic and Social Responsibility.
Academic Support
Various forms of academic support are available
to help all students succeed in their course
work. These include a peer Student Academic
Mentoring (SA M ) program, tutors, special re
view sessions and clinics attached to introduc
tory courses in the natural sciences and eco
nomics, a mathematics lab, a multiday study
skills workshop, and training sessions on topics
such as time management, note taking, reading,
and test taking. No fees are required for any of
these services.
Particular support is available to help students
develop their writing skills. Writing associates
(WAs) are students who have been specially
trained to assist their peers with all stages o f the
writing process. WAs are assigned on a regular
basis to selected courses, and they are located in
the Writing Center in Trotter Hall. A ll stu
dents have access to the Writing Center as
needed and can receive help via e-mail and on
a drop-in basis.
Career Services
Career Services works to help students develop
knowledge of themselves and their life options;
to advance their career planning and decision-
63
College Life
making abilities; and to help them develop
skills related to their intemship/job search and
graduate/professional school admission. Indi
vidual counseling and group sessions help stu
dents expand their career options through ex
ploration of their values, skills, interests, abili
ties, and experiences. Developmental programs
are available for all students, regardless of their
academic discipline.
http://careerservices.swarthmore.edu to make
information about activities and programs
available to students wherever they are around
the world. Credential files are compiled for in
terested students and alumni to be sent to
prospective employers and graduate admissions
committees.
Exploration of career options is encouraged
through summer internships and summer jobs,
internships and part-time positions during the
school year and opportunities that take place
during a semester or year away from campus.
Students may receive assistance in researching,
locating, and applying for internships and em
ployment opportunities and receive advice in
how to gain the most they can from these ex
periences. Students are particularly encouraged
to test options by participating in the alumnisponsored Externship Program. T his program
provides on-site experience in a variety of ca
reer fields by pairing students with an alumnus/a to work on a mutually planned project
during one week o f winter break. Students tak
ing a leave o f absence from Swarthmore can
participate in the College Venture Program,
which assists undergraduates taking time off
from school with finding worthwhile employ
ment during their time away.
STATEMENT OF SECURITY POUCIES
AND PROCEDURES
Additional help is provided through career in
formation panels, presentations, and confer
ences; the biannual Student Alumni N et
working Dinner; attendance at career fairs; and
workshops on topics such as resume and cover
letter writing, mentoring, interviewing skills,
and intemship/job-search techniques. T h e of
fice cooperates with Alumni Relations, the
Alumni Council, and the Parents Council to
put students in touch with a wide network of
potential mentors. T h e Career Services library
includes many career development publica
tions, as well as employer directories. T h e office
hosts on-campus recruiting by representatives
from business, industry, government, nonprofit
organizations, and graduate and professional
schools. T h e Career Services eRecruiting site
provides one comprehensive on-line database
of internship and job listings, a career events
calendar and resume deadlines for employers re
cruiting on campus. Students can easily upload
resumes to apply for opportunities. Career Ser
vices also maintains a W eb site accessible at
64
Swarthmore College’s Statement of Security
Policies and Procedures is written to comply
with the (Pa.) College and University Security
Information A ct: 24 P.S., Sec. 2502-3© , and
the federal Jeanne Clery Disclosure of Campus
Security Policy and Campus Crime Statistics
A ct. This annual report includes statistics for
the previous three years concerning reported
crimes that occurred on campus, in certain offcampus buildings owned or controlled by
Swarthmore College, and on public property
within or immediately adjacent to and accessi
ble from the campus. T h e report also includes
institutional policies concerning campus securi
ty, such as policies concerning alcohol and drug
use, crime prevention, the reporting of crimes,
sexual assault, and other matters. To obtain a
full copy of this document, or to discuss any
questions or concerns, contact Owen Redgrave,
director o f public safety.
COCURRICULAR ACTIVITIES
Student Council
T h e Student Council is the chief body of stu
dent government and exists to serve and repre
sent the students of Swarthmore College. Its 11
members are elected semiannually. T h e powers
and responsibilities o f the Student Council are
(1) the administration of the Student Activ
ities Account; (2) the appointment of students
to those committees within the College com
munity 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 for
mulation of rules needed to exercise these pow
ers and to fulfill these responsibilities. T he
Student Council provides a forum for student
opinion and is willing to hear and, when judged
appropriate, act upon the ideas, grievances, or
proposals of any Swarthmore student.
Major committees o f the Student Council in
clude the Appointments Committee, Student
Budget Committee, Student Groups Commit
tee, and Social Affairs Committee. T he fivemember Appointments Com m ittee selects
qualified student applicants for positions on
student, faculty, and administration commit
tees. The Student Budget Committee, made up
of 10 appointed members, a treasurer, and two
assistant treasurers, allocates and administers
the Student Activity Fund. T h e six-member
Student Groups Committee oversees, adminis
ters, and guides the chartering process for stu
dent organizations. T h e Social Affairs Commit
tee allocates funds to all campus events, main
tains a balanced social calendar, and is respon
sible for organizing formals and various other
activities that are designed to appeal to a vari
ety of interests and are open to all students free
of charge. T he Social Affairs Committee con
sists of 10 appointed members and two hired
student co-directors.
Music
The Music and Dance Department administers
and staffs several performing organizations. T he
College C horus, directed by John Alston, re
hearses three hours per week. T he C ollege
Chamber C hoir, a select small chorus drawn
from the membership of the chorus, rehearses
an additional two hours twice a week. T he
College O rchestra rehearses once a week. T he
Chamber O rchestra occasionally gives concerts.
Its rehearsals closely precede the concerts, and
its members are drawn from T h e College
Orchestra. T he Orchestra (Chamber Orches
tra), Chorus (Cham ber C h oir), and Jazz
Ensemble require auditions for membership.
The Wind Ensem ble, which rehearses one night
weekly and gives two major concerts each year,
is under the direction o f M ichael Johns.
Gomelan Sem ara Sand performs traditional and
modem compositions for Balinese Gamelan
(Indonesian percussion orchestra) under the di
rection of Thomas W hitman. This group re
hearses three hours per week and gives one con
cert each semester. T he Jazz E nsem ble, the de
partment’s large jazz group directed by John
Alston, rehearses weekly and gives two concerts
each year. More information about joining
these performing groups can be found on the
bulletin boards on the upper level of Lang
Music Building.
Instrumentalists and singers can also participate
in the Elizabeth Pollard Fetter chamber music
coaching program coordinated by M ichael
Johns. Several student chamber music concerts
(in which all interested students have an
opportunity to perform) are given each semes
ter. These concerts also provide an opportunity
for student composers to have their works
performed.
T h e College offers academic credits in con
junction with subsidies to support private in
strumental and vocal lessons for qualified stu
dents; please refer to p. 89 (Awards and Prizes
and Fellowships) and p. 289 (Music Depart
ment, M U SI 048).
T h e orchestra each year sponsors a C oncerto
C om petition, open to all Swarthmore College
students. Auditions are normally held immedi
ately after winter vacation. T h e winner per
forms the entire concerto with the orchestra at
its spring concert.
Practice and performance facilities in the Lang
Music Building include 16 practice rooms
(most with at least one piano), a concert hall
and a rehearsal hall (each with its own concert
grand), two organs; and one harpsichord. T he
Underhill Music Library has excellent collec
tions of scores, books, and records.
T h e William J. Cooper Foundation presents a
distinguished group o f concerts each year on
campus. T h e Department of Music and Dance
administers a separate series of public concerts.
O rchestra 2001, an acclaimed professional en
semble devoted to the performance of contem
porary music, is in residence at the College.
Under the direction of Professor of Music J ames
Freeman, the group gives an annual series of
four or five concerts in the Lang Concert Hall,
exploring music o f the present time and often
including recent works by composers at the
College. World-renowned soloists are featured,
and student musicians are often invited to per
form with the ensemble.
Dance
T h e Swarthmore College Dance Program, di
rected by Stephen Lang Professor of Performing
65
College Life
Arts Sharon E. Friedler, strives to foster a coop
erative atmosphere in classes and performance
situations.
T h e Swarthmore College Dancers and the
Dance and Drum Ensemble regularly perform
public concerts with works choreographed by
students, the dance faculty, and other profes
sional choreographers.
Each year, there is a series of formal concerts at
the end of each semester as well as informal per
formances throughout the year, sometimes in
cluding a series o f exchange concerts with other
area colleges. Lecture demonstrations for public
schools and for organizations within the sur
rounding communities are also a regular part of
the yearly dance performance schedule.
In conjunction with the W illiam J. Cooper
Foundation, the Dance Program brings out
standing professional dance companies to cam
pus for short-term residencies.
These residencies typically last from three days
to two weeks and include master classes, lec
tures, performances, and, sometimes, the cre
ation of a new work by a guest artist for student
performers. T h e residencies funded for 2 0 0 4 2005 will include Suzanna Farrell and her com
pany, T he Susan Marshall Dance Company,
Sita Frederick, Jennine W illett, and a sympo
sium and performance weekend focused on the
figure o f Krishna.
T h e student organizations Rhythm T l Motion
and Terpshichore also create choreography and
perform.
Scholarships for summer study are available to
dance students through funds provided by the
Friends o f Music and Dance. T h e Halley Jo
Stein Award for Dance and the Melvin B. Troy
Award for Composition are also awarded annu
ally by the program.
T h e Physical Education and Athletics Depart
ment sponsors a class in folk dance.
Theater
Associate Professor A llen Kuharski is chair of
the Theater Department. Interested students
should consult the departmental statement for
theater.
T h e Theater Department provides a variety of
cocurricular opportunities for interested stu
dents. Students interested in acting are encour
aged to participate in student-directed projects
in the program’s directing workshops taught by
66
A llen Kuharski or Ursula Denzer (TH EA 035
and 0 5 5 ) and the Senior Company class
(TH EA 099). T h e program also hires qualified
students every semester for a variety of jobs re
lated to curricular production projects and
other functions. T h e Lang Performing Arts
Center Office is another potential source of
theater-related student employment. For infor
mation, contact Susan Smythe.
Professional internships are strongly recom
mended to theater majors and minors and are
available at theaters throughout the Philadel
phia area and around the country. See profes
sors A llen Kuharski or Ursula NeuerburgDenzer for details.
In conjunction with the William J. Cooper
Foundation, the Theater Department typically
sponsors various public events, such as perfor
mances, workshops and symposia. T h e depart
ment regularly invites outstanding professional
companies to campus for short-term residencies
o f one to two weeks in which public perfor
mances are combined with intensive workshops
with the visiting artists.
T h e Drama Board, a student organization, also
sponsors classes, workshops, and performances.
In the summer, the department makes its facil
ities available to a variety o f professionally ac
tive alumni for rehearsals and workshops while
in residence on the campus. Current students
may become involvedin a variety of ways with
this work. Interested students should contact
the department chair.
Athletics
Swarthmore’s athletic policy is based on the
premise that any sports program must be justi
fied by the contributions that it can make to
the educational development of the individual
student who chooses to participate. In keeping
with this fundamental policy, Swarthmore’s
athletic program is varied, offering every stu
dent the opportunity to participate in a wide
range of sports. W ithin the limits of finance,
personnel, and facilities, the College feels that
it is desirable to have as many students as possi
ble competing on its intercollegiate, club, or in
tramural teams. Many faculty members serve as
advisers for several of the varsity athletic teams.
They work closely with the teams, attending
practices and many of the scheduled contests.
Extracurricular Activities
Students are encouraged to get involved in ex
tracurricular activities at Swarthmore. There
are over 100 clubs and organizations that span
a broad range o f interests such as community
service, athletics, political action, and religious,
cultural and social activities. If there isn’t a club
or organization that meets a student’s interest,
he or she may form one through the guidance of
Student Council. T h e College is committed to
student learning in and out of the classroom
and thus supports the personal and leadership
development of students through extracurricu
lar activities
Publications and Media
The Phoenix, the weekly student newspaper; the
Halcyon, the College yearbook; and W SR N ,
the campus radio station, are completely stu
dent-run organizations. There are several other
student publications, including literary maga
zines and newsletters. For more information,
contact the Student Publications Coordinator.
The current list of publications can also be
found in the G uide to Student L ife:
PROGRAMS FOR SERVICE, ACTIVISM,
AND OUTREACH
Eugene M . Lang Center fur Civic and
Social Responsibility
The Lang Center is a hub for activities that sup
port Swarthmore’s mission to “help students re
alize their fullest intellectual and personal po
tential combined with a deep sense of ethical
and social concern.” T h e center is located at
the foot of Magill Walk in the Swarthmore
Train Station Building. Its five-person staff of
fers special advising as well as administrative, fi
nancial, and logistic support for a wide range of
opportunities to make connections between
campus and community partners seeking posi
tive social change. Center staff members work
with individual students as well as with orga
nized student groups and also have important
working relationships with the Office of For
eign Study and the Office of Career Planning
and Placement. T h e center offers workshops
and special programs to prepare students for
work in communities as well as to provide op
portunities for reflection on those experiences,
especially in relation to their academic pro
grams and to their plans for civic engagement
after graduation. T h e center’s staff also works
with members of the faculty who wish to in
clude community-based learning in their cours
es and seminars. T h e Lang Center includes a re
source room with extensive information about
opportunities for service and advocacy, staffed
by Lang Center Student Associates. T h e fol
lowing programs are supported and coordinated
by the Lang Center:
Lang Opportunity Scholarships are awarded to
students during their first year at Swarthmore.
Scholars are selected based on their commit
ment and potential to become leaders in civic
and social responsibility. T he scholarship in
cludes a summer internship and a substantial
budget for implementation o f a major service
project. T h e Lang Center staff works closely
with Lang Opportunity scholars as they devel
op and carry out their projects.
T he Eugene M . Lang Visiting Professorship fo r
Issues o f Social Change. This professorship was
endowed in 1981 by Eugene M. Lang ’38. It
brings to the College an outstanding social sci
entist, political leader, or other suitably quali
fied person who has achieved professional or
occupational prominence. T h e visiting profes
sor is typically someone who has received spe
cial recognition for sustained engagement with
substantial issues, causes, and programs directly
concerned with social justice, civil liberties,
human rights, or democracy. T he professorship
varies in length from one to three years.
The Swarthmore Foundation
T his foundation provides grants to support fac
ulty, staff, and students (including graduating
seniors) undertaking projects in community
service and social change. Recipients may use
awards to create new projects, to purchase ma
terials for projects in which they participate,
and to cover basic living expenses while work
ing with service or activist organizations. The
foundation also administers the Landis Com
munity Service Fellowships and the Anderson
Community Service Fellowships, both for proj
ects in Chester, Pa.; and the Nason Community
Service Fellowships, for service projects linked
to students’ academic programs.
Sum m er o f Service Internships. SO SI grants sup
port students who work in service-focused in
ternships during the summer. T h e grants pro
vide living expenses as well as a stipend to make
67
College Life
it possible for all students, regardless o f their
financial situation, to participate in these expe
riences. T h e Lang Center staff provides guid
ance on the availability of internships and their
potential connections to students’ academic
interests.
Community-Based Learning. T h e Lang Center
offers grants to faculty members who wish to
add community-based learning to their courses.
T h e grants may be used for summer stipends or
to cover the cost of a course replacement to per
mit a course reduction for the faculty member.
Student Service and A ctivist G roups. These stu
dent-led groups use Lang Center facilities and
also receive guidance from Lang Center staff.
Student groups offer service and advocacy in
Chester and the Greater Philadelphia metro
politan area. These groups are active in the
areas o f housing, education and educational re
form, employment, health care, homelessness,
environmental justice, peace and conflict reso
lution, racial justice, and economic development.
The Swarthmore College TRIO/
Upward Bound Program
TR IO /U pw ard Bound. This program develops
young leaders and offers academic and cultural
enrichment activities to high school students in
the surrounding community, primarily in the
city of Chester. T h e primary goal of this na
tional program is to prepare urban high school
students for postsecondary education.
T h e TRIO/Upward Bound Program at Swarth
more College began in 1964 and continues
with federal support from the U .S. Department
of Education. More than 1,200 T R IO programs
exist on college campuses throughout the
United States. TRIO/Upward Bound is one of
the oldest and most active community outreach
programs at Swarthmore College.
TRIO/Upward Bound offers both a six-week
residential summer school in which Swarth
more students may serve as tutor/counselors
and a series of activities during the academic
year in which Swarthmore students serve as tu
tors. Students have volunteered their time to
successfully tutor and mentor hundreds of
TRIO/Upward Bound participants for more
than 3 0 years. T h e program is under the direc
tion o f the Lang Center for Civic and Social
Responsibility and is administered by Cynthia
Jetter, director for community partnerships and
planning.
68
ALUMNI RELATIONS
Alumni Relations is the primary communica
tion link between the College and its alumni,
enabling them to maintain an ongoing rela
tionship with each other. Som e o f the office's
programs and activities include Alumni Week
end, an Alumni College, alumni gatherings all
over the country, and alumni travel. T h e Alum
ni Office hires students as interns and to help at
alumni events on campus.
T he Alumni Office works closely with Career
Services to facilitate networking between stu
dents and alumni and among alumni, to take
advantage of the invaluable experience repre
sented among the alumni. T h e Alumni Office
also helps officers o f the senior class and alum
ni groups plan special events.
T he Alumni Office gives staff support to the
Alumni Association, which was founded in
1882, and to the Alumni Council, the govern
ing body o f the Alumni Association. The
Alumni Office also gives staff support to re
gional alumni and parent groups, called
Connections, in Boston; Chicago; London; Los
Angeles; Metro DC/Baltimore; Metro NYC;
North Carolina; Minneapolis and St. Paul;
Paris, France; Philadelphia; Pittsburgh; San
Francisco; and Seattle.
There are 19,045 alumni: 9,755 men, 9,290
women, and 1,236 married to each other, giving
substance to the College’s traditional appella
tion, “Quaker matchbox.” T h e College defines
an alumnus/a as anyone who has completed one
semester.
COLLEGE PUBLICATIONS
T he Publications Office creates a variety of
printed communications for the College com
munity. T h e quarterly Sw arthm ore C ollege
Bulletin is a magazine sent free of charge to all
alumni, parents, friends, and members of the se
nior class. O ther publications produced by the
office include an annual engagement calendar,
a report of donations to the College, a facultystaff newsletter, and this catalog. Members of
the publications staff and a student intern pro
vide editorial, photographic, graphic design,
and print production services to other offices
on campus.
NEWS AND INFORMATION
The Office of News and Information works
with students and faculty and staff members to
communicate information about Swarthmore
to the public, primarily through media rela
tions. T he office publicizes campus events, pro
grams, and research and works to position fac
ulty members as expert news sources. T h e office
also responds to information requests from the
media, initiates coverage of Swarthmore in the
media, and leads the development and mainte
nance of the College Web site. T h e News and
Information Office prepares two publications.
On Cam pus, a monthly schedule o f campus ac
tivities that are open to the public, is distrib
uted on request to more than 3,500 households
in the Philadelphia area and is posted on the
Web. T he W eekly N ew s, a newsletter of events
and announcements, is also posted electron
ically each week during the academic year. T he
office lends support for special events and proj
ects and provides public relations counsel for
the College.
69
IV
Educational Program
Awards and Prizes
Faculty Regulations
Fellowships
Degree Requirements
70
Educational Program
GENERAL STATEMENT
Swarthmore College offers the degree of bache
lor of arts and the degree of bachelor of science.
The latter is given only to students who major
in engineering. Four years of study are normally
required for a bachelor’s degree (see p. 87), but
variation in this term, particularly as a result of
Advanced Placement (A P) credit, is possible
(see p. 28).
The selection o f a program will depend on the
student’s interests and vocational plans. T he
primary purpose of a liberal arts education,
however, is not to provide vocational instruc
tion, even though it offers the best foundation
for one’s future vocation. Its purpose is to help
students fulfill their responsibilities as citizens
and grow into cultivated and versatile individ
uals. A liberal education is concerned with the
development o f moral, spiritual, and aesthetic
values as well as analytical abilities. Further
more, just as a liberal education is concerned
with the cultural inheritance of the past, so,
too, it is intended to develop citizens who will
guide societies on a sustainable course where fu
ture culture will not be compromised in the de
velopment o f the present. Intellectually, it aims
to enhance resourcefulness, serious curiosity,
open-mindedness, perspective, logical coher
ence, 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. T h e normal program con
sists of four courses each semester, chosen by
the student in consultation with his or her
faculty adviser.
All students must fulfill the requirements for
the major, and before the end of the senior year,
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 ex
plained on p. 164. Courses outside the techni
cal fields are distributed over all four years.
For honors candidates, courses and seminars
taken as preparation for external evaluation oc
cupy approximately one-half of the student’s
work during the last two years. In addition to
work taken as a part of the Honors Program, the
students take other courses that provide oppor
tunities for further exploration. During the se
nior year, many departments offer a specially
designed senior honors study for honors majors
and minors to encourage enhancement and in
tegration o f the honors preparations. A t the
close of the senior year, candidates for honors
will be evaluated by visiting examiners.
T he course advisers of first-year and sophomore
students are members of the faculty appointed
by the dean. For juniors and seniors, the advis
ers are the chairs o f their major departments or
their representatives.
PROGRAM FOR THE FIRST AND
SECOND YEARS
T h e major goals of the first two years of a
Swarthmore education are to introduce stu
dents 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. A ll students must fulfill the require
ments normally intended for the first two years
o f study, although in some science and engi
neering majors, students may spread some re
quirements over four years. Students entering
Swarthmore as transfer students normally fulfill
these requirements by a combination of work
done prior to matriculation at Swarthmore and
work done here, according to the rules detailed
below.
T he Distribution Requirements: In spring 2003,
the faculty approved several modifications to
the distribution requirements. Beginning fall
2004, primary distribution courses (PDCs) were
eliminated and writing courses (W s) were in
troduced. A phased PDC/W requirement for
the classes of 2005 through 2007 will count
both PDCs and W s toward fulfillment o f the
PDC/W component o f the distribution require
ments. Beginning with the class of 2008, in ad
dition to the W requirement, there is a require
ment that one of the courses taken in the
Division o f Natural Sciences and Engineering
must have a laboratory component, called a
practicum. T h e core of the distribution require
ments remains unchanged for all students.
71
Educational Program
T o m eet the distribution requirem ents, a student
m ust:
1. Complete at least 20 credits outside the
major department before graduation.
2. Complete at least 3 credits in each of the
three divisions o f the College (listed later).
Work in each division may include one A P
credit or credit awarded for work done
elsewhere.
3. Complete at least 2 credits in each division
at Swarthmore.
4. Complete at least 2 courses in each division
in different departmental subjects; these
courses must be at least one credit each, and
may include A P credit or credit awarded for
work done elsewhere.
5. Complete the PDC/W or W requirement
defined for the student’s graduating class.
6. Complete a Natural Sciences and Engi
neering practicum (for the classes o f 2008
and thereafter).
Students are advised to complete at least two
courses in each division within the first two
years.
For purposes of the distribution requirements,
the three divisions o f the College are consti
tuted as follows:
H um anities: Art, Classics (literature), English
Literature, Modem Languages and Literatures,
Music and Dance, Philosophy, Religion,
Theater.
N atu ral S cien ces an d Engineering: Biology,
Chemistry and Biochemistry, Computer Sci
ence, Engineering, Mathematics and Statistics,
Physics and Astronomy, and Psychology courses
that qualify for the N SE practicum.
S ocial S cien ces: Classics (ancien t history),
Economics, Education, History, Linguistics,
Political Science, Psychology (other than N SE
practicum courses), Sociology and Anthropology.
A few courses do not satisfy the divisional dis
tribution requirement. These are identified as
such in the catalog or the official schedule of
courses.
T he PD C or W requirem ent by graduating class:
T h e Class of 2005 must complete at least six
PDC or W courses or seminars and those six
must include work in at least two divisions.
T h e Class o f 2006 must complete at least five
PDC or W courses or seminars, and those five
72
must include work in at least two divisions.
1
T he Class of 2007 must complete at least four
PDC or W courses or seminars, and those four
must include work in at least two divisions.
1
T h e Class of 2008 and thereafter must com
plete at least three W courses or seminars, and
those three must include work in at least two
divisions; students are advised to complete two
W s in the first two years, and students are re
quired to complete a Natural Sciences and
Engineering practicum.
Writing courses: In addition to addressing fieldspecific substance, writing courses will focus on
the development o f the students’ expository
prose to ensure they can discover, reflect upon,
organize, and communicate their knowledge
effectively in written form.
Natural Sciences and Engineering practicums
have at least 18 hours per semester of scheduled
meeting time for laboratory, separate from the
scheduled lecture hours. How the laboratory
hours are scheduled varies with the nature of
the course and the types of laboratories in
volved. Such meetings may entail weekly or bi
weekly three-hour sessions in a laboratory, sev
eral all day field trips, or several observation
trips.
Any course credit in a division (with the
exception o f EN G L 001B ) counts toward the
distribution courses in that division, including
A P credit or credit awarded for work done
elsewhere.
Courses that are cross-listed between two de
partments in different divisions may, with the
permission o f the instructors, departments, and
divisions involved, fulfill the distribution re
quirement in one of the following ways: (1) in
only one o f the divisions so identified but not in
the other; (2) in either division (but not both),
depending on the departmental listing 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 o f the work done in the course by
the individual student (e.g., a long paper in one
of the departmental disciplines). T h e distribu
tional status of such courses is normally indi
cated in the catalog description for each course.
Foreign language: It is most desirable that stu
dents include in their programs some work in a
foreign language, beyond the basic language re
quirement (see p. 87).
Mathematics: A student who intends to major
in one of the natural sciences, mathematics, or
engineering should take an appropriate mathe
matics course in the first year. Students intend
ing to major in one of the social sciences should
be aware of the increasing importance of math
ematical background for these subjects.
Physical education: In the first and second
years, all students not excused for medical rea
sons are required to complete a four-quarter
(two semester) program in physical education.
The requirements are stated in full on p. 86.
Students who enter Swarthmore as transfer stu
dents must fulfill Swarthmore’s requirements
for the first two years, including the Natural
Sciences and Engineering practicum. Transfer
courses can be applied toward these require
ments if specifically approved by the registrar.
Transfer students who enter Swarthmore with 8
credits of college work are exempted from one
of the three required writing courses, and have
the credits-at-Swarthmore requirement reduced
from two in each division to one in each divi
sion. Transfer students who enter Swarthmore
with at most four semesters remaining to com
plete their degree are exempted from two of the
three required writing courses, and are exempt
ed from the requirement that in each division 2
credits be taken at Swarthmore.
Early in the sophomore year, each student
should identify one or two subjects as possible
majors, paying particular attention to depart
mental requirements and recommendations. In
the spring of the sophomore year, each student
will, with the guidance o f his or her adviser,
prepare a reasoned plan o f study for the last two
years. Sophomores who wish to link their inter
est in social service/social action to their plan of
study aré also encouraged to take advantage of
the advising offered by the staff at the Lang
Center for Civic and Social Responsibility. T he
sophomore plan of study will be submitted to
the chair of the student’s proposed major de
partment as a part of the application for a
major. A cceptance will be based on the
student’s record and an estimate of his or her
capacities in the designated major. Students
who foil to secure approval o f 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 ad
hering to programs and for die completion of
graduation requirements. Faculty advisers, de
partment chairs, other faculty members, the
deans, and the registrar are available for infor
mation and advice.
PROGRAMS FOR JUNIORS AND SENIORS
T he 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. T he
breadth of exposure, acquisition o f skills, and
development o f a critical stance during the first
two years prepare students to pursue these goals.
W itb the choice of a major and, perhaps, can
didacy for honors, the focus shifts from scope to
depth. Students become involved for two years
with a discrete field o f inquiry and demonstrate
their command of that field through the com
pletion of courses within the major and courses
taken outside the major that expand and deep
en the student’s perspective on the major.
MAJORS AND MINORS
A ll students are required to include sufficient
work in a single department or program desig
nated as a major. To complete a departmental
major, a student must be accepted as a major,
must complete eight courses (or more, depend
ing on the department), must pass the depart
ment’s comprehensive requirement, and must
fulfill other specific departmental requirements.
Detailed requirements for acceptance to depart
mental majors and for completion of them are
specified in this catalog under the respective
departmental listings and are designed to en
sure a comprehensive acquaintance with the
field. A student must accumulate 20 course
credits outside one major, but there is no other
limit on the number o f courses that a student
may take in his or her major.
Completing a second major or one or two mi
nors is optional, as is choosing to do an Honors
Program. Students are limited in the number of
majors and/or minors they may earn. If they
have only one major, they may have as many as
two minors. Students who choose an honors
major plus honors minor may have an addition-
73
Educational Program
al course minor outside the Honors Program. If
students have two majors, they may not have a
minor, except in one circumstance: A student
who elects honors, designating an honors major
and minor, may have a second major outside of
honors if that second major is the same subject
as the honors minor. T h e completion o f two
majors must be approved by both departments.
Triple majoring is not allowed.
Most departments and programs offer course
minors. Those departments or programs that do
not offer a course minor are Comparative Lit
erature, Economics, Political Science, Sociol
ogy and Anthropology, and Studio Art. (These
departments or programs do offer honors mi
nors.) Minors will include at least 5 credits, 4 of
which may not be double-counted with the stu
dent’s major or other minor. T he double-count
ing prohibition applies to any comparison of
two given programs o f study (not three taken
together, even if the student has three pro
grams). This means that a student who has a
major in medieval studies, for example, and mi
nors in both English Literature and women’s
studies, would need four courses in English
Literature that are not part o f the medieval
studies major and four courses in women’s stud
ies that are not part of the medieval studies
major. In addition, each minor must have four
courses that are not part o f the other minor.
Special minors are not permitted.
Exceptions to the double-counting prohibition:
departments and programs involved provide
recommended programs. These regularized spe
cial majors are described in the relevant depart
ment 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 neces
sarily 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 normal
ly o f no more than 12 credits. Students with
special majors normally complete a minimum
o f six courses in the primary department or pro
gram, omitting some o f the breadth require
ments o f the major field. However, course re
quirements central to systematic understanding
o f the major field may not be waived. Students
with special majors must complete the major
comprehensive requirement, which may consist
of a thesis or other written research projects de
signed to integrate the work across departmen
tal boundaries, or a comprehensive examina
tion. By extension, special majors may be for
mulated as joint majors between two depart
ments, 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. Stu
dents are not allowed to pursue more than one
individualized special major.
During the junior and senior years, students are
advised by the chair of the major department
(or a member of the department designated by
the chair) whose approval must be secured for
the choice of courses each semester.
a. T h e double-counting prohibition is not ap
plicable to courses that students are required
by their majors or minors to take in other
departments. For example, mathematics
courses required for an engineering major are
not automatically excluded from counting
toward a minor defined by the Mathematics
and Statistics Department.
HONORS PROGRAM
b. For an honors major who is also a double
major, the double-counting prohibition does
not apply to the relationship between the
honors minor and the second major because
these will always be in the same field.
T he Honors Program, initiated in 1922 by
President Frank Aydelotte and modified most
recently in 1994, is a distinctive part of Swarthmore’s educational life.
Specicd m ajors: W ith permission of the depart
ments concerned, it is possible for a student to
plan an individualized special major that in
cludes closely related work in one or more de
partments. In some areas, such as biochemistry,
film and media studies, and psychobiology, in
which special majors are done frequently, the
T h e Honors Program has as its main ingredi
ents student independence and responsibility in
shaping the educational experience; collegial
relationships between students and faculty; peer
learning; opportunity for reflection on, and in
tegration of, specific preparations; and evalua
tion by external examiners. Honors work may
be carried out in the full range of curricular op
74
tions, including studio and performing arts,
study abroad, and community-based learning.
Students and their professors work in collegial
fashion as honors candidates prepare for evalu
ation by external examiners from other aca
demic institutions and the professional world.
Although Swarthmore faculty members grade
most of the specific preparations, the awarding
of honorifics on a student’s diploma is based
solely on the evaluation o f the external
examiners.
Preparations for honors are defined by each
department or program and include seminars,
theses, independent projects in research as well
as in studio and performing arts, and specially
designated pairs of courses. In addition, many
departments offer their own format for senior
honors study, designed to enhance, and where
appropriate integrate, the preparations in both
major and minor.
Each honors candidate’s program will include
three preparations for external examination in
a major and one in a minor, or four preparations
in a special or interdisciplinary major. Students
offering three preparations in a major or four
preparations in a special or interdisciplinary
major will be exempted from comprehensive
exams in those majors. A student who chooses
an honors major plus minor may have a second
major outside of honors if that second major is
the same as the honors minor.
Honors Program preparations for both majors
and minors will be defined by each department,
program, and interdisciplinary major that spon
sors a major. In addition, minors may be defined
by any department or program.
All preparations will be graded by Swarthmore
instructors with the exception of theses and
other original work. Grades for theses and other
similar projects will be given by external exam
iners. Except in the case o f theses or other orig
inal work, modes o f assessment by the external
examiners will include written exams and/or
other written assignments completed in the
spring of the senior year. In addition, during
honors week at the end of the senior year, every
honors candidate will meet on campus with ex
ternal evaluators for an oral examination of
each preparation. Specific formats for prepara
tions and for senior honors study are available
in each department office.
Students will normally include their intention
to prepare for honors in their “Plan of Study for
the Last Two Years,” written in the spring of
their sophomore year. They must also submit a
formal application for a specific program of
honors preparation to the Registrar’s Office.
T h e registrar provides a form for this purpose.
Departments, programs, and concentrations
will make decisions about acceptance of honors
programs at the end of the sophomore year.
Students will be accepted into honors with the
proviso that their work continue to be of hon
ors quality. Students may also apply to enter
honors during their junior year. Any proposed
changes to the Honors Program must be sub
mitted for approval on a form provided for this
purpose by the registrar. T h e decision of the de
partments or interdisciplinary programs will de
pend on the proposed program of study and the
quality o f the student’s previous work as indi
cated by grades received and on the student’s
apparent capacity for assuming the responsibil
ity of honors candidacy. T h e major department
or interdisciplinary program is responsible for
the original plan of work and for keeping in
touch with the candidate’s progress from semes
ter to semester. Normally, honors programs may
not be changed after Dec. 1 of a student’s senior
year, depending on departmental policies.
Students may not withdraw from honors after
Dec. 1 o f the senior year except under extraor
dinary circumstances and with the permission
of the major and minor departments and the
Curriculum Committee. Further information
about honors policies may be found in the
Student H andbook o f Policies and Procedures for
the H onors Program , which is available in the
Registrar’s Office.
A t the end of the senior year, the decision of
whether to award the honors degree to the can
didates is entirely in the hands of the visiting
examiners. Upon their recommendation, suc
cessful candidates are awarded the bachelor’s
degree with honors, with high honors, or with
highest honors.
EXCEPTIONS TO THE FOUR-YEAR
PROGRAM
Although the normal period of uninterrupted
work toward the bachelor of arts and bachelor
of science degrees is four years, graduation in
three years is freely permitted when a student
75
Educational Program
can take advantage of A P credits, perhaps com
bining them with extra work by special permis
sion. In such cases, students may qualify for ad
vanced standing— they may become juniors in
their second year. To qualify for advanced
standing, a student must (1) do satisfactory
work in the fust semester; (2) obtain 14 credits
by the end o f the first year; (3) intend to com
plete the degree requirements in three years;
and (4) signify this intention when she or he
applies for a major by writing a sophomore
paper during the spring of the first year.
W hen circumstances warrant, a student may
lengthen the continuous route to graduation to
five years by carrying fewer courses than the
norm o f four, although College policy does not
permit programs of fewer than 3 credits for de
gree candidates in their first eight semesters of
enrollment. A course load lower than the norm
may be appropriate for students who enter
Swarthmore lacking some elements 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 five-year programs are
possible in Music and Studio Arts for students
who are taking instruction off campus or who
wish to pursue studio or instrumental work
without full credit but with instruction and crit
ical 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 academ
ic credit and lengthen the period before gradu
ation, the College looks particularly to person
al circumstances and to careful advising and
necessarily charges the regular annual tuition
(see the provisions for overloads, p. 30). Full
time leaves o f absence for a semester or a year
or more are freely permitted and in some cases
encouraged, subject also to careful planning
and academic advising. Information about work
opportunities for those taking a leave is avail
able through the College Venture Program in
Career Services.
NORMAL COURSE LOAD
T h e academic year at Swarthmore is 32 weeks
long, during which time students are expected
to complete 6 to 8 semester course credits of
76
work. Normal progress toward the degree of
bachelor of arts or bachelor of science is made
by eight semesters’ work o f four courses or the
equivalent each semester, although the object
of progress toward the degree is not the mere
accumulation o f 32 credits. Students may and
frequently do vary this by programs o f three or
five courses, with special permission. College
policy does not permit programs of fewer than
three course credits within the normal eight-se
mester enrollment. Programs of more than 5
credits or fewer than 4 credits require special
permission (see p. 3 0 on tuition and p. 83 on
registration).
T h e definitions of upper-class levels are as fol
lows: Students become sophomores when they
have earned 6 to 8 semester course credits
toward their degree. Students become juniors
when they have earned 14 to 16 credits.
Students becom e seniors when they have
earned 22 to 24 credits. Some offices on cam
pus, such as the Housing Office, may have ad
ditional requirements in their definitions of the
student classes.
FORMATS OF INSTRUCTION
Although classes and seminars are the normal
curricular formats at Swarthmore, faculty regu
lations encourage other modes as well. These
include various forms of individual study, stu
dent-run courses, and a limited amount of
“practical” or off-campus work.
T h e principal forms o f individual work are at
tachments to courses, directed reading, and tu
torials. T h e faculty regulation on attachments
provides that a student may attach to an exist
ing course, with the permission o f the instruc
tor, a project o f additional reading, research,
and writing. If this attachment is taken concur
rently with the course, it is normally done for
0.5 credit. If it is taken in a later semester
(preferably the semester immediately follow
ing), it may be done for either half or full cred
it. This kind o f work can be done on either a
small-group or individual basis. It is not possible
in all courses, but it is in most, including some
introductory courses. For first-year students and
sophomores, it is a way of developing capacities
for independent work. For honors candidates, it
is an alternative to seminars as a preparation for
papers. Students who decide before the middle
of the semester to do a 0.5-credit attachment
may, with permission, withdraw from a regular
course and carry 3.5 credits in that term to be
balanced by 4-5 credits in another term.
Students may do as many as two attachments
each year.
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 spe
cialized or more sharply focused than is usually
the case in courses or seminars. T h e work may
range from a course o f reading to a specific re
search project. Such work is available primarily
to juniors and seniors in accordance with their
curricular interests and as faculty time permits.
Student-Run Courses
The faculty regulation on student-run courses
permits a group of students to propose a topic to
an instructor for 0.5 or 1 credit and to run their
own course with a reading list approved by the
instructor and a final examination or equiva
lent administered by him or her, but normally
with no further involvement of faculty. In orga
nizing such a course, students obtain provision
al approval and agreement to serve as course su
pervisor from a faculty member by Dec. 1 (for
the spring semester) or May 1 (for the fall se
mester) on the basis of an initial memorandum
emphasizing the principal subject matter to be
studied, the questions to be asked about it, the
methods of investigation, and provision of a
preliminary bibliography. T he course is then
registered by its organizers with the provost,
who has administrative supervision of such
work and who may waive the foregoing dead
lines to recognize problems in the organization
of such courses. T h e course supervisor consults
his or her department and, in the case of an in
terdepartmental 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 par
ticipate in the course. After a student-run
course has been found acceptable by the appro
priate 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. A t 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 provisional
ly proposed for half credit to run in the first half
of the semester, and at midterm, may be either
concluded or, if the participants and course su
pervisor find the work profitable, continued for
the balance o f 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 con
tinued, on the same basis, into the following
term. O r they may be taken for half credit over
a fall term. T h e role o f the course supervisor
may go beyond planning and evaluation and
extend to occasional or regular participation.
T h e only essentials, and the purpose o f the pro
cedures, are sufficient planning and organiza
tion of the course to facilitate focus and pene
tration. T h e 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
course work. T he work is subject to four condi
tions: (1) agreement of an instructor to super
vise the project; (2) sponsorship by the instruc
tor’s department, and in the case o f an interdis
ciplinary project, any other department con
cerned, 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 course work; and (4) normally, the
Educational Program
examination of pertinent literature and produc
tion of a written report as parts o f the project.
This option is intended to apply to work in
which direct experience o f the off-campus
world or responsible applications o f academic
learning or imaginative aspects of the practice
o f an art are the primary elements.
Because such work is likely to bear a loose rela
tion to organized instruction and the regular
curriculum, the College limits academic credit
for it while recognizing its special importance
for some students’ programs.
INTERDISCIPLINARY WORK
T h e requirements o f the major typically leave
room for significant flexibility in students’ pro
grams, both within and outside the major. This
may be used to pursue a variety o f interests and
to emphasize intellectual diversity. It may also
be used for the practical integration of individ
ual programs around interests or principles sup
plementing the major. T h e College offers inter
departmental majors in Asian studies, medieval
studies, and comparative literature, and formal
interdisciplinary minors in black studies, cogni
tive science, environmental studies, film and
media studies, Francophone studies, German
studies, interpretation theory, Latin American
studies (interdisciplinary minor only), peace
and conflict studies, public policy, and women’s
studies. T h e specific requirements for these pro
grams are outlined in the relevant sections of
the catalog.
It should be recognized that some departments
are themselves interdisciplinary in nature and
that a considerable number of courses are crosslisted between departments. Also, some courses
each year are taught jointly by members of two
or more departments and departments com
monly recommend or require supporting work
for their majors in other departments. Many
other opportunities exist informally (e.g., in
African studies, in American studies, in reli
gion and sociology and anthropology, in engi
neering and social sciences, and in chemical
physics). Students are encouraged to seek the
advice of faculty members on such possibilities
with respect to their particular interests.
Guidelines on Scheduling Conflicts
Between Academics and Athletics
T h e following guidelines (adopted by the faculty in May 2002) are affirmed in order to recognize both the primacy of the academic mission
at Swarthmore and the importance of the intercollegiate A thletics Program for our students.
T h e guidelines are meant to offer direction
with an appropriate degree o f 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 m ake a firm distinction between
athletics practices and com petitive contests.
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1. Regular class attendance is expected of all I
students. Students who are participating in I
intercollegiate athletics should not miss a I
class, seminar, or lab for a practice.
2. Students who have a conflict between an
athletics contest and a required academic ac
tivity, such as a class meeting or a lecture,
should discuss it and try to reach an under
standing with their coach and their professor
as soon as possible, preferably during the first I
week of the semester and certainly in ad
vance of the conflict. W hen a mutually
agreeable understanding is not reached, stu
dents should be mindful of the primacy of
academics at Swarthmore. Students should I
understand that acceptable arrangements I
may not be feasible for all classes, particular- I
ly seminars and laboratories.
3. Students should take their schedule of ath- I
letics contests into account as they plan their I
class schedules and may want to discuss this I
w ith their academic advisers. Students I
should also provide coaches with a copy of I
their academic schedules and promptly in- I
form them o f any changes.
4. Coaches should make every effort to schedule practices and contests to avoid conflict
with classes and should collect their students’ academic schedules in an effort to coordinate team activities and minimize conflict. Coaches should instruct students not to
miss class for practice and should encourage
students to work out possible conflicts be
tween classes and contests as early as possible.
5. Faculty members should provide as complete
a description of scheduling ,requirements as
78
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I possible to their classes early each semester,
and nonacademic activities.
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Students intending to enter a career in the
health professions, especially those applying to
medical, dental, or veterinary schools, should
plan their academic programs carefully to meet
the professional schools’ requirements as well as
the general College requirements. T h e follow
ing courses fulfill the basic requirements of most
medical schools: BIO L 001, 002; CH EM 010,
0 2 2 ,0 3 2 ,0 3 8 ; PHYS 0 0 3 ,0 0 4 ; M ATH 005 and
one additional math course; and English, two
semester courses. Dental and veterinary schools
have more variable requirements, in addition to
the biology, chemistry, and physics listed earli
er. 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 avail
able in the Health Sciences Office: M edical
School A dm ission Requirem ents, O fficial G uide to
D ental Schools, and Veterinary M edical School
Adm ission Requirem ents.
preferably before registration or during the
first week of classes. Both faculty members
and coaches should work with students to resolve contest-related conflicts.
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I 6. Both coaches and faculty should avoid last-
minute scheduling changes and faculty
should normally avoid scheduling extraordi
nary class meetings. W here such meetings
seem desirable, students should be consulted
and, as the Faculty H andbook (p. 61) stipu
lates, the arrangement cleared with the de
partment chair and registrar. W here possible,
extraordinary sessions should be voluntary or
offered with a choice o f sections to attend.
When a schedule is changed after students
have arranged their commitments, it is im
portant for the faculty member or coach to
be flexible.
7. Classes will normally end each day by 4 p.m.
and at 5 p.m. on Fridays. Seminars will often
extend beyond 4 p.m. Afternoon laborato
ries are usually scheduled until 4:15 p.m. or
4:30 p.m., and students who encounter diffi
culties completing a lab may need to stay
later than the scheduled time. In all cases,
students are expected to keep to their aca
demic commitments and then attend prac
tices as soon as possible.
8. Faculty members should recognize that stu
dents usually set aside the time from 4:15 to
7 p.m. for extracurricular activities and din
ner. Late afternoon has also traditionally
been used for certain courses in the perform
ing arts. Some use of this time for other aca
demic purposes (such as department colloquia, lectures, etc.) is appropriate, but de
partments are encouraged to exercise re
straint in such use, particularly with respect
to activities they judge important for the full
academic participation of students.
HEALTH SCIENCES ADVISORY PROGRAM
The function of the Health Sciences Advisory
Program is twofold: to advise students inter
ested in a career in the health professions and
to prepare letters of recommendation for profes
sional schools to which students apply. T h e let
ters are based on faculty evaluations requested
by the student, the student’s academic record,
T he work of the junior and senior years may be
completed in any major department o f the stu
dent’s choice. A ll required courses should be
taken on a graded basis after the first semester
of the first year.
T h e health sciences adviser meets periodically
with students interested in health careers and is
available to assist students in planning their
programs in cooperation with students’ own
academic advisers. T h e Health Sciences Office
publishes G uide to Prem edical Studies at Swarthm ore C ollege and Frequently A sked Preveterinary
Q uestions to help new students plan their acad
emic program and understand what schools
look for in applicants. The G uide fo r Applying to
M edical School fo r Swarthm ore Undergraduates
and A lum ni/ae contains detailed information
about the application process.
Further information on opportunities, require
ments, and procedures can be obtained from
the health sciences adviser and from the Health
Sciences Office’s pages on the Swarthmore C ol
lege Web site at http://www.swarthmore.edu/admin/health_sciences/.
Educational Program
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.
COOPERATION WITH NEIGHRORING
INSTITUTIONS
W ith the approval of their faculty advisers and
the registrar, students may take a course offered
by Bryn Mawr or Haverford College or the
University o f Pennsylvania without the pay
ment o f extra tuition. Students are expected to
know and abide by the academic regulations of
the host institution. (This arrangement does
no t apply to the summer sessions o f the
University o f Pennsylvania and Bryn Mawr
College.) Final grades from such courses are
recorded on the Swarthmore transcript, but
these grades are not included in calculating the
Swarthmore grade average required for
graduation.
STUDENT EXCHANGE PROGRAMS
To provide variety and a broadened outlook for
interested students, the College has student ex
change arrangements w ith Harvey Mudd
College, Middlebury College, Mills College,
Pomona College, R ice University, and Tufts
University. Selection is made by a committee of
the home institution from among applicants
who will be sophomores or juniors at the time
o f the exchange.
W ith each institution, there are a limited and
matched number of exchanges. Students settle
financially with the home institution, thus re
taining during the exchange any financial aid
for which they are eligible. Exchange arrange
ments do not permit transfer of participants to
the institution with which the exchange takes
place.
Credit for domestic exchange is not automatic.
Students must follow the procedures for receiv
ing credit for work done elsewhere, including
obtaining preliminary approval o f courses and
80
after-the-fact validation of credit by the rele
vant Swarthmore department chairs (see
“Faculty Regulations” on pp. 8 2 -8 6 ).
STUDY ARROAD
T h e College emphasizes the importance of
study abroad and encourages all students to ex
plore possibilities for doing so as integral parts
of their degree programs. T h e Office for Foreign
Study and the foreign study adviser, will help all
interested students at every stage— planning,
study abroad, and return— of the process.
To be accepted for credit toward the Swarth
more degree, foreign study must meet Swarth
more academic standards. W ith proper plan
ning, this condition normally is readily met.
Proper planning begins with seeing the foreign
study adviser as early as possible in one’s college
career. Credit for study abroad is awarded ac
cording to College regulations for accrediting
work at other institutions, and the process must
be completed within the semester following re
turn to the College.
T he Swarthm ore Program in G ren oble, France, in
augurated in fall 1972. Students entering this
program spend one or two semesters at the
University o f Grenoble, where their course of
study is the equivalent of one or two semesters
at Swarthmore. This program, under the aus
pices o f the Modem Languages and Literatures
Department, is open to students from any de
partment but especially those in the humanities
and social sciences. Applications from students
at other institutions are accepted if places are
available. T h e number of participants is limited
to 25.
Students are integrated into the academic life
at the University o f Grenoble through regular
courses, when their language competence al
lows, or through special courses for foreign stu
dents. Individual programs are arranged to suit
the needs and competencies o f students. Prep
aration o f external examination papers is possi
ble in certain fields. T h e program is designed
primarily for juniors and second-semester
sophomores, but seniors can be accommodated
in special cases.
A member o f the Modem Languages and Lit
eratures Department acts as resident director.
T h e director teaches a course or a seminar, su
pervises the academic program and the living
arrangements of the students, and advises on all
educational or personal problems. A coordina
tor of the program at Swarthmore handles such
matters as admissions to the program (in con
sultation with the deans), financial aid, and
transfer of academic credit to departments
within the College and to institutions whose
students participate in the program. Applica
tions for the fall semester must be submitted
by March 15 and for the spring semester by
Oct. 15.
Academ ic Year in M adrid, Spain. T his program is
administered by the Romance Language De
partment of Hamilton College, in cooperation
with faculty members of Williams and Swarth
more colleges. Students may enroll for the fall
academic year or for either the fall or spring se
mester. (Credit at Swarthmore must be ob
tained through the departments concerned.)
The program attempts to take fall advantage of
the best facilities and teaching staff of the
Spanish community, while adhering to the code
of intellectual performance characteristic of the
most demanding American institutions.
A distinguishing aspect of the program is the
individual guidance provided students in nonacademic areas, especially in (1) the efforts that
are made to find homes well suited for student
lodging, and (2) the activities that are planned
to ensure ample contact with Spanish students.
The program is based in Madrid, where the cul
tural, educational, and geographic benefits are
optimal. Classrooms and office space are lo
cated at the Centro Universitario de Estudios
Hispánicos of Hamilton College. This center
houses a library eminently suited for study and
research, and it sponsors a series of lectures,
concerts, and social activities.
T h e Swarthmore Dance and Performing Arts
Program at the University of Ghana (Legon,
Ghana).
T h e Swarthmore Program in Environmental
Studies and Environmental Science in Krakow,
Poland.
T h e Swarthmore Program in Theater in Bytom,
Poland.
Macalester, Pomona, and Swarthmore Environ
mental Studies Program at the University of
Cape Town, South Africa.
In addition to these programs, Swarthmore stu
dents attend a number of excellent foreign
study programs throughout the world provided
solely by other institutions. T h e Office for For
eign Study, along with the academic depart
ments and programs of the College, will advise
students on these. T h e Office for Foreign Study
is the on-campus clearinghouse for information
on study abroad, and normally is the starting
place for exploration and planning.
To receive Swarthmore credit for study abroad,
students must participate in the College’s
Semester/Year Abroad Program and comply
with its payment plan. T h e Office for Foreign
Study has com plete inform ation on this.
Normally, financial aid is automatically applied
to study abroad.
STUDENT RIGHT TO KNOW
Swarthmore College’s graduation rate is 92 per
cent (this is the percentage graduating within
six years, based on the most recent cohorts, cal
culated according to “Student Right to Know”
guidelines).
The program is under the general guidance o f a
committee comprising members of the Hamil
ton College Department o f Romance Lang
uages, who, in rotation with professors from
Williams and Swarthmore colleges, serve also
as directors-in-residence in Madrid.
Applications and farther information are avail
able from the Modem Languages and Litera
tures Department.
For the following four study-abroad programs,
please consult the Bulletin entries for Music
and Dance, Environmental Studies, and Theater:
81
Faculty Regulations
ATTENDANCE AT CLASSES
Regular attendance is expected. Faculty mem
bers will report to the dean the name of any stu
dent whose repeated absence is in their opinion
impairing the student’s work. T h e number o f ab
sences allowed in a given course is not specified,
a feet that places a heavy responsibility on all
students to make sure that their work is not suf
fering as a result o f absences. First-year students
should exercise particular care in this respect.
W hen illness necessitates absence from classes,
the student should report at once to the Health
Center.
A student may obtain credit for a course with
out attending class meetings by reading the ma
terial prescribed by a syllabus and taking a final
examination, under the following conditions:
1. T h e student must signify intent to do so at
the time o f registration, having obtained the
instructor’s approval in advance.
2. If after such registration the student wishes
to resume normal class attendance, the in
structor’s approval must be obtained.
3. T he student may be required to perform such
work, in addition to the final examination,
as the instructor deems necessary for ade
quate evaluation of his or her performance.
4. T he registrar will record the final grade ex
actly as if the student had attended classes
normally.
GRADES
During the year, instructors periodically report
on the students’ course work to the Dean’s and
Registrar’s offices. Informal reports during the
semester take the form o f comments on unsatis
factory work. A t the end of each semester, for
mal 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 grad
uation; and N C (no credit), uncompleted or
unsatisfactory work. Letter grades may be qual
ified 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
82
work during the second half may earn a passing
grade for the full course and thereby remove the
condition. R is used to designate an auditor or
to indicate cases in which the work of a foreign
student cannot be evaluated because o f defi
ciencies in English.
In Progress
IP (in progress) is the grade used when normal
ly 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 nor
mally due at the end of the succeeding semester.
Incompletes
Inc. means that a student’s work is incomplete
with respect to specific assignments or exami
nations. T h e faculty has voted that a student’s
final grade in a course should incorporate a zero
for any part o f the course not completed by the
date o f the final examination or the end of the
examination period. However, if circumstances
beyond the student’s control (e.g., illness, fami
ly emergency) preclude the completion of the
work by this date, a grade of Inc. may be as
signed with the permission of the faculty in
structor 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 re
questing an incomplete is available from the
Registrar’s Office and must be filled out by the
student and signed by the faculty instructor and
the registrar and returned to the registrar no
later than the last day o f final examinations. In
such cases, incomplete work must normally be
made up and graded, and the final grade record
ed within five weeks after the start o f the fol
lowing 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 N C (no credit). Waiver of this provi
sion by special permission shall in no case ex
tend beyond one year from the time the Inc.
grade was incurred.
Credit/No Credit
T he only grades recorded on students’ records
for courses taken during the first semester of the
first year are C R and N C . In the balance of
their work at Swarthmore, students may exer
cise the option to take up to four more courses
for credit/no credit by informing the Registrar’s
Office within the first two weeks of the term in
which the course is taken. U ntil the end of the
ninth week of classes, students may reconsider
and opt to receive a formal grade in the course.
This course will count as one of the four
CR/NC options. Repeated courses normally
may not be taken credit/no credit (see later).
Courses only offered as credit/no credit do not
count in the four options. For first-year students
and sophomores, C R will be recorded for work
that would earn a grade of straight D or higher.
For juniors and seniors, that is, students with at
least 16 credits— no t counting Advanced
Placement (A P) credits— the minimum equiv
alent letter grade for C R will be straight C.
Instructors are asked to provide the student and
the faculty adviser with an evaluation of the
student’s CR/NC work. T he evaluation for firstsemester first-year students includes a lettergrade equivalent. For other students, the evalu
ation may be either a letter-grade equivalent or
a comment. Such evaluations are not a part of
the student’s grade record. If available, lettergrade equivalents for first-semester 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.
Repeated Courses
Some courses can be repeated for credit; these
are indicated in departmental course descrip
tions. For other courses, the following rules
apply: (1) Permission to repeat a course must be
obtained from the Swarthmore instructor
teaching the 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 stu
dent must obtain permission from the chair of
the Swarthmore department in which the orig
inal course was taken, both as a part of the pre
approval process to repeat it elsewhere and, in
writing, as part of the credit validation after the
course is taken elsewhere.
For repeated courses in which the student with
draws with the notation W, the grade and cred
it 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 fot the previous attempt will be per
manently lost. T h e 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.
Grade Reports
Grades are available to students on a secure
W eb site. Paper grade reports are sent to stu
dents each June.
Grade reports are not routinely sent to parents
or guardians, but such information may be re
leased when students request it. T h e only ex
ception to this is that parents or guardians of
students are normally informed of critical
changes in status, such as probation or require
ment to withdraw.
Grade Average
A C (2.0) average is required in the courses
counted for graduation. A n average of C is in
terpreted for this purpose as being a numerical
average of at least 2.0 (A +, A = 4.0, A - = 3.67,
B+ = 3.33, B = 3.0, B - = 2.67, C + = 2.33, C =
2.0, C - = 1.67, D+ = 1.33, D = 1.0, and D - =
0.67). Grades of CR/NC and grades on the
record for courses not taken at Swarthmore
College are not included in computing this
average.
REGISTRATION
A ll students are required to register and enroll
at the time specified in official announcements
and to file programs approved by their faculty
advisers. Fines are imposed for late or incom
plete registration or enrollment.
A regular student is expected to take the pre
scribed number of courses in each semester. If
more than 5 or fewer than 4 credits seems de
sirable, the faculty adviser should be consulted
and a petition filed with the registrar. Students
are expected to select classes that do not pose
scheduling conflicts.
Applications to add or drop a course from regis
tration must be delivered to the Registrar’s
Office within the first two weeks of the semes
ter. Applications to withdraw from a course and
receive the permanent grade notation W must
be received no later than the end of the ninth
week of classes or the fifth week of the course if
it meets for only half the semester. After that
time, late withdrawals are recorded on the stu
dent’s record with the notation N C unless the
Faculty Regulations
student withdraws from the College.
Students do not register for audits. Successfully
completed audits are recorded (with the nota
tion R ) at the end o f the semester (except in
cases where the student has withdrawn after the
first two weeks o f the semester, in which cases
the appropriate withdrawal notation stands).
A deposit o f $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.
provided the request for leave is received by the
date o f enrollment and the student is in good
standing. Students planning a leave o f absence
should consult with a dean and complete the
necessary form before the deadline published
each semester (usually Dec. 1 and April 1). The
form asks students to specify the date o f ex
pected return. Students need only notify the
dean o f their return if their return date changes
from that originally indicated on the completed
form.
Withdrawal
EXAMINATIONS
Any student who is absent from an examina
tion that is announced in advance shall be
given an examination at another hour only by
special arrangement with the instructor in
charge o f the course.
Final Examinations
T h e final examination schedule specified in of
ficial announcements directs the place and
time of all finals unless the instructor has made
other special arrangements. However, College
policy holds that students with three final ex
aminations within 24 hours are allowed to
reschedule one of these examinations in con
sultation with the instructor, as long as the con
sultation 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 hon
ors examination and postpone the course ex
amination in consultation with the professor. In
no case may a student take an honors examina
tion before the honors written examination pe
riod for that examination.
Withdrawal from the College may occur for
academic, disciplinary, health, or personal rea
sons and may be voluntary or required by the
College.
For health-related withdrawals, in no case will
a student’s mental or physical condition itself
be a basis for a required withdrawal. However,
when health problems o f a physical or psycho
logical nature result in behavior that substan
tially interferes with a student’s academic per
formance or the educational endeavors of other
students or poses a significant threat to the stu
dent’s safety or safety of others, the College may
require the student to withdraw. T h e Evalua
tion Committee— chaired by the associate dean
for academic affairs and comprising the associ
ate dean for student life and the assistant
dean/director o f residential life— makes the de
cision to require withdrawal for health-related
reasons. T h e Evaluation Committee will review
the problematic behavior and may consult with
the director o f W orth Health Center, the direc
tor o f Psychological Services, or any other ap
propriate College official when making its deci
sion. Decisions o f the Evaluation Committee
may be appealed to the dean o f the College.
Students withdrawing from the College before
the end of the semester normally receive the
grade notation “W ” (withdrawal) on their per
manent record for all in-progress courses.
Readmission
Leaves o! Absence
A student who has withdrawn from the College
for any reason, voluntarily or involuntarily, may
apply for readmission by writing to Robert
Gross, dean o f the College. Normally, the Col
lege will not accept applications for readmis
sion until a full semester, in addition to the
semester in which the student has withdrawn,
has passed.
Student leaves of absence are freely permitted
A student applying to the College for readmis
STUDENT LEAVES O F ABSENCE,
WITHDRAWAL, AND READMISSION
84
sion after withdrawal is required to provide ap
propriate documentation of increased ability to
function academically and in a residential envi
ronment and/or of a decreased hazard to health
and safety o f self and/or others. In the case of
withdrawal for medical reasons, this documen
tation must include an evaluation from the stu
dent’s personal health care provider. In addi
tion, the student will generally be required to
show evidence of successful social, occupation
al, and/or academic functioning during the time
away from the College. This evidence must
include the completion o f any outstanding
incompletes on record.
University, Franklin & Marshall College, the
College of Holy Cross, Sarah Lawrence C ol
lege, Syracuse University, Vassar College, and
Wesleyan University, provides work experi
ences for students taking time away from col
lege. Venture jobs are usually full-time, paid
positions in a variety o f fields including the en
vironment, education, business, social change,
government, and the arts. Students do not re
ceive academic credit for these work experi
ences. T h e College Venture coordinator is in
the Career Services Office.
After such evidence has been provided, the ma
terials will be forwarded to the Evaluation
Committee, chaired by the associate dean for
academic affairs and including the associate
dean for student life and the associate dean for
multicultural affairs. In the case of health-relat
ed withdrawals, the materials will be reviewed
by the director of W orth Health Center and/or
the director o f Psychological Services, and the
student will be required to be evaluated in per
son by the appropriate health care professional
at the College. A t the discretion o f the
Evaluation Committee, such evaluations may
be required for other types of withdrawals as ap
propriate. These evaluations will provide ad
junctive information to the committee’s deci
sion-making process. T h e Evaluation Com
mittee will normally meet with the student and
will make a determination regarding the stu
dent’s readiness to resume study at Swarthmore.
SUM M ER SCHOOL WORK AND OTHER
WORK DONE ELSEW HERE
Short-Term Health-Related Absences
Students who are hospitalized during the se
mester are subject to the readmission proce
dures described above before they may return to
campus to resume their studies. In these situa
tions, the Evaluation Committee may also
counsel and advise the student about options
for how best to approach the remaining acade
mic work in the semester. In all cases, a student
returning to campus from the hospital must re
port to the W orth Health Center and get clear
ance from the appropriate health care profes
sional before returning to the dormitory to en
sure the student’s readiness to resume college
life and so that follow-up care can be discussed.
The College Venture Program
The College Venture Program, supported by
Swarthmore College, Bates College, Brown
Students who wish to receive Swarthmore
College credit for work at another school must
obtain preliminary approval and after-the-fact
validation by the chair of the Swarthmore de
partment or program concerned. Preliminary
approval depends on adequate information
about the content and instruction o f the work
to be undertaken. Preliminary approval is ten
tative. Final validation o f the work for credit
depends on evaluation o f the materials of the
course, including syllabus transcript, written
work, examinations, indication of class hours,
and so forth. Work in other programs, especial
ly summer school programs, may sometimes be
given less credit than work at Swarthmore, but
this will depend on the nature o f the program
and the work involved. Validation may include
an examination, written or oral, administered
at Swarthmore. A ll decisions are made on a
case-by-case basis. Credit for A P and similar
work is discussed on p. 28.
A n 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 else
where to be granted Swarthmore College cred
it, the grade for that work must be the equiva
lent o f a straight C or better, but a better than
C grade does n o t in itself qualify for
Swarthmore credit.
Requests for credit must be made within the se
mester following the term in which the work
was done. Credit is lost if a student takes a
course at Swarthmore that essentially repeats
the work covered by the credit.
Faculty Regulations
PHYSICAL EDUCATION
In the first and second years, all nonveteran
students not excused for medical reasons are re
quired to complete a four-quarter (two-semes
ter) program in physical education. A ll students
must pass a survival swimming test or take up to
one-quarter o f swimming instruction (see
Physical Education and Athletics section).
EXCLUSION FROM COLLEGE
T he College reserves the right to exclude at any
time students whose academic standing it re
gards as unsatisfactory and without assigning
any further reason therefore, and neither the
College nor any of its officers shall be under any
liability whatsoever for such exclusion.
86
Degree Requirements
BACHELOR OF ARTS AND
BACHELOR OF SCIENCE
The degree o f 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. A n average grade o f at least C in the
Swarthmore courses counted for graduation
(see p. 83). A student with more than 32
credits may use the Swarthmore credits with
in the highest 32 for the purposes of achiev
ing the C average.
3. Complied with the distribution requirements
and have completed at least 20 credits out
side the major department (see pp. 7 1 -7 3 ).
4. Fulfilled the foreign language requirement,
having either: (1 ) successfully studied three
years or the “block” equivalent of a single
foreign language during grades 9 through 12.
(W ork done before grade 9 cannot be
counted, regardless of the course level.) (2)
achieved a score of 6 00 or better on a stan
dard achievement test of a foreign language,
(3) passed either the final term o f a collegelevel, yearlong, introductory foreign lan
guage course or a semester-long intermediate
foreign language course, or (4 ) learned
English as a foreign language while remain
ing demonstrably proficient in another,
5. Met the requirements in the major and sup
porting fields during the last two years. (For
requirements pertaining to majors and mi
nors, see the section on Majors and Minors.)
6. Passed satisfactorily the comprehensive ex
aminations in his or her major field, or met
the standards set by visiting examiners for a
degree with honors.
7. Completed four semesters o f study at
Swarthmore College. Two of these must con
stitute the senior year (i.e., the last two full
time semesters of degree work), with the ex
ception that seniors during the first semester
of their senior year, with the approval of the
chair(s) of their major department(s), may
participate in the Swarthmore Semester/Year
Abroad Program.
8. Completed the physical education require
ment set forth on p. 86 and in statements
of the Physical Education and Athletics
Department.
9.
Paid all outstanding bills and returned all
equipment and library books.
MASTER OF ARTS AND
MASTER OF SCIENCE
T h e degree of master of arts or master of science
may be conferred subject to the following
requirements:
Only students who have completed the work
for the bachelor’s degree with some distinction,
either at Swarthmore or at another institution
of satisfactory standing, shall be admitted as
candidates for the master’s degree at Swarthmore.
T h e candidate’s record and a detailed program
setting forth the aim of the work to be pursued
shall be submitted, with a recommendation
from the department or departments con
cerned, to the Curriculum Committee. If ac
cepted by the committee, the candidate’s name
shall be reported to the faculty at or before the
first faculty meeting of the year in which the
candidate is to begin work.
T h e requirements for the master’s degree shall
include the equivalent of a full year’s work of
graduate character. T his work may be done in
courses, seminars, reading courses, regular con
ferences with members o f the faculty, or re
search. T h e work may be done in one depart
ment or in two related departments.
A candidate for the master’s degree shall be re
quired to pass an examination conducted by the
department or departments in which the work
was done. T h e candidate shall be examined by
outside examiners, provided that where this
procedure is not practicable, exceptions may be
made by the Curriculum Committee. T he de
partment or departments concerned, on the
basis o f the reports of the outside examiners, to
gether with the reports of the student’s resident
instructors, shall make recommendations to the
faculty for the award of the degree.
A t the option o f the department or depart
ments concerned, a thesis may be required as
part of the work for the degree.
A candidate for the master’s degree will be ex
pected to show before admission to candidacy a
competence in those languages deemed by his
or her department or departments most essen
tial for the field of research. Detailed language
requirements will be indicated in the an-
87
Degree Requirements
nouncements o f departments that admit candi
dates for the degree.
T h e tuition fee for graduate students who are
candidates for the master’s degree is the same as
for undergraduates (see p. 30).
88
Awards and Prizes
The Ivy A w ard is made by the faculty each year
to the man o f the graduating class who is out
standing in leadership, scholarship, and contri
butions to the College community.
The O ak L ea f A w ard is made by the faculty each
year to the woman of the graduating class who
is outstanding in leadership, scholarship, and
contributions to the College community.
The Lang A w ard was established by Eugene M.
Lang ’38. It is given by the faculty to a graduat
ing senior in recognition of outstanding aca
demic accomplishment.
The M cC abe Engineering A w ard, founded by
Thomas B. McCabe T 5 , is presented each year
to the outstanding engineering student in the
senior class. A committee of the Engineering
Department faculty chooses the recipient.
Flack Achievem ent Aw ard, established by ] im 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 poten
tial and a good record o f achievement in both
academic and extracurricular activities.
The Adam s Prize o f $200 is awarded each year
by the Economics Department for the best
paper submitted in quantitative economics.
T he Stanley A dam son Prize in Chem istry was es
tablished in memory of Stanley D. Adamson
’65. It is awarded each spring to a well-rounded
junior majoring in chemistry or biochemistry,
who, in the opinion of the department, gives
the most promise of excellence and dedication
in the field.
The Jonathan Leigh A ltm an Sum m er Grant is
given in memory of this member of the Class of
1974 by Shing-mei P. Altm an ’76. It is awarded
by the A rt Department to a junior who has
strong interest and potential in the studio arts.
It provides up to $3,000 to support purposeful
work in the studio arts during the summer be
tween the junior and senior years.
Am erican C hem ical Society A w ard is given to the
student who the Chemistry Department judges
to have the best performance in chemistry and
overall academic achievement.
Am erican Institute o f C hem ists A w ard is given to
the student whom the Chemistry Department
judges to have the second-best record in chem
istry and overall academic performance.
T he Solomon Ascii A w ard recognizes the most
outstanding independent work in psychology,
usually a senior course or honors thesis.
T he Boyd Barnard Prize. Established by Boyd T.
Barnard T 7 , the Barnard Prize of $1,000 is
awarded by the music faculty each year to a
student in the junior class in recognition of
musical excellence and achievement.
T he Jam es H . Button ’72 A w ard, endowed in his
memory by G . Isaac Stanley ’73 and Ava Harris
Stanley ’72, M.D., is awarded for the personal
growth or career development of a minority stu
dent with financial need.
T he Paul H . B eik Prize in H istory o f $100 is
awarded each May for the best thesis or ex
tended paper on a historical subject by a history
major during the previous academic year.
T he B lack Alum ni Prize is awarded annually to
honor the sophomore or junior minority
student who has shown exemplary academic
performance and community service.
T h e B rand B lanshard Prize honors Brand
Blanshard, professor o f philosophy at Swarthmore from 1925 to 1945, and was established by
David H. Scull ’36. T h e Philosophy Depart
ment presents the $150 award each year to the
student who submits the best essay on any
philosophical topic.
T he Sophie and W illiam Bram son Prize is awarded
annually to an outstanding student majoring in
sociology and anthropology. T h e prize recog
nizes the excellence of the senior thesis, in
either the course or external examinations pro
gram as well as the excellence of the student’s
entire career in the department. T h e Bramson
Prize is given in memory of the parents o f Leon
Bramson, founding chairman o f Swarthmore’s
Sociology and Anthropology Department, and
it carries a cash stipend.
T he H einrich W. Brinkm ann M athem atics Prize
honors H einrich Brinkm ann, professor o f
mathematics from 1933 to 1969, and was estab
lished by his students in 1978 in honor of his
80th birthday. Awards of $ 100 are presented an
nually by the M athem atics and Statistics
Department to the student or students who sub
mit the best paper on a mathematical subject.
T he Susan P. Cobbs Prize Fellowship is awarded to
one or more students to assist them in the study
of Latin or Greek, or with travel for educational
purposes in Italy or Greece. It was made possible
by a bequest of Susan P. Cobbs, who was dean
and professor o f classics until 1969, and by addi
tional funds given in her memory.
T he Susan P. C obbs Scholarship is awarded to
the most outstanding student o f classics in the
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Awards and Prizes
senior class. It was made possible by a bequest
o f Susan P. Cobbs, who was dean and professor
o f classics until 1969, and by additional funds
given in her memory.
T he Sarah Kaighn C ooper Scholarship, founded by
Sallie K. Johnson in memory of her grand
mothers, 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.
T he A nna M ay C ourtney A w ard is named in
honor o f the late singer who performed often in
Lang Concert Hall. It is given each semester by
the music faculty to an outstanding voice stu
dent. T he award subsidizes the entire cost of
private lessons for the semester.
T he A lice L . C ross ley Prize in Asian studies is
awarded annually by the Asian Studies Com
mittee to the student or students who submit
the best essays on any topic in Asian studies.
T he G eorge P. Cuttino Scholarship was established
in 1992 and is awarded by the History
Department to a junior for travel and research in
Europe during the summer before the senior year.
T he D eans’ Awards are given by the deans to
the graduating seniors who have made signifi
can t and sustained contributions to the
Swarthmore community.
T he Rod D aw dle ’82 A chievem ent A w ard in ten
nis is given annually to the male varsity tennis
player who best exhibits qualities o f persever
ance and strong personal effort to achieve a
meaningful personal or team goal.
T he W illiam C . E lm ore Prize is given in recogni
tion o f distinguished academic work. It is
awarded annually to a graduating senior major
ing in physics, astrophysics, or astronomy.
T he Robert Enders Field Biology A w ard was es
tablished by his friends and former students to
honor Dr. Robert K. Enders, a member o f the
College faculty from 1932 to 1970. It is awarded
to support the essential costs o f both naturalis
tic and experimental biological studies in a nat
ural environment. T he field research awards are
given annually by the Biology Department to
Swarthmore students showing great promise in
biological field research.
T he A nne and A lexander F aber International
Travel Fund was established by family and
friends in honor of A nne Faber and in memory
of Alexander L. Faber, parents o f three Swarthittore graduates. It provides grants for travel
90
outside the United States and Canada for stu
dents majoring in the humanities.
T he E lizabeth Pollard F etter C ham ber Music
Program , endowed by Frank W. Fetter ’20,
Robert Fetter ’53, Thomas Fetter ’56, and Ellen
Fetter G ille in memory of Elizabeth Pollard
Fetter ’25, subsidizes the coaching and master
classes of chamber music ensembles. Interested
musicians should contact the program coordi
nator to schedule an audition. A t least one
member of each ensemble must be registered for
M U SI 047: Chamber Music, and each ensem
ble must perform in an Elizabeth Pollard Fetter
Chamber Music Program concert.
Friends o f M usic and D ance Sum m er Awards.
Each spring, the Music and Dance Department
selects recipients of Friends o f Music and Dance
Summer Awards on the basis of written propos
als. These awards provide stipends for atten
dance at summer workshops in music and in
dance and for other further study in these fields.
T he R enee G addie A w ard. In memory of Renee
Gaddie ’93, this award is given by the music
faculty to a member o f the Swarthmore College
Gospel Choir who is studying voice through
the Music Department (M U SI 048: Individual
Instruction) program. T h e award subsidizes the
entire cost of voice lessons for that semester.
Edwin B . Garrigues M usic Aw ards. T h e Edwin
B. Garrigues Foundation named Swarthmore as
having one of the top four music programs in
the Philadelphia area and established awards to
subsidize the entire cost o f private instrumental
or vocal lessons for a limited number of gifted,
often incoming first-year students. These
awards, which are given each semester by the
music faculty to approximately 10 to 15 stu
dents, are determined by competition on cam
pus. Recipients participate as leaders in perfor
mance on campus, normally as members of one
of the Music and Dance Department’s perform
ing organizations, or, in the case of pianists and
organists, as accompanists.
T he D orothy Ditxer G ondos A w ard was be
queathed by Victor Gondos Jr. in honor o f his
wife, Class o f 1930. It is given every other year
by a faculty committee to a student of Swarth
more College who submits the best paper on
the subject dealing with a literature of a foreign
language. T he prize of $100 or more is awarded
in die spring semester. Preference is given to es
says based on works read in the original lan
guage. T h e prize is awarded under the direction
o f the Literature Committee.
The G onzalez-V ilaplana A w ard was established
by Francisco Gonzalez-Vilchez and Rosaria
Vilaplana, professors at the Università de
Sevilla, as an expression o f their gratitude to
the Swarthmore College community. T h e
award is given each year by the Department of
Chemistry to two members of the senior class
who show great promise in chemistry and
related fields.
The Hay-Urban Prize in Religion is named in
honor o f Stephen N. Hay ’51 and P. Linwood
Urban, professor emeritus o f religion. Thanks
to a generous gift from Stephen Hay ’51, and
funds given in honor of Professor Urban’s dis
tinguished service as a Religion Department
faculty member, the Hay-Urban Prize assists in
supporting one student internship, summer
study, or research in the area of religion studies.
The John Russell H ayes Poetry Prizes are offered
for the best original poem or for a translation
from any language.
The Sam uel L . H ayes III Award. Established in
1991 through the generosity of members of
Swarthmore Alumni in Finance, the Hayes
Award honors the contributions made by
Samuel L. Hayes III ’57, former member of the
Board o f Managers and the Jacob S ch ifi
Professor o f Business at the Harvard Business
School. T h e award provides support for student
summer research in economics and is adminis
tered by the Economics Department.
The Philip M . H icks Prizes are endowed by
friends of Philip M. Hicks, former professor of
English and chairman of the English Literature
Department. They are awarded to the two stu
dents who submit the best critical essays on any
topic in the field o f literature.
The Jesse H . H olm es Prize in Religion of $150 was
donated by Eleanor S. Clarke T 8 and named in
honor of Jesse Holmes, a professor o f history of
religion and philosophy at Swarthmore from
1899 to 1934. It is awarded by the Religion
Department to the student who submits the
best essay on any topic in the field of religion.
The M ichael H . K een e A w ard, endowed by the
family and friends of this member of the Class
of 1985, is awarded by the dean to a worthy stu
dent to honor the memory of M ichael’s person
al courage and high ideals. It carries a cash
stipend.
The N aom i K ies A w ard is given in her memory
by her classmates and friends to a student who
has worked long and hard in community service
outside the academic setting, alleviating dis
crimination or suffering, promoting a democra
tic and egalitarian society, or resolving social
and political conflict. It carries a cash stipend.
T he Kw ink Trophy, first awarded in 1951 by the
campus managerial organization known as the
Society of Kwink, is presented by the faculty of
the Department of Physical Education and
Athletics to the senior man who best exempli
fies the society’s five principles: Service, Spirit,
Scholarship, Society, and Sportsmanship.
T he Lande R esearch Fund was established in
1992 through a gift by S. Theodore Lande to
provide support for student research in field bi
ology both on and off-campus. Grants are
awarded at the direction of the provost and the
chair of the Biology Department.
T he Landis Com m unity Service Fund was estab
lished in 1991 by James Hormel and other
friends of Kendall Landis in support of his 18
years of service to the College. T he fund pro
vides grants for students (including graduating
seniors) to conduct service and social change
projects in the city o f Chester.
T he Eugene M . Lang Sum m er Initiative Awards
are made each spring to 15 students who are
selected by the provost in consultation with the
appropriate division heads to support facultystudent research (five awards), independent stu
dent research (five awards), and student social
service activity specifically related to research
objectives and tied to the curriculum, under the
supervision of faculty members (five awards).
T he G enevieve Ching-w en L ee '96 M em orial
Fund was established in her memory by family
and friends and recognizes the importance of
mutual understanding and respect among the
growing number o f ethnic groups in our society.
T h e fund supports an annual lecture by a promi
nent scholar of Asian-American studies and/or
an annual award to two students to assist in
projects pertaining to Asian-American studies.
T he L eo M . L eva M em orial Prize was established
by his family and friends and is awarded by the
Biology Department to a graduating senior in
biology whose work in the field shows unusual
promise.
T he Linguistics Prizes were established in 1989 by
contributions from alumni interested in linguis
tics. Two awards of $100 each are presented an
nually, one for linguistic theory and one for ap
plied linguistics, to the two students who, in the
opinion o f the program in linguistics, submit the
Awards and Prizes
best senior papers or theses in these areas.
T he N orm an M einkoth Field Biology A w ard was
established by his friends and former students to
honor Dr. Norman A . Meinkoth, a member 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 bi
ological studies in a natural environment. The
intent o f this fund is to facilitate the joint par
ticipation o f Swarthmore students and faculty
in field biology projects, with priority given to
marine biology. T h e awards are given annually
by the Biology Department.
T he M onsky Prize was established by a gift from
the children o f Morris Monsky, who fell in love
with mathematics at Boys’ High and at Colum
bia University and maintained the passion all
his life. This prize in his memory is awarded to
a first-year student who has demonstrated out
standing promise and enthusiasm.
T he E lla Frances Bunting Extem porary Speaking
Fund and the O w en M oon Fund provide income
for a poetry reading contest as well as funds for
visiting poets and writers.
T he Kathryn L . Morgan A w ard. T h e Morgan
Award was established in 1991 in honor of Sara
Lawrence Lightfoot Professor Emerita of His
tory Kathryn L. Morgan. T h e award recognizes
the contributions o f members o f the AfricanAmerican community at the College to the
intellectual and social well-being o f AfricanAmerican students. T he Morgan fund also sup
ports acquisitions for the Black Cultural Center
Library. T h e fund is administered by the dean’s
office and the Black Cultural Center in consul
tation with alumni.
T he Lois M orrell Poetry Award, given by her par
ents in memory of Lois Morrell ’46, goes to the
student who has submitted the best original
poem in the annual competition for this award.
T h e fund also supports campus readings by vis
iting poets.
T he M orrell'Potter Sum m er Stipend in C reative
W riting, intended to enable a summer’s writing
project, is awarded by the English Literature
Department to a poet or fiction writer o f excep
tional promise in the spring o f the junior year.
M U SI 048 Special Aw ards. Endowed by Boyd T.
Barnard T 7 and Ruth Cross Barnard T 9 , grants
are given by the music faculty to students at the
College who show unusual promise as instru
mentalists or vocalists. A ll grants subsidize twothirds o f the cost of 10 lessons, as part o f the
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M U SI 048 program. For more information,
please refer to Credit for Performance— Indi
vidual Instruction (M U SI 048).
T he A . Edward N ew ton Library Prize, endowed
by A . Edward Newton, to make permanent the
Library Prize first established by W.W. Thayer,
is awarded annually by the Comm ittee 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.
T he H elen F. N orth Fellow ship 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 is made possible
by a fund established by the late F.C. Ruff ’60
and Susan W illis Ruff ’60 and supported by
many others, in honor o f Helen F. North, who
retired in 1991 as the Centennial Professor of
Classics after 43 years as a member of the
Swarthmore faculty.
T he M ark L . O sterw eil ’94 M em orial Fund was es
tablished by his family and friends to assist stu
dents conducting historical research. Preference
shall be given to independent or joint facultystudent research projects dealing with European
history or U.S.-European relations.
T he M ay E . Parry M em orial A w ard, donated by
the Class of 1925 o f which she was a member, is
presented by the Physical Education and
Athletics Department faculty to the senior
woman who has made a valuable contribution
to the College by her loyalty, sportsmanship,
and skill in athletics.
T he D rew P earson Prize o f $100 is awarded by
the dean on the recommendation of the editors
o f T he Phoenix at the end of each staff term to a
member of T he Phoenix for excellence in jour
nalism. T h e prize was established by the direc
tors o f T h e Drew Pearson Foundation in mem
ory o f Drew Pearson, Class of 1919.
T he D avid A . P eele '50 Sportsmanship A w ard is
made to a tennis player after submission of a
written essay. It is endowed by Marla Hamilton
Peele in memory o f her husband’s love and
advocacy of tennis and carries a cash stipend.
T he Penrose International Service Fund provides a
stipend to support participation in a project to
improve the quality o f life of a community
outside North America. T h e project should
involve direct interaction with the affected
community and be o f immediate benefit to
them, rather than action in support o f social
change at a regional or national level. T he
stipend will be available to a Swarthmore stu
dent from any class for a project in any country
other than that o f his or her own citizenship.
The Penrose International Service Fund will be
administered by the Lang Center for Civic and
Social Responsibility.
The John W. Perdue M em orial Prize, established
in 1969 in memory of an engineering student of
the Class of 1969, is awarded by the Engineering
Department to the outstanding student entering
the junior class with a major in engineering.
The W illiam Plum er Potter Public Speaking Fund
was established in 1927 and provides funds for
the collection of recorded literature described
on p. 11. It also sponsors awards for the best stu
dent short stories and is a major source of funds
for campus appearances by poets and writers.
T he 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 aware
ness of the positive values o f competition.
Judith Polgar Ruchkin Prize Essay is an award for
a paper on politics or public policy written dur
ing the junior or senior year. T h e paper may be
for a course, a seminar, or an independent pro
ject, including a thesis. T h e paper is nominated
by a faculty member and judged by a committee
of the Political Science Department to be of
outstanding merit based on originality, power of
analysis and written exposition, and depth of
understanding o f goals as well as technique.
The Jam es H . Scheuer Sum m er Internship in En
vironmental and Population Studies Endowm ent.
Established in 1990, the Scheuer Summer
Internship supports student research in envi
ronmental and public policy issues. T h e coordi
nators of the environmental studies and public
policy concentrations select interns in alternate
years.
The Frank Solom on Jr. Student A rt Purchase Fund
permits the A rt Department to purchase for the
College one or two of the most outstanding
student works from the year’s student art
exhibitions.
The H ally J o Stein A w ard, endowed in her mem
ory by her brother Craig Edward Stein ’78, is
given to an outstanding student who the dance
faculty believes best exemplifies Hally Jo ’s ded
ication to the ideals of dance. It carries a cash
stipend.
T he K aren D vonch Steinm etz ’76 Prize, endowed
in her memory by many friends and family, is
awarded annually to a Swarthmore medical
school applicant who demonstrates a special
compassion for others.
T he Peter G ram Swing Prize of $1,000 is awarded
by the music faculty to an outstanding student
whose plans for graduate study in music indi
cate special promise and need. T h e endowment
for the prize was established in the name of
Ruth Cross Barnard T 9.
T he P at Tarble Sum m er R esearch Fund. Estab
lished in 1986 through the generosity of Mrs.
Newton E. Tarble, the Tarble Summer Research
Fund supports undergraduate research. T he
fund is administered by the Provost’s Office.
T he M elvin B . Troy Prize in M usic and D ance of
$250 was established by the family and friends
o f Melvin B. Troy ’48. Each year it is given by
the Music and Dance Department to a student
with the best, most insightful paper in music or
dance, or composition or choreography.
T he A lbert VoiIm ecke Engineering Service Award.
Established in 1990 in memory o f A lbert
Vollmecke, father of Therese Vollmecke ’77,
the Vollmecke prize is awarded for service to
the student engineering community. T h e
Engineering Department administers the fund.
T he Eugene W eber M em orial Fund was estab
lished in honor of the late Eugene Weber, pro
fessor of German. T h e Weber Fund supports
foreign study by students o f German language
and literature.
FACULTY AWARD
T he F lack Faculty A w ard is given for excellence
in teaching and promise in scholarly activity by
a member of the Swarthmore faculty to help
meet the expenses of a fall year o f leave devoted
to research and self-improvement. This award
acknowledges the particularly strong link that
exists at Swarthmore between teaching and
original scholarly work. T h e president gives the
award based upon the recommendation of the
provost and the candidate’s academic depart
ment. T his award is made possible by an
endowment established by James M. Flack and
Hertha Eisenmenger Flack ’38.
Fellowships
T he L eedom , Lippincott, and L ockw ood fellow
ships (see later) are awarded annually by the
faculty, and the M ott and Tyson fellowships (see
later) are awarded by the Somerville Literary
Society to seniors or graduates o f the College
for the pursuit of advanced work. These awards
are made on recommendation of the Commit
tee on Fellowships and Prizes for a proposed
program of study that has the approval of the
faculty. Applications must be submitted by
March 25. T h e committee considers applicants
for all of these fellowships for which they are el
igible and makes recommendations that overall
do not discriminate on the basis o f sex. These
fellowships follow:
T he H annah A . Leedom Fellowship was founded
by the bequest o f Hannah A . Leedom.
T he Joshu a Lippincott Fellow ship was founded by
Howard W. Lippincott, of the Class of 1875, in
memory of his father.
T he Joh n L ockw ood M em orial Fellow ship 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 o f the
Society o f Friends.
T he Lucretia M ott Fellow ship was founded by the
Somerville Literary Society and is sustained by
the contributions o f Swarthmore alumnae. It is
awarded each year to a senior woman who is to
pursue advanced study in an institution ap
proved by the committee.
T he M artha E . Tyson Fellow ship was founded by
the Somerville Literary Society in 1913 and is
sustained by the contributions o f Swarthmore
alumnae. It is awarded each year to a senior
woman or graduate who plans to enter elemen
tary- or secondary-school work. T h e recipient
of the award is to pursue a course of study in an
institution approved by the committee.
O ther fellowships are awarded under the condi
tions described subsequently:
T he M onroe C . Beardsley R esearch Fellow ship and
Internship Fund was established in 2004 to sup
port students in the humanities by providing
grants to encourage and facilitate research,
original scholarship, and professional develop
ment in the areas of art, classics (literature),
English literature, modem languages and litera
ture, music and dance, philosophy, religion, and
theater. Named after renowned contemporary
philosopher Monroe C . Beardsley, a professor of
94
philosophy at Swarthmore for more than 20
years, the fund is administered by the Division
of the Humanities and the Provost’s Office.
Susan P. C obbs Prize Fellow ship, established to
honor the memory of Dean Susan P. Cobbs, is
awarded at the discretion o f the Classics
Department to a student majoring in classics for
study in Greece or Italy.
T he G eneral E lectric Foundation G raduate F el
lowship is awarded to a graduating senior for the
first year of graduate work and is intended to
encourage outstanding scholars to pursue an
academic career. T h e recipient, who must be a
U .S. citizen or permanent resident, will receive
the amount necessary to cover tuition, fees, and
subsistence allowance for study directed toward
a doctorate in engineering or computer science
at another institution in the United States. T he
precise amount o f each fellowship will be based
on the costs and policies of the university and
department chosen for graduate work.
Phi B eta K appa Fellow ship. T h e Swarthmore
Chapter o f Phi Beta Kappa (Epsilon o f Pennsyl
vania) awards a fellowship for graduate study to
a senior who has been elected to Phi Beta
Kappa and has been admitted to a program of
advanced study in some branch o f the liberal
arts.
T he Thom as B . M cC abe Jr. and Yvonne M otley
M cC abe M em orial Fellow ship. This fellowship,
awarded annually to graduates of the College,
provides a grant toward an initial year of study
at the Harvard Business School, or at other
business schools as follows: the University of
Chicago, Massachusetts Institute of Technol
ogy, Northwestern Univeristy, the University of
Pennsylvania, or Stanford University. The
M cCabe Fellowship is renewable for a second
year on the same program. Yvonne and Thomas
B. M cCabe 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 M cCabe Achievem ent Awards, giving spe
cial consideration to applicants who have
demonstrated superior qualities of leadership.
Young alumni and graduating seniors are eligi
ble to apply.
MeUcm M ays U ndergraduate Fellow ship Program.
T h e Andrew W. M ellon Foundation has pro
vided 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 pur
sue academic careers. T h e foundation’s grant
provides term and summer stipends for students
to work with faculty mentors as well as a loanforgiveness component to reduce undergradu
ate indebtedness for those fellows who pursue
graduate study. T h e fellowships are limited to
the humanities, a very few of the social sci
ences, and selected physical sciences. A faculty
selection committee invites nominations of
sophomores in February and awards the fellow
ships in consultation w ith the dean and
provost.
Teachers fo r Tom orrow Fellowships are offered to
10 outstanding graduating seniors from member
colleges of the Venture Consortium (Swarth
more College, Bates College, Brown University,
C onnecticut College, Hobart and William
Sm ith Colleges, the College of Holy Cross,
Vassar College, and Wesleyan University). T h e
program is designed to provide recent graduates
from all academic majors with a unique oppor
tunity to work in public education without re
quiring that they be certified to teach. Fellows
will work alongside exceptional teachers in al
ternative East Harlem public schools that are
nationally recognized as meeting the challenge
o f educating children in the inner city.
T he John W . N ason Com m unity Service Fellow
ship. T he John W. Nason Community Service
Fellowship celebrates the contributions o f
Swarthmore’s eighth president by supporting
students pursuing off-campus community ser
vice related to their academic program. T he
Nason Fellowship was initiated by members of
the Class o f 1945 in anticipation o f their 50th
reunion. T h e Nason Fellowship is administered
by the Swarthmore Foundation.
T he H ans W allach R esearch Fellow ship, endowed
in 1991 by colleagues and friends, honors the
eminent psychologist Hans W allach (1904—
1998), who was a distinguished member o f the
Swarthmore faculty for more than 60 years. The
fellowship supports one outstanding summer re
search project in psychology for a rising
Swarthmore College senior or junior, with prefer
ence given to a project leading to a senior thesis.
T he J . Roland Pennock U ndergraduate Fellowship
in Public Affairs. T h e fellowship, endowed by
friends of Professor J. Roland Pennock at his re
tirement in 1976 and in recognition of his
many years of distinguished teaching of politi
cal science at Swarthmore, provides a grant for
as much as $3,750 to support a substantial re
search project (which could include inquiry
through responsible participation) in public af
fairs. T he fellowship, for Swarthmore under
graduates, would normally be held off campus
during the summer. Preference is given to ap
plicants from the junior class.
T he Public Policy C oncentration Internship Fund
ing. T he Public Policy Concentration will pro
vide travel (not travel to home area) and living
expense support for students in the public pol
icy concentration working at an internship that
fulfills the concentration’s requirements.
T he D avid G . Smith Internship in H ealth and
S ocial P olicy, 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.
FACULTY FELLOWSHIPS
T he M ary A lbertson Faculty Fellow ship was en
dowed by an anonymous gift from two of her
former students, under a challenge grant issued
by the National Endowment for the Human
ities. It will provide an annual award of a se
mester’s leave at full pay to support research and
writing by members o f the humanities faculty.
Mary Albertson joined the Swarthmore faculty
in 1927 and served as chairman of the History
Department from 1942 until her retirement in
1963. She died in May 1986.
T he G eorge B ecker Faculty Fellow ship was en
dowed by Ramon Posel '50 under a challenge
from the National Endowment for the Human
ities, in honor of this former member of the
English Department and its chairman from
1953 to 1970. T h e fellowship will provide a se
mester 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 litera
ture, history, linguistics, modem languages,
music, philosophy, or religion but with prefer
ence given to members of the Department of
English Literature.
95
Fellowships
T he Brand Blanshard Faculty Fellowship is an en
dowed faculty fellowship in the humanities es
tablished in the name of philosopher and for
mer faculty member Brand Blanshard, who
taught philosophy at Swarthmore from 1925 to
1944- T h e fellowship will provide a semester
leave at full pay for a member o f the humanities
faculty to do research and to write. O n recom
mendation of the Selection Committee, a small
additional grant may be available for travel and
project expenses. Any humanities faculty mem
ber eligible for leave may apply. Fellows will
prepare a paper about the work of their leave
year and present it publicly to the College and
wider community. T h e Blanshard Fellowship is
made possible by an anonymous donor who was
Blanshard’s student at Swarthmore, and a chal
lenge grant from the National Endowment for
the Humanities.
T he Eugene M . Lang Faculty Fellow ship is de
signed to enhance the educational program of
Swarthmore College by contributing to faculty
development, by promoting original or innova
tive scholarly achievement of faculty members,
and by encouraging the use of such achieve
ments to stimulate intellectual exchange
among scholars. T h e fellowship will provide fi
nancial support for faculty leaves through a
grant o f about one-half the recipient’s salary
during the grant year. O n recommendation of
the Selection Committee, a small additional
grant may be available for travel and project ex
penses and for library book purchases. The
Selection Com m ittee shall consist o f the
provost, three divisional chairs, and three oth
ers 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 re
sulting from the work of their leave year, pre
sented publicly for the College and wider com
munity. T h e Selection Committee may wholly
or partially support the cost of publishing any of
these papers. These fellowships are made possi
ble by an endowment established by Eugene M.
Lang ’38.
96
Courses of Instruction and Course-Numbering System
The semester course credit is the unit of credit.
One semester course credit is normally equiva
lent to four semester hours elsewhere. Seminars
and colloquia are usually given for 2 credits. A
few courses are given for 0.5 credit.
Courses are numbered as follows:
001 to 010
Introductory courses
O il to 099
O ther courses (Som e of these
courses are not open to first-year
students or sophomores.)
100 to 199
Seminars for upperclass students
and graduate students.
T he numbers for yearlong courses are joined by
a hyphen (e.g., 0 0 1 -0 0 2 ) and must be contin
ued for the entire year. Credit is not given for
the first semester’s work only, nor is credit given
for the first semester if the student fails the sec
ond semester. In cases where credit is not
earned for the second half of a yearlong course,
the first semester is excluded from counting
toward degree credit, although the registration
and grade for the first semester remain on the
permanent record.
Course listings in this catalog are intended to
facilitate planning. They represent offerings pro
jected for a two-year period but are subject to
change. A better guide to course offerings in
any particular semester is the schedule of classes
available before enrollment for that semester.
FOOTNOTE KEY
1
2
3
4
5
6
7
8
Absent on leave, fall 2004.
Absent on leave, spring 2005.
Absent on leave, 2 004-2005.
Absent on administrative leave,
2004-2005.
Fall 2004.
Spring 2005.
Affiliated faculty.
Ex-officio.
9 Campus coordinator, Swarthmore Program
in Grenoble, fall 2004.
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2005.
11 Program director, Swarthmore Program in
Grenoble, fall 2004.
12 Program director, Swarthmore Program in
Grenoble, spring 2005.
97
Art
M ICHAEL W .C O TH REN , Professor o f A rt History and A rt History Coordinator
RANDALL L . EXO N , Professor o f Studio A rt
CONSTANCE CAIN HUNGERFORD, Professor of A rt History4
DRIAN A . M EUNIER, Professor o f Studio A rt, Chair, and Studio A rt Coordinator
SYDNEY L . CARPENTER, Associate Professor o f Studio A rt5
JANINE M ILEAF, Assistant Professor o f A rt History1
PATRICIA L . REILLY, Assistant Professor o f A rt History5
CELIA O .R EIS M A N , Assistant Professor o f Studio A rt (part time)
ANDA DURINSKIS, Visiting Assistant Professor o f Studio A rt (part tim e)5
JESSICA TODD HARPER, Visiting Assistant Professor o f Studio A rt (part time)
DOUGLAS HERREN, Visiting Assistant Professor o f Studio A rt (part time)
M ARY PH ELAN, Visiting Assistant Professor o f Studio A rt (part time)*’
THOMAS J . MORTON, Visiting Assistant Professor of A rt History
JU LIET BELLOW , Visiting Instructor o f A rt History (part time)
JU N E V. CIANFRANA, Administrative Assistant
1 Absent on leave, fell 2004.
3 Absent on leave, 2 0 0 4 -2 0 0 5 .
4 Absent on administrative leave, 2004—2005.
5 Fall 2004.
6 Spring 2005.
T h e A rt Department offers historical, critical,
and practical instruction in the visual arts.
Courses in art history consider questions having
to do with the forms, traditions, meanings, and
historical contexts o f works of art and architec
ture. Studio arts courses explore practical and
theoretical processes that arise in the creation
o f objects in various media.
tions about history, society, and identity, major
exhibitions offer opportunities for interdiscipli
nary study and are often co-sponsored by other
departments. Located in the Eugene M. and
Theresa Lang Performing Arts Center, the List
Gallery’s 1,200-square-foot facility was made
possible, in part, through generous gifts by Vera
G . List and by Eugene M. and Theresa Lang.
T h e Phillip Bruno Fine A rt Fund supports work
w ith the permanent collection. T h e Ann
Trimble Warren Exhibition Fund and the List
Gallery Fund support List Gallery exhibitions.
List G allery. T h e List Gallery was established to
enhance the art curriculum. Each year, the
gallery mounts five or six exhibitions o f both
emerging and nationally known artists. April
and May feature a series o f senior thesis exhibi
tions by art majors, and an Alumni Weekend
exhibition takes place in June. Together with
the gallery director, the Exhibition Committee
selects exhibitions that com plem ent and
strengthen the studio arts and art history cur
riculum. Exhibiting artists come to campus as
visiting critics and lecturers, giving students ac
cess to a broad range of media and interpreta
tion. Occasionally, the gallery presents histori
cal exhibitions that offer art history students op
portunities for direct observation and analysis.
Both contemporary and historical exhibitions
demonstrate excellence in the visual arts and
engage the College community in an ongoing
dialogue. Because artists raise important ques
98
D onald Ja y G ordon Visiting A rtist; H eilm an
A rtist. Each year, the A rt Department invites
distinguished artists to the College as the Mar
jorie Heilman Visiting Lecturer or the Donald
Jay Gordon Visiting Artist. T h e work of the in
vited artist is exhibited in the List Gallery, and
while on campus, she or he gives a public lec
ture, critiques work in the studios, and meets
with both majors and nonmajors.
L ee Frank Lectu re: See p. 18.
Benjam in W est L ectu re: See p. 20.
Jonathan Leigh A ltm an Sum m er Grant: See p. 16.
Frank Solom on Jr. Student A rt Prize: See p. 93.
REQUIREMENTS AND RECOMMENDATIONS
Prerequisites
Most art history courses are offered without pre
requisites. S T U A 001 is the prerequisite for all
studio arts courses, even for seniors. Students
are advised that graduate work in art history re
quires a reading knowledge of at least German
and French. T h e A rt Department approves a
credit for Advanced Placement, grade 5 in A rt
History and Studio Arts (with submission of a
portfolio).
Course Major in Art
T h e course major in art consists of four courses
in art history (including A R T H 002) and seven
courses in studio arts (including courses in
drawing, a three-dimensional medium, an ad
vanced credit). T h e comprehensive consists of
a senior exhibition and written artist statement
prepared during the fall and spring o f the senior
year. Studio arts facilities are closed during sum
mer and normally during October, winter, and
spring holidays.
Course Minor in Art
Study Abroad
N ot offered.
The Art Department strongly encourages those
with an interest in art to consider incorporating
foreign study— either during a summer or a reg
ular academic term— into their Swarthmore
program. Important examples of art and archi
tecture are scattered throughout the world, and
the encounter with works still imbedded in
their original context is vital to an understand
ing of their historical and contemporary signif
icance. To facilitate the process of applying for
Swarthmore credit for art history courses taken
elsewhere, students should meet with the art
history coordinator before entering foreign
study. Students interested in studio arts, design,
and architecture are particularly encouraged to
consider the Pitzer College in Parma, Italy,
which offers courses at the Istituto dell’Arte
Paolo Toschi. A semester of Italian preceding
going abroad is well advised.
Majors and Minors in the External
Examination Program
Course Major in Art History
Art history majors are required to take A RTH
097: Junior Workshop (unless they have already
taken A RTH 001: Critical Study in the Visual
Arts); A RTH 002: Western Survey and a sur
vey course in non-Western art; one course in
studio arts; and 6 elective credits in art history
including at least one seminar and course in
each of the following four subject areas: ancient
and medieval; Renaissance and Baroque; Wes
tern Art post-1800; and non-Western art. T he
comprehensive requirement will consist of an
examination given in the spring of the senior
year.
Cuurse Minor in Art History
The course minor in art history will consist of 5
credits in art history, four of which must be
taken at Swarthmore.
Students may formulate honors programs as ei
ther majors or minors, in either art history or
art. For details, consult guidelines available in
the department office.
ART HISTORY
ARTH 001D . First-Year Seminar:
The Architect and History
Utilizing the rich resources of architecture of
Swarthmore College and the city of Philadel
phia as a backdrop, this course introduces stu
dents to the study of architecture. Rather than
adhering to strict chronological order, the ma
terial will be presented thematically. Space, the
design process, the role of history, materials,
and technology are just a few of the concepts
that will be addressed. Special attention will be
paid to the role of the architect. Architecture
from temporally and geographically diverse cul
tures will be examined. Special lectures, tours,
and experiments are planned.
W riting course. 1 credit.
F all 2004. Morton.
ARTH 001C FYS : Making Art History
A re works of art direct extensions, pure reflec
tions, or unique expressions of an individual
artist’s genius, fragile by implication and sus
ceptible to destruction from overanalysis? Or
are works of art (as well as the definition just of
fered) cultural artifacts produced under specific
material and social conditions, and fully mean
ingful only under extended analysis? Must we
choose? And are these questions themselves,
Art
and the talk they generate or suppress, yet an
other manifestation o f the Western European
and American commodification of art, its pro
duction, 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 o f cultures and
epochs, as well as on the art historical and
critical attention those works have attracted,
students will learn to describe, analyze, and in
terpret both images and their interpretations,
and to convey their own assessments in lucid
writing and speaking.
W riting cou rse. 1 credit.
F all 2004. Cothren.
ARTH 002. Western Art
A n introduction to the art of Western Europe
and the United States from prehistoric cave
painting to the art of the 20th century. W e will
consider a variety o f media— from painting,
sculpture and architecture to ceramics, mosaic,
metalwork, prints and earthworks. T h e goal of
this course is to provide a chronology o f the
major works in the Western tradition and to
provide the vocabulary and methodologies nec
essary 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. W e will give attention
to the use and status o f materials; the represen
tation o f social relations, gender, religion and
politics; the context in which works of art were
used and displayed; and the critical response
these works elicited.
1 credit.
Fall 2004. Cothren.
ARTH 003. Asian Art
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ARTH 005. Modern Art
This course surveys European and American art
from the late 18th century to the present. It in
troduces significant artists and art movements
in their social, political, and theoretical con
texts. A ttention will also be given to interpre
tive strategies that have been used to write the
history of this art. Issues to be considered in
clude definitions o f modernism and modernity,
constructions of gender, the rise of urbanism
and leisure, the independent art market, and
questions of originality and representation.
100
1 credit.
Foil 2004. Bellow.
ARTH 0 1 1 . From Caves to Koolhaas:
A Survey of Western Architecture
This course is designed to provide students with
a comprehensive introduction to the history of
Western architecture. W e commence with ca.
6,000 B.C.E. and end with contemporary archi
tecture and address cultures as diverse as the an
cient and medieval Near East, ancient and
Renaissance Rome, and the 19th and 20th cen
turies in Europe and the United States. Certain
themes, such as the conception of space, the
role of technology and materials, and the com
plexities o f patronage will be addressed
throughout the course. T h e lectures will be sup
plemented with a wide variety o f texts, includ
ing architectural treatises, essays of contempo
rary architectural theory, and biographies of ar
chitects. W hen possible, field trips to promi
nent works of architecture, such as the PSFS
Building, will be scheduled.
1 credit.
Spring 2005. Morton.
ARTH 012. northern Renaissance Art
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ARTH 013. The Art and Architecture of
Ancient Greece and Rome
This chronological survey will begin with a
glance at the art of the Aegean and conclude
with a study o f the art and architecture of late
Imperial Rome. W e will consider issues such as
mythology in daily ritual; the religious, social,
and political functions of sculpture; the use of
architecture as propaganda; and the invention
of the ideal warrior, athlete, and maiden.
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ARTH 014. Medieval Art and Architecture
In this introduction to European art and archi
tecture from late antiquity to the 12th century,
special attention will be given to the
“Romanization” of Christian art under Con
stantine, the C eltic 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 o f m onastic art under the
Cluniacs and Cistercians.
ARTH 025. Arts of Africa
1 credit.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
Not offered 2 0 0 4 -2 0 0 5 .
AKTH 0 1 7 . Art and Society in
19th-Century Europe
ARTH 027. African American Art
European art of the 19th century will be consid
ered in its political, theoretical, and social con
texts. Topics to be considered include the age of
revolution, the salon and the academy, the rise
of an independent art market, realisms, mod
ernism and modernity, gender, the invention of
photography, urbanism, leisure, visionaries, im
pressionism, symbolism, and the decorative.
N ot offered 2 0 0 4 -2 0 0 5 .
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
ARTH 018. IWentieth-Century Western
Art: The Cube, The Drip, and the
Can of Soup
This course surveys significant artistic trends in
Europe and America from 1905 to the present.
We consider such movements and genres as
fauvism, expressionism, cubism, futurism, the
Russian avant-garde, American modernism, ab
stract expressionism, pop art, minimalism, con
ceptual art, performance art, and installation in
their historical and theoretical contexts.
Themes that will be raised include modem/
postmodern, formalism, primitivism, abstrac
tion, representation, art and everyday life, the
machine, the city, originality, mass media, ap
propriation, and authorship.
1
credit.
Not offered 2 0 0 4 -2 0 0 5 .
ARTH 019. Contemporary Art
This course takes a focused look at European
and American art from 1945 to the present, a
period during which most conventional mean
ings and methods o f art were challenged or re
jected. Beginning with the brushstrokes of ab
stract expressionism and continuing through to
the bitmaps of today’s digital art, we consider
the changing status of artists, artworks, and in
stitutions. Emphasis will be placed on critical
understanding o f the theoretical and historical
foundations for these shifts.
Prerequisite: A RTH 002 or 005.
1 credit.
Spring 2005. Bellow.
1 credit.
ARTH 030. Mecca to Modernity: A History
of Islamic Architecture
In this course we will study the histories of
Islamic architecture by examining the architec
ture that was produced from the seventh
through the20th centuries in the Middle East,
North Africa and Spain as well as North
America. Although there is an understandable
emphasis on the early history of Islamic archi
tecture in this course, during the latter part of
the course we will examine modem and con
temporary Islamic architecture. Focal points of
study will include the development o f the
mosque, the spread and transformation of
Islamic architecture, cultural interaction with
the West, and the impact of colonialism and
modernity.
1 credit.
F all 2004. Morton.
ARTH 031. Traditional Japan
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ARTH 033. Special Topics in Asian Art
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ARTH 038. Ritual and Image in the
Buddhist Traditions
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ARTH 0 41. Building an Empire:
Rome and Her Provinces
Covering an area o f 35 modem countries, the
Roman Empire at its height encircled the
Mediterranean Sea and stretched up to England
and down through Egypt. How was this possi
ble? In this course we will try to answer this
question by examining the empire through the
lens o f its architecture. Temporally, we will
commence with the Roman Republic and end
w ith the late empire. Geographically, the
course will cover the architecture in the city of
Rome and many o f the provinces, especially in
101
Art
the Roman East, North Africa, and the Roman
West. Throughout the course we will examine
many themes, including the dynamic concep
tions o f space in Roman architecture and the
complex relationship between Rome and her
provinces.
1 credit.
F all 2004. Morton.
ARTH 046. Monasticism and the Arts in
the Christian Middle Ages
(Cross-listed as RELG 029)
This course will investigate the significance of
Christian monastic communities as major artis
tic centers during the Middle Ages, with an em
phasis on the way the social context of produc
tion and consumption affected the works of art
themselves and the way we have traditionally
chosen to study them.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ARTH 051. Renaissance Art in Florence
and Environs
A n introduction to painting, sculpture, draw
ings, prints, and architecture produced in
Florence and its environs from the late I4 th to
the 16th century. We will consider a full range
o f issues related to the production and recep
tion of these works, including the representa
tion o f individuals, the state, and religion. We
will also examine the context in which these
works were used and displayed, art and anato
my, art and gender, the critical responses these
works elicited, and the theories of art developed
by artists and nonartists alike.
ARTH 064. Philadelphia and American
Architecture
1 credit.
O ffered occasionally.
ARTH 070. Art and Dance: Retraining
the Body
Ever since Louis X IV ’s court artists portrayed
the king wearing ballet slippers, the histories of
art and dance have been intertwined. In this
course we examine intersections between visu
al art and dance from the 17th to the 20th cen
turies, including images of dancers by artists
such as Edgar Degas and Henri de ToulouseLautrec; and collaborations such as Isamu
Noguchi’s designs for Martha Graham, and
Robert Rauschenberg and Jasper Johns’ work
with choreographers o f the Judson Dance
Theater. W e will analyze changing representa
tions o f the body; the mutual influence o f art
and dance throughout the early modem and
modem eras; and broader definitions of art,
dance, and visual culture.
1 credit
F all 2004. Bellow.
ARTH 074. History of Photography
N ot offered 2004—2005.
This course will offer a history of photography
in Europe and the United States from 1839 to
the present. W e will consider the profound ef
fects of the invention of photography on the vi
sual culture o f our times by focusing on such
topics as pictorialism, amateurism, documen
tary and straight photography, technological
developments, Western expansion, photojour
nalism, the nature of objectivity, theories of
vision and reproduction, advertising, the rela
tionship o f science and art, pornography, and
anthropological research.
ARTH 056. Print Culture in Early
Modern Europe
N ot offered 2004—2005.
1 credit.
This course examines the role of printed images
in the visual culture o f early modem Europe.
W e will consider the ways in which prints ac
tively shaped and reflected the larger social, re
ligious, and political cultures of which they
were part. Topics will include the technologies
of printmaking, the relationship between print
ed images and texts, the reproductive versus
original print, the markets for prints, and prints
and the transmission o f culture.
1 credit.
N ot offered 2004—2005.
102
1 credit.
ARTH 076. The Body in Contemporary Art
This course examines the use of the body as a
subject and medium in art of the past few
decades. W hile poking, prodding, fragmenting,
and displaying the bodies o f themselves and
others, recent artists have called into question
everything from conventional uses of the nude
to the viewer’s own physical experience of art.
Themes to be considered include the abject,
health and sickness, performance, fetishism,
masquerade, identity politics, and technology.
This course will require careful reading o f as
signed texts, active participation in regular dis
cussions, and frequent writing assignments.
SEMIHARS
Prerequisite: A R T H 005 or permission o f the
instructor.
Unless otherwise noted, the prerequisite for all
seminars is two courses in art history, including
A R T H 002.
1 credit.
ARTH 132. Arts of the Buddhist Temple
Not offered 2 0 0 4 -2 0 0 5 .
2 credits.
ARTH 0 7 7 . Exhibiting the Modern
N ot offered 2 0 0 4 -2 0 0 5 .
This course surveys major exhibitions of mod
em art in Europe and America, along with
questions about modernist exhibition strategy
and practice. W e will consider such watershed
exhibitions as the Salon des refusés (Paris), the
Armory Show (New York), the First Interna
tional Dada Fair (Berlin), and the 0.10 Exhibi
tion (Moscow) as well as such venues as the
Museum of Modem A rt, A n American Place,
Julian Levy Gallery, A rt of this Century, and
Leo Castelli Gallery.
ARTH 138. Islamic Painting
Prerequisite: A R T H 0 0 1 ,0 0 2 , or 005.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ARTH 096. Directed Reading
1 credit.
Staff.
ARTH 098. Seninr Workshop: Art History
This capstone colloquium for art history majors
will explore various approaches to historical in
terpretation of the visual arts. A ttention will be
given to art historiography— both theory and
practice— through the critical reading of some
important recent texts that propose or chal
lenge novel interpretive strategies from a vari
ety of perspectives. As a part of the course, stu
dents will write the senior essay, which consti
tutes the comprehensive requirement for the
art history major.
1 credit.
Spring semesters. Cothren.
ARTH 180. Thesis
A 2-credit thesis normally carried out in the fall
of the senior year. T h e topic must be submitted
and approved by the instructor in charge before
the end of the junior year.
2 credits.
Staff.
After a brief general introduction to Islamic art,
the seminar will explore the history and evolu
tion o f the pictorial narrative tradition within
Islamic culture from 691 to 1548.
2 credits.
O ffered occasionally.
ARTH 145. Gothic Art and Architecture
This seminar will examine the formation of
“T he G othic” around 1140 and its develop
ment 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 ideol
ogy; structural technology and stylistic change;
patronage and production; contextualizing
liturgy and visualizing dogma.
2 credits.
N ot offered 2004—2005.
ARTH 1 4 7 . Visual Harrative in
Medieval Art
This seminar examines how and why tenden
tious stories are told in pictures during the
European Middle Ages and the various ways art
historians have sought to interpret their 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 o f production, geographic
location, viewing context, artistic tradition,
and medium. In past years, these have included
the Bayeux Embroidery o f ca. 1070, the
stained-glass windows of the Parisian SainteChapelle o f ca. 1245, and G iotto’s frescos in the
Arena Chapel in Padua of 1303-1305.
2 credits.
Spring 2005. Cothren.
ARTH 1 5 1 . The Visual Culture of
Renaissance Rome
From the 14th to the 17th century, Rome was
transformed from a “dilapidated and deserted”
103
Art
medieval town to a center of spiritual and
worldly power. This seminar will consider the
defining role that images played in that trans
formation. In addition to studying the painting,
sculpture and architecture of artists such as Fra
Angelico, Bramante, Raphael, and Michelan
gelo, we will study the creation and use o f ob
jects such as banners, furniture, and temporary
festival decorations. Topics will include papal
reconstruction o f the urban landscape; the re
birth of classical culture, art and the liturgy, pri
vate devotion and public ritual, and the con
struction of the artist as genius.
aims, and desires o f these revolutionary art
movements as well as the methods of art history
that have been conceived to address them.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
STUDIO ARTS
STUA 001. Foundation Drawing
N ot offered 2004—2005.
This course is designed as an introduction to
drawing as the basis for visual thinking and per
ception. T h e class will focus on concepts and
practices surrounding the use of drawing as a vi
sual language, rather than as a preliminary or
planning process. W hether students are inter
ested in photography, painting, pottery, sculp
ture, installation or performance, the ability to
design and compose visually is fundamental to
their development. T h e course follows a se
quence o f studies that introduces students to
basic drawing media and compositional ele
ments while they also learn to see inventively.
ARTH 166. Avant-Gardes in Early
20th-Century Art
This course is a prerequisite for all other courses
in studio art.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
A R T H 164. Modern Art
Current discussions from multiple theoretical
perspectives of artists such as Courbet, Manet,
Degas, Gauguin, Cezanne, Picasso, and Pollock
and the issue o f “modernism” in 19th- and
20th-century painting.
2
credits.
This seminar examines case studies in European
and American avant-garde art from the first
half of the 20th century. Major theoretical texts
by Poggioli and Bürger will act as a background
for discussions about such artistic movements as
cubism, futurism, Die Brücke, Devetsil, dada,
surrealism, Russian constructivism, and the
Bauhaus. By developing a working understand
ing o f both historical and conceptual avantgardes, we will question whether there can be
an avant-garde today.
2
credits.
Spring 2005. Mileaf.
ARTH 168. Dada and Surrealism
Signing a name, going into a trance, collecting
dust, shopping in a flea market, dreaming, scrib
bling, and playing a game— all of these activi
ties were investigated as methods o f art produc
tion by artists associated with Dada and surreal
ism in the early decades of the 20th century.
This seminar examines not only these new
modes of making art but also the artists’ politi
cal, cultural, and theoretical reasons for devel
oping them. By carefully reading primary and
secondary texts, we consider the questions,
104
1 credit.
E ach sem ester. Staff.
STUA 0010. First-Year Seminar:
Dialogues in Perception
T his studio art experience is designed for firstyear artists in all media who have demonstrated
through a portfolio presentation their knowl
edge o f the elements of visual thinking, design,
and composition. This course is similar in con
tent to the foundation drawing class ST U A
001. However, it will be more in depth, with
more emphasis on individually designed studio
and research projects. Portfolios o f actual or
photographed work must be submitted for eval
uation during the freshman advising week prior
to the start of the fall semester. Contact the de
partment for details.
1 credit
F all 2004. Exon.
STUA 002. Ceramic Sculpture
This class comprises a series o f projects using a
diverse range of hand building processes and
themes. T h e areas o f practice include life-mod
eling, slab construction, and coil-built sculptur
al forms. Students will also learn traditional and
nontraditional solutions to the ceramic surface.
Group critiques and class discussion will com
bine with demonstrations and slide lectures to
build upon this intensive studio experience.
1 credit.
N ot offered 2 0 0 4 -2005.
STUA 003. Drawing
Work in various media directed toward a clear
er perception of space, light, and form. This
course is for all levels o f ability and includes
weekly outside drawing problems and a final
project.
1 credit.
O ffered occasionally.
STUA 004. Wood Sculpture
A n exploration of a range of traditional and
contemporary concepts, took, and techniques
related to the medium o f wood and woodwork
ing in sculptural expression. T h e individual
projects are designed around concepts having
to do with the often-thin dktinctions made be
tween the three categories o f “things" in the
world: nature, functional artifact, and art.
There will also be a large drawing component
to the class.
This class is recommended for students who are
considering a career in design or architecture.
1 credit.
Each sem ester. Meunier.
STUA 006. Phntography
This course introduces the technical processes
and visual and theoretical concepts o f photogra
phy, both as a unique medium and as it relates to
other forms of nonphotographic composition.
Prerequisite: S T U A 001, even for seniors.
1 credit.
Spring 2005. Harper.
STUA 007. The Printed Page
Introduction to the art of the book. Included
will be an investigation into typesetting and
printing, binding, wood engraving, and alterna
tive forms o f book construction and design.
1 credit.
Spring 2005. Phelan.
STUA 008. Painting
Students will investigate the pictorial structure
of oil painting and the complex nature of color.
A thorough study of texture, spacial conven
tions, light, and atmosphere will be included.
1 credit.
F all 2004. Exon.
STUA 010. Life Drawing
Work in various media directed toward a clear
er perception o f the human form. T h e class is
centered on drawing from the model and with
in th k context. T h e elements of gesture, line,
structure, and light are isolated for the purpose
of study.
1 credit.
F all 2004- Dubinskk.
STUA 0 1 1 . Watercolor
This course is a complete exploration o f watersoluble media with an emphasis on transparent,
gum arabic-based watercolor. O ther materiak
and techniques will include ink wash, gouache,
silk colors, collage, handmade papers, matting,
and pen-making, using reeds and quilk. W hen
in the studio, the class will work from the figure
and still life. T h e central motif, however, will
be painting the landscape. W henever possible,
we shall work outdoors. Occasional field trips to
locales other than the campus will be offered.
I credit.
O ffered occasionally.
STUA 012. Figure Composition
In this advanced course in painting and draw
ing the human form, emphask will be given to
the methods, thematic concepts, conventions,
and techniques associated with multiple figure
design and composition.
Prerequisite: S T U A 008 and/or S T U A 010.
O ffered occasionally.
STUA 0 14. Landscape Painting
T h k course explores the vast array of interpre
tive approaches, and practical methods avail
able to the painter interested in landscape.
Each student will be introduced to analytical
strategies, methods, and techniques that can be
used in the field while painting directly from
nature. Topics include atmospheric perspective,
linear perspective, viewpoint, compositional
structuring through shape and rhythmic manip
ulation as well as a thorough study of light
through changing effects color and tonality.
These topics will be introduced using demon
strations during class (both in the field and out
side) and analysis o f landscapes from art hkto-
105
Art
ry. Workshops and presentations by visiting
artists will also assist us throughout the semes
ter. Weekly excursions into the landscape
around the College will be scheduled (this in
cludes the urban, suburban, and rural landscape
o f southeastern Pennsylvania). Assignments
will be given each week outside o f class to rein
force the methods introduced during the week.
T h e primary subject for these works will be the
environs o f the College during the changing
autumnal season. O il paints will be the central
medium o f the class, and the necessary techni
cal needs will be established. However, design
and composition (both pictorial and spatial)
will be emphasized throughout the semester.
STUA 019. Works nn Paper
This class is an introduction to various printing
processes, which can include monoprints, linoprints, wood engraving, etchings, and typeset
ting. Students will learn technical approaches
and investigate visual solutions using a format
o f serial imagery. Weekly class assignments will
integrate drawing and design concepts and ex
plore the range of materials available, using
paper as a support. Longer projects will rely on
either book format or suites of images that ex
plore thematic ideas developed by the student.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
1 credit.
STUA 020. Advanced Studies
N ot offered 2 0 0 4 -2 0 0 5 .
020A . Ceramics
STUA 015. The Potter’d Wheel
T his class focuses on a series o f projects for the
wheel that assist in development of ideas and
technique. Most projects will involve the func
tional container, but the option to explore the
wheel for nonfunctional form will also be avail
able. Five assigned projects will be followed by
the advanced series in which the student will
propose and concentrate on a series o f related
objects for the remainder o f the semester.
Critiques and in-class discussion are an impor
tant component of this experience. Students
will be exposed to traditional and nontraditional solutions to the wheel-thrown container
through slide lectures, videos, and a guest artist.
For beginners and advanced students.
1 credit.
E ach sem ester. Herren.
STUA 0 1 7 . The Hand-Built Container
T h e subject o f this class is the hand-built ce
ramic container. Slab construction and tradi
tional coil building are just two of the processes
that will be used in the development of a series
of ceramic containers. Students will work with
in a range o f thematic sources and processes to
develop technically as well as aesthetically.
Varied surface solutions will be explored includ
ing high, low, and pit fired. Group critiques,
slide presentations, and a guest artist demonstra
tion will enhance this studio experience.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
020B .
Drawing
0 2 0 0 . Painting
020D . Photography
020E.
Sculpture
020F.
Printmaking
These courses are designed to usher the inter
mediate and advanced student into a more in
dependent, intensive study in one or more of
the fields listed earlier. A discussion of formal
issues generated at previous levels will contin
ue, with greater critical analysis brought to bear
on stylistic and thematic direction. A ll students
are expected to attend, throughout the semes
ter, 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 sched
ules. In addition to class time, students will
meet with the professor for individual confer
ences and critiques.
N ote: Although this course is for full credit, a
student may petition the studio faculty for a
0.5-credit semester.
Prerequisites: S T U A 001 and at least one pre
vious course in the chosen medium.
1 credit.
E ach sem ester. Staff.
STUA 025. Advanced Studies II
Continuation o f S T U A 020 on a more ad
vanced level.
Prerequisite: S T U A 020.
1 credit.
E ach sem ester. Staff.
106
STIIA 026. The Digital Darkroom
The digital darkroom is an expressive tool for
the black-and-white photographer and printer.
When images made on conventional film are
converted to digital form via scanning, a whole
new world of printing and publishing becomes
available. This option is a particular boon to
photographers who are adversely affected by
darkroom chemicals or who do not have ready
access to a darkroom. T h e controls offered by
the digital darkroom emulate and often exceed
those available in the conventional darkroom.
The purpose of this class is to understand those
controls and to apply them to images captured
on film. After a basic tour o f Photoshop tools
and techniques, we explore contrast control, se
lective tonal control, dodging and burning,
monitor calibration, using grayscale and
Duotone, Tritone, and Quadtone inks, retouch
ing and enhancement, and various special ef
fects. Parallels are drawn to conventional dark
room techniques throughout.
Prerequisite: S T U A 006 or the equivalent.
be evaluated in advance of pre-registration by
the chair of the A rt Department).
1 credit.
F all 2004. Harper.
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 semes
ter o f the senior art major, students will write
their senior artist statement and mount an ex
hibition in the List Gallery of the Eugene M.
and Theresa Lang Performing Arts Center. T he
artist statement is a discussion of the develop
ment of the work to be exhibited. T h e exhibi
tion 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 require
ments, including the writing of the senior art
major statement.
I credit.
S[mng 2005. Meunier.
1 credit.
O ffered occasionally.
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’ in
dividual directed practice in a chosen field.
Assigned readings and scheduled discussions
will initiate the writing o f the thesis for the se
nior exhibition.
This course is required of senior art majors.
1 credit.
Fall 2004. Meunier.
STUA 035. Alternative Processes
in Photography
This advanced photography course will cover a
broad range of silver and nonsilver processing
techniques in photography. Techniques will in
clude toning, hand coloring, staining, various
photo papers, alternative light sources, photograms, solarization, creative techniques with
developer, cyanotypes, Polaroid transfer and
emulsion lifts, and wearable art.
Prerequisite: S T U A 0 06 or the equivalent (to
107
Asian Studies
Coordinator:
HAILI KONG (M odem Languages and Literatures, Chinese)
Jenny Gifford (Administrative Assistant)
Committee:
Alan BerkOWitZ (M odem Languages and Literatures, Chinese)
Aya Ezawa (Sociology and Anthropology)
William 0 . Gardner (M odem Languages and Literatures, Japanese)
Steven P. Hopkins (Religion)
Scott Kugle (Religion)
Gerald Levinson (Music)
Lillian M . Li (History)
Jeanne Marecek (Psychology)12*'7
Steven I. Piker (Sociology and Anthropology)7
Larry E . Westphal (Economics)
lyrene White (Political Science)
Thomas Whitman (Music)
Sujane Wu (M odem Languages and Literatures, Chinese)7
1 Absent on leave, fall 2004.
2 Absent on leave, spring 2005.
7 Affiliated faculty (do not teach courses
on Asia but are available for independent
study projects).
Asian studies is an interdisciplinary program
that introduces students to the vast range of
historical and contemporary human experience
on the Asian continent. T h e Asian continent
consists of five diverse regions: from South Asia
(India, Pakistan, Bangladesh, Sri Lanka, and
the Himalayas), to peninsular and insular
Southeast Asia, to East Asia (China, Korea,
and Japan), as well as Southwest Asia (the
Arabian peninsula, Iranian highlands, and
Turkey), and Central Asia (Afghanistan, the
republics that gained independence from the
former Soviet Union, and Mongolia). Courses
on Asia are offered in the Departments of Art,
Econom ics, English Literature, History,
Modem Languages and Literatures (Chinese
and Japanese), Music and Dance, Political
Science, Religion, Sociology and Anthropol
ogy, and Theater. Asian studies offers majors
and minors in course and honors. Majors con
struct individualized programs of study, with a
focus on a comparative theme or on a particu
lar country or region. Some examples o f com
parative themes include classical traditions in
Asian literature and art, Buddhist studies,
Asian nationalisms and the emergence of na
tion-states, or the political economy of Asian
development. However, in all cases the cote of
the major lies in exposure to multiple regions,
for cross-cultural comparisons, and multiple
disciplines.
108
Students interested in Asian studies are urged
to consult our Web site at http://www.swarthmore.edu/Humanities/asian/ for up-to-date in
form ation on courses and campus events.
Students should also meet with the chair well
in advance o f preparing a sophomore paper to
discuss how to plan an individualized program
with intellectual coherence and rigor. Advance
planning is especially critical for students con
templating the Honors Program and those inte
grating study abroad in the major.
LANGUAGE STUDY AND STUDY ABROAD
Although not required, majors are strongly
encouraged to consider studying an Asian lan
guage and a period of study in Asia. Swarthmore currently offers Chinese and Japanese, but
many other Asian languages may be studied at
the University of Pennsylvania during the
regular academic year, in summer-language
programs, or abroad. Experience has shown that
off-campus language courses may create sched
uling difficulties. As a result, many students
elect the summer or study abroad option. For
languages offered at Swarthmore, courses above
the first-year level count toward the major. For
Asian languages not offered at Swarthmore,
courses at the entry level may be approved if at
least the equivalent of 1.5 credits are success
fully completed in a program approved by the
Asian studies faculty.
The Asian studies faculty can recommend aca
demically rigorous programs in several Asian
countries, often tailored to a student’s particular
interest. Study abroad is the ideal arena for in
tensive language study. Non-language courses
taken abroad may also be applied toward the
major, if credit has been granted by the College
and subject to the approval of the Asian Studies
Committee. However, normally at least 6 credits
toward a student's A sian studies m ajor and 3 cred
its for the m inor should be taken at Swarthm ore.
2. D isciplinary breadth. Classes must be taken in
at least three different departments.
3. Core courses in the cultural traditions o f A sia.
A t least 1 credit must be taken from the fol
lowing range o f courses:
CH IN 016/LITR 016C H . Substance,
Shadow, and Spirit in Chinese Literature
and Culture
CH IN 023/LITR 023CH . Modem Chinese
Literature: A Novelistic Discourse
H IST 009A . Chinese Civilization
JPN S 017. Introduction to Japanese
Culture: T h e Cosmology of Japanese Drama
M U SI 008. Music of Asia
RELG 008. Patterns of Asian Religions
RELG 009. T h e Buddhist Tradition
RELG 01 IB . Religious Symbols and Muslim
Experience
RELG 012 and 013. History, Religion, and
Culture o f India I and II
The Alice L. Crossley Prize in Asian Studies:
See p. 90.
4. Interm ediate and advanced w ork. A minimum
o f 5 credits must be completed at the inter
mediate or advanced level in at least two de
partments.
REQUIREMENTS AND RECOMMENDATIONS
An Asian studies major is more demanding
than a departmental major because it is each
student’s responsibility to make the connec
tions between courses that differ widely in con
tent and method. W hen considering applicants
to the major, the Asian Studies Committee
looks for evidence of intellectual flexibility and
independence. T he student should have taken
at least two Asia-related courses in different de
partments, and received grades of B- or better.
5. A sian language study. Asian-language study is
not required but is strongly recommended.
Up to 4 credits in language study may be ap
plied toward the major. For languages offered
at Swarthmore, courses above the first-year
level may count toward the major. Courses
above the second-year level will count as intermediate/advanced. 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 success
fully completed in an approved program.
Courses above the first-year level count as
intermediate/advanced.
The major in Asian studies consists of a mini
mum of 10 credits, with requirements and dis
tribution as follows:
6. Culminating exercise. Students in the Asian
studies course major have a choice of culmi
nating exercises.
Course Major
1. Geographic breadth. Course work must be
completed concerning more than one of the
regions of Asia (South, Southeast, South
west, Central, and East Asia). This require
ment can be accomplished by taking at least
two courses that are pan-Asian or compara
tive in scope or by taking at least one fall
course on a country other than that of the
principal focus in an individual student’s
program.
a. Thesis option. A 1- or 2-credit thesis, fol
lowed by an oral examination. T h e thesis
must be advanced and supervised by two
members of the Asian studies faculty who
participate in the direction of its research
and the examination of its results. Stu
dents must enroll for the thesis (A SIA
096) normally no later than fall semester
of the senior year. For more information
109
Asian Studies
about the thesis, see the department Web
site (http://www.swarthmore.edu/Humanities/asian/) or the sophomore paper
guidelines.
b. Q ualifying papers option. Students revise
and expand two existing Asia-related
course papers with the consultation of
Asian Studies faculty members. W ith the
approval of the Asian Studies Committee,
the qualifying papers will be orally examined.
c. H onors sem inar option. W ith the prior ap
proval of the Asian Studies Committee,
students may fulfill the requirement for a
culminating exercise by taking a 2-credit
honors seminar in an Asian studies topic
in either their junior or senior year. (Note:
A two-course combination for external
examination or a course-plus-directedreading-attachment will not satisfy this
requirement.)
7. G rade-point average requirem ent. A student
must have at least a C average across all
courses applied to the course major.
Course Minor
Students will be admitted to the minor after
having successfully completed at least two
Asia-related courses with grades o f B - or better
from different departments. Students may apply
for the minor as early as the sophomore paper
and as late as the first week of the senior year.
T h e Asian studies interdisciplinary minor in
course consists of five courses, distributed as
follows:
1. G eographic breadth. Course work must be
completed concerning more than one of the
regions of Asia (South, Southeast, South
west, Central and East Asia). This can be ac
complished by taking at least two courses
that are pan-Asian or comparative in scope
or by taking at least one full course on a
country other than that of the principal
focus in an individual student’s program.
2. D isciplinary breadth. Asia-related courses
must be taken in at least two departments
outside of the disciplinary major. Only one
course may overlap the Asian studies minor
and a disciplinary major.
3. Core courses in the cultural traditions o f A sia.
Students are encouraged, but not required,
to include at least one course from the list of
core courses (see earlier).
110
4. Interm ediate and advanced w ork. A t least 2
credits of work must be completed at the in
termediate or advanced level. Note that
there is no capstone seminar or thesis for the
interdisciplinary minor in course.
5. Asian language study. Asian language study is
not required, but courses in Asian languages
may count toward the course minor. For lan
guages offered at Swarthmore, courses above
the first-year level may count toward the
minor. Courses above the second-year level
count as intermediate/advanced. For Asian
languages not offered at Swarthmore, cours
es at the entry level may count toward the
minor if at least the equivalent of 1.5 credits
is successfully completed in an approved pro
gram. Courses above the first-year level
count as intermediate/advanced.
6. G rade-point average requirem ent. A student
must have at least a C average across the five
courses applied to the minor.
Honors Major
To be admitted to the honors major, students
should have completed at least two Asiarelated courses in different departments at the
B+ level or above.
T h e honors major in Asian studies consists of a
minimum of 10 credits (including four honors
preparations).
1. G eographic and disciplinary breadth require
m ents. These are the same as those for the
course major (see earlier).
2. C ore courses in the cultural traditions o f Asia.
Normally, at least one course should come
from the list of core courses (see earlier).
3. Asian studies as an interdisciplinary m ajor. All
four fields presented for external examina
tion must be Asian studies subjects. T h e stu
dent has the option of omitting a minor field
designation. Alternatively, one of the four
fields can be designated as a minor, in which
case the student must fulfill all the require
ments of that department or program for an
honors minor.
4. H onors preparations representing at least two
different disciplines. Careful advance planning
is essential to make certain that the prereq
uisites and requirements established by sepa
rate departments and programs have been
met. Honors preparations in Asian studies
may consist o f 2-credit seminars, designated
pairs of courses, 1-credit attachments to des
ignated 1-credit courses, a 1-credit thesis in
conjunction with a 1-credit course, or a 2credit thesis. W e especially encourage stu
dents to consider a course plus a 1-credit the
sis combination, when the combination
would allow for an interdisciplinary perspec
tive on a particular issue or theme. W ith the
advance approval o f the A sian Studies
Committee, course work or research done in
study abroad may be incorporated into the
preparation.
5. Senior honors study (SH S) fo r m ajors. SH S,
usually done in the spring semester of the se
nior year, will normally follow the criteria es
tablished for minors by the department in
which the honors preparation is done. SH S
for interdisciplinary preparations will be de
termined in consultation with the relevant
professors and the Asian Studies Program
chair. No course credit will be given for SH S
for majors. A student may choose to have
one of the four preparations serve as a minor
in a discipline. If so, the SH S for that prepa
ration will be governed by the host depart
ment’s practice. S H S materials may be exam
ined in regular written and some oral exams.
6. G rade-point average requirem ent. A student
must have at least a B+ in all courses applied
to the honors major.
Honois Minor
To be admitted to the honors minor, students
should have completed at least two Asia-related
courses in different departments at a level of B+
or above.
An honors minor in Asian studies consists of a
minimum o f 5 credits, distributed as follows:
|i Geographic breadth. There are two tracks
within the minor. Students should specify
which track they intend to pursue when
writing sophomore papers.
a. Com parative A sian cultures. T h e selection
of courses and honors preparation should
allow a comparative perspective on the
traditional or modem cultures o f Asia.
Individual programs should be worked out
in close consultation with the Asian stud
ies chair. (Language study does not count
toward this track.)
b. Focus on a single country or region. A ll
courses in the program should focus on
the same region or country. Up to 2 cred
its of language study may be counted.
2. D isciplinary breadth. Asia-related courses
must be taken in at least two departments
outside of the disciplinary honors major.
Only one course may overlap with the hon
ors minor and the honors major.
3. C ore courses in the cultural traditions o f A sia.
Normally at least one of the five courses
should come from the list of core courses (see
earlier).
4. A sian language study. Asian language study is
not required, but courses in Asian languages
may count toward the honors minor. For lan
guages offered at Swarthmore, courses above
the second-year level count toward the
minor. For Asian languages not offered at
Swarthmore, courses at the entry level may
be approved if at least the equivalent of 1.5
credits is successfully completed in a program
approved by the Asian studies faculty.
5. H onors preparation. A n honors minor in
Asian studies will submit one preparation,
normally a 2-credit seminar, for examina
tion. For alternative formats o f honors prepa
rations, see Section 4 o f the Asian studies
honors major (earlier).
6. SH S fo r m inors. SH S for minors, normally
done in the spring semester of the senior
year, will follow the norms established by the
department in which the honors preparation
is done. No course credit will be given for
SH S for minors. SH S materials may be
examined in regular written and some oral
examinations.
7. G rade-point average requirem ent. A student
must have at least a B+ in all courses applied
to the honors minor.
COURSES
(See descriptions under individual departments
to determine offerings for each semester.)
Art (Art History)
A RTH 003.
Asian Art
A RTH 031.
Traditional Japan
A RTH 033.
Special Topics in Asian Art
A R T H 038.
Ritual and Image in the
Buddhist Traditions
A RTH 132.
Arts of the Buddhist Temple
1 11
Asian Studies
Asian Studies
L IT R 0 7 1 J.
ASIA 093. Directed Reading
1 credit.
E ach sem ester. Staff.
ASIA 096. Thesis
1 credit.
F all 2004 and 2005. Staff.
ASIA 100. Thesis
2 credits.
Introduction to Japanese
Culture: T h e Cosmology of
Japanese Drama
L IT R 018CH . T h e Classical Tradition in
Chinese Literature
L IT R 023CH . Modem Chinese Literature
Japanese Film and Animation
L IT R 024].
L IT R 025CH . Contemporary Chinese
Fiction: Mirror of Social
Change
Fall 2004 and 2005. Staff.
L IT R 027CH . Women Writers in 20thCentury China
ASIA 199. Senior Honors Study
L IT R 041J.
0 .5 credit.
F all 2004 and 2005. Staff.
Economics
ECO N 081.
Economic Development*
ECON 083.
Asian Economies
ECO N 181.
Economic Development+
English Literature
ENGL 065.
Introduction to Asian
American Literature
EN G L 075.
South Asian Diasporas: Culture,
Politics, and Place
History
H IST 001G . Women, Family, and the State
in China
H IS T 009A . Chinese Civilization
Fantastic Spaces in Modem
Japanese Literature
L IT R 055CH . Contemporary Chinese
Cinema
L IT R 066CH . Chinese Poetry
L ITR 08 IC H . Transcending the Mundane:
Taoism in Chinese Literature
and Culture
Modern Languages and Literatures
(Chinese and Japanese)
CHIN 003B. Second-Year Mandarin Chinese
(fall 2004)
CH IN 004B . Second-Year Mandarin Chinese
(spring 2005)
CH IN O il.
Third-Year Chinese
CH IN 011 A . Third-Year Chinese
Conversation
H IST 009B.
M odem China
CH IN 012.
H IST 043.
Wars in the Pacific and Asian
American Culture
CH IN 012A . Advanced Chinese
Conversation
H IS T 075.
Modem Japan
CH IN 016.
H IST 077.
Orientalism East and West
H IS T 078.
Beijing and Shanghai: Tale of
Two Cities
Substance, Shadow, and Spirit
in Chinese Literature and
Culture
CHIN 017.
H IS T 144.
State and Society in China,
1750-2000
Legacy of Chinese Narrative
Literature: T h e Story in
Dynastic China
CHIN 018.
T h e Classical Tradition in
Chinese Literature
CH IN 020.
Readings in Modem Chinese
CH IN 021.
Topics in Modem Chinese
Linguistics
LING 033.
Introduction to Classical
Chinese
Advanced Chinese
Literature
CH IN 023.
Modem Chinese Literature
L IT R 016CH . Substance, Shadow, and Spirit
in Chinese Literature and
Culture
CH IN 025.
Contemporary Chinese Fiction:
Mirror of Social Change
CH IN 027.
Women Writers in 20thCentury China
L IT R 0 1 7 C H . Legacy of Chinese Narrative
Literature: T h e Story in
Dynastic China
112
CHIN 033.
Introduction to Classical
Chinese
POLS 064.
American-Tiast Asian
Relations*
CHIN 055.
Contemporary Chinese Cinema
POLS 108.
Comparative Politics: East Asia
CHIN 056.
History o f Chinese Cinema
(1905-1995)
Religion
CHIN 063.
Comparative Perspectives:
China in the A ncient World
CHIN 066.
Chinese Poetry
CHIN 071.
Invaded Ideology and
Translated Modernity
CHIN 081.
Transcending the Mundane:
Taoism in Chinese Literature
and Culture
RELG 008.
Patterns of Asian Religions
RELG 009.
T he Buddhist Traditions of Asia
RELG 01 IB . Introduction to Islam*
RELG 012.
History, Religion, and Culture
of India I
RELG 013.
History, Religion, and Culture
of India II
RELG 030B. T h e Power of Images: Icons and
Iconoclasts*
CHIN 091.
Special Topics in Chinese
Literature and Culture in
Translation
CHIN 093.
Directed Reading
CHIN 103.
Lu Xun and 20th Century
Chinese Literature
CHIN 105.
Topics in Traditional Chinese
Literature
JPNS 003B.
Second-Year Japanese
(fall 2004)
JPNS 004B.
Second-Year Japanese
(spring 2005)
JP N S005A .
Japanese Conversation
JPNS 017.
Introduction to Japanese
Culture: T h e Cosmology of
Japanese Drama
JPNS 018.
Topics in Japanese Literary and
Visual Culture
JPNS 024.
Japanese Film and Animation
SO A N 043B. Shamanism*
JPNS 0 4 1J.
Fantastic Spaces in Modem
Japanese Literature
SO A N 043C. Gender in Contemporary
East Asia
Music and Dance
RELG 03 IB . Religion and Literature: From
the Song of Songs to the Hindu
Saints*
RELG 046.
Justice and Conscience in
Islam*
RELG 053.
Gender and Sexuality in Islamic
Societies*
RELG 108.
Poets, Saints, and Storytellers:
Religious Literatures of India
RELG 119.
Sufism: Muslim Mystics, Saints,
and Poets
Sociology and Anthropology
SO A N 003C . First-Year Seminar: Japan and
Globalization
SO A N 033B. Colloquium: Japanese Society
and Culture
SO A N 033C. Global Asia
SO A N 093.
Southeast Asia: Culture and
History, Independent Study
DANC 005.
Patterns of Asian Dance
and Music
DANC 021.
History of Dance: Africa
and Asia
T H E A 015.
DANC 047.
Performance Dance: Kathak
MUSI 005.
Patterns of Asian Dance
and Music
MUSI 008.
T h e Music o f Asia
* C ognate 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.
MUSI 049.
Balinese Gamelan
Politicai Science
POLS 055.
China and the World
POLS 056.
Patterns of Asian Development
Theater
Directing I/Performance
Theory*
+ C ognate sem inar. No more than 1 credit may
be applied toward the honors major. It does
not count toward an honors minor.
113
Biology
SCOTT F. GILBERT, Professor1
JOHN B . JENKINS, Professor
RACHEL A . M ER Z, Professor
KATHLEEN K . SIWICKI, Professor1
AM Y CHENG VO LLM ER , Professor and Chair
SARA HIEBERT BURCH, Associate Professor
COLIN PURRINGTON, Associate Professor1
ELIZABETH A . V A LLEN , Associate Professor
JU LIE H A G EU N , Assistant Professor
JOSE-LUIS MACHADO, Assistant Professor1
JU D Y CEBRA-THOM AS, Visiting Assistant Professor
RACHEL COLLINS, Visiting Assistant Professor
FANG JU LIN , Visiting Assistant Professor
DARLENE 0 . BRAMUCCI, Laboratory Instructor/Academic Coordinator
WILLIAM GRESH J R ., Laboratory Instructor
BETSY HORNER, Laboratory Instructor (part time)
JOCELYNE M ATTEI-NOVERAL, Laboratory Instructor
THOMAS V ALEN TE, Laboratory Instructor
MARIA E . MUSIKA, Administrative Assistant
1 A bsent on leave, fall 2004.
3 Absent on leave, 2004—2005.
Students are introduced to biology by enrolling
in B IO L 001 and 002, which serve as prerequi
sites for all intermediate and advanced biology
courses. Intermediate courses are numbered
0 1 0 -0 5 0 . Courses numbered beyond 100 are
advanced and may be used to prepare for the
Honors Program. Advanced Placement 5 is ac
cepted for placement in some intermediate
courses. See individual instructors for permission.
Calculus II (M ATH 06A and 06B or 06C ). One
semester of statistics (ST A T 002 or 002C ) is
strongly recommended.
REQUIREMENTS AND RECOMMENDATIONS
Students electing to major in biology must have
a grade-point average of C in BIO L 001 and
002 (or in the first two Swarthmore biology
courses) and a C average in all Swarthmore
College courses in the natural sciences. T h e bi
ology major must include the following sup
porting subjects in addition to the minimum of
8 biology credits composing either the honors
or the course major: Introductory Chemistry, at
least one semester o f Organic Chemistry, and
two semesters o f college mathematics (not
STA T 001 or MATH 003) or the completion of
114
Students majoring in biology must take at least
one course or seminar in each of the following
three groups: Group I: Cellular arid Molecular
Biology, Group II: Organismal Biology, and
Group III: Population Biology. Course majors
must take at least one advanced course or sem
inar in biology and satisfy the general college
requirement o f a comprehensive experience
and examination in biology by participation in
BIO L 097: Themes in Biology.
Students who wish to minor in biology must
take 6 credits, at least 4 o f which are to be taken
at Swarthmore. T h e grade requirement to enter
the minor is the same as for the biology course
major. BIO L 001 and 002 are required. There
are no requirements for chemistry, math, or
physics and no distribution requirement within
the department. Only one course numbered
BIO L 0 0 3 -0 0 9 is allowed and only one course
in either B IO L 093 or 094. CH EM 038
(Biochemistry) may be counted as one of the 6
biology credits.
Special majors in biochemistry, psychobiology,
biostatistics, and environmental science are
also offered. Additional information about
these special majors can be found on the Biol
ogy Department W eb site: http://biology.swarthmore.edu. W e offer teacher certification
in biology through a program approved by the
state of Pennsylvania. For further information
about the relevant set of requirements, please
contact the Educational Studies chair, the
Biology Department chair, or the Educational
Studies Department W eb site: www.swarthmore.edu/SocSci/Education/.
Honors Program
Admission to the Honors Program either as a
major or a minor is based on academic record
(average of B or better in Swarthmore College
courses in the natural sciences) and completion
of prerequisites for the courses or seminars used
in preparation for honors exam inations.
Qualified students will prepare for two external
examinations from the following areas: animal
physiology, behavioral ecology, biomechanics,
cell biology, developmental genetics, human
genetics, microbiology, neurobiology, plant
physiology, plant defense, and plant ecology.
Students in honors also will undertake a sub
stantial research project (BIO L 180) and par
ticipate in senior honors study (BIO L 199).
These efforts will be evaluated by external ex
aminers, who will determine the level of hon
orific and grades for BIO L 180 and 199.
Biology course numbers reflect study at differ
ent levels of organization— General Studies
(001-009), intermediate courses in Cellular
and Molecular Biology (0 1 0 -0 1 9 ), Organismal
Biology (0 2 0 -0 2 9 ), Population Biology (0 3 0 039), Seminars in Cellular and Molecular
Biology (1 1 0 -1 1 9 ), Seminars in Organismal
Biology (1 2 0 -1 2 9 ), and Seminars in Popu
lation Biology (1 3 0 -1 3 9 ).
One laboratory period per week.
N atural Sciences and Engineering practicum .
f-
W riting course. 1 credit.
F all 2004. Staff.
BIOL 002. Organismal and Population
Biology
Introduction to the study of organisms empha
sizing morphology, physiology, behavior, ecol
ogy, and evolution of whole organisms and
populations.
One laboratory per week.
N atural Sciences and Engineering practicum .
W riting course. 1 credit.
Spring 2005. Staff.
BIOL 006. History and Critique of Biology
T h e topics of this course focus on the history
and sociology of genetics, development, and
evolution, science and theology, and feminist
critiques of biological sciences.
Prerequisites: BIO L 001 and 002.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Group I: Cellular and Molecular Biology
(010-019)
BIOL 010. Genetics
This introduction to genetic analysis and mole
cular genetics explores basic principles of ge
netics, the chromosome theory of inheritance,
classical and molecular strategies for gene map
ping, strategies for identifying and isolating
genes, the genetics o f bacteria and viruses,
replication, gene expression, and the regulation
of gene activity. Major concepts will be illus
trated using human and nonhuman examples.
One laboratory period per week.
Prerequisite: BIO L 001 or the permission of the
instructor.
N atural Sciences and Engineering practicum .
COURSES
1 credit.
F all 2004. Jenkins.
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, neuro
biology, and developmental biology.
BIOL 014. Cell Binlogy
A study of the ultrastructure, molecular inter
actions, and function of cell components, fo
cusing primarily on eukaryotic cells. Topics in
clude protein and membrane structure, or
ganelle function and maintenance, and the role
o f the cytoskeleton.
115
Biology
O ne laboratory period per week.
BIOL 022. Neurobiology
Prerequisites: BIO L 001 and CH EM 022.
A study o f the basic principles o f neuroscience,
with emphasis on the electrical and chemical
signaling properties of neurons and their under
lying cellular and molecular mechanisms as
well as the functional organization o f selected
neural systems.
N atural Sciences and. Engineering practician.
I credit.
Spring 2005. 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, iso
lating, cultivating, quantifying, and identifying
bacteria. Students may not take both B IO L 016
and 017 for credit.
O ne laboratory period per week.
Prerequisites: BIO L 001 and CH EM 022.
N atural Sciences and Engineering practicum .
1 credit.
Spring 2 0 0 5 .Vollmer.
BIOL 0 1 7 . Microbial Pathogenesis and
the Immune Response
A study o f bacterial and viral infectious agents
and of the humoral and cellular mechanisms by
which vertebrates respond to them. Laboratory
exercises include techniques for detecting, iso
lating, cultivating, quantifying, and identifying
bacteria. Students may not take both BIO L 016
and 017 for credit.
One laboratory period per week.
Prerequisites: BIO L 001 and CH EM 010.
N atural Sciences and Engineering practicum .
I credit.
Spring 2005. Lin.
BIOL 024. Oevelopmental Biology
This analysis of animal development will com
bine descriptive, experimental, and evolution
ary approaches. Laboratories will involve dis
section and manipulation of invertebrate and
vertebrate embryos.
One laboratory period per week.
Prerequisites: BIO L 001 and 002.
N atural Sciences and Engineering practicum .
1 credit.
Sprin g2005. Gilbert.
BIOL 026. Invertebrate Biology
T he evolution, morphology, ecology, and phys
iology o f invertebrate animals.
O ne laboratory period per week; some all-day
field trips.
O ne laboratory period per week.
Prerequisites: BIO L 001 and 002.
Prerequisites: BIO L 001 and CH EM 022. BIOL
002 is recommended.
N atural Sciences and Engineering practicum .
N atural Sciences and Engineering practicum .
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Group II: Organismal Biology (020-029)
BIOL 020. Animal Physiology
A n examination o f the principles and mecha
nisms o f animal physiology, ranging from the
subcellular to the integrated whole animal.
Possible topics include metabolism, thermoreg
ulation, endocrine regulation, digestion, cardio
vascular physiology, and muscle physiology.
Prerequisites: BIO L 001 and 002. CH EM 010 is
recommended.
N atural Sciences and Engineering practicum .
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Group III: Population Biology (030-039)
BIOL 030. Animal Behavior
This course is an introduction to the biological
study o f animal behavior under natural condi
tions. Observation of the behavior and natural
history o f animals, including insects, birds, and
primates, leads to an understanding o f ethology,
behavioral ecology, sexual selection, and
migration.
Three to six hours of fieldwork per week.
Prerequisite: BIO L 002.
N atural Sciences and Engineering practicum .
W riting course.
W riting course. 1 credit.
1 credit.
F all 2004- Hiebert Burch.
F all 2004. Hagelin.
116
BIOL 034. Evolution
This course focuses on how the genetic struc
ture of a population changes in response to mu
tation, natural selection, and genetic drift.
Other topics, such as evolutionary rates, speciation, and extinction, provide a broader view of
evolutionary processes.
One laboratory period or field trip per week.
Prerequisites: BIO L 001 and 002.
Natural Sciences and Engineering practicum .
N ot offered 2 0 0 4 -2 0 0 5 .
BIOL 036. Ecology
The scientific study of the relationships that de
termine the distribution and abundance of or
ganisms, with a focus on plants. Topics include
population dynamics, species interactions,
community ecology, and nutrient cycles.
One laboratory period or field trip per week.
Prerequisites: BIO L 001 and 002 or the permis
sion of the instructor.
INDEPENDENT STUDIES
BIOL 093. Directed Reading
A program o f literature study in a designated
area of biology not usually covered by regular
courses or seminars and overseen by a biology
faculty member.
0 .5 or 1 credit.
F all or spring sem ester. Staff.
BIOL 094. Research Project
Qualified students may pursue a research pro
gram for course credit with the permission of
the department. T he student will present a
written report to the biology faculty member su
pervising the work.
1 credit.
F all or spring sem ester. Staff.
BIOL 094A. Research Project:
Departmental Evaluation
I credit.
Students carrying out a BIO L 094 research
project will present a written and oral report on
the project to the Biology Department.
Fall 2004. Collins.
0 .5 credit.
N atural Sciences and Engineering practicum .
BIOL 038. Paleobiology
F all or spring sem ester. Staff.
Introduction to the fossil record and the tech
niques and theories used by paleontologists.
Current issues in paleontology will also be
examined.
BIOL 180. Honors Research
One laboratory period or field trip per week.
Independent research in preparation for an
honors research thesis.
F all or spring sem ester. Staff.
Prerequisites: BIO L 001 and 002.
Natural Sciences and Engineering practicum .
I credit.
Not offered 2 0 0 4 -2 0 0 5 .
BIOL 039. Marine Biology
Ecology of oceans and estuaries, including dis
cussions of physiological, structural, and behav
ioral adaptations of marine organisms.
SENIOR COMPREHENSIVE EXAMINATION
BIO L 095, 097, and 199 are not part of the 8credit minimum in biology.
BIOL 095. Senior Project
One laboratory per week; several all-day field
trips.
W ith the permission o f the department, a
student may write a senior paper in biology to
satisfy the requirement of a comprehensive ex
amination for graduation.
Prerequisites: B IO L 001 and 002.
BIOL 097. Themes in Biology
Natural Sciences and Engineering practicum .
Invited scientists present lectures and lead dis
cussions on a selected topic that can be engaged
from different subdisciplines within biology.
Serves as the senior comprehensive and examinaton; it is required o f all biology majors in
course.
1 credit.
Fall 2004. M en.
Fa« 2004. Staff.
117
Biology
HOMORS STUDY
BIOL 199. Senior Honors Study
A n interactive, integrative program that allows
honors students to finalize their research thesis
spring semester.
Spring 2005. Staff.
SEMINARS
BIOL 110 . Human Genetics
In this exploration o f the human genome, the
topics to be discussed will include patterns of
human inheritance; classical and molecular
strategies for mapping and isolating genes; the
metabolic basis of inherited disease; the genetic
basis o f cancer; developmental genetics; com
plex-trait analysis; the genetic basis o f human
behavior; and ethical, legal, and social issues in
human genetics.
Attendance at medical genetics rounds and
seminars at Philadelphia-area medical schools
is required.
BIOL 1 1 4 . Regulation of Cell Division
A study of events of the cell cycle necessary for
cell division and the mechanisms of regulation
that function to control these processes. The
critical evaluation o f original research literature
and the examination of current issues in the
field will be emphasized.
One laboratory per week.
Prerequisites: BIO L 014, 015, or the permission
o f instructor.
N atural Sciences and Engineering practicum .
2
credits.
F all 2004. Vallen.
BIOL 1 16 . Microbial Processes and
Biotechnology
A study of microbial mechanisms regulating
metabolism and gene expression in response to
natural and experimental stressors; technical
and ethical applications of these concepts in
biotechnology.
Independent laboratory projects.
Prerequisite: BIO L 016 or 017.
N atural Sciences and Engineering practicum .
Prerequisite: BIO L 010 or the permission of the
instructor.
W riting course.
N atural Sciences and Engineering practicum .
F all 2004.Vollmer.
2
BIOL 1 2 1 . Physiological Ecology
credits.
Spring 2005. Jenkins.
BIOL 1 1 1 . Developmental Genetics
Human development: cloning, stem cells, and
tissue engineering. T he seminar will focus on
the therapeutic applications o f developmental
biology. W e will examine the early develop
ment and cloning of mammals, tissue engineer
ing, and the isolation, differentiation, and po
tential uses of adult and embryonic stem cells.
T h e laboratory will consist of an introduction
to techniques used to study and manipulate
gene expression in chicks and mammals, and
independent projects involving some aspect of
cell differentiation or organogenesis.
O ne laboratory per week.
Prerequisites: BIO L 0 24 or the permission of
the instructor.
2
credits.
Physiological basis for interactions between an
imals and the environment, including thermo
regulation, seasonality, foraging, reproduction,
and energetics. Laboratory exercises and inde
pendent projects are required.
Prerequisites: BIO L 001, 002, and 020 or the
permission of the instructor.
N atural Sciences and Engineering practicum .
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
BIOL 12 2 . Developmental Neurobiology
Cellular and molecular mechanisms of nervous
system development and plasticity are studied
through extensive reading and discussion of
research literature.
Independent laboratory projects.
N atural Sciences and Engineering practicum .
Prerequisite: BIO L 022 or 111.
2 credits.
N atural Sciences and Engineering practicum .
F all 2004. Cebra-Thomas.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
118
BIOL 123. Learning and Memory
BIOL 132. Evolutionary Genetics
Neural systems and cellular processes involved
in different types o f learning and memory are
studied through reading and discussion of research literature.
T h e genetic basis o f evolutionary change.
Among the topics to be discussed will be the
history and development o f modem evolution
ary theory; the development o f population ge
netics; the forces that disrupt genetic equilib
rium, including selection and drift; the process
o f speciation; evolution above the species level;
and molecular evolution.
Independent laboratory projects.
Prerequisite: BIO L 0 22 or the permission o f the
instructor.
N atural Sciences and Engineering practicum .
2 credits.
One laboratory per week.
Fall 2004.
Prerequisite: BIO L 010 or 034 or the permission
o f the instructor.
BIOL 124. Hormones and Behavior
N atural Sciences and Engineering practicum .
This course will focus on endocrine regulation
of animal behaviors related to reproduction, ag
gression, stress, sickness, learning, and seasonal
ity, with an emphasis on critical reading of pri
mary literature.
Independent laboratory projects.
Prerequisites: BIOL 001 and 002 or the equiva
lent and one of the following: BIO L 020, 022,
or the permission o f the instructor.
Natural Sciences and Engineering practicum .
2 credits.
N ot offered 2004—2005.
BIOL 134. Plant Defense
This seminar focuses on ecological and evolu
tionary issues relating to defensive characteris
tics o f plants.
One laboratory each week with continuing, in
dependent laboratory projects involving insects
and parasitic plants.
Spring 2005. Hiebert Burch.
Prerequisites: BIO L 001, 002, and one of the
following courses: BIO L 034, 036, 136, or the
equivalent.
BIOL 126. Biomechanics
N atural Sciences and Engineering practicum .
Basic principles of solid and fluid mechanics
will be explored as they apply to the morphol
ogy, ecology, and evolution of plants and
animals.
N ot offered 2004—2005.
2 credits.
Prerequisites: BIO L 001, 002, and one other
Group II or Group III biology course.
Natural Sciences and Engineering practicum .
2 credits.
Spring 2005. Merz.
BIOL 130. Behavioral Ecology
The study of the evolution of behavior as an
adaption to an environment. Topics include
bioeconomics, parental care, mating systems,
cooperation, and communication.
Prerequisite: BIO L 030, 0 3 2 ,0 3 4 , or 036.
2 credits.
BIOL 1 3 7 . Bindiversity and Ecosystem
Functioning
Can the current decline in global biodiversity
alter the functioning and stability of ecosys
tems? T he answer to this question can be
reached by evaluating the ecological conse
quences o f changing patterns in biodiversity,
through either extinction or addition o f species.
W e will review the relative or specific role of
extrinsic factors (climate, disturbance, soils,
etc.), genetic, taxonomic, or functional diversi
ty in ecosystem processes using both experi
mental and natural evidence.
Natural Sciences and Engineering practicum .
Prerequisite: Any biology course numbered
BIO L 026 or higher. Students with preparation
outside biology should seek permission from the
instructor.
2 credits.
N atural Sciences and Engineering practicum .
Students with preparation outside biology
should seek permission from the instructor.
Spring 2005. Hagelin.
2 credits.
Spring 2005. Collins.
119
Black Studies
Coordinator:
CHARLES JA M ES (English Literature)
Jenny Gifford (Administrative Assistant)
Committee:
Timothy Burke (History)1
Syd Carpenter (A rt)3
Maurice Eldridge (President’s O ffice)8
Stephen O’ Conneil (Economics)3
Micheline Rice-Maximin (M odem Languages, French)2
Timothy Sams (Dean’s O ffice)8
Peter Schmidt (English Literature)
Sarah Willie (Sociology/Anthropology)'
1 Absent on leave, fall 2004.
2 Absent on leave, spring 2005.
3 A bsent on leave, 20 0 4 -2 0 0 5 .
8 Ex-officio.
T he purpose o f the Black Studies Program is (1)
to introduce students to the history, culture, so
ciety, and political and economic conditions of
black people in Africa, the Americas, and else
where in the world; and (2) to explore new ap
proaches— in perspectives, analyses, and inter
disciplinary techniques— appropriate to the
study of the black experience.
REQUIREMENTS AND RECOMMENDATIONS
Black studies has often stood in critical relation
to the traditional disciplines. Its scholars have
used traditional and nontraditional method
ological tools to pursue knowledge that assumes
the peoples and cultures o f Africa and the
African diaspora are central to understanding
the world accurately. T he courses in the Black
Studies Program at Swarthmore enhance thè
liberal arts tradition o f the College, acknowl
edging positivist, comparative, progressive,
modernist and postmodernist, postcolonial, and
Afrocentric approaches.
Students in any department may add an inter
disciplinary minor in black studies to their de
partmental major by fulfilling the requirements
stated subsequently. Applications for admission
to the interdisciplinary minor should be made
in the spring semester o f the sophomore year to
the coordinator o f the program. A ll programs
must be approved by the Committee on Black
Studies.
120
A ll interdisciplinary minors in black studies are
required to take B L S T 015: Introduction to
Black Studies, ordinarily in their first two years;
B L ST 091: Special Topics in Black Studies, or
dinarily in the last semester o f the senior year;
and three additional courses listed in the cata
log that gain black studies credit. O f these three
additional courses, at least one of them must be
outside o f the departmental major, and at least
one of them must be taken at Swarthmore. We
strongly advise students to take a course in
African or African diasporic history.
B L S T 091: Special Topics in Black Studies is a
community-based learning seminar that allows
students to participate in volunteer and/or
research activities that focus on the black
community and to combine them with their
academic knowledge.
Honors Minor
A ll students participating in the Honors
Program are invited to define a minor in the
Black Studies Program. Honors minors in black
studies do a single, 2-credit preparation. This
preparation may be based on two units o f acad
emic credit selected from the course offerings
within the Black Studies Program, or it may be
a 2-credit thesis written under program super
vision. Honors minors must meet all other
requirements of the interdisciplinary minor in
course.
For an honors minor in black studies, the 2
credits that the student uses for the minor must
come from outside o f the student’s major de
partment. O ne of these credits may be BLST
091. The student may also pair black studies
courses together. Such course combinations
could include H IST 008B and RELG 010 or
FREN 077 and ENGL 078 or ECON 082 and
POLS 058. W ith respect to course combina
tions, it should be noted that all honors work is
normally done during the junior or senior years.
The 2-credit honors thesis option must include
work done for the interdisciplinary minor and
should entail some unifying or integrative prin
ciple of coherence. In addition, an honors the
sis must also include substantial work (normal
ly 50 percent or more), drawing on a discipline
that is outside o f the student’s major. One unit
of the 2-credit preparation by minors will satis
fy the B L S T 091 requirement. T h e Black
Studies Committee must approve proposals for
either the 2-credit honors thesis or the honors
courses that will be examined. T hat is usually
done in the fall of the student’s senior year. In
the case of the thesis, a Black Studies Commit
tee faculty adviser will be appointed to work
with the student. In the spring of the senior
year, the student’s honors work will be exam
ined with a written and/or oral exam by an out
side examiner. (A n honors thesis may include a
videotape or audiotape of a creative perfor
mance activity in dance or music or other
approved creative work.)
Art
A R T H 025. Arts of Africa
A RTH 027. African American Art
Black Studies
BLST 015. Introduction to Black Studies
This course introduces students to the breadth
and depth of the discipline of black studies,
using primary sources. It begins with an exami
nation of current debates that define theory,
method, and goals in black studies. It also ex
amines the movement from the more objectcentered A fricana studies to subject- and
agentic-oriented black studies that occurred as
a result o f the U .S. civil rights and anticolo
nialist movements in Africa, the Caribbean,
and Europe. T he course examines the chal
lenges that were levied against traditional aca
demic disciplines with the rise of antiracist
scholarship. It briefly examines the conversa
tion between American, Caribbean, and Afri
can postcolonialists, and it allows students to
delve into some of black studies’ most current
and exciting scholarship with a focus on the
United States.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 . Willie.
BLST 091. Special Topics in Black
Studies
I credit.
Spring 2005. Willie.
BLST 093. Directed Reading
I credit.
COURSES
Courses in the Black Studies Program are listed
later. Courses of independent study, special at
tachments on subjects relevant to black studies,
and courses offered by visiting faculty (those
courses not regularly listed in the catalog) may,
at the discretion o f the Black Studies
Committee, be included in the program.
Students who wish to pursue these possibilities
should consult with the coordinator of the
Black Studies Committee.
The following courses may be counted toward a
minor in black studies. Descriptions of the
courses can be found in each department’s
course listings in this catalog.
E ach sem ester. Staff
Dance
D A N C 009. Music and Dance of Africa
D A N C 021. History o f Dance: Africa and
Asia
D A N C 043. African Dance I
D A N C 049. Performance Dance: Repertory
Section 2 : African.
D A N C 053. African Dance II
D A N C 078. Dance/Drum Ensemble
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 082. T he Political Economy of Africa
ECON 171. Labor and Social Economics
121
Black Studies
ECON 181. Economic Development
Education
ED U C 066. Race, Ethnicity, and Inequality
in Education
ED U C 068. Urban Education
H IST 053. Topics in African American
Women’s History
H IST 087. Development and Modem Africa:
Historical Perspectives
H IS T 137. Slavery: 1550-1865
English Literature
H IS T 138. Black Urban Communities:
1800-2000
ENGL 057. T h e African American Writer
H IS T 140. T h e Colonial Encounter in Africa
ENGL 059. T h e Harlem Renaissance
ENGL 060. Sites of Memory: Contemporary
African American Writing
ENGL 078. T he Black African Writer
ENGL 121. T h e Harlem Renaissance and
the Jazz Age
Linguistics
LING 052. Historical and Comparative
Linguistics
Literature
French
L ITR 028F. Francophone Cinema:
Configurations o f Space in Postcolonial
Cinema
FREN 025. Introduction au monde
francophone
L IT R 070F. Caribbean, Guyanese, and French
Civilization and Cultures
FREN 028. Francophone Cinema:
Configurations o f Space in Postcolonial
Cinema
L IT R 075F. Haiti, the French Antilles, and
Guyane in Translation
FREN 033. Fictions d’enfance
FREN 036. Poésies d’écritures françaises
FREN 039. Société, culture et économie
politique dans la littérature de l’Afrique
de l’Ouest
Music
M U SI 003. Jazz History
M U SI 061. Jazz Improvisation
Political Science
POLS 033. Race, Ethnicity, and Public Policy
FREN 070F. Caribbean, Guyanese and French
Civilization and Cultures
POLS 034. Race, Ethnicity, Representation,
and Redistricting in America
FREN 075F. Haïti, the French Antilles and
Guyane in Translation
PO LS 110. Comparative Politics: Africa
FREN 076. Ecritures au féminin
FREN 077. Prose Francophone: littérature
et société
FREN 078. Théâtre, conscience et société
FREN 110. Histoires d’îles
FREN 112. Ecritures francophones: fiction et
histoire dans le monde francophone
FREN 114. Théâtre d’écritures françaises
FREN 115. Paroles de femmes
History
H IST 007A . History o f the A frican American
People, 1619-1865
H IST 007B. History o f the African American
People, 1865-Present
H IST 008A . West Africa in the Era o f the
Slave Trade, 1500 -1 8 5 0
H IS T 008B . Mfecane, Mines, and Mandela:
South Africa From 1650 to the Present
122
Religion
RELG 010. African American Religions
RELG 024B . From Vodun to Voodoo: African
Religions in the Old and New World
RELG 025B . Black Women and Religion
RELG 109. Afro-Atlantic Religions
Sociology and Anthropology
SO A N 007B . Introduction to Race and
Ethnicity in the United States
SO A N 007C . Sociology Through African
American Women’s Writing
SO A N 020B. Urban Education
Chemistry and Biochemistry
ROBERT F. PASTERNACK, Professor
THOMAS A . STEPHENSON, Professor9
KATHLEEN P. HOWARD, Associate Professor1
ROBERT S. PALEY, Associate Professor
PAUL R . RABLEN, Associate Professor and Chair
STEPHEN T. M ILLER , Assistant Professor
EDWARD A . GOODING, Visiting Assistant Professor
ROBIN R. KUCHARCZYK, Visiting Assistant Professor
VIRGINIA M . INDIVERO, Lecturer
MARY E . ROTH, Lecturer and Director of Introductory Laboratories
CAROLINE A . BURKHARD, Laboratory Instructor
DONNA T. H ALLEY, Laboratory Instructor
LORI SONNTAG, Laboratory Instructor
J . MATTHEW HUTCHISON, Camille and Henry Dreyfus Fellow
DAVID TRIM BLE, Instrument Coordinator
KATHRYN R . McGINTY, Administrative Assistant
1 Absent on leave, fall 2004.
3
The objective of the Chemistry and Biochem
istry Department is to offer effective training in
the fundamental principles and basic techniques
of science and to provide interested students
with the opportunity for advanced work in the
main subdisciplines of modem chemistry.
and PHYS 0 03, 004 (or 0 07, 008) by the end o f
the sophom ore year. In addition, all students must
complete CHEM 010/010H, 022, and 034 be
fore enrolling in a Chemistry and Biochemistry
Department advanced seminar. Students are
urged to complete these requirements by the fall
semester of the junior year.
REQUIREMENTS AND RECOMMENDATIONS
The normal route for entrance to the advancedlevel program is to take CHEM 010 followed by
022, 032, and 038. Students with an especially
strong precollege background in chemistry are
advised to begin with CHEM 010H.
Students not otherwise invited to enroll in
CHEM 010H but seeking credit and/or ad
vanced placement will be required to take a
placement examination. Consult with the de
partment chair.
The minimum requirement for a major in chem
istry is 9 credits in the department. These must
include CHEM 010/010H, 022, 032, 034, 038,
045A/B, 046, 050, and one single-credit semi
nar. Students should note the mathematics and
physics prerequisites for Physical Chemistry.
Those considering a m ajor in chemistry are strongly
urged to com plete MATH 005, 006A , 006B , 018
Absent on leave, 2004—2005.
Those students planning professional work in
chemistry or biochemistry should include a
fourth semester of mathematics and at least
2 additional credits in chemistry in their
programs. A ccreditation by the Am erican
Chemical Society (A C S) is useful for those who
intend to pursue a career in academics or the
chemical industry and requires a year of inde
pendent research through CHEM 094, 096, or
180. In addition, proficiency in reading scientif
ic German, Russian, or French is an asset to the
practicing chemist.
T h e College offers teacher certification in
chemistry through a program approved by the
state of Pennsylvania. For further information
about the requirements, please contact the
Educational Studies Department chair, or visit
the Educational Studies Department Web site
www.swarthmore.edu/SocSci/Education/.
Research opportunities with individual staff
members are available through CHEM 094,
123
Chemistry and Biochemistry
096, and 180. Majors are encouraged to consult
tfee staff about research programs under way.
Mathematics courses in linear algebra and mul
tivariable calculus are prerequisites to this work.
Biochemistry Special Major
In preparation for a major in chemical physics,
students must complete: (1) CHEM 010/010H
and 022; (2) PHYS 006, 007, 008 (PH YS 003,
004 can substitute, but the 006, 007, 008 se
quence is strongly recommended); (3) further
work appropriate to the major in either chem
istry (CHEM 034, 045 and/or 046) or physics
(PHYS 014 and 050); and (4) MATH 016 and
018 by the end of their sophomore year. A n ex
ample of a major in chemical physics is CHEM
022, 034, 045A/B, 046, 050, and 105; and
PHYS 0 0 7 ,0 0 8 ,0 1 4 ,0 5 0 ,1 1 1 , and 113. CHEM
096 can be used for laboratory work at the ad
vanced level, but if a student should choose to
opt out of the thesis requirement associated with
CH EM 096, this credit must be replaced by ei
ther CHEM 046, CH EM 050, or PHYS 082.
T h e Department of Chemistry and Biochem
istry and the Department of Biology collaborate
to offer a special major in biochemistry (see dis
cussion o f special major, p. 74), which allows the
student to gain a strong background in chem
istry with special emphasis on the application of
chemistry to biochemical and molecular biolog
ical problems. T h e requirements include CHEM
0 2 2 ,0 3 2 ,0 3 4 , 038, 045A/C, 046, 050, and 108
or 110. Biochemistry majors must also complete
either (1) a biochemically related, sophomorelevel biology course with a lab and a biochemi
cally related, advanced biology seminar with a
lab; or (2 ) two biochemically related, sopho
more-level biology courses (with labs). The
term biochem ically related includes all Biology
Group I courses and other courses that are
deemed appropriate by consultation among
members of the Chemistry and Biochemistry
and Biology departments. Students should note
the mathematics, physics, chemistry, and biolo
gy prerequisites for these courses. Those consid
ering a major in biochemistry are strongly urged
to complete the following courses (or their
equivalent) by the end of the sophomore yean
MATH 005, 006A , 006B , 018 and PHYS 003,
004 (or 0 0 7 ,0 0 8 ). In addition, all students must
complete CH EM 010/010H, 022, and 034 be
fore enrolling in a Chemistry and Biochemistry
Department seminar. Students should complete
these requirements by the fall semester of the ju
nior year. Research opportunities are available
in both the Biology and Chemistry and Bio
chemistry departments. Interested students
should consult the chairs of the two departments.
Chemical Physics Special Major
T h e Chemistry and Biochemistry Department
collaborates with the Physics and Astronomy
Department to offer a special major in chemical
physics (see discussion of special major, p. 74),
which allows the student to gain a strong back
ground in the study of chemical processes from a
microscopic and molecular viewpoint. T h e spe
cial major combines course work in chemistry
and physics at the introductory and intermedi
ate levels, along with advanced work in physical
chemistry and physics, for a total of 10 to 12
credits. Laboratory work at the advanced level
in either chemistry or physics is required.
124
Chemistry Minor in Course
A chemistry minor in the course program is also
available. It is a 5-credit minor plus any prereq
uisites. T h e chemistry credits must include
010/010H, 022, and 034 plus 2 other credits,
one of which must be numbered 040 or higher.
CH EM 001, CH EM 050, and research credits
(CHEM 0 9 4 ,0 9 6 , and 180) may not be used to
frilfrll this requirement. A t least four of the 5
credits must be obtained at Swarthmore.
HONORS PROGRAM
Fields Available for Examination
T h e fields offered by the Chemistry and
Biochemistry Department for examination as
part of the Honors Program are Topics in
Modem Organic Chemistry, Topics in Physical
and Biological Inorganic Chemistry, Quantum
Chemistry and Spectroscopy, Topics in Bio
chemistry, and Topics in Modem Biophysical
Chemistry. T he department will offer a mini
mum of three of these preparations during each
academic year. In addition, a 2-credit research
thesis will be offered during each academic year.
A ll honors majors will be required to include a re
search thesis as one of their three fields of study.
Preparation for a research thesis within an
Honors Program consists of enrollment in 2
credits of CHEM 180 during the senior year.
Preparations for each of the other five fields
consist of completion of the relevant single
credit seminar and associated prerequisites. For
each o f the preparations, these prerequisites in
clude CHEM 010/010H, 022, and 034; MATH
005, 006A , and 006B; and PHYS 003 and 004
(or their equivalent). Individual preparations
carry additional requirements and prerequisites,
as noted below:
Topics in Modem Organic Chemistry: CHEM
032, 102 (seminar); Quantum Chemistry and
Spectroscopy: MATH 0 18 (M ATH 016 , linear
algebra recommended), CH EM 105 (seminar);
Topics in Physical and Biological Inorganic
Chemistry: CHEM 046, 106 (seminar); Topics
in Biochemistry: BIOL 001, CHEM 038, (045
A/B or A/C recommended), 108 (seminar);
Topics in M odem Biophysical Chemistry:
CHEM 038, (045A/B or A/C recommended),
110 (seminar).
Chemistry Majors
Honors majors in chemistry will be required to
complete three preparations in chemistry, one of
which must be the research thesis. Regardless of
the fields selected for external examination, all
chemistry honors majors are required to com
plete CHEM 010/010H, 022, 032, 034, 038,
045A/B, 046, and 050.
Biochemistry Majors
The Honors Program in biochemistry will con
sist of four preparations in at least two depart
ments as follows: (1) Topics in Biochemistry
(CHEM 108) or Topics in Modem Biophysical
Chemistry (CHEM 110); (2) one biochem
ically-oriented preparation from the Biology
Department; (3) a 2-credit biochemically ori
ented research thesis carried out under the su
pervision of faculty from the Chemistry and
Biochemistry and/or Biology departments; and
(4) one additional preparation chosen from the
Chemistry and Biochemistry Department or the
biochemically related preparations offered by
Biology and Psychology departments. In addi
tion to the academic credits that the Honors
Program comprises, biochemistry majors are re
quired to complete CHEM 010/010H, 0 2 2 ,0 3 2 ,
034, 038, 045A/C, 046, and 050. Students
should note the chemistry, biology, physics, and
mathematics prerequisites to these courses and
the seminars that are included in the Honors
Program.
Chemistry Minors
AH of the fields available to chemistry and bio
chemistry majors are available for students who
wish to minor in the Chemistry Honors Program,
with the exception o f the research thesis. All
honors minors must meet the same prerequisite
requirements for seminars established by the de
partment for chemistry and biochemistry majors.
COURSES
CHEM 001. Chemistry in the Human
Environment
This course includes the study of the central
concepts o f chemistry in the context of current
problems that have an impact on the human en
vironment. Class discussion about the philo
sophical and public policy aspects of these prob
lems as well as the chemistry involved is en
couraged. Assigned reading material will be
nonmathematical and emphasize organic and
biochemistry as well as general chemical princi
ples. Students may not receive credit for CHEM
001 if they have received credit for CHEM 010
or CHEM 010H.
One laboratory period every second week.
N atural S cien ces and Engineering practicum .
1 credit.
Spring 2005. Kucharczyk.
CHEM 010. General Chemistry
A study of the general concepts and basic prin
ciples of chemistry, including atomic and mole
cular structure, bonding theory, molecular inter
actions and the role of energy in chemical reac
tions. Applications will be drawn from current
issues in fields such as organic, polymer, transi
tion metal, and biological chemistry.
F all: One section will be offered in lecture for
mat and is open to all students. One section will
be offered in seminar format and is open to firstyear students only.
Spring: One lecture section will be offered in the
spring semester with enrollment limited to 25.
One laboratory period weekly.
N atu ral Sciences and Engineering practicum .
1 credit.
F all 2004- Pasternack (lecture); Kucharczyk
(seminar).
Spring 2005. Staff.
125
Chemistry and Biochemistry
CHEM 01 OH. General Chemistry:
Honors Course
Topics will be drawn from the traditional gener
al 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 biolog
ical, transition metal, organic, polymer, and en
vironmental chemistry. Some familiarity with
elementary calculus concepts will be assumed.
O ne section will be offered in lecture format and
one section in seminar format. Both are open to
first-year students only.
O ne laboratory period weekly.
Prerequisite: A score of at least 4 on the Ad
vanced Placement Chemistry Exam, a score of
at least 6 on the International Baccalaureate ad
vanced chemistry exam, equivalent perfor
mance on the departmental placement exam, or
permission of the instructor.
N atu ral S cien ces and Engineering practicum .
1 credit.
Fall 2004. Hutchison (lecture); Rablen (seminar).
CHEM 022. Organic Chemistry i
A n introduction to the chemistry of some of the
more important classes of organic compounds;
nomenclature, structure, physical and spectro
scopic properties, methods of preparation, and
reactions of aliphatic and aromatic hydrocar
bons, halides and monofunctional oxygen com
pounds, with an emphasis on ionic reaction
mechanisms.
O ne section will be offered in lecture format and
is open to all students; one section will be of
fered in seminar format and is open to first-year
students only.
O ne laboratory period weekly.
Prerequisite: CHEM 022.
N atu ral S cien ces and Engineering practicum .
1 credit.
Fall 2004. Paley.
CHEM 034. Principles of Physical
Chemistry
A survey o f some basic concepts of physical
chemistry, including states of matter, the laws of
thermodynamics, chemical equilibria, electro
chemistry, chemical kinetics, and introductions
to quantum theory, atomic and molecular struc
ture, and spectroscopy.
One laboratory period weekly.
Prerequisites: CHEM 010/010H; M ATH 005,
006A , 006B; and PHYS 0 0 3 ,0 0 4 (or 0 0 7 ,0 0 8 ).
N atu ral S cien ces an d Engineering practicum .
1 credit.
F all 2004- Gooding.
CHEM 038. Biological Chemistry
A n introduction to the chemistry of living sys
tems: protein conformation, principles o f bio
chem ical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics, inter
mediary metabolism, and molecular genetics.
One laboratory period weekly.
Prerequisite: CHEM 032 (BIO L 001 recom
mended).
N atu ral Sciences and Engineering practicum .
1 credit.
Spring 2005. Miller.
CHEM 045A. Intermediate Physical
Chemistry I
Continued discussion of the principles intro
duced in CHEM 034, focusing on thermody
namics, the properties of condensed matter, and
nonideal systems.
Prerequisite: CHEM 010/010H or the equiva
lent.
One laboratory period weekly.
N atu ral S cien ces an d Engineering practicum .
1 credit.
N atu ral S cien ces an d Engineering practicum .
0 .5 credit.
Spring 2005. Rablen.
Spring 2005, first half. Gooding.
CHEM 032. Organic Chemistry il
CHEM 045B. Intermediate Physical
Chemistry II
Prerequisites: CHEM 034 and M ATH 018.
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.
Continued discussion o f the principles intro
duced in CH EM 034, focusing on chemical
bonding, spectroscopic methods, statistical ther
modynamics, and chemical reaction dynamics.
O ne laboratory period weekly.
One laboratory period weekly.
126
Prerequisites: CHEM 034 and MATH 018.
N atural Sciences and Engineering practicum .
0 .5 credit.
Spring 2005, second half. Gooding.
CHEM 045C. Biophysical Chemistry
Continued discussion of the principles intro
duced in CHEM 034, focusing on the applica
tion of physical chemistry to the study o f bio
logical problems such as the determination of
macromolecular structure and the measurement
of both intramolecular and intermolecular in
teractions important in stabilizing biological
structures.
One laboratory period weekly.
Prerequisites: CHEM 034 and 038.
N atural Sciences and Engineering practicum .
0 .5 credit.
Spring 2005, second half. Howard.
CHEM 046. Inorganic Chemistry
A study o f the structure, bonding, and reactivi
ty of inorganic compounds with emphasis on
the transition metals. Included in the syllabus
are discussions of crystal and ligand field theo
ries, organometallic chemistry, and bioinorganic
chemistry. T he laboratory component empha
sizes the synthesis, spectroscopy, and magnetic
properties o f transition metal complexes includ
ing organometallic substances and ones of bio
chemical interest.
One laboratory period weekly.
Prerequisite: CHEM 034.
N atural Sciences and Engineering practicum .
I credit.
Spring 2005. Pasternack.
CHEM 050. Advanced Laboratory in
Chemistry and Biochemistry
This laboratory-intensive course centers on
modem instrumental methods.
Approximately five hours of laboratory and one
to two hours of class work each week.
Prerequisites: CHEM 032 and either 038 or 046.
Prior or concurrent registration in
CHEM 034 is required.
Writing course.
N atural Sciences and Engineering practicum .
1 credit.
Fall 2004. Rablen (organizer); Staff.
SEMINARS
T h e following single-credit seminars may be
taken for credit toward a degree in course or for
papers in the External Examination Program.
Ail students should note that CH EM 0 1 0 , 022,
and 034 constitute a minimum set o f prerequisites
fo r enrollm ent in any Chem istry and Biochemistry
D epartm ent sem inar. These requirements should
be completed by the end of the fall semester of
the junior year. Individual seminars carry addi
tional prerequisites, as listed here.
CHEM 102. Topics in Modern Organic
Chemistry
This course will address selected advanced top
ics of current interest in the field of synthetic or
ganic chemistry. Material will largely be drawn
from the current research literature and will
likely include such topics as the applications of
stoichiom etric and catalytic organometallic
chemistry, the control o f relative and absolute
stereochemistry, the use o f “organocatalysts,”
and carbohydrates. T h e total synthesis
o f architecturally challenging natural products
will serve to highlight the application o f these
technologies.
Additional prerequisite: CHEM 032.
1 credit.
Spring 2005. Paley.
CHEM 105. Quantum Chemistry and
Spectroscopy
Advanced consideration of topics in quantum
mechanics including the harmonic oscillator,
angular momentum, perturbation theory, and
electron spin. These concepts, along with mole
cular symmetry and group theory, will be applied
to the study of atomic and molecular spectroscopy.
Additional prerequisite: M ATH 018. Some
familiarity with linear algebra will be useful.
1 credit.
N ot offered 2004-2005.
CHEM 106. Tuples in Physical and
Biological Inorganic Chemistry
This seminar begins with a review of some o f the
theory and methods used to probe inorganic ma
terials (e.g., group theory, ligand field theory,
spectroscopy, and kinetics and mechanisms).
Topics for further discussion will include substi
tution and redox reactions with application of
the Marcus theory, inorganic clusters, organo-
12 7
Chemistry and Biochemistry
metallic chemistry, and bioinorganic chemistry.
Additional prerequisite: CH EM 046.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
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 stabiliz
ing intramolecular and intermolecular interac
tions and their application to proteins, nucleic
acids, carbohydrates, and lipid membranes will
be included.
R ecent developments in the rational design of
ligands for biological receptors, based on results
from the physical methods described previously,
will be used to highlight the importance of di
verse approaches to the study of biomolecular
recognition.
Additional prerequisites: CHEM 038 and BIOL
001. (Prior or concurrent enrollment in BIOL
010 or 014 or 016 or 017 and/or CH EM 045A/B
or A/C is recommended).
1 credit.
F all 2004. Miller.
CHEM 1 1 0 . Topics in Modern Biophysical
Chemistry
A n introduction to the interdisciplinary field of
biophysical chemistry in which biological sys
tems are explored using the quantitative per
spective of the physical scientist.
Additional prerequisite: CH EM 038. Prior or
concurrent enrollment in CHEM 045A/B or
A/C is recommended.
1 credit.
Spring 2005. Howard.
STUOENT RESEARCH
take this course should consult with the staff
during the preceding semester concerning prob
lem areas under study. T his course may be
elected more than once.
0 . 5.or 1 credit.
E ach sem ester. Staff.
CHEM 096. Research Thesis
Chemistry and biochemistry majors will be pro
vided with an option of writing a senior research
thesis in lieu of taking comprehensive examina
tions. Students are strongly urged to participate
in on-campus research during the summer be
tween their junior and senior years. T he student
will form an advisory committee to consist of
(but not be limited to) two members o f the
Chemistry and Biochemistry Department, one
of whom is to act as the student’s research men
tor. Although the details of the Research Thesis
Program will be determined by the committee
and the student, certain minimum requirements
must be met by all students selecting this option:
1. A minimum of 2 credits of CHEM 096 to be
taken during the last three semesters of the
student’s residence at Swarthmore.
2. A thesis based on the student’s research ac
tivity must be submitted before the last week
of classes o f the final semester. Guidelines for
the preparation of the thesis will be provided
to the student.
1 credit.
E ach sem ester. Staff.
CHEM 180. Research Thesis
A n opportunity for students in the External
Examination Program to participate in research
with individual staff members. T he thesis topic
must be chosen in consultation with some mem
ber o f the staff and approved early in the semes
ter preceding the one in which the work is to be
done.
1 credit.
E ach sem ester. Staff.
A ll students who enroll in one or more research
courses during the academic year are required to
attend weekly colloquium meetings and present
the results of their work during the spring
semester.
CHEM 094. Research Project
This course provides the opportunity for quali
fied students to participate in research with in
dividual staff members. Students who propose to
128
Classics
WILLIAM N . TURPIN, Professor
ROSARIA V. MUNSON, Professor and Chair
GRACE M . LEDB ETTER , Associate Professor
DEBORAH BECK, Assistant Professor1
JOANNE MIRA SEO, Visiting Instructor
DEBORAH SLOM AN, Administrative Assistant
1 Absent on leave, 200 4 -2 0 0 5 .
Classics is the study of the ancient Greeks and
Romans: their languages, literatures, philoso
phies, cultures, and histories. T he Department
of Classics offers majors and minors in Greek,
Latin, and A ncient History; only the minor in
Ancient History requires no work in each of the
ancient languages. Any student who wishes to
major or minor in Greek or Latin can do so
without having studied it before entering col
lege. Those who begin a language at Swarthmore start to read ancient texts such as Plato
and Catullus by the end of their first year. After
two or three more semesters, students are usual
ly prepared for 2-credit seminars, which cover
significant quantities of text (e.g., all of the
Odyssey or the A eneid), and discuss them in
some depth.
Greek and Latin are studied in courses num
bered from 001 to 019 and in seminars; they
count for distribution credit in humanities.
Courses listed as Classics (designated C L A S and
numbered 020 and over) are taught entirely in
English and require no knowledge of Greek or
Latin. Classics courses (C L A S ) listed as
Literature in Translation courses count for dis
tribution credit in humanities. Classics courses
listed as Ancient History courses count for dis
tribution credit in social sciences; they also
serve as prerequisites for certain advanced cours
es in the Department of History and can be part
of a major in that department.
The Department of Classics encourages students
to spend a semester, usually during their junior
year, at the Intercollegiate Center for Classical
Studies in Rome, where students can study
Latin, Greek, Italian, art history, and the an
cient city; they also take field trips in Rome,
Pompeii, and Sicily. Classics students are eligi
ble for the Susan P. Cobbs Scholarship, the
Susan P. Cobbs Prize Fellowship, and the Helen
F. North Award for study abroad or for intensive
language study in the summer.
T he Classics Department participates in the
Medieval Studies Program, the Women’s Studies
Program, the comparative literature major, and a
special major in linguistics and languages.
REQUIREMENTS AND RECOMMENDATIONS
Major and Minor
Greek, Latin, or ancient history may be a stu
dent’s major or minor subject in either the
course or the Honors Program.
A major in Greek consists of at least 8 credits in
Greek beyond GREK 001—002 and at least three
seminars. A major in Latin consists of at least 8
credits in Latin beyond LATN 0 0 1 -0 0 2 and at
least three seminars. A major in ancient history
consists of four ancient history courses (C LA S
031, 032, 038, 042, 044, or 056); a 1-credit at
tachment to any of those history courses; anoth
er attachment to a second course or else any
other course in ancient history or classical civi
lization; and a Latin or Greek seminar, prefer
ably LATN 102, LATN 105, or G REK 113.
Admittance to seminars is based on the stu
dent’s ability to read Greek or Latin with the
needed speed and comprehension. Those who
intend to major or minor in Greek or Latin, or
to major in ancient history, should complete the
appropriate language courses numbered 011 and
012 (or their equivalent) as soon as possible.
In their last semester, majors who are not in the
Honors Program take a comprehensive exami
nation, including written final examinations in
three fields (usually corresponding to seminars
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Classics
taken) and an oral examination. Course majors
in A ncient History will take written examina
tions on Greek and Roman history. T h e oral ex
amination will be based on these examinations
and on attachment papers.
A course minor in Greek or Latin will consist of
5 credits of work in either language above the
first-year level and must include at least one 2credit seminar; in addition, minors are strongly
encouraged to take more than one seminar. A
course minor in ancient history will consist of
four courses in ancient history and an attach
ment to one of them. T h at attachment will be
presented to members of the department for
evaluation and oral examination.
Advanced Placement
One credit in Latin (and thus humanities) is
awarded for one or more Advanced Placement
examinations with a grade o f 5 or for compara
ble results on an International Baccalaureate
examination or the equivalent. This credit may
also be counted toward a major or minor in
Latin.
Honois Program
For a major in Greek or Latin, preparation for
honors examinations will normally consist of
three seminars (students may take a fourth sem
inar in the major but not for external examina
tion). A student minoring in Greek or Latin will
take one external examination based on one
seminar. Minors are, however, strongly encour
aged to take more than one seminar, in order to
be adequately prepared for the examination.
For a major in ancient history, one of the three
preparations for honors must be a Greek or
Latin seminar; the other two will both normally
be course-plus-attachment (this differs from the
requirements for the major itself). Students mi
noring in ancient history will take three courses
in ancient history and add an attachment to one
of them. T hat course-plus-attachment will be
the preparation for the external examination.
No ancient language is required for this minor.
Students using seminars for honors preparation
will select one paper from each seminar to be
sent to the external examiner for that seminar.
T he student is free to submit the paper with
minor or major revisions or no revisions at all.
T h e department suggests a word limit o f 1,500
to 2,500 words as an appropriate guideline, al
though there are no absolute limits (except the
senior honors studies [SHS] limit o f 4,000
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words). SH S is not required when an honors
preparation is a course with an attachment.
T he portfolio sent to examiners will contain the
seminar papers, together with syllabi and related
materials, if any, from the instructors. A combi
nation of (three-hour) written and oral exami
nations will be the mode o f external assessment
for seminars. Students preparing a course with an
attachment will take only an oral examination.
GREEK
GREK 001-002. Intensive First-Year Greek
Students learn the basics o f the language and are
introduced to the culture and thought of the
Greeks. T he course typically ends with a short
dialogue of Plato. T he course meets four times a
week and carries 1.5 credits each semester. No
assumption exists that students have studied
Latin.
Students who start in the GREK 0 01-002 se
quence must pass G REK 002 to receive credit
for GREK 001.
H um anities. 1.5 credits.
Year course 2 0 0 4 -2005. Munson, Turpin.
GREK 010. Greek Prose Composition
Extensive translation of English into Greek.
Meets one hour per week.
H um anities. 0 .5 credit.
N ot offered 2004—2005.
GREK 0 1 1 . Intermediate Greek
T he chief reading is usually a work of Plato. The
course emphasizes both language skills and the
discussion of literature and philosophy. Other
readings may include selections from the Greek
historians, orators, or tragedians (e.g., Euripides’
M edea).
H um anities. 1 credit.
Fall 2004. Munson.
GREK 012. Homer
Selections from either the Iliad or the Odyssey
are read in Greek; the remainder of the poem is
read in translation.
H um anities. 1 credit.
Spring 2005. Ledbetter.
GREK 013. Plato and Socrates
should consult with the department first.
The course will focus on one or more dialogues
of Plato and will examine Plato’s use of the dia
logue form both as a literary and a philosophical
device. In addition, we will explore the question
of the historic Socrates and his relationship to
the culture of fifth-century Athens and the
Sophistic movement in particular.
H um anities. 1 credit.
Prerequisite: GREK 011 or the equivalent.
Humanities. 1 credit.
Not offered 2004—2005.
GREK 093. Directed Reading
Independent work for advanced students under
the supervision of art instructor.
1 credit.
Spring 2005. Turpin.
LATN 0 1 1 . Introduction to Roman Poetry
After a review of grammar, students read and
discuss some of the major poets of the Golden
Age of Roman literature (e.g., Catullus, Ovid,
and Vergil). T h e course emphasizes both lan
guage skills and literary criticism, focusing on
the special characteristics and concerns of
Roman poetry.
Prerequisite: Normally taken after LATN 002 or
three to four years of high school Latin.
H um anities. 1 credit.
Fall 2004. Seo.
LATN 013. Literature nf the Augustan Age
LATIN
LATN 0 0 1- 002. Intensive First-Year Latin
Students learn the basics o f the language, begin
reading major classical writers, and are intro
duced to the culture and thought o f the
Romans. T he course meets four times a week
and carries 1.5 credits each semester.
Students who start in the LATN 0 01-002 se
quence must pass LATN 002 to receive credit
for LATN 001.
Humanities. 1.5 credits each sem ester.
Year course 2 0 0 4 -2 0 0 5 . Munson, Turpin.
LATN 009. Latin Prose Composition
Extensive translation of English into Latin.
Meets one hour per week.
Humanities. 0 .5 credit.
Not offered 2004-2005.
LATN 010. Introduction to Roman Prose
This course integrates a review of basic Latin
grammar with close readings of some of the
major prose authors of the Roman Republic or
of the Imperial period. A ttention is given to vo
cabulary building and increasing fluency in
reading Latin prose. Authors may include
Cicero, Sallust, Livy, Tacitus, or Pliny the
Younger, but selections will vary to suit the in
terests of students and instructor. T he course is
intended for students who have completed
LATN O il or the equivalent. Students with
three or four years of high school Latin are en
couraged to consider taking this course, but
Selected readings of the elegiac poets Propertius
and Ovid. Topics will include tensions between
the priorities of Augustus and the concerns of
love elegists, the portrayal of the lover-poet and
the mistress, and the genre of love elegy.
Prerequisite: LATN 011 or its equivalent.
H um anities. 1 credit.
Fall 2004. Seo.
LATN 014. Medieval Latin
Readings are chosen from the principal types of
medieval Latin literature, including religious
and secular poetry, history and chronicles,
saints’ lives, satire, philosophy, and romances.
Prerequisite: LATN 011 or its equivalent.
H um anities. 1 credit.
N ot offered 2 0 0 4 -2005.
LATN 015. Latin Elegy
Selected readings in the Latin poetry of love and
death. Authors may include Propertius,
Tibullus, Sulpicia, and Ovid as well as some of
the later elegists.
Prerequisite: LATN 011 or its equivalent.
H um anities. 1 credit.
N ot offered 2004—2005.
LATN 0 17. Latin Poetry and the
Modernists
This course explores Latin poems influential in
the creation of the modernist verse of, in partic
ular, Ezra Pound, and T.S. Eliot. T h e Latin texts
are read in the original, for their own sake and
in their own context. But we also explore the
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Classics
readings given them by the modernists, in an at
tempt to assess the uses and importance of their
common literary tradition.
Prerequisite: LATN 011 or its equivalent.
H um anities. 1 credit.
N ot offered 2 0 0 4 -2005.
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. T he 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.
H um anities. 1 credit.
N ot offered 2004 -2 0 0 5 .
LATN 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.
CLAS 032. The Roman Republic
This course studies Rome from its origins to the
civil wars and the establishment of the principate of Augustus (7 5 3 -2 7 B.C .). Topics include
the legends of Rome’s foundation and o f its re
publican constitution; the conquest of the
Mediterranean world, with special attention to
the causes and pretexts for imperialism; the
political system o f the Late Republic, and its
collapse into civil war.
W riting course.
Social sciences. 1 credit.
Spring 2005. Turpin.
CLAS 042. Democratic Athens
Using diverse primary sources (Thucydides’
Histories, tragedy, comedy, and others), this
course explores several aspects of classical
Athenian culture: democratic institutions and
ideology, social structure, religion, intellectual
trends, and the major historical events that af
fected all of these and shaped the Greek world
in the fifth and early fourth centuries B.C.
Social sciences. 1 credit.
N ot offered 2004-2005.
CLAS 044. The Early Roman Empire
ANCIENT HISTORY
A ll o f the courses in ancient history are distrib
utions in social sciences. They also count as
prerequisites for advanced courses in the
Department of History and as part o f a major in
history.
CLAS 031. Greece and the Barbarians
This course studies the political and social his
tory of Greece from the Mycenaean Age to the
creation of the A thenian Empire of Pericles.
Topics will include the Trojan War, the origins
of hoplite warfare, the rise of the Greek citystate, and the ideal o f personal freedom.
Particular attention will be given to the con
nections between Greeks and non-Greeks and
to the Greek perceptions of their “barbarian”
neighbors. Readings include Homer, Hesiod,
the lyric poets (including Sappho), and
Herodotus.
W riting course.
Social sciences. 1 credit.
Fall 2004. Turpin.
132
A detailed study of the political, economic, so
cial, and cultural history of the Roman world
from the fall o f the Republic through the
Antonine Age (50 B .C .-A .D . 192). Ancient
authors read include Petronius, Apuleius,
Suetonius, and, above all, Tacitus.
Social sciences. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
CLAS 056. Pagans and Christians in the
Roman Empire
This course considers the rise o f Christianity
and its encounter with the religions and the po
litical institutions of the Roman Empire. It ex
amines Christianity in the second and third
centuries of the Common Era and its relation
ship with Judaism, Hellenistic philosophies,
state cults, and mystery religions, and concen
trates on the various pagan responses to
Christianity, from conversion to persecution.
A ncient texts may include Apuleius, Lucian,
Marcus Aurelius, Porphyry, Justin, Origen,
Lactantius, Tertullian, and the Acts o f the
Christian M artyrs.
No prerequisite exists, though C L A S 044 (Early
Roman Empire) and RELG 004 (New Testa
ment and Early Christianity) provide useful
background.
CLAS 020. Plato as Philosophy and
Literature
Social sciences. 1 credit.
(Cross-listed as PHIL 020)
Not offered 2004-2005.
A n examination o f Plato’s ethical, metaphysi
cal, and epistemological thought including the
cultural and historical setting of the dialogues,
the emergence of philosophy from literary/
mythological tradition, the relation between
literary form and philosophical argument, and
Socrates and Plato in current philosophical
traditions.
CLAS 066. Rome and Late Antiquity
This course will consider the history of the
Roman Empire, from its near collapse in the
third century A.D. through the “conversion” of
Constantine and the foundation of Constanti
nople to the sack of Rome by Alaric the
Visigoth in 410 A .D. Topics will include the so
cial, political, and military aspects of this strug
gle for survival as well as the religious and cul
tural conflicts between pagans and the Christian
church, and within the Church itself. Principal
authors will include Eusebius, Athanasius,
Julian the Apostate, Ammianus Marcellinus,
Ambrose, and Augustine.
Social sciences. 1 credit.
Not offered 2004 -2 0 0 5 .
CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.
H um anities. 1 credit.
N ot offered 2 0 0 4 -2005.
CLAS 033. Homer and Greek Tragedy
T he two most popular types of literature among
the ancient Greeks were epic and tragedy. This
course studies the major works of both genres in
detail through English translations. W e place
them into their cultural and performance con
texts and discuss their exploration o f such fun
damental human issues as the relations between
humans and divinity, individual and state, and
men and women as well as their differing concep
tions of the hero. Readings include the Iliad and
Odyssey and plays by Aeschylus, Sophocles, and
Euripides, no prior knowledge of which is assumed.
H um anities. 1 credit.
LITERATURE IN TRANSLATION
N ot offered 2 0 0 4 -2 0 0 5 .
CLAS 034. Women in Classical Literature
CLAS 0 1 1 . First-Year Seminar: Persuasion
and Power in Ancient Greece
This course will study the craft of public speak
ing in ancient Greece and its role in the forma
tion of a civic identity, democratic deliberation,
and judicial proceedings. Readings will include
authoritative utterances o f Homeric heroes
(Achilles in the Iliad), rhetorical displays of
sophists and politicians (Gorgias, Antiphon,
Pericles in Thucydides, Demosthenes), and
court speeches (Lysias). W e will also examine
the first theoretical formulations by Plato,
Aristotle, and others on the goals and instru
ments of rhetoric. W e will explore ancient
exemplars also in the light of modem political
discourse.
Writing course.
Humanities. 1 credit.
Fall 2004. Munson.
Helen, Penelope, Clytemnestra, Electra,
Antigone, Deianira, Medea, Phaedra, Ariadne,
and Dido— these Greek and Roman women, ad
mirable or dangerous— are among the most
complex literary creations of any period. This
course concentrates on the representations of
women in the epic poems and dramas of Greece
and Rome, but it also explores the relation be
tween such portrayals and the lives of actual
women in those societies.
H um anities. 1 credit.
N ot offered 2004-2005.
CLAS 036. Classical Mythology
T he myths of the Greeks and Romans are cen
tral to the study of the ancient world and have
had an enormous influence on subsequent liter
ature and other arts. This course examines se
lected myths in the works of major authors of
Greek and Latin literature, including Homer,
Vergil, Ovid, Aeschylus, Sophocles, and Eurip
ides as well as representations of mythological
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Classics
stories and characters in the visual arts. T he
course will also cover several modem theoretical
approaches to the study of myth.
H um anities. I credit.
Spring 2005. Seo.
CLAS 060. Dante and the Classical
Itadition
This course explores the ways in which Dante
and other 14th-century Italian authors reinter
preted the classical tradition to create revolu
tionary works o f immense influence for later
times. T h e entire D ivine C om edy and possibly
selections from Petrarch and Boccaccio are read
in English.
H um anities. 1 credit.
N ot offered 2 0 0 4 -2005.
CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.
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 .). It focuses on the social and political crisis
of the period as well as its connections with the
artistic and philosophical achievements of the
first great period of Latin literature. Authors
may include Lucretius, Catullus, Caesar, Cicero,
and Sallust.
2
credits.
Fall 2004- Turpin.
LATN 1 0 7 . Horace
T h e seminar emphasizes the O des and Epodes
and their place in the tradition o f Greek and
Roman lyric poetry. A ttention is also given to
the Satires and E pistles, including the Ars
Poetica, and to their importance for the history
of satire and literary criticism. A n effort is made
to grasp the totality of Horace’s achievement in
the context of the Augustan Age.
2
credits.
N ot offered 2 0 0 4 -2005.
SEMINARS
L A T N 102. The Roman Emperois
This seminar explores Latin authors of the first
and second centuries, with particular attention
to their responses to the social and political
structures of the period. Expressed attitudes to
ward the emperors range from adulation to spite,
but the seminar concentrates on authors who
fall somewhere in between, writing skeptically
or subversively. Both prose writers (e.g., Tacitus,
Suetonius, and Pliny) and poets (e.g., Lucan,
Seneca, and Juvenal) may be included.
2
credits.
LATN 109. The Latin Novel
This course will focus on one or both o f the two
surviving Latin novels, the Satyrica of Petronius
and the M etam orphoses of Apuleius; other works
of Apuleius, especially his Apology, may also be
included, as well as the extant Greek novels, in
translation. T h e seminar will discuss modem
critical approaches to these complex texts, and
will also consider them as documents of the
social world of the Roman empire. Among the
issues to be addressed will be the nature of
Roman satirical writing, the use of allegory, and
the connections between Roman fiction, reli
gion, and philosophy.
N ot offered 2 0 0 4 -2005.
2
LATN 103. Latin Epic
N ot offered 2004-2005.
This seminar usually focuses on Vergil’s A eneid,
although it may include other major Latin epics.
2 credits.
Spring 2005. Seo.
LATN 104. Ovid
This seminar is devoted to the M etam orphoses,
which is read against the background o f Ovid’s
Roman and Greek literary predecessors.
2
credits.
N ot offered 2 0 0 4 -2005.
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credits.
GREK 1 1 1 . Greek Philosophers
This seminar examines the development of
G reek philosophy from the Presocratics,
through Socrates, Plato, and Aristotle. Topics
include philosophy’s opposition to the mythical/
literary tradition, Plato vs. Aristotle on the good
life, and the origin o f conceptions of reality.
2
credits.
F all 2004. Ledbetter.
GREK 1 1 2 . Greek Epic
This seminar studies either the entirety of
Homer’s O dyssey in Greek or most o f the Iliad.
2
credits.
Spring 2005. Munson.
GREK 1 1 3 . Greek Historians
This seminar is devoted to a study of Herodotus
and Thucydides, both as examples of Greek his
toriography and as sources for Greek history.
2
credits.
Not offered 2004 -2 0 0 5 .
GREK 1 1 4 . Greek Drama
This seminar usually focuses on one play by each
of the major tragedians— Aeschylus, Sophocles,
and Euripides. O ther plays are read in transla
tion. T he works are placed in their cultural set
ting and are discussed as both drama and poetry.
2 credits.
Not offered 2004-2005.
Cognitive Science
Coordinator:
FRANK H . DURGIN (Psychology)
Committee:
Alan Baker (Philosophy)
David Harrison (Linguistics)
Ed KakO (Psychology)
Lisa Meeden (Computer Science)
Kathy Siwicki (Biology)
T he minor in cognitive science has been devel
oped to guide the programs of those who are in
terested in the interdisciplinary study o f the
mind, brain, and language, with an emphasis on
formal structure and computation. T h e Cogni
tive 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 sim
plest is to indicate and explore a particular in
terest in cognitive science. W hatever your
major, a minor in cognitive science indicates a
kind of specialized interest and developing ex
pertise. It is our hope that this interest will be
integrated with your major area of study, and we
hope to help you formulate a plan of studies that
sensibly achieves the requirements of the minor.
W e conceive of cognitive science as a loose fed
eration of six specific disciplines. T he disciplines
included are neuroscience (biology or psycho
biology), computer science (including computer
engineering), linguistics, mathematics and sta
tistics, philosophy, and cognitive psychology. To
demonstrate breadth, students minoring in cog
nitive science are required to complete at least 2
credits in three of these six disciplines (see the
list o f courses). Students who wish to use 2 cred
its in mathematics and statistics as one of their
disciplines for a cognitive science minor must
choose 2 credits from a single subarea of mathe
matics and indicate its relevance to at least one
of the two other disciplines chosen for the
minor. Minors must also show a particular
strength or depth in one of the six disciplines.
REQUIREMENTS AND RECOMMENDATIONS
Minor
Eight credits are required for the minor. One of
these is a required introductory course, one is a
capstone thesis, and the remaining six are to be
distributed across three different disciplines as
described subsequently. Because several of these
credits may also count toward the student’s
major field, only 5 credits need to be earned out
side the major in many cases.
In addition to fulfilling these breadth require
ments, students must indicate one cognitive sci
ence field in which they have substantial depth
of preparation. Such depth can be documented
by completion of at least four courses from with
in a cognitive science discipline (even if some of
those courses are not directly related to cogni
tive science). Alternative curricular and ex
tracurricular ways of fulfilling the depth require
ment may be discussed with the coordinator.
Honors Minor
To complete an honors minor in cognitive sci
ence, students must complete all requirements
listed earlier. T h e honors preparation for the
minor will normally be a 2-credit unit approved
by the relevant department from courses listed
for the minor. T he minor preparation must be
within a discipline that is not the student’s hon
ors major. Students are encouraged to develop
an appropriate preparation in consultation with
the coordinator.
A ll minors must normally take Introduction to
Cognitive Science.
COGS 001. Introduction to Cognitive
Science
A n introduction to the science of the mind
from the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and artifi
cial intelligence. T h e course introduces students
136
to the scientific investigation o f such questions
as: What does it mean to think or to have con
sciousness? C an a computer have a mind? W hat
does it mean to have a concept? W hat is lan
guage? W hat kinds of explanations are necessary
to explain cognition?
Linguistics
LING 040/108. Semantics
LING 043/106. Morphology and the Lexicon
LING 045/105. Phonetics and Phonology
LING 050/109. Syntax
I credit.
Mathematics and Statistics
Spring 2005. Harrison.
T h e subareas of mathematics and their eligible
seminars and courses are the following:
In addition, all minors must normally complete
a 1-credit thesis in cognitive science in their se
nior year. This credit may either overlap with
(be embedded within) a thesis in the major de
partment, or it may be independent (C O G S
090). In either case, nonhonors theses in cogni
tive science will normally be examined by
Cognitive Science Committee members from
within at least two different departments to ful
fill this requirement.
Algebra: MATH 0 3 7 ,0 4 8 ,0 4 9 , and 102
A nalysis: MATH 030, 0 4 7 ,0 8 1 ,0 8 5 ,1 0 1 ,
and 103
D iscrete M athem atics: MATH 0 0 9 ,0 4 6 , 065,
and 072
G eom etry: MATH 045 and 106
Statistics: STA T 0 0 2 ,002C , 027, and 053;
MATH 105 and STA T 111
COGS OSH). Senior Thesis
Topology: MATH 010
The 1-credit thesis project can be supervised by
any of a number of faculty members associated
with the departments in the program, but
should be approved in advance by the program
coordinator.
Neuroscience
1 credit.
BIOL 022. Neurobiology
PSYC 030. Physiological Psychology
PSYC 130. Physiological Seminar
BIO L 123. Learning and Memory
Each sem ester. Staff.
Philosophy
The remaining 6 required credits are to be dis
tributed equally among three different disci
plines of cognitive science. T h at is, 2 credits of
listed courses from each of three o f the six disci
plines must be completed. T he list of courses
currently approved as cognitive science courses
is rather selective because it is intended to focus
students on the most essential cores o f cognitive
science within each discipline. There are many
more courses taught on campus that are closely
relevant to cognitive science. This list is subject
to periodic re-evaluation.
PHIL 012. Logic
Computer Science/Computer Engineering
PSYC 039. Developmental Psychology
C PSC 022. Structure and Interpretation of
Computer Programs
PHIL 024/113. Theory of Knowledge
PHIL 026/116. Language and Meaning
PHIL 086. Philosophy of Mind and Psychology
PHIL 118. Philosophy of Psychology
Psychology
PSYC 032/132. Perception
PSYC 033/133. Cognitive Psychology
PSYC 034/134. Psychology of
Language/Psycholinguistics
PSYC 043. Evolutionary Psychology
ENGR 027/CPSC 027. Computer Vision
CPSC 063. Artificial Intelligence
ENGR 028/CPSC 081. Robotics
C PSC 128/PSYC 128. Computational Models
of Learning
137
Comparative Literature
Coordinator:
CAROLYN LESJAK (English Literature)1*
Committee:
Alan BerkOWitZ (M odem Languages and Literatures, Chinese)
Jean-Vincent Blanchard (M odem Languages and Literatures, French)
Elizabeth Bolton (English Literature)
Edmond Campos (English Literature)’
Marion J . Faber (M odem Languages and Literatures, German)
Sibelan Forrester (M odem Languages and Literatures, Russian)
Maria Luisa Guardiola (M odem Languages and Literatures, Spanish)
Alien Kuharski (Theater)1
George Moskos (Modem Languages and Literatures, French)
Rosaria V. Munson (Classics)
Philip M . Weinstein (English Literature)
Hansjakob Werlen (M odem Languages and Literatures, German)
1 Absent on leave, fall 2004.
3 A bsent on leave, 2 0 0 4 -2 0 0 5 .
* W ill remain coordinator while
on leave from English Department.
T h e comparative literature major is adminis
tered by a Comparative Literature Committee
made up of the coordinator and faculty repre
senting the Classics, English Literature, Modem
Languages and Literatures, and Theater depart
ments. T h e basic requirement for the major is
w ork in two literatures in the original language.
study is based. T h e student will also submit a
six- to 10-page writing sample from a previous
ly completed course. T he committee will review
the proposal and the essay and advise the student.
T h e major in comparative literature is designed
for those students who have a love for literature
and a strong desire to write and are interested in
literary critical research. N ot for everyone, this
major assumes a fair degree of discipline, inde
pendence, and self-motivation on the part of
the student, especially in the development and
writing of the thesis.
In planning a comparative literature major, stu
dents should look at course listings in the
Classics, English, and Modem Languages and
Literatures departments. O f courses in the
Classics and Modem Languages and Literatures
departments, only courses in the original lan
guage numbered O il or above are counted as
constituents o f the comparative literature
major. O f English courses numbered 009A -Z ,
only one may be counted for the major.
Students applying for the major will submit to
the comparative literature coordinator a pro
posal o f integrated study that sets forth the
courses and/or seminars to be taken and the
principle of coherence on which the program of
138
N ote: In lieu of a regular course, the Compar
ative Literature Committee will consider pro
posals for one or more research papers written
as course attachments as well as proposals to
substitute an extended research paper for course
credit.
REQUIREMENTS AND RECOMMENDATIONS
Major in Course
1. Ten credits in two or more literatures in the orig
inal languages, including a substantial con
centration of work— normally four or five
courses— in each of the literatures. T he the
sis (described later) does not count toward
these 10 credits.
Students working entirely in languages other
than English may propose one course in
translation as a part of their program, as long
as it is deeply relevant to their plan o f study.
Students working in English and any lan
guage other than Chinese must do all of their
work in the original languages. Because of
the special demands o f Chinese language
and literature, students working in Chinese
may propose a program based on attach
ments (in Chinese) to literature courses
taught in translation.
2. A 1- or 2-credit thesis of 5 0 to 60 pages, cov
ering work in at least two languages, planned
in the spring of the junior year and submitted
in the spring of the senior year, no later than
April 30.
Before the end 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 liter
ature studied other than English.
3. An oral com prehensive exam ination, one to 1.5
hours in length, at the end of the senior year,
based on the thesis and on the courses and
seminars comprising the major.
Major or Minor in the Honors Program
Major
Four 2-credit preparations in at least two litera
tures in the original language, one o f which is a
thesis. O ne o f the preparations may be used as
an independent minor (in Russian or German
studies, for instance) if the minor’s departmen
tal requirements have been met. Minors requir
ing unrelated preparations such as biology or
psychology are not allowed. A ll four honors
preparations are necessary components of the
comparative literature honors major.
Minor
A 2-credit thesis o f 5 0 to 60 pages, integrating
preparations that have been done in two litera
tures in the original language.
Prerequisite for Adm ission into
the Honors Program
Successful completion of an advanced course in
literature in each of the literatures of the stu
dent’s program of study. A minimum grade of a
B is required.
Mode of Exam ination
parative Literature Committee before the
o f the junior year to review and assess the
dent’s program. A t this time, both course
honors majors will submit thesis proposals
propose faculty advisers.
end
stu
and
and
T h e courses and seminars that compose the
comparative literature major’s formal field of
study will naturally differ with each major. To
give some sense of the range o f possibilities
available, a series of sample programs is offered.
SAM PLE: COMPARATIVE LITERATURE
COURSE M AJOR
Focus: The Black Atlantic
Courses
ENGL 005E. T h e Subject in Question
FREN 012L. Introduction à l’analyse littéraire
ENGL 054. Faulkner, Morrison, and the
Representation of Race
FREN 025. Centers and Peripheries in the
Francophone World
ENGL 059. T h e Harlem Renaissance
FREN 077. Prose Francophone: littérature
et société
ENGL 078. Black African Writer
FREN 110. Écritures françaises hors de France
(Caribbean)
ENGL 086. Postcolonial Theory and
Literature
1-credit thesis.
SAM PLE: COMPARATIVE LITERATURE
HONORS MAJORS
Focus: Modernism
C ou rses
G ERM 013. Introduction to German
Literature
For each preparation, a three-hour written ex
amination prepared by the external examiner
and a 30-minute oral based on the contents of
the written examination.
G ERM 052. T h e Body Machine:
Deconstructing the Body Politic in Postwar
German Drama
Procedures for A ll M ajors
EN G L 053. American Poetry
ENGL 045C C . Modem British Poetry
All majors will meet with members of the Com
139
Comparative Literature
Sem inars
EN G L 115. Modem Comparative Literature
EN G L 121. T h e Harlem Renaissance and
the Jazz Age
G ERM 109. Rise of the Modem German
Novel
2-credit thesis.
SAM PLE: COMPARATIVE LITERATURE
HONORS MINOR
Background Courses
G ERM 013. Introduction to German
Literature
G ER M 091. Rethinking Representation
(plus attachment in German)
SPAN 013. Introduction to Spanish American
Literature
SPAN 070. Rebeldía y renovación artística:
la generación de 98
2-credit thesis: Kant’s influence on Hölderlin
and Pio Baroja.
140
Computer Science
CHARLES F. KELEM EN , Professor and Chair
LISA M EED EN , Associate Professor3
TIA NEW HALL, Assistant Professor
RICHARD WICENTOWSKI, Assistant Professor
BEHJAMIN A . KUPERM AN, Visiting Instructor
JE FFR EY KNERR, System Administrator
BRIDGET M . ROTHERA, Administrative Assistant
3 Absent on leave, 2 004-2005.
Computer science is the study o f algorithms
and their implementation. This includes the
study o f computer systems; methods to specify
algorithms (for people and computer systems);
and the formulation of theories and models to
aid in the understanding and analysis o f the
properties o f algorithms, computing systems,
and their interrelationship.
mental ideas in computer science while building
skill in software development. This course is ap
propriate for all students who want to write pro
grams and are comfortable with computers. This
course is usually the first one for computer sci
ence majors and minors. Students with advanced
placement credit or extensive programming ex
perience may be able to place out of this course.
The computer science program is designed to
provide students with a flexible set of comput
ing choices that can be tailored to satisfy var
ious interests and depths o f study. A ll the
courses emphasize the fundamental concepts of
computer science, treating today’s languages
and systems as current examples of the underly
ing concepts. T he computer science laboratory
provides up-to-date software and hardware fa
cilities. Three entry points to the computer sci
ence curriculum are available at Swarthmore.
C P SC 022: Structure and Interpretation of
Computer Programs is designed for students
who plan to take several courses in computer
science. This course is a fast-paced introduction
to the kind o f abstraction used in all areas of
computer science. A dialect o f LISP will be
used. This course is the best first selection for
students who intend to be computer science
majors or minors and are fluent in a language
such as C and feel comfortable about their abil
ities.
FIRST-YEAR COURSES
I
I
CPSC 015: Privacy and Trust in Cyberspace is
a first-year seminar that is offered each fall and
is designed for students who are interested in
learning about computer science. No program
ming experience is required. Students who
want to learn how to program should start with
CPSC 021: Students with considerable pro
gramming experience may place out of C P SC
021 and begin in C P SC 022. Students who are
unsure where to start should consult with a
faculty member o f the Computer Science
Department.
I
J
CPSC 021: T he Imperative Paradigm: U N IX
and C falls between C P SC 015 and C P SC 022
in pace. No previous experience with computers
is necessary. C P SC 021 will introduce funda
Students or advisers who want more advice on
placement in computer science courses should
feel free to contact any computer science facul
ty member by phone or in person.
T h e Computer S cien ce Department offers
course majors and minors and honors majors
and minors. Students interested in any of these
options are encouraged to meet with the chair
o f the Computer Science Department as early
as possible in their college career. Students who
are interested in a computer science major or
minor are encouraged to take both C P SC 022
and C P S C 035 sometime in their first three se
mesters at Swarthmore. T h e minor in comput
er science is designed for students who desire a
coherent introduction to the core topics in the
field but cannot afford the number of courses
required o f a major. Students completing the
minor will possess intellectual skills that are
useful in many disciplines.
141
Computer Science
Students electing to do a major or minor in
computer science must have a grade-point av
erage o f B or better in C P SC 021 (if exempted
from C P SC 021, then replace it with another
computer science course other than C P SC
015), C P SC 022, and C P SC 035.
REQUIREMENTS
Majors
T h e following are the requirements for a major
in computer science:
A . Two mathematics courses numbered above
0 08 (M ATH 0 09 and M ATH 016 recom
mended).
B. Each o f C P S C 021, C P SC 022, C P SC 025,
C P S C 035, C P SC 046, and C P SC 097.
C . Three of C P S C 024, C P SC 027, C P SC 040,
C P SC 041, C P SC 043, C P S C 044, C P SC
045, C P SC 063, C P SC 065, C P SC 075,
C P S C 081, C P S C 085, C P SC 91, C P SC
93, C P SC 129, and C P SC 140.
Minors
T h e following are the requirements for a minor
in computer science:
A . O ne mathematics course numbered above
008 (M ATH 009 recommended).
B. Each of C P SC 021, C P S C 022, C P SC 025,
and C P S C 035.
C . Either C P SC 041 or C P SC 046.
D. O ne of the following (must be different
than choice in part C ): C P S C 024, C P SC
027, C P SC 040, C P SC 041, C P S C 043,
C P S C 044, C P SC 045, C P SC 046, C P SC
063, C P S C 065, C P SC 075, C P SC 081,
C P S C 085, C P S C 129, or C P SC 140.
Honors Program
Honors majors and minors in computer science
are available.
Honors Major
A n honors major in computer science will con
sist o f two 2-credit preparations, one 2-credit
research report or thesis, senior honors study,
and a minor preparation.
T h e following will be submitted to external ex
aminers for evaluation:
it Two 2-credit preparations to be selected from
the combinations o f courses listed under
142
Approved Preparations. Each of these 2credit preparations will be examined by a
three-hour written examination and an oral
examination.
T h e two 2-credit preparations must include
four distinct courses. In certain circum
stances, the Computer Science Department
may be willing to consider other groupings of
courses, seminars, or courses with attach
ments. If the required courses and prepara
tions would not satisfy a course major, addi
tional computer science courses must be
taken to meet course major requirements. In
all cases, the Computer Science Department
must approve the student’s plan of study.
2. One research report or thesis to be read by an
external examiner and examined in an oral
examination.
A t a minimum, this will involve a review of
scholarly papers from the primary literature
of computer science and the writing of a
scholarly, scientific paper. W e hope the
paper will report on a research experience in
volving the student and faculty (here or else
where). It is expected that most of the re
search or scholarly groundwork will be com
pleted before the fall semester of the senior
year, either by 1 credit of work in the spring
semester o f the junior year or full-time sum
mer work. Students will register for at least 1
credit o f thesis work to complete the work
and write the paper in the fall o f the senior
year. It is recommended that the paper will be
completed by the end of the fall semester.
To be eligible for an honors major in computer
science students must:
1. Have a B+ average in all computer science
courses completed by the end of junior year.
These must include C P S C 021, C P SC 022,
C P S C 035, and at least one o f C P SC 025 or
C P SC 046.
2. Have demonstrated proficiency in mathe
matical argument and reasoning by the end
o f the junior year. Ordinarily, this proficien
cy will be assumed if the student has:
a. Passed M ATH 009 and M ATH 016 with
a grade of B+ or better, or
b. Passed MATH 016H with a grade of B or
better, or
c. Completed M ATH 047 or MATH 049
with a grade o f B - or better.
APPROVED PREPARATIONS
The following are the approved preparations for part A . These may not all be available to all
students because of the faculty’s schedules.
Preparation
Course Combioation
Algorithms and Theory
C P SC 041.
C P S C 046.
Algorithms
Theory of Computation
Intelligent Systems
C P SC 081.
C P SC 063.
Robotics
Artificial Intelligence
Compiler Design and Theory
C P SC 046.
C P SC 075.
Theory o f Computation
Compiler Design and Construction
Computer Architecture
C P SC 024.
C P S C 025.
Fundamentals o f Digital System
Computer Architecture
Distributed Systems
C P S C 045.
C P S C 085.
Operating Systems
Distributed Systems
Perception and A ction Systems
C P S C 027.
C P S C 081.
Computer Vision
Robotics
Systems
C P SC 025.
C P SC 045.
Computer Architecture
Operating Systems
Visual Information Systems
C P SC 027.
C P S C 040.
Computer Vision
Computer Graphics
Graphics
C P SC 040.
C P SC 140.
Computer Graphics
Advanced Computer Graphics
Natural Language Models
C P SC 063.
C P SC 065.
Artificial Intelligence
Natural Language Processing
3. Complete by the end of the senior year a set
of courses that would qualify for an ordinary
computer science major as well as C P SC 180
(Thesis) and C P S C 199 (senior honors
study, which will consist of foil participation
in C P SC 097 with course students).
proficiency will be assumed if the student has
completed the following:
a. Passed M ATH 009 or MATH 016 with a
grade o f B or better, or
b. Passed MATH 016H or M ATH 047 or
MATH 049 with a grade of B - or better.
Honois Minor
One 2-credit preparation to be selected from
the com binations o f courses listed under
Approved Preparations. A n examiner will set
both a three-hour written exam and an oral
exam for the preparation.
To be eligible for an honors minor in computer
science a student must:
1. Have a B+ average in all computer science
courses completed by the end of the junior
year. These must include C P SC 021, C P SC
022, C P SC 035, and at least one o f the
C PSC 025 or C P SC 046.
2. Have demonstrated some proficiency in
mathematical argument and reasoning by
the end o f the junior year. Ordinarily, this
STUDY ARR0AD
Students planning to major or minor in com
puter science may opt to study abroad for one
semester or a whole year. Because advanced
courses in computer science are offered only in
alternate years, some selections will be unavail
able to some students. T h e chair of the Com
puter Science Department should approve all
courses of study abroad. T h e department will
credit appropriate courses based on evidence
presented by the student upon returning to
Swarthmore.
143
Computer Science
GRADUATE STUDY
Students interested in graduate study in com
puter science will be well prepared with a com
puter science major. Some graduate programs
will also accept students who have majored in
mathematics or engineering and completed a
sufficient number and selection of computer
science courses. T h e choice of the appropriate
major and computing courses will depend on
the student’s interests and should be made in
consultation with the chair o f the Computer
Science Department. O ther majors are also rea
sonable 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 o f the department as early as possible to
ensure that they take the necessary mathemat
ics and computing courses for graduate work in
computer science.
COURSES
text of the biography Alan Turing: T he Enigma
by Andrew Hodges and the novel Cryptonom icon by Neal Stephenson.
Prerequisite: Four years o f high school mathe
matics
W riting course. 1 credit.
F all 2004. Kelemen.
CPSC 021. First-Year Seminar:
The Imperative Paradigm with C
This course introduces students to the funda
mental aspects o f the computing field and will
focus on problem solving and software design
concepts, and their realization as imperative
programs run on the U nix operating system. An
introduction to the U nix operating system and
the C programming language for the purpose of
gaining mastery of these principles will be pro
vided. Topics to be covered include Von Neu
mann architecture, operating system overview,
C programming, control structures, arrays, pro
cedural abstraction, pointers, iteration, recur
sion, sorting, data types and their representa
tion, elementary data structures, Lists, Stacks,
Queues, informal analysis of algorithms, and el
ementary U nix tools (such as grep, sort, tr).
CPSC 015. First-Year Seminar: Privacy
and Trust in Cyberspace
Lab work required. No prerequisites.
This seminar builds upon the 1st, 3rd, 4th, 5th,
and 9th amendments to the U .S. Constitution.
T h e Supreme Court has created and protected
a concept of privacy in the physical world. Yet
in cyberspace (the world o f interconnected
computers) information about you and your
loved ones is gathered, used, bought, and sold
without your knowledge or permission. How is
this possible? W hy is undetected cyber-snoop
ing relatively easy? W hat can you do to improve
your information privacy? W ho and what are
you trusting whenever you communicate or
transact business over the Internet?
E ach sem ester. Staff.
Some seminar time will be devoted to exploring
the concept and desirability o f information pri
vacy. A larger portion of the seminar will be de
voted to the topics needed to understand the
nature of and risks to information in cyber
space: the design of digital computers, operat
ing systems and high-level languages, universal
machines and computability, computer net
works, software and programming, encryption,
decryption, and cryptographic attacks.
W e will work through these topics in the con
144
1 credit.
CPSC 022. First-Year Seminar: Structure
and Interpretation of Computer Programs
This course is a serious introduction to the
study o f computer programs and some central
ideas in computer science. Students will leam
how to generate precise specifications from
vaguely formulated and perhaps partially under
stood descriptions by studying programs that
make repeated and deep use of abstraction. This
skill is essential in writing computer programs
and will be useful in all intellectual endeavors.
Topics to be covered include programming id
ioms and paradigms (functional and object ori
ented); recursion; abstract data structures (lists,
queues, trees, and sets); information retrieval;
binding and scope; and interpreters.
Lab work required.
Prerequisite: Comfort with your computing
abilities.
1 credit.
E ach sem ester. Staff.
CPSC 024. Fundamentals of Digital
Systems
(Cross-listed as EN G R 015)
Digital and continuous systems are fundamen
tally different. T his course will introduce stu
dents to digital system theory and design tech
niques, including Boolean logic, digital repre
sentations o f data, and techniques for the de
sign of combinational and sequential digital cir
cuits. Because moving information between
systems is critical to real-world applications, the
course will include interfaces between digital
systems and between digital and continuous
systems. In addition, the coursé will cover se
lected topics in numerical analysis and applied
mathematics that are relevant to modem engi
neering and computer science.
Lab work required. Offered in the fall semester
every year.
Prerequisite: C P SC 021 or EN G R O il (corequisite).
N atural Sciences and Engineering practicum .
1 credit.
Fall 2005. Maxwell.
CPSC 025. Principles of Computer
Architecture
(Cross-listed as EN G R 025)
This course covers the physical and logical de
sign of a computer. Topics include current mi
croprocessors, C P U design, R IS C and C IS C
concepts, pipelining, superscalar processing,
cache, paging, segmentation, virtual memory,
parallel architectures, bus protocols, and I/O
devices. Labs cover analysis of current systems
and microprocessor design using C A D tools, in
cluding VHDL.
Lab work required.
Prerequisites: C P SC 021, or C P SC 024/ENGR
024, or the permission of the instructor. A course
beyond C P SC 21 is strongly recommended.
N atural Sciences and Engineering practicum .
1 credit.
O ffered every spring sem ester. Maxwell.
CPSC 027. Cnmputer Visiun
(Cross-listed as EN G R 027)
This course studies how computers can analyze
and perceive the world using input from imag
ing devices. Topics include line and region ex
traction, stereovision, motion analysis, color
and reflection models, and object representa
tion and recognition. T h e course will focus on
object recognition and detection, introducing
the tools of computer vision in support of build
ing an automatic object recognition and classi
fication system. Labs will involve implement
ing both off-line and real-time object recogni
tion and classification systems.
Lab work required.
Prerequisites: EN G R 012, C P SC 021, or the
permission of the instructor. Mathematics back
ground at the level of M ATH 016 or MATH
018 is strongly recommended.
N atural Sciences and Engineering practicum .
1 credit.
N ext offered fa ll 2007. Maxwell.
CPSC 035. Algorithms and ObjectOriented Computing
T his course completes the broad introduction
to computer science begun in C P SC 021 and
C P SC 022. It provides a general background for
further study in the field. Topics to be covered
include object-oriented programming in Java;
advanced data structures (priority queues, trees,
hash tables, graphs, etc.); and algorithms, soft
ware design, and verification. Students will be
expected to complete a number of programming
projects to illustrate the presented concepts.
Lab work required.
Prerequisites: C P S C 021 or the permission of
the instructor. M ATH 009 is strongly recom
mended.
1 credit.
E ach sem ester. Staff.
CPSC 040. Computer Graphics
(Cross-listed as EN G R 026)
Computer graphics deals with the manipulation
and creation of digital imagery. W e will cover
drawing algorithms for two-dimensional (2-D )
graphics primitives, 2-D and three-dimensional
(3-D ) matrix transformations, projective geom
etry, 2-D and 3-D model representations, clip
ping, hidden surface removal, rendering, hierar
chical modeling, shading and lighting models,
shadow generation, special effects, fractals and
chaotic systems, and animation techniques.
Labs will focus on the implementation of a 3-D
hierarchical modeling system that incorporates
realistic lighting models and fast hidden surface
removal.
Lab work required.
145
Computer Science
Prerequisites: EN G R 012, C P S C 021, or the
permission o f the instructor. Mathematics back
ground at the level o f M ATH 005/006 and
M ATH 016 is strongly recommended.
ect that involves implementing and testing
components of a relational database manage
ment system is a large component of the course.
N atural Sciences and Engineering practku m .
I credit.
Prerequisite: C P SC 035.
N ext offered fa ll 200 6 . Maxwell.
CPSC 041. Algorithms
T he study of algorithms is useful in many di
verse areas. As algorithms are studied, consider
able attention is devoted to formally analyzing
their time and space requirements and proving
their correctness. Topics to be coveted include
abstract data types, trees (including balanced
trees), graphs, searching, sorting, NP complete
optimization problems, and the impact of sever
al models o f parallel computation on the design
of algorithms and data structures.
Lab work required.
1 credit.
N ext offered spring 2007. Wicentowski.
CPSC 045. Operating Systems Concepts
1 credit.
This course is an introduction to the theory, de
sign, arid implementation of operating systems.
A n operating system is the software layer be
tween user programs and the computer hard
ware. It provides abstractions of the underlying
hardware that are easier to program, and it
manages the machine’s resources. T he follow
ing topics will be covered: processes (including
synchronization, communication, and schedul
ing); memory (main memory allocation strate
gies, virtual memory, and page replacement poli
cies); file systems (including naming and imple
mentation issues); I/O (including devices, dri
vers, disks, and disk scheduling); and security.
N ext offered fa ll 2006. Kelemen.
Lab work required.
CPSC 043. Foundations of Programming
Language Design
Prerequisite: C P SC 035. C P SC 025 is recom
mended.
Lab work required.
Prerequisites: C P S C 0 22 and C P S C 035.
M ATH 0 09 is strongly recommended.
This course is a study o f the organization and
structure of modem programming languages
with an emphasis on semantic issues. Topics in
clude specifying syntax and semantics, conven
tional and abstract data types, control struc
tures, procedural languages, functional lan
guages, object-oriented languages, other classes
of languages, program correctness, concurrency
and synchronization, language design and eval
uation, and implementation issues.
Lab work required.
Prerequisites: C P SC 022 and C P SC 035.
1 credit.
N ext offered spring 2008. Wicentowski.
CPSC 044. Relational Database Systems
This course provides an ihtroduction to rela
tional database management systems. Topics
covered include data models (ER and relation
al model); data storage and access methods
(files, indices); query languages (SQ L, relation
al algebra, relational calculus, Q BE); query
evaluation; query optimization; transaction
management; concurrency control; crash re
covery; and some advanced topics (distributed
databases, object-relational databases). A proj
146
1 credit.
F all 2005. Newhall.
CPSC 046. Theory of Computation
This is a study of various models of computa
tion leading to a characterization o f the kinds of
problems that can and cannot be solved by a
computer. Solvable problems will be classified
with respect to their degree of difficulty. Topics
to be covered include formal languages and fi
nite state devices, Turing machines, and other
models of computation, computability, and
complexity.
Prerequisite: C P S C 035. M ATH 009 is strongly
recommended.
1 credit.
Spring 2005. Kelemen.
CPSC 063. Artificial Intelligence
Artificial intelligence can be defined as the
branch o f computer science that is concerned
with the automation of intelligent behavior.
Intelligent behavior encompasses a wide range
of abilities, and as a result A I has become a very
broad field that includes game playing, auto
mated reasoning, expert systems, natural lan
guage processing, modeling human perfor
mance (cognitive science), planning, and ro
botics. This course will focus on a subset of
these topics and specifically on machine learn
ing, which is concerned with the problem of
how to create programs that automatically im*
prove with experience. Machine learning ap
proaches studied will include neural networks,
decision trees, genetic algorithms, and rein
forcement techniques.
Lab work required.
groups to program robots to perform a variety of
tasks such as navigation to a goal, obstacle
avoidance, and vision-based tracking in a labo
ratory session. In lecture/discussion sessions,
students will examine the major paradigms of
robot control through readings with an empha
sis on adaptive approaches.
Lab work required.
Prerequisite: C P SC 035 or the permission of
the instructor.
Prerequisites: C P SC 022 and C P SC 035.
N atural Sciences and Engineering practicum .
1 credit.
Natural Sciences and Engineering practicum .
1 credit.
Spring 2005. Maxwell.
Fall 2005. Meeden.
CPSC 065. Natural Language Prucessing
This course is an introduction to the funda
mental concepts in natural language processing,
the study o f human language from a computa
tional perspective. T h e focus will be on creat
ing statistical algorithms used in the analysis
and production o f language. Topics to be cov
ered include information retrieval and extrac
tion, parsing, morphological analysis, text clas
sification, speech recognition, and machine
translation. N o prior linguistics experience is
necessary.
Prerequisite: C P SC 035.
1 credit.
Next offered fa ll 2006. Wicentowski.
CPSC 075. Principles of Compiler Design
and Construction
This course introduces the design and construc
tion of language translators for imperative, pro
cedure-oriented programming languages. Top
ics covered include formal grammars, lexical
analysis and finite automata, syntax analysis
and pushdown automata, LL and LR parsing,
semantic analysis and table handling, error de
tection and recovery, code generation and opti
mization, and compiler writing tools.
Lab work required.
Prerequisite: C P SC 035.
1 credit.
Spring 2005. Newhall.
CPSC 081. Robotics
This course addresses the problem of control
ling robots that will operate in dynamic, unpre
dictable environments. Students will work in
CPSC 085. Distributed Systems
This course covers a broad range o f topics relat
ed to distributed and cluster computing. Dis
tributed systems consist o f a collection of com
puters connected by a network. T h e computers
in a distributed system run special software that
allows them to transparently share computing
resources and data. W e will read and discuss re
cent and classic research papers on the theory
and implementation of distributed and cluster
computing systems. In addition, students will
have the opportunity to examine one or two
topics in depth through a class presentation of a
specific topic, and through a semester-long
project related to distributed computing.
Possible topics include: networking, parallel
programming paradigms, distributed state, dis
tributed coordination and agreement, fault tol
erance, authentication and security, scheduling,
load balancing, distributed file systems, Web
computing, the Grid, peer-to-peer systems,
cluster systems, distributed operating systems,
and distributed database systems. T h e depart
ment’s new gigabit cluster is available for course
programming assignments and projects.
Prerequisites: C P SC 035. C P SC 045 is recom
mended.
1 credit.
N ext offered spring 2006. Newhall.
CPSC 091. Special Topics in Computer
Science
Subject matter for C P SC 091 is generally de
pendent on group need or individual interest.
T he course is normally restricted to upper-level
students and offered only when staff interests
and availability make it practicable to do so.
1 credit.
F all 2004. Staff.
14 7
Computer Science
CPSC 093. Directed Reading and/or
Research Project
A qualified student may undertake a program of
extra reading and/or a project in an area of
computer science with the permission o f a staff
member who is willing to supervise.
CPSC 097. Senior Conference
This course provides honors and course majors
an opportunity to delve more deeply into a par
ticular topic in computer science, synthesizing
material from previous courses. Topics have in
cluded advanced algorithms (2003); network
ing (2001 and 2002); evolutionary computa
tion (1998 and 1999); complexity, encryption,
and compression (1996); and parallel process
ing ( 1995). C P S C 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 hon
ors major.
1 credit
Spring 2005. Wicentowski.
Subsequently will be offered every fa ll sem ester.
Staff.
CPSC 1 2 7 . Advanced Perception
(Cross-listed as EN G R 127)
Advanced perception will look at techniques
for understanding sensory information from vi
sion, audio, and other sources o f information.
W e will be going in depth into a number of
areas, including visual motion and tracking, ob
je ct detection and recognition, speech recogni
tion, and stereo vision and audio analysis. We
will be focusing on technical papers in the spe
cific areas, implementing a number of tech
niques over the course o f the semester.
Lab work required.
Prerequisite: C P S C 027/ENGR 027 or the per
mission o f the instructor.
N atural Sciences and Engineering practicum .
1 credit.
N ext offered spring 2008. Maxwell.
CPSC 140. Advanced Computer Graphics
(Cross-listed as EN G R 126)
This course takes an in-depth look at a series of
current topics in computer graphics, deter
mined, in part, by student interests. Topics can
include shading models, radiosity, ray tracing,
image-based rendering, modeling, texture, ani-
148
mation, physically based modeling, hybrid com
puter vision and graphics techniques,
non-photo-realistic rendering, and special ef
fects. T h e course is taught as a seminar, and
meetings revolve around computer graphics pa
pers from technical proceedings, such as ACM
S1G G RA PH , and other computer graphics
journals. Students will be responsible for read
ing and preparing presentations of papers. In
addition, there will be several significant pro
jects where students implement computer
graphics programs based on the papers and top
ics covered in the course.
Prerequisite: C P SC 040/ENGR 026.
1 credit.
O ffered when staffing perm its. Maxwell.
CPSC 100. Thesis
CPSC 199. Senior Honors Study
Economics
JOHN P. CASKEY, Professor and Chair
STEPHEN S . GOLUB, Professor
ROBINSON G . HOLLISTER J R ., Professor3
MARK KUPERBERG, Professor
ELLEN B . M AGENHEIM , Professor
STEPHEN A . O’CONNELL, Professor2
BERNARD S AFFRAN , Professor
LARRY E . W ESTPHAL, Professor
AMANDA BAYER, Associate Professor
PHILIP N . JEFFER S O N , Associate Professor
THOMAS S . D E E , Assistant Professor
JULIE BECHER, Visiting Assistant Professor (part time)
ALY M BAYE, Cornell Visiting Professor
NANCY CARROLL, Administrative Assistant
2
Absent on leave, spring 2005.
Economics is the study o f how scarce resources
are allocated and the implications of such allo
cations. Because scarcity is a fundamental fact of
social life, an understanding of economics is rel
evant for private and public decision making.
Most courses in the department address the dual
questions of how resources are allocated in real
economies and how they should be allocated.
“Should” is a complex word and encompasses
considerations of economic efficiency and distri
butional equity. Economics does not provide de
finitive answers to these questions, but it does
give the student the tools needed to formulate
and evaluate such answers.
ECON 001 or its equivalent is a prerequisite fo r all
other work in the departm ent. In addition, all ma
jors in economics must take the three core
courses: ECON O il (Intermediate Microeco
nomics), ECON 021 (Intermediate Macroeco
nomics), and ECON 031 (Statistics for Econ
omists). Students may substitute STA T 053 for
ECON 031 (STA T 001 and STA T 002 do not
meet the requirement). T h e statistics course in
the Economics Department focuses more on the
application of statistical tools to economic prob
lems. T he statistics courses in the Mathematics
and Statistics Department focus more on the de
rivation of the mathematical and statistical
properties of various estimators.
A knowledge o f elementary calculus is extreme
ly useful to read economics literature critically.
3
Absent on leave, 2 004-2005.
T he department strongly recommends that stu
dents take MATH 005 and either MATH 006A
and 006C (basic calculus) or the series of
MATH 006A , 006B , and MATH 018. MATH
016 (Linear Algebra) and MATH 018 (Several
Variable Calculus) are valuable for those who
intend to focus on the more technical aspects of
economics. Students who plan to attend grad
uate school in economics should give serious
thought to taking additional mathematics
courses such as M A TH 0 3 0 (Differential
Equations) and M ATH 047 (Introduction to
Real Analysis).
To graduate as majors, students must have at
least 8 credits in economics; have taken the
three core courses; and, in their senior year, pass
the comprehensive examination given early in
the spring semester (course students) or the
honors examinations given at the end of the
spring semester (honors students). To be pre
pared for the comprehensive exam ination,
course students are very strongly advised to
complete ECON 011, ECON 021, and ECON
031 (or its equivalent) before the second semes
ter of their senior year.
Students who are contemplating a major in eco
nomics should consult Econom ics at Swarthm ore:
D epartm ent H andbook (available in the depart
ment office) for additional information regard
ing the details of the program.
149
Economics
Economics majors can complete the require
ments for teacher certification through a pro
gram approved by the state of Pennsylvania. For
further information about the relevant set of re
quirements, please contact the Educational
Studies Department chair, the Economics
Department chair, or the Educational Studies
Department Web site: www.swarthmore.edu/SocSci/Education.
T he Economics Department does not offer a mi
nor in economics except in the Honors Program.
COURSES
ECON 001. Introduction to Economics
Covers the fundamentals of microeconomics
and macroeconomics: supply and demand, mar
ket structures, income distribution, fiscal and
monetary policy in relation to unemployment
and inflation, economic growth, and interna
tional economic relations. Focuses on the func
tioning of markets as well as on the rationale for
and the design of public policy. Prerequisite for
all further work in economics.
1
credit.
Fall 2004 and spring 2005. Staff.
ECON 002. First-Year Seminar: Greed
In 1776, Adam Sm ith wrote in T he W ealth o f
N ations, “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__ T h e individual intends only his own
gain, and he is in this, as in many other cases,
led by an invisible hand to promote an end
which was no part o f his intention. Nor is it al
ways worse for society that it was no part o f it.
By pursuing his own interest he frequently pro
motes that of the society more effectually than
when he really intends to promote it.” This sem
inar investigates the degree to which self-inter
est should be the organizing principle o f eco
nomic and social organization.
This course counts as 1 o f the 8 economics cred
its needed to fulfill an economics major, but it
does not take the place of ECON 001. It, there
fore, cannot be used to fulfill the ECON 001
prerequisite for further work in the Economics
Department.
1 credit.
F all 2004. Kuperberg.
150
ECON 003. The World According to
Economics
This course explores the economic content of
subjects addressed by other disciplines through
out the College from an economic perspective.
Topics include pollution, the use of nonrenew
able resources and economic growth, interna
tional trade and underdeveloped countries, and
markets and social and moral development.
1 credit.
N ot offered 2004-2005.
ECON 005. Savage Inaccuracies: The
Facts and Economics of Education in
America
(Cross-listed as ED U C 069)
This course investigates the relationship be
tween issues o f resource allocation and educa
tional attainment. It examines the facts about
student achievement, educational expenditure
in the United States, and the relationship be
tween them. It studies such questions as: Does
reducing class size improve student achieve
ment? Does paying teachers more improve
teacher quality and student outcomes? The
course also investigates the relationship be
tween educational attainment and wages in the
labor market. Finally, it analyzes the effects of
various market-oriented education reforms such
as vouchers and charter schools. This course
may be counted toward a concentration in pub
lic policy.
1
credit.
N ot offered 2 0 0 4 -2005.
ECON 010. Current Issues in Economic
Policy
Examines current microeconomic and macroeconomic policy issues. Topics vary year to year,
depending on developments in the economy.
Recent topics have included flagging economywide performance, health care, tax reform, and
personal finance. T he class is formatted like a
seminar. Reading material includes the econom
ic and financial pages of current periodicals, re
ports of think tanks, and other current literature.
1 credit.
N ot offered 2004-2005.
ECON 0 1 1 . Intermediate Microeconomics
ECON 031. Statistics for Economists
Provides a thorough grounding in intermediatelevel microeconomics. T h e standard topics are
covered: behavior of consumers and firms, struc
ture and performance of markets, income distri
bution, general equilibrium, and welfare analy
sis. Students do extensive problem solving to
facilitate the learning of theory and see practical
applications.
T h e focus of this course is on understanding
how simple and multiple regression can be used
to estimate economic relationships (e.g., price
or interest elasticities, returns to assets, or edu
cation) and test their statistical significance.
Problems and estimation with real data sets will
be stressed. Majors may satisfy the department’s
statistics requirement by taking STA T 053
instead.
1 credit.
Fall 2004. Westphal.
ECON 012. Games and Strategies
How should you bargain for a used car or medi
ate a contentious dispute? T his course is an in
troduction to the study of strategic behavior and
the field of game theory. W e analyze situations
of interactive decision making in which the par
ticipants attempt to predict and to influence the
actions of others. W e use examples from eco
nomics, business, biology, politics, sports, and
everyday life. This course may be counted
toward a concentration in peace and conflict
studies.
1 credit.
Fall 2004. Dee. Spring 2005. Becher.
ECON 032. Operations Research
(Cross-listed as EN G R 057)
This course highlights the principles of opera
tions research as applied in defining optimal so
lutions to engineering and economic problems
to assist decision making. T he working princi
ples of engineering economics are introduced in
conjunction with operations research topics.
Normally for junior and senior students.
Prerequisites: Elementary linear algebra and
high school algebra.
1 credit.
1 credit.
Fall 2004. Bayer.
Fall 2004. McGarity.
ECON 021. Intermediate Macroeconomics
ECON 033. Accounting
The goal of this course is to give the student a
thorough understanding of the actual behavior
of the macroeconomy and the likely effects of
government stabilization policy. Models are de
veloped of the determination of output, interest
rates, prices, inflation, and other aggregate vari
ables such as fiscal and trade surpluses and
deficits. Students analyze conflicting views of
business cycles, stabilization policy, and inflation/unemployment trade-offs.
This course surveys financial and managerial
accounting. T h e concepts and methods of fi
nancial accounting following generally accepted
accounting principles and the effects of alterna
tive principles on the measurement of periodic
income and financial status are covered. Recent
changes in accounting methods such as those
stimulated by manufacturing advances are ex
amined, as are concerns about ethical standards.
(This course cannot be used to satisfy the C ol
lege’s distribution requirements.)
1 credit.
Spring 2005. Kuperberg.
1
ECON 022. Banking and Financial
Markets
Spring 2005. Staff.
This course examines the economics of finan
cial institutions and markets. Among the topics
considered are (1) economic explanations for
the existence and operations of banks; (2) the
regulation of financial institutions and markets;
and (3) theories of stock, bond, futures, and
options prices.
Quantitative methods used in estimating eco
nomic models and testing economic theories are
studied. Students learn to use statistical pack
ages to apply these methods to problems in busi
ness, economics, and public policy.
1 credit.
Spring 2005. Caskey.
credit.
ECON 035. Econometrics
Prerequisite: ECON 031 or STA T 053.
1
credit.
Fall 2004- Jefferson.
SnT
151
Economies
ECON 041. Public Finance
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.
T he course will be of most interest to students
having a concern for economic policy and its
interaction with politics. This course may be
counted toward a concentration in public policy.
Recommended: ECON O il.
1 credit.
Spring 2005. Dee.
ECON 042. Law and Economics
T h e purpose of this course is to explore the
premises behind the use of utilitarian constructs
in the analysis o f public policy issues. In partic
ular, the appropriateness of the growing use of
econom ic methodology will be examined
through an intensive study of issues in property,
tort, contract, and criminal law. This course may
be counted toward a concentration in public
policy.
ECON 053. International Political
Economy
(Cross-listed as POLS 068)
This course uses political and economic per
spectives to analyze the international economy.
Topics include the rise and decline of hegemon
ic powers, the controversy over “free” versus
“fair” trade under the World Trade Organiza
tion, foreign debt and default, the role of the
state in economic development, international
financial markets, and the history of the inter
national monetary system.
Prerequisites: POLS 004 and ECON 001.
1 credit.
Spring 2005. Golub/Hopkins.
ECON 061. Industrial Organization
1 credit.
This course examines why firms and markets are
organized as they are and how their organization
affects the way they operate. Topics include the
relationship between market structure and firm
behavior; particular aspects o f firm b e h a v io r pricing, advertising, and collusion; and the ef
fects of regulation. This course may be counted
toward a concentration in public policy.
F all 2004. Kuperberg.
Prerequisite: ECON O il.
Recommended: ECON O il.
ECON 044. Urban Econnmlcs
T he topics covered in this course include the
economic decline of central cities, transporta
tion policies, local taxation, theories o f urban
growth patterns, local economic development
initiatives, and the economics o f land use and
housing.
1 credit.
Spring 2005. Caskey.
ECON 051. The International Economy
This course surveys the theory o f trade (micro
economics) and of the balance of payments and
exchange rates (macroeconomics). T he theories
are used to analyze topics such as trade patterns,
trade barriers, flows o f labor and capital, ex
change-rate fluctuations, the international
monetary system, and macroeconomic interde
pendence. This course may be counted toward a
concentration in public policy.
Prerequisite: ECON O il or ECON 021; both
recommended.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
1 credit.
N ot offered 2004-2005.
ECON 073. Race, Ethnicity, and Gender in
Economics
This course focuses on the roles o f gender,
ethnicity, and race in economic systems. Topics
include the economic status of women and of
various racial and ethnic groups; sources of in
equality, including wage and job discrimination;
public policy issues (e.g., comparable worth,
affirmative action, child care, and welfare re
form); and bias in economic theory and policy.
This course may be counted toward concentra
tions in public policy, women’s studies, and
black studies.
1 credit.
Fall 2004. Bayer.
ECON 075. Health Economics
This course applies the tools of microeconomic
analysis to the health care industry. W e will
analyze the determinants of demand for and sup
ply of health care, including the relationship be
tween demographic variables, health status, and
health care consumption. T he structure and be
havior of the major components of the supply
side will be studied, including physicians, hospi
tals, and insurance companies. T he variety of
ways in which the government intervenes in the
health care sector— regulation, antitrust, social
insurance, and direct provision— will be consid
ered. Finally, we will study some more special
ized topics, including the intersection of bio
ethics and economics, mental health econom
ics, and international health system compar
isons. Students will write a series of short papers,
examining medical, economic, and policy con
siderations related to a health problem or issue.
Writing course. 1 credit.
Spring 2005. Magenheim.
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 fu
ture uses, with due attention to seemingly
noneconomic concerns. Specific topics include
pollution and environmental degradation; use of
exhaustible and renewable resources; manage
ment of air, water, and energy resources; sustain
able economic growth; and international
resource management. This course may be
counted toward concentrations in environmen
tal studies and public policy.
Recommended: ECON O il.
postindependence period. W e study policy
choices in their political and institutional con
text, using case study evidence and the analyti
cal tools of positive political economy. Topics of
current interest include the economic role of
the state, risk management by firms and house
holds, devaluation in the CFA zone, and inter
national financial flows. This course may be
counted toward concentrations in peace and
conflict studies, black studies, or public policy.
1 credit.
Fall 2004- Mbaye/O’Connell.
ECON 083. Asian Economies
Examines economic development and current
economic structure, along with major policy is
sues (domestic, plus vis-à-vis the United States),
in some of the principal economies of Asia, fo
cusing on those in East Asia but including at
least one South Asian country as well. This
course may be counted toward a concentration
in public policy as well as a program in Asian
studies.
1 credit.
N ot offered 2004—2005.
ECON 099. Directed Reading
W ith consent of a supervising instructor, indi
vidual, or group study in fields of interest not
covered by regular course offerings.
Fall or spring sem ester. Staff.
1 credit.
Not offered 2004-2005.
SEMINARS
ECON 001. Economic Development
A survey covering the principal theories of eco
nomic development and the dominant issues of
public policy. W ithin a perspective that empha
sizes choice and transfer of technology as well as
technological development, emphasis is given
to agricultural and industrial development, to
interactions among sectors, and to international
trade and capital flows (including foreign aid).
This course may be counted toward a concen
tration in public policy or peace and conflict
studies as well as programs in black studies and
Asian studies.
ECON 1 0 1 . Advanced Microeconomics
1 credit.
Subjects covered include microfoundations of
macroeconomics, growth theory, rational expec
tations, and New Classical and New Keynesian
macroeconomics. Extensive problem solving,
with an emphasis on the qualitative analysis of
dynamic systems.
Not offered 2004-2005.
ECON 082. Political Economy o! Africa
A survey of the economic development experi
ence in Sub-Saharan Africa, focusing on the
Subjects covered include consumer and produc
er theory, optimization and duality, general equi
librium, risk and uncertainty, asymmetric infor
mation, and game theory.
Prerequisites: ECON O il and at least one of the
following: M ATH 016, M ATH 018, or MATH
030.
2
credits.
Spring 2005. Bayer.
ECON 102. Advanced Macroeconomics
153
Economies
Prerequisites: ECON 021 and at least one of the
following: MATH 016, MATH 018, or MATH
030.
2
credits.
International Monetary Fund, and case studies
of selected industrialized, developing, and tran
sition countries. This seminar may be counted
toward a concentration in public policy.
N ot offered 2004-2005.
Prerequisites: ECON 011 and ECON 021.
ECON 12 2 . Financial Econnmics
2 credits.
T he seminar examines modem developments in
the theory of asset prices and the economics of
financial institutions. Topics include (1) eco
nomic explanations for the existence and oper
ations of banks; (2) the regulation of financial
institutions and markets; and (3) theories of
stock, bond, futures, and option prices.
Spring 2005. Golub.
Prerequisites: ECON 011, M ATH 06A and
06C , and ECON 031.
2
credits.
F all 2004- Caskey.
ECON 135. Advanced Econometrics
Quantitative methods used in estimating eco
nomic models and testing economic theories are
studied. Students learn to use statistical pack
ages to apply these methods to problems in busi
ness, economics, and public policy. Students
will also evaluate studies applying econometric
methods to major economic issues. A n individ
ual empirical research project is required.
Prerequisites: ECON 035, MATH 016, and
either ECON 031 or STA T 053.
1 credit.
N ot offered 2 0 0 4 -2005.
ECON 1 4 1 . Public Finance
This seminar focuses on the analysis o f govern
ment expenditure, tax, and debt policy. This
seminar may be counted toward a concentration
in public policy.
Prerequisite: ECON O il. Recommended: ECON
021 .
2 credits.
Spring 2005. Dee.
ECON 1 5 1 . International Economics
Both microeconomics and macroeconomics are
applied to an in-depth analysis of the world
economy. Topics include trade patterns, trade
barriers, international flows of labor and capital,
exchange-rate fluctuations, the international
monetary system, financial crises, macroeco
nomic interdependence, the roles of organiza
tions such as the World Trade Organization and
154
ECON 1 6 1 . Industrial Organization and
Public Policy
T he seminar examines the organization of firms
and markets and the relationship between orga
nization and outcomes with respect to pricing,
advertising, product differentiation, and other
aspects o f behavior. Other topics include the
effects of antitrust policy, and economic regula
tion and deregulation. This seminar may be
counted toward a concentration in public policy.
Prerequisite: ECON O il.
2 credits.
Fall 2004. Magenheim.
ECON 1 7 1 . Labor and Social Economics
Students discuss such topics as the organization
o f work within firms, labor market operations,
unions and labor relations, unemployment and
macroconditions, economic analysis education,
health care, housing, and discrimination, deter
minants of income inequality, and government
policies with respect to health, education, and
welfare. This seminar may be counted toward a
concentration in public policy (1 credit) and
black studies.
Recommended: ECON 011.
2 credits.
N ot offered 2004-2005.
ECON 1 8 1. Economic Development
A survey o f theories o f growth, stabilization, in
come distribution, trade policy, and household
behavior in developing countries. Issues of cur
rent interest include the Asian “miracle,” tech
nological change, and the political economy of
government policy. Students write several short
papers examining the literature and a longer
paper analyzing a particular country’s experi
ence. This seminar may be counted toward a
concentration in public policy or black studies
or in the Asian Studies Program.
Prerequisite: ECON 011 or ECON 021.
2 credits.
Fall 2004. O ’Connell.
EC O N 198. Thesis
W ith consent o f a supervising instructor, honors
majors may undertake a senior thesis for double
credit.
Fall 2004 and spring 2005. Staff.
ECON 199. Senior Honors Study
Senior honors study for majors consists of a 1credit seminar taken in the second semester of
senior year with a faculty member in atten
dance. In this seminar, majors rewrite and pre
sent one seminar paper from each of their three
preparations. These rewritten seminar papers
will be sent to the examiner who is reviewing
that preparation.
Senior honors study for minors consists of a 0.5credit seminar in which the student rewrites and
presents one seminar paper from one prepara
tion. This rewritten paper will be sent to the ex
aminer who is reviewing that preparation.
Participation for minors is optional. If a minor
does not participate in senior honors study, a
seminar paper will still be submitted to the
examiner.
Educational Studies
K . ANN RENNINGER, Professor
LISA SMULYAN, Professor and Chair
EVA F. TRAVERS, Professor
DIANE ANDERSON, Assistant Professor1
RORERT GROSS, Dean o f Students
ELAINE M ETHERALL BRENNEM AN, Visiting Assistant Professor (part time)
TRACY KAY, Visiting Assistant Professor (part time)
M ARGARET LINN, Visiting Assistant Professor (part time)
MARY ANN BLACK, Supervisor o f Student Teachers
NANCY DONALDSON, Supervisor of Student Teachers
KAE KALWAIC, Administrative Assistant
1 A bsent on leave, 2004—2005.
T h e Department of Educational Studies has
three purposes: to expose students to issues in
education from a variety o f disciplinary per
spectives; to provide a range o f field experi
ences for students who wish to explore their ap
titude and interest in teaching, counseling, or
research in an educational setting; and to pre
pare students to be certified for entry into pub
lic school teaching, in accordance with the re
quirements of Pennsylvania Chapters 354, 49,
and 4.
Courses in the Department o f Educational
Studies are intended to be integral to the C ol
lege’s academic offerings. W ith the exception of
Practice Teaching and the Curriculum and
Methods Seminar, all education courses include
many students who do not intend to become
teachers. Introduction to Education, for in
stance, is taken by approximately one-third of
each graduating class. T h e department’s most
important goal is to help students learn to think
critically and creatively about the process of ed
ucation and the place of education in society.
To this end, both its introductory and upperlevel courses draw on the distinctive approach
es of psychology, sociology, anthropology, polit
ical science, economics, and history. Because
students major in a variety o f disciplines, cours
es in education offer both an opportunity to
apply the particular skills o f one’s chosen field
to a new domain and interaction with other
students whose disciplinary approaches may dif
fer significantly from one’s own. There is a limit
of four field-based education credits (currently
156
ED U C 016 and 091A ) that can be counted
toward graduation. ED U C 014: Introduction to
Education is generally considered a prerequisite
for further work in the program.
SPECIAL MAJORS
There is no major in educational studies, but
special majors with history, linguistics, political
science, psychology, sociology and anthropol
ogy, and English literature are regularly ap
proved, and special majors with other fields
such as art, computer science, math, music, and
biology also have been designed. Special majors
involving education usually include 10 to 12
credits, at least 4 o f which must be in educa
tion, though typically there are 5 to 6 credits in
each o f the two departments that make up the
major. A thesis or a comprehensive examina
tion integrating work in the two fields is re
quired. Both departments collaborate in advis
ing students pursuing special majors.
HONORS PROGRAM
Students may pursue the Honors Program in
Educational Studies either as a part of a special
major or as a minor. Special m ajor honors pro
grams will consist o f 2.5 preparations in educa
tion and 1.5 preparations in the other discipline
(or vice versa) where an integrative, 2-crèdit
thesis receives 1 credit from both departments.
A ll education special m ajors in the Honors
Program will complete a 2-credit thesis and
write a short intellectual autobiography that
will be submitted to the honors examiner.
Education minors in the Honors Program will
take a 2-credit seminar, a course and an attach
ment, or write a 2-credit thesis to prepare for
the external examination. They will also write
an intellectual autobiography.
COURSE MINORS
Educational studies will support two kinds of
minors: (1) a teaching and field-based minor
and (2) an educational studies minor.
Teaching and field-based minor. Students will
complete at least 5 education credits that focus
on educational practice and the integration of
theory and practice in school placements. This
minor will normally be done in conjunction
with teacher certification. T h e credits included
in this minor are Educational Psychology,
Curriculum and Methods seminar, Practice
Teaching (2 credits), and one of the following:
Educating the Young Learner, Adolescence, or
Child Psychology and Practice.
Educational studies m inor. Students will take at
least 5 credits in discipline-based education
courses. For this minor, students will identify a
focus and describe how two or more of the
courses or seminars they are proposing for the
minor are related to this focus. Possible foci in
clude, but are not limited to, educational poli
cy, educational psychology, school and society,
urban education, environmental education, lit
eracy, gender and education, and special educa
tion. EDUC 016 and 017 will not count toward
an educational studies minor.
FOREIGN STUDY
Students may apply for education credit for
work done abroad (either in a formal course or
in a field placement in an educational setting),
provided that they have taken ED U C 014:
Introduction to Education at Swarthmore. T he
Swarthmore course may be taken prior to study
abroad or subsequent to it. Credit will be
granted once Introduction to Education has
been completed.
TEACHER CERTIFICATION
Swarthmore offers a competency-based teacher
preparation program for students who seek sec
ondary certification from the Commonwealth
of Pennsylvania. Competency is judged by an
interdisciplinary com m ittee o f the faculty
whose members include education faculty and
faculty from the majors in which we certify stu
dents. T he Teacher Education Committee has
established criteria for certification in biology,
chemistry, citizenship education, English,
French, German, mathematics, physics, Span
ish, and social science that meet both the “gen
eral standards” and “Specific Program Guide
lines for State Approval of Professional Educa
tion Programs.” Individual student programs are
designed in conjunction with departmental
representatives and members o f the education
faculty. A ll students seeking certification must
meet Swarthmore College’s distribution re
quirements in the humanities, natural sciences,
and social sciences and the requirements for a
major or special major. Students are formally
admitted to the Teacher Certification Program
in the spring semester of their sophomore year.
A ll students seeking teacher certification must
meet grade-point averages for entry and exit
from the program as specified in PA 354 and
must complete college-level math and English
courses or meet the requirements for waivers
before being admitted to the program. They
must also pass the specific PRA XIS exams re
quired by Pennsylvania for their certification
area, either before or after they complete the
teacher education course requirements at the
College. A fall description of the Swarthmore
teacher education requirements (in education
and in specific content fields/majors) is avail
able on the educational studies W eb site:
http://www.swarthmore.edu/SocSci/Education/.
N inth-sem ester option. Students who have com
pleted all the requirements for certification in
their discipline and in education, except for
Student Teaching (ED U C 016) and Curric
ulum and Methods Seminar (ED U C 0 17), may
apply to return following graduation to com
plete the Teacher Certification Program during
a ninth semester. During this semester, they
take ED U C 016 (2 credits) and ED U C 017,
and they pay for a total of one course o f tuition
and student fees. They are not eligible for cam
pus housing. Further information on the ninth-
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Educational Studies
semester option is available in the Education
Office.
REQUIREMENTS FOR SECONDARY
TEACHER CERTIFICATION
Students who plan to seek secondary certifica
tion should take ED U C 014: Introduction to
Education by the end of their sophomore year
and enroll for ED U C 016: Practice Teaching (a
double-credit course) and ED U C 017: Curric
ulum and Methods Seminar in their senior year
or during a ninth semester. In addition, they
must complete the following courses:
ED U C 021. Educational Psychology
ED U C 023. Adolescence
A n additional elective course from the follow
ing:
1. ED U C 025. Counseling: Principles and
Practices
2. ED U C 026. Special Education Issues and
Practice
3. ED U C 042. Educating the Young Learner
4. ED U C 045. Literacies and Social Identities
5. ED U C 061. Gender and Education
6. ED U C 063. School and Society
7. ED U C 065. Environmental Education
8. ED U C 066. Race, Ethnicity, and Inequality
in Education
9. ED U C 068. Urban Education
A n honors seminar in education may be substi
tuted for the elective course.
Students will be admitted to the certification
program after submitting their sophomore
paper and taking ED U C 014: Introduction to
Education. To student teach, students must be
recommended by their major department, by
their cooperating teacher in Introduction to
Education, and by members o f the education
faculty who have taught the student. Placement
of students for practice teaching is contingent
on successful interviews with the chair of the
Educational Studies Department and with ap
propriate secondary school personnel.
Elementary Certification Option
Swarthmore College does not offer certification
in elementary education. However, if students
complete the Swarthmore courses listed later in
150
this paragraph, and enroll for two courses at
Eastern College (Com m unication Arts for
Children and Teaching of Reading), they can
receive elementary certification through
Eastern College. T h e required Swarthmore
courses for elementary certification are
Introduction to Education; Educational Psy
chology; Developmental Psychology; Teaching
the Young Learner; Practice Teaching; Curric
ulum and Methods Seminar; and a series of
workshops in math, social studies, and science
methods.
TITLE II TEACHER EDUCATION REPORT
As required by Title II o f the Higher Education
A ct, Swarthmore College has submitted data to
the Pennsylvania Department of Education re
garding the cohorts of students who have com
pleted the Teacher Certification Program since
1999. Swarthmore College’s Secondary Certifi
cation program completers have had a 100 per
cent pass rate on all of the required PRA XIS
tests in every year since reporting has begun:
Reading, Writing, Math, Listening, and the
Principles o f Learning and Teaching 7 -12.
There has also been a 100 percent pass rate on
all subject specialty tests, but these could not be
officially reported because there were fewer
than 10 people taking the tests in any of the
subject areas. A ll of the Swarthmore College el
ementary certification candidates who partici
pated in the joint program with Eastern College
also passed all o f the required PR A X IS tests.
A ll of the Swarthmore College graduates who
have been certified and desired employment as
a teacher held teaching positions in the acade
mic year following certification. Most chose to
teach in the Philadelphia metropolitan area, al
though in a typical year, many Swarthmore
teacher education graduates teach throughout
the country.
COURSES
EDUC 001C . The Writing Process
(See EN G L 001C )
F all sem ester. Staff.
EDUC 014. Introduction to Education
This course provides a survey of issues in educa
tion within an interdisciplinary framework. In
addition to considering the theories of individ
uals such as Dewey, Skinner, and Bruner, the
course explores some major economic, histori
cal, and sociological questions in American ed
ucation and discusses alternative policies and
programs. T he course gives students an oppor
tunity to determine their own interest in
preparing to teach and furnishes them with
firsthand experience in current elementary and
secondary school practice. Fieldwork is re
quired. This course is normally a prerequisite
for further course work in education.
Writing course.
1 credit.
Each sem ester. Staff.
EDUC014f. First-Year Seminar:
Introduction to Education
This seminar will draw on materials from the
disciplines o f psychology, sociology, philosophy,
history, and political science to address ques
tions 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 course work in education and provides
an opportunity for students to explore their
interests in teaching, student learning, and
educational policy.
Writing course. 1 credit.
Fall 2004. Staff.
EDUC 016. Practice Teaching
Supervised teaching in either secondary or ele
mentary schools. Students pursuing certifica
tion must take E D U C 017 concurrently.
(Single-credit practice teaching may be
arranged for individuals not seeking secondary
certification.)
2 credits.
discussion methods; literacy; the integration of
technology and media; classroom-based and
standardized assessments; instruction of specialneeds populations; topics in multicultural, non
racist, 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.
1 credit.
E ach sem ester. Staff.
EDUC 021. Educational Psychology
(Cross-listed as PSYC 021)
This course focuses on issues in learning and de
velopment that have particular relevance to
understanding student thinking. Research and
theoretical work on student learning and devel
opment provide the core readings for the
course. In addition, students tutor in local
schools and participate in a laboratory section
that provides an introduction to the process of
research
Prerequisite: ED U C 014 or the permission of
the instructor.
Writing course. I credit.
F all 2004. Renninger.
EDUC 023. Adolescence
(Cross-listed as PSYC 023)
In this course, students will examine adolescent
development from psychological, sociological,
and life span perspectives, reading both tradi
tional theory and challenges to that theory that
consider issues of race, class, gender, ethnicity
and sexual orientation. During the first part of
the term, students explore various aspects of in
dividual development (e.g., cognitive, affective,
physiological, etc.). T he second part o f the se
mester focuses on the adolescent’s adaptation in
major social contexts (e.g., family, peer group,
school, etc.).
Each sem ester. Staff.
Prerequisite: ED U C 014 or the permission of
the instructor.
EDUC 0 1 7 . Curriculum and Methods
Seminar
Spring 2005. Smulyan.
This seminar is taken concurrently with EDUC
016. Readings and discussion focus on the ap
plications of educational research and theory to
classroom practice. Course content covers: les
son planning; classroom management; inquiryoriented teaching strategies; questioning and
1 credit.
EDUC 025. Counseling: Principles
and Practice
In this course, students critically examine coun
seling theories and techniques used within the
context o f school and community-based aqun-
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Educational Studies
seling agencies. Students will develop and prac
tice counseling skills through case studies, role
plays, and other modeling exercises.
1 credit.
N ot offered 2004—2005.
EDUC 026. Special Education:
Issues and Practice
This course is designed to provide students with
a critical overview of special education, includ
ing its history, the classification and description
of exceptionalities, and its legal regulation.
Major issues related to identification, assess
ment, educational and therapeutic interven
tions, psychosocial aspects, and inclusion are
examined. Field placement is required.
1 credit.
Spring 2005. Linn.
EDUC 032. Issues in Higher Education
This course draws on work in psychology, an
thropology, sociology, philosophy, history, and
human development to examine a set o f issues
in higher education. T h e course explores ques
tions such as: W hat have been the debates
about access to higher education and how have
they played out in such areas as financial aid,
public versus private education, race-based ad
missions, etc. ? W hat has been the mission o f in
stitutions of higher education throughout histo
ry and how do they vary from one another?
W hat is the role of faculty in sustaining or
adapting an institution’s mission? How do mis
sion and market relate today? How does the fi
nancial structure o f an institution enable it to
pursue mission? How are campus partnerships
and campus/community initiatives connected
to an institution’s mission?
1 credit.
N ot offered 2004—2005.
EDUC 042. Educating the Young Learner
This course explores the myriad ways that chil
dren learn in classrooms and construct meaning
within their personal, community, and school
lives. Transmissionist, constructivist, and social
practice and participation theories of learning
will frame the course. Areas to be explored in
clude conditions o f learning environments;
ways that teachers can learn by observing learn
ers; problem-solving and inquiry approaches;
direct instruction, practice, and rote learning;
and feedback for learners. Literacy, numeracy,
160
and science learning will serve as the content
for instructional and curricular explorations in
teaching young children. In tersection s, of
home, community, school, and peer groups will
be explored. Fieldwork is required. Required for
elementary teacher certification.
W ritingcourse. 1 credit.
Spring 2005. Carboni.
EDUC 045. Literacies and Social
Identities
This course explores the intersections of litera
cies, social identities, and social and academic
domains. Topics will include orality and litera
cy; history of literacy; methods of teaching
reading and writing; reader response theories;
sociolinguistic tools for textual and discourse
analysis; the intersections of literacy with race,
gender, class, religion, and sexual orientation;
personal and academic literacies; situated, par
ticipatory, and daily literacy practices; and
functional, academic, and sacred views of liter
acy. T he course will draw on readings from ed
ucation, anthropology, sociology, and linguis
tics. Students will have opportunities to explore
topics o f individual interest. Typical fieldwork
will include a partnership with a college staff
member in the Learning for Life program.
Highly recommended for students interested in
secondary English/language arts teaching and
elementary teaching.
W ritingcourse. 1 credit.
N ot offered 2004—2005.
EDUC 051. Language, Culture, and
Difference: Current Issues in Teaching
English as a Second or Other Language
(TES0L)
This course examines current questions and de
bates in the field of language education. Topics
will include models for English Language
Learner (ELL) instruction, including English as
a Second Language (ESL), bilingual education,
content-based instruction, and immersion pro
grams; the role o f culture in TESO L; assessment
of the ELL learner; focus on form or fluency first
as methods of instruction in the classroom;
identities of the language learner; literacy and
language; and issues of status and placement of
the ESL professional within the public school
structure. Fieldwork is required.
1 credit.
N ot offered 2004—2005.
EDUC 054. Oral and Written Language
EDUC 068. Urban Educatinn
(See LING 054)
(Cross-listed as SO A N 020B )
Prerequisite: LIN G 001, 040, 045, or 050.
This course examines issues o f practice and pol
icy, including financing, integration, compen
satory education, curricular innovation, parent
involvement, bilingual education, high-stakes
testing, comprehensive school reform, gover
nance, and multiculturalism. T h e special chal
lenges faced by urban schools in meeting the
needs of individuals and groups in a pluralistic
society will be examined using the approaches
of education, psychology, sociology, anthropol
ogy, political science, and economics. Current
issues will also be viewed in historical perspec
tive. Fieldwork is required.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
EDUC 061. Gender and Education
This course uses historical, psychological, and
social frameworks to explore the role of gender
in the education process. It examines how gen
der influences the experiences of teaching and
learning and how schools both contribute to
and challenge social constructions of gender.
Prerequisite: ED U C 014 or the permission of
the instructor.
Writing course. 1 credit.
1 credit.
Fall 2004■ Smulyan.
Spring 2005. Travers.
EDUC 063. Schnol and Society
EDUC 069. Savage Inaccuracies:
The Facts and Economics of Education
in America
(Cross-listed as SO A N 069)
This course examines the multiple and contra
dictory purposes and functions of schools, fo
cusing on the ways in which schools claim to be
meritocratic while reproducing the class, racial,
gender, and sexual orders of U .S. society. The
course explores topics including the aims of
schooling; parent/school/community interac
tion; race, class, and gender in secondary
schools; the school as a workplace; and critical
multicultural education. Students in this course
are also introduced to qualitative methods in
the study of school and society and become crit
ical readers in the field.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
EDUC 065. Environmental Education
This course will explore the developments in
environmental education, earth education, and
watershed programs from practical, curricular,
and philosophical perspectives. W e will assess
the possibility of making environmental educa
tion a central part of the curriculum. Students
will survey current programs, curricula, and re
search and consider the role o f formal educa
tion in generating environmental awareness in
light of global ecological crises. Fieldwork is
required.
1 credit.
Fall 2004. Kay.
(See ECON 005)
Prerequisites: ECON 001 and any statistics
course (or the consent o f the instructor).
ED U C 014 is strongly recommended.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
EDUC 0 7 1. Special Projects (Issues in
Music and Dance Education)
(Cross-listed as D A N C 091 and M U SI 091)
A n introduction to the fields of music and
dance education. T his course will involve fre
quent visits to schools, studios, and other edu
cational institutions in the Philadelphia area.
W e will observe a variety o f teaching methods
and discuss the guiding principles of music and
dance education. W e will also address such
questions as the place of music and dance in
higher education in general and at Swarthmore
in particular. In some cases, coursework may in
clude practice teaching, depending on student
experience and inclination. Open to any stu
dent who has taken at least one course in
music, dance, or education.
0 .5 credit (C R /N C R ).
F all 2004- Arrow and W hitman.
EDUC 091 A . Special Tnpics
W ith the permission of the instructor, qualified
students may choose to pursue a topic of special
interest in education through a field project in
volving classroom or school practice.
161
Educational Studies
Available as a credit/no credit course only.
0 .5 or 1 credit.
E ach sem ester. Staff.
EDUC 091B . Special Topics
W ith the 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.
E ach sem ester. Staff.
EDUC 096-097. Thesis
l or 2 credits, norm ally in conjunction with a
special m ajor.
E ach sem ester. Staff.
SEMINARS
EDUC 1 2 1 . Child Psychology and Practice
This seminar focuses on (1) general develop
mental principles revealed in and applicable to
contexts o f practice as well as (2) practical ap
plications o f research and theory in develop
mental psychology. Members of the seminar
work together to consider topics in education
(e.g., motivation, professional learning, and in
structional practice), topics in cognitive sci
ence (e.g., strategy use, metacognition, and in
dividual variation) and topics in social policy
(e.g., evaluation, community initiatives, and
educational reform) through fieldwork, direct
ed readings, and a literature review on a ques
tion of their choice. T h e fieldwork for the sem
inar focuses on the evaluation of an issue or
problem identified by the local community.
Prerequisites: ED U C 0 14 and 021.
W riting cou rse. 2 credits.
Spring 2005. Renninger.
EDUC 1 3 1 . Social and Cultural
Perspectives on Education
In this seminar, students examine schools as in
stitutions that both reflect and challenge exist
ing social and cultural patterns o f thought, be
havior, and knowledge production. Seminar
participants study and use qualitative methods
o f research and examine topics including the
aims o f schooling; parent/school/community
162
interaction; schooling and identity develop
ment; and classroom and school restructuring.
Prerequisites: ED U C 014 and an additional
course in the 060s.
W riting course. 2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
EDUC 1 4 1 . Educational Policy
This seminar will explore issues in the design,
implementation, and evaluation o f educational
policy at the federal, state, and local levels in
light o f the ongoing historical and cultural de
bates over educational policy. T h e course will
examine a range o f current policy topics, in
cluding school finance, issues of adequacy and
equity, the standards movement, systemic re
form, testing and accountability, varieties of
school choice, early childhood education, im
migrant and bilingual education, and special
education from the perspectives o f several so
cial science disciplines and political perspec
tives. Fieldwork in a policy-related educational
organization is required.
Prerequisites: ED U C 014 and an additional
course in the 060s; ED U C 068 is strongly
recommended.
W riting course. 2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
EDUC 15 1 . Literacy and Numeracy
Research, Policy, and Practice
This seminar will explore issues in the design,
implementation, outcomes, and evaluation of
literacy and/or numeracy programs at any of the
following levels: pre-school, elementary, sec
ondary, and adult learning. Policies emanating
from local, state, and federal levels will be ex
amined in terms of outcomes and impact on
local populations, programs and assessments.
Fieldwork possibilities include program evalua
tion, investigation o f a local problem or issue,
development of an approach to address a prob
lem, or a collaborative research project. Mem
bers o f the seminar may work together or indi
vidually on topics and questions of their choice,
contributing through directed readings and lit
erature reviews and relevant fieldwork and/or
research.
Prerequisites: ED U C 014 and an additional
course in the 040-060s. Either ED U C 042 or
045 is highly recommended.
W riting course. 2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
EDUC180. Honors Thesis
A 2-credit thesis is required for students com
pleting special honors majors including educa
tion. T h e thesis may be counted for 2 credits in
education or for 1 credit in education and 1
credit in the other discipline in the student’s
Honors Program.
2 credits.
Each sem ester. Staff.
Engineering
ERIK C H EEV ER , Professor and Chair
NELSON A . M ACKEN, Professor
ARTHUR E . McGARITY, Professor
LYNNE A . M OLTER, Professor
FREDERICK L . ORTHLIER, Professor
FARUQ M .A . SIDDIQUI, Professor2
ERICH CARR EVERRACH, Associate Professor3
RRUCE A . M AXW ELL, Associate Professor
M ICHAEL J . PI0V0S0, Visiting Associate Professor (part time)
HOLLY CASTLEM AN, Administrative Assistant
EDMOND JAOUDI, Electronics, Instrumentation, and Computer Specialist
GRANT SM ITH, M echanician
2 A bsent on leave, spring 2005.
3
T h e professional practice o f engineering re
quires creativity and confidence in applying sci
entific knowledge and mathematical methods
to solve technical problems of ever-growing
complexity. T h e pervasiveness o f advanced
technology within our economic and social in
frastructures demands that engineers more fully
recognize and take into account the potential
economic and social consequences that may
occur when significant and analytically welldefined technical issues are resolved. A respon
sibly educated engineer must not only be in
confident command o f current analytic and de
sign techniques but also have a thorough un
derstanding o f social and economic influences
and an abiding appreciation for cultural and
humanistic traditions. Our program supports
these needs by offering each engineering stu
dent the opportunity to acquire a broad yet in
dividualized technical and liberal education.
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 ef
fectively, and collaborate well with others.
REQUIREMENTS AND RECOMMENDATIONS
Mission
As stated in the introduction of this catalog,
Swarthmore seeks to help its students realize
their fullest intellectual and personal potential,
combined with a deep sense of ethical and
social concern.
W ithin this context the Engineering Depart
ment seeks to graduate students with a broad,
164
Absent on leave, 2004-2005.
T h e Engineering Department and its students
provide to the College community a unique
perspective that integrates technical and non
technical factors in the design of solutions to
multifaceted problems.
Objectives
Graduates with the bachelor o f science degree
in engineering will have the following:
1. Proficiency in the analysis o f engineering
systems
2. Proficiency in engineering design
3. Broad background in the liberal arts
4. Skills to communicate effectively and col
laborate well with others
5. Skills to adapt to changing situations and
new technical challenges
Our departmental major program is accredited
by the Engineering Accreditation Commission
o f the Accreditation Board for Engineering and
Technology.
T h e structure of the department’s curriculum
permits engineering majors to devote as much
as three-eighths of their course work to the hu
manities and social sciences. W ithin their fouryear course o f study, about half of our majors
pursue either a minor or a double major, leading
to two degrees: the bachelor of science in
engineering and a bachelor of arts in a second
academic discipline.
The department’s physical facilities include lab
oratories for general instruction and individual
student projects in electronics, electromagne
tism, optics, systems dynamics and control,
communications, engineering materials, solid
and structural mechanics, fluid mechanics, fos
sil and solar energy conversion, acoustics, non
linear dynamics, and environmental water and
air pollution control. T h e laboratories contain
a wide variety o f modem measurement equip
ment configured for computer-assisted data ac
quisition and process control. T he department’s
facilities also include a workstation laboratory
with high performance color graphics and in
dustry-standard engineering design, analysis,
and graphics software. Electronics, metal, and
woodworking shops that support our courses
and laboratories are also available for student
use.
Couises Readily Available to Students
Not Majoring or Minorlng in Engineering
High-Performance Composites (001), Explor
ing Acoustics (002), Problems in Technology
(003), and A rt and Science o f Structures (007)
are designed for students contemplating only an
introduction to engineering. Mechanics (006)
is primarily for prospective majors, but other in
terested students, particularly those preparing
for careers in architecture or biomechanics, are
encouraged to enroll. Introduction to Environ
mental Protection (0 0 4 A ), Operations R e
search (057), Solar Energy Systems (035),
Water Quality and Pollution Control (063),
Swarthmore and the Biosphere (004B ), En
vironmental Systems (0 6 6 ), and Environ
mental Policy and Politics (004C ) appeal to
many students majoring in other departments,
particularly those pursuing an environmental
studies minor. Students interested in comput
ers, including computer science majors or mi
nors, may wish to consider Fundamentals of
Digital Systems (015), Principles of Computer
Architecture (025), Computer Graphics (026),
Computer Vision (027), and Robotics (028).
Students majoring in the physical sciences or
mathematics may enroll routinely in advanced
engineering courses. Department faculty mem
bers also support minors in computer science
and environmental studies and a special major
with the Linguistics Program.
Note that Engineering Methodology, HighPerformance Composites, Exploring Acoustics,
Problems in Technology, A rt and Science of
Structures, Introduction to Environmental Pro
tection, Swarthmore and the Biosphere, and
Environmental Policy and Politics are not ad
missible as technical electives within an engi
neering major or minor but may be taken as free
electives subject to the 20-course rule.
Course Major
T h e requirements for the course major de
scribed subsequently apply to students whose
class enters in fall 2004. T h e curriculum is cur
rently being reviewed and may be revised for
subsequent classes.
Engineering majors must complete require
ments from three categories: ( 1 )1 2 engineering
credits, (2) 4 credits in science, and (3) 4 cred
its in mathematics. T h e first category is dis
cussed in the next paragraph. W ithin the sec
ond category, students must receive 2 credits in
physics, 1 in chemistry, and 1 in an additional
course. T he physics credits must include either
PHYS 003 and 004, or 007 and 008, or the
equivalent. T he chemistry credit must be for
CH EM 010 or the equivalent. T h e unspecified
science course should complement the student’s
overall program of study and will normally be
from one of the following Swarthmore depart
ments: Biology, Chemistry, Computer Science,
or Physics and Astronomy. This course must be
acceptable for credit toward a minimal major in
the offering department to count toward an en
gineering major. T he third category includes a
minimum of 4 credits in mathematics including
MATH 030 and normally including MATH
005, 006, and 018 or the equivalent. No cours
es 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.
Students majoring in engineering are required
to take at least six core courses within the first
category. Every major must take the following
four courses: Mechanics (EN G R 006), Electric
Circuit Analysis (EN G R 011), Thermofluid
M echanics (EN G R 0 4 1 ), and Engineering
Design (EN G R 090), usually in that order.
Each student must also take two or three of the
following courses: Linear Physical Systems
Analysis (EN G R 0 12), Experimentation for
Engineering Design (EN G R 014), or Funda-
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Engineering
mentals of Digital Systems (EN G R 015). Engi
neering Design is the culminating experience
for engineering majors and must be taken in the
spring o f the senior year. Submission and oral
presentation of the final project report in
Engineering Design constitutes the comprehen
sive examination for engineering majors.
Elective Program for Course Majors
Each student devises a program o f advanced
work in the department in consultation with
his or her adviser. These programs normally in
clude five or six courses depending on the num
ber of core courses taken. They are submitted
for departmental approval as part o f the formal
application for a major in engineering during
the spring semester of the sophomore year.
A student’s elective program may not conform to
some traditional or conventional area of engi
neering specialization (e.g., computer, electrical,
mechanical, or civil). Therefore, the department
requires each plan of advanced work to have a
coherent, well-justified program that meets the
student’s stated educational objectives.
Typical elective program plans include the fol
lowing:
1. E lectrical engineering group. Electronic Circuit
Applications, Physical Electronics, Electro
magnetism, Communication Systems, Digi
tal Signal Processing, V L SI Design, and
Control Theory and Design. Students hav
ing an interest in digital systems might re
place one or more of these courses with
Principles o f Computer A rchitecture or
Computer Graphics.
2. C om puter engineering group. Principles of
Computer Architecture, Computer Graph
ics, Computer Vision, and Robotics. Stu
dents with an interest in computer hardware
may include Electronic Circuit Applica
tions, Physical Electronics, Digital Signal
Processing, V LSI Design, or Control Theory
and Design.
3. M echanical engineering group. Mechanics of
Solids, Engineering Materials, Fluid M e
chanics, Heat Transfer, Therm al Energy
Conversion, Solar Energy Systems, or C on
trol Theory and Design.
4. C ivil and environm ental engineering group.
Basic preparation includes Mechanics of
Solids, Structural Theory and Design I, Soil
and Rock Mechanics, and Water Quality
and Pollution Control. Additional courses
166
include Operations Research and Environ
mental Systems for those interested in the
environment or urban planning, or Struc
tural Theory and Design II for those inter
ested in architecture or construction. Other
recommended courses include Solar Energy
Systems, Fluid Mechanics, and Engineering
Materials.
Course Minor
A cadem ic advising. Students interested in pursu
ing a minor must find a faculty member within
the Engineering Department to advise them. If
possible, this faculty member should have inter
ests that overlap the area of the minor. Students
who encounter difficulties in identifying an ad
viser should seek the assistance o f the chair of
the Engineering Department. Students who
plan to minor in engineering should regularly
consult their engineering advisers. T h e sopho
more papers of engineering minors should indi
cate the plan to minor and the courses chosen
to fulfill the minor.
Requirem ents. A minimum of 5 credits in engi
neering is required, o f which at least 2 but not
more than 3 must be core courses (EN G R 006,
O il, 0 1 2 ,0 1 4 ,0 1 5 , or 041 but not EN G R 090).
T h e remainder will be selected from elective
course offerings within the department. Only
those electives that count toward an engineer
ing major can be counted toward a minor.
• Supporting work in mathematics, physics,
chemistry, and computer science is necessary
only when designated as a prerequisite to an
individual engineering course.
• No directed readings may be used as one of
the 5 credits for the minor.
• A maximum of 1 transfer credit that is pre
approved by the Engineering Department
will be accepted as partial fulfillment of the
minor requirements. Transfer credits will not
count for one o f the two courses used to ful
fill 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 want to use
foreign study or domestic exchange work in
partial fulfillment of the requirements for the
minor should consult their academic advisers
and the chair of the Engineering Depart
ment as early as possible to ensure that all
requirements are met.
• No culminating experience will be required.
Only students pursuing the major in engi
neering may enroll in EN G R 090.
Areas o f study. Although packaged selections of
courses will be suggested as options for those in
terested in an engineering minor, students may
tailor their programs to meet individual needs
and interests in consultation with their advisers.
Honors Major or Minor
Students with a B+ average among courses in
the Division o f Natural Sciences and
Engineering may apply for an honors major in
engineering. T his B+ average must be main
tained through the end of the junior year to re
main in the Honors Program. A listing of
preparations supported by existing engineering
courses is appended. Credits from approved at
tachments or special topics courses may substi
tute for not more than 1 credit within any
preparation.
Honors M ajor
Honors majors must complete the same re
quirements as course majors in engineering. In
addition:
• The honors major in engineering is a fourexamination program that includes three
preparations in engineering (the major) and
one minor preparation. Each area comprises
2 credits of work. None o f the core courses
(except EN G R 090) may be used in the
preparations.
• The minor preparation must comprise at
least 2 credits of work approved by any de
partment or program outside engineering.
• Each major candidate must accumulate 12
credits in engineering, including EN G R 090,
and the same number o f science and math
credits as required of course majors. A ll engi
neering graduates will receive an ABETaccredited bachelor o f science degree.
• If one of the major preparations includes
ENGR 090, it must be paired with an appro
priately related upper-level engineering elec
tive or a 1-credit honors thesis to be com
pleted in the fall semester o f senior year.
Honors thesis credit may not substitute for
any of the 12 engineering credits required for
the bachelor of science. Candidates who
choose an honors thesis will complete at
least 13 credits in engineering and 33 from
across the College. T h e two additional major
preparations must each comprise two related,
upper-level engineering electives. A précis of
not more than 12 pages (including tables
and figures) of each candidate’s EN G R 090
project must be submitted by the end of the
10th week o f the spring semester for mailing
to the relevant honors examiner. T he final
EN G R 090 report will not be mailed to any
examiner but may be brought to the oral
examinations.
• Senior honors study by engineering majors is
not required.
Honors M inor
• Senior honors study is required for all engi
neering honors minors, except those who are
also engineering course majors. For those not
majoring in engineering, the senior honors
study is the culminating experience. Course
majors will not take senior honors study be
cause EN G R 090 serves as the culminating
experience.
• Every engineering honors minor preparation
must include two related upper-level engi
neering electives for which all prerequisites
must be satisfied. If the student is not also an
engineering course major, then senior honors
study is also required. Credits from official
attachments or special topics courses in engi
neering may substitute for not more than
one of the two upper-level courses within an
engineering minor preparation.
• Prerequisites to upper-level engineering elec
tives may be waived by the department, de
pending on the student’s documentation of
equivalent work in another department at
the time of application.
• Formats of examination will follow those ap
propriate for the engineering major.
Prospective engineering majors and minors re
ceive more specific information about course
and honors programs from the department each
December. A dditional information is also
available on the engineering W eb site at
http://www.engin.swarthmore.edu.
Poland Foreign Study Program
A program of study is available at the Technical
University of Krakow, Poland, for students who
desire an engineering foreign study experience
in a non-English-speaking country. Normally
in the spring of the junior year, students take
courses taught in English consisting of two en-
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Engineering
gineering electives and the survey course
Environmental Science and Policy in Central
and Eastern Europe plus an intensive orienta
tion course on Polish language and culture pro
vided by the Jagiellonian University. Coor
dinator: McGarity.
COURSES
ENGR 001. High-Performance Composites
Students are introduced to the structure, prop
erties, and performance o f composite materials
in sports, automotive, energy, and aeronautic
applications. Simple models of material behav
ior are developed and used to examine products
like ski poles, tennis racquets, radial tires,
human-powered aircraft and superconductor
wire. Weekly labs include making, examining
and/or testing polymer and ceramic and metal
matrix composites, with a project of the stu
dent’s choice. Primarily for students not con
templating an engineering major.
Prerequisite: high school physics.
N atural Sciences and Engineering practicum .
1 credit.
F all 2004. Orthlieb.
ENGR 002. Exploring Acoustics
(Cross-listed as LING 002)
This course exposes students to basic scientific
and engineering principles through an explora
tion o f the acoustics of musical instruments, the
human voice, structures, and the environment.
Hands-on analysis is emphasized, with a mini
mum use o f mathematics. This course is for stu
dents not majoring in engineering and includes
a laboratory.
W riting course. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGR 003. Problems in Technology
For students not majoring in science or engi
neering, this course has most recently concen
trated on the automobile and its impact on so
ciety. Technical, political, and socioeconomic
aspects are discussed. Class members also work
on teams with engineering students in design
ing, building, and testing a hybrid electric car.
Enrollment is limited.
W riting course.
168
N atural Sciences and Engineering practicum .
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
004: ENVIRONMENTAL COURSES
FOR N0NMAJ0RS
C ourses num bered EN G R 004A -004Z serve all
students interested in environm ental scien ce, tech
nology, and policy. Indicated courses m ay be used
to satisfy the writing course and N atural Sciences
and Engineering practicum requirem ents. Some
m ay also m eet requirem ents fo r m inors in environ
m ental studies or public policy and special m ajors in
environm ental science or environm ental policy and
technology. Sim ilar courses are available through
the C ollege’s foreign study program s in Poland and
G han a, W est A frica. T hese courses may not be
used to satisfy requirem ents fo r the m ajor or minor
in engineering.
ENGR 004A. Introduction to
Environmental Protection
This course covers fundamentals of analysis for
environmental problems in the areas o f water
pollution, air pollution, solid and hazardous
wastes, water and energy supply, and resource
depletion, with an emphasis on. technological
solutions. Topics include scientific concepts
necessary to understand local and global pollu
tion problems, pollution control and renewable
energy technologies, public policy develop
ments related to regulation of pollutants, and
methods of computer-based systems analysis for
developing economically effective environ
mental protection policies. This course counts
toward distribution credit in the Division of
Natural Sciences and Engineering and satisfies
the environmental science/technology compo
nent o f the environm ental studies minor.
Normally offered in the spring semester.
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGR 004R. Swarthmore and the
Biosphere
A n interdisciplinary seminar-style investiga
tion of the role o f Swarthmore College and its
community within the biosphere, including an
intensive field-based analysis of one major as
pect of Swarthmore’s interaction with its envi
ronment such as food procurement, waste dis-
posal, or energy use. Student project groups ex
plore the selected topic from various perspec
tives, and the class proposes and attempts to
implement solutions. Faculty members from
various departments provide background lec
tures, 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 distri
bution requirements.
1 credit.
are potential majors as well as those interested
only in an introduction to engineering.
A lthough E N G R 005 is no t required of
prospective engineering majors, it is strongly
recommended. T his course is not to be used to
fulfill the requirements for the engineering
major or minor. Offered in the fall semester.
0 .5 credit.
F all 2004- Cheever.
ENGR 006. Mechanics
Topics include environmental analysis, policy
formulation, and pollution regulation. Nor
mally offered in the fall semester.
This course covers fundamental areas of statics
and dynamics. Elementary concepts of de
formable bodies are explored, including stressstrain relations, flexure, torsion, and internal
pressure. Laboratory work includes a M ATLAB
workshop, experiments on deformable bodies,
and a truss-bridge team design competition.
Offered in the spring semester.
1 credit.
Prerequisite: PHYS 003 or the equivalent.
O ffered when dem and and staffing perm it.
ENGR 004C. Environmental Policy
and Politics
(Cross-listed as PO LS 043)
Not offered 2 0 0 4 -2 0 0 5 .
ENGR 004E. Introduction to Sustainable
Systems Analysis
This course covers definitions of sustainability
and sustainable development. Topics include
quantitative indicators for evaluating sustain
able policy, projects, technology, products, and
education; interactions between ecology, soci
ety, and economy; alternatives to economic val
uation, including energy and energy analysis;
dematerialization and recycling; life-cycle
analysis; sustainable industrial production;
waste minimization; clean technologies; sus
tainable habitation and communities; and sus
tainable international, national, and local poli
cies. Includes a laboratory, computer-based sim
ulation exercises, field trips, and international
Internet discussion groups. T his course counts
toward distribution credit in the Division of
Natural Sciences and Engineering and satisfies
the environmental science/technology compo
nent of the environmental studies minor.
N atural Sciences and Engineering practicum .
1 credit.
O ffered when dem and and staffing perm it.
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 de
partment facilities. Designed for students who
1 credit.
Spring 2005. Orthlieb.
ENGR 007. Art and Science of Structures
This introduction to the basic principles of
structural analysis and design includes an em
phasis on the historical development of modem
structural engineering. It is suitable for students
planning to study architecture or architectural
history, or who have an interest in structures.
This course includes a laboratory and is de
signed for students not majoring in engineering.
1 credit.
O ffered in the fa ll sem ester when dem and and
staffing perm it.
ENGR 0 1 1 . Electrical Circuit Analysis
T he analysis o f electrical circuits is introduced,
including resistors, capacitors, inductors, opamps, and diodes. T he student will learn to de
velop 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 lab
oratory. Offered in the fall semester.
Prerequisites: M ATH 006B and PHYS 004 or
their equivalents or permission of the instructor.
N atural Sciences and Engineering practicum .
1 credit.
F all 2004- Molter/Piovoso.
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Engineering
ENGR 012. Linear Physical Systems
Analysis
Engineering phenomena that may be represent
ed by linear, lumped-parameter models are stud
ied. This course builds on the mathematical
techniques learned in EN G R O il and applies
them to a broad range o f linear systems, includ
ing those in the mechanical, thermal, fluid, and
electromechanical domains. Techniques used
include Laplace Transforms, Fourier analysis,
and Eigenvalue/Eigenvector methods. Both
transfer function and state-space representa
tions of systems are studied. T h e course in
cludes a brief introduction to discrete time sys
tems and includes a laboratory. Offered in the
spring semester.
Prerequisite: EN G R O il or the equivalent or
permission of the instructor.
N atural Sciences and Engineering practicum .
1 credit.
Spring 2005. Molter/Cheever.
ENGR 014. Experimentation for
Engineering Design
Students are introduced to measurement sys
tems, instruments, probability, statistical analy
sis, measurement errors, and their use in exper
imental design, planning, execution, data re
duction, and analysis. Techniques o f hypothesis
testing, confidence intervals, and single and
multivariable linear and nonlinear regression
are covered. This course includes a laboratory
and is offered in the spring semester.
Prerequisite: EN G R O il.
N atural Sciences and Engineering practicum .
1 credit.
Spring 2005. McGarity/Macken.
ENGR 015. Fundamentals of Digital
Systems
(Cross-listed as C P S C 024)
Digital systems are fundamentally different
from continuous systems. T his course will in
troduce students to digital system theory and
design techniques, including Boolean logic,
digital representations of data, and techniques
for the design o f combinational and sequential
digital circuits. Because moving information
between systems is critical to real-world appli
cations, the course will include interfaces be
tween digital systems and between digital and
continuous systems. In addition, the course will
cover selected topics in numerical analysis and
170
applied mathematics that are relevant to mod
em engineering and computer science. Offered
in the fall semester.
Prerequisites: C P SC 021 or EN G R 011 (coreq
uisite).
N atural Sciences and Engineering practicum .
1 credit.
F all 2004. Maxwell.
ENGR 025. Principles nf Computer
Architecture
(Cross-listed as C P SC 025)
This course covers the physical and logical de
sign of a computer. Topics include current mi
croprocessors, C P U design, R IS C and CISC
concepts, pipelining, superscalar processing,
cache, paging, segmentation, virtual memory,
parallel architectures, bus protocols, and
input/output devices. Labs cover analysis o f cur
rent systems and microprocessor design using
C A D tools, including VHDL. Offered in the
spring semester.
Prerequisites: C P SC 021, EN G R 024, or per
mission of the instructor. A course beyond
C P S C 021 is strongly recommended.
N atural Sciences and Engineering practicum .
1 credit.
Spring 2005. Maxwell
ENGR 026. Cnmputer Graphics
(Cross-listed as C P S C 040)
Computer graphics deals with the manipulation
and creation of digital imagery. W e cover draw
ing algorithms for two-dimensional (2-D)
graphics primitives, 2-D and three-dimensional
(3-D ) matrix transformations, projective geom
etry, 2-D and 3-D model representations, clip
ping, hidden surface removal, rendering, hierar
chical modeling, shading and lighting models,
shadow generation, special effects, fractals and
chaotic systems, and animation techniques.
Labs will focus on the implementation of a 3-D
hierarchical modeling system that incorporates
realistic lighting models and fast hidden surface
removal. Offered in the fall semester of alter
nate years.
Prerequisite: C P SC 021 or the permission of
the instructor. Linear algebra and some calculus
are strongly recommended.
N atural Sciences and Engineering practicum .
1 credit.
F all 2004- Maxwell.
ENGR 027. Computer Vision
(Cross-listed as C P SC 027)
Computer vision studies how computers can
analyze and perceive the world using input from
imaging devices. Topics include line and region
extraction, stereo vision, motion analysis, color
and reflection models, and object representa
tion and recognition. T h e course will focus on
object recognition and detection, introducing
the tools o f computer vision in support of build
ing an automatic object recognition and classi
fication system. Labs will involve implement
ing both off-line and real-time object recogni
tion and classification systems. Offered in the
fall semester, twice every four years.
Prerequisites: EN G R 012, C P SC 021, or the
permission of the instructor. Math background
at the level of MATH 016 or MATH 018 is
strongly recommended.
Natural Sciences and Engineering practkum .
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
computer-aided design optimization, and eco
nomic feasibility assessment. This course in
cludes a laboratory. Offered in the fall semester
of alternate years.
Prerequisites: PHYS 004, M ATH 006, or the
equivalent or the permission o f the instructor.
N atural Sciences and Engineering practicum .
1 credit.
N ot offered 2004—2005.
ENGR 041. Thermofluid Mechanics
This course introduces macroscopic thermody
namics: first and second laws, properties of pure
substances, and applications using system and
control volume formulation. Also introduced is
fluid mechanics: development o f conservation
theorems, hydrostatics, and the dynamics of
one-dimensional fluid motion with and without
friction. A laboratory is included. Offered in
the fall semester.
Prerequisites: EN G R 006 and EN G R 011 or the
equivalent.
ENGR 028. Robotics
N atural Sciences and Engineering practicum .
1 credit.
(Cross-listed as C P SC 081)
F all 2004. Macken/Orthlieb.
This course addresses the problems o f control
ling and motivating robots to act intelligently
in dynamic, unpredictable environments.
Major topics will include robot perception
using vision and sonar, kinematics and inverse
kinematics, navigation and control, optimiza
tion and learning, and robot simulation envi
ronments. To demonstrate these concepts, we
will be looking at mobile robots, robot arms and
positioning devices, and virtual agents. Labs
will focus on programming robots to execute
tasks and to explore and interact with their
environment.
ENGR 057. Operations Research
Prerequisites: EN G R 027/CPSC 027, C P SC
063, C P SC 128, or the permission o f the
instructor.
N atural Sciences and Engineering practicum .
1 credit.
O ffered when dem and and staffing perm it.
ENGR 035. Solar Energy Systems
Fundamental physical concepts and system de
sign techniques of solar energy systems are cov
ered. Topics include solar geometry, compo
nents of solar radiation, analysis o f thermal and
photovoltaic solar collectors, energy storage,
computer simulation of system performance,
(Cross-listed as ECON 032)
This course introduces students to mathemati
cal modeling and optimization to solve com
plex, multivariable problems such as those re
lating to efficient business and government op
erations, environm ental pollution control,
urban planning, and water and food resources.
It includes a case study project and an intro
duction to the A M PL modeling language.
Offered in the fall semester.
N atural Sciences and Engineering practicum .
1 credit.
F all 2004- McGarity.
ENGR 058. Control Theory and Design
This introduction to the control o f engineering
systems includes analysis and design of linear
control systems using root locus, frequency
response, and state space techniques. It also
provides an introduction to digital control
techniques, including analysis of A/D and D/A
converters, digital controllers, and numerical
control algorithms. A laboratory is included.
Offered in the spring semester.
Prerequisite: EN G R 012 or the equivalent.
171
Engineering
N atural Sciences and. Engineering practicum .
1 credit.
and concrete structures. A laboratory is in
cluded. Normally offered in the fall semester.
Spring 2005. Cheever.
Prerequisite: EN G R 060.
ENGR 059. Mechanics of Solids
N atural Sciences and Engineering practicum .
1 credit.
Internal stresses and changes of form that occur
when forces act on solid bodies or when inter
nal temperature varies are covered as well as
state o f stress and strain, strength theories, sta
bility, deflections, photoelasticity, and elastic
and plastic theories. A laboratory is included.
Offered in the fall semester.
Prerequisite: EN G R 006 or the equivalent.
N atural Sciences and Engineering practicum .
1 credit.
F all 2004. Orthlieb.
ENGR 060. Structural Theory and Design I
This course covers fundamental principles of
structural m echanics, statically determinate
analysis o f frames and trusses, approximate
analysis o f indeterminate structures, virtual
work principles, and elements o f design o f steel
and concrete structural members. A laboratory
is included. Offered in the spring semester.
Prerequisite: EN G R 059 or permission of the
instructor.
N atural Sciences and Engineering practicum .
1 credit.
Spring 2005, if dem and and staffing perm it.
ENGR 061. Geotechnical Engineering:
Theory and Design
Soil and rock mechanics are explored, includ
ing soil and rock formation, soil mineralogy, soil
types, compaction, soil hydraulics, consolida
tion, stresses in soil masses, slope stability, and
bearing capacity as well as their application to
engineering design problems. A laboratory is
included. Offered in the fall semester o f alter
nate years.
Prerequisite: EN G R 006 or permission of the
instructor. May be taken concurrently with
EN G R 059.
Naturcd Sciences and Engineering practicum .
1 credit.
F all 2004. Siddiqui.
ENGR 062. Structural Theory and
Design II
This advanced structural analysis course covers
classical and matrix methods of analysis, digital
computer applications, and the design o f steel
172
N ot offered 2 0 0 4 -2 0 0 5 .
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 o f wastewater
treatment processes, sewage treatment plant de
sign, computer modeling of the effects of waste
discharge, stormwater, and nonpoint pollution
on natural waters, and environmental impact
assessment. Offered in the fall semester of alter
nate years.
Prerequisites: CHEM 010, M ATH 006, or the
equivalent or the consent o f instructor.
N atural Sciences and Engineering practicum .
1 credit.
F all 2004. McGarity.
ENGR 066. Environmental Systems
Students will explore mathematical modeling
and systems analysis o f problems in the fields of
water resources, water quality, air pollution,
urban planning, and public health. Techniques
o f optimization including linear and integer
programming are used as frameworks for model
ing such problems. Dynamic systems simulation
methods and a laboratory are included. Offered
in the spring semester of alternate years.
Recommended: EN G R 057 or the equivalent,
or the consent of instructor.
N atural Sciences and Engineering practicum .
1 credit.
Spring 2005. McGarity.
ENGR 0 7 1. Digital Signal Processing
Students will be introduced to difference equa
tions and discrete-time transform theory, the Ztransform and Fourier representation of se
quences, and fast Fourier transform algorithms.
Discrete-time transfer functions and filter de
sign techniques are also introduced. This course
introduces the architecture and programming
of digital signal processors. A laboratory is in
cluded.
Prerequisite: EN G R 012.
Natural Sciences and Engineering practicum .
1 credit.
Not offered 2004—2005.
ENGR 072. Electronic Circuit Applications
This course is of interest to a broad range of stu
dents in the sciences. T h e student will learn the
fundamentals of electronic circuit design start
ing with a brief survey of semiconductor devices
including diodes and bipolar and field effect
transistors. T he course continues with op-amp
applications, including instrumentation and fil
ter design. T he use of digital logic is also ex
plored. Throughout the course, practical con
siderations of circuit design and construction
are covered. T his course includes a laboratory.
Offered in the fall semester.
Prerequisite: EN G R 011.
Natural Sciences and Engineering practicum .
1 credit.
Fall 2004. Cheever.
ENGR 073. Physical Electronics
Topics include the physical properties of semi
conductor materials and semiconductor de
vices; the physics of electron/hole dynamics;
band and transport theory; and electrical, me
chanical, and optical properties o f semiconduc
tor crystals. Devices examined include diodes,
transistors, FETs, LEDs, lasers, and pin photodetectors. Modeling and fabrication processes
are covered. A laboratory is included. Offered
in the spring semester of alternate years.
Prerequisite: EN G R 011 or PHYS 008.
N atural Sciences and Engineering practicum .
1 credit.
N ot offered 2 0 0 4 -2005.
ENGR 0 75 ,0 76 . Electromagnetic
Theory I and II
The static and dynamic treatment of engineer
ing applications of Maxwell’s equations will be
explored. Topics include macroscopic field
treatment of interactions with dielectric, con
ducting, and magnetic materials; analysis of
forces and energy storage as the basis o f circuit
theory; electromagnetic waves in free space and
guidance within media; plane waves and modal
propagation; and polarization, reflection, re
fraction, diffraction, and interference.
ENGR 076 will include advanced topics in op
tics 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. EN G R 075 is offered in the fall se
mester of alternate years.
Prerequisite: EN G R 012 or the equivalent.
EN G R 075 or a physics equivalent is a prereq
uisite for EN G R 076.
N atural Sciences and Engineering practicum .
I credit.
E N G R 075: Fail 2004- Molter.
EN G R 076: O ffered when dem and and staffing
perm it.
ENGR 0 7 7. VLSI Design
T his course is an introduction to the design,
analysis, and modeling of integrated circuits,
both analog and digital. T he course will focus
on C M O S technology and introduce sophisti
cated models of M O S transistors and discuss
how they can be used to develop analog and
digital circuitry. There will be a heavy emphasis
on computer modeling of devices and circuits.
A laboratory is included. Offered in the fall
semester of alternate years.
Prerequisite: EN G R O il.
N atural Sciences and Engineering practicum .
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGR 078. Communication Systems
Theory and design principles of analog and dig
ital com m unication systems are explored.
Topics include frequency domain analysis of
signals; signal transmission and filtering; ran
dom signals and noise; A M , PM, and FM sig
nals; sampling and pulse modulation; digital
signal transmission; PCM; coding; and informa
tion theory. Applications to practical systems
such as television and data communications are
covered. A laboratory is included. Offered in
the spring semester o f alternate years.
Prerequisite: EN G R 012 or the equivalent.
N atural Sciences and Engineering practicum .
1 credit.
Spring 2005. Molter.
ENGR 081. Thermal Energy Conversion
T his course covers the development and appli
cation of the principles of thermal energy
173
Engineering
analysis to energy conversion systems, includ
ing cycles and solar energy systems. T h e con
cepts of availability, ideal and real mixtures,
and chemical and nuclear reactions are ex
plored. A laboratory is included. Offered in the
spring semester o f alternate years.
Prerequisite: EN G R 041.
N atural Sciences and Engineering practicum .
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGR 082. Engineering Materials
Material structure, properties, and processing is
introduced with an nalysis of microstructures,
physical properties, thermal and mechanical
transformation of metals, polymers, concrete,
wood, and a variety of composites. Material se
lection in design, laboratory testing for quality
assurance, and performance evaluation in ser
vice are included through labs and a semester
project. Offered in the fall semester of alternate
years.
Prerequisite: EN G R 059 or permission o f the
instructor.
N atural Sciences and Engineering practicum .
1 credit.
N ot offered 2004—2005.
ENGR 083. Fluid Mechanics
Fluid mechanics is treated as a special case of
continuum mechanics in the analysis of fluid
flow systems. Conservation o f mass, momen
tum, and energy are covered along with appli
cations to the study of inviscid and viscous, in
compressible, and compressible fluids. A labo
ratory is included. Offered in the spring semes
ter o f alternate years.
Prerequisite: EN G R 041.
N atural Sciences and Engineering practicum .
1 credit.
Spring 2005. Macken.
ENGR 084. Heat Transfer
Students are introduced to the physical phe
nomena involved in heat transfer. Analytical
techniques are presented together with empiri
cal results to develop tools for solving problems
in heat transfer by conduction, forced and free
convection, and radiation. Numerical tech
niques are discussed for the solution of conduc
tion problems. A laboratory is included.
Offered in the fall semester of alternate years.
174
Prerequisite: EN G R 041.
N atural Sciences and Engineering practicum .
I credit.
F all 2004. Macken.
ENGR 090. Engineering Design
Students work on a design project that is the
culminating exercise for all senior engineering
majors. Students investigate a problem of their
choice in an area of interest to them under the
guidance of a faculty member. A comprehen
sive written report and an oral presentation are
required. Offered in the spring semester. This
class is available only to engineering majors.
W riting course. 1 credit.
Spring 2005. Staff.
ENGR 091. Special Topics
Subject matter dependent on a group need or
individual interest. Normally restricted to seniors.
1 credit.
O ffered when dem and and staffing perm it.
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.
O ffered cndy with departm ent approval and faculty
supervision.
ENGR 096. Honors Thesis
In addition to EN G R 090, an honors major may
undertake an honors thesis in the fall semester
o f the senior year with approval of the depart
ment 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.
O ffered only with departm ent approval and faculty
supervision.
ENGR 126. Advanced Computer Graphics
This course takes an in-depth look at a series of
current topics in computer graphics, partly de
termined by student interests. Topics may in
clude shading models, radiosity, ray tracing,
image-based rendering, modeling, texture, ani
mation, physically based modeling, hybrid com
puter vision and graphics techniques, nonphotorealistic rendering, and special effects. The
course is taught as a seminar, and meetings re
volve around computer graphics papers from
technical proceedings, such as A C M SIG GRAPH, and other computer graphics jour
nals. Students will be responsible for reading
and preparing the presentation of papers. In ad
dition, there will be several significant projects
where students implement computer graphics
programs based on the topics covered in the
course.
Heat Transfer and Fluid Mechanics
Prerequisite: EN G R 026 and the permission of
the instructor.
Engineering Materials
I credit.
Computer Vision
O ffered when dem and and staffing perm it.
Robotics
ENGR 199. Senior Honors Study
Signals and Systems
Senior honors study is available only for engi
neering minors and must include at least 0.5
credit as an attachment to one of the courses in
the engineering preparation. This course may
be taken only in the spring of the senior year.
Control Theory and Design
0.5 or 1 credit.
Thermal Energy Conversion or Heat Transfer
O ffered when dem and and staffing perm it.
Structural Analysis and Design
Heat Transfer
Fluid Mechanics
Integrated Electronics
Electronic Circuit Applications
V L SI Design
Materials Engineering
Mechanics o f Solids
Robotics and Machine Vision
Digital Signal Processing
Solar Thermal Systems
Solar Energy Systems
Structural Theory and Design I and II
PREPARATION FOR HONORS
EXAMINATIONS
Structures and Soil
Structural Theory and Design I
G eotechnical Engineering: Theory and Design
The department will arrange honors examina
tions in the following areas to be prepared for
by the combinations o f courses indicated.
Other preparations are possible by mutual
agreement.
Thermal Energy Conversion and
Heat Transfer
Cnmmunicatinns and
Electromagnetic Fields
Visual Information Systems
Communication Systems
Computer Vision
Electromagnetic Theory
Water Quality and Fluid Mechanics
Communications and Signal Processing
W ater Quality and Pollution Control
Communication Systems
Fluid Mechanics
Digital Signal Processing
Water Quality and Supply Systems
Electromagnetic Theory
Water Quality and Pollution Control
Electromagnetic Theory I and II
Environmental Systems
Thermal Energy Conversion
Heat Transfer
Computer Graphics
Electronics
Electronic Circuit Applications
Physical Electronics
Environmental Systems
Operations Research
Environmental Systems
175
English Literature
NATHALIE ANDERSON, Professor
CHARLES L . JA M ES , Professor
PETER J . SCHMIDT, Professor and Chair
PHILIP M . W EINSTEIN, Professor
CRAIG WILLIAMSON, Professor
ELIZABETH BOLTON, Associate Professor
NORA JOHNSON, Associate Professor
CAROLYN LES JA K , Associate Professor1
BARBARA RIEBLING, Visiting Associate Professor (part tim e)5
PATRICIA W HITE, Associate Professor
RONA BUCHALTER, Visiting Assistant Professor (part tim e)5
EDMUND CAM POS, Assistant Professor5
RAIM A EVAN, Visiting Assistant Professor (part time)
JIL L GLADSTEIN, Assistant Professor and Director o f Writing Associates Program
KENDALL JOHNSON, Assistant Professor5
BAKIRATHI M ANI, Assistant Professor
WENDY DOWKINGS, Visiting Lecturer (part tim e)5
CAROLYN ANDERSON, Administrative Coordinator
NANCY BECH, Administrative Assistant (part time)
1 A bsent on leave, fall 2004.
3 A bsent on leave, 2 0 0 4-2005.
5 Fall 2004.
This department offers courses in English liter
ature, American literature, Native American
literature, African and Caribbean literatures,
Asian and Asian American literatures, gay and
lesbian literatures, drama, film, some foreign lit
eratures in translation, creative writing, critical
theory, and journalism. T h e departmental cur
riculum includes the intensive study of works of
major writers, major periods of literary history,
and the development of literary types; it also
provides experience in several critical ap
proaches to literature and dramatic art and ex
plores certain theoretical considerations im
plicit in literary study, such as the problematics
o f canon formation and the impact of gender
on the creation and reception of literary works.
(PD C; formerly numbered ENGL 005A -Z and
EN G L 006A -Z ). W e will instead offer first-year
seminars (FY S), which are limited to an enroll
ment of 12 first-year students only. First-year
seminars are numbered ENGL 009A -Z . These
seminars are designed to emphasize in-depth
study of literary texts from a variety of perspec
tives, with careful attention to writing and
maximum opportunity for class discussion. All
first-year seminars in English count as humani
ties W courses. Students may take only one
first-year seminar in the English Department.
REQUIREMENTS AND RECOMMENDATIONS
First-Year Seminars and Core Courses
Beginning this year, the English Department
will no longer offer primary distribution courses
176
W e will also begin offering core courses (CC).
C C s pay special attention to one or more of the
following: close reading, historical context, sec
ondary (i.e., theoretical or critical) readings, or
genre. They are distinguished by their pedagog
ical emphasis rather than by course topic per se.
They are also distinguished from our other
upper-division offerings by the fact that there
are no prerequisites for these courses other than
a W course from any department on campus.
For the class of 2007 and beyond, all majors are
required to take a C C . In addition, first and sec
ond-year students who have not taken a firstsear seminar in the English Department will be
required to take a C C before doing upper-divi
sion work in the department. This policy does
not apply to courses in creative writing.
Students are welcome to take more than one
CC. -
Requirements for Admission to the
English Major
Because changes in our curriculum are being im ple
mented gradually, you should consult the follow ing
inform ation carefully fo r your particular year:
Class of 2 0 0 5 : T h e old requirements (an
English PDC and one other English course).
Class of 2 0 0 6 : A n English P E C and one other
course in English. You are encouraged but not
required to take a C C at some point before or
during the English major.
Class of 2 0 0 7 : You must have taken two
English courses before being admitted to the
major. These can be (1) an English PDC and
some other English class, whether or not it was
a CC ; or (2) a C C in English and some other
English class. T h e prerequisite for the C C is ei
ther a PDC or a W course from anywhere on
campus. Students who have not taken any
English PDCs in their freshman year will not be
allowed to take first-year seminars during their
sophomore year.
Class of 2 0 0 8 : A W i n any department, fol
lowed by a C C and one other English course.
Students who have taken an English first-year
seminar can take either a C C or some other
course in the department before applying to
major.
Prerequisites for Admission
to an Upper-Division Course
(Nonmajors or Prospective Majors)
Because changes in our curriculum are being im ple
mented gradually, you should consult the follow ing
inform ation carefully fo r your particular year:
Class of 2 0 0 5 : No prerequisites for juniors or
seniors.
Class of 2 0 0 6 : No prerequisites for juniors or
seniors.
Class of 2 0 0 7 : Sophomores are required to
have taken a W or PDC from any department
plus a C C . If you have taken an English PDC,
there is no additional requirement. For juniors
and seniors, there are no prerequisites. W e rec
ommend but do not require that you take a C C
before taking upper-division courses. It is as
sumed that under the new college require
ments, all juniors and seniors will have taken at
least one W course somewhere on campus.
Class of 2 0 0 8 : First-year students and sopho
mores are required to have taken a W from any
department plus a C C . If you have taken an
English FYS, there is no additional require
ment. For juniors and seniors, there are no pre
requisites. W e recommend but do not require
that students take a C C before taking upper-di
vision courses. It is assumed that under the new
college requirements, all juniors and seniors
will have taken at least one W course some
where on campus.
Students with Advanced Placem ent (A P)
scores of 4 to 5 in English literature and/or Eng
lish language receive credit toward graduation.
Only the credit for English literature may count
toward the major or minor requirements. AP
credit does not satisfy the prerequisite for
upper-level courses. Scores of 6 or 7 on the In
ternational Baccalaureate are treated in the
same way.
Students considering a major in English are
strongly urged to take one or two additional
English courses during the sophomore year.
Majors and prospective majors should consult a
member of the English Department for infor
mation about courses in other departments
complementary to their work in English; work
in foreign languages is especially recommended.
Students who plan to do graduate work, to fol
low a course o f professional training, or to seek
teacher certification in English should see a
member of the department for early help in
planning their programs, as should students
who plan to include work in English literature
in a special or cross-disciplinary major or in a
program with a concentration. W e offer English
certification through a program approved by
the state o f Pennsylvania. For iurther informa
tion about the relevant set of requirements,
please contact the Department of Educational
Studies chair, the English Department chair, or
the Department o f Educational Studies Web
site: www.swarthmore.edu/SocSci/Education/.
Students who wish to study abroad should con
sult with the department chair far enough in
advance of such study to effect proper planning
of a major or minor. In determining which
courses of study abroad will meet department
criteria for requirements or to receive credit to-
177
English Literature
ward a major or minor, the department will rely
both on its experience in evaluating the work of
students returning from these programs and on
careful examination of course descriptions, syl
labi, and schedules. Students may sometimes
undertake preparations for examination in the
Honors Program while studying abroad but
should consult carefully in advance with the
appropriate department faculty. For further de
tails concerning department policies for study
abroad, consult the department statement filed
with the Office of Foreign Studies.
Course Major
T h e major in course consists of a minimum of 8
units o f credit in the department, including at
least 3 units in literature written before 1830
(such courses are marked with a * ) , and 3 in lit
erature written after 1830. Beginning with the
class o f 2007, 9 units of credit are required for
the English major. Also beginning with the
class of 2007, one o f these courses must be a
designated C C . Majors in the classes o f 2005
and 2006 are encouraged but not required to
take CCs. Courses marked with a * * * may be
counted as pre-1830 or post-1830 but not both.
First-year seminars or courses previously desig
nated as PDCs may not be counted as part of
the pre- or post-1830 requirement. Students
must also write a senior essay. Details about the
essay are available in the department office.
Course Minor
T h e minor in course consists of a minimum of 5
units o f credit in the department, including at
least 1 unit in literature written before 1830
(such courses are marked with a * ) , and one in
literature written after 1830. Beginning with
the class of 2007, one of these courses must be
a designated C C . Minors in the classes o f 2005
and 2006 are encouraged but not required to
take CCs.
Honors Major
Majors in English who seek a degree with hon
ors will, in the spring of their sophomore year,
propose for external examination a program
consisting o f four fields: three in English and
one in a minor. T h e three preparations in the
major (constituting 6 units of credit) will be
constituted as follows: A ll three preparations
will normally be done through seminars (if ap
proved by the department, one preparation may
be a thesis or creative writing project); the pro
gram must include at least one Group I and one
178
Group II seminar. Students may also take
ENGL 037 and 038 as a two-course honors
preparation. Honors majors, as part o f their
overall work in the department, must meet the
general major requirement of 3 units of credit in
literature written before 1830 and 3 units of
credit in literature written after 1830. Begin
ning with the class of 2007, students must take
at least one designated C C . Also beginning
with the class of 2007, 9 units o f credit are re
quired for the English major. Honors majors in
the classes o f 2005 and 2006 are encouraged but
not required to take CCs. T h e Honors Program
requirements are described in detail in the de
partmental handout.
Students who wish either to write a thesis or
pursue a creative writing project under faculty
supervision as part of the Honors Program must
submit proposals to the department; the num
ber of these ventures the department can spon
sor each year is limited. Students who propose
creative writing projects will normally be ex
pected to have completed at least one writing
workshop as part of, or as a prelude to, the pro
ject; the field presented for examination will
thus normally consist o f a 1-credit workshop
plus a 1-credit Directed Creative Writing Proj
ect. For further information, including dead
lines for Directed Creative Writing proposals,
see rubric under ENGL 070K.
Honors Minor
Minors must do a single, 2-credit preparation in
the department by means of a seminar (or
under special circumstances, a creative writing
project). Minors are required to do a total of at
least 5 units o f work in English (including their
honors preparation). Beginning with the class
of 2007, students must take at least one desig
nated C C , as part of their 5 credits. Honors
minors in the classes of 2005 and 2006 are
encouraged but not required to take CCs.
Students interested in pursuing honors within a
faculty-approved interdisciplinary major, pro
gram, or concentration that draws on advanced
English courses or seminars should see the chair
for early help in planning their programs.
Creative Writing Emphasis
Students who want to major in English with an
emphasis in creative writing— whether course
or honors majors— must complete 3 units of
creative writing in addition to the usual depart
mental requirements o f pre- and post-1830
units. T h e creative writing credits will normal
ly consist of two workshops (EN G L 070A —E or
G) and ENGL 070K : Directed Creative W rit
ing Projects. Students may count toward the
program no more than one workshop offered by
departments other than English Literature.
Admission into the program will depend on the
quality of the student’s written work and the
availability of faculty to supervise the work.
Students who are interested in the program are
urged to talk both with the department chair
and with one of the department faculty who
regularly teach the workshops.
CURRICULUM
The English Department courses are grouped
together by historical period, genre, or course
level as follows:
001A, B, C : Special courses that do not count
toward the major
009A , B, C , etc.:
FYS (counted as W courses)
001: SPECIAL COURSES
T hese courses are special ten ting-intensive courses
that count tow ard graduation credit but not tow ard
the English m ajor. T hey m ay not be substituted fo r
a prerequisite course in English.
ENGL 001 A . Insights Into Academic
Writing
This course offers students an opportunity to
develop their skills as college writers. Through
frequent practice, class discussion, and in-class
activities, students will become familiar with all
aspects of the writing process and will develop
their ability to write for an academic audience.
A variety o f writing assignments, given
throughout the course, will offer students an
opportunity to work with different purposes and
for different audiences. Readings have been se
lected to serve as an impetus for critical reading,
writing, and thinking. Students will also partic
ipate in conferences with the instructor to dis
cuss writing related to the course as well as
other academic assignments.
014-019:
Medieval
020-029:
Renaissance and 17 th Century
030-039:
Restoration, 18 th Century, and
Romantic
After completing English 001A , students who
wish to continue to work on their academic
writing skills may take English 001A A . This is
a 0.5 credit (NC/CR) course in which each
individual student meets weekly with the in
structor of 001A to discuss independent writing
projects.
Meets the distribution requirements but does
not count toward the major.
040-049:
Victorian to Modem
W riting course.
050-069:
American (including African
American, Asian American, and
Native American)
F all 2004: Buchalter. Spring 2005: Gladstein.
010-096:
Advanced courses
010, O il:
Survey Courses in British
Literature
070A, B, C , etc.:
Creative W riting and Journalism
Workshops
071 A , B, C , etc.:
Genre Studies
1 credit.
ENGL 001B . English for Foreign Students
Individual and group work on an advanced lev
el for students with non-English backgrounds.
Does not meet distribution requirements or
count toward the major.
I credit.
Comparative Literature/
Literature in Translation
E ach semester. Evans.
080-096:
Critical Theory, Film, and
Media Studies
ENGL 001C . The Writing Process:
Theory and Practice
097-099:
Independent Study and
Culminating Exercises
072-079:
Over 100:
Honors Seminars, Theses, etc.
(open to juniors and seniors
with approval o f the department
chair only)
(Cross-listed as ED U C 001C )
How do you work with both the writer and his
writing? W hat is argument and its role in acad
emic writing? W hat is style and how does it in
fluence the tone of a text?
179
English Literature
This course combines composition theory, re
search, and practice together with class discus
sions and assignments in order to educate stu
dents on all aspects of the writing process.
Students deconstruct the structure of a paper,
Starting with the overall argument and working
through to sentence construction and word
choice. T he course also introduces students to
the fundamentals o f serving as a writing associ
ate (W A) by covering such topics as conference
dynamics and working with writers with diverse
learning styles.
and William Gibson.
W riting course.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 009C. First-Year Seminar:
Cultural Practices and Social Texts
W riting course.
W hat constitutes “culture”? W ho is entitled to
it? W hat are the effects o f not having it? This
course will look at how different conceptualiza
tions o f culture— in theory and in practice—
have at stake questions of identity (individual
and collective), political practice and agency,
structures of power, and possibilities for social
transformation. Authors will include Shake
speare, Arnold, Kipling, Raymond Williams,
Brecht, and Zora Neale Hurston.
1 credit.
W riting course.
This course is required and open to only those
selected as WAs. It is a credit/no credit course.
Meets distribution requirements but does not
count toward the major.
F all 2004- Gladstein.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
009: FIRST-YEAR SEMINARS
T hese courses are lim ited to 12 first-year students
only. N o student m ay take m ore than on e. A ll
count as W courses.
ENGL 009A. First-Year Seminar:
Legal Fictions in America
In 1776, Thomas Jefferson declared indepen
dence by asserting the “self-evident” truth that
“all men are created equal.” This course consid
ers writers who found their personhood denied
by imperial or federal law. W e will examine
how authors responded, using words to chal
lenge the truth and to fight for legal, social, and
economic recognition. Authors include Frank
lin, Jefferson, Poe, Apess, Douglass, Jacobs,
Zitkala Sa, Sone, Petty, A lexie, Tapahonso,
Williams, Hughes, and Wilson.
W riting course. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 009B. First-Year Seminar: Utopias
This course explores utopia on uncharted is
lands, in dark futures, and in the virtual
nowhere of cyberspace. W hat is the place o f de
sire, technology, and the individual in utopian
fictions? T he textual range embraces philo
sophical treatises, political satires, travel narra
tives, and science fiction. Authors may include
Plato, Thom as More, Daniel Defoe, Jules
Verne, Aldous Huxley, George Orwell, Mar
garet Atwood, Samuel Delany, Toni Morrison,
180
ENGL 009D. First-Year Seminar:
Nation and Migration
Drawing on novels, short stories, film, and po
etry produced by immigrant writers from South
Asia, Africa, and the Caribbean, this course ex
plores nationalism and migration as two pri
mary modalities through which identities and
communities are formed in the modem world.
How does the migrant/diasporic writer rewrite
the English language to reflect questions o f race
and power, nationhood and citizenship, and
histories o f the past and present? Authors in
clude Gordimer, Kureishi, Mootoo, Ondaatje,
Said, and Rushdie.
W riting course.
1 credit.
E ach sem ester. Mani.
ENGL 009E. First-Year Seminar:
The Subject in Question
How do we become who we are? W hat social
discourses and practices enable the shaping of
identity? How does reading affect this process?
T his course will explore the ways in which sub
jectivity and ideology interpenetrate within a
range of texts and our commentary upon them.
Writers will include Shakespeare, Flaubert,
Kafka, Faulkner, Rich, Morrison, and DiLillo.
Theoretical essays may also be assigned.
W riting course.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 009F. First-Year Seminar:
Fairy Tales and Magie Fictions
This course will explore the encounter with the
fantastic. How does fantasy comment upon our
fears and desires? How does it challenge our
habits of perception? W hat does it teach us
about the nature of knowing? How do magic
fictions critique the social problems of the real
world? We will read fairy tales and contempo
rary reworkings of them, children’s literature,
science fiction, and other magical texts.
Selected authors: Grimm, Carroll, Shakespeare,
Butler, Kafka, and Pullman.
time, students themselves will engage the genre
o f the academic essay by writing and revising
several o f the following kinds of literature es
says: a close reading of an assigned passage; a
close reading of a passage chosen by the stu
dent; analysis of a novel’s use of source materi
al; thematic analysis; analysis of a keyword (a
thematically central and frequently repeated
word in the text); and a research paper address
ing one or more of the novels in a broader his
torical or stylistic context.
W riting course.
1 credit.
Writing course. 1 credit.
F all 2004- Bolton.
Each sem ester. Evan.
ENGL 009N. First-Year Seminar:
Illicit Desires in Literature
ENGL 009H. First-Year Seminar:
Portraits of the Artist
We will study a variety of works portraying
artists in different cultures and contexts and
media.
Writing course.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
ENGL 009J. First-Year Seminar:
The Ironic Spirit
This course is interested in the risky business of
irony as discursive practice or strategy— why
and how ironies are used and understood and
the consequences of attributing interpretations.
“Ironists” include Shakespeare (Othello) Toni
Morrison (S u la), Emily Dickinson (poetry),
Mark Twain {Pudd’nhead W ilson), Ralph Ellison
(Invisible Man), Stephen Crane (stories), and
Claude McKay (poetry). Required viewing:
Apocalypse N ow .
Writing course.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
ENGL 009M. First-Year Seminar: Jane
Austen, Cultural Critic
Mingling stylistic precision with an uncanny
eye for social foibles, Austen’s novels offer a
useful entry point into the study of literature
and the ways literature reflects and refracts so
cial conditions. W e’ll read Austen’s six major
novels along with the 18th-century fiction, pol
itics, and philosophy to which she was respond
ing; we’ll also consider recent critical views on
Austen and the ways films of the 1990s engaged
Austen’s style and social critique. A t the same
This course will examine literary expressions of
a range of sexual desires from the 17 th century
to the present day. Among other questions, we
will ask what differences race and gender have
made, noting, for instance, that works by
canonical writers can depict and even celebrate
forms o f sexuality that are much more problem
atic for those who speak from positions of less
privilege.
W riting course.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 009P. First-Year Seminar:
Women and Popular Culture: Fiction,
Film , and Television
This course looks at Hollywood “women’s
films” and television soap operas, their sources
in 19th- and 20th-century popular fiction and
melodrama, and the cultural practices sur
rounding their promotion and reception. How
do race, class, and sexual orientation intersect
with gendered genre conventions, discourses of
authorship and critical evaluation, and the
paradoxes of popular cultural pleasures? Unde
Tom ’s C abin , G on e W ith the W ind, R ebecca, T he
Joy L u ck C lu b. Weekly screenings.
W riting course.
1 credit.
Fall 2004. W hite.
ENGL 009Q. First-Year Seminar:
Subverting Verses
O nce history, biography, fiction, philosophy,
and even science could be written in verse
without seeming peculiar or affected, but today
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English Literature
0 10 -0 11. SURVEY COURSES IN BRITISH
LITERATURE
the line between poetry and prose is sharply
drawn. O r is it? This course will examine un
conventional forms and uses of poetry— from
Seneca’s O edipus to R ita Dove’s D arker F ace o f
the E arth, from Geoffrey Chaucer’s T alesto
Vikram S e th ’s G olden G ate, from Bob
Perelman’s verse essays to Carolyn Porches
prose poems— to explore our assumptions about
the nature of genre.
A historical and critical survey of poetry, prose,
and drama from B eow u lf to Milton. This will in
clude British literature from the following peri
ods: Anglo-Saxon, Middle English, Renais
sance, and 17th century.
W riting course.
C ore course.
ENGL 010CC. Survey I: Beowulf to Milton*
I credit.
1 credit.
F all 2004. Anderson.
F all 2004- Williamson.
ENGL 009T. First-Year Seminar:
The Poetics of Power
ENGL 011CC. Survey II: Neo-Classical
to Post-Colonial
This course explores ideas about the problems
power raises in texts ranging from ancient
Greece to the modem era and from the context
o f those who are traditionally empowered and
those who learn power “from the bottom up.”
Through voices of those who feel power’s ef
fects and inequities most acutely, we will con
sider such questions as: W hat is power? Where
does it originate? How does it differ from “au
thority,” “right,” and “sovereignty”? W hat are
its effects on race, gender, and class? O n love
and sex? As we tackle such questions, we will be
seeking both perennial and carefully historicized answers to the problems power raises,
looking for “universals” while differentiating
between our contemporary experiences and
lives far removed from our own in circum
stance, distance, and time. Among others, writ
ers include Sophocles, Shakespeare, Frederick
Douglass, and Virginia W oolf as well as selected
poetry.
A historical and critical survey of poetry, prose,
and drama from Pope to Rushdie, focusing on
progress, modernity, and the subject as central
concepts which British literature of this period
confronts whether in form or content.
W riting course.
C ore course. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
014-019: M EDIEVAL
ENGL 014. Old English/History uf 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 histo
ry of morphology, the changing phonology from
Old to Middle English, Shakespeare’s puns and
wordplay, a history of sounds and spellings, mod
em coinages, and creoles. We range from Beow ulf
to Cummings, from Chaucer to Chomsky.
N ot offered 2 0 0 4 -2 0 0 5 .
This course may be taken without the usual pre
requisite course in English; however, it may not
serve in the place of a prerequisite for other ad
vanced courses.
010-096: ADVANCED COURSES
Counts as humanities distribution credit under
this listing.
1 credit.
1 credit.
T hese courses are open to freshm en and sopho
m ores who have successfully com pleted the neces
sary prerequisites and to juniors and seniors without
prerequisite.
182
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 016. Chaucer*
Readings in Middle English o f most of Chau
cer’s poetry with emphasis on T he Canterbury
Tales and Troilus and C riseyde. W e place the
poems in a variety o f critical and cultural con
texts— both medieval and m odem— which
help to illuminate Chaucer’s art. In the manner
of Chaucer’s Oxford Clerk, we hope “to gladly
leme and gladly teche.”
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 019CC. Chaucer and Shakespeare
A comparative study that focuses on treatments
of plot and character, genre, and critical and
cultural context. How are issues of class treated
in the Knight-Miller and the Theseus-Bottom
dialectics? How do the authors portray ethnici
ty in T he M erchant o f V enice and T he Prioress’s
Tale? How do heroines like Kate, A lice, and
Viola struggle against or reinvent ideas of gen
der? W hat is the sense of (self-)consciousness
rising in T he M erchant’s T ale and H amlet? How
do Chaucer’s and Shakespeare’s Cressidas “con
verse” across time?
O thello, T he M erchant o f V enice, H enry V
(Shakespeare), Tam burlaine, T he Jew o f Malta
(Marlowe), T he Fair M aid o f the W est (Heywood), and T he Renegade (Massinger).
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 022. Literature of the English
Renaissance*
This course will begin with More’s U topia and
end with selections from Paradise L ost, paying
particular attention to literature’s political con
texts, gender, genre, and the relation of
women’s writing to the male canon. Among the
other writers included will be Wyatt, Surrey,
Philip Sidney, Mary Herbert, Mary W roth,
Spenser, Elizabeth Cary, Jonson, Bacon, Donne,
Herrick, George Herbert, and Marvell.
Core course. 1 credit.
1 credit.
Spring 2005. Williamson.
F all 2004- N. Johnson.
020-029: RENAISSANCE AND
17TH CENTURY
ENGL 020. Shakespeare*
We’ll cover many topics in this survey of
Shakespeare’s plays, including kingship, come
dy and tragedy, father-daughter relationships,
sexuality, race, performance, the roles of
women, language, and the rewriting of history.
We will frequently return to the question of
theater’s place in 16th- and 17th-century Eng
land as represented on stage and in other writ
ings of the period. W e will also examine
Shakespeare’s place in the cultures we inhabit.
1 credit.
Fall 2004. Riebling.
ENGL 021. Race in Early Modern England*
Renaissance conceptions of race were very dif
ferent from our own. In fact, the term “race”
used to denote phenotypic, ethnic, or cultural
specificity did not even exist in the age of
Shakespeare. Nevertheless, international war,
colonization, and the increase in global trade
and exploration brought Elizabethans and
Jacobeans into contact with a host of cultural
others such as Jews, Turks, Moors, Amer
indians, and Spaniards. This course will explore
the ways in which the Renaissance stage ex
plored the categories of religion, nationality,
and skin color in order to continually redefine
English identity over and against constructed
fantasies of cultural others. Works include
ENGL 023. Renaissance Sexualities*
T h e study of sexuality allows us to pose some o f
the richest historical questions we can ask
about subjectivity, the natural, the public, and
the private. This course will explore such ques
tions in relation to Renaissance sexuality, ex
amining several sexual categories— the homo
erotic, chastity and friendship, marriage, adul
tery, and incest— in a range of literary and sec
ondary texts.
1 credit.
Spring 2005. N. Johnson.
ENGL 024. Witchcraft and Magic*
Renaissance magic had two faces: witchcraft, a
crime associated with women, and hermetic
philosophy, a pseudoscience derived from oc
cult forms of knowledge and practiced by men.
In this course we will explore both sides of
magic with special attention to the gender di
vide distinguishing these two forms. W itch
craft: How were plays like Shakepeare’s M acbeth
influenced by contemporary beliefs in witches?
How did the European witch hunts determine
the theatrical representation of witches and
women in general? Hermetic philosophy: How
do plays like Marlowe’s Doctor Faustus elide con
juration and perfomance? W hy do forms of ritu
al magic make for such good theater? W hat sep
arates the thaumaturge from the dramaturge?
1 credit.
N ot offered 2004—2005.
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English Literature
ENGL 026. English Drama Before 1642*
English drama began as a communal religious
event, but the theaters were shut down in 1642
because o f their reputation for impiety and so
cial disorder. This course will trace the drama
from its medieval forms up through its commer
cial success in the Renaissance and its ultimate
dissolution in the Civil War.
1 credit.
N pt offered 2 0 0 4 -2 0 0 5 .
ENGL 027. Tudor-Stuart Drama*
A survey o f plays and masques written by
Christopher Marlowe, Ben Jonson, Thomas
Middleton, Thomas Dekker, Joh n Webster,
Elizabeth Cary, John Ford, and others. T he
course will consider historical, sociopolitical,
and literary contexts; just as important, we will
look at how the plays have been and continue
to be performed.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 028. M ilton*
Study of Milton’s poetry and prose with partic
ular emphasis on Paradise Lost.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 029. Renaissance Travel
and Discovery*
ticipation; a time of progress and melancholy,
technical advances, and spiritual necrophilia.
W e’ll examine the 18th century’s schizophrenic
“spirit of the age” and its implications for our
own time.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 033. The Romantic Sublime*
“T h e essential claim o f the sublime is that man
[sic] can, in speech and feeling, transcend the
human” (W eiskel). W hat does this transcen
dence look like? How is it achieved? W hat re
sources does it offer us, and at what cost?
Authors: Burke, Blake, the Wordsworths, Cole
ridge, Byron, the Shelleys, and Keats.
1 credit.
Spring 2005. Bolton.
ENGL 035. Rise of the Novel*
This course will look at classic 18th-century
novels considered to constitute the origins of
the novel in relation to less canonical texts—
mainly by women— in order to examine the de
bate over the cultural legitimacy of the hovel
and questions regarding high/low art (and con
comitant distinctions of gender) raised by it.
Novelists include Behn, Burney, Defoe, Rich
ardson, Fielding, Haywood, and Austen.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
High seas adventure, first contact, conquest,
colonization, and imperial expansion. T his
course examines transatlantic literature in the
Age of Discovery by charting the influence of
the newly discovered Americas over the literary
production of Renaissance England. Readings
explore the interplay between travel narratives
(Columbus, Raleigh, and Drake) and a wide
range of literary forms, including drama (Shake
speare, Marlowe, and Heywood); romance
(Spenser and Lodge); and poetry (Donne).
First, we’ll read Austen’s novels and other rele
vant texts in order to sketch the general con
tours o f “T he Age o f Austen.” T hen, we’ll turn
to recent film and television remakes of Austen
novels to explore what’s gained and lost in the
translation to film— and the reasons behind
Austen’s resurgent appeal to late 20th-century
audiences.
1 credit.
F all 2004. Bolton.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 037. Revolution and Literature,
178 9 -18 12 *
030-039: RESTORATION, 18TH CENTURY,
AND ROMANTIC
ENGL 031. Topics in the “ New”
18th Century*
T h e 18th century has been seen as the age of
reason and the age o f exaggerated emotion; an
era o f imperialism and expanding political par
184
ENGL 036. The Age of Austen*
1 credit.
T he French Revolution and its radical reconception of political and social relations present
ed not only a political and philosophical but
also a literary challenge to tum-of-the-century
Britons. W e’ll read Edmund Burke’s highly in
fluential R eflections on the Revolution in France
along with fictional and nonfictional rebuttals
by radicals like Mary Wollstonecraft, William
Godwin, Tom Paine, and/or Charlotte Smith.
Reflection sometimes led to prophecy: W e’ll
consider William Blake’s radical obscurity in
The Marriage o f H eaven and H ell in light of
Charlotte Sm ith’s more directly political
Emigrants. T h e rest of the course will focus on
poetry’s own broader “revolution in manners”
and in forms. W e’ll explore the poetic theories
of Charlotte Sm ith, Mary Robinson, Joanna
Baillie, William Wordsworth, Samuel Taylor
Coleridge, and William Blake, and some of the
forms to which these gave rise: sonnets, lyrical
tales and ballads, poetic meditations, conversa
tion poems, and revisionary epics. Romanti
cism’s revolutionary vision of the lyric poet still
influences much of the poetry produced today:
We’ll examine both the strengths and weak
nesses of that vision.
1 credit.
N ot offered 2 0 0 4 -2005.
ENGL 038. Regency Skepticism,
1815-1832*
Skepticism and critique, rather than prophecy
and transformation, are the common threads
linking the “second-generation Romantics”:
writers like Jane Austen, Byron, the Shelleys,
Keats, John Clare, Felicia Hemans, and Letitia
Elizabeth Landon (L.E.L.). Indeed, Regency
writers, pursuing formal and psychological in
tegrity within a period o f complex social
changes, transform a certain wry cynicism into
both an art form and a tool o f inquiry. W e’ll
start by considering the varieties of theatricali
ty (and its counterpart, sincerity) operating in
works like Austen’s M ansfield Park, Byron’s
M anfred, Hazlitt’s reviews, L .E.L .’s album
poems, popular plays like Lover’s Vows and
C ataract o f the G anges, and contemporary dis
putes over slavery and imperialism. Next, we’ll
explore the different visions o f power at work in
such diverse texts as Austen’s Em m a, Percy
Shelley’s “M ont Blanc” and Prom etheus Un
bound, Mary Shelley’s Frankenstein, and Hemans’ Records o f W om en. Finally, we’ll track
Byron’s shifting, skeptical narrator through Don
Juan’s burlesque adventures and end— still
questioning but more affirmatively— with
Shelley’s “Ode to the West Wind” and Keats’s
great odes.
040-049: VICTORIAN TO MODERN
ENGL 040. Victorian Studies
A n interdisciplinary study of British cultural
formation during the Victorian period. This
course will focus on how and why certain cul
tural boundaries were drawn between civilized
and savage, man and machine, normal and de
viant, paying particular attention to some of
the more unsuspecting forms (gothic horror,
“sensational” mysteries, the detective story, and
children’s literature)— in and through which
ideas of gender, sexuality, domination, and vio
lence are approached.
1 credit.
N ot offered 2004—2005.
ENGL 041. The Victorian Poets:
Eminence and Decadence
From Tennyson’s mythic moralizing to Robert
Browning’s vivid ventriloquism, from Elizabeth
Barrett Browning's sharp-eyed social commen
tary to Oscar Wilde’s tragic outrageousness, this
course examines the responses of the Victorian
poets to the stresses peculiar to their era.
1 credit.
N ot offered 2004—2005.
ENGL 044. Modern Dodies in the Making:
The 19th-Century Novel
Covering a wide range of Victorian novels, this
course will examine how these narratives un
derstand and represent class and gender forma
tion, national and racial definition, productive
and reproductive labors and sexualities, and is
sues of representation as they are redefined
through these narratives. Authors will include
Austen, the Brontes, Dickens, Eliot, Hardy,
W ilkie Collins, William Morris, and Wilde.
1 credit.
N ot offered 2004—2005.
ENGL 045CC. Modern Dritish Poetry
Steven Spender called them “recognizers,”
creating a complex, fractured art out of circum
stances they experienced as extraordinary,
unprecedented. This course examines the re
sponses of British male and female poets— and
some American expatriates— to the wars, shift
ing beliefs, complicated gender roles, and other
dislocations of early 20th-century life.
1 credit.
Core course. I credit.
N ot offered 2 0 0 4 -2005.
Spring 2005. Anderson.
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English Literature
ENGL 046. Fantastic Worlds
Works will include the following series: Tol
kien’s Lord o f the Rings, Card’s Ender’s W orld,
Pullman’s H is D ark M aterials, and Rowling’s
H arry Potter. Topics will include the orphan as
hero, the pathways to adulthood, the role of
higher authority (wizards, hive queens, comput
er consciousness), the nature of evil and its rela
tion to good, and the portrayal o f other fantastic
cultures. Some film versions will be included.
1 credit.
N ot offered 2004—2005.
ENGL 048. Contemporary Women’s Poetry
“Merely the private lives o f one-half o f human
ity.” Thus, Carolyn Kizer defines the 20th-cen
tury revolution through which women poets
give voice to the previously unspeakable and
explore the political implications of the suppos
edly 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 mindful of ethnic heritage or em
bracing the new through artistic experimenta
tion.
1 credit.
N ot offered 2004—2005.
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.
sisted or reinforced the assumptions embolden
ing European conquest and American Manifest
Destiny. Authors include Columbus, John
Sm ith, Bradford, Freneau, Jefferson, Irving,
Apess, Black Hawk, Eastman, Ortiz, Tapahonso,
Silko, and King.
1 credit.
N ot offered 2004—2005.
ENGL 053. American Poetry
A study of the poetry and prose of selected U.S.
writers, including Whitman, Dickinson, and a
few other 19th-century poets to be determined
plus 20th-century poets such as Williams,
Stevens, H.D., and Hayden.
1 credit.
F all 2004. Schmidt.
ENGL 054. Faulkner, Morrison, and the
Representation of Race
This course has two abiding aims. One is to ex
plore in depth— and back to back— the fiction
o f (arguably) the two major 20th-century nov
elists concerned with race in America. The
other is to work toward evaluative criteria that
might be genuinely attentive to both the intri
cacies of race and the achievements of form. A
particular challenge will be the following: how
to focus on race (and secondarily gender) yet
keep the two writers’ distinctive voices from
disappearing into “white/male” and “black/female.” Faulkner readings will include some
short stories as well as T he Sound and the Fury,
Light in August, and A bsalom , A bsalom ! Morri
son readings will include Playing in the D ark as
well as Sula, Song o f Solom on, B eloved, and
Paradise.
1 credit.
1 credit.
Spring 2005. Anderson.
N ot offered 2 0 0 4 -2 0 0 5 .
050-669: AMERICAN (INCLUDING AFRICAN
AM ERICAN, ASIAN AM ERICAN, AND
NATIVE AMERICAN)
ENGL 050. Rorders Within*
Through historical analysis of literary form (au
tobiography, novels, poetry, storytelling, im
ages, film, as well as the law), we will examine
the competing definitions o f writing, selfhood,
and nation with which “Indians” and “pio
neers” tried to shape their world. W e will read
both white writers who sympathized with or vil
ified “Indians” as well as native authors who re
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ENGL 055. Captive Audiences*
T h e origin and history of national identity in
the United States has been deeply impressed by
captivity narratives in which an individual is
removed from his or her home and struggles to
return. We will define and trace the ideas of
home, captivity, and restoration in literature
from the 17th century to the years immediately
after the American Civil War. W e will consid
er how authors in various historical contexts re
worked these ideas to promote or confound the
romance of American self-realization. Authors
may include Rowlandson, Behn, T he D eclara
tion o f Independence, Citvecoeur, Franklin,
Rowson, C hild, Cooper, Douglass, Jacobs,
Melville, and James.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 056. Power of Sympathy in
America*
Characters in 18 th- and 19th-century literature
often find themselves at the edge of emotional
precipices, weeping in misery, blushing with
guilt, and wracked with fear of impending
doom. W hat is all the fuss? This course explores
the role of sentiment in formulating national
American identity from the colonial period to
the mid-19th century. W ith an emphasis on the
social contexts o f the American Revolution,
Civil War, and Manifest Destiny, we will con
sider the dynamic logic of sympathy in various
political and literary texts. Authors include
Winthrop, Bradstreet, Crevecoeur, Franklin,
Paine, C .B. Brown, Rowson, Emerson, Doug
lass, Stowe, W hitman, and James.
ENGL 059. The Harlem Renaissance
Through the lens of the Harlem Renaissance
era, this course considers African American
modernism and cultural nationality in the
decade following World War I. W e will focus
largely on writings, but lectures on art and
music are included, and views concerning the
meaning of Harlem as locale are pertinent. A
day trip to Harlem will be arranged.
1 credit.
N ot offered 2004—2005.
ENGL 060. Sites of Memory:
Contemporary African American Writing
Imaginative texts that remap the terrain of
African American cultural and social history
since the 1970s are central to this study of con
temporary writing that focuses on “memories”
of slavery as a way of understanding the present.
Writers may include, Edwidge Dandicat, David
Bradley, Octavia Butler, Charles Johnson, Gayl
Jones, Susan Lori-Parks, Paule Marshall, Toni
Morrison, Ishmael Reed, August Wilson.
1 credit.
1 credit.
Not offered 2004—2005.
Fall 2004. James.
ENGL 057. The African American Writer
ENGL 065. Introduction to Asian American
Literature
This century-long overview considers the way
African American writers frame their doublefaced culture, foreground their history and her
itage, and portray their community’s way of
knowing itself. Writers range from Chesnutt to
Morrison and may include J.W . Johnson,
W.E.B. DuBois, Jean Toomer, Richard Wright,
Langston Hughes, or A lice Walker.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 058. The American Sublime*
This course explores the intersection of visual
art and literature in the late 18th- and early
19th-century United States. W e will consider
authors who appeal to sight, to art, and to aes
thetic ideals of the beautiful, sublime, and pic
turesque. W e will examine how writers blended
science and art in order to illustrate the world
and its democratic potential. Authors may in
clude Burke, Paine, Jefferson, Crevecoeur, Barlow, Irving, Sedgwick, Catlin, Emerson, Fuller,
Melville, Hawthorne, Louis Agassiz, W hitman,
James, and Jacob Riis.
1 credit.
N ot offered 2004—2005.
How does “Asian American” operate as a high
ly contested category o f ethnic and national
identify? This course examines literature and
critical essays by writers such as Theresa Hak
Kyung Cha, Maxine Hong Kingston, Jhumpa
Lahiri, and Lisa Lowe, in order to explore top
ics such as Asian American racial formation,
gendered narratives of immigration, and the
changing face (and space) of Asian America.
1 credit.
F all 2004. Mani.
ENGL 066CC. American Literature
Survey I*
This course will survey American literature
from First C ontact to before the Civil War.
Through our reading o f literary texts (journals,
sermons, poems, novels, eulogies, federal docu
ments), we will consider the imperial conflicts
that underlie the establishment of the United
States as a political and cultural identity. We
will identify the authors’ various promises of
American exceptionalism, and calibrate those
promises in relation to the legacies of slavery
and Manifest Destiny. Syllabus will include
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English Literature
texts by Columbus, Harriot, Bradford, Bradstreet, Wigglesworth, Rowlandson, Edwards,
DeCrevecouer, Jefferson, Eliza Bleecker, Fre
neau, Barlow, Franklin, Foster, Cooper, Emer
son, Child, Thoreau, Stowe, Douglass, Jacobs,
Melville, Hawthorne, and W hitman.
C ore course. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 069. Blues, Ja zz, and
American Culture
C an words help us understand musicians and
the power of music? Is W ynton Maisalis right—
jazz is the musical form that best teaches demo
cratic values? T his course will study how blues
and jazz have shaped key modes and ideas in
American culture, including American litera
ture. T h e syllabus may include Ralph Ellison,
James Baldwin, George Lipsitz, and Tricia Rose;
an anthology of poetry and prose celebrating
jazz; excerpts from Ken Bums’ documentary
Jazz; novels about musicians by Albert Murray,
Paule Marshall, and Rafr Zabor; and cultural
histories such as Angela Davis’ Blues Legacies
and B lack Feminism, Daniel Belgrade’s T he
C ulture o f Spontaneity, Jon Panish’s T he C olor o f
Jazz: R ace and Representation in Postw ar A m eri
can C ulture, and Nathaniel Mackey’s D iscrepant
Engagem ent: D issonance, C ross-C ulturalism , and
Experim ental Writing.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
070: CREATIVE WRITING AND
JOURNALISM WORKSHOPS
Regular creative writing workshops are lim ited to 12
and require the subm ission o f writing samples in
order fo r students to apply fo r them . W orkshops
m arked with a # com bine a balance o f substantial
literary analysis o f m odels along with creative writ
ing exercises geared to the m odels; these workshops
are lim ited to 15, do not require the subm ission o f
m anuscripts, and have as their prerequisite (fo r
freshm en and sophom ores but not fo r juniors or se
niors) an introductory English course. Students
m ay norm ally take only one w orkshop at a tim e.
E N G L 070A and 070C m ay be taken only on ce.
E N G L 070B m ay be taken tw ice.
ENGL 070A. Poetry Workshop
A class, limited to 12, in which students write,
188
read, translate, and talk about poetry. W e will
emphasize the discovery and development of
each individual’s distinctive poetic voice, imagistic motifs, and them atic concerns, within the
context o f contemporary poetics. Students
should submit three to five pages of poetry for
admission, at a time announced during fall se
mester. T he workshop will meet once a week
for four hours. Admission and credit are granted
at the discretion o f the instructor.
1 credit.
Spring sem ester each year.
Spring 2005. Schmidt.
ENGL 070B. Fiction Writers’ Workshop
W e’ll approach the challenge o f constructing
compelling narratives through a series of formal
exercises and experiments. Students will read
and comment on each other’s writing as they
work to hone their own style and clarify their
central thematic concerns. Twelve students are
admitted to the class on the basis of a writing
sample submitted during fall semester.
1 credit.
Spring sem ester each year.
Spring 2005. B olton.
ENGL 070C. Advanced Poetry Workshop
Intensive volumes o f poetry often represent
their authors’ conscious statements, made
through selection, organization, and graphic
presentation. This course— in which students
design and complete volumes o f their own
work— is normally intended as an advanced
workshop for students who have taken the
Poetry Workshop (EN G L 070A ), or— with the
instructor’s permission— students who have
taken ENGL 070D , 070E, or 070G . Limited to
12. Admission and credit are granted at the dis
cretion of the instructor.
1 credit.
F all 2004- Anderson.
ENGL 0700. Grendel’s Workshop
(New Texts From Old)#
John Gardner rewrote the ancient epic B eow ulf
in modem idiom from the monster’s point of
view. Shapers like C&aire and Auden have
brought Shakespeare’s Tem pest into the 20th
century. Angela Carter’s Beauty liked the Beast
better than the Prince. Students will study old
texts and their modem revisions and then,
using these models as starting points, reshape
their own beautiful or beastly visions.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 070E. Lyric Encounters#
Matthew Arnold called it “a criticism of life”
and Dylan Thomas “a naked vision.” Emily
Dickinson defined it as a blow: “If 1 feel physi
cally as if the top of my head were taken off, I
know that it is poetry.” Students will examine
varieties of the lyric and then shape their own
criticisms, visions, cerebral explosions in
response.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 070F. Journalism Workshop
Matthew Arnold said journalism is “literature
in a hurry.” T his workshop will teach journal
ism with that idea in mind, from mastering the
basics to writing with literary flourish. It will
cover everything from reporting and writing to
ethics and fairness. Students will report and
write news stories on a regular basis, honing
their skills at gathering and reporting news.
They will stay on top of the day’s news, in addi
tion to acquainting themselves with recent
thought concerning the state of journalism.
The story assignments will challenge students
to employ the skills learned in class in “realworld” settings. T his course will focus on hard
news and newspapers. Several prominent jour
nalists from T he Philadelphia Inquirer will visit
the class to talk about their careers. Students of
all grades and experience levels are welcome.
Enrollment limited to 15.
I credit.
Fall 2004- Dowkings.
ENGL 070G. Writing Nature#
Writing about nature forces us to attend to
both. W e’ll work in four different modes of
writing: journals, nonfiction prose, poetry, and
experimental fiction. Most weeks, we’ll spend
the first class analyzing famous models of nature
writing and the second discussing student writiftg. Three times during the semester, we’ll go
on field walks to help ground our writing in spe
cific observation.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 070K. Directed Creative
Writing Projects
Students— whether course or honors m ajo rs^
who plan a directed writing project in fiction or
poetry must consult with the department chair
and with a member of the department’s writing
faculty who might supervise the project and
must submit a prospectus to the department by
way of application for such work before the be
ginning o f the semester during which the pro
je ct is actually done. T h e number of these ven
tures 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 work
shop in the department.
For creative writing projects in the Honors
Program, the 2-credit field will normally be de
fined as a 1-credit workshop (ENGL 070A ,
070B , or 070C ) paired with a 1-credit Directed
Creative Writing Project (ENGL 070K ). T he
approximate range of pages to be sent forward
to the examiners will be 20 to 30 pages o f poet
ry or 30 to 50 pages of fiction. There will be no
written exam for the creative writing project;
the student’s portfolio will be sent directly to
the examiner, who will then give the student an
oral exam 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 o f the fall semester of the
senior year as the spring semester is usually the
time when the senior honors study essay must
be written.
1 credit.
Staff.
0 7 1: GENRE STUDIES
See also E N G L 081. Theory o f the N ovel.
ENGL 0 71D . The Lyric in En g lis h ***
A survey o f the history of the lyric poem in
English from its origins in Old and Middle
English to contemporary poetry, using an an
thology. There will also be special emphasis on
the essentials of prosody, the study of meter and
rhythm. Each version of the course will also fea
ture the in-depth study o f one poet. For 2003:
189
English Literature
John Donne.
N ote: By arrangement with the professor, this
course may be counted as either pre-1830 or
post-1830 but not both.
1 credit.
N ot offered 2004—2005.
ENGL 0 71C . The Short Story
As we read widely in the 19th ' and 20th-century short story, we’ll focus on technical devel
opments as well as certain recurring preoccupa
tions o f the genre: fragmentation and recon
struction, the staging of an encounter between
the ordinary and the extraordinary, and the
refutation o f time and mortality.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 0 71F. Gothic Possibilities
“High G othic” flourished in England in the
1790s; “Southern G othic” adapted the conven
tions of the form to the demands o f modernist
fiction and the culture of the American South.
Among the G othic possibilities we will consid
er: sensationalism (Lewis), domestication (Radcliffe), parody (Austen), autobiography (Por
ter), fragmentation (Faulkner), and cultural
critique (Toomer).
1 credit.
tion and discovery have often centered on
Woman, vulnerable, culpable, and duplicitous.
T he concept o f woman as potential victim and
perpetrator powered many detective novels
popular in the 19th and 20th centuries and has
paradoxically enabled startling revisions of the
genre by contemporary women writers. Our in
vestigation o f this “mystery” will involve male
authorities— Conan Doyle, Chandler, Ham
mett— and female private “I”s— Sara Paretsky,
Sue Grafton, and Barbara Wilson.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 0 71K . Lesbian Novels Since
World War II
This course will examine a wide range o f novels
by and about lesbians since World War 11. O f
particular concern will be the representation of
recent lesbian history. How, for instance, do
current developments in cultural studies influ
ence our understanding of the lesbian cultures
of the ’50s, ’60s, and ’70s? W hat is at stake in
the description o f the recent lesbian past?
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
072-079: COMPARATIVE LITERATURE/
LITERATURE IN TRANSLATION
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 072. Proust, Joyce, and Faulkner
ENGL 0 71G . Satire: Spirit and Art
Selections from Proust’s Rem em brance o f Things
Past, Joyce’s D ubliners and U lysses entire, and
Faulkner’s T he Sound and the Fury and A bsalom ,
A bsalom ! Emphasis on the ideological and for
mal tenets of modernism.
In satire, folly lives undisturbed with wit, blas
phemy with adoration, dullness with ingenuity,
and whimsy with gravity. This coutse speculates
about the odd nature of this formless and am
biguous genre— its problematical standing, its
claims to moral purpose, its power or impo
tence. Texts, from verse to narratives in fiction
and film, include futuristic works of Aldous
Huxley and Margaret Atwood; anachronistic
views of Ishmael Reed and Gore Vidal; extend
ed ironies of Shirley Jackson and Jonathan
Swift; dark and comic views of urban culture by
Nathanael West, Langston Hughes, John Ken
nedy Toole, and Homer Simpson.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 0 7 1 J . Cherchez la femme:
The “ Mystery” of Woman in the
Mystery Genre
From Eden on, our cultural narratives o f decep
190
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 073. Modernism: Theory and Fiction
Drawing on a range of theorists and novelists,
this course will explore some of the most com
pelling energies and problems that drive
Western modernism (from the 1840s through
the 1940s). Focus will be on modernism’s con
cern with shock rather than resolution, with
the uncanny rather than the familiar. More
broadly, the course will attend to modernism as
a body of thought and expression committed
less to knowledge than to “unknowing.”
Theoretical readings begin with Kierkegaard’s
F ear an d Trem bling, to be followed by
Nietzsche’s G enealogy o f Morals and some of
Freud’s major essays. Fiction readings begin
with Dostoevsky’s N otes from Underground as a
prelude to more sustained inquiry into Kafka
(stories, T he T rial), Proust (selections from
Rem em brance o f Things P ast), and W oolf (To the
Lighthouse, Betw een the A cts). T h e course will
conclude by attending to a number of pertinent
essays in Benjamin’s Illum inations.
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 073A. Mapping the Modern
(Cross-listed as SO A N 052)
The course seeks to explore some of the salient
issues, achievements, and problems that serve
to map Western modernity. Beginning with
“prophetic voices” from the mid-19th century,
we then concentrate upon “urban fables” of
early 20th-century high modernism, conclud
ing briefly with late-20th-century “postmodern
lenses.” Texts will be chosen from among the
following writers: Marx, Baudelaire, Nietzsche,
and Dostoevsky; Rilke, Kafka, Freud, Joyce, and
Woolf; Weber, Simmel, Adorno, Benjamin,
and Lukács; Bakhtin, Arendt, Canetti, and de
Certeau; Calvino and Borges; Berman and Har
vey. T he central topics under study are the phe
nomena of the modem subject and the modem
city, as expressed in literature, analyzed in soci
ology and critical theory, and represented in a
range of cultural practices.
economies o f the United States, the United
Kingdom, and Canada. Literary, historical, eth
nographic and cinematic texts explore the fol
lowing topics: the history of Indian immigra
tion to the Caribbean and North America in
the 19th century; queer South Asian diasporas,
gendered narratives o f immigration; and the
politics o f popular culture among second-gener
ation South Asian youth. T h e course empha
sizes how South Asians in diaspora negotiate
new forms of national identity and cultural cit
izenship, with specific attention to axes o f gen
der, generation, sexuality, and class.
1 credit.
N ot offered 2004—2005.
ENGL 076CC. The World, the Text,
and the Critic
This core class surveys a range o f novels; short
stories; plays; and films from Asia, Africa, the
Middle East, the Caribbean, and N orth
America. Drawing upon postcolonial literary
studies and historiography, as well as theories of
identity and difference, the course introduces
students to critical approaches in contemporary
global literatures, remaining attentive to the re
lationship between sites o f literary production
and consumption. Authors include Ondaatje,
Naipaul, A cjhebe, Said, Coetzee, and W alcott,
among others.
1 credit.
Core course. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Spring 2005. Mani.
ENGL 074. Modern Epic: Tolstoy, Joyce,
and Garcia-Marquez
This course will examine three “encyclopedic”
texts (W ar and P eace, U lysses, O ne Hundred
Years o f Solitude) that rehearse and interrogate
inherited paradigms o f cultural identity, pur
pose, and destiny. Through sustained attention
to formal and ideological tenets of these specif
ic texts, we will also seek to interrogate some of
the salient procedures of realism, modernism,
and postmodernism.
ENGL 078. The Black African Writer
T he texts in this course reflect the shared need
of women and men to come to terms with a past
usurped by colonial regimes and traditions test
ed by modernist visions. Writers o f narratives
and poetry meditate on the national present as
well as on the shape o f things to come even as
they search the past. Authors include Chinua
Achebe, Buchi Emecheta, Ama A ta Aidoo,
Amos Tutuola, Sembene Ousmane, Ngugi wa
Thiong’o, and Nuruddin Farah.
1 credit.
1 credit.
Fall 2004. Weinstein.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 075. South Asian Diasporas:
Culture, Politics, and Place
080-096: CRITICAL THEORY, FILM ,
AND M EDIA STUDIES
This interdisciplinary course surveys a century
of migration from the Indian subcontinent
overseas, and examines the impact of South
Asian immigration on the racial and cultural
ENGL 080CC. Critical and Cultural Theory
A n introduction to texts and contexts in con
temporary critical theory and cultural studies.
191
English Literature
W e will read narrative, psychoanalytic,
Marxist, poststructuralist, feminist, queer and
postcolonial theory, raising questions of subjec
tivity, difference, ideology, representation,
methodology, and cultural politics.
Core course. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 081. Theory of the Novel
A study of novels representative o f the novel’s
development as a form in conjunction with dif
ferent theories of the novel. W e will consider
the origins of the novel, the relationship be
tween the history of the novel and the history
of sexuality, and debates regarding the novel
and the politics o f realism, modernism, and
contemporary postmodernism. Authors include
W att, Lukács, Brecht, Armstrong, Jameson,
Richardson, Eliot, and Woolf.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 082. Transnational Feminist Theory
This class introduces perspectives in feminist
theory from domestic United States and global
contexts in order to ask: How do the contribu
tions o f women of color in the United States
and of feminist movements in the “Third
World” radically reshape the form and content
o f feminist politics? Through critical inquiry
into major texts in transnational feminist stud
ies, the course dynamically reconceptualizes the
relationship between women and nation; be
tween gender and globalization; and between
feminist theory and practice. Readings include
selections from Grewal and Kaplan, Spivak,
Lorde, and Hooks.
ENGL 085. “ Whiteness” and Racial
Difference
A look at the history of how “racial” identities
and differences have been constructed in past
and contemporary cultures, especially in the
United States. Includes writings on the subject
by cultural critics of all races.
1 credit.
N ot offered 2004—2005.
ENGL 086. Postcolonial Literature
and Theory
A comparative study of postcolonial literature
and theory within a global framework, empha
sizing the political, historical, and cultural di
mensions of these texts. O f central concern will
be how the “empire writes back”: its representa
tions of political and literary histories, nation
alism, race, and gender. Readings by Said, Aijaz
Ahmad, Amin, Rushdie, Emecheta, Ousmane,
Dangarembga, Achebe, Nwapa, and Mariamma
Ba.
1
credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 087. American Narrative Cinema
Considers film as narrative form, audiovisual
medium, industrial product, and social practice,
emphasizing the emergence and dominance of
classical Hollywood as a national cinema, with
some attention to independent narrative'traditions such as “race movies.” Genres such as the
western, the melodrama, and film noir express
aspirations and anxieties about race, gender,
class and ethnicity in the U nited States.
Auteurist, formalist, Marxist, feminist, and psy
choanalytic methods will be explored.
1 credit.
1 credit.
Spring 2005. Mani.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 083. Feminist Theory
ENGL 087A. Topics in American Cinema
Close readings of a range o f feminist theory,
from early feminist texts which attempt to es
tablish the fact of sex-based oppression to later
works addressing psychoanalysis and the prob
lem o f “master discourse”; the issue of what is
“woman”; and questions of how class, sex, gen
der, imperialism, and race intersect.
Explores different periods, themes, genres, or
authors each time it is offered.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
192
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 088. American Attractions: Leisure,
Technology, and National identity
Visual spectacles such as Bamum’s museum,
minstrelsy, and Wild W est shows and vaude
ville shaped American “identity” from ethnic,
racial, religious, geographical, and gender dif
ferences and hierarchies, anticipating the na
tional audiences of the Hollywood studio sys
tem and television networks. This team-taught
tricollege interdisciplinary class focuses on the
history and analysis of U .S. popular culture
from the Civil W ar to the present. Weekly film
screenings.
I credit.
Not offered 2 0 0 4 -2 0 0 5 .
ENGL 090. Queer Media
How are sexual identities mediated by popular
culture? How do lesbian and gay film and video
makers “queer” sexual norms and standard
media forms? Challenging classic Hollywood’s
heterosexual presumption and mass media ap
propriations of lesbian and gay culture, we will
examine lesbian and gay aesthetic strategies
and modes of address in contexts such as the
American and European avant-gardes, A ID S
activism, and diasporan film and video move
ments.
1 credit.
N ot offered 2004—2005.
ENGL 091. Feminist Film and
Media Studies
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production con
texts, and styles: mainstream and independent,
narrative, documentary, video art, and experi
mental. Readings will address questions of au
thorship and aesthetics, spectatorship and re
ception, image and gaze, race, sexual, and na
tional identity, and current media politics.
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 appro
priate 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 sec
ond Monday in November and the first
Monday in April. Normally limited to juniors
and seniors.
0 .5 or 1 credit.
Staff.
ENGL 0 9 8 ,098A. Senior Thesis
Course majors in the department may pursue a
thesis of their own choosing under the supervi
sion of a member o f the department. T h e thesis
may be for 1 (4 0 -5 0 pages) or 2 (8 0 -1 0 0 pages)
credits. A brief prospectus for the project must
be submitted for approval by the department in
April of the junior year. Before submitting this
prospectus, course majors should consult with
the department chair and with the department
member who might supervise the project. This
work must be separate from that of the senior
culminating essay, required of every course
major for graduation.
1 or 2 credits.
Staff.
1 credit.
ENGL 099. Senior Culminating Essay
Fall 2004. W hite.
During the fall and spring terms of the senior
year, each course major is required to write a se
nior essay. Proposals are due in the fall, and
completed essays are due in the spring. Details
about the essay are available in the English
Literature Department Office. O ne-half credit
will be awarded for the essay, normally in the
spring term; the essay will receive a regular let
ter grade.
ENGL 093. Studies in Film and Literature
A study of the complex ways in which film and
literature interact. H eart o f D arkness as the
source and inspiration for A pocalypse N ow . The
collaboration o f Handke and Wenders on
Wings o f D esire. T h e self-reflexive meta-forms
of Pirandello and Resnais. Dramatic and cine
matic treatments of Kaspar Hauser and the
Elephant M an. Versions of Beauty and the Beast
by Cocteau and Disney.
0 .5 credit.
Spring sem ester. Staff.
1 credit.
N ot offered 2004—2005.
193
English Literature
SEMINARS
Honors sem inars are open to juniors and seniors
only and require approval o f the departm ent chair.
Priority is given to honors m ajors and m inors.
GROUP I: (Pre-1830)
(Sm ith, Robinson, B aillie, Wordsworth,
Hemans, and L.E.L.) alongside their more fa
mous male contemporaries (Blake, Words
worth, Coleridge, Byron, Shelley and Keats) in
order to explore issues of concern to both: for
mal innovation, colonial expansion, (counter)
revolutionary politics.
ENGL 1 0 1 . Shakespeare*
2 credits.
Study of Shakespeare as dramatist and poet.
T h e emphasis is on the major plays, with a
more rapid reading of much of the remainder of
the canon. Students are advised to read through
all the plays before entering the seminar.
N ot offered 2004—2005.
2 credits.
F all 2004 and spring 2005. N. Johnson.
ENGL 102. Chaucer and Medieval
Literature*
A survey of English literature, primarily poetry,
from the eighth through the 15th centuries
with an emphasis on Chaucer. Texts will in
clude Beowulf, Sir G aw ain and the G reen Knight,
T he C anterbury T ales, Troilus and C riseyde,
P earl, Piers Plowm an, selected medieval plays,
Arthurian materials, and Margery Kempe’s au
tobiography. Chaucer will be read in Middle
English; other works will be read in translation
or modernized versions.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
In 2005-2006, this honors preparation will be
offered through a combination o f two courses,
ENGL 037: Revolution and Literature, 1789—
1812 and ENGL 038: Regency Scepticism,
1815-1832. Honors students interested in this
preparation should contact Professor Bolton.
GROUP II (Post-1830)
ENGL 1 1 1 . Victorian Literature
and Culture
This seminar will treat novels, nonfictional
works, and visual art from the Victorian period
in the context of Britain’s age o f empire. We
will consider the major issues o f the day— the
“Condition of England” question, the “woman
question,” theories of evolution and revolution,
the role of aesthetics— and how they are en
gaged and represented by different media and
disciplines. Works by Carlyle, Mill, Marx, Dar
win, Gaskell, Eliot, Gissing, Schreiner, Wilde,
among others.
ENGL 106. Renaissance Epic*
2 credits.
T h e two major English epics o f the period,
Spenser’s Farie Q ueene and M ilton’s Paradise
L ost, considered in contexts of social and liter
ary history, including two epic antecedents,
Virgil’s A eneid and Tasso’s Jerusalem D elivered.
N ot offered 2 0 0 4 -2 0 0 5 .
2 credits.
N ot offered 2004—2005.
ENGL 10 7. Renaissance Literature*
Covets a range of Renaissance writing, empha
sizing relations between texts and their social
realms. W e’ll study the private exchange of
elite poetic texts, the relation between fame
and stigma for published authors, the profession
of the playwright, the roles of women who
wrote, and the uses of writing in the Civil War.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 1 1 0 . Romantic Poetry*
W e’ll read the women poets o f the period
194
ENGL 1 1 2 . Wumen and Literature
Women’s poetry o f the 20th century: “Tell it
slant,” Emily Dickinson advises, and women
poets— whether or not they have read her
work— have typically taken her subversive ad
vice to heart. How women “slant” their truth,
and how their poetic methods differ— if at all—
from those of their male counterparts will form
the center o f this inquiry into modernist and
postmodernist feminist aesthetics.
2 credits.
F all 2004. Anderson.
ENGL 1 1 3 . “ American Studies” *
This seminar considers methods of analyzing
and interpreting “American literature” that
reach to engage the social and historical con
texts in which the nation was formed. W e will
read authors (Mary Rowlandson, Benjamin
Franklin, James Fenimore Cooper, Ralph
Waldo Emerson, Frederick Douglass, Harriet
Beecher Stowe, Nathaniel Hawthorne) who
have been central to the development of na
tional American identity. W e will also consider
the different ways contemporary literary critics
have interpreted these texts to define and un
derstand the American experience.
2 credits.
Not offered 2004—2005.
ENGL 115 . Modern Comparative Literature
The fall semester will focus on fiction respon
sive to colonial and postcolonial conditions as
sociated with British and American empire and
hegemony. W riters will include Conrad,
Forster, Achebe, Emecheta, Faulkner, GarciaMarquez, Morrison, Silko, Erdrich, and Rush
die. Considerable attention will also be paid to
ancillary theoretical and critical materials.
The spring semester will focus on Modernism:
theory and fiction. Drawing on a range of au
thors writing between the 1840s and the 1940s,
this seminar will attend to the conceptual un
derpinnings of European modernism and will
seek to come to terms with several of its most
salient texts. Primary readings will be drawn
from among the following writers: Kierkegaard,
Marx, Freud, Dostoevsky, Weber, Nietzsche,
Rilke, Kafka, Proust, Joyce, Woolf, Adorno,
and Benjamin. Secondary readings will include
essays by Lukács, Bakhtin, Canetti, De Certeau,
and others. Students should have read Joyce’s
Portrait o f the A rtist as a Young Man prior to tak
ing this seminar.
2 credits.
Section A B : C olonial and Postcolonial. Fall 2004Section C D : M odernism . Spring 2005. Weinstein.
ENGL 116 . American Literature
Advanced work in U .S. literary history, with
special focus on 20th-century fiction. Students
who enroll in this course should nominate one
or two works of literature to be considered for
the syllabus. These will be supplemented by
other primary and secondary works of
American literature and history chosen by the
instructor. Prior work in U .S. literature and/or
history is recommended.
2 credits.
Fall 2004. Schmidt.
ENGL 1 1 8 . Mndern 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 o f “mod
ernism” and to assess their significance for con
temporary poetic practice.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
ENGL 120. Critical and Cultural Theory
“Culture is one of the two or three most com
plicated words in the English language,” con
cedes Raymond Williams in Keyw ords. T h e in
fluence of linguistics on philosophy and an
thropology will lead us to the subject of cul
ture— and the subject in culture. Marx, Freud,
Saussure, Benjam in, Lévi-Strauss, Fanon,
Irigaray, Foucault, Sedgwick, and de Lauretis.
2 credits.
Spring 2005. W hite.
ENGL 1 2 1 . The Harlem Renaissance in
The Ja zz Age
This study extends and challenges received
conceptions of the Harlem Renaissance by
reading the era in relation to T h e Jazz Age—
African American modernism side by side with
American cultural nationalism. It weighs the
effects of focusing on intersections between
American/Affican Am erican (and A frican)
cultural positions and their impact on each fol
lowing World War I. Texts may range from
Hughes and Hurston to Stein and O ’Neill.
2 credits.
N ot offered 2004—2005.
ENGL 180. Thesis
A major in the Honors Program may, with de
partment permission, elect to write a thesis as a
substitute for one seminar. T h e student must se
lect 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 mem
ber of the department, during the fall of the se
nior year.
2 credits.
Staff.
ENGL 183. Independent Study
Students may prepare for an honors examina
tion in a field or major figure comparable in lit
erary significance to those offered in the regular
195
English Literature
seminars. Independent study projects must be
approved by the department and supervised by
a department member. Deadlines for the receipt
o f written applications are the second Monday
in November and the first Monday in April.
2 credits.
Staff.
196
Environmental Studies
Coordinator:
ARTHUR McGARITY (Engineering)
Holly Castleman (Administrative Assistant)
Committee:
Elizabeth Bolton (English)
Erich Carr Everbach (Engineering)3
Raymond Hopkins (Political Science)
Jose-Luis Machado (Biology)3
Rachel Merz (Biology)
Carol Nackenoff (Political Science)
HanS Oberdiek (Philosophy)3
Frederick Olthlieb (Engineering)
Colin Purrington (Biology)3
Richard Valelly (Political Scien ce)1
Mark Wallace (Religion)
Larry Westphal (Economics)
1 Absent on leave, fall 2004.
3
Profound anthropogenic changes are occurring
in the land, water, and air around us, and edu
cation needs to respond to these changes.
Swarthmore’s heritage of social concern com
pels us to educate students so that they are well
informed about vital, current issues and capable
of full political participation. T he College has a
responsibility to provide means for the study of
environmental problems and to encourage stu
dents to develop their own perspectives on
these problems. T h e environmental studies
concentration is one way the College meets
these responsibilities.
REQUIREMENTS AND RECOMMENDATIDNS
Environmental studies is truly interdisciplinary
and offers numerous opportunities for rigorous
interdisciplinary work because environmental
issues have scientific, engineering, social, polit
ical, economic, literary, and philosophical di
mensions that must be addressed. Therefore,
our program is structured as an interdisciplinary
minor. This program helps guide students to the
many academic fields that afford a perspective
on environmental problems and enables them
to explore questions most compelling to them
from the vantage point of various disciplines in
the natural and social sciences, engineering,
and the humanities.
Absent on leave, 2004-2005.
A n interdisciplinary minor in environmental
studies is available to all students, consisting of
an integrated program of five courses plus a cap
stone seminar, taken in addition to a regular
major. Students may also apply for the honors
minor, which has similar requirements plus an
external examination on an approved topic
that links together two o f the courses and a se
nior honors study paper that explores the con
nections between the two courses.
Students minoring in environmental studies
must take five courses from the lists that follow,
including at least one course in environmental
science/technology, at least one course in envi
ronmental social science/humanities, and at
least one more from either of these two groups
for a minimum of three courses from the list
designated Environmental Courses in Specific
Disciplines. Up to two of the five required
courses may be chosen from the list designated
Adjunct and Interdisciplinary Courses. Stu
dents should regularly check the program’s Web
site (http://www.swarthmore.edu/es) for addi
tions and changes to course lists. Students must
submit their plan of study to the coordinator,
usually when they apply for a major, and should
inform the coordinator about any changes in
their programs. Students may petition the
197
Environmental Studies
Faculty Committee on Environmental Studies
to have courses taken at other institutions ful
fill some o f these requirements. A t least four of
the five courses must be outside the major. One
of the courses may be independent work or a
field study (in the United States or abroad) su
pervised by a member of the committee (EN V S
090). In addition to the five courses, each con
centrator will participate in the capstone semi
nar in environmental studies (EN V S 091) dur
ing the spring semester o f the senior year. T he
capstone seminar will involve advanced inter
disciplinary work on one or more issues or prob
lems in environmental studies. Leadership of
the capstone seminar rotates among the mem
bers of the Faculty Committee on Environ
mental Studies.
BIO L 130. Behavioral Ecology
A ny student may request credit in environmen
tal studies for interdisciplinary environmental
courses taken at other institutions (domestic
and foreign). Application forms for credit eval
uations are available on the program’s Web site.
Swarthmore College sponsors environmental
foreign study programs in Ghana (West Africa)
and Poland (details later).
T h e environmental social sciences/humanities
category includes courses that are central to en
vironmental studies and focus on values, their
social contexts, and their implementation in
policies. Thus, all concentrators will have stud
ied the social context in which environmental
problems are created and can be solved.
BIO L 137. Biodiversity and Ecosystem
Function
EN G R 004A . Introduction to Environmental
Protection
EN G R 004E. Introduction to Sustainable
Systems Analysis
EN G R 063. W ater Quality and Pollution
Control
EN G R 066. Environmental Systems
G EO L 103. Environmental Geology
(Bryn Mawr College)
Courses in Environmental
Social Sciences/Humanities
Students m ust take at least one o f these courses.
ECON 076. Environmental Economics
ED U C 065. Environmental Education
I. ENVIRONMENTAL COURSES IN SPECIFIC
DISCIPLINES
Students must take at least three o f the designated
environm ental courses in specific disciplines.
Courses in Environmental
Science/Technology
Students m ust take at least one o f these courses.
T he environmental science/technology catego
ry includes courses that emphasize techniques
and methodologies of the sciences and engi
neering and whose subject is central to envi
ronmental studies. Therefore, all concentrators
will be familiar with a body of scientific knowl
edge and scientific approaches to environmen
tal problems.
CH EM 001. Chemistry in the Human
Environment
BIO L 036. Ecology
BIO L 037. Systematic Botany
BIO L 039. Marine Biology
BIOL 116. Microbial Processes and
Biotechnology
198
POLS 043. Environmental Policy and Politics
POLS 047. Global Policy and International
Institutions: Hunger and Environmental
Threats
ENGL 005L. Reading Nature
ENGL 070G . Writing Nature
POLS 222 (Bryn Mawr College). Introduction
to Environmental Issues
PSYC 057. Psychology of Environmental
Problems
RELG 022. Religion, the Environment, and
Contemplative Practices
II. ADJUNCT AND INTERDISCIPLINARY
COURSES
Students m ust take at m ost two o f these courses.
T he following are courses that are relevant to
environmental studies that can be included in
the five courses required for the concentration
but are not central enough to justify their in
clusion in the preceding groups:
BIO L 016. Microbiology
BIOL 017. Microbial Pathogenesis and
Immune Response
FOREIGN STUDY PROGRAMS
BIOL 026. Invertebrate Zoology
Poland Environmental Studies Foreign
Study Program
BIOL 034. Evolution
ENGR 003. Problems in Technology
ENGR 004B. Swarthmore and the Biosphere
ENGR 035. Solar Energy Systems
ENGR 057. Operations Research
ENVS 002. Human Nature, Technology,
and the Environment (described later)
ENVS 090. Directed Reading in
Environmental Studies (Permission of
the instructor is required.)
ENVS 092. Research Project
MATH 061. Modeling
PHYS 020. Principles of the Earth Sciences
POLS 048. T h e Politics of Population
ENVS 002. Human Nature, Technology,
and the Environment
This course examines the relationships among
the environment, human cultures, and the
technologies they produce. T h e continually ac
celerating pace of technological change has had
effects on both the local and global environ
ment. Although technology may be responsible
for environmental degradation, it may also
serve as an important societal mechanism that
can help us evolve toward a sustainable society.
This course investigates how humans evolved,
what tools they employed, and what the conse
quences of new technologies were for human
kind and the surrounding environment. Special
attention is given to how the problems o f the
21st century relate to circumstances of the past.
A program of study is available at universities in
Krakow, Poland, for students who desire a for
eign study experience in environmental studies.
Students usually take three courses taught in
English consisting of the survey course En
vironmental Science and Policy in Central and
Eastern Europe, which includes study in the
Czech Republic and Hungary, plus two other
courses that depend on student interests. In ad
dition, students are required to take an inten
sive orientation course on Polish language and
culture. For more information, see the W eb site:
http://www.swarthmore.edu/es/Poland.html.
Environmental Studies in Ghana,
West Africa
A n integrated program in environmental stud
ies built around a research project with a
Ghanaian mentor is available in spring 2005.
See the W eb site at http://esig.swarthmore.edu
for more information.
1 credit.
N ot offered 200 4 -2 0 0 5 .
199
Film and Media Studies
Coordinator:
PATRICIA WHITE (English Literature)
Carolyn Anderson (Administrative Coordinator)
Nancy Bech (Administrative Assistant)
Committee:
Manishita DasS (Visiting Assistant Professor and M ellon Postdoctoral Fellow)
Haili Kong (Chinese)
Sunka Simon (German)
Craig Williamson (English Literature)
Carina Yervasi (French)
Moving images have been one of the most dis
tinctive innovations and experiences of the
past century. In today’s media-dependent cul
ture, developing a critical understanding and a
historical knowledge of media forms is vital.
Film and media studies provides an interdisci
plinary understanding o f the history, theory,
language, and social and cultural aspects of film,
with some emphasis on other moving-image
genres such as video, television, and computerbased media; introduces research and analytical
methods; and encourages cross-cultural com
parison of media forms, histories, institutional
contexts, and audiences. T h e Film and Media
Studies Program incorporates course offerings
in English literature, modem languages and lit
eratures, anthropology, psychology, and sociolo
gy and offers core courses in the field, providing
some opportunity for training in production to
enhance critical studies.
Students may add a minor in film and media
studies to any major, and students in the
Honors Program may pursue an honors minor
in film and media studies. Students interested
in declaring a special major in film and media
studies should review the following guidelines
and consult with the coordinator. A ll students
interested in incorporating film and media
studies into their programs must submit a pro
posal as part o f their sophomore paper or apply
by submitting a modified plan o f study in the ju
nior year or early in the senior year. T his pro
posal should be developed in consultation with
advisers from the Film and Media Studies
Committee and is subject to approval.
REQUIREMENTS AND RECOMMENDATIONS
Minor
A ll students must take a minimum of 5 credits,
which may be selected from the courses and
seminars listed or from those taken abroad or at
Bryn Mawr or Haverford colleges or the
University o f Pennsylvania when the work is
approved by the committee. T h e 5 credits
should include F M ST 001: Introduction to
Film and Media Studies, normally taken in the
first or second year; and F M ST 092: Film
Theory and Culture, normally taken in the
senior year. Additional courses in history and
national cinemas, production, visual ethnogra
phy, and topics in film and media studies should
be selected with a broad program in mind. To
be admitted to the minor, students must have
satisfactorily completed one film and media
studies course.
Honois Minor
Students in the Honors Program may minor in
film and media studies by meeting the require
ments for the minor and by preparing for and
taking one external exam. T he preparation may
consist of F M ST 092: Film Theory and Culture
plus the 1-credit honors attachment 092A , an
approved honors seminar, a 2-credit thesis or
creative project, or a combination of course and
independent work, with the approval of the film
and media studies coordinator. Senior honors
study (SH S) consists of a revised essay submit
ted for a course or seminar in the preparation.
Special Major
Special course or honors majors in film and
media studies must be approved by the Film and
Media Studies Committee and by the depart
ments from which the applicant intends to
200
draw 2 or more credits for the program. Stu
dents must take a minimum o f 9 credits. FM ST
001 and F M ST 092 are required, and students
must also take at least one course in a national
cinema. Special majors are encouraged to take
FM ST 002. Remaining courses and seminars
may be drawn from a range of departments
(work in at least two departments in addition to
the film and media studies program is required).
Such courses do not have to be selected from
the list below if they are approved by the film
and media studies coordinator (e.g., Directing
or Lighting Design in Theater, Photography in
Art, or Aesthetics in Philosophy.) Senior ma
jors may apply to write a 1-credit thesis or to
make a thesis video.
COURSES
FMST 001. Introduction to Film and
Media Studies
Provides groundwork for further study in the
discipline. Introduces students to concepts, the
ories, and methods of film, video, and television
studies such as formal analysis o f image and
sound, aesthetics, historiography, genres, au
thorship, issues of gender, race, ethnicity, and
nation, economics, and reception and audience
studies. Emphasis on developing writing, ana
lytical, and research skills. Films by Hitchcock,
Godard, Lange, Sem bene, Scorsese, Trinh,
Welles, and selected video art and television
genres. Required weekly evening screenings.
1 credit.
Fall 2004. Simon.
FMST 002. Videu Production Workshop
Provides instruction in basic technical aspects
of digital video production and background in
formal properties of video- and filmmaking.
Exercises are designed to ensure a sound tech
nical foundation as well as to familiarize stu
dents with the aesthetic principles underlying a
variety of film styles and traditions. Limited to
12 students. Students may be responsible for
some production expenses.
Prerequisite: A prior Swarthmore film studies
course, preferably F M ST 001.
1 credit.
FMST 081. Indian Cinema
This course simultaneously provides an intro
duction to the diverse cinemas of India and in
vestigates the concept of “national cinema”
through the history, aesthetics, and cultural
politics o f cinema in India. T h e course will
focus on major trends, phases, formal features,
and institutional practices from the silent era to
the present.
1 credit.
F all 2004. Dass.
FM ST 082. Mudern Times: Cinema and
Mndernity in a Comparative Perspective
This course explores the relationship between
cinema and modernity by examining national
and regional film cultures from Europe, the
Americas, and Asia. It seeks to elucidate what
film studies can tell us about modernity and
modernism, and how a focus on modernity and
a comparative perspective might reframe film
history and theory.
1 credit.
Spring 2005. Dass.
FMST 092. Film Theory and Culture
Covers major paradigms and debates in classical
and contemporary film theory, historiography,
and research methodology: realism, montage,
auteur theory, genre, semiotics and psycho
analysis, apparatus and spectatorship theory,
Marxism, feminist and queer theory, cultural
studies, theories o f the avant-garde, Third
Cinema, and new media. Recommended for se
nior minors and special majors, and advanced
students with a background in film studies.
Authors: Bazin, Benjamin, de Lauretis, Deleuze,
Eisenstein, Hansen, Kracauer, Manovich, and
Wollen. Directors: Akerman, Eisenstein, Fass
binder, Frampton, Godard, Griffith, Powell,
Sembene, Vertov, Welles, and Wong.
1 credit.
N ot offered 2004—2005.
FM ST 092A. Honors Attachment to
Film Theory and Culture
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
FM ST 097. Independent Study
0 .5 to 1 credit.
Spring 2005. Staff.
201
Film and Media Studies
FM ST 098. Thesis
For students completing a special major in course.
1 credit.
FM ST 180. Thesis
For students completing a special major in honors.
2 credits.
COURSES AND SEMINARS TAUGHT IN
OTHER DEPARTMENTS CURRENTLY
APPROVED FOR FILM AND MEDIA
STUDIES CREDIT
For descriptions o f the following courses, please
consult the appropriate section o f the course
catalog:
Couises Offered 2004-2005
ENGL 009P. W omen and Popular Culture:
Fiction, Film, and Television (W hite)
EN G L 0091. Feminist Film and Media Studies
(W hite)
L ITR 058. Cyberculture (Sim on)
PSYC 048. Technology, Self, and Society
(Gergen)
SO A N 040D. Techgnosis (A xel)
SPAN 063. El cine de la democracia en
España (Guardiola)
Courses Not Offered 2004-2005
CHIN 055. Contemporary Chinese Cinema
(Kong)
CHIN 056. History of Chinese Cinema
(Kong)
ENGL 087. American Narrative Cinema
(W hite)
ENGL 087A . Topics in American Cinema
(W hite)
ENGL 088. American Attractions
(White/UUman)
EN G L 090. Queer Media (W hite)
EN G L 093. Studies in Film and Literature
(Williamson)
FREN/L1TR 028F. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema (Yervasi)
FREN 073. Roman et Cinéma:
Revolutionizing Everyday Life (Yervasi)
202
G ERM 054/LITR 054G . Postwar German
Cinema (Simon)
G ERM 055/LITR 055G . Film and Literature
in Weimar Germany (Faber)
G ERM 068/LITR 068G . History of German
Film
G ERM 091. Special Topics: Frauen und Film
(Faber); Popularliteratur (Simon)
JPN S 024. Japanese Film and Animation
(Gardner)
L IT R 051G . Race and Gender in European
Cinema (Sim on)
L IT R 058. Cyberculture (Sim on)
SO A N 0 9 IB . Practicum in Visual
Methodologies (Diaz-Barriga)
SO A N 111. Visual Ethnography
(Diaz-Barriga)
SPAN 067. La guerra civil española
en la literatura y el cine (Guardiola)
Francophone Studies
Coordinator:
CARINA YERVASI (French)
Eleonore Baginski (Administrative Coordinator)
Committee:
Jean-Vincent Blanchard (French)211
Robert S . DuPleSSiS (History)3
Cynthia Perwin Halpern (Political Science)
Sally Hess (Dance)
Tamsln Lorraine (Philosophy)
George MOSkOS (French)10
Micheline Rice-Maximin (French)912
Mark I. Wallace (Religion)
Philip M . Weinstein (English)
2 Absent on leave, spring 2005.
3 Absent on leave, 2004—2005.
9 Campus coordinator, Swarthmore Program
in Grenoble, fall 2004.
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2005.
11 Program director, Swarthmore Program in
Grenoble, fall 2004.
12 Program director, Swarthmore Program in
Grenoble, spring 2005.
The minor in Francophone studies explores
areas and peoples significantly influenced by
and participant in Francophone cultures
throughout the world: Africa, the Americas,
Europe, and Southeast Asia. It takes a broad
view of cultural achievements and thus will ex
amine cultural diversity and identity at all com
munity levels. Through the use of analytical
methods drawn from both the humanities and
the social sciences, the minor encourages inter
disciplinarity in courses, seminars, and student
programs of study. W ithin a cultural studies ap
proach, various perspectives will be used to es
tablish new critical and theoretical paradigms
to understand better the complex relations and
reciprocal influences between “centers” and
“peripheries.”
REQUIREMENTS AND RECOMMENDATIONS
Through the study of an important transna
tional culture, the minor will prepare students
for graduate education and careers in interna
tional relations, business, law, and academic
disciplines and enable them to participate bet
ter in our increasingly globalized world. Besides
the study o f Francophone language, literature,
and culture courses offered in the Department
of Modem Languages and Literatures, students
will have the opportunity of using French-lan
guage materials in many of the courses and sem
inars offered by other departments.
A minor in Francophone studies consists o f 5
credits from courses designated subsequently.
Students should note that most courses have prere
quisites, which m ust be satisfied before courses may
be taken. No more than 2 credits may be from
the student’s major department, and at least 2
credits must come from courses marked #. Only
1 credit taken abroad may count toward the
minor. A t least 3 credits must come from core
courses and seminars, whereas only 2 credits
may come from cognate courses or seminars.
Students are expected to work in at least two
departments.
To ensure a strong groundwork for all minors, 1
of the credits must be a core course; we particu
larly recommend FREN 025 and H IS T 022 or
H IST 030, when offered, but any of the core
courses or seminars can function as an intro
ductory course. In addition to the 5 credits,
each minor will complete a 15- to 20-page in
dependent, interdisciplinary senior paper. T he
initial proposal and bibliography, which are due
immediately after the Thanksgiving break,
must be approved by two professors in two dif
ferent departments. T h e completed paper is due
at the end of spring break. T h e defense will
occur in May.
203
Francophone Studies
Students are required to be proficient in the
French language: to complete FREN 004 or the
equivalent. They are strongly encouraged to
study abroad in a French-speaking country. In
addition, they must either take an advanced lit
erature or culture course in French or use
French-language sources in the senior paper. In
any case, students are encouraged to read
French-language materials in the original lan
guage whenever possible.
FREN 030. Topics in 17 th- and 18th-Century
Literature: L’invention de la modernité
féminine en France
Course Minor
FREN 039. Société, culture et économie
politique dans la littérature de l’Afrique
de l’Ouest *
Courses and seminars that may be offered for a
Francophone studies minor are the following:
(A # indicates courses that cover Francophone
material outside of France and/or multicultural
material. A n * means courses offered 2004—2005.):
FREN 033. Fictions d’enfance#
FREN 036. Poésies d’écritures françaises#*
FREN 037. La Ville occidentale dans la
littérature francophone#
FREN 038. Littératures francophones et
cultures de l’immigration en France#
FREN 040. Théâtre français: pouvoir
et résistance
FREN 060. Le Roman du X IX e siècle
FREN 061. Odd Couplings: Writing and
Reading Across Gender Lines*
CORE COURSES AND SEMINARS
Seventy-five to 100 percent Francophone con
tent: A t least 3 credits required.
Courses in Disciplines Other Than French
A R T H 017. A rt and Society in 19th-Century
Europe
H IST 022. Early Modem France and the
Francophone New World
H IS T 030. France Since 1789: Revolution
and Empire
Seminars in Disciplines Other Than French
A R T H 168. Dada and Surrealism
TH E A 106. Theater History Seminar*
French Courses Numbered 012 and Above
FREN 012C . Introduction à la France
contemporaine#*
FREN 012L. Introduction à l’analyse
littéraire*
FREN 062. Le Romantisme
FREN 065. Poésie de la modernité:
de Baudelaire aux Surréalistes
FREN 066. Mode, modernité, littérature
FREN 067. Twentieth-Century French
Theater: Reading and Performance
FREN 070F. Caribbean, Guyanese, and
French Civilizations and Cultures
FREN 071F. French Critical Theory:
From Foucault to Baudrillard
FREN 072. Le Roman du X X e siècle:
Women in the Literary Field
FREN 073. Roman et cinema: Revolutionizing
Everyday Life
FREN 075F. Haïti, the French Antilles, and
Guyane in Translation#
FREN 076. Ecritures au féminin#
FREN 077. Prose francophone: littérature
et société#
FREN 078. Théâtre, conscience et société#
FREN 022. Le Cinéma français: Le Cinéma
de la ville
FREN 079F. Scandal in the Ink: Queer
Traditions in French Literature
FREN 023. Topics in French Civilization#
FREN 091. Special Topics (Counting as #
depending on the topic o f the year) Théâtre
moderne: mise en scène de l’identité*
FREN 024. Mysticisme et littérature
maghrébine#
FREN 025. Introduction au monde
francophone#*
FREN 028. Francophone Cinema:
Configurations of Space in Postcolonial
Cinema#
French Seminars
FREN 102. Baroque Culture and Literature:
T h e Comic World o f Molière
FREN 104. Roman du XIXe siècle
FREN 105. Proust
FREN 106. L’expérience poétique: romance
et mélancolie*
FREN 108. Le Roman du XX e siècle: romans
modernes et contemporains
M U SI 009. Music o f the Caribbean
M U SI 022. Nineteenth-Century European
Music*
M U SI 023. Twentieth-Century Music*
FREN 109. Le Romantisme*
M U SI 038. Color and Spirit
FREN 110. Histoires d’îles
PHIL 039. Existentialism
FREN 111. Espaces francophones#
PHIL 079. Poststructuralism*
FREN 112. Ecritures francophones: fiction et
histoire dans le monde francophone#
POLS 003. Comparative Politics*
FREN 113. Voyage et littérature#
POLS 012. Modem Political Thought*
FREN 114. Théâtre d’écritures françaises#
RELG 01 IB . Introduction to Islam*
FREN 115. Paroles de Femmes#
RELG 053. Islam in the Modem World
FREN 116. La Critique littéraire: Racine,
Rousseau, Baudelaire, Proust
SO A N 003B . Nations and Nationalisms
COGNATE COURSES AND SEMINARS
Thirty percent Francophone content minimum.
POLS. 004. International Politics*
SO A N 023B . History o f Culture Concept
Cognate Seminars
Thirty percent Francophone content mini
mum: No more than 2 credits m ay count tow ard
the minor.
H IST 117. State and Society in Early
Modem Europe
H IST 122. Revolutionary Europe 1750-1870
H IST 124. Europeans and Others Since 1750
Cognate Courses
H IS T 140. T h e Colonial Encounter in Africa#
A RTH 005. Modem A rt*
PHIL 139. Phenomenology, Existentialism,
and Poststructuralism*
ARTH 056. Print Culture in Early Modem
Europe
DANC 022. History of Dance: Europe’s
Renaissance Through 1900
POLS 101. Political Theory: Modem *
POLS. 107. Comparative Politics:
Greater Europe*
DANC 036. Dance and Gender
POLS 110. Comparative Politics: Africa
ECON 082. Political Economy of Africa#*
RELG 112. Postmodern Religious Thought
ENGL 072. Proust, Joyce, and Faulkner
SO A N 102. History and Myth
H IST 001U . First-Year Seminar:
The Atlantic World
SO A N 103. G ift and Fetish
H IST 002A . Medieval Europe*
Note: Am ong all the courses listed above, those
satisfying the requirem ent o f at least 2 credits cov
ering Francophone m aterial outside o f F ra n ce
and/or m ulticultural m aterials are m arked #.
These can be courses in French or in other dis
ciplines. FREN 091: Special Topics may count
among this category, depending on the topic of
the year.
H IST 003A . Modem Europe*
H IST 008C. Modem Africa, 1880 to Present#
H IST 020. Official and Popular Cultures in
Early Modem Europe
H IST 029. Sexuality and Society in Modem
Europe*
H IST 031. Revolutionary Iconoclasm: Tearing
Down the Old, Building the New
SO A N 123. Culture, Power, Islam*
H IST 087. Development and Modem Africa:
Historical Perspectives
MINOR IN FRANCOPHONE STUDIES
LING 027. Sociolinguistics o f African
Languages
To be eligible to minor in Francophone studies
for the Honors Program, students must com
plete all the requirements for the Francophone
studies minor. This entails the completion of 5
LITR 014. Modem European Literature
M USI 004. Opera
205
Francophone Studies
credits and the writing of the senior paper. T he
senior paper deadlines are as follows: T h e initial
proposal and bibliography, which are due im
mediately after the Thanksgiving break, must
be approved by two professors in two different
departments. T he completed paper is due at
the end of spring break. T he defense will occur
in May.
Candidates for an honors minor will offer a
single 2-credit preparation outside the designated
honors m ajor. T he student will follow the re
quirements for senior honors study for the
minor in the department in which the seminar
is offered and take that examination.
206
German Studies
Coordinator:
SUNKA SIMON (German)
Eleonore Baginski (Administrative Coordinator)
Committee:
Richard Eldridge (Philosophy)
Marion Faber (German)3
Pieter Judson (History)
James Kurth (Political Science)
Tamsin Lorraine (Philosophy)
Michael Marissen (Music)
Braulio Munoz (Sociology and Anthropology)
Ursula Neuerburg Denzer (Theater)
Hansjakob Werlen (German)
Thomas Whitman (Music)
3 Absent on leave, 2 0 0 4 -2 0 0 5 .
The concentration in German studies grows
out of the conn ection between Germ an
thought and art of the 19th and 20th centuries.
Figures such as Goethe, Wagner, Nietzsche,
Marx, and Freud, for example, go beyond the
boundaries of particular disciplines. In addition,
the study of German history and politics en
riches and is enriched by the study of German
literature and art. A combination o f approach
es to German culture introduces the student to
a field of knowledge crucial to contemporary
society and prepares the student for graduate
work in a good number o f academic disciplines
as well as for various international careers. The
concentration may be undertaken in the course
program or in the Honors Program. Concen
trators should consult the program coordinator
during the sophomore year to plan their work
toward the concentration.
REQUIREMENTS ANB RECOMMENDATIONS
Students are required to take 5 credits from des
ignated courses in German studies, 3 of which
must be outside the student’s major department.
To ensure a common groundwork for all con
centrators, students must take the core course,
GERM 014: Introduction to German Studies.
To ensure work in depth, at least 1 credit must
be a thesis on an interdisciplinary topic, nor
mally to be proposed at the end o f the junior
year and written in the fall semester of the
senior year. A n interdisciplinary thesis for the
student’s major department may fulfill this
requirement.
It is required that students do substantial work
in the German language (GERM 004 or the
equivalent). It is also strongly recommended
that students study in Germany (for a summer
or, preferably, for a semester) if at all possible.
After studying abroad, concentrators must take
at least one additional class in German studies.
Students who do not take an advanced litera
ture course must either use original German
sources in the thesis or add an attachment in
German to one course in the concentration.
N ote: A student can accomplish a special major
in German studies by taking 5 additional cred
its from the courses listed subsequently.
Couise Minor
Requirem ents. T h e requirements for the G er
man studies course minor are identical to the
general requirements (5 credits, including the
core course G ERM 014) except that students
need not write an interdisciplinary thesis.
Honors Minor
Requirem ents. T h e German studies concentra
tion offers only a minor in the Honors Program.
Students in the Honors Program are expected
to be sufficiently proficient in spoken and writ
ten German to complete all their work in
German and are strongly advised to spend at
207
German Studies
least one semester o f study in a German-speak
ing country. Candidates are expected to have a
B average in course work both in the depart
ment and at the College.
Prerequisites. G ER M 014 and an advanced
course in German studies.
SEMINARS (2 credits)
H IST 122. Revolutionary Europe+
H IS T 125. Fascist Europe
M U SI 101. Bach
PHIL 114. Nineteenth-Century Philosophy
PHIL 137. German Romanticism and Idealism
Preparations. A seminar in German studies (or,
in lieu of the seminar, two advanced courses in
German studies).
PHIL 139. Phenomenology, Existentialism,
and Poststructuralism
Senior Honors Study and Examination
RELG 106. Contemporary Religious Thought
Honors preparation will include a revised ver
sion of a seminar paper (approximately 3,000
words) from the seminar for which the student
is being examined. Otherwise, preparation for
the examination will be discussed with the di
rector o f German studies on a case-by-case basis
to ensure adequate preparation for the honors
examination. No credit will be given for the re
vised paper.
SO A N 101. Critical Modem Social Theory
T h e honors examination will take the form of a
three-hour written examination based on a
German studies seminar or, in lieu of the semi
nar, two advanced courses in German studies
and a 30- to 45-minute oral examination based
on all previous work in the field.
T h e following courses and seminars may be
offered for a German studies concentration:
COURSES (1 credit)
Q erm an courses num bered 0 0 4 and above.
L IT R (Q ) courses taught in E nglish.
H IS T 028. Nations and Nationalism in
Eastern Europe
H IST 035. T h e Jew as Other
H IS T 036. Modem Germany
H IST 037/LITR 037G . History and Memory:
Perspectives on the Holocaust
L IT R 058. Cyberculture
M U SI 006. Beethoven and the Rom antic
Spirit
M U SI 022. Nineteenth-Century Music
M U SI 033. Lieder
M U SI 034. Bach
M U SI 035. Late Romanticism
PHIL 029. Philosophy o f Modem Music*
PHIL 039. Existentialism*
PHIL 049. Marx, Nietzsche, and Freud
S O AN 083. Senior Colloquium on Art
and Society*
208
SO A N 105. Modem Social Theory
SO A N 115. Freud and Modem Social Theory
G ERM 104. G oethe und seine Zeit
G ERM 105. Die deutsche Romantik
G ERM 108. German Studies Seminar: Wien
und Berlin
G ERM 110. German Literature After World
War II
G ERM 111. Genres
* C ognate course: No more than two may be
counted toward the German studies concen
tration.
+ C ognate sem inar: N o more than one may be
counted toward the German studies concen
tration.
History
STEPHEN P. BENSCH, Professor
ROBERT S. DllPLESSIS, Professor3
PIETER M . JUDSON, Professor and Chair
LILLIAN M . L I, Professor
MARJORIE MURPHY, Professor
ROBERT E . WEINBERG, Professor
TIMOTHY J . BURKE, Associate Professor3
ALLISON 00RSEY, Associate Professor
BRUCE A . DORSEY, Associate Professor3
DIEGO ARMUS, Assistant Professor1
JEAN KIM , Visiting Assistant Professor
MARIO RUIZ, Visiting Assistant Professor
THERESA BROWN, Administrative Assistant
1 Absent on leave, fall 2004.
3 Absent on leave, 2004—2005.
COURSE OFFERINGS AND PREREQUISITES
law school and enabled them to succeed as
attorneys.
The courses and seminars offered by the History
Department attempt to give students a sense of
the past; an acquaintance with the social, cul
tural, and institutional developments that have
produced the world of today; and an under
standing of the nature of history as a discipline.
The discipline of history is a method of analysis
that focuses on the contexts in which people
have lived and worked. Our courses and semi
nars emphasize less the accumulation o f data
than the investigation, from various view
points, of those ideas and institutions— politi
cal, religious, social, economic, and cultural—
by which people have endeavored to order their
world. T he History Department’s curriculum
introduces students to historical methodology
and the fundamentals of historical research and
writing.
Courses and seminars offered by the History
Department are integral to most interdiscipli
nary programs, such as Black Studies, Franco
phone Studies, German Studies, Latin Ameri
can Studies, Peace Studies, and W om en’s
Studies as well as to the majors in Asian Studies
and Medieval Studies. Students interested in
these programs should consult the appropriate
statements o f requirements and course offer
ings. In addition, we encourage students who
wish to obtain teaching certification to major
in history. (See the section on teacher certifica
tion for more information.)
The study of history prepares students for a wide
range of occupations and professions because it
develops their analytical, writing, and research
skills. Former Swarthmore history majors can
be found in all sectors of the economy, ranging
from Wall Street to the world of medicine, from
elementary and high schools to trade unions
and public interest foundations and institutes,
from journalism and publishing to consulting,
and from the private to the public sector. In
particular, many o f our former majors find that
studying history was excellent preparation for
Survey Courses
Survey courses (0 0 2 -0 1 1 ) are open to all stu
dents without prerequisites and are designed to
serve the needs of students who seek a general
education in the field as well as to provide
preparation for a range of upper-level courses.
Survey courses provide broad chronological
coverage o f a particular field o f history.
Although these entry-level courses vary some
what in approach, they normally focus on major
issues o f interpretation, the analysis of primary
sources, and historical methodology.
First-Year Seminars
First-year seminars (H IS T 001A -001Z ; 1 cred
it) explore specific historical issues or periods in
209
History
depth in a seminar setting; they are open to
first-year students only and are limited to 12
students. Students who are not admitted to
first-year seminars in the fall will receive prior
ity for seminars in the spring.
Upper-Division Courses
Upper-division courses (H IS T 0 1 2 -0 9 9 ; 1 cred
it) are specifically thematic and topical in na
ture and do not attempt to provide the broad
coverage that surveys do. They are generally
open to students who have fulfilled one of the
following: (1 ) taken one o f the courses num
bered 0 0 1 -0 1 1 ; (2 ) received an Advanced
Placement score o f 4 or 5 in any area; (3) re
ceived the permission of the instructor; or (4)
taken Classics courses 031, 032, 042, 044, or
056. Exceptions are courses designated “not
open to first-year students” or where specific
prerequisites are stated.
Double-Credit Seminars
Admission to these seminars is selective and
based on an evaluation of the student’s poten
tial to do independent work and to contribute
to seminar discussions. A minimum grade of B+
in at least two history courses and a record of
active and informed participation in class dis
cussions are required o f all students entering
seminars. In addition, recommendations from
department faculty members who have taught
the student are solicited.
Sophomores hoping to take history seminars in
their junior and senior years should give special
thought to the seminars that they list in their
sophomore papers. T h e department will weigh
the merit of each request on the basis of the im
portance of the seminar to the student’s pro
posed program as well as the student’s qualifica
tions. Seminar enrollments are normally limit
ed to 10. If you are placed in a seminar at the
end o f your sophomore year, you will be one of
10 students guaranteed a space and you are, in
effect, taking the space of another student who
might also like to be in the seminar.
Consequently, you should not list any seminar
in your sophomore paper without being quite
certain that you intend to take it if you are
admitted.
210
REQUIREMENTS
Major and Minor
Admission to the department as a major or
minor normally requires at least two history
courses taken at Swarthmore with a B average
and a satisfactory standard of work in all cours
es. In addition, admission to double credit sem
inars and the Honors Program as either major
or minor requires a B+ average in at least two
Swarthmore history courses, a record o f active
and informed participation in class discussions,
and recommendations from History Depart
ment faculty members. Courses in Greek and
Roman history offered by the Classics Depart
ment count toward this prerequisite. Students
who intend to continue the study o f history
after graduation should bear in mind that a
reading knowledge of one or two foreign lan
guages is generally assumed for admission to
graduate school.
A ll majors (course and honors programs) in his
tory must take at least 9 credits in history that
fulfill the following requirements:
1. A t least 6 of the 9 credits are normally done
at Swarthmore.
2. A t least one course or seminar at Swarth
more from each of the following categories:
(a) all courses and seminars before 1750 (in
cluding C L A S 031, 032, 042, 044, 056 and
066) and (b) all courses and seminars in
areas outside Europe and the United States,
specifically Africa, Asia, Latin America, and
the Near East. T his distribution requirement
is designed to have students explore various
fields o f history and engage in comparative
historical analysis. A list of these distribution
courses is on file in the department office.
C ourse M ajor
Complete the Senior Research Seminar (HIST
091) in which students write a research paper
based on primary sources. This course satisfies
the College’s requirement that all majors and
concentrations have a culminating exercise for
their majors. T he departm ent encourages students
to suggest possible research topics m their sopho
m ore papers and to select topics by the end o f their
junior year.
C ourse M inor
Complete 5 history credits at Swarthmore
College (AP, transfer credit, and foreign study
courses do not count). Two of the 5 credits must
be from courses above the introductory level.
Thesis
A student who wishes to write a thesis should
state her or his intention by submitting a pro
posal at the beginning of the senior year. T he
department must approve the topic before the
student can enroll in H IS T 0 92 (Thesis). T he
thesis should be a work of about 10,000 to
15,000 words (5 0 -7 5 pages), and a brief oral ex
amination will be conducted upon completion
of the thesis.
Major and Minor in the Honors Program
(External Exam ination Program )
Seminars are the normal mode of preparation
for students majoring in history in the Honors
Program; Majors in the Honors Program will
complete three double-credit seminars and re
vise one paper per seminar for their portfolio
submitted to external examiners. Revised pa
pers will not be graded but will be included in
the portfolio to provide examiners a context for
the evaluation o f the written examination
taken in the spring of the senior year. Students
may substitute Honors Thesis (H IS T 180) for
one of their seminars. T he thesis and revised
seminar papers are due by April 30.
Minors in the Honors Program will complete
one double-credit seminar in addition to 3
credits taken at Swarthmore (AP, transfer cred
it, and foreign study courses do not count) and
include one revised paper from that seminar in
their portfolio.
Students in seminars take a three-hour written
examination at the end of each seminar and
will receive a grade from the seminar instructor
for their overall performance in the seminar, in
cluding the written examination. Seminar in
structors will not normally assign grades during
the course of the seminar, but they will meet
periodically with students on an individual
basis during the course of the semester and dis
cuss their progress.
Seminars are a collective, collaborative, and
cooperative venture among students and facul
ty members designed to promote self-directed
learning. Active participation in seminars is,
therefore, required o f all students. Evaluation of
performance in the seminar will be based on the
quality of seminar papers and comments during
seminar discussions, in addition to the written
examination. Because the seminar depends on
the active participation of all its members, the
department expects students to live up to the
standards o f honors. These standards include
attendance at every seminar session, submission
o f seminar papers according to the deadline set
by the instructor, reading of seminar papers be
fore coming to the seminar, completion o f all
reading assignments before the seminar, respect
of the needs of other students who share the re
serve readings, and eagerness to engage in a
scholarly discussion of the issues raised by the
readings and seminar papers. T he department
reminds students that the responsibility for
earning honors rests squarely on the students’
shoulders and will review on a regular basis
their performance in the program. Failure to
live up to the standards outlined previously may
disqualify students from continuing in the
Honors Program. Students earn double-credit
for seminars and should be prepared to work at
least twice as hard as they do for single-credit
courses.
T h e revised seminar papers are written in two
stages. During the first stage, students must con
fer with their seminar instructor as to what pa
pers they are preparing for honors and what re
visions they plan for these papers. Seminar in
structors will offer advice on how to improve
the papers with additional readings, structural
changes, and further development of argu
ments. T he second stage occurs when the stu
dent revises the papers independently. Faculty
members are not expected to read the revised
papers at any stage o f the revision process. Each
revised paper must be from 2,500 to 4,000
words and include a brief bibliography. Stu
dents will submit them to the department office
by April 30. Students who fail to submit their
revised papers by the deadline will not com
plete the Honors Program.
T h e department encourages students to form
their own study groups to prepare for the exter
nal examinations. Although faculty members
may, at their convenience, attend an occasion
al 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.
211
History
Students enrolled as minors in history will sub
mit one revised paper as part o f their portfolio.
It is due by April 30.
FOREIGN STUDY
T he History Department encourages students
to pursue the study of history abroad and grants
credit for such study as appropriate. W e believe
that history majors should master a foreign lan
guage as well as immerse themselves in a 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 or elsewhere
in the United States must take a second history
course at Swarthmore. Students must receive a
grade of C or higher to receive history credit at
Swarthmore.
ADVANCED PLACEMENT/INTERNATIONAL
BACCALAUREATE
T h e History Department will automatically
grant 1 credit to students who have achieved a
score of 4 or 5 in either the U .S. or European
History Advanced Placement examinations (or
a score o f 6 or 7 in the International Bac
calaureate exam inations) if they take any
course number 001 through O il and earn a
grade o f C or higher. Students who want credit
for a second Advanced Placement/Intemational Baccalaureate examination (in a differ
ent area of history) must take a second history
course at Swarthmore (any course number) and
earn a grade of C or higher. A score of 4 or 5 for
Advanced Placement (or a score of 6 or 7 for
International Baccalaureate) allows students to
take some upper-division courses in the History
Department.
Advanced Placement/Intemational Baccalau
reate credit may be counted toward the number
o f courses required for graduation and may be
used to help fulfill the College’s distribution
requirements.
212
LANGUAGE ATTACHMENT
Certain designated courses offer the option of
a foreign language attachment, normally for
0.5 credit. Arrangements for this option should
be made with the instructor at the time of
registration.
TEACHER CERTIFICATION
History majors can complete the requirements
for teacher certification through a program ap
proved by the state of Pennsylvania. Because of
a change in teacher certification regulations
that occurred in November 2000, students
completing certification in 2004 and beyond
will complete the requirements for Citizenship
Education. For further information about the
relevant set of requirements, please contact the
Department o f Educational Studies director or
see the Department of Educational Studies Web
site: www.swarthmore.edu/SocSci/Education/.
COURSES
HIST 001A. First-Year Seminar:
The Barbarian North
T h e seminar will explore how Germanic and
C eltic societies emerged and solidified their
identities as they came into contact with
Roman institutions and Latin Christendom.
T his course may count toward a major or minor
in medieval studies.
W riting course.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 001B . First-Year Seminar:
Radicals and Reformers in America
Visions o f social change from the American
Revolution to the 20th century.
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 001C . First-Year Seminar:
Sex and Gender in Western Traditions
How have perceived natural differences be
tween the sexes contributed historically to so
cial and legal inequalities among men and
women?
This course may count toward a minor in
women’s studies.
1 credit.
N ot offered 2004 -2 0 0 5 .
HIST 001E . First-Year Seminar:
The Self-Image of Latin America:
Past, Present, and Future
The course explores the views on Latin Amer
ica developed by Latin Am ericans who,
through their writings and frequently also
through their political militancy, helped to de
fine the successive agendas for change in their
own countries and in the region at large.
This course may count toward a minor in Latin
American studies.
N ot offered 2 0 0 4 -2005.
HIST 0016. First-Year Seminar:
Women, Family, and the State in China
Drawing from diverse sources (literary, philo
sophical, anthropological, etc.) this seminar
will examine the ways in which culture and the
state have defined the roles o f women and fam
ily both in traditional times and in the 20th
century, including elite and peasant society.
This course may count toward a major or minor
in Asian studies. It may also count toward a
minor in women’s studies.
industrial worker, gender in W PA art in public
spaces, New York night life, Joh n Wayne
movies and the masculine West; and suffrage in
consumer culture, militarism and pacificism,
jobs, and gender.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 001M . First-Year Seminar:
History of Food in North America
W hat did people eat? How did they produce or
acquire their food? W hat cultural meanings did
people attach to particular food items? A study
of the agricultural production, trade and con
sumption of foodstuffs in America from the
colonial era to modem times, this seminar will
investigate the economic, political, and socio
logical impact of food choices on the popula
tion o f the United States.
1 credit.
F all 2004. A . Dorsey.
HIST 001N . First-Year Seminar:
The Production of History
In this course, we will examine public produc
tions of history and historical knowledge and
the complex dialogue between these visions of
history and the professional work of academic
historians.
1 credit.
1 credit.
Foil 2004. Li.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 001J . First-Year Seminar: The
1950s: A Hew History of the Cold War Era
HIST 001P. First-Year Seminar:
History of the Left
The opening o f the former Soviet U nion
archives created a firestorm of historical debate
concerning the politics of the Cold War. This
seminar focuses on that debate and the scholar
ship introduced into the hotly contested issues
of McCarthyism, isolationism and contain
ment, the Korean War, Truman’s issuance of
the Loyalty Oath, Eisenhower’s leadership, and
the Central Intelligence A gency’s role in
Guatemala, Iran, Cuba, and Nicaragua.
This seminar focuses on the people and events
that shaped the history of the Left in the United
States.
1 credit.
Fall 2004. Murphy.
HIST 001K . First-Year Seminar:
Engendering Culture
A seminar focused on the way in which
American culture is infused with gender; how
culture is constructed and reconstructed to
replicate gender roles; the iconography of the
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
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 assess
ing the impact of Lenin and Stalin on develop
ments in the Soviet U nion and the interplay
among socioeconomic, cultural, and ideological
currents. Course materials include documents,
novels and short stories, monographs, and films.
Writing course.
1 credit.
S[rring 2005. Weinberg.
213
History
HIST 001S. First-Year Seminar:
The American West, 1830 to 1950
N ot offered 2 0 0 4 -2 0 0 5 .
A n introduction to the history of the American
West, beginning with the forced removal of the
Cherokee and tracing the development of an
“American” culture in the region between the
Mississippi and the Pacific Ocean. Focuses on
the diversity o f traditions in the West, includ
ing the experiences and contributions of first
nation peoples, African Americans, Latinos,
and Asian Americans.
T h e course will explore the emergence of
Europe from the slow decline of the Roman
world and the intrusion of new Germanic and
C eltic peoples (third to the 15th centuries).
Topics will include the rise of Christianity, the
invention of Western government, the rise of
vernacular culture, and the creation of romance.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 001T. First-Year Seminar:
Cross and Crescent: Muslim-Christian
Relations in Historical Perspective
T he course will selectively explore the interac
tion of Muslim and Christian communities
from the emergence of Islam to contemporary
Bosnia. Themes revolving around tolerance,
persecution, conversion, trade, and travel will
be emphasized.
This course may count toward a major or minor
in medieval studies.
Writing course.
1 credit.
1 credit.
HIST 002A. Medieval Europe
This course may count toward a major or minor
in medieval studies.
1 credit.
F all 2004. Bensch.
HIST 002B. Early Modern Europe
T h e modem world began to be bom in Europe
and its colonies between the 15th and 18th
centuries— replete with all the contradictions
that have marked modernity ever since. Using
primary sources, recent scholarship, and film,
this course explores the manifestations of that
paradoxical civilization: Renaissance and Ref
ormation, secular state building and religious
war, Scientific Revolution and witch-hunts,
emergence of capitalism and renewed serfdom,
Enlightenment and enslavement.
Spring 2005. Bensch.
1 credit.
HIST 001V. First-Year Seminar:
Witches, Witchcraft, and Witch-Hunts
N ot offered 2 0 0 4 -2 0 0 5 .
W hy has belief in witches and witchcraft been
found so widely throughout history? W hat were
central doctrines about witchcraft and how did
beliefs vary over time and space? W hy were
witches usually imagined as female? How was
witchcraft linked to religion, magic, and de
monic possession? W hat were the relations be
tween elite and popular witch beliefs? W hy did
belief in witchcraft die out in some places and
survive in others? How do earlier witch crazes
Help explain modem “witch-hunts”? These and
other questions will be studied through original
documents, visual and literary representations,
films, and historical studies.
HIST 003A. Modern Europe, 1789 to 1918:
The Age of Revolution and
Counterrevolution
A survey that covers the impact of the revolu
tion on European politics, society and culture
during the 19th and early 20th centuries.
Topics include the revolutionary tradition; in
dustrialization and its social consequences; the
emergence of liberalism, feminism, socialism,
and conservatism as social and political move
ments; nationalism and state building; imperi
alism, the rise of mass society and consumerism;
and world war.
1 credit.
1 credit.
Spring 2005. Staff.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 003B. Modern Europe, 1890 to the
Present: The Age of Democracy and
Dictatorship
HIST 001Y. First-Year Seminar:
The History of the Future
T he future has arrived, but it is not what it used
to be. In this seminar, we will trace the cultural
and intellectual history of the future.
214
This survey covers the major social, political,
and cultural developments of Europe since the
late 19th century. Special attention is paid to
the consequences of World War I; the failure of
liberal politics and the rise of fascism and com
munism, Stalin and Hitler, the Holocaust; the
rebuilding of Europe after 1945; the Cold War;
the collapse of communism; and ethnic cleans
ing and nationalism.
1 credit.
N ot offered 2004—2005.
HIST 004. Latin American History
This course surveys Latin American history
from pre-Columbian times to the present. It ex
plores economic and social dimensions of the
major Amerindian civilizations; the colonial
incorporation of the region into the A tlantic
economy;, the imperial efforts to adjust the
colonial space to a changing international
order,; the emergence of independent and pe
ripheral nation-states and their diverse and also
convergent paths of economic, political, social,
and cultural development; and the challenges
of earlier internationalization trends and cur
rent globalization. Adopting and interdiscipli
nary approach, this course will draw on litera
ture, cinema, newspapers, cartoons, music, offi
cial documents, and essays by Latin American
intellectuals in order to examine gender, ethnic
and religious issues, domestic and international
migrations, revolutionary and reformist agendas
of change, urbanization processes, and popular
and elite culture.
1 credit.
Spring 2005. Armus.
HIST 005A. The United States to 18 77
In this thematic survey o f American culture
and society from the colonial era through the
American Civil War and Reconstruction, stu
dent interpretation of primary-source documents
will be emphasized.
Recommended for teacher certification.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
HIST 005B. The United States from
1877 to 1945
This course surveys American society, culture,
and politics from the Compromise of 1877 to
the Japanese internment. Primary sources, liter
ature, song, and historical monographs will
help students explore and deepen their under
standing of the history o f the decades following
the “second American revolution.”
Recommended for teacher certification.
1 credit.
F all 2004- A . Dorsey.
HIST 005C. The United States Since 1945
World W ar II, recovery, the Cold War,
McCarthyism, domestic politics from Truman
to Bush, suburbanization, Elvis Presley, the
New Left and the counterculture, civil rights,
black power, women’s liberation, Watergate
and the imperial presidency, Vietnam, the rise
o f the Right, the G ulf War, Clinton, and the
Iraq War.
Recommended for teacher certification.
I
credit.
Spring 2005. Murphy.
HIST 006. The Formation of the Islamic
Near East
T his introduction to the history o f the Near
East from the seventh to the 15th centuries will
examine the life o f Muhammad; the political
dimensions o f Isla; and the diversification of
Islamic culture through the law, mysticism,
philosophy, and the religious sciences.
T his course may count toward a major or minor
in medieval studies.
1 credit.
Fall 2004. Bensch.
HIST 007A. History of the African
American People, 1619 to 1865
This survey of the social, political, and eco
nomic history of African Americans from the
1600s to the Civil War focuses on slavery and
resistance, the development of racism, the slave
family (with special emphasis on women), and
the cultural contributions of people of African
descent.
This course may count toward a minor in black
studies.
1 credit.
F all 2004. A . Dorsey.
HIST 007B. History of the African
American People, 1865 to Present
Students study the history o f African Amer
icans from Reconstruction through the present.
Emancipation, industrialization, cultural iden
tity, and political activism are studied through
monographs, autobiography, and literature.
215
History
This course may count toward a minor in black
studies.
I credit.
Spring 2005. A . Dorsey.
HIST 008A. West Africa in the Era of the
Slave Trade, 1500 to 1850
T his survey course focuses on the development
of the slave trade and its impact on Africa.
This course may count toward a minor in black
studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 008B. Mfecane, Mines, and
Mandela: Southern Africa from 1650 to
the Present
This course surveys southern African history
from the establishment o f Dutch rule at the
Cape of Good Hope to the present day, focusing
on the 19th and 20th centuries.
This course may count toward a minor in black
studies.
treaty ports and imperialism, the Taiping and
Boxer uprisings, the reform movement, the
communist revolution, and the post-Mao era.
Emperors, scholar-officials, rebels, peasants,
Maoists, and intellectuals are the figures in this
tale.
This course may count toward a major or minor
in Asian studies.
1 credit.
Fall 2004. Li.
HIST 010. The Making of the Modern
Middle East
This course will cover the social changes and
intellectual currents that have transformed the
Middle East from 1800 to the present. Topics
include 1) the political, social, and economic
impact of European capitalism, imperialism and
occupation; 2) states’ efforts to defend their
power through government reform; 3) resis
tance, adaptation, accommodation, and protest
by common people against both colonialism
and their own governments’ growing power.
1 credit.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Spring 2005. Ruiz.
HIST 008C. From Leopold to Kabila:
Central Africa’s Bad 20th Century
HIST 012. Chivalric Society: Knights,
Ladies, and Peasants
A survey o f central African history from the
coming of Belgian colonial rule to recent con
flicts in the Congo and Rwanda.
T he emergence o f a new knightly culture in the
11th and 12 th centuries will be explored through
the Peace of God, crusades, courtly love, lord
ship, and seigneurialism.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
This course may count toward a major or minor
in medieval studies.
HIST 009A. Chinese Civilization
1 credit.
T he history o f Chinese civilization and culture
from prehistoric times until the early 19th cen
tury, emphasizing religious and philosophical
traditions, the development of the Chinese
state and empire, dynastic rule, Confucian
literati and bureaucracy, social and economic
change, rebellion, and disorder. Readings in
clude literature, philosophy, anthropology, and
other historical materials.
N ot offered 2 0 0 4 -2 0 0 5 .
This course may count toward a major or minor
in Asian studies.
This course may count toward a major or minor
in medieval studies.
HIST 014. Friars, Heretics, and Female
Mystics: Religious Turmoil in the
Middle Ages
A n exploration o f radical movements of
Christian perfection, poverty, heresy, and fe
male mystics that emerged in Europe from the
11th to the 15 th centuries.
1 credit.
1 credit.
Spring 2005. Li.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 009B. Modern China
HIST 015. Medieval Towns
T h e course examines the tumultuous changes
in China from the early 19th century until the
present. Topics include the Opium War, the
T he course will explore the emergence of West
ern towns from the “post-nuclear” world of the
early Middle Ages to the 15th century. Were
216
medieval towns the seedbeds of capitalism? To
answer this question we will explore the mater
ial foundations, family structures, communal
expression, and architectural projection of
Western urbanism.
This course may count toward a major or minor
in medieval studies.
I credit.
Spring 2005. Bensch.
HIST 016. Sex, Sin, and Kin in
Early Europe
Western kinship and sexual mores will be ex
amined as they crystallized from Rom an,
Christian, Germanic, and C eltic traditions.
This course may count toward a major or minor
in medieval studies or a minor in women’s
studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 019. The Italian Renaissance
This course examines the emergence of a new
culture in the city-states of Italy between the
14th and 16th centuries, studied in relation to
political, econom ic, and social contexts.
Intellectual and artistic developments, historio
graphical debates over the modernity and secu
larism of Renaissance civilization, and readings
in primary sources will be emphasized.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
ism, Christian confessionalism, and trends
within Judaism.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 024. Transitions to Capitalism
Capitalism, now the globally dominant form of
economic organization, was bom in early mod
em Europe. This course analyzes the complex,
protracted, uneven, and contested emergence
o f the new economic and social order. Among
the topics considered are the end of feudalism,
the agricultural and consumer “revolutions,”
capitalism and slavery, gender divisions of labor,
proletarianization, work cultures and co n
sciousness, labor protest, mercantilism and eco
nom ic ideology, proto-industries and early
factories, and theories of capitalism.
1 credit.
N ot offered 2004—2005.
HIST 028. Natiuns and Nationalism in
Eastern Europe, 1848 tu 1998
This course traces the historical construction of
nationalist identities, social movements, and
self-proclaimed nation-states out of multiethnic
communities and multicultural empires in
Eastern Europe, from the revolutions of 1848 to
the fall o f Yugoslavia. This course may count
toward a minor in peace studies.
First-year students admitted only with the per
mission of the instructor.
Optional language attachment: German.
HIST 021: The Atlantic World
I credit.
The creation of a multiethnic and polyglot new
world in the A tlantic basin between the 15 th
and 19th centuries will be studied. Original
sources and recent scholarship illuminate the
social identities, political orders, and economic
bonds that developed as a result of intense and
often conflicting intercultural exchange.
F all 2004. Judson.
I credit.
Not offered 2 0 0 4 -2 0 0 5 .
HIST 023. The Sacred and the Social in
Early Modern Europe
Changes in European religious beliefs and prac
tices between the 15th and 18th centuries will
be examined. Topics include theological and
ecclesiological Reformations, women in reli
gious movements, the religious roots of rebel
lion, the Inquisition and witch-hunts, tolera
tion and skepticism, Protestantism and capital
HIST 029. Sexuality and Society in
Modern Europe
T h e course examines the historical construc
tions of sex and sexual identities in Western so
cieties since 1700. Topics include a survey of
ancient Greek and medieval European tradi
tions, race and sexuality in colonized societies,
urbanization and the creation of sexual com
munities, the medicalization of sex, the 19th
century invention of normal and deviant sexu
alities, and eugenics and the 20th-century state.
This course may count toward a minor in
women’s studies.
1 credit.
F all 2004- Judson.
2 17
History
HIST 030. France Since 1789:
Revolution and Empire
T h e political, social, cultural, and economic
history of France and its global empire since the
great revolution will be explored.
This course may count toward a minor in Fran
cophone studies.
Optional language attachment: French.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
HIST 031. Revolutionary Iconoclasm:
Tearing Down the Old, Building the Hew
Students undertake a comparative study o f ef
forts by revolutionaries since 1789 to transform
their societies and cultures. Case studies in
clude France in the 1790s, Russia in the 1920s,
China in the 1960s, Iran in the 1980s, and
Afghanistan in the 1990s.
1 credit.
Not offered 2004—2005.
HIST 032. Jewish Rationalisms and
Identities
T his course focuses on the political expression
o f Jewish identity since the emergence of
Zionism in the late 19th century. W e will ex
plore the central texts of Zionist thought in an
effort to understand the nature of Jewish iden
tity in the 20th century.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
HIST 035. From Emancipation to
Extermination: European Jewry’s
Encounter With Modernity
This course focuses on the fate of European
Jewry from the beginning o f emancipation in
the late 18th century to the Holocaust. Major
themes include the process o f emancipation,
Jewish and non-Jewish responses to emancipa
tion, religious reform, the transformation of
Jewish identity, and Jewish reactions to modem
anti-Semitism. Readings include primary docu
ments, memoirs, and literature.
This course may count toward a minor in
German studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
218
HIST 036. Modern Germany
German politics, society, and culture in the
19th and 20 th centuries.
T his course may count toward a minor in
German studies.
Optional language attachment: German.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 037. History and Memory:
Perspectives on the Holocaust
(Cross-listed as L IT R 037G )
This course explores the roots of Nazism, the
implementation o f the Final Solution, and the
legacy o f the Holocaust through an interdisci
plinary approach relying on primary sources,
historical scholarship, memoirs, music, paint
ing, and film. Authors include Primo Levi, Art
Spiegelman, and Nietzsche. Films include Tri
umph o f the Will, Shook, T he W arm see C onfer
en ce, and Ju d Suss.
This course may count toward a minor in
German studies or peace studies and toward the
social science or hum anities distribution
requirements.
1 credit.
N ot offered 2004—2005.
HIST 038. Russia in the 20th Century
This course focuses on the Bolshevik seizure of
power, the consolidation o f communist rule,
the rise o f Stalin, de-Stalinization, and the col
lapse of the Soviet Union.
1 credit.
N ot offered 2004—2005.
HIST 041. The American Colonies
A history o f European colonies in North Amer
ica from 1600 to 1760.
1
credit.
N ot offered 2004—2005.
HIST 042. The American Revolution
This course explores revolutionary develop
ments in British North America between 1760
and 1800.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 043. Wars in the Pacific and Asian
American Culture
HIST 050. The Making of the American
Working Class
This course will examine how American wars
in the Philippines, Japan, Korea, and Vietnam
and their representations have generated na
tional myths, channels of migration, and new
political and social identities. Topics include
American imperialism, Philippine exile and di
aspora, military war brides, the construction of
historical memory, and Southeast Asian refugee
politics. Primary sources include photographs,
film, sculpture, and oral testimony in addition
to documentary evidence.
Work, community, race, and gender are exam
ined in the context of class relations in the
United States from early America to the present.
1 credit.
Spring 2005. Kim.
HIST 045. Themes in U .S . History:
The 1950s
Postwar America, suburbanization, rock ’n ’ roll,
the baby boom, the revival of Hollywood, tele
vision, the Red Scare, Cold War politics, and
domestic bliss.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
HIST 046. The Coming of the Civil War
This course explores social change on the eve of
the Civil War; the conflict over free and slave
labor; slavery and an African American culture;
and causes of the Civil War.
This course may count toward a minor in pub
lic policy.
1 credit.
N ot offered 2004—2005.
HIST 052. History of Manhood in America
T he meanings of manhood and the various
constructions of masculine identity in America
between the 18th and 20th centuries are studied.
This course may count toward a minor in
women’s studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 053. Topics in African American
Women’s History
This study of black women in the modem civil
rights movement (1 9 4 5 -1 9 7 5 ) explores black
women’s experiences in the struggle for equal
rights in mid-20th-century America and exam
ines gendered notions of political activism,
leadership styles, and the rise of black feminism.
This course may count toward a minor in black
studies and women’s studies.
1 credit.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 040. Murder in a Mill Town:
A Window on Social Change During the
Early Republic
HIST 054. Women, Society, and Politics
Topics include the social and cultural history of
America between the American Revolution
and the Civil War, utilizing primary sources
from an 1833 murder trial.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 049. Race and Foreign Affairs
In this history of U .S. foreign affairs, attention
is paid to the origins of racialism and the impact
of expansionism on various ethnic and racial
groups.
This course may count toward a minor in pub
lic policy or peace studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
This course will examine the historic roots of
contemporary gender relations on Capitol Hill
from the A nita Hill testimony in the Clarence
Thomas hearings to the sad tale of Monica
Lewinsky and Linda Tripp.
This course may count toward a minor in
women’s studies.
1 credit.
Spring 2005. Murphy.
HIST 055. Social Movements in the
20th Century
Students will examine large-scale grassroots
movements for social change in the United
States since the 1890s. Topics will include civil
rights and black nationalism, 1890 to 1940 and
1945 to 1975; varieties of women’s movements
(feminism, welfare, and peace) 1890 to 1920
and 1965 to present; nativism, anti-Cathol-
219
History
icism and anti-immigration campaigns; the
“Old” and “New” Lefts; labor union struggles in
the 1930s and 1990s; environmentalism; paci
fism and antiwar movements; gay rights;
McCarthism; and the New Christian Right.
Readings include books and articles written
by historians, sociologists, urban planners, and
anthropologists.
This course may count toward a minor in Latin
American studies.
1 credit.
I credit.
F all 2004. Murphy.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 063. The Whole Enchilada:
Debates in World History
In the first part o f the course, we will read a
number o f the major attempts at writing com
prehensive world history, including works by
Braudel, McNeill, and Wolf. For the balance of
the semester, we will discuss various debates in
the field of world history, ranging from the tim
ing and location of the Industrial Revolution to
the nature o f contemporary globalization.
1 credit.
HIST 068. Primary Text Workshop
This is a course in applied history. Working
with materials in M cCabe Library and in close
cooperation with the McCabe staff, students
will create a jo in t project intended to be of
some practical use to a wider community. This
project will be based on historical documents
and archival materials.
Enrollment in this class is restricted to 12 stu
dents— juniors and seniors only. History majors
will be given preference.
Not offered 2004—2005.
1 credit.
HIST 064. Migrants and Migrations:
Europeans in Latin America and Latinos
in the United States
N ot offered 2 0 0 4 -2 0 0 5 .
T h e course will explore the interaction be
tween global forces and local and individual cir
cumstances in the migration experience. We
will focus on two movements o f people: those
who emigrated from Europe to certain areas in
Latin America, and Latin Americans who
moved to the United States and are becoming
Latinos. Topics may include problems o f urban
ecology; ethnic segregation; class formation;
the reproduction o f social inequalities; the use
of social networks; patterns of socializing; work,
cultural, social, and political citizenship; na
tionalism; assimilationism and cultural plural
ism; and the construction of ethnicity.
This course may count toward a minor in Latin
American studies.
1 credit.
Spring 2 0 0 5 . Armus.
HIST 067. The Urban Experience in
Modern Latin America
This course will focus on the transformation of
the Latin American urban world from the
1870s to the 1980s. Topics include social con
ditions of urban life and labor, international
and rural-urban migration, modernity in the pe
riphery, urban economies, and popular protests
and responses to new forms o f social control,
state repression, and professional expertise.
220
HIST 075. Modern Japan
T he amazing transformation of Japan from a
feudal society to a modem nation-state from
the early 19th century to the late 20th, includ
ing both its successful and its tragic elements.
Topics include Tokugawa feudalism, the Meiji
restoration, the Japanese empire, economic and
social development, Japanese militarism and
the Pacific War, Japan’s postwar growth, and its
contemporary society.
This course may count toward a major or a
minor in Asian studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 0 7 7. Orientalism East and West
From A rabian Nights to Lawrence of Arabia,
from Marco Polo to Madame Butterfly, from
Pearl Buck to Fu Manchu, Westerners have
constructed views o f the “Orient” that have
ranged from fantastic to demonic. Using texts
and images mainly concerning C hina and
Japan, and occasionally India and the Islamic
world, this course will consider their contexts;
their authors; and the political, ideological, and
other purposes that they served. Materials will
include literature, memoirs, wartime and Cold
War propaganda, art, opera, and film. This
course will also consider the “O riental’s
Orientalism ”— A sian self-images that have
been influenced by the West.
Prerequisite: A n introductory history course or
permission o f the instructor. N ot open to firstyear students.
This course may count toward a major or minor
in Asian studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 078. Beijing and Shanghai:
Tale of Ttoo Cities
Students will study China’s two major cities
since the early 19th century: Beijing— the im
perial capital, twice marauded by foreign
troops, contested by warlords, and later the cap
ital of the People’s Republic of China— and
Shanghai— a treaty port governed by Western
powers, and a center o f business and labor, rad
ical politics, crime and corruption, and modem
culture. In the second half of the course, stu
dents will develop research projects using
English-language sources.
History m ajors anticipating H IST 091 or 092 and
Asian studies m ajors developing thesis topics m ay
find this to be a useful preparation, although the
course is open to other students as w ell.
This course may count toward a major or minor
in Asian studies.
1 credit.
Fall 2004. Li.
HIST 087. Development and Modern
Africa: Historical Perspectives
This course examines the idea and practice of
“development” in the last century of African
life through its intellectual, institutional, and
economic history.
HIST 091. Senior Research Seminar
Students write a 25-page paper based on primary
sources.
Required o f all course majors.
W riting course.
I credit.
F all 2004- Weinberg.
HIST 092. Thesis
A single-credit thesis, available to all majors in
their senior year, on a topic approved by the de
partment. Students may not register for H IST
092 credit/no credit.
1 credit.
F all 2004 and Spring 2005. Staff.
HIST 093. Directed Reading
Individual or group study in fields of special
interest to the student not dealt with in the reg
ular course offerings requires the consent o f the
department chair and o f the instructor.
H IS T 093 may be taken for 0.5 credit as H IST
093A .
SEMINARS
HIST 1 1 1 : The Medieval Mediterranean
T h e course will examine the interchange and
friction among Byzantium, Islam, and Latin
Christendom cultures as the sea passed from
Islamic to Christian control from the seventh
to the 14th centuries.
This course may count toward a major or minor
in medieval studies.
Prerequisite: A prior course in the social sciences.
2 credits.
This course may count toward a minor in black
studies.
F all 2004. Bensch.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 088. The Social History of
Consumption
This course examines the role of consumption
and commodities in the making of the modem
world, focusing largely but not exclusively on
the history o f European and North American
societies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 1 16 . The Italian Renaissance
This course explores topics in the development
o f the Renaissance state, society, and culture in
Italian communes between the 14th and 16th
centuries.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 1 1 7 . State and Society in Early
Modern Europe
This comparative analysis of state formation,
econom ic development, and social change
covers continental Europe and England from
221
History
the 16th to the 18th centuries.
2 credits.
N ot offered 2 004-2005.
HIST 12 2 . Revolutionary Europe,
1750 to 1871
Selected topics in the social, economic, and
political history of Europe from the French
Revolution to the Paris Commune will be
considered.
This course may count toward a minor in G er
man studies and Francophone studies.
2 credits.
Not offered 2 0 0 4 -2 0 0 5 .
HIST 125. Fascist Europe
This seminar studies European fascism in the
context of societies tom by world war, class
conflict, and economic depression. T h e primary
focus will be on fascist movements, regimes,
and cultural politics in Italy and Germany, with
a secondary comparative focus on France and
Eastern Europe.
This course may count toward a minor in Ger
man studies.
2 credits.
Spring 2005. Judson.
HIST 128. Russia in the 19th and
20th Centuries
T his course focuses on the social, economic,
political, and intellectual forces leading to the
collapse o f 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.
W riting course.
2 credits.
F all 2004. Weinberg.
HIST 130. Early America in the
Atlantic World
Students explore the “new world” of European
contact and conquest in the Americas, along
with the African slave trade. Primary attention
is paid to the British North American colonies
and the American Revolution.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 133. U .S . Political and Diplomatic
History I: The Age of Nationalism
This history o f nation building, national iden
tity, and political ideologies and movements
covers the period from the American Revo
lution through the U.S.-Philippines War.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 134. U .S . Political and Diplomatic
History II: The Rise of Globalism
This course addresses the emergence of the
United States as a world power, with emphasis
on expansionism, national interest, and global
mission.
This course may count toward a minor in peace
studies.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 135. Struggles for Social Justice
A seminar that focuses on history from the bot
tom up, on working-class people as they build
America and struggle to obtain political, social,
and economic justice. Topics include urbaniza
tion and suburbanization, republicanism and
democracy, racism and the wages o f Whiteness,
gender and work, class and community, popular
culture, the politics o f consumption, industrial
ism and the managerial revolution, and jobs
and gender.
2 credits.
Fall 2004- Murphy.
HIST 1 3 7. Slavery, 1550 to 1865
T his seminar focuses on slavery in the United
States between 1550 and the end of the Civil
War, emphasizing the link between black en
slavement and the development o f democracy,
law, and economics. Topics addressed include
the A tlantic slave trade, the development of
the Southern colonies, black cultural tradi
tions, and slave community.
This course may count toward a minor in black
studies.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 138. Black Urban Communities,
1800 to 2000
This seminar is focused on the study o f the
black community in the United States from the
222
end of the American Revolution to the end of
the 20th century. This course investigates the
link between racial identification and commu
nity formation, the strengths and weaknesses of
the concept o f community solidarity, and the
role class and gender play in challenging group
cohesiveness.
This course may count toward a minor in black
studies.
2 credits.
Spring 2005. A . Dorsey.
HIST 140. The Colonial Encounter
in Africa
Students focus on the social, economic, and
cultural dimensions of the colonial era in mod
em Africa. Topics discussed include the com
plicated construction of the colonial state, migrancy and colonial labor systems, struggles
over religious and cultural practices, the mak
ing of African modernities, gender and sexuali
ty, and the contemporary legacy of colonial rule.
HIST 148. Issues and Debates in Modern
Latin America
Explores major problems and challenges Latin
American nations have been confronting since
the last third o f the 19th century onward.
Topics include the neocolonial condition of the
region, nation- and state-building processes, ur
banization, industrialization, popular and elite
cultures, Latin Am erican modernities, and
race, class and gender conflicts.
This course may count toward a minor in Latin
American studies.
2 credits.
N ot offered 2004—2005.
HIST 180. Honnrs Thesis
2 credits.
F all 2004 and spring 2005. Staff.
This course may count toward a minor in black
studies.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
HIST 144. State and Society In China,
1750 to 2000
From the height o f imperial grandeur, through
the turmoil o f rebellion, war, and foreign domi
nation, to the upheavals o f the Maoist era, the
relationship between state and society in China
has undergone many changes while retaining
familiar characteristics. Some have seen in
China “a state stronger than society,” whereas
others have found signs o f an emerging “civil
society.” Using the latest historical scholarship,
this seminar will explore the last emperors, the
bureaucracy and examination system, law and
family, local elites, cities and merchants, popu
lar religion and rebellions, political reform and
revolution, and other topics spanning three pe
riods: the mid-Qing (1 7 5 0 -1 8 5 0 ), late Qing
and Republic (1 8 5 0 -1 9 5 0 ), and the People’s
Republic of China (1 9 5 0 -2 0 00).
This course may count toward a major or minor
in Asian studies.
2 credits.
Spring 2005. Li.
223
Interpretation Theory
Coordinator:
NATHANIEL DEUTSCH (Religion)
Committee:
Jean-Vincent Blanchard (Modem Languages and Literatures, French)
Timothy Burke (History)
Michael Cothren (A rt)
Richard Eldridge (Philosophy)
Kenneth Gergen (Psychology)
Bruce Grant (Sociology and Anthropology)
Cynthia Halpern (Political Science)
Carolyn Lesjak (English Literature)
Tamsin Lorraine (Philosophy)
Braulio Muñoz (Sociology and Anthropology)
Patricia Reilly (A rt)
Robin Wagner-Pacifici (Sociology and Anthropology)
Mark Wallace (Religion)
Patricia White (English Literature)
Philip Weinstein (English Literature)
T h e interdisciplinary minor in interpretation
theory has been providing students and faculty
with a fomm for exploring the nature and poli
tics of representation for more than a decade.
Work done in the program reaches across the
disciplines and reflects a long-standing drive to
understand the world through the constructs of
its interpretive propositions. W hile the minor’s
interdisciplinarity takes its lead from the
hermeneutics of Vico and Dilthey, students use
their programs to develop a flexible, deeply
historical grasp o f what is more commonly re
garded today as critical and cultural theory.
Students in any major may add either a minor
in course or an honors minor for external
examination in interpretation theory to their
program by fulfilling the requirements stated
subsequently. Students begin by proposing their
program to the coordinator.
MINOR REQUIREMENTS
Students complete 6 credits toward the minor.
Four mles guide the selection.
f . Students take a 1-credit capstone seminar,
team-taught by two faculty from different de
partments. Students complete this capstone
in the spring o f the senior year only.
2. W ith a view to both historical depth and
methodological breadth, students select at
224
least one course from the “one-asterisk”
group (historical development o f interpre
tive practices) and at least one course from
the “two-asterisk” group (breadth of current
interpretive perspectives across the disci
plines). “Asterisked” courses must be chosen
from different departments. These depth/
breadth requirements are normally complet
ed by the end o f the junior year.
3. T h e three remaining courses are elective but
draw on at least one further department. All
told, at least 4 o f the 6 interpretation theory
credits must be outside the major.
4. A minimum B average is required for all
minors by their junior and senior years.
COURSES
Currently offered courses relevant to the pro
gram include the following:
INTP 091. Capstone Seminar: Visionaries
of Spirit, Masters of Suspicion
T h e purpose o f this seminar is to explore— in a
dialogical and interdisciplinary format— ques
tions o f spirituality as these emerge in literary
practice, religious and philosophical texts, and
critical theory. Beginning with brief texts from
the Hebrew Bible and the New Testament, and
concluding with Toni Morrison’s B eloved, we
shall pursue questions such as: W hat interpre
tive issues are raised by the textualizing of spir
ituality in order to access its meanings? How is
the dynamic o f interpretation affected by
changing hermeneutic norms over different
time periods? How do differentials o f race, gen
der, genre, and culture inflect our understand
ing of spirituality? W hat shape and force do
questions of spirituality take on in a postNietzschean culture o f radical skepticism?
1 credit.
Spring 2005. Wallace and Weinstein.
ARTH 001. Critical Study in the Visual Arts
(Staff)*/**
ARTH 166. Avant-Gardes in A rt Between the
Wars (Mileaf)
BIOL 006. History and Critique o f Biology
(Gilbert)
FREN 071F. Introduction to French Critical
Theory (Blanchard)**
FREN 076. Femmes et écrivains
(Rice-Maxim in)
FREN 079. Scandal in the Ink: Queer
Traditions in French Literature
(Moskos)*/**
FREN 116. La critique littéraire (Blanchard)
H IST OOOlN.The Production o f History
(Bu rke)**
H IS T 029. Sexuality and Society in Modem
Europe (Judson)
H IS T 060. Cultural Constructions of Africa
(Burke)**
H IST 068. Primary Text Workshop (Burke)
H IST 088. Social History of Consumption
(Burke)
IN TP 090. Directed Reading
CLAS 036. Classical Mythology (M unson)**
IN TP 091. Capstone Seminar
ENGL 073. Modernism: Theory and Practice
(W einstein)**
IN TP 092. Thesis
ENGL 081. Theory of the Novel (Lesjak)**
ENGL 082.Transnational Feminist Theory
(Mani)
ENGL 083. Feminist Theory (Lesjak)**
ENGL 085. “Whiteness” and Racial
Differences (Sch m id t)**
PHIL 017. Aesthetics (Eldridge)*
PHIL 019. Philosophy of Social Sciences
PHIL 026. Language and Meaning (Eldridge)
PHIL 048. German Romanticism (Eldridge)
PHIL 079. Poststructuralism (Lorraine)**
PHIL 106. Aesthetics (Eldridge)*
ENGL 086. Postcolonial Literature and
Theory (Lesjak)*
PHIL 114. Nineteenth-Century Philosophy
(Eldridge)*
ENGL 087. American Narrative Cinema
(W hite)**
PHIL 116. Language and Meaning (Eldridge)
ENGL 088. American Attractions: Leisure,
Technology, and National Identity
(W hite)**
PHIL 139. Phenomenology, Existentialism,
and Poststructuralism (Lorraine)*
PHIL 145. Feminist Theory Seminar
(Lorraine)
ENGL 091. Feminist Film and Media Studies
(W h ite)**
PHYS 029. Gender and Physical Science
(B u g)**
ENGL 115. Modernism (W einstein)**
(counts toward IN TP in the spring only)
POLS O il. A ncient Political Theory
(H alpem )**
ENGL 120. Critical and Cultural Theory
(W h ite)**
POLS 012. Modem Political Theory
(H alpem )**
FMST 091. Feminist Film and Media Studies
(W h ite)**
POLS 013. Feminist Political and Legal
Theory (Halpem and Nackenoff)
FMST 092. Film Theory and Culture
(W h ite)**
POLS 100. A ncient Political Theory
(H alpem )**
FREN 030. L’invention de la modernité
(Blanchard)*
POLS 101. Political Theory: Modem
(H alpem )**
FREN 061. W riting and Reading Across
Gender Lines (Moskos)
PSYC 037. Concepts of the Person
(G ergen)**
225
Interpretation Theory
PSYC 044. Psychology and Women
(M arecek)**
SO A N 110. Performance Theory: Gender and
Sexuality (A x e l)**
PSYC 048. Technology, Self, and Society
(Gergen)
SO A N 113. Terror (A x e l)**
PSYC 068. Reading Culture (G ergen)**
P SYC 089: Psychology, Economic Rationality,
and Decision Making (Schwartz)**
PSYC 106. Personality Theory and
Interpretation (Gergen)*
RELG 005. Problems of Religious Thought
(W allace)**
RELG 015B . Philosophy of Religion
(W allace)*
RELG 018B . Modem Jewish Thought and
Literature (D eutsch)**
RELG 048. T h e Summoned Self: Levinas and
Ricoeur (Deutsch and W allace)**
RELG 112. Postmodern Religious Thought
(W allace)**
R U S S 047. Russian Fairy Tales (Forrester)*
R U S S 070. Translation Workshop
(Forrester)**
SO A N 003B . Nations and Nationalisms
(G ra n t)**
SO A N 006B. Symbols and Society (WagnerP acifici)**
SO A N 10K. Gender and Sexuality (A x e l)**
SO A N 022B . Cultural Representations
(Diaz-Barriga)**
SO A N 026B . Discourse Analysis
(W agner-Pacifici)**
SO A N 026C . Power, Authority, and Conflict
(Wagner-Pacifici)
SO A N 30G . Colonialism and Postcoloniality
(A xel)*/**
SO A N 40C . History in/and Anthropology
(A xel)*/**
SO A N 40D . Techgnosis (A x e l)**
SO A N 044B . Colloquium: A rt and Society
(M uñoz)**
SO A N 044D . Colloquium: Critical Social
Theory (Muñoz)
SO A N 044E. Modem Social Theory
(M unoz)**
SO A N 56B. Standoffs, Breakdowns, and
Surrenders (Wagner-Pacifici)
SO A N 101. Critical Modem Social Theory
(Muñoz)*
226
SO A N 114. Political Sociology
(Wagner-Pacifici)
N ote: This list is annually revised annually; any
courses attached to the program at the time
taken will be counted. For the most up-to-date,
semester-by-semester list o f courses, please
consult the program W eb pages at http://www.swarthmore.edu/SocSci/InterpTheory/index.htm .
O ther 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 Univer
sity o f Pennsylvania.
Latin American Studies
Coordinator:
AURORA CAMACHO DE SCHMIDT (Modem Languages and Literatures, Spanish)
Jenny Gifford (Administrative Assistant)
Committee:
Diego Armus (History)
Miguel Díaz-Barriga (Sociology and Anthropology)
J o a n Friedm an (Modem Languages and Literatures, Spanish)
John HaSSett (M odem Languages and Literatures, Spanish)
Jose-Luis Machado (Biology)
Braulio Muñoz (Sociology and Anthropology)
Steven Piker (Sociology and Anthropology)
Kenneth Sharpe (Political Science)
REQUIREMENTS AND RECOMMENDATIONS
Interdisciplinary Minor
Students interested in Latin American studies
must consult with the chair and members of the
LAS Committee before developing a proposal.
The proposal should establish how Latin
American studies relates to the overall program
of undergraduate study in general, and to the
departmental major in particular.
All students must complete the following
requirements:
Language: Latin American studies (LA S) re
quires the successful completion of SPAN 004B
or its equivalent. T he requirement is waived for
native speakers of Spanish or Portuguese and
for students who demonstrate sufficient compe
tence in either one of these languages.
Study abroad: A ll students are required to spend
a minimum of one semester abroad in a pro
gram approved by both LA S and the Office of
Foreign Study. Only in exceptional cases, with
the support of a faculty member and the ap
proval of the L A S Committee, will a semester’s
internship or a community service project in
Latin Am erica fulfill this requirement.
Study abroad must be pursued in Spanish or
Portuguese.
Courses: A ll students must take a minimum of
5 credits in LA S, which may include seminars
and courses taught at the College or courses
taken abroad in an approved program. A mini
mum of 1 credit must be taken in each of the
minor’s three areas: (1) Latin American Politics
and History, (2) Latin American Literature,
and (3) Latin American Societies and Cultures.
Of the required five courses, at least 1 credit
must be taken at Swarthmore in each of two
different areas. Only 1 of the total 5 credits re
quired by the L A S minor may overlap with a
student’s major or other minor.
Honors Minor
To complete an honors minor in Latin
American studies, students must have complet
ed 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 require
ments. However, the chosen seminar may not
be an offering within their major department.
COURSES
T h e following courses may be counted toward a
minor in LAS:
Latin American Politics and History
H IST 001E. First-Year Seminar: T he SelfImage of Latin America
H IST 004A . Colonial Latin America
H IS T 004B . Modem Latin America
H IST 064. Migrants and Migrations:
Europeans in Latin America and Latinos
in the United States
H IST 067. T h e Urban Experience in Modem
Latin America
H IST 148. Issues and Debates in Modem
Latin America
POLS 057. Latin American Politics
POLS 109. Comparative Politics: Latin
America
227
Latin American Studies
Latin American Literature
L IT R 052SA . Contemporary Latin American
Literature
SO A N 002C . Introduction to Latinos in the
United States
SO A N 022D. Latin American Urbanization
L IT R 053SA . A Century o f Song:
Contemporary Poets o f Latin America
SO A N 022G . Social Movements in Latin
America
L IT R 060SA/SOAN 024C . Spanish American
Society Through Its Novel
SO A N 024B . Latin American Society and
Culture
L ITR 061SA . W omen’s Testimonial Literature
of Latin America
SO A N 024C/LITR 060SA . SpanishAmerican Society Through Its Novel
L ITR 063SA . La Frontera: T h e Many Voices
o f the U .S.-M exico Border
SO A N 032B . Visualizing Latino Culture: Art,
Media, and Social Change
SPAN 013. Introducción a la literatura
hispanoamericana
SPAN 010SA . En busca de América Latina
SPAN 062. Entre historia y ficción: textos
historográficos de la Edad Media a la época
colonial
SPAN 065. Los indígenas en la literatura
latinoamericana
SPAN 072. La décima musa
SPAN 075. La narrativa de Mario Vargas Llosa
SPAN 076. Grandes voces de América: la
poesía Latinoamericana del siglo X X
SPAN 078. Movimientos sociales y literatura
en M éxico
SPAN 079. El cuento hispanoamericano
SPAN 080. Narrativa chilena desde el golpe
militar
SPAN 082. La mujer mirando al hombre
SPAN 083. El tirano Latinoamericano
en la literaturea
SEAN 085. Narrativa Hispánica
Contemporánea de los Estados Unidos
SPAN 101. La novela hispanoamericana
del siglo X X
SPAN 106. Visiones narratives de Carlos
Fuentes
SEAN 108. La narrativa de Isabel Allende:
la escritura como sobrevivencia
SPAN 110. Política y póetica: los mundos
de Pablo Neruda, Octavio Paz y Ernesto
Cardenal
Latin American Societies and Culture
H IS T 0 0 IE . First-Year Seminar: T h e SelfImage of Latín America
L ITR 060SA/SOAN 024C . Spanish American
Society Through Its Novel
L IT R 06 3 S A La Frontera: T he Many Voices of
the U .S.-M exico Border
228
Linguistics
____
I
I
I
I
I
DONNA JO NAPOLI, Professor
THEODORE B . FER N ALD , Associate Professor and Chair
DAVID HARRISON, Visiting Assistant Professor and M ellon Postdoctoral Fellow
ERIC RAIMY, Visiting Assistant Professor (part time)
SEAN CRIST, Visiting Assistant Professor (part time) and Phonetics Laboratory Coordinator
I
(part time)
ALEXANDER W ILLIAMS, Visiting Instructor (part time)
I KARI SWINGLE, Instructor (part time)
The discipline of linguistics is the study of lan
guage. O n the most general level, it deals with
the internal structure of language, the history of
the development of language, the information
language can give us about the human mind,
and the roles language play in influencing the
entire spectrum of human activity.
The relevance of linguistics to the disciplines of
psychology, philosophy, sociology, anthropolo
gy, and language study has been recognized for
a long time. A knowledge of linguistics has re
cently become important to a much wider
range of activities in today’s world. It is a basic
tool in artificial intelligence and is an increas
ingly valuable tool in literary analysis. It is fun
damental to an understanding of communica
tion skills and is a foundational discipline to
cognitive science. Because the very nature of
modem linguistic inquiry is to build arguments
for particular analyses, the study of linguistics
gives the student finely honed argumentation
skills, which stand in good stead in careers in
law, business, and any other profession where
such skills are crucial.
Linguistics is at once a discipline in itself and
the proper forum for interdisciplinary work of
any number of types. Language is both the prin
cipal medium that human beings use to com
municate with each other and the bond that
links people together and binds them to their
culture. T he study of language is the study of
the very fabric o f our humanity.
Two majors are offered in the course program
administered through the Linguistics Depart
ment. These are linguistics (LIN G ) and the
special major in linguistics and languages (LL).
Two honors majors are administered through
the Linguistics Department: LING and the spe
cial honors major LL.
All LING and LL majors (honors or course)
must take one course or seminar from each of
the following three lists:
1. Sounds: LING 045 and 052
2. Forms: LIN G 050
3. Meanings: LING 0 2 6 ,0 4 0 , and 116
A ll LING and LL majors (honors or course)
will be expected to take LIN G 006 or 061. If
the student speaks a non-Indo-European lan
guage, this requirement is waived.
A ll LING and LL majors (honors or course)
must write a thesis in the fall of the senior year.
For course students, this course is LIN G 100.
For honors students, this course is LING 195.
Students are encouraged to study abroad, and
all departmentally approved courses taken in
linguistics abroad can be used to fulfill require
ments for the major or minor.
REQUIREMENTS
Linguistics
This major consists of 8 credits in linguistics,
where the student may or may not choose to
count LING 001 as part of the major.
Linguistics and Languages
T h e student may combine the study of linguis
tics with the serious study of two foreign lan
guages. T h e languages can be modem or an
cient. For this major, precisely 6 credits in lin
guistics and 3 credits in each of the two lan
guages, for a total of 12 credits, are required.
For a modem language taught by the Depart
ment of Modem Languages and Literatures,
there must be one composition and diction
course (numbered 004 or above) and two other
courses (numbered 011 or above) or a seminar.
For a classical language taught by the Classics
Department, there must be one intermediate-
229
Linguistics
level course (numbered 0 1 1 -0 1 4 ) and one
seminar.
Some work in each foreign language included
in the major must be done in the student’s
junior or senior year.
If one or both o f the foreign languages is mod
em , the student must study abroad for at least
one semester in an area appropriate for one of
the foreign languages.
Students at Bryn Mawr College or
Haverford College
Any student from the tricollege community is
welcome to major in linguistics. Haverford and
Bryn Mawr students need only talk with their
home campus dean and the chair of linguistics
at Swarthmore College to arrange a major plan.
Students from Haverford and Bryn Mawr can
also do honors in linguistics. T h e honors portfo
lio and its preparation are identical to those for
Swarthmore honors students, except that the
examiners will be internal rather than external.
HONORS M AJOR: LINGUISTICS
T h e major consists o f 8 credits in linguistics,
not counting senior honors study (SH S) cred
its, where the student may or may not choose to
count LING 001 as part of the major.
T h e thesis and two research papers will consti
tute the portfolio for honors.
T h e thesis may be on any topic in linguistics
and need not be related to course work. It will
be written in fall o f the senior year in LING
195. Work may be collaborative with at most
one other student at the discretion of the facul
ty. T he examination will consist of a one-hour
discussion with the external reader.
T he research papers will be on topics selected
from a list prepared by the external readers and
will be on core areas of linguistics and directly
related to course work the student has taken.
T he areas will be selected from any combina
tion or blend of the following: phonetics,
phonology, morphology, syntax, semantics, his
torical, comparative, and social linguistics.
T he student will prepare for these research pa
pers by taking at least 4 credits o f course work
(2 credits in each o f the research paper areas).
T h e students will work independently on these
papers, without collaboration and without fac
230
ulty guidance in the spring of the senior year in
LIN G 199 (SH S) for 1 credit. T h e examination
will consist of a 30-minute discussion with the
reader for each paper.
T he Linguistics Program puts no restrictions on
the minors that can be combined with this
major.
SPECIAL HONORS M AJOR: LINGUISTICS
AND LANGUAGES
T h e major consists of 6 credits in linguistics,
not counting senior honors study (SH S), plus 3
credits in each of two languages (as in the
course major in linguistics and languages). The
portfolio for this special major will consist of a
2-credit thesis and three research papers that
follow the same guidelines as those above under
the honors major in linguistics, with the pro
viso that one of the relevant language depart
ments will administer one of those research
papers. T he examination will consist of a single
90-minute panel discussion with all four exter
nal readers.
MINORS
There are three minors administered through
the Linguistics Department, each of which can
be done in the course or the Honors programs.
T h e requirements are normally satisfied with
the following:
1. Theory: LIN G 040, 045, and 050
2. Phonology/Morphology: LIN G 043, 045,
and 025 or 052
3. Syntax/Semantics: LIN G 040, 043, and 050
In addition, students must complete any two
other credits in linguistics.
HONORS MINOR
Students who do a course major in linguistics
may count linguistics for the minor in the
Honors Program. In that case, the portfolio for
honors will consist of a 2-credit thesis written
in fall of the senior year in LIN G 195. T he stu
dent will also take LING 199 (SH S) for 0.5
credit in spring of the senior year.
Students who do not do a course major in lin
guistics have different requirements for the
minor. A single research paper will constitute
the portfolio for honors. This research paper
will have the same topics and guidelines for
preparation and examination as the research
papers described earlier for the majors. In addition, all honors minors must take LING 199
(SHS) in the spring of the senior year for 0.5
credit, which is beyond the 5 credits required
for all minors.
Î
I
discover how language reflects the nature of the
mind and how it is used as a tool to create and
reinforce social groups.
1 credit.
F all 2004. Raimy.
LING 007. Hebrew for Text Study i
(See RELG 057)
This course counts for distribution in humani
ties under the religion rubric and in social
sciences under the linguistics rubric.
1 credit.
The Linguistics Program puts no restrictions on
the majors that can be combined with this
minor.
F all 2004. Plotkin.
COURSES
0 .5 credit.
LING 001. Introduction to Language
and Linguistics
Introduction to the study and analysis of
human language, including sound systems, lex
ical systems, the formation o f phrases and sen
tences, and meaning, both in modem and an
cient languages and with respect to how lan
guages change over time. Other topics that may
be covered include first language acquisition,
sign languages, poetic metrics, the relation be
tween language and the brain, and sociological
effects on language.
1 credit.
Fall 2004: Swingle and Napoli. Spring 2005:
Femald.
LING 002. Exploring Acoustics
(See EN G R 002)
This course counts for distribution in the natur
al sciences only, regardless of rubric.
Writing course. 1 credit.
LING 008A. Russian Phonetics
(See R U S S 008A )
Spring 2005. Fedchak.
LING 009. Arabic for Text Study I
(See RELG 056)
1 credit.
F all 2004- Romaine.
LING 010. Hebrew for Text Study II
(See RELG 059)
1 credit.
Spring 2005. Plotkin.
LING 012. Arabic for Text Study II
(See RELG 066)
1 credit.
F all 2004- Romaine.
LING 014. Old English/History of the
Language
(See ENGL 014)
This course counts for distribution in humani
ties under the English rubric, and in social
sciences under the linguistics rubric.
Not offered 2 0 0 4 -2 0 0 5 .
1 credit.
LING 003. First-Year Seminar:
Language Play
Not offered 2004—2005.
This freshman seminar will investigate what we
can learn about language by looking at how we
play with it. W e will look at forms of language
play such as poetry (both the meaning side and
the metrical side), metaphoric language, lan
guage games (pig Latin, “abi-dabi”), song lyrics,
puns, limericks, and verbal sparring as sources
of data. T h e conclusion is that by discovering
the rules that we play by in these games, we can
LING 016. History of the Russian
Language
(See R U S S 016)
This course counts for distribution in humani
ties under the Russian rubric and in social
sciences under the linguistics rubric.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
231
Linguistics
LING 018. Language Policy in the
United States
This course will survey the present policies and
laws relevant to language use in the United
States and the relevance o f these policies to
public access, social services, education, and
the judicial system. T h e three major topics will
be national language policy in the United
States, language policy in education, and lan
guage policy in the judicial system.
I credit.
Not offered 2 0 0 4 -2 0 0 5 .
LING 020. Computational Linguistics
This course will survey various areas of computer
processing of natural language. Topics will in
clude speech synthesis and recognition, text pars
ing and generation, and machine translation.
Prerequisites: C P S C 021 (or the equivalent)
and LING 001 (or the equivalent).
preciation o f the intricate conceptual, logical,
and physiological resources on which each lan
guage draws. Students will have the opportuni
ty to work directly with speakers of other lan
guages, applying techniques to elicit, organize,
and describe the structures found in human
speech.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LING 033. Introduction to Classical
Chinese
(See CH IN 033)
This course counts for distribution in humani
ties or social sciences under either rubric.
1 credit.
Spring 2005. Berkowitz.
LING 034. Psychology of Language
(See PSYC 034)
1 credit.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
F all 2004. Kako.
LING 024. Discouise Analysis
LING 040. Semantics
(See SO A N 026B )
(Cross-listed as PHIL 040)
1 credit.
In this course, we look at a variety o f ways in
which linguists, philosophers, and psychologists
have approached meaning in language. W e ad
dress truth-functional semantics, lexical seman
tics, speech act theory, pragmatics, and dis
course structure. W hat this adds up to is an ex
amination o f the meaning of words, phrases,
and sentences in isolation and in context.
N ot offered 2 0 0 4 -2 0 0 5 .
LING 025. Language, Culture, and Society
(Cross-listed as SO A N 040B )
In this investigation of the influence o f cultur
al context and social variables on verbal com
munication, topics covered include dialectal
varieties, creoles, language and gender, and lan
guage and education.
Prerequisite: A t least one linguistics course.
This course counts for distribution in humani
ties under the philosophy rubric and in social
sciences under the linguistics rubric.
1 credit.
W riting cou rse. 1 credit.
F all 2004- Raimy.
Fall 2004: Femald. Spring 2005: Williams.
LING 026. Language and Meaning
LING 043. Morphology and the Lexicon
(See PHIL 026)
This course counts for distribution in humani
ties under the philosophy rubric and in social
sciences under the linguistics rubric.
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.
1 credit.
Prerequisite: LING 001, 040, 045, or 050.
N ot offered 2 0 0 4 -2 0 0 5 .
LING 030. Languages of the World
T his course covers the richness and variety of
human languages. W e consider languages from
all over the world, focusing on cross-linguistic
generalizations and variations to develop an ap
232
1 credit.
Spring 2005. Raimy.
LING 045. Phonetics and Phonology
Phonetics explores the full range of sounds pro
duced by humans for use in language and the
gestural, acoustic, and auditory properties that
characterize those sounds. Phonology investi
gates the abstract cognitive system humans use
for representing, organizing, and combining the
sounds of language as well as processes by which
sounds can change into other sounds. This
course covers a wide spectrum of data from
languages around the world and presents the
theories that account for them.
1 credit.
Fall 2004. Harrison.
LING 050. Syntax
We study the principles that govern how words
make phrases and sentences in natural lan
guage. Much time is spent on learning argu
mentation skills. T he linguistic skills gained in
this course are applicable to the study o f any
modem or ancient natural language. T h e argu
mentation skills gained in this course are ap
plicable to law and business as well as academic
fields.
service credit in LING 096.
Prerequisite: One of: LIN G 001, 043, or 045
and one of: LING 040 or 050. C an be met con
currently.
W riting course. I credit.
N ot offered 2004—2005.
LING 055. Writing Systems,
Decipherment, and Cryptography
W e will discuss the typology and history of the
writing systems of the world. T h e modem deci
pherment of ancient writing systems such as
Linear B and Egyptian hieroglyphic writing will
be covered, as will some of the approaches and
challenges in the modem electronic encoding
of diverse writing systems. T he course also in
cludes an overview and history of cryptography
and its role in warfare and on the modem
Internet.
Prerequisite: LING 001 or the permission of the
instructor.
Writing course. 1 credit.
1 credit.
Fall 2004: Napoli. Spring 2005: Williams.
Spring 2005. Crist.
LING 052. Historical and Comparative
Linguistics
LING 057. Mnvement and Cognition
We study the reconstruction of prehistoric lin
guistic stages, the establishment of language
families and their interrelationships, and the
examination of processes of linguistic change.
In spring 2004, a special focus will be on the
Germanic language family.
Prerequisite: LIN G 001, LIN G 030, or LING
045 or permission of the instructor.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
LING 054. Oral and Written Language
(Cross-listed as ED U C 054) (Studio course)
This course examines children’s dialogue and
its rendering in children’s literature. Each stu
dent will pick an age group to study. There will
be regular fiction-writing assignments as well as
primary research assignments. This course is for
linguists and writers of children’s fiction and
anyone else who is strongly interested in child
development or reading skills. It is a course in
which we leam through doing.
The course will focus strictly on preschool and
elementary school children the next time it is
offered.
All students are welcome to do a community
(Cross-listed as DA N C 076 and MATH 007)
(Studio course)
English, Scottish, Balkan, and Italian folk
dance are analyzed, using group theory, graph
theory, morphological theory, and syntactic
theory, in an effort to understand the temporal
and spatial symmetries of the dances. One focus
will be a comparison of the insights offered by
the mathematical and linguistic approaches.
Prerequisite: One course in linguistics. No pre
requisites are required for dance and math. A ll
necessary concepts and movements will be
taught in the class. You must be willing to ap
proach formal systems and to move your body
T his course counts for distribution in humani
ties or social sciences under any rubric. It does
not count for natural sciences distribution.
W ritingcourse. I credit.
Spring 2005. Napoli.
LING 061. Structure ot 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 phono
logical, morphological, syntactic, and semantic
structures of Navajo. T h e morphology of this
233
Linguistics
language is legendary. T his course also consid
ers the history of the language and its cultural
context.
LING 070R. Translation Workshop
(See L ITR 070R )
1 credit.
This course counts for distribution in humani
ties under the literature rubric and in social
sciences under the linguistics rubric.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
N ot offered 2 0 0 4 -2 0 0 5 .
Prerequisites: LING 045 and 050 or permission
o f the instructor.
LING 062. Structure of American Sign
Language
In this course, we look at the linguistic struc
tures of American Sign LanguageASL: phonol
ogy, morphology, syntax, semantics, and history.
W e also discuss issues o f culture, literacy, and
politics pertinent to deaf communities.
A ll students are required to participate in a
rudimentary introduction to A SL for an addi
tional 0.5 credit. Sign up for LING 0062A .
Prerequisites: LING 045 and 050 or permission
of the instructor.
A ll students are welcome to do a community
service project in LING 095.
W riting course.
1 credit (plus 0 .5 credit under 0 0 6 2 A ).
F all 2004. Napoli.
LING 064. Structure of Tuvan
Tuvan belongs to the Turkic branch o f the
A ltaic language family, and is spoken in Siberia
and Mongolia by nomadic herders. It has classi
cally agglutinating morphology and curious
phenomena such as vowel harmony, converbs,
and switch reference. It has rich sound symbol
ism, a tradition of oral (unwritten) epic tales,
riddles, and world-famous song genres (“throat
singing”). W e will investigate the sounds, struc
tures, oral traditions, and ethnography o f
Tuvan, using both printed and digital media.
Prerequisites: LIN G 045 and 050 or permission
o f the instructor.
1 credit.
Spring 2005. Harrison.
LING 070F. Caribbean and French
Civilizations and Cultures
LING 075. Field Methods
This course affords a close encounter with a
language, direct from the mouths o f native
speakers. Students develop inference tech
niques for eliciting, understanding, analyzing,
and presenting complex linguistic data. They
also gain practical experience using state-ofthe-art digital video, annotation, and archiving
for scientific purposes. A different (typically
non-Indo-European) language will be investi
gated each time the course is taught.
Prerequisite: LIN G 001.
1 credit.
F all 2004. Harrison.
LING 080. Intermediate Syntax
This course is designed to provide theoretical
and cross-linguistic breadth in topics involving
the interaction o f syntax and semantics. You
will refine your skills o f analysis and argumen
tation. Topics and languages considered will
vary. This course is open to all students who
have taken syntax or semantics.
Prerequisite: LIN G 050.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LING 081. Intermediate Semantics
This course begins with the formal foundations
o f semantics and then switches to a seminar
style o f instruction for an examination of classi
cal and recent articles in the field.
Prerequisite: LIN G 040 or PHIL 026; LING
050 recommended.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
(See FREN 070F)
LING 094. Research Project
This course counts for distribution in humani
ties only, under either rubric.
W ith permission, students may elect to pursue a
research program.
1 credit.
1 credit.
N ot offered 2 0 0 4 -2005.
F all or spring. Staff.
234
LING 095. Community Service Credit:
Language and the Deaf
nors who are also course majors must write their
thesis for 2 credits in the seminar.
This course offers credit for community service
work. You may work with children at the Oral
Program for the Hearing Impaired at the Kids’
Place in Swarthmore. Prerequisites are LING
045, LING 006, the permission of the directors
of both the Linguistics and Education programs,
and the agreement o f a faculty member in lin
guistics to mentor you through the project. You
would be required to keep a daily or weekly
journal of your experiences and to write a term
paper (the essence o f which would be deter
mined by you and the linguistics faculty mem
ber who mentors you in this).
F all 2004. Crist and Femald.
1 credit.
Fall or spring. Napoli.
LING 096. Cnmmunity Service Credit:
Literacy
This course offers credit for community service
work. You may work with children in Chester
public schools on literacy. T h e prerequisites are
LING/EDUC 054, the permission o f the direc
tors of both the Linguistics and Education pro
grams, and the agreement of a faculty member
in linguistics to mentor you through the pro
ject. You will be required to keep a daily or
weekly journal o f your experiences and to write
a term paper (the essence of which would be de
termined by you and the linguistics faculty
mentor).
1 credit.
Fall 2004 and spring 2005. Napoli.
LING 097. Field Research
This course offers credit for field research on a
language. Prerequisites are the permission of
the chair of Linguistics and the agreement of a
faculty member in Linguistics to mentor you
through the project.
1 credit.
Fall 2004 and spring 2005. Staff.
LING 100. Research Seminar
All course majors in LING and LL must write
their senior paper in this seminar. Only seniors
are admitted.
LING 199. Senior Honors Study
Honors majors may write their two research pa
pers for 1 credit in this course. Honors minors
may take this course for 0.5 credit.
Spring 2005. Femald.
SEMINARS
LING 105. Seminar in Phonology
This seminar will consider recent developments
in the theory of phonology. Topics vary.
1 or 2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
LING 106. Seminar in Morphology
This seminar will consider recent developments
in the theory of morphology. Topics vary.
1 o r 2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
LING 108. Seminar in Semantics
This seminar will consider recent developments
in the theory of semantics. Topics vary.
1 or 2 credits.
N ot offered 2004—2005.
LING 109. Seminar in Syntax
This seminar will consider recent developments
in the theory of syntax. Topics vary.
1 or 2 credits.
N ot offered 2004—2005.
LING 1 16 . Language and Meaning
(See PHIL 116)
This seminar counts for distribution in HU
under the philosophy rubric and in S S under
the LING rubric.
2 credits.
N ot offered 2004—2005.
LING 1 19 . Evolution, Culture, and
Creativity
1 or 2 credits.
(S eeS O A N 119.)
Fall 2004- Crist and Femald.
2 credits.
LING 195. Senior Honors Thesis
N ot offered 2004—2005.
All honors majors in linguistics and honors mi
235
Linguistics
LING 120. Anthropological Linguistics:
Endangered Languages
(Cross-listed as SO A N 80B)
In this seminar, we address some traditional is
sues of concern to both linguistics and anthro
pology, framed in the context of the ongoing,
precipitous decline in human linguistic diversi
ty. W ith the disappearance o f languages, cultur
al knowledge (including entire technologies
such as ethnopharmacology) is often lost, lead
ing to a decrease in humans’ ability to manage
the natural environment. Language endangerment thus proves relevant to questions o f the
language/ecology interface, ethnoecology, and
cultural survival. T h e seminar also addresses
the ethics of fieldwork and dissemination o f tra
ditional knowledge in the Internet age and in
cludes a practical workshop on field methods.
Prerequisite: O ne course in linguistics or an
thropology or permission o f the instructor.
I credit.
Not offered 2 0 0 4 -2 0 0 5 .
LING 134. Psycholinguistics Seminar
(See P SYC 134)
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
236
Mathematics and Statistics
DEBORAH J . BERGSTRAND, Professor (part tim e)1
CHARLES M . GRINSTEAD, Professor
EUGENE A . KLOTZ, Professor
STEPHEN B . M AURER, Professor and Chair
HELENE SHAPIRO, Professor2
JANET C . TALVACCHIA, Professor
PHILIP J . EVERSON, Associate Professor
THOMAS J . HUNTER, Associate Professor
AIMEE S .A . JOHNSON, Associate Professor3
DON H. SHIMAMOTO, Associate Professor2
GARIKAI CAM PB ELL, Assistant Professor
CHERYL P. GROOD, Assistant Professor
EMILY B . PROCTOR, Visiting Assistant Professor
STEVE C . WANG, Assistant Professor
JAMES S . W ISEM AN, Visiting Assistant Professor
STEVEN AMGOTT, Computer Laboratory Coordinator
STEPHANIE J . SPECHT, Administrative Assistant
1 Absent on leave, fall 20042 Absent on leave, spring 2005.
3 Absent on leave, 2004—2005.
People study mathematics and statistics for sev
eral reasons— for the pleasure of it or for its use
fulness as a tool. T h e Department of Mathe
matics and Statistics tries to meet a variety of
needs. It offers a program that will enable stu
dents to develop a firm foundation in pure
mathematics and to see mathematical and sta
tistical methods used to solve in a precise way
problems arising in physical science, computer
science, social science, and operations research.
Mathematics and statistics have grown enor
mously in recent years, developing an increas
ing number of specialties and applications. A ll
mathematical endeavor, however, is based on
logical argument, abstraction, and an analytical
approach to problem solving. Ideally, the study
of mathematical sciences develops the ability to
reason logically from hypothesis to conclusion,
to analyze and solve quantitative problems, and
to express one’s thoughts clearly and precisely.
In addition, the department faculty members
hope that studying mathematics will foster an
appreciation for the beauty and power of its
methods, abstract approach, and rigorous
structure.
REQUIREMENTS AND RECOMMENDATIDNS
First-Year Courses
Mathematics and statistics courses appropriate
for incoming first-year students with traditional
(precalculus) high school preparation include
STA T 001 (Statistical Thinking), STA T 002
(Statistical Methods), M ATH 003 (Introduc
tion to Mathematical Thinking), M ATH 004
(Calculus Concepts), M ATH 005 (Calculus I),
MATH 005S (Calculus I Seminar), and MATH
0 0 9 (Discrete M athem atics). ST A T 001,
MATH 003, M ATH 004, M ATH 005S, and
M ATH 009 are primary distribution courses.
More advanced courses are available to firstyear students as explained later. Students who
would like to begin calculus (M A TH 004, 005,
or 00 5 S ) but are not sure they are prepared
should take the departmental calculus readiness
exam when they arrive on campus. Entering
students may place into higher-level courses
(typically the half-semester courses 006A ,
006B , and 006C or the semester courses 006S,
0 1 6 ,016H , and 018) by scoring sufficiently well
on the departmental calculus placement exam
or by taking certain standardized exams (see
later).
237
Mathematics and Statistics
Placement Procedure
To gain entrance to any mathematics course
(but not to gain entrance to statistics courses),
students m ust take at least one o f the follow ing
exam s: the Advanced Placement or Interna
tional Baccalaureate (standardized) exams,
Swarthmore’s Calculus Placement Exam, or
Swarthmore’s Calculus Readiness Exam. Stu
dents who do take one of the standardized
exams may be required to take the departmen
tal exams as well. T h e Calculus Placement
Exam is sent to entering first-year students over
the summer, along with detailed information
about the rules for placement and credit. T he
Calculus Readiness Exam is given during firstyear orientation only.
Advanced Placement (AP) and
Credit Policy
A P and “credit” mean different things. Place
ment allows students to skip material they have
learned well already by starting at Swarthmore
in more advanced courses. Credit confers place
ment as well but also is recorded on the stu
dent’s Swarthmore transcript and counts to
ward the 32 credits needed for graduation.
T h e Swarthmore Calculus Placement Exam is
used for only placement, not credit. Credit is
awarded on the basis of the A P and the IB
exams, as follows:
• 1 credit (for STA T 002) for a score of 4 or
5 on the Statistics A P Test of the College
Board
• 1 credit (for MATH 005) for a score o f 4
on the A B or B C Calculus A P Test of the
College Board (or for an A B subscore of 4
on the B C test) or for a score of 5 on the
Higher Level Mathematics Test o f the IB
• 1.5 credits (for M ATH 005 and 006A ) for
a score o f 5 on the A B Calculus A P Test
(or for the A B subscore o f the B C Test) or
a score of 6 or 7 on the higher-level IB
• 2 credits (for M ATH 005, 006A , and
006B ) for a main score o f 5 on the B C
Calculus A P Test
Alternatively, any entering student who places
out o f M ATH 005, 006A , or 006B 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
238
given for the course. Students who wish to take
these exams must arrange to do so with the de
partmental placement coordinator and should
do so during their first semester at Swarthmore.
Students who are eligible for A P credit for a
course but who take the course anyway will not
receive the A P credit.
First-year students seeking A P and/or credit for
calculus taken at another college or university must
normally validate their work by taking the
appropriate Swarthmore examination, as de
scribed earlier. For work beyond calculus com
pleted before entering Swarthmore, students
should consult the departmental placement co
ordinator to determine the Swarthmore course
into which they should be placed. T he depart
ment will not normally award credit for work
above the MATH 006 level completed before
entering Swarthmore.
Introductory Statistics
Students who do not know calculus can take
ST A T 001 or 002. STA T 001 is intended to
show how statistics is used to help obtain an un
derstanding of the world around us. STA T 002
is a more practical course for students who ex
pect to use statistics in their own work. Stu
dents who know a semester o f calculus should
take STA T 002C instead of STA T 002. Both
STA T 002 and 002C lead to STA T 027 on mul
tivariate statistical analysis. Students with a
strong background in mathematics can begin
with the more theoretical STA T 053 and con
tinue with the 1-credit seminar STA T 111.
Requirements fnr a Major in Mathematics
Students apply for a major in the middle of the
second semester of the sophomore year. A
prospective applicant should expect that by the
end o f the sophomore year, he or she will have
received credit for, or placement out of, at least
four of the following five courses: Calculus I
(M A TH 005 or 005S), Calculus II (MATH
006A and 006B or 006S), Discrete Mathe
matics (M ATH 009), Linear Algebra (MATH
016 or 016H ), and Several Variable Calculus
(M ATH 018 or 018H ). A ll majors must com
plete MATH 016 and 018 by the end o f the first
semester of the junior year.
In addition, a candidate should have a gradepoint average in mathematics and statistics
courses o f at least C + . T his should include at
least one grade at the B level. In some cases, ap
plicants may be deferred, pending successful
work in courses to be designated by the
department.
By graduation, a mathematics major must have
at least 10 credits in mathematics and statistics
courses. A t most, 5 o f the credits counted in the
10 may be for courses numbered under 025.
(Certain courses in this category are not to
count toward the major. These are so indicated
under the course listings in this catalog.)
Furthermore, every major is required to obtain
credit for, or place out of, each of the following
courses: M ATH 005 or 005S; MATH 006A and
006B or 006S; M ATH 016 or 16H; M ATH 018
or 018H; M A TH 047; and M ATH 049. T he
two upper-level core courses, M A TH 047:
Introduction to Real Analysis and MATH 049:
Introduction to Modem Algebra, will be of
fered every fall semester. A t least one of these
two should be taken no later than the fall se
mester o f the junior year. Finally, course majors
must satisfy the departmental comprehensive
requirement by passing MATH 097: Senior
Conference. Progress of majors will be reviewed
at the end of each semester. Students not mak
ing satisfactory progress may be dropped from
the major.
Mathematics majors are urged to study in some
depth a discipline that makes use of mathemat
ics and to acquire some facility with the com
puter. 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: (1) the core
analysis course (M A TH 0 4 7 ); (2 ) M athe
matical Statistics I (ST A T 05 3 ) (3) Probability
(MATH 105) or Mathematical Statistics II
(STAT 111) (4 ) Multivariate Statistics (STA T
027); and (5) another mathematics course num
bered 025 or higher. Students are encouraged
but not required to select the core algebra course
(MATH 049) if they choose this emphasis.
Students interested in m athem atics and com puter
science should consider a mathematics major
with a concentration in computer science or an
honors program with a mathematics major and
a computer science minor. Details on these op
tions are in the catalog under computer science.
Sample program for majors considering gradu
ate work in social or m anagem ent science or a
master’s in business administration. Basic courses:
MATH 005 (or 005S), 006A and 006B (or
006S), 0 0 9 ,0 1 6 , and 018; C P SC 020; advanced
courses: (1) Modeling (M ATH 061); (2) at
least one o f Probability (M A TH 105), M athe
matical Statistics I (STA T 053), and possibly
Mathematical Statistics II (STA T 111); (3) at
least one o f Combinatorics (M A TH 065) or
Operations Research (ECON 032); (4) the two
required core courses (M ATH 047 and MATH
0 49); and (5) Differential Equations (MATH
030). Because this program is heavy (one who
hopes to use mathematics in another field must
have a good grasp both of the mathematics and
of the applications), one o f the core course re
quirements may be waived with permission of
the department.
Sample program for students considering gradu
ate work in operations research. Basic courses:
same as previous paragraph. Advanced courses:
(1) the two required core courses (M ATH 047
and MATH 049); (2) Combinatorial Optimiza
tion (M ATH 072) and Combinatorics (MATH
065); (3) Mathematical Statistics (STA T 053);
and (4) at least one of Number Theory (MATH
037), Modeling (M ATH 061), or Probability
(M A TH 105).
Teacher Certification
W e offer teacher certification in mathematics
through a program approved by the state of
Pennsylvania. For further information about
the relevant set of requirements, please contact
the Educational Studies chair, the Mathematics
and Statistics Department chair, or the
Educational Studies Department W eb site:
www.swarthmore.edu/SocSci/Education/.
Mathematics Course Minor
By graduation, a mathematics course minor
should have obtained 6 credits in mathematics
or statistics. Furthermore, every mathematics
course minor is required to obtain credit for, or
place out of, each of the following courses:
M ATH 005 or 005S; M ATH 006A -006B or
006S; M ATH 016 or 016H ; and M ATH 018 or
018H . In addition, every mathematics course
minor must obtain at least 2 credits in mathe
matics or statistics courses whose numbers are
greater than 030. A t least 1 of these 2 credits
must be obtained from M ATH 047 or 049.
239
Mathematics and Statistics
Progress o f mathematics course minors will be
reviewed at the end o f each semester. Students
no t making satisfactory progress may be
dropped from the minor.
Statistics Course Minor
By graduation, a statistics course minor should
have obtained 6 credits in mathematics or statistics. Furthermore, every statistics course
minor is required to obtain credit for, or place
out of, each o f the following courses: MATH
005 or 005S; M ATH 0 0 6 A -0 0 6 B or 006S;
MATH 016 or 016H ; and MATH 018 or 018H.
In addition, every statistics course minor must
obtain credit for, or place out of, STA T 027 and
STA T 053. A t least one of STA T 027 and
ST A T 053 must be taken at Swarthmore.
Progress of statistics course minors will be re
viewed at the end o f each semester. Students
no t making satisfactory progress may be
dropped from the minor.
Honors Program
Requirements for acceptance as a mathematics
major in the Honors Program are more strin
gent than those for the course major and in
clude a grade-point average in mathematics and
statistics courses of B+ or better. Potential hon
ors majors may want to consider including in
the sophomore year a course that emphasizes
theory and provides an opportunity for writing
proofs. Department faculty can give advice on
appropriate courses.
T he program for an honors major in mathemat
ics shall consist of preparations for external ex
amination in three fields o f 2 credits each, and
an additional credit in one o f the three chosen
preparations, for a total o f 7 distinct credits.
Each preparation consists o f a required core
course together with a second credit in that
field selected from a list of courses and seminars
designated by the department. For the honors
major, two o f the preparations shall be in alge
bra and analysis, and every program must in
clude at least one of MATH 101: Real Analysis
Seminar or M A TH 102: Algebra Seminar.
These two seminars will be offered every spring
semester. Each student may select the third
preparation from a list o f fields that includes
discrete mathematics, geometry, statistics, and
topology. T he department must approve any
alternatives to these.
240
Students who wish to complete an honors
minor in mathematics must have credit for, or
place out of, M ATH 005 or 005S, M ATH 006A
and 006B or 006S, M ATH 016 or 016H , and
MATH 018 or 018H . For the honors portion of
their program, minors must complete one 2credit preparation chosen from among any of
the fields described earlier. Again, any alterna
tives must have departmental approval.
COURSES
STAT 001. Statistical Thinking
Statistics provide methods for collecting and
analyzing data and generalizing from the results
o f the analysis. Statistics are used in a wide
variety of fields, and the course provides an
understanding o f the role o f statistics. It is in
tended for students who want an appreciation
o f statistics without the need to learn how to
apply statistical methods. It provides an intu
itive understanding of statistical concepts and
makes use of modem statistical software for the
Macintosh computer. This course cannot be
counted toward a major in mathematics.
1 credit.
E ach sem ester
F all 2004 and spring 2005. Everson.
STAT 002. Statistical Methods
(Cross-listed as SO A N 010E)
Data on one variable are examined through
graphical methods and the computations of av
erages and measures of variation. Relationships
between two variables are studied using meth
ods such as chi-square, rank correlations, analy
sis o f variance, and regression analysis. The
course is intended for students who want a prac
tical introduction to statistical methods and
who intend to do statistical analysis primarily in
the biological and social sciences. It is not a
prerequisite for any other department course
except STA T 027, nor can it be counted toward
a major in the department. Recommended for
students who have not studied calculus (those
who know a semester of calculus are advised to
take STA T 002C instead).
1 credit.
F all 2004- Wang.
STAT 002C. Statistics
MATH 005. Calculus I
(Cross-listed as SO A N 010F)
This first-semester calculus course will intro
duce topics in the differentiation and integra
tion of functions of one variable. These topics
include limits and the definition o f the deriva
tive, interpretations and applications of the
derivative, techniques of differentiation, graph
ing and extreme value problems, the logarithm
and exponential functions, the integral, and
the fundamental theorem of calculus.
This calculus-based introduction to statistics
covers most of the same methods examined in
STAT 002, but the course is taught on a higher
mathematical level. T h e course is intended for
anyone who wants an introduction to the ap
plication o f statistical methods.
Prerequisite: M ATH 004 or 005.
1 credit.
Spring 2005. Everson.
MATH 003. Introduction to Mathematical
Thinking
Students will explore the world of mathemati
cal ideas by sampling logic, number theory,
geometry, infinity, topology, probability, and
fractals, while we emphasize the thinking and
problem-solving skills these ideas stimulate.
Class meetings will involve presentation of new
material; group work on problems and puzzles;
and lively, maybe even passionate discussions
about mathematics. This course is intended for
students with little background in mathematics
or those who may have struggled with math in
the past. Students planning to go on to calculus
should consult with the instructor. This course
does not count toward a major in mathematics.
Writing course. 1 credit.
Fall 2004. Bergstrand.
MATH 004. Calculus Concepts
Introduction to the concepts, methods, and ap
plications of calculus. M ATH 004 proceeds
more gently and less far than MATH 005 and is
intended primarily for students whose prepara
tion is limited or weak. Students who have had
calculus in high school may not take MATH
004 without permission o f the instructor.
Students who complete M ATH 004 are en
couraged to continue on to M ATH 005 or
MATH 006A (or 006S). They may receive
credit for MATH 005 by taking it after MATH
004 with permission of the department. Other
wise, credit is not granted for both M ATH 004
and MATH 005.
Prerequisite: Permission to take this course
through Swarthmore’s Calculus Readiness Ex
amination or Calculus Placement Examination
(see “Placement Procedure” earlier).
1 credit.
Spring 2005. Grinstead.
Prerequisite: Permission to take this course
through Swarthmore’s Calculus Readiness Ex
amination or Calculus Placement Examination
(see “Placement Procedure” earlier).
1 credit.
F all 2004- Proctor, Klotz.
MATH 005S. Calculus I Seminar
MATH 005S covers the same material as the
lecture-based MATH 005 but uses a seminar
format (10 to 14 students) with additional
meetings and lots o f hands-on activities (e.g.,
writing, oral presentations, group work, and
computer work). Intended for students who
think they could benefit from the collaborative
seminar format and who wish to be challenged
to excel in calculus so that they gain more
confidence to continue with mathematics and
science.
Prerequisite: Permission to take this course
through Swarthmore’s Calculus Readiness Ex
amination or Calculus Placement Examination
(see “Placement Procedure” earlier).
1 credit.
F all 2004- Grinstead.
Note on MATH 006
T he material following M ATH 005 is divided
into four 0.5-credit courses: 006A , 006B , 006C ,
and 006D. Each course will run full time for
one-half semester. Students may take any num
ber of these courses. Normally, however, stu
dents coming from M ATH 005 will take 006A
and either 006B or 006C . Students enroll at the
beginning of each semester for all versions of
M ATH 006 they plan to take at any time dur
ing the semester. MATH 006S is a full-semester
seminar version of M ATH 006A and 006B.
MATH 006A. Calculus IIA
This course is a continuation of the material
begun in M ATH 005 and is the prerequisite for
MATH 016 (Linear Algebra) and MATH 018
241
Mathematics and Statistics
(Several Variable Calculus) as well as for 006B
and 006C . Topics will include applications of
the integral, inverse trigonometric functions,
methods o f integration, and improper integrals.
Prerequisite: MATH 005 or 0 05S or placement
by examination (see “Advanced Placement and
Credit Policy” earlier).
0 .5 credit.
E ach sem ester (first h a lf).
F all 2004. Campbell.
Spring 2005. Campbell, Klotz.
MATH 006B. Calculus IIB
This course is an introduction to infinite series
and approximation. Topics include Taylor poly
nomials and Taylor series, convergence tests,
and the use of power series. O ther topics, such
as applications to differential equations and
Fourier series, may be introduced, time permit
ting. M ATH 006B should be taken by anyone
planning to take mathematics courses beyond
the freshman-sophomore level. It is required of
all students majoring in mathematics, chem
istry, physics, or engineering.
MATH 006D. Postcalculus
A special course in the second half o f the fall
semester primarily for first-year students who
place into M ATH 006B in August. MATH
006D is for students who like mathematics and
are curious to know what it might be like to
major in it. Each year, the contents o f0 0 6 D will
be selected from the wealth o f modem mathe
matics that cannot be introduced in standard
freshman-sophomore courses. M ATH 006D is a
0.5-credit course.
Prerequisites: M A TH 006B (in exceptional
cases, M ATH 006A ) and either departmental
recommendation or permission o f the instructor.
0 .5 credit.
F all 2004 (secon d h alf). Grinstead.
MATH 006S. Calculus II Seminar
A continuation o f MATH 005S, in the same
style. Covers the material o f M ATH 006A and
006B.
Prerequisite: M ATH 005 or 005S or placement
by examination (see “Advanced Placement and
Credit Policy” earlier).
Prerequisite: M ATH 006A or placement by ex
am ination (see “Advanced Placem ent and
Credit Policy” earlier).
N ot offered 2004—2005.
0 .5 credit.
This course is offered occasionally and is inter
disciplinary in nature. It provides an introduc
tion to some area of mathematics in the context
of its use in another discipline. A recent version
of this course was taught in the Linguistics Pro
gram. This course does not count toward a
major in mathematics.
F all sem ester (each half) and spring sem ester
(secon d h a lf).
F all 2004. Maurer, Proctor, Campbell.
Spring 2005. Campbell, Klotz.
MATH 006C. Calculus IIC
This course emphasizes the differential aspects
o f several variable calculus covered in the first
half of M ATH 018. In addition, multivariable
integration may be touched on as well as such
topics as differential equations and probability.
M A TH 00 6 C is intended primarily for students
interested in applications (especially in eco
nomics) who consider M ATH 006 one of their
last mathematics courses and who do not plan
to take MATH 018. Students may (but normal
ly will not) take both M ATH 006C and MATH
018. This course cannot be counted toward a
major in mathematics.
Prerequisite: M A TH 006A or placement by ex
am ination (see “Advanced Placem ent and
Credit Policy” earlier).
0 .5 credit.
F all 2004 (second h alf). Proctor.
242
MATH 007. Elementary Topics in
Mathematics in Applied Contexts
1 credit.
Spring 2 0 0 5 . Napoli. (Linguistics.)
MATH 009. Discrete Mathematics
A n introduction to noncontinuous mathemat
ics. T h e key theme is how induction, iteration,
and recursion can help one discover, compute,
and prove solutions to various problems— often
problems of interest in computer science, social
science, or management. Topics will include al
gorithms, graph theory, counting, difference
equations, and finite probability with special
emphasis on how to write mathematics.
Prerequisite: Permission to take this course
through Swarthmore’s Calculus Readiness Ex
amination or Calculus Placement Examination
(see “Placement Procedure’” earlier). Familiar
ity with some computer language is helpful but
not necessary.
Writing course. 1 credit.
Each sem ester.
Fall 2004. Grood.
Spring 2005. Maurer.
MATH 016. Linear Algebra
This course covers vector spaces, matrices, and
linear transformations with applications to so
lutions of systems of linear equations, determi
nants, and eigenvalues.
Prerequisite: A grade of C or better in MATH
006A or MATH 009 or placement by examina
tion (see “Advanced Placement and Credit
Policy” earlier).
1 credit.
Each sem ester.
Fall 2004. Talvacchia, Grood.
Spring 2005. Hunter, Grood.
MATH 0 16H. Linear Algebra Honnrs
Course
This honors version of MATH 016 will be more
theoretical, abstract, and rigorous than its stan
dard counterpart (the subject matter will be
equally as valuable in applied situations, but
applications will be emphasized less). It is in
tended for students with exceptionally strong
mathematical skills, especially if they are think
ing of a mathematics major.
Prerequisite: A grade of B or better in MATH
006A or MATH 009 or placement by examina
tion (see “Advanced Placement and Credit
Policy” earlier).
1 credit.
Fall 2004. Wiseman.
MATH 016HS
MATH 016H S covers the same material as the
lecture-based M ATH 016H but uses a first-yearseminar format. T he enrollment is limited to a
small number o f first-year students, and handson student participation takes the place of most
lectures.
Fall 2004. Maurer.
MATH 018. Several Variable Calculus
This course considers differentiation and inte
gration of functions of several variables with
special emphasis on two and three dimensions.
Topics include partial differentiation, extreme
value problems, Lagrange multipliers, multiple
integrals, line and surface integrals, Green’s,
Stokes’, and Gauss’ theorems. Often there is
one section for students who have had linear
algebra (M ATH 016 or 016H ) and another for
students who have not.
Prerequisite: MATH 006A or equivalent or
placement by examination (see “Advanced
Placement and Credit Policy” earlier).
Recommended: M ATH 006B and MATH 016.
W riting course. 1 credit.
E ach sem ester.
F all 2004. Talvacchia, Proctor.
Spring 2005. Campbell, Wiseman.
MATH 018H. Several Variable Calculus
Honnrs Course
This honors version o f MATH 018 will be more
theoretical, abstract, and rigorous than its stan
dard counterpart (the subject matter will be
equally as valuable in applied situations, but
applications will be emphasized less). It is in
tended for students with exceptionally strong
mathematical skills and primarily for those who
have completed MATH 016H successfully.
Prerequisite: MATH 006B and a grade of C or
better in MATH 016H , or permission of the
instructor.
1 credit.
Spring 2005. Proctor.
STAT 026. Topics in Statistics
T h e choice of topics will depend somewhat on
the interest and mathematical background of
the students, but they will include a study of
issues in multivariate analysis and statistical
inference (Bayesian statistics in particular).
Prerequisite: One course in statistics.
W riting course. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
STAT 027. Data Analysis and Visualization
This course will study methods for exploring
and modeling relationships in data. W e intro
duce modem techniques of statistical graphics,
many developed in the last decade, for visualiz
ing trends and formulating hypotheses. We will
also discuss methods for modeling structure and
patterns in data, particularly using multiple re
gression and related methods. T he format of the
course emphasizes writing assignments, presen
tations, and interactive problem solving using
real datasets.
243
Mathematics and Statistics
Prerequisites: Any one of STA T 002/002C,
STA T 053, or ECON 031; or A P Statistics or
STA T 001 and permission of the instructor.
ness, uniform convergence, differentiation, and
integration.
W riting course. 1 credit.
Prerequisites: MATH 006B , 016, and 018 or
permission o f the instructor.
Spring 2005. Wang.
W riting course. I credit.
MATH 030. Differential Equations
F all 2004. Grinstead.
A n introduction to differential equations that
includes such topics as first-order equations,
linear differential equations, series solutions,
first-order systems of equations, Laplace trans
forms, approximation methods, and some par
tial differential equations.
Course content varies from year to year de
pending on student and faculty interest. Recent
offerings have included coding theory, groups
and representations, and finite reflection
groups.
MATH 048. Topics in Algebra
Prerequisites: M ATH 006B and either 018 or
00 6 C or permission of the instructor. MATH
016 is strongly recommended.
Prerequisites: M ATH 016 and possibly MATH
049.
1 credit.
A lternate years.
Spring 2005. Wiseman, Johnson.
N ot offered 2004—2005.
MATH 037. Humber Theory
MATH 049. Introduction to Modern
Algebra
T h e theory of primes, divisibility concepts, and
multiplicative number theory will be devel
oped. Students are also expected to learn how
to construct a mathematical proof.
Prerequisites: M ATH 016 and 018, or the per
mission o f the instructor.
1 credit.
A lternate years.
F all 2004- Campbell.
MATH 045. Topics in Geometry
Course content varies from year to year, but re
cently the focus has been on the careful devel
opment of plane geometry, including basic ax
ioms and the geometries that result: Euclidean,
projective, and hyperbolic.
Prerequisites: None, but the course will be
taught at a level suitable for students who have
completed M ATH 016 and 018. See the in
structor if in doubt.
1 credit.
A lternate years.
N ot offered 2004—2005.
MATH 046. Theory of Computation
(Cross-listed as C P SC 046)
Please see Computer Science for description.
MATH 047. Introduction to Real Analysis
This course concentrates on the careful study of
the principles underlying the calculus o f real
valued functions of real variables. Topics will
include continuity, compactness, connected
244
1 credit.
This course is an introduction to abstract alge
bra and will survey basic algebraic systems—
groups, rings, and fields. Although these con
cepts will be illustrated by concrete examples,
the emphasis will be on abstract theorems,
proofs, and rigorous mathematical reasoning.
Prerequisite: MATH 016 or the permission of
the instructor.
W riting course. I credit.
F all 2004- Bergstrand, Grood, Hunter.
STAT 053. Mathematical Statistics I
Based on probability theory, this course exam
ines the statistical theory for the estimation of
parameters and tests of hypotheses. Both small
and large sample properties of the estimators are
studied. T he course concludes with the study of
models dealing with relationships between vari
ables, including chi-square and regression
analysis.
Prerequisites: MATH 016 and 018 or the per
mission of the instructor.
1 credit.
Fall 2004. Wang.
MATH 061. Modeling
A n introduction to the methods and attitudes
o f mathematical modeling. Because modeling
in physical science and engineering is already
taught in courses in those disciplines, applica
tions in this course will be primarily to social
and biological sciences. Various standard meth
ods used in modeling will be introduced: differ
ential equations, Markov chains, game theory,
graph theory, and computer simulation. T he
emphasis, however, will be on how to apply
these subjects to specific modeling problems,
not on their systematic theory. T he format of
the course will include projects as well as lec
tures and problem sets.
Prerequisites: MATH 016 and 018, or the per
mission o f the instructor.
course is an introduction to the calculus of vari
ations. Additional topics depend on the inter
ests of the students and instructor.
Prerequisites: M ATH 016, 018, and either
M ATH 030 or PHYS 0 5 0 or the permission of
the instructor.
1 credit.
A lternate years.
N ot offered. 2004—2005.
1 credit.
MATH 085. Topics in Analysis
A lternate years.
Course content varies from year to year de
pending on student and faculty interest. R ecent
topics have included financial mathematics and
Fourier analysis. In 2005, the topic will be dy
namical systems. This includes an introduction
to basic features of a discrete dynamical system,
symbolic dynamical systems, and the use of
dynamical systems in studying number theory,
biology, fractals, and more.
Fall 2004. Wiseman.
MATH 065. Combinatorics
This course continues the study of noncontinuous mathematics begun in MATH 009. T he
topics covered include three broad areas: count
ing theory, graph theory, and design theory. T he
first area includes a study o f generating func
tions and Polya counting. T he second area is
concerned w ith relations between certain
graphical invariants. Topics such as extremal
graph theory and Ramsey theory may be intro
duced. T h e third area introduces combinatorial
structures such as matroids, codes, and Latin
squares.
Prerequisites: M ATH 016 and 018. MATH 047
is also recommended.
I
credit.
A lternate years.
Spring 2005. Johnson.
MATH 093/STAT 093. Directed Reading
Prerequisites: M ATH 0 09 and at least one other
course in mathematics.
MATH 096/STAT 096. Thesis
1 credit.
MATH 097. Senior Conference
Alternate years.
T his course is required of all senior mathemat
ics majors in the course program. It provides an
opportunity to delve more deeply into a partic
ular topic agreed on by the student and die in
structor. This focus is accomplished through a
written paper and an oral presentation.
Spring 2005. Grinstead.
MATH 072. Topics in Combinatorial
Optimization
Topics vary from year to year. Past topics have
included linear programming, game theory,
combinatorial algorithms, number theoretic
algorithms, and complexity theory.
Prerequisites: MATH 009 and at least one
higher-numbered mathematics course.
0 .5 credit.
F all 2004. Bergstrand, Hunter.
SEMIHARS
Recommended: C P SC 020.
1 credit.
MATH 1 0 1 . Real Analysis II
Alternate years.
This seminar is a continuation of Introduction
to Real Analysis (M ATH 047). Topics may in
clude the inverse and implicit function theo
rems, differential forms, calculus on manifolds,
and Lebesgue integration.
N ot offered 2 0 0 4 -2 0 0 5 .
MATH 081. Partial Differential Equations
The first part of the course consists o f an intro
duction to linear partial differential equations
of elliptic, parabolic, and hyperbolic type via
the Laplace equation, the heat equation, and
the wave equation. T he second part o f the
Prerequisite: MATH 047.
1 credit.
Spring 2005. Talvacchia.
245
Mathematics and Statistics
MATH 102. Modern Algebra II
MATH 106. Advanced Topics in Geometry
This seminar is a continuation o f Introduction
to Modem Algebra (M A TH 049). Topics cov
ered usually include field theory, Galois theory
(including the insolvability of the quintic), the
structure theorem for modules over principal
ideal domains, and a theoretical development
o f linear algebra. O ther topics may be studied
depending on the interests of students and
instructor.
T h e course content varies from year to year
among differential geometry, differential topol
ogy, and algebraic geometry. In fall 2004, the
topic will be algebraic geometry, including
affine and projective geometry, dimension the
ory, and invariant theory, with a focus on explic
it concrete examples and explicit computation.
Prerequisite: M ATH 049.
1 credit.
Spring 2005. Grood.
MATH 103. Complex Analysis
A brief study of the geometry of complex num
bers is followed by a detailed treatment of the
Cauchy theory o f analytic functions of a com
plex variable: integration and Cauchy’s theo
rem, power series, residue calculus, conformal
mapping, and harmonic functions. Various
applications are given and other topics, such as
elliptic functions, analytic continuation, and
the theory of Weierstrass, may be discussed.
Prerequisites depend on the topic chosen. In fall
2004, the prerequisite is MATH 049; however,
MATH 037, MATH 048, or concurrent regis
tration in MATH 049 will— with permission of
the instructor— also satisfy the prerequisite.
1 credit.
A lternate years.
F all 2004. Hunter.
STAT 1 1 1 . Mathematical Statistics II
1 credit.
This seminar is offered as a continuation of
STA T 053. It deals mainly with statistical mod
els for the relationships between variables. The
general linear model, which includes regres
sion, variance, and covariance analysis, is ex
amined in detail. Topics also include nonparametric statistics, sampling theory, and Bayesian
statistical inference.
A lternate years.
Prerequisite: STA T 053.
Prerequisite: M ATH 047.
Spring 2005. Talvacchia.
1 credit.
MATH 104. Topology
A lternate years.
A n introduction to point-set, combinatorial,
and algebraic topology: topological spaces,
classification o f surfaces, the fundamental
group, covering spaces, simplicial complexes,
and homology (including related algebra).
Spring 2005. Wang.
Prerequisites: M ATH 047 and 049.
2 credits.
A lternate years.
N ot offered 2 0 0 4 -2 0 0 5 .
MATH 105. Probability
A n introduction to measure-theoretic probabil
ity theory. Topics may include branching
processes, renewal theory, random walks, sto
chastic processes, laws o f large numbers, char
acteristic functions, the C entral Lim it
Theorem, Markov chains, the Poisson process,
and percolation.
Prerequisite: STA T 053.
1 credit.
A lternate years.
N ot offered 2 0 0 4 -2 0 0 5 .
246
Medieval Studies
Coordinator:
STEPHEN P. BENSCH (History)
Committee:
Michael W. Cothren (A rt History)
Nathaniel Deutsch (Religion)
Michael Marissen (Music)
Rosaria V. Munson (Classics)
Ellen M . Ross (Religion)
William N . Turpin (Classics)
Craig Williamson (English Literature)
This interdisciplinary program offers an oppor
tunity for an integrated study of European and
Mediterranean civilization from the fourth to
the 15th centuries. T he period, which has a
critical importance for the understanding of
Western culture, can best be approached
through a combination of several disciplines.
Hence, six departments (Art, Classics, English
Literature, History, Music, and Religion) coop
erate to provide a course of study that may be
offered as a major or minor in the Course Pro
gram or as a major or minor in the Honors
Program.
REQUIREMENTS AND RECOMMENDATIONS
All students who major in the Course Program
or major or minor in the Honors Program must
satisfy the following distribution requirements:
One course in art history (A R T H 014, 047, or
145)
One course in history (H IS T 002A , 006,
012-017, or 111)
One course in literature (ENGL 010, 0 1 4 ,0 1 6 ,
102, or C L A S 0 14 or 060)
One course in religion (RELG 014B, 020B,
114, or 116) or philosophy (medieval)
(Please note possible prerequisites for the pre
ceding courses.)
Course Major
1. Distribution requirements as listed previously.
2. Senior comprehensive examinations. Each
major in course is required to complete the
senior comprehensive written and oral ex
aminations (normally taken at the end of the
second semester of senior year). These exam
inations are planned as a culminating exer
cise to facilitate the review and integration
o f the various subjects and methods involved
in the interdisciplinary field of medieval
studies.
3.
Students must complete at least 8 credits in
medieval studies to graduate with a medieval
studies major. (In addition to courses, these
credits may include directed readings in me
dieval subjects and/or a thesis written during
the first semester of the senior year.)
Course Minor
A minor in medieval studies will consist of 5
credits in medieval studies (see course and sem
inar options listed subsequently). These 5 cred
its must include work in at least three separate
departments. Students are reminded that only 1
of the 5 credits can be in the department of
their major.
Honors Major
1. Distribution requirements as listed earlier.
2. T h e four preparations for the Honors
Program should reflect the interdisciplinary
nature o f this major and must include work
in three o f the following five areas: art histo
ry, history, literature, music, or religion/philosophy. T h e preparations may be constitut
ed by some combination o f the following:
seminars, preapproved two-course combina
tions, courses with attachments, or a thesis.
Students may design an integrated minor in
another field by counting one of the me
dieval studies preparations as also part of the
separate minor in its home department.
Students who minor in another department
will have to fulfill the minor prerequisites
and requirements (including senior honors
study minor requirements) stipulated by that
department.
247
Medieval Studies
3.
Senior honors study for majors in medieval
studies will follow the policies of the individ
ual departmental preparations used in the
program. Majors will have a 90- to 120minute oral panel with all four examiners
present. Minors will have the regular indi
vidual oral for the single preparation.
Honors Minor
1. Distribution requirements as listed earlier.
M U SI 020. Medieval and Renaissance Music
M U SI 045. Performance (early music
ensemble)
RELG 014B . Christian Life and Thought in
the Middle Ages
RELG 020B . Prophets and Visionaries:
Christian Mysticism Through the Ages
RELG 030B . T h e Power of Images: Icons and
Iconoclasts
2. T he one preparation for the Honors Program
should reflect the interdisciplinary nature of
this minor and may be satisfied by one of the
following: one seminar, a preapproved twocourse combination, or one course with an
attachment. T h e minor preparation must be
in a department distinct from the student’s
major.
RELG 031B . Religion and Literature
3. Senior honors study for minors in medieval
studies will follow the policies of the individ
ual departmental preparations used in the
program. Minors will have the regular indi
vidual oral for the single preparation.
Seminars currently offered in medieval studies:
RELG 046. Justice and Conscience in Islam
M D ST 096. Thesis
SEMINARS
A R T H 145: G othic A rt and Architecture
ENGL 102: Chaucer and Medieval Literature
H IST 111. T h e Medieval Mediterranean
RELG 116. T h e Body in Late Antiquity
RELG 114. Love and Religion
COURSES
RELG 119. Sufism: Muslim Mystics, Saints
and Poets
Courses currently offered in medieval studies
(see catalog sections for individual departments
to determine specific offerings in 2004-2005):
RELG 125. Islamic Society in North Africa
and Andalusia
A R T H 014. Medieval Survey
A R T H 046/RELG 029. Monasticism and the
Arts in the Christian Middle Ages
A RTH 047. Special Topics in Medieval Art
C L A S 060. Dante and the Classical Tradition
ENGL 010. Survey I: Beowulf to Milton
EN G L 014- Old English/History of the
Language
ENGL 016. Chaucer
H IS T 002A . Medieval Europe
H IS T 006. T h e Formation of the Islamic
Near East
H IS T 012. Chivalric Society
H IST 014. Friars, Heretics, and Female
Mystics: Religious Turmoil in the
Middle Ages
H IS T 015. Medieval Towns
H IST 016. Sex, Sin, and Kin in Early
Modem Europe
LATN 014. Medieval Latin
248
Modern Languages and Literatures
ALAN BERKOWITC (Chinese), Professor
MARION J . FABER (G erman), Professor5
JOHN J . HASSETT (Spanish), Professor and Chair
GEORGE MOSKOS (French), Professor10
HANSJAKOB W ERLEN (German), Professor
KOFFI ANYINEFA (French), Visiting Associate Professor (part tim e)6
JEAN-VINCENT BLANCHARD (French), Associate Professor2,11
AURORA CAMACHO de SCHMIDT (Spanish), Associate Professor
SIBELAN FORRESTER (Russian), Associate Professor
MARIA LUISA GUARDIOLA (Spanish), Associate Professor
HAILI KONG (Chinese), Associate Professor
MICHELINE RICE-MAXIMIN (French), Associate Professor5“
SUNKA SIMON (German), Associate Professor
HORACIO CHIONG RIVERO (Spanish), Assistant Professor
WILLIAM 0 . GARDNER (Japanese), Assistant Professor
MICHAEL A . PESENSON (Russian), Assistant Professor
SUJANE WU (Chinese) , Assistant Professor23
CARINA YERVASI (French), Assistant Professor
MILTON R. MACHUCA (Spanish), Visiting Assistant Professor
MARINA ROJAVIN (Russian), Visiting Assistant Professor
MAIHENG SHEN DIETRICH (Chinese), Visiting Assistant Professor
KIMBERLY FEDCHAK (Russian), Language Instructor (part time)
JOAN FRIEDMAN (Spanish), Language Instructor (part time)
Y0SHIK0 JO (Japanese), Language Instructor (part time)
WOL A KANG (Chinese), Language Instructor (part time)
MARY K . KENNEY (Spanish), Language Instructor (part time)
CAROLE NETTER (French), Language Instructor (part time)
ELKE PLAXTON (German), Language Instructor (part time)
KIRSTEN E . SPEIDEL (Chinese), Language Instructor (part time)
ATSUKOSUDA (Japanese), Language Instructor (part time)
PATRICIA VARGAS (Spanish), Language Instructor (part time)
BENJAMIN CHEREL (French), Visiting Language Instructor
MICHAEL JO N ES , Language Resource Center Director
ELE0N0RE BAG INSKI, Administrative Coordinator
ANNA EVER ETTS, Administrative Assistant
2
3
6
9
Absent on leave, spring 2005.
Absent on leave, 2005—2005.
Spring 2005.
Campus coordinator, Swarthmore Program
in Grenoble, fall 2004.
The Department of Modem Languages and
Literatures— consisting of Chinese, French,
German, Japanese, Russian, and Spanish sec
tions— provides Swarthmore students with an
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2005.
11 Program director, Swarthmore Program in
Grenoble, fall 2004.
12 Program director, Swarthmore Program in
Grenoble, spring 2005.
understanding of foreign cultures through their
original languages and prepares them to engage
effectively with an increasingly international
ized world. In addition to language courses, the
249
Modem Languages and Literatures
department also offers a large variety of semi
nars and courses (some in English) that explore
authors, genres, aesthetic theories, and periods
o f literary and cinematic production and that
investigate literature and culture as sites of con
tending social forces and values. In conjunction
with demonstrated competence in the lan
guage, a foreign literature major will normally
complete a minimum of 8 credits in advanced
language literature, or culture courses, and a
culminating exercise, such as a comprehensive
examination. O ne o f the required courses for
the foreign literature major may be taken in
English provided it is pertinent to the student’s
specific major. T h e department encourages in
terdisciplinary approaches within the guide
lines o f the programs in Asian studies, Franco
phone studies, German studies, Latin American
studies, and Slavic studies. Students interested
in the literature of more than one language are
encouraged to consider a comparative literature
major. Students should also take note of the re
lated major in linguistics and languages.
REQUIREMENTS AND RECOMMENDATIONS
Courses numbered 001B to 004B are primarily
designed to help students acquire the linguistic
competence necessary to pursue literary and
cultural studies in a foreign language through
work with the language and selected texts o f lit
erary or cultural interest.
For a detailed description of the orientation in
these courses, see the explanatory note on these
language courses later. Courses numbered O il
or above emphasize the study o f literature and
culture as a humanistic discipline as well as com
petence in the spoken and written language.
Students who enter with no previous knowl
edge of a language and who are interested in
majoring in a foreign literature should register
for the intensive language courses (0 0 1 B 002B ) in the freshman year. Language courses
numbered 003B and above, with the exception
of Spanish, count toward the 8 credits required
for the major.
Students who wish to continue a language
begun elsewhere will be placed at the course
level where they will profit best according to
their score on the College Entrance Examina
tion or placement tests administered by the de
partment in the fell.
250
Prerequisites for majors are noted under the list
ing of each o f the literatures taught. Exceptions
to course requirements are made for those who
show competence in the language of specializa
tion. Students who speak Chinese, French,
German, Japanese, Russian, or Spanish fluently
should consult with the department before
electing courses.
Majors are urged to select supporting courses in
other literatures, in history, philosophy, linguis
tics, or art history. T h e department also recom
mends participation for a minimum of a sum
mer and a semester in an academic program
abroad. Linguistically qualified students in
French may apply to the Swarthmore Program
in Grenoble at the University of Grenoble, for
one or two semesters in the sophomore or junior
year. This program is particularly suited for ma
jors in the humanities and the social sciences.
Students competent in Spanish should consid
er the Hamilton College Program in Madrid,
Spain, which is cooperatively sponsored by
Swarthmore. Other recommended programs in
clude the Universität de Illes Balears, jri Palma
de Mallorca; the University of PennsylvaniaMexico; Pitzer College-Venezuela; and Wash
ington University-St. Louis-Chile. For a com
plete listing o f approved programs, students
should consult with members of the Spanish sec
tion. (The Spanish section requires that its ma
jors spend a minimum of one semester of study
abroad in a program approved by the section.)
Students o f German have the opportunity to
join the Dickinson College program in Bremen
during the spring semester o f each year. Other
programs students should consider are the
Wayne State Junior Year in Germany (at the
University o f Munich or the University of
Freiburg), the Wesleyan University Program in
Regensburg, or the Duke Program in Berlin.
Students in Russian are strongly encouraged to
spend at least one semester in the A .C .T.R. or
C.I.E.E. language programs among others in
Russia.
Study abroad is particularly encouraged for stu
dents o f Chinese; academic credit (full or par
tial) is generally approved for participation in
the several programs of varying duration in the
People’s Republic of China and in Taiwan, rec
ommended by the Chinese section. In the
People’s Republic these include, but are not
limited to, the Inter-University Board (IU B)
Program at Tsing-hua University, the A C C
Associated Colleges in China Program, and the
Council on International Educational Ex
change (CIEE) Program in Beijing, and the
C E T Program in Harbin. In Taiwan, these in
clude the ICLP International Chinese Lan
guage Program and the Mandarin Training
Center in Taipei and the University of Massa
chusetts Program in Tunghai. Students on
scholarship may apply scholarship monies to
designated programs of study abroad.
Study abroad is encouraged for students of
Japanese. A carefully selected list of programs
in Japan will be available to students interested
in studying in Japan.
We offer teacher certification in modem lan
guages (French, German, and Spanish) through
a program approved by the state of Penn
sylvania. For further information about the rel
evant set of requirements, please contact the
Department of Educational Studies director,
the Modem Languages Department chair, or
the Department of Educational Studies Web
site: www.swarthmore.edu/SocSci/Education/.
Students who plan to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge of other
languages is often required for admission to
advanced studies.
The Olga Lamkert Memorial Fund
Income from a fund established in 1979 by stu
dents of Olga Lamkert, professor of Russian at
Swarthmore College from 1949 to 1956, is
available to students with demonstrated finan
cial need who wish to attend a Russian summer
school program in this country or either the St.
Petersburg or Moscow semester programs.
Awards based on merit and financial need will
be made on the recommendation of the Russian
section of the Modem Languages and Litera
tures Department.
The Eugene M . Weber Memorial Fund
Income from a fund established in 1986 to
honor the memory o f Eugene M. Weber, profes
sor of German at Swarthmore College from
1973 to 1986, is available to students with
demonstrated financial need who wish to at
tend an academic program in a German-speak
ing country. Awards based on merit and finan
cial need will be made on the recommendation
of the German section of the Modem Lan
guages and Literatures Department.
Advanced Placement
T h e department will grant 1 credit for incom
ing students who have achieved a score of 4 or
5 in Advanced Placement French, German, or
Spanish examinations when they have success
fully completed a 1-credit course in that lan
guage at the College.
International Baccalaureate
T h e department will grant 1 credit for incom
ing students who have achieved a score of 6 or
7 in a foreign language on the International
Baccalaureate after they have successfully com
pleted a 1-credit course in that language at the
College.
LITERATURES IN TRANSLATION
Students acquainted with a particular foreign
language are urged to elect an appropriate liter
ature course taught in the original language.
L IT R courses provide students with the oppor
tunity to study a literature that they cannot
read in the original. These courses cannot be
substituted for the O il- or 012-level courses to
satisfy the departmental prerequisites for a
major or minor in the original languages, but a
student may take one o f these courses to satisfy
the 8-credit requirement of a foreign literature
major provided that the course is pertinent to
the specific literature of the major.
LITR 013R. The Russian Novel
(Cross-listed as R U S S 013)
T h e Russian novel represents Russia’s most fun
damental contribution to world culture. This
course surveys classic authors and experimental
works from the 19 th and 20th centuries.
Students in the course will deepen their under
standing of the context for writers, including
Dostoevsky and Tolstoy. They will gain famil
iarity with literary movements and genres in
cluding romanticism, realism, the psychological
novel, the picaresque novel, modernism and
the postmodern as they developed in Russia.
We will highlight issues including the relation
ship of Russia to the West, national identity,
and the complex relationship of literature and
politics.
No prerequisite.
W riting course. 1 credit.
F all 2004. Pesenson.
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Modern Languages and Literatures
LITR 0 14. Modern European Literature
Studying key modernist works o f fiction be
tween 1900 and 1930, we will work in seminar
format (presentation and critical discussion of
student papers). Authors will include
Nietzsche, Conrad, Joyce, Kafka, Proust,
Thomas Mann, and Virginia Woolf. Intended
especially for freshmen with an interest in liter
ature. Limited to 12 to 13 first- and second-year
students.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LITR 015R. First-Year Seminar:
East European Prose in Translation
(Cross-listed as R U S S 015)
Novels and stories by the most prominent 20thcentury writers o f this multifaceted and turbu
lent region. Analysis o f individual works and
writers with the purpose o f appreciating the re
ligious, linguistic, and historical diversity of
Eastern Europe in an era of war, revolution, po
litical dissent, and outstanding cultural and in
tellectual achievem ent. Readings, lectures,
writing and discussion in English; qualified stu
dents may do some readings in the original language(s). Writing-intensive course limited to
15 students.
W riting course.
1 credit.
F all 2004. Forrester.
LITR 016CH. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as CH IN 016)
T his course will explore the literary and intel
lectual world of traditional Chinese culture,
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and
the contouring of Chinese culture; immortality,
wine, and allaying the mundane; and the reli
gious dimension, disengagement, and the ap
preciation of the natural world. T h e course also
will address cultural and literary formulations of
conduct and persona and the expression o f in
dividualism in an authoritarian society.
LITR 017C H. The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China
(Cross-listed as CH IN 017)
This course explores the development of di
verse genres of Chinese narrative literature
through readings of original writings in transla
tion. Readings include tales o f the strange, bi
ographies and hagiographies, moral tales, detec
tive stories, literary jottings, drama, novellas
and novels, and masterworks o f the Chinese
literary tradition throughout the centuries of
imperial China.
No prerequisites and no knowledge of Chinese
or of China is required.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LITR 0 1 7 J . Introduction to Japanese
Culture: The Cosmology of
Japanese Drama
(Cross-listed as JP N S 017)
T his course will provide an introduction to
Japanese culture through a study of its three
great dramatic traditions: Noh masked drama,
Bunraku puppet theater, and Kabuki. These fas
cinating and distinctive dramatic forms offer a
microcosm of Japanese religion, history, litera
ture, and visual aesthetics. In our course, we
will explore how the Japanese stage becomes a
pathway between human beings and the super
natural and between present times and the leg
endary past. T h e course will proceed through
readings of plays, aesthetic treatises, and articles
on the cultural and historical contexts of
Japanese drama. Screenings o f theatrical perfor
mances and films based on classic plays will
offer a glimpse of the continuing legacy o f these
dramatic forms.
N o previous knowledge of Japanese language,
history, or culture is required.
1 credit.
F all 2004- Gardner.
LITR 018CH. The Classical Tradition in
Chinese Literature
(See CHIN 018)
No prerequisites.
1 credit.
1 credit.
N ot offered 2004—2005.
F all 2004- Berkowitz.
252
LITR 019. Cultural Identity in the
European Union
Based on recent literature and film from
Germany and Italy especially, this course will
address the question of European cultural iden
tity after the Treaty of Maastricht in 1992. No
knowledge of German or Italian is required.
Eisenstein and Tarkovsky, Wajda, Kusturica,
and Paradzhanov, among others. Students will
hone critical skills in filmic analysis while con
sidering the particular cultural, national and
political forces shaping the work of filmmakers
in this “other Europe” from the early 20th to
the early 21st century.
I credit.
No prerequisite.
To be offered 2 0 0 5 -2 0 0 6 .
1 credit.
LITR 021R . Dostoevsky (in translation)
Spring 2005. Forrester.
(Cross-listed as R U S S 02 1 )
LITR 024J. Japanese Film and Animation
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one o f the great writers o f the
modem age. His work influenced Nietzsche,
Freud, Woolf, and others and continues to exert
a profound influence on thought in our own so
ciety to the present. Dostoevsky confronts the
“accursed questions” o f truth, justice, and free
will set against the darkest examples of human
suffering: murder, suicide, poverty, addiction,
and obsession. Students will consider artistic,
philosophical, and social questions through
texts from throughout Dostoevsky’s career.
Students with knowledge o f Russian may read
some or all o f the works in the original.
1 credit.
Not offered 2 0 0 4 -2005.
(Cross-listed as JPN S 024)
This course offers a historical and thematic in
troduction to Japanese cinema, one o f 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 o f developing a deeper
understanding o f formal and thematic issues. A
separate unit will consider the postwar develop
ment o f Japanese animation (anime) and its
special characteristics. Screenings will include
films by Ozu, Mizoguchi, Kurosawa, Imamura,
Kitano, and Miyazaki.
1 credit.
LITR 023CH. Modern Chinese Literature:
A New Novelistic Discourse (1910-1940)
N ot offered 2 0 0 4 -2 0 0 5 .
(Cross-listed as CH IN 023)
LITR 025CH. Contemporary Chinese
Fiction: Mirror of Social Change
Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas un
derlying 20th-century Chinese history. T he
class will discuss fundamental issues of moder
nity and new literary developments under the
impact of the May Fourth Movement.
1 credit.
(Cross-listed as CH IN 025)
Literary narratives of post-Mao China in trans
lation. T h e selected stories and novellas articu
late the historical specificity o f ideological
dilemmas and cultural dynamics in the imagi
nary process of dealing with love, politics, sex,
morality, economic reform, and feminist issues.
N ot offered 2 0 0 4 -2 0 0 5 .
I credit.
LITR 024. Russian and East
European Cinema
N ot offered 2004—2005.
(Cross-listed as R U S S 024)
U TR 027CH. Women Writers in
20th-Century China
This course will introduce students to cinema
from the “other Europe.” W e will begin with in
fluential Soviet avant-garde cinema and survey
the traditions that developed subsequently with
selections from Russian, Polish, Caucasian,
Czech, Hungarian, Ukrainian and Yugoslav
cinem a. Screenings will include films by
This course will be a close study of the literature
written by Chinese women, particularly focus
ing on social, moral, political, cultural, psycho
logical, and gender-related issues through their
texts as well as on their writing styles and liter
ary contributions to modem Chinese literature.
(Cross-listed as CH IN 027)
253
Modern Languages and Literatures
T h e chosen women writers will include those
from Mainland, Taiwan, Hong Kong, and over
seas expatriate Chinese writers as well as from
different social and political groups. A ll the
readings are in English translation. No previous
preparation in Chinese is required.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
U TR 028F. Francophone Cinema:
Configurations of Space in
Postcolonial Cinema
(Cross-listed as FREN 028)
W e will examine historical and social displace
ment and mobility through narrative technique
and themes in W est African cinema. Films en
gage contemporary issues of diasporic cultures,
immigration, and politics as they allow us to
question the representations of space and map
ping; sex and mobility; class and geography; vi
olence, national identity, and desire. Discus
sions will center on both metaphorical and
physical displacement.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
U TR 037G. History and Memory:
Perspectives on the Holocaust
(Cross-listed as H IST 037)
Despite an enormous amount o f research and
testimony, the Holocaust o f European Jewry
continues to generate compelling historical and
interpretive questions. How, in fact, did it come
about? C an we establish its connection to 19thcentury German culture? How have feminist
and revisionist interpretations changed our un
derstanding? W hat has been the impact of the
Holocaust on contemporary American and
German identity and politics? This course ex
plores the roots of Nazism, the implementation
of the Final Solution, and the legacy o f the
Holocaust through an interdisciplinary ap
proach relying on primary sources, historical,
scholarship, memoirs, music, painting, and film.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
U TR 0 4 1J. Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as JPN S 041)
As Japanese society has transferred rapidly in
the 20th century and beyond, a number o f au
thors have turned to the fantastic to explore the
254
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 antirealistic 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, A be K 6b6, Kurahasi
Yumiko, and Murakami Haruki.
Readings will be in English; no previous experi
ence in Japanese studies is required.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
U TR 047R. Russian Fairy Tales
(Cross-listed as R U S S 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. T he course also provides a general in
troduction to study and interpretation o f folk
lore and fairy tales, approaching Russian tales
against the background of the Western fairytale
tradition (the Grimms, Perrault, Disney, etc.).
No fluency in Russian is required, although stu
dents with adequate language preparation may
do some reading in the original.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
U TR 049S. Quixote Fictions:
Cervantes’ Don Quixote
Come explore the marvelously quixotic adven
tures and the fabulously fantastic follies o f the
most famous knight errant of all time, Don
Quixote de la Mancha. W e will delve into the
fertile imagination o f Miguel de Cervantes’ in
delible creation, Don Quixote, as he journeys
through an almost surreal world of grotesque gi
ants, enchanted castles, damsels in distress,
wicked wizards, and chaotically over crowded
inns— and that’s just the first 20 chapters. We
will examine the literary, theoretical, social,
and political issues of Cervantes’ times that
contributed to his creation o f the first modem
novel.
Readings, assignments, and class discussion will
be in English.
1
credit.
Spring 2005. Chiong Rivero
LITR 051G . Gender and Race in
European Cinema
W hat are the historical, structural, thematic,
and imaginary links between race and gender in
the visual landscape o f a postwar Europe strug
gling to come to terms with the Third Reich,
the Holocaust, and World War II? How do con
temporary films visualize, analyze, resist, and
(re-)produce the tensions in the united Eur
ope’s multicultural and multiethnic societies?
In consultation with pertinent film criticism,
literary theory, and journalistic inquiries, we
will seek to come to an understanding of the
complex interrelations between race, gender,
visual representation, and 20th-century Euro
pean history.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LITR 052SA. Contemporary Spanish
American Literature
The fiction of Spanish America has established
itself as one o f the most innovative and
provocative of contemporary world literature.
This course will begin by examining the roots of
such innovation followed by a study of repre
sentative texts o f the Latin American “boom”
and “postboom” periods. Special attention will
be paid not only to the formal aspects o f these
novels but also to the sociopolitical contexts in
which they were written. Selected authors in
clude Maria Luisa Bombal (Chile), Juan Rulfo
(M exico), Carlos Fuentes (M exico), Gabriel
García Márquez (Colom bia), Mario Vargas
Llosa (Peru), M anuel Puig (A rgentina),
Claribel Alegría (El Salvador), Isabel Allende
(Chile), Luisa Valenzuela (Argentina), and
Rosario Ferré (Puerto R ico).
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LITR 53SA. A Century of Song:
Contemporary Poets of Latin America
Latin America gave the world some of the great
poets of the 20th century: Gabriela Mistal,
César Vallejo, Pablo Neruda, Octavio Paz,
Nicolás G uillén, Jorge Luis Borges, Olga
Orozco, Ernesto Cardenal, and many others.
This course explores the development of a rich
and varied poetry, at once in dialogue with the
world and deeply rooted in the historical trans
formations o f the continent. It studies the aes
thetic foundations of the regions poetic produc
tion and considers the relationship between po
etry and revolution in Central America, as well
as the role of poetry in opening a space for
women’s self affirmation in many countries.
1 credit.
N ot offered 2004—2005.
LITR 054G. Postwar German Cinema
(Cross-listed as G ERM 054)
A study of German Cinema from the “rubble
films” of the immediate postwar period through
the advent o f the New German Cinema in the
’60s to the present state of German film in the
“postwall” era.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LITR 055CH. Contemporary Chinese
Cinema: The New Waves (1984-2000)
(Cross-listed as CH IN 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. T h e course will
develop a better understanding of changing
Chinese culture by analyzing cinem atic texts
and the new wave in the era of globalization.
1 credit.
N ot offered 2004—2005.
LITR 055G. Film and Literature in
Weimar Germany
(Cross-listed as G ERM 055)
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LITR 055SA. The Fiction of Contemporary
Spanish-American Women Writers
1 credit.
N ot offered 2004—2005.
LITR 056CH. History of Chinese Cinema
(1905-1995)
(Cross-listed as CHIN 056)
This course investigates Chinese cinema in its
90-year development throughout different po
litical regimes and cultural milieus. Cinematic
texts, from silent film to the post-fifth-generation filmmaker’s films, will focus on the issues
255
Modern Languages and Literatures
related to nationhood, gender, and modernity,
along with the development of the cinematic
discourse in China.
LITR 060SA. Spanish American Society
Through Its Novel
1 credit.
This course will explore the relationship be
tween society and the novel in Spanish Amer
ica. Selected works by Carlos Fuentes, Mario
Vargas Llosa, Isabel Allende, Gabriel Garcia
Márquez, Luisa Valenzuela, Elena Poniatowska,
and others will be discussed in conjunction
with sociological patterns in contemporary
Spanish America.
N ot offered 2 0 0 4 -2 0 0 5 .
LITR 058. Cyberculture
(Cross-listed as F M ST 058)
In only a decade, it has become “impossible to
think about life without the Web” (David
Gauntlett, 2000). To facilitate the transition
from user to critical user, this course will inves
tigate the media-specific social, cultural, and
political interactions that take place via the
Internet. W ith the help of critical theories and
group-based W eb studies, the class will learn to
analyze representations of the World Wide Web
in popular culture (film, television, literature,
magazines, both on-line and off-line), and to as
sess the decision and design processes, which
form the aesthetic and economic interface be
tween networks and users. O f particular con
cern will be how the so-called virtual commu
nity deals with issues of race and gender and
how it (de)constructs subjectivities, bodies,
languages, and geographies. Students will de
velop their research projects by creating their
own Web sites linked to the course site.
1 credit.
Sirring 2005. Simon.
LITR 060G. Vampires in Literature,
Film , and Music
(Cross-listed as G ERM 060)
T he vampire is not a timeless creature; it was
bom in the 18th century. This course follows
the monster’s career from central Europe to the
imperial metropolis. T h e vampire possesses
multiple forms and has thrived among illiterate
peasants, on the pages o f Victorian journals,
and in 20th-century cyberspace. Vampire fic
tions open questions concerning technology,
race, gender, and the speed of modem life. In
addition to reggae songs about vampires, works
from German, French, English, Danish, Rus
sian, and North American sources will be ex
amined. Authors include Goethe, Hoffmann,
Heine, Baudelaire, Gautier, Byron, Le Fanu,
Stoker, Dreyer, Turgenev, Mumau, Feuillade,
and Maddin.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
256
(See SO A N 024C )
1 credit.
N ot offered 2004—2005.
LITR 061S A. Women’s Testimonial
Literature of Latin America
Marginal women— peasants, indigenous lead
ers, urban squatters, guerrillas, mothers of the
disappeared, and victims of brutal repression—
must “write” for all the world to listen. T h e fire
of their texts, often mediated by an educated
foreigner, subverts all power relations.
1 credit.
N ot offered 2004—2005.
LITR 063CH. Comparative Perspectives:
China in the Ancient World
(Cross-listed as CH IN 063)
Topics to be explored include obligation to self
and society, individualism and the role of with
drawal, the heroic ethos, the individual and the
cosmos, and the individual and gender roles.
No prerequisites; no knowledge of Chinese is
required.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LITR 063SA. La frontera: The Many
Voices of the U.S.-M exico Border
Sometimes defined as a wound, the U .S . south
ern border was created by war and is today the
porous gate to capital, commodities, immigrant
labor, refugees, drugs, and arms. A membrane
where cultural integration is negotiated, the
border is rich in tradition, resiliency, and ab
sorbing capacity. It is also the scenario o f new
nationalistic forces that can erupt with vio
lence. O n both sides of the border, a literature
of uncommon vitality records the binational
experience.
I credit.
N ot offered 2004—2005.
UTR 066CH. Chinese Poetry
(Cross-listed as CH IN 066)
This course explores Chinese poetry and
Chinese poetic culture, from early times to the
present. W hile readings and discussion will be
in English, and no knowledge o f Chinese will
be expected, an integral component of the class
will be learning how to read a Chinese poem
and learning a number of poems in the original.
1 credit.
Spring 2005. Berkowitz.
UTR 067S. The 20th-Century
Spanish Novel
This course will exam ine m ajor works of
Spanish writers who chose to remain in Spain
after the Civil War of 1936 to 1939, even
though they were opposed to the Franco
regime. W e will explore the variations of the
social novel and testimonial literature as well as
the ways in which authors sought to compen
sate for the lack of a free press without sacrific
ing the aesthetic quality of their works. Texts
will include works by Camilo José Cela, A na
Marfa M atute, Carm en Laforet, Miguel
Delibes, Carmen Martin G aite, Luis Martin
Santos, and others.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
UTR 068G. History of German Film
(Cross-listed as GERM 068)
This course will be a thorough introduction to
German film history from its inception in the
late 1890s until the present. It will include an
examination of early, “primitive” German cine
ma; expressionist film; the film of the avantgardes in the 1920s and 1930s; fascist cinema;
postwar “rubble” films; and the “young German
film of the 1960s” and its developments into
the new German Cinema of the 1970s. Also in
cluded will be a section on East German film,
both before and after the fall o f the wall. Taught
in English.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
UTR 068R. Underground Culture of the
Soviet Period
(Cross-listed as R U S S 068)
This course focuses on political and artistic dis
sent in Soviet Russia after Stalin. W e will con
sider the significance of crucial events from the
period of “Thaw,” the liberal romanticism of
the 1960s, the crisis of 1968, ensuing stagna
tion, and new possibilities in the era of pere
stroika. Students will examine a variety of
modes of expression, including underground
literature, alternative visual art, bards’ songs,
Russian rock, and controversial cinema. T he
course will address the cultural relationship to
history, the construction of cultural memory,
and identity and values in the shadow of
totalitarianism.
1
credit.
N ot offered 2 0 0 4 -2 0 0 5 .
U TR 070F. French Caribbean/Guyanese
and Haitian Civilizations and Cultures
(Cross-listed with black studies and as FREN
070F)
Study of the history of the French overseas
départem ents and Haïti, with collateral readings
of literary texts.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
U TR 070R. Translation Workshop
(Cross-listed as LING 070 and R U S S 070)
This workshop in literary translation will con
centrate on both translation theory and prac
tice, working in poetry, prose, and drama as well
as editing. Students will participate in an asso
ciated series of bilingual readings and will pro
duce a substantial portfolio of work. Students
taking the course will write a final paper sup
ported by a smaller portfolio o f translations.
No prerequisites, but excellent knowledge of a
language other than English (equivalent to a
004B course at Swarthmore or higher) is highly
recommended or, failing that, access to at least
one very patient speaker of a foreign language.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
U TR 0 71CH. Invaded Ideology and
Translated Modernity: A Comparative
Study of Modern Chinese and Japanese
Literatures at Their Formative Stages
(1900-1937)
(Cross-listed as CH IN 071)
This course will study selected Chinese and
Japanese literary texts from the late 19th centu
ry up to 1937 that illustrate the political, social,
ideological, and cultural dilemmas underlying
the modernization of the two neighboring na-
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Modem Languages and Literatures
tions. T h e focus o f the course is on shared con
cerns, such as the clash between tradition and
modernity at both the national and personal
levels; and on the transformative cultural inter
changes between China and Japan during this
era of modernization.
A ll readings will be in English.
Hocquenghem, Violette Leduc, Marcel Proust,
Monique W ittig, Christiane Rochefort, Renée
Vivien, among others.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
LITR 079R. Russian Women Writers
I credit.
(Cross-listed as R U S S 079)
N ot offered 2 0 0 4 -2 0 0 5 .
This course balances the picture of Russian lit
erature by concentrating on the female authors
whose activities and texts were for a long time
excluded from the canon. From the memoirs of
the first female president o f the Russian
Academy of Sciences and a female cavalry offi
cer in the Napoleonic Wars, through the rise of
the great prose novel and Modernist poets such
as Anna Akhmatova and Marina Tsvetaeva, to
the stunning frankness of post-Soviet authors
such as Arbatova, Petrushevskaia, and Vasilenko.
LITR 0 71F. French Critical Theory:
From Foucault to Baudrillard
(Cross-listed with interpretation theory and as
FREN 071)
A n introduction to the major thinkers o f postmodernity (Barthes, Lacan, Foucault, Derrida,
and Baudrillard). We will read at the crossroads
o f literature, philosophy, the history o f science,
and art to examine how the question o f visual
perception and representation has informed the
critique of traditional conceptions o f the tex
tual sign.
Taught in English.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
LITR 075F. Haiti, the French Antilles, and
Guyane in Translation
(Cross-listed with black studies and as FREN
075F)
Study o f literary texts from Guadeloupe,
Guyane, Haïti, and Martinique and their rewri[gh]ting of the local colonial history. Writers
will include A . and I. Césaire, Condé, Glissant,
Maximin, Ollivier, Roumain, Schwarz-Bart,
Warner-Vieyra, and Zobel, among others.
1 crédit.
N ot offered 2004—2006.
LITR 075F. French Language Attachment
to Haïti, the French Antilles, and Guyane
in Translation
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
LITR 079F. Scandal in the Ink: Queer
Traditions in French Literature
(Cross-listed as FREN 079)
In this course, we will use contemporary lesbian/gay/queer theory to reconsider French lit
erary traditions. Writers will include Nicole
Brassard, C o lette, M ichel Foucault, Jean
G enet, André G ide, Hervé Guibert, Guy
258
Students with good Russian skills may do part
or all of the readings in the original.
1 credit.
Spring 2005. Forrester.
LITR 080R. Literature of Dissent
(Cross-listed as R U S S 080)
This course will address the central place of dis
sent in Russian literature, its flowering in reac
tion to Tsarist and Soviet censorship. T he theme
leads to some of the most important works of
19th- and 20th-century Russian poetry and prose.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
LITR 081CH. Transcending the Mundane:
Taoism in Chinese Literature and Culture
(Cross-listed as CH IN 081 and RELG 081)
Chinese civilization has been imbued with
Taoism and Taoist topoi for some two and onehalf millennia, from popular belief and custom
to intellectual and literary culture. In addition
to consideration 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.
A ll readings will be in English.
Prerequisite: One introductory course on Chi
nese culture or religion or the permission of the
instructor.
I credit.
F all 2004- Berkowitz.
LITR 091CH. Special Topics in Chinese
Literature and Culture in Translation
(Cross-listed as CHIN 091)
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
EXPLANATORY NOTE OF FIRST- AND
SECOND-YEAR LANGUAGE COURSES
Courses numbered 001B —0 02B , 003B , and
004B carry 1.5 credits per semester. Three se
mesters in this sequence are equivalent to two
years of work at the college level. They are de
signed to impart an active command of the lan
guage and combine the study or review of gram
mar essentials and readings of varied texts with
intensive practice to develop the ability to
speak the language. Recommended for students
with no previous knowledge of the language
and those who are interested in preparing for
intermediate or advanced courses in literature
and culture taught in the original language.
These courses (1) meet alternately as sections
for grammar presentation and small groups for
oral practice and (2 ) require work in the lan
guage resource center.
Students who start in the 0 0 1 B -0 0 2 B se
quence must complete 0 0 2 B to receive credit
for 0 0 IB . However, students placing directly
in 0 0 2 B can receive 1.5 semester credits for
that course. Courses numbered 0 0 3 B and
0 0 4 B may be taken singly for 1.5 semester
credits.
Students cannot take a first-year language
course for credit after having taken the lan
guage in the second year at Swarthmore.
erature and culture over more than two millen
nia, from early times into the contemporary
world.
Introductory and intermediate Chinese lan
guage courses are intensive and carry 1.5 credits
per semester. Students should plan to take these
courses as early as possible so that studying in
China can be incorporated into their curricu
lum. Study abroad is particularly encouraged for
students of Chinese; academic credit (full or
partial) is generally approved for participation
in the several programs of varying duration in
the People’s Republic of China and in Taiwan,
recommended by the Chinese section. In the
People’s Republic, these include, but are not
limited to, die IU B Program at Tsing-hua U n i
versity, the A C C Associated Colleges in China
Program, and the C E T Program in Harbin. In
Taiwan, these include the ICLP International
Chinese Language Program and the Mandarin
Training Center in Taipei.
Major and Minor
Chinese majors may construct a special major
in Chinese, containing components of lan
guage, literature, and culture. Study abroad is
strongly encouraged and supported and con
tributes directly to a major or minor in Chinese.
Students of Chinese also may major in 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 (see
under Asian studies).
Students interested in majoring or minoring in
Chinese should consult with the section head
of Chinese as soon as possible.
Course Major: Special Major in Chinese
Chinese L an gu age an d L itera tu re
Chinese
First through fourth-year Chinese language
courses are offered each year, as is an introduc
tory course on reading classical Chinese. Firstyear Chinese and the Introduction to Classical
Chinese have no prerequisites and are open to
the entire student community. Literature, cul
ture, and film courses in translation also are of
fered each year and are open to all students.
Students of Chinese are particularly urged to
take these classes as a means of gaining per
spective on traditional and modem Chinese lit
1. Minimum of 10 credits.
2. Must complete the following courses: 020,
0 2 1 ,0 3 3 or equivalent; at least one course in
translation on modem Chinese literature/
film and one on premodem literature/culture.
3. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
major.
4. Minimum of 6 credits o f work must be com
pleted at Swarthmore.
5. One credit can be earned from another de-
259
Modern Languages and Literatures
partment on a China-related subject with
the approval o f the Chinese section.
6. Culminating exercise.
C h in ese S tu dies
1. Minimum of 10 credits.
2. Must complete the following courses: 012 or
higher; at least three additional courses on
language/literature/culture/film, at least one
concerning the modem period and at least
one the 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. Minimum o f 6 credits of work must be com
pleted at Swarthmore
5. Up to 3 credits can be earned from other de
partments on China-related subjects with
the approval o f the Chinese section.
6. Culminating exercise.
C ou rse M in or in C h in ese
1. Minimum o f 5 credits o f work in courses
numbered 004B and above.
2. A t least one course in classical or modem
literature/culture/film in translation.
3. Minimum o f 3 credits of work must be com
pleted at Swarthmore.
4. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
minor.
5. O ne credit can be earned from another de
partment on a China-related subject with
the approval o f the Chinese section.
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. A
special major in Chinese will consist o f exami
nations in Chinese language, literature, and
culture. Work done abroad may be incorporat
ed where appropriate. Honors preparations in
Chinese consist o f 2-credit seminars, designated
pairs o f courses (or 1-credit attachments to des
ignated 1-credit courses), or a 2-credit thesis.
Senior honors study is mandatory and normally
is done in the spring semester o f the senior year.
Work is arranged on an individual basis, and
candidates may receive up to 1 credit for com
pletion o f the work. Honors examinations nor
260
mally will consist o f three three-hour written
examinations and a 30-minute oral for each ex
amination.
Students of Chinese may also consider an hon
ors major in Asian studies (see catalog informa
tion 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 one-credit
course). Senior honors study is mandatory and
normally is done in the spring semester of the
senior year; work is arranged on an individual
basis, and candidates will have the option of re
ceiving 0.5 credit for completion of the work.
T h e honors examination normally will consist
o f one three-hour written examination and a
30-minute oral examination.
Students o f Chinese may also consider an hon
ors minor in Asian studies (see under Asian
studies).
COURSES
CHIN 001B-002B. Introduction to
Mandarin Chinese
Students who start in the 0 0 1 B -0 0 2 B se
quence must complete 0 0 2 B to receive credit
for 0 0 1 B .
A n intensive introduction to spoken and writ
ten Mandarin Chinese, with emphasis on oral
practice. Designed to impart an active com
mand of basic grammar. Introduces 350 to 400
characters and develops the ability to read and
write in simple modem Chinese.
1.5 credits.
CHIN 001B
Foil 2004. Wu, Speidel.
CHIN 002B
S prin g2005. Speidel, Kang.
CHIN 003B, 004B. Second-Year
Mandarin Chinese
Designed for students who have mastered basic
grammar and 3 5 0 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 o f grammatical
patterns. Prepares students for advanced study
at the College and in China.
reports for oral presentation in Chinese before
they present them in class.
T h e class is conducted entirely in Chinese.
Prerequisite: CH IN 004B or equivalent lan
guage skills.
0 .5 credit.
1.5 credits.
Foil 2004. Kang.
CHIN 003B
CHIN 012. Advanced Chinese
Fall 2004. Kong, Kang.
A multimedia course concentrating on greatly
expanding skills in understanding and using
modem Chinese in a broad variety of cultural
and literary contexts, through a diversity of au
thentic materials in various media, including
the Internet.
CHIN 004B
Spring 2005. Kang.
CHIN 005. Chinese for Advanced
Beginners
Designed for students of Chinese heritage who
are able to communicate in Chinese on simple
daily life topics and perhaps read Chinese with
a limited vocabulary (about 100 characters).
A n intensive introduction to spoken and writ
ten Mandarin Chinese, with emphasis on the
development o f reading and writing ability.
Prepares students for advanced studies at the
College and in China.
Prerequisite: Permission o f the instructor.
1 credit.
N ot offered 2004—2005.
CHIN 0 11. Third-Year Chinese
Concentrates on strengthening and further de
veloping skills in reading, speaking, and writing
modem Chinese, through a diversity of materi
als and media. This course is to be taken in con
junction with CHIN 011 A.
Classes are conducted in Chinese, with precise
translation also a component.
Prerequisite: CHIN 004B or equivalent lan
guage skills.
1 credit.
Fall 2004. Shen Dietrich.
CHIN 011 A . Third-Year Chinese
Conversation
This 0.5-credit course meets once a week for 75
minutes and concentrates on the further devel
opment of skills in speaking and listening
through multimedia materials (including se
lected movies and clips). Students are required
to read chosen texts (including Internet mate
rials and short stories) and prepare assignments
all for the purpose o f generating discussion in
class. Moreover, students will write out skits or
Prerequisite: CHIN 011 or equivalent language
skills.
1 credit.
Spring 2005. Staff.
CHIN 012A. Advanced Chinese
Conveisation
This 0.5-credit course meets once a week for
75 minutes and concentrates on the further
development of skills in speaking and listening
through multimedia materials (including mov
ies and clips). Students are required to read
chosen texts (including Internet materials and
short stories) and prepare assignments all for
the purpose of generating discussion in class.
Moreover, students will write out skits or re
ports for oral presentation in Chinese before
they present them in class.
T he class is conducted entirely in Chinese.
Prerequisite: CHIN 011 and/or 011 A , or equiv
alent language skills.
0 .5 credit.
Spring 2005. Kang.
CHIN 016. Substance, Shadow, and Spirit
In Chinese Literature and Culture
(Cross-listed as L1TR 016C H )
This course will explore the literary and intel
lectual world of traditional Chinese culture
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and
the contouring of Chinese culture; immortality,
wine, and allaying the mundane; and the reli
gious dimension, disengagement, and the ap
preciation of the natural world. T h e course also
will address cultural and literary formulations of
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Modern Languages and Literatures
conduct and persona, and the expression o f in
dividualism in an authoritarian society.
students with strong Chinese language profi
ciency.
No prerequisites.
1 credit.
A ll readings, writing, and discussion are in
Chinese.
F all 2004. Berkowitz.
Prerequisite: CH IN 020 or its equivalent.
CHIN 0 1 7 . The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China
Spring 2005. Kong.
(Cross-listed as L ITR 017CH )
This course explores the development of di
verse genres o f Chinese narrative literature
through readings of original writings in transla
tion. Readings include tales o f the strange, bi
ographies and hagiographies, moral tales, detec
tive stories, literary jottings, drama, novellas
and novels, and masterworks o f the Chinese
literary tradition throughout the centuries of
imperial China.
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
CHIN 018. The Classical Tradition in
Chinese Literature
(Cross-listed as L ITR 018C H )
Exploration of major themes, ideas, writings,
and literary forms that have contributed to the
development of traditional Chinese civilization
through directed readings and discussions of
English translations of original sources from
early through medieval times.
No prerequisites and no knowledge of Chinese
or of China are required.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
CHIN 020. Readings in Modern Chinese
T h is course aims to perfect the student’s
Mandarin Chinese skills and at the same time
to introduce a few major topics concerning
Chinese literature and other types o f writing
since the May Fourth Movement.
1 credit.
CHIN 023. Modern Chinese Literature:
A New Novelistic Discourse (1918-1948)
(Cross-listed as L IT R 023C H )
Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas un
derlying 20th-century Chinese history. The
class will discuss fundamental issues of moder
nity and new literary developments under the
impact of the May Fourth Movement.
No previous preparation in Chinese is required.
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
CHIN 025. Contemporary Chinese Fiction:
Mirror of Social Change
(Cross-listed as L ITR 025C H )
Literary narratives o f post-M ao China in trans
lation. T h e selected stories and novellas articu
late the historical specificity o f ideological
dilemmas and cultural dynamics, in the imagi
nary process of dealing with love, politics, sex,
morality, economic reform, and feminist issues.
A ll the readings are in English translation.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
CHIN 027. Women Writers in
20th-Century China
(Cross-listed as L ITR 027CH )
F all 2004. Kong.
This course will be a close study of the literature
written by Chinese women, particularly focus
ing on social, moral, political, cultural, psycho
logical, and gender-related issues through their
texts as well as on their writing styles and liter
ary contributions to modem Chinese literature.
T he chosen women writers will include those
from Mainland, Taiwan, and Hong Kong, and
overseas expatriate Chinese writers as well as
those from different social and political groups.
CHIN 021. Topics in Modern Chinese
A ll the readings are in English translation.
Reading and examination of individual au
thors, selected themes, genres, and periods, for
N ot offered 2 0 0 4 -2 0 0 5 .
A ll readings, writing, and discussion are in
Chinese.
Prerequisite: Three years of Chinese or the
equivalent.
1 credit.
262
I credit.
i
CHIN 033. Introduction to Classical
Chinese
CHIN 063. Comparative Perspectives:
China in the Ancient World
(Cross-listed as LING 033)
(Cross-listed as L IT R 063C H )
This is an introductory course on reading one of
the world’s great classical languages. Classical
Chinese includes both the language o f China’s
classical literature as well as the literary lan
guage used for writing in China for well over
two millennia until earlier this century. Com
plemented with readings in English about
Chinese characters and about 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 par
ticipation on the part of the student, with
precise translation into English an integral
component.
Topics to be explored include obligation to self
and society, individualism and the role o f with
drawal, the heroic ethos, the individual and the
cosmos, and the individual and gender roles.
The course is conducted in English.
The course is open to all interested students
and has no prerequisites; no previous prepara
tion in Chinese is required.
1 credit.
Spring 2005. Berkowitz.
CHIN 055. Contemporary Chinese Cinema:
The New Waves (1984-2000)
(Cross-listed as L1TR 055CH )
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. T h e 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.
N ot offered 2004 -2 0 0 5 .
CHIN 056. History of Chinese Cinema
(1905-1995)
(Cross-listed as L ITR 056CH )
This course investigates Chinese cinema in its
90-year development throughout different
political regimes and cultural milieus. Cinema
in China, as a 20th-century cultural hybrid of
West and East, reflects social change and intel
lectual reaction, both collectively and individ
ually, in a changing era.
1
credit.
N ot offered 2004 -2 0 0 5 .
No prerequisites; no knowledge o f Chinese is
required.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
CHIN 066. Chinese Poetry
(Cross-listed as L IT R 066CH )
T his course explores Chinese poetry and
Chinese poetic culture, from early times to the
present.
Although readings and discussion will be in
English, and no knowledge of Chinese will be
expected, an integral component of the class
will be learning how to read a Chinese poem
and learning a number of poems in the original.
1 credit.
Spring 2005. Berkowitz.
CHIN 0 7 1. Invaded Ideology and
Translated Modernity: A Comparative
Study of Modern Chinese and Japanese
Literatures at Their Formative Stages
(1900-1937)
(Cross-listed as L IT R 071CH )
This course will study selected Chinese and
Japanese literary texts from the late 19th centu
ry up to 1937 that illustrate the political, social,
ideological, and cultural dilemmas underlying
the modernization of the two neighboring na
tions. T h e focus o f the course is on shared con
cerns, such as the clash between tradition and
modernity at both the national and personal
levels; and on the transformative cultural inter
changes between China and Japan during this
era of modernization.
A ll readings will be in English.
1 credit.
N ot offered 2004—2005.
CHIN 081. Transcending the Mundane:
Taoism in Chinese Literature and Culture
(Cross-listed as L ITR 081C H and RELG 081)
Chinese civilization has been imbued with
Taoism and Taoist topoi for some two-and-one-
263
Modem Languages and Literatures
half millennia, from popular belief and custom
to intellectual and literary culture. In addition
to consideration o f the texts and contexts of
both philosophical and religious Taoism, the
class will examine the articulation and role of
Taoism in Chinese literature and culture, and
the enduring implications o f the Taoist ethos.
A ll readings will be in English.
Prerequisite: O n e introductory course on
Chinese culture or religion or the permission of
the instructor.
1 credit.
Fail 2004. Berkowitz.
CHIN 091. Special Topics in Chinese
Literature and Culture in Translation
(Cross'listed as L ITR 091C H )
CHIN 105. Topics in Traditional Chinese
Literature
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
French
T h e purpose o f the major is to introduce stu
dents (1) to important periods and principal
figures of literatures written in French and (2)
to the diversity o f French-speaking cultures. It
is intended to develop an appreciation of liter
ary and cultural values, to provide training in
critical analysis, and to foster an understanding
of the socio-historical forces underlying these
various literatures and cultures.
1 credit.
Current Course and Honors Program
N ot offered 2 0 0 4 -2 0 0 5 .
A ll readings are in Chinese.
French may be offered as a major or minor in
the course program or as a major or minor in
the Honors Program: a minor in French consists
o f two external examinations. (See later for
Honors Program.) Prerequisites for both course
and honors students are as follows: 004, any
course in the 012 sequence, the equivalent, or
evidence o f special competence.
Prerequisite: Four years o f Chinese or the
equivalent.
Recommended supporting subjects: See the in
troductory departmental statement.
I credit.
A ll majors, including students preparing a sec
ondary school certificate, are required to spend
at least one semester abroad in the Grenoble
Program. Programs o f study in other Frenchspeaking countries may be substituted on request
and with the approval of the French section.
CHIN 092. Special Topics in Chinese
Literature and Culture in Chinese
T h is course will concentrate on selected
themes, genres, or critical problems in Chinese
literature.
N ot offered 2 0 0 4 -2 0 0 5 .
CHIN 093. Directed Reading
SEMINARS
CHIN 103. Lu Xun and 20th-Century
Chinese Literature
This seminar is focused on topics concerning
modernity, political/social change, gender, and
morality through close -exam ination o f intel
lectuals’ responses to the chaotic era reflected
in their literature writings in 20th century
China. Literary forms, styles, and changing es
thetic principles are also included for discus
sion. Literary texts, chosen from Lu Xun to Gao
Xingjian, will be analyzed in a social and his
torical context.
2 credits.
Spring 2005. Kong.
264
Majors in the course and Honors programs, as
well as minors in the Honors Program, are ex
pected to be sufficiently proficient in spoken
and written French to do all o f their Work in
French (i.e., discussions and papers in courses
and seminars, and all oral and written examina
tions, including oral defense of the senior paper
and Honors examinations).
Course majors are required to (1) take eight ad
vanced courses numbered 003B or above; (2)
study abroad in Grenoble; (3) take at least one
advanced course in literature before 1800; (4)
take one advanced course with a Francophone
component; (5) take one advanced course in
civilization or culture; (6) take Special Topics
in the fell of senior year; (7) write a senior re
search paper, at least 30 to 40 pages long, on an
area of concentration chosen in conjunction
with the section (this area can be defined
broadly in terms of a genre or theme as well as
narrowly in terms of one author or text). This
paper will form the basis of an oral examination
given in the spring. T h e senior paper deadlines
are as follows: Initial proposal and bibliography
are due immediately after the fall break. T he
first draff is due to the director immediately
after Thanksgiving break. T he last draff is due
to all French faculty by the end of spring break.
The completed paper is due in mid-April. T he
defense will take place in May. Students will be
granted 1 credit for this work.
gram of study in a French-speaking country. It is
strongly recommended that they spend at least
one semester abroad in Grenoble.
Courses and seminars in literature before 1800
are marked with a *. Those with a Francophone
component are marked with a #. Those in culture/civilization are marked with a +.
1. Major. A t least one advanced course in liter
ature or culture (above FREN 0 1 2 C or
FREN 012L).
The department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the require
ments in the major. T h e French section is also
offering an interdisciplinary minor in Franco
phone studies in cooperation with other depart
ments. See the Francophone Studies section for
descriptions of programs and requirements.
Minor in Course
Requirements
1. Complete 5 credits in courses or seminars
numbered 004 or above. Four of these credits
must be completed on the Swarthmore cam
pus. Note that Advanced Placement credits
won’t count toward the minor.
2. Complete at least a six-week program of
study in a French-speaking country. It is
strongly recommended that minors spend at
least one semester abroad in the Grenoble
program. In any case, only 1 credit from this
study abroad may count toward the minor.
3. Complete FREN 091: Special Topics in the
fall semester of the senior year.
Honors Program
R equ irem en ts
Majors and minors in the Honors Program are
expected to be sufficiently proficient in spoken
and written French to complete all their work
in French (i.e., discussions and papers, and all
oral and written assignments). A ll majors in
honors must complete at least one semester of
study abroad in a French-speaking country.
Minors must complete at least a six-week pro
Candidates are expected to have a B average in
course work both in the department and at the
College and to have demonstrated interest in
and aptitude for the study of literature or cul
ture in the original language.
P rereq u isites
To demonstrate the linguistic and analytical
abilities necessary for seminar work, students
must take the following before taking a seminar:
2. Minor. A t least two advanced courses in lit
erature or culture (above FREN 012C or
FREN 012L).
P rep a ration s
Majors in the Honors Program must do three
preparations (consisting of 6 units o f credit).
Two of the preparations must be done through
seminars. T h e third preparation may be a semi
nar, a 2-credit thesis, or two paired courses cho
sen from a list available from the department.
Minors must do a single 2-credit seminar.
Senior Honors Study (SHS)
(FR EN 1 9 9 : SHS is optional.)
1. Seminar preparation. A t the end of the fall
term, students will be given a list o f questions
related to the seminar. They will choose one
question for each seminar and prepare a
2,500- to 4,000-word paper in French in re
sponse to that question. T h e preparation of
this essay will not be supervised by members
of the faculty. Conversation among students
preparing these essays is encouraged, but
each student must produce an independent,
original essay of his or her own. T h e essays
must be submitted to the department the
first day of the written examinaton period, to
be forwarded to the examiner.
T h e paper will form part of the student’s
portfolio.
2. P aired cou rse preparation . A one-page
prospectus on a topic that addresses and in
tegrates the two courses in a meaningful way
must be approved by the instructor of each of
the courses by the end of the fall semester.
O nce the prospectus has been approved, the
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Modem Languages and Literatures
essay will not be supervised by members of
the faculty. Conversation among students
preparing these essays is encouraged, but
each student must produce an independent,
original essay of his or her own. T h e essays
must be submitted to the department the
first day o f the written exam period, to be
forwarded to the examiner. T he paper will
form part o f the student’s portfolio.
Mode of Exam ination
A three-hour written examination and a onehalf-hour oral examination, both in French,
will be required for each preparation.
P o rtfolio
1. T h e syllabus of the seminar or paired courses.
2. T h e SH S paper if the student chooses to
complete SH S.
o f a nation represent its changing postwar soci
ety? Through our study o f literature, film, and
popular culture, we will identify the important
themes of France’s socio-cultural changes from
the Liberation through 1968. Topics include
the Nouveau Roman, the French New Wave,
and the uprisings of May 1968.
1 credit.
F all 2004. Yervasi.
FREN 004. Advanced French: Nouvelles
voix françaises
Transformations in French culture, literature,
and society will be explored through literary
texts as well as films, television programs, and
the press. Particular attention will be paid to
perfecting analytical skills in written and spo
ken French.
1 credit.
Spring 2005. Netter.
COURSES
N ot all advanced courses are offered every
year. Students wishing to major or minor in
French should plan their program in consulta
tion with the department.
* = Pre-1800
# = Francophone
+ = Culture/civilization
FREN 001B-002B, 003B. Intensive French
Students who start in the 0 0 1 B -0 0 2 B se
quence must complete 0 0 2 B to receive credit
for 0 0 IB .
For students who begin French in college.
Designed to impart an active command o f the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary and expository prose.
1 .5
credits.
FREN 001B
F all 2004. Moskos, Netter, Cherel.
FREN 002B
Spring 2005. Moskos, Netter, Cherel.
FREN 003B
FREN 004A. French Conversation
A 0.5-credit conversation course concentrating
on the development of the students’ ability to
speak French. May be repeated once for credit.
Prerequisite: For students presently o r previous
ly in FREN 004 or the equivalent Placement
Test score.
0 .5 credit.
F all 2004 and spring 2005. Cherel.
FREN 012C. Introduction à la France
contemporaine*#
In this course students will be introduced to
contemporary French society and culture. The
course will be structured around thematic clus
ters such as: “Les Philosophes et la Révolution
au 18e Siècle,” “Le 20e Siècle après la deuxième
guerre mondiale,” “La Décolonisation et la
guerre d’Algérie,” “La Francophonie,” “Di
lemmes contemporains,” “Regards croisés
France/USA.” A t the end of the semester, stu
dents should have gained both a solid founda
tion to comprehend and discuss contemporary
France in its broader characteristics, and a
cross-cultural perspective on the different issues
discussed in the course.
FREN 004. Advanced French: La France:
société en voie de transformation
Prerequisite: FREN 004, a score o f 675 on the
College Entrance Examination or 5 on the AP
examination, or the equivalent with special
permission.
How does one document a society undergoing
transformation? How does the cultural output
Spring 2005. Anyinefa.
F all 2004. Yervasi, Netter, Cherel.
266
1 credit.
FREN 012C. French and Francnphone
Cultures#«Prerequisite: FREN 004, a score of 675 on the
College Entrance Examination or 5 on the A P
examination, or the equivalent with special
permission.
1 credit.
N ot offered 2004—2005.
Spring 2006. Blanchard.
FREN 012L. Introduction à l’ analyse
littéraire
Close reading of various texts (poetry, theater,
and prose) from and beyond the Hexagon as an
introduction to the central concepts and modes
of literature and literary analysis in French. In
connection with the mini-conference examin
ing Francophone studies and film at Swarthmore College in the fall 2004, readings will in
clude some classical and more contemporary
texts in film or theatre.
Prerequisite: FREN 004, a score o f 675 on the
College Entrance Examination or 5 on the AP
examination, or the equivalent with permission.
1 credit.
Fall 2004. Rice-Maximin.
Fall 2005. Blanchard.
N ote: 012L or 01 2 C is required to take any
other French literature or culture courses.
FREN 022. Le Cinéma français:
Le Cinéma de la ville
The history of French cinema is closely en
meshed with the development of the city. Films
use the city to create setting, mood, tone, and
style but also to represent and re-imagine the
changing urban spaces in which actions occur.
We will examine a history o f the French cine
matic representations o f the city in the culture
of the modem urban. This course will focus on
film aesthetics and close analysis o f film texts.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 023. Topics in French Civilization#+
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 024. Mysticisme et littérature
maghrébine
1 credit.
N ot offered 2004-2006.
FREN 025. Introduction au monde
francophone#«(Cross listed with black studies)
T his introductory course to Francophone stud
ies will examine the French-speaking world and
the historical relations among Francophone
countries through the study of African cinema.
From the early films of Senegalese director
Sembene to the recent multi-nation co-produc
tions of such directors as Bekolo, Mambety,
Peck, and Ngangura, among others, we will
focus on comparative analyses between films
from different African nations.
1 credit.
Spring 2005. Yervasi.
FREN 028. Francophone Cinema:
Configurations of Space in
Postcolonial Cinema
(Cross-listed as L IT R 028F, with film and media
studies and black studies)
W e will examine historical and social displace
ment and mobility through narrative technique
and themes in West African cinema. Films en
gage contemporary issues of diasporic cultures,
immigration, and politics as they allow us to
question the representations of space and map
ping; sex and mobility; class and geography;
violence, national identity, and desire. Discus
sions will center on both metaphorical and
physical displacement.
1 credit.
N ot offered 2004—2006.
FREN 030. Topics in 17th - and
18th-Century Literature: L’ invention
de la modernité féminine en France
By reading two plays from the works of Molière,
a selection of texts pertaining to controversies
on the role of women in society, and then ex
amining three iconic figures of the early mod
em woman (the mystic, the witch, and the
shepherdess), we will first locate the gendered
conception of knowledge that prevails at the
origins o f modernity. W e will continue our in
vestigation into the cultural history of women
by studying how women writers— notably in
novels, conversations, letters, fairy tales, and
historical memoirs— defined a literary space
that helped them in challenging the status quo.
Reading materials will include texts from
Madame de Lafayette, Madame de Sévigné, and
Diderot.
267
Modem Languages and Literatures
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
ama Ba; Cheikh A nta Diop, and Sidy Lamine
Niasse.
FREN 033. Fictions d’enfance#*
1 credit.
(Cross-listed with black studies)
Spring 2005. Mbaye.
Study o f the experiences o f French-speaking
peoples as reflected in various coming-of-age
literary texts by Zobel, Condé, Pineau, Max
imin, Saint-John Perse, Ollivier, Lahens, Dom
inique, Ferraoun, Sebbar, Le Clézio, Lefèvre,
Carrier, Laye, Bugul, and Salvayre, among others.
I credit.
FREN 040. Théâtre français: pouvoir et
résistance**
N ot offered 2 0 0 4 -2 0 0 5 .
Spring 2006. Rice-Maximin.
FREN 036. Poésies d’ écritures
françaises#*
(Cross-listed with black studies)
A thematic study of poetry with an emphasis on
both pre-18th-century hexagonal and contem
porary A frican, Caribbean, Guyanese, and
Haitian authors.
1 credit.
F all 2004. Rice-Maximin.
N ot offered 2 0 0 5 -2 0 0 6 .
(Cross-listed with interpretation theory)
T he course will explore the works of Molière
and Voltaire, among others, to provide a ge
nealogy o f the French Revolution.
1 credit.
N ot offered 2004 -2 0 0 6 .
FREN 060. Le Roman du XIXe Siècle
A study o f the main themes and technical in
novations in narrative fiction as it reflects an
age of great sociopolitical change. Based pri
marily on novels o f Stendhal, Balzac, Haubert,
and Zola.
1 credit.
Spring 2005. Moskos.
FREN 061. Odd Couplings: Writing and
Reading Across Gender Lines
FREN 037. La Ville occidentale dans la
littérature francophone#
A comparative study o f texts by. men and
women interrogates the role played by genderidentity construction in writing and reading.
1 credit.
T his course is taught in French.
F all 2005. Staff.
1 credit.
FREN 030. Littératures francophones et
cultures de l’ immigration en France#*
Spring 2005. Moskos.
(Cross-listed with black studies)
T h e trauma o f the Revolution o f 1789 gave
birth to the individual even as it put the very
concept of individual agency into question. We
will interrogate the theater, poetry, and prose of
this period as imaginary, sometimes almost
magical, solutions to cultural, political, and per
sonal dislocations.
1 credit.
N ot offered 2004—2005.
FREN 039. Société, culture et économie
politique dans la littérature de l’Afrique
de l’0uest#+
FREN 062. Le Romantisme
(Cross-listed with black studies)
1 credit.
This course will focus on the interface between
culture, politics and economics in Francophone
W est Africa through an examination o f fiction
al and non-fictional texts o f the post indepen
dence period. Emphasis will be on the social
and cultural factors o f economic development.
Topics will include the political and economic
history o f the region; the roles o f traditional
African culture, Islam, and past and continuing
French influence; and popular culture, music,
and art. Readings will include Cheikh Amidou
Kane, Ousmane Sembène, Aimé Césaire, M an
N ot offered 2 0 0 4 -2 0 0 6 .
268
FREN 065. Poésie de la modernité de
Baudelaire aux Surréalistes
Poetic texts o f the 19th and 20th centuries will
be our guide to analyses of the phenomenon of
urban modernity and o f poetic vision at key his
torical moments. T he study of poems, historical
documents, photography, and film will help es
tablish connections between poetic writing and
other arts. Students will improve their written
and oral expression in French as they develop a
writing practice.
This course is taught in English.
1 credit.
1 credit.
N ot offered 2004—2006.
N ot offered 2004—2006.
FREN 066. Mode, modernité, littérature
FREN 072. Le Roman du XXe Siècle:
Women in the Literary Field
Based on works by 18th- and 19th-century au
thors (including a novel by Emile Zola, poems
by Baudelaire, fashion journalism, and histori
cal documents on costumes), our inquiry will
define how French fashions and tastes reveal
the relation between texts, economic realities,
and gender in the age of the Enlightenment
and the industrial revolution.
1 credit.
N ot offered 2004—2006.
FREN 067. IWentieth-Century French
Theater: Reading and Performance
This course focuses on the study o f French the
atre and performance. Topics include re-writings of classical models; allegories of war; explo
rations of sexual, racial, ethnic identities and of
such leading philosophies as existentialism and
surrealism; and new forms of dramatic expres
sions and theatrical experience. Readings will
include plays and essays by Anouilh, Artaud,
Beckett, Cixous, Cocteau, Genet, Ionesco, and
Sartre.
1 credit.
Not offered 2 0 0 4 -2 0 0 6 .
FREN 070F. Caribbean, Guyanese, and
French Civilizations and Cultures#-!(Cross-listed with black studies and as L ITR
070F) I
Study of the history of the French overseas de
partments with collateral readings of literary
texts.
In this in-depth study o f the novel in France,
we look at how women’s writing in the literary
field participates in and reflects the changing
cultural and sociopolitical movements through
out the century. Topics will include gender rep
resentation, social constructions of femininity,
and theories of feminisms. Readings will be
drawn from the works o f Colette, Simone de
Beauvoir, C harlotte Delbo, A ssia Djebar,
Marguerite Duras, Christiane Rochefort, Fran
çoise Sagan, Nathalie Sarraute, Leila Sebbar,
and Monique Wittig.
I credit.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 073. Roman et cinéma:
Revolutionizing Everyday Life
In this course, we will focus on French novels
and films as they reflect, reinforce, and critique
French society from the early 1950s through
the end o f the 1960s. W e will study fiction and
film in relation to modernization, decoloniza
tion, and the growing discontent of youth cul
ture in 1960s with theoretical guidance from
Henri Lefebvre and the Situationnistes. Close
readings of fiction and films will allow us to
draw conclusions about the relationship of new
cultural movements— consumer culture, radical
political movements, youth culture, and the
women’s movement— to France and French
society.
1 credit.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
N ot offered 2004—2006.
FREN 075F. Haiti, the French Antilles,
and Guyane in Translation
FREN 071F. French Critical Theory:
From Foucault to Baudrillard
(Cross-listed as L IT R 071F and with interpreta
tion theory)
An introduction to the major thinkers of postmodernity (Barthes, Lacan, Foucault, Derrida,
and Baudrillard). W e will read at the crossroads
of literature, philosophy, the history of science,
and art to examine how the question of visual
perception and representation has informed the
critique of traditional conceptions of the textu
al sign.
(Cross-listed as L IT R 075F and with black
studies)
Study o f literary texts from Guadeloupe,
Guyane, H aïti, and Martinique and their
rewri[gh]ting of the local colonial history.
Writers will include A . and I. Césaire, Condé,
Glissant, M axim in, Ollivier, Roumain,
Schwarz-Bart, W am er-Vieyra, and Zobel,
among others.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
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Modem Languages and Literatures
FREN 075F. French Language Attachment
to Haiti, the French Antilles, and Guyane
in Translation
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 076. Ecritures au féminin#
(Cross-listed with black studies and women’s
studies)
A study of the work of women from Africa, the
Caribbean, France, and Vietnam. Material will
be drawn from diverse historical periods and
genres.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 0 77. Prose Francophone: littérature
et société#+
sect with discussions o f French and Franco
phone culture, history, and film in this course
on contemporary and modem theatre. Read
ings will include early 20th-century theater and
film through the contemporary work of Théâtre
du Soleil.
1 credit.
F all 2004. Yervasi.
FREN 093. Directed Reading
FREN 096. Thesis
SEMINARS
FREN 102. Baroque Culture and
Literature: The Comic World of Molière*
(Cross-listed with black studies)
(Cross-listed with interpretation theory)
Close readings and discussions o f works from
the first and the new generations o f writers from
the Francophone world. Topics will include the
impact of the oral tradition, aesthetics, politics,
identity, and the role of the writer.
T h e seminar is designed to acquaint students
with the major works of Molière and 17th-cen
tury French culture. We will investigate his po
litical relationship with Louis X IV at Versailles,
the discourse on early modem feminism of the
précieuses and fem m es savantes; the critique of
religious hypocrisy, and the influencé o f early
modem notions o f anthropology (most notably
medicine) on Molière’s representation o f iden
tity. These aspects will be brought forward
through close attention to the poetics of come
dy and court spectacles.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 078. Théâtre, conscience et
société#+
(Cross-listed with black studies)
Close examination of plays and their staging
from and beyond the Hexagon.
1 credit.
2 credits.
N ot offered 2 0 0 4 -2 0 0 6 .
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 104. Le Reman du XIXe Siècle
FREN 079F. Scandal in the Ink: Queer
Traditions in French Literature
2 credits.
(Cross-listed as L IT R 079F)
In this course, we will use contemporary lesbian/gay/queer theory to reconsider French lit
erary traditions. Writers will include Nicole
Brossard, C o lette, M ichel Foucault, Jean
G enet, André Gide, Hervé Guibert, Guy
Hocquenghem, Violette Leduc, Marcel Proust,
and Monique W ittig. Christiane Rochefort and
Renée Vivien, among others.
1 credit.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 091. Special Tonics: Théâtre
moderne: mise-en-scene de l’ identité
Close readings of French-language plays inter
270
F all 2005. Moskos.
FREN 105. Proust
2 credits.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 106. L’Expérience poétique:
romance et mélancolie
In this course, we will examine poetry of
modernity and the city. W e will examine how
the city’s complexities— its development, cul
tures, revolutions, and inhabitants— contribute
to a poetic vision that is reflected in the texts of
19th and 20th century’s major and minor writ
ers of the French-speaking world. Poets include
Baudelaire, Rimbaud, Apollinaire, and the Sur
realists, among others.
2 credits.
FREN 1 1 1 . Espaces francophones#+
Spring 2005. Yervasi.
2 credits.
F R E N 108. Le Roman du XXe Siecle:
romans modernes et contemporains
N ot offered 2004—2006.
From realism to the nouveau roman to experi
mental writing, from Proust to Pennac, this
course looks at the interconnections between
novels and history, visual culture, and theoreti
cal questions of representation. Discussions will
center on thematic developments of these in
tersections, and readings will be taken from a
wide selection of writers from throughout the
20th and 21st centuries.
FREN 1 1 2 . Ecritures francophones:
fiction et histoire dans le monde
francophone#+
(Cross-listed with black studies)
Historical and literary examination o f texts
from Africa, the Caribbean, and Vietnam.
2 credits.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 1 1 3 . Voyage et littérature
2 credits.
2 credits.
N ot offered 2004—2006.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 109. Le Romantisme
FREN 1 1 4 . Théâtre d’écritures
françaises*
The trauma of the Revolution o f 1789 gave
birth to the individual even as it put the very
concept of individual agency into question. We
will interrogate the theater, poetry, and prose of
this period as imaginary, sometimes almost
magical, solutions to cultural, political, and per
sonal dislocations. Particular attention will be
paid to questions of gender and power.
2 credits.
Fall 2004- Moskos.
Not offered 2 0 0 5 -2 0 0 6 .
FREN 110 . Histoires d’fles#+
(Cross-listed with black studies)
Through the study of poetry, prose, theatre,
non-fictional texts and films from and about
the French Antilles, Guyane and Haiti, we will
examine the re-writing o f the French colonial
narratives by ]. Metellus, E. Trouillot, S.
Schwarz-Bart, E. Glissant, B. Dadi6, V. Placoly,
A. Cesaire, M. Vieux, E. Moutoussamy, G .
Dambury, M. Conde, I. Cesaire, L-G . Damas,
D. Maximin, and M. Jeanne, among others.
Topics will include slavery, the triangular trade,
and the slave revolts; the historical, political,
social and literary movements and their impact,
then and now, on the populations and the for
mer colonial power; the poetics of memory and
the identity quest; the styles and techniques
used by the writers to translate the complexity
of the new Caribbean consciousness; and the
dialogue with Africa, France, and the Americas.
(Cross-listed with black studies)
A close examination of plays in French, from
and beyond the Hexagon. Topics discussed will
include representation of collective conscious
ness, myths and politics in post/neocolonial sit
uations, theater and therapy, rituals and subver
sion, the different theatrical texts, and staging.
Fictional readings by J. Anouilh, S. Beckett, A.
Césaire, I. Césaire, M. N ’Diaye, Dembele and
Guimba, G . Dambury, J. Genet, E. Glissant, O.
de Gouges, M . Kacimi, B-M . Koltès, K.
Kwahulé, K. Lambo, Marivaux, J. Métellus, V.
Placoly, S . Schwarz-Bart, and collateral read
ings by Shakespeareand Sophocles, and theo
retical texts by Fanon, Césaire, A shcroft,
Glissant, Ha, Ubersfeld and others.
2 credits.
N ot offered 2004—2005.
Spring 2006. Rice-Maximin.
FREN 1 1 5 . Paroles de femmes#
(Cross-listed with black studies and women’s
studies)
2 credits.
Close reading of texts of women writers from
Africa, France, the French Antilles, and Viet
nam. Love relationships being one common
theme, we will particularly focus on their cul
tural, feminist, aesthetical, and literary differ
ences, among other topics o f discussion.
Authors include: M. Bâ, G . Sand, S . SchwarzBart, V. Tadjo, L. Lê, M. Wamer-Vieyra, M.
Duras, Mme. de la Fayette, W. Liking.
N ot offered 2 0 0 4 -2 0 0 6 .
2 credits.
N ot offered 2004—2006.
271
Modem Languages and Literatures
F R E N 1 16 . La Critique littéraire: Racine,
Rousseau, Baudelaire, Proust
This seminar’s first and principal goal is to fos
ter a direct and in-depth discussion of the works
o f four major figures o f French literature.
Readings include: Racine’s Phèdre, the autobi
ography o f Rousseau titled L es C onfessions,
Baudelaire’s poetic masterpiece L es Fleurs du
m al, and the first tome of A la Recherche du
temps perdu. W e will also define the principal
strands of thought in French literary criticism
by supplementing the core readings with a se
lection o f crucial studies on these four authors.
2 credits.
N ot offered 2 0 0 4 -2 0 0 6 .
FREN 180. Honors Thesis
FREN 199. Senior Honors Study
* = Pre-1800
# = Francophone
+ = Culture/civilization
G erm an
German may be offered as a major or minor in
course or as a major or minor in the Honors
Program.
See the introductory departmental statement
for recommended supporting subjects, and see
also German Studies Program description.
Courses and seminars in literature are conduct
ed in German. Students are expected to be suf
ficiently proficient in German to do written
and oral work in German. To this end, we
strongly advise students to spend an academic
semester in a German-speaking country before
their senior year.
Major in Course
Requirements
1. Completion o f a minimum o f 8 credits in
courses numbered 003B and above.
2. O ne of the 8 credits may be taken in English
from among the courses on German litera
ture listed in the catalog under Literature in
Translation (e.g., L1TR 037G ).
3. Seniors in course are required to (a) take
G ERM 091: Special Topics; (b) submit a
bibliography of 20 works to form the basis of
a discussion and an extended, integrative
paper (approximately 15 double-spaced
272
pages in length) on a general literary topic
agreed to by the section. This paper, due be
fore the date for the comprehensive exami
nation, is complemented by a discussion of
the paper with members o f the section, in
German.
4. Majors in course are encouraged to enroll for
at least one seminar in the junior or senior
year. (See the note on enrolling in seminars.)
5. A fter studying abroad, majors must take two
additional German classes.
Minor in Course
Requirements
Students must complete 5 credits in courses and
seminars numbered 004 or above. O f these
courses, GERM 091: Special Topics, is required.
Students are strongly encouraged to spend a se
mester in Germany or at least participate in a
summer program in a German-speaking coun
try. O f the classes taken abroad, a maximum of
2 credits will count toward the minor.
Honors Program in German
Requirements
Majors and minors in the Honors Program are
expected to be sufficiently proficient in spoken
and written German to complete all their work
in German. A ll majors and minors in honors
are strongly advised to spend at least one se
mester o f study in a German-speaking country.
Candidates are expected to have a B average in
course work both in the department and at the
College.
P rerequisites
Majors: G ERM 013.
Minors: G ERM 013 and one course, numbered
050 or above.
Preparations
Majors will prepare for examinations by taking
three seminars. W ith the approval of the
department, it is possible to combine advanced
1-credit courses or attachments, taken either at
Swarthmore or elsewhere, to form a preparation.
Minors will prepare for examinations by taking
one seminar.
SH S and M ode of Exam ination
For SH S, students are required to present an
annotated bibliography o f criticism— articles or
books— concerning at least five of the texts in
each seminar offered for external examination.
Students are required to meet with the respec
tive instructor(s) o f the seminars being exam
ined by February 15 to discuss their planned
bibliography and to meet with the instructors
for a second time when the approved bibliogra
phy is handed in by May 1. T he annotated bib
liography, which carries no credit, will be added
to course syllabi in the honors portfolio. T he
honors examination will take the form o f a
three-hour written examination based on each
seminar and its SH S preparation as well as a
one-hour oral panel examination based on the
three written exams for majors or a 30- to 45minute oral examination for minors.
COURSES
Not all advanced courses or seminars are offered
every year. Students wishing to major or minor
in German should plan their program in con
sultation with the section. A ll courses num
bered 050 and above are open to students after
GERM 013. (See note on enrolling in seminars.)
GERM 001B-002R, 003R. Intensive
German
Students who start in the 0 0 1 B - 0 0 2 B se
quence must complete 0 0 2 B to receive credit
for 0 01B .
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 explana
tory note on language courses above. Normally
followed by 004, 013, or 014.
1.5 credits.
GERM 001R
Fall 2004. Werlen, Plaxton.
GERM 002R
Spring 2005. Werlen, Plaxton.
GERM 003B
Fall 2004. Simon, Plaxton.
GERM 004. Advanced Conversation
and Composition
Emphasis is on the development of commu
nicative skills in speaking and writing. Selected
readings of general interest include newspaper
and magazine articles, radio and T V programs,
films as well as some literary texts. Recom
mended for students who plan to study in a
German-speaking country.
May be counted toward the major and minor in
German and the concentration in German
studies.
1 credit.
Spring 2005. Simon.
GERM 005A. German Conversation
A 0.5-credit conversation course, concentrat
ing on the development of the students’ speak
ing skills.
Prerequisite: G ERM 004 in a current or a pre
vious semester or the equivalent Placement
Test score.
0 .5 credit.
Spring 2005. Plaxton.
GERM 013. Introduction to German
Literature
Survey of German literature from the 18th cen
tury to the present, focusing on themes of mys
tery, deception, and searching, especially in re
lation to crime. Poetic works and one or two
films will be discussed, but our attention will
fall mainly on narrative prose and drama.
Authors include Kleist, Hoffmann, Büchner,
Droste-Hülshofif, Kafka, Brecht, Dürrenmatt,
and Wolf. Students will develop speaking and
writing skills through short assignments intend
ed to familiarize them with the vocabulary of
literary analysis in German.
1 credit.
F all 2004. Werlen.
GERM 014. Introduction to
German Studies
This introduction to the interdisciplinary field
of German Studies will focus on the major so
cial, political, historical, and philosophical
events and debates in the postwar era. From the
“Teilung,” the “Wiederhewaffnung” in the
Adenauer era, the student protest of 1968,
women’s emancipation and German terrorism
in the 1970s, the impact of the Holocaust
miniseries,
the
“H istorikerstreit,”
the
“Gastarbeiter-Problem,” Germ an-U.S. relations
throughout the decades, to unification in 1989
and German-German differences today, we will
read, look at, and discuss the visual, artistic, and
literary texts that help us understand and an-
273
Modem Languages and Literatures
layze how German “culture” is defined and
what it has become since 1945.
For honor students, this class together with an
attachment counts as an honors preparation.
1 credit.
Topics change each year and include (partial
list):
Spring 2005. Simon.
GERM 054. Postwar German Cinema
(Cross-listed as L IT R 054G )
A study of German Cinema from the “rubble
films” o f the immediate postwar period through
the advent of the New German Cinema in the
’60s to the present state o f German film in the
“postwall” era.
• Frauen und Film
• Populärliteratur
• Nietzsche and/in Literature
• T h e Rom antic Tradition
• Die deutsche Postmodeme
• Hören, Lesen, Sehen: die deutsche
Medienlandschaft
1 credit.
• Literatur und Kultur der DDR
N ot offered 2 0 0 4 -2 0 0 5 .
• Gegenwartsliteratur
GERM 055. Film and Literature in
Weimar Germany
• Contemporary Literature of German-speak
ing Countries
(Cross-listed as L ITR 055G )
Topic fo r spring 2005:
i credit.
Desires of Belonging: Germany and
Diaspora Cultures
N ot offered 2004—2005.
GERM 066. Gegenwartsliteratur
(Cross-listed as G ERM 091)
In this course, we will read a wide variety of
texts representing the literary production of
German speaking countries from the mid ’90s
until the present. T h e selected texts are meant
as buoys in the vast sea o f recent literature,
marking thematic and stylistic preoccupations
of contemporary authors. W e will analyze and
discuss texts from various literary genres.
1 credit.
N ot offered 2004—2005.
GERM 068. History of German Film
(Cross-listed as L IT R 068G )
T his course will be a thorough introduction to
German film history from its inception in the
late 1890s until the present. It will include an
examination of early, “primitive” German cine
ma, expressionist film, the film o f the avantgardes in the ’20s and ’30s, fascist cinema, post
war “rubble” films, the “young German film of
the ’60s and its developments into the New
German Cinema of the ’70s. Also included will
be a section on East German film, both before
and after the fall o f the wall. Taught in English.
1 credit.
N ot offered 2004—2005.
GERM 091. Special Topics
Advanced literature and culture course in G er
man required for all German majors and minors.
274
This course will focus on diasporic texts (in
cluding fiction, essays, autobiography, docu
mentary and feature film) produced in German
speaking countries that represent a conscious
effort to transmit cultural heritages of home
lands left behind through acts o f personal and
collective memory. W e will study exile as expe
rience and metaphor in the context of our
modernity and examine the structures of rela
tionship between imagined/remembered home
lands and transnational identities as well as the
dialectics o f language loss and bi- a111) multi
lingualism.
A t the beginning and end o f our course, we will
explore literary representations of diaspora and
exile that lay bare the traumatic outlines of
European history, more specifically, the tragic
vicissitudes of German-Jewish history. Another
important component o f the course will be a se
ries o f recent films that have at their center
questions of national and ethnic identity, cul
tural and linguistic heritage, and community
and personal memory. Exclusionary representa
tions of others are articulated and critically an
alyzed in feature, documentary, and essay films
by foreign directors working in German speak
ing countries.
Primary texts, secondary literature, and films
used in the course include texts by Robert
Menasse, W.E. Sebald, E.S. Özdamar, Zafer
Senocak, Rafik Scham i, Libuse Monikova
Herta Müller, and José Oliver. Critics read will
include Iain Chambers, Thom as Elsaesser,
Sabine Hake, A m in M aalouf an d Hamid
Naficy. Theoretical background includes texts
by W. Benjamin, S . Freud, G . Deleuze, F.
Guattari, J. Lacan, S. Zizek. W e will view films
by Fatih Akin, Yilmaz Arslan, E.K. Ataman,
Tevfik Baser and Harun Farocki.
the connection between gender and the urban
landscape, the pursuit of pleasure and the at
tempt to scientifically explore human sexuality,
and the conflict between avant-garde experi
mentation and the disintegration of political
liberalism.
N ote: T he site of this course will alternate be
tween Bryn Mawr and Swarthmore colleges.
N ot offered 2 0 0 4 -2005.
1 credit.
Spring 2005. Seyhan, Werlen.
GERM 093. Directed Reading
SEMINARS
Five German seminars are normally scheduled
on a rotating basis. Preparation of topics for hon
ors may be done by particular courses plus at
tachments only when seminars are not available.
N ote: Students enrolling in a seminar are ex
pected to have done the equivalent of at least
one course beyond the G ERM 013 level.
2 credits.
GERM 110 . German Literature After
World War II
T he aim of the seminar is to acquaint students
with literary developments in the Germanspeaking countries after the end o f World War
II. T h e survey of texts will address questions of
“Vergangenheitsbewaltigung” and social cri
tique in the 1950s, the politicization of litera
ture in the 1960s, the “Neue Innerlichkeit” of
the 1970s, and literary postmodemity of the
1980s. W e will also study the literature of the
German Democratic Republic and texts dealing
with post-wall, unified Germany. Authors in
cluded are Boll, Eich, Grass, Frisch, Bachmann,
Handke, Bernhard, Jelinek, Strauss, Wolf,
Delius, Plenzdorf, Siiskind, and Menasse.
GERM 104. Goethe und seine Zeit
2 credits.
A study of G oethe’s major works in the context
of his life and times.
N ot offered 2 0 0 4 -2 0 0 5 .
2 credits.
GERM 1 1 1 . Genres
Fall 2004. Werlen.
This seminar will explore in depth a particular
genre of literary and media production.
GERM 105. Die deutsche Romantik
Scheduled topics include the following:
Romanticism as the dominant movement in
German literature, thought, and the arts from
the 1790s through the first third of the 19th
century. Focus on Rom antic aesthetics and
poetics, including the influence of German
Idealism.
• Deutsche Lyrik
2 credits.
2 credits.
Not offered 2 0 0 4 -2 0 0 5 .
N ot offered 2 0 0 4 -2 0 0 5 .
GERM 108. Wien und Derlin
GERM 199. Senior Honors Study
• Popularliteratur
• Der deutsche Film
• Das deutsche Drama
• Der deutsche Roman
(German studies seminar)
Between 1871 and 1933, Vienna and Berlin
were two cultural magnets drawing such diverse
figures as Sigmund Freud, Ludwig Wittgenstein,
Gustav Klimt, Gustav Mahler, Leon Trotsky,
Gerhard Hauptman, Käthe Kollwitz, Rainer
Maria Rilke, Bertolt Brecht, Kurt Tucholsky,
Else Lasker-Schiiler, Richard Strauss, Arnold
Schönberg, and Adolf Hitler. This course will
examine the multiple tensions that character
ized “fin-de-sibcle” Vienna and Berlin, such as
Japanese
Courses in Japanese language, literature, and
culture may be combined with courses taken at
Haverford and with study abroad toward a spe
cial major or a minor in Japanese studies or may
be counted toward a major or minor in Asian
studies (see Asian studies). Interested students
should consult with the section head o f Jap
anese or with the chair of Asian studies.
275
Modern Languages and Literatures
COURSES
JPNS 001B-002B. Introduction to
Japanese
Students who start in the 00 IB -00 2 B se
quence must complete 0 0 2 B to receive credit
for 001B.
This intensive introduction to Japanese at
tempts to develop the four language skills of
speaking, writing, listening, and reading.
Spoken component will cover both formal and
casual forms o f speech; the written component
will introduce the hiragana and katakana syl
labaries; and about 200 kanji characters.
1.5 credits.
JPNS 001B.
F all 2004. Jo, Suda.
JPNS 002B.
Spring 2005. Jo, Suda.
JPNS 003B-004B. Second-Year Japanese
Combines intensive oral practice with writing
and reading in the modem language. T he
course attempts to increase students’ expressive
ability through the introduction of more ad
vanced grammatical patterns and idiomatic ex
pressions. Introduces students to authentic
written texts and examples of Japanese expres
sion through several media. T h e course will in
troduce approximately 3 00 new kanji charac
ters in addition to the 200 covered in JPN S
0 0 1 B -0 0 2 B .
1.5 credits.
JPNS 003B.
F all 2004- Gardner, Jo.
JPNS 004B.
Spring 2005. Gardner, Jo.
JPNS 005A. Japanese Conversation
This course attempts to improve students’ com
mand of spoken Japanese at the intermediate
level. It meets for 9 0 minutes each week. Can
be repeated for credit.
Prerequisite: Concurrent enrollment in JPN S
003B -004B or the permission of the instructor.
0 .5 credit.
Not offered 2 0 0 4 -2 0 0 5 .
JPNS 012-013. Third-Year Japanese
This course aims to lead Japanese students into
the intermediate-advanced level, deepening
students’ exposure to Japanese culture through
the study of authentic materials and the appli
cation o f language skills in diverse linguistic
contexts. It will combine oral practice with
reading, viewing, and discussion of authentic
materials including newspaper articles, video
clips, and literary selections. Students will con
tinue to develop their expressive ability
through use of more advanced grammatical pat
terns and idiomatic expressions, and will gain
practice in composition and letter writing. The
course will introduce approximately 300 new
kanji characters in addition to approximately
500 covered in first and second-year Japanese.
Prerequisite: Completion of JPN S 004B or
demonstration of equivalent language skills.
This course must be taken together with JPNS
012A/JPNS 013A , which will provide addi
tional opportunities for application and exten
sion of newly acquired skills.
1.5
credits.
Fall 2004. Suda.
Spring 2005. Gardner.
JPNS 0 1 7 . Introduction to Japanese
Culture: The Cosmology of
Japanese Drama
(Cross-listed as L IT R 017J)
This course will provide an introduction to
Japanese culture through a study of its three
great dramatic traditions: Noh masked drama,
Bunraku puppet theater, and Kabuki. These fas
cinating and distinctive dramatic forms offer a
microcosm of Japanese religion, history, litera
ture, and visual aesthetics. In our course, we
will explore how the Japanese stage becomes a
pathway between human beings and the super
natural, and between present times and the leg
endary past. T h e course will proceed through
readings of plays, aesthetic treatises, and articles
on the cultural and historical contexts of
Japanese drama. Screenings of theatrical perfor
mances and films based on classic plays will
offer a glimpse o f the continuing legacy of these
dramatic forms. No previous knowledge of Jap
anese language, history, or culture is required.
1 credit.
F all 2004- Gardner.
276
JPNS 024. Japanese Film and Animatinn
(Cross-listed as L IT R 024])
This course offers a historical and thematic in
troduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context of Japanese
film, including how films address issues of
modernity, gender, and national identity.
Through our readings, discussion, and writing,
we will explore various approaches to film
analysis, with the goal o f developing a deeper
understanding of formal and thematic issues. A
separate unit will consider the postwar develop
ment of Japanese animation (anime) and its
special characteristics. Screenings will include
films by Ozu, Mizoguchi, Kurosawa, Imamura,
Kitano, and Miyazaki.
1 credit.
Not offered 2 0 0 4 -2005.
JPNS 0 4 1J. Fantastic Spaces in Modern
Japanese Literature
ing of the prevailing ideologies and intellectual
struggles of wartime and postwar Japan, as well
the experiences o f individuals living through
the cataclysmic events of mid-century. Issues to
be investigated include Japanese nationalism
and imperialism; women’s experiences o f the
war and home front; changing representations
and ideologies of the body; war writing and cen
sorship; the atomic bombings o f Hiroshima and
Nagasaki; Japanese responses to the Occupa
tion; and the war in postwar memory. The
course readings and discussions will be in
English. Prerequisite: H IST 075 or instructor’s
permission.
1 credit.
Spring 2005. Gardner.
JPNS 094. Independent Study
JPNS 180. Thesis
1 credit.
F all 2004 and 2005. Gardner.
(Cross-listed as L IT R 041J)
As Japanese society has transformed rapidly in
the 20th century and beyond, a number of au
thors have turned to the fantastic to explore the
pathways of cultural memory, the vicissitudes of
interpersonal relationships, the limits of mind
and body, and the nature of story-telling itself.
In this course, we will consider the use of antirealistic 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, A be K6b6, Kurahashi
Yumiko, and Murakami Haruki.
Readings will be in English; no previous experi
ence in Japanese studies is required.
1 credit.
Not offered 2004 -2 0 0 5 .
JPNS 083. War and Postwar in
Japanese Culture
(Cross-listed as L IT R 083J)
What was the Japanese experience o f the
Second World W ar and the Allied Occupation?
We will examine literary works, films, and
graphic materials (photographs, prints, adver
tisements, etc.), together with oral histories and
historical studies, to seek a better understand
Russian
Russian may be offered as a major or minor in
the Course Program or as a major or minor in
the Honors Program.
Russian is the primary or sole language of in
struction in all courses except courses cross-list
ed with the literature program. T h e major itself
emphasizes literature and culture, supported by
proficiency in reading, writing, listening and
speaking. Both the major and the minor can be
supported by work in allied disciplines (history,
anthropology, other literatures), and Russian
can be a supporting subject to numerous other
majors. Students interested in a combined
Russian language and linguistics major may de
velop a program with advanced courses and
seminars in the language offered at Bryn Mawr
College and the Linguistics Program at Swarthmore College.
Prerequisites for both course students and hon
ors candidates are R U S S 004B , O il, and 013, or
equivalent work. Study abroad in Russia is
strongly recommended.
Major in Course
R equirem ents
A minimum o f 8 credits in courses and seminars
which may include Russian 003B and 004B but
must include R U S S 011, R U S S 013, and
277
Modem Languages and Literatures
R U S S 091 (Special Topics), plus one other
course in translation.
Students are expected to take a minimum of 2
seminars in Russian literature. (Students who
spend a year on the A C T R , CIEE, Middlebury
or Smolny programs in Russia might offer a
seminar taken there in lieu o f one Swarthmore
seminar.)
T h e Comprehensive Examination is based on
work completed in courses and seminars num
bered O il and above.
Minor in Course
R eq u irem en ts
Five or 5.5 credits, which must include:
1. R U S S 004B (or placement above 004B )
2. Either R U S S 011 or R U S S 013, or an equiv
alent course taken in Russia
3. O ne of the following: R U S S 013 (if not used
to fulfill item 2); another course in Russian
literature in translation, L ITR 015R , L ITR
068R , or a comparable literature course in
Russia or at Bryn Mawr College or the
University of Pennsylvania
4. O ne seminar in Russian
Honors Program in Russian Language
and Literature
T h e minimum grade for acceptance into the
Honors Program in Russian: B level work in
courses taken at Swarthmore in language and
culture.
R eq u irem en ts fo r M ajors
1. R U S S 004B or equivalent study
4.
One seminar
Senior Honors Study
A t the beginning of their final semester, seniors
will meet with the Russian section head. (1) In
consultation with the section head, majors will
prepare a bibliography of additional readings re
lated to the content of their three (2-credit)
honors preparations. Majors will write three
3,000- to 3,500-word papers in Russian, one for
each honors preparation, or a 6000-word paper
that integrates the three honors preparations.
These papers (or this paper) will be presented
to the external examiners along with the syllabi
of the three 2-credit seminars and any other rel
evant material. (2) In consultation with the
Russian section head, minors will prepare a bib
liography of additional readings related to the
content of their one 2-credit honors prepara
tion. Minors will write one 3,000-word paper
that expands on and extends the single honors
preparation and integrates it, whenever possi
ble, with the honors major. This paper will be
presented to the external examiner along with
the syllabus of the honors seminar and any
other relevant material. (3) Mode of examina
tion: Majors will take three three-hour written
examinations prepared by the external examin
ers as well as a half-hour oral examination for
each, based on each written examination and
materials submitted to the examiner. Minors
will take one three-hour written examination
prepared by the external examiner as well as a
half-hour oral examination based on ,the writ
ten examination and materials submitted to the
examiner.
2. R U S S O il and R U S S 013, or equivalent
courses taken elsewhere
3. O ne more course in Russian literature in
translation or one advanced literature course
in another language (e.g., EN G L 071K,
CH IN 066, C L A S 104, FREN 040, GERM
066, SPAN 060)
4. A t least three seminars
R eq u irem en ts fo r Minors
1. R U S S 004B , or equivalent study
2. R U S S 011 and R U S S 013, or equivalent
courses taken elsewhere
3. O ne more course taken in Russian literature
in translation or one advanced literature
course in another language (see examples
above)
278
COURSES
Not all advanced courses or seminars are offered
every year. Students wishing to major or minor
in Russian should plan their program in consul
tation with the department. Course majors are
required to take Special Topics (R U S S 091).
RUSS 001B-002B, 003B. Intensive
Russian
Students who start in the 0 0 1 B -0 0 2 B se
quence must complete and pass 0 0 2 B in order
to receive credit for 0 0 1 B .
For students who wish to begin Russian in col
lege or did not move beyond an introduction in
high school. Designed to impart an active com
mand of the language. Combines the study of
grammar with intensive oral practice, work on
phonetics, writing, W eb materials, and readings
in literary and expository prose. Conducted pri
marily in Russian; normally followed by 004B
and O il. See the explanatory note on language
courses above.
1.5 credits.
RUSS001B
Fall 2004. Pesenson, Fedchak.
RUSS002B
0 .5 credit.
Spring 2005. Fedchak.
RUSS U 1 1. Russian Culture
A n interdisciplinary introduction to contempo
rary Russian culture within a framework of con
tinuing enrichment of vocabulary and develop
ing fluency in speaking and writing Russian.
Topics will emphasize high culture and history,
with occasional guest presentations by faculty
in associated disciplines from Swarthmore and
Bryn Mawr colleges.
Spring 2005. Staff, Fedchak.
Readings, lectures, papers, and discussions are
in Russian.
RUSS003B
Prerequisite: Russian 004B or the equivalent.
Fall 2004. Rojavin, Fedchak.
1 credit.
RUSS 004B. Advanced Intensive Russian
F all 2004. Fedchak.
For majors and those interested in reaching ad
vanced levels of proficiency in the language.
Advanced conversation, composition, transla
tion, and stylistics. Considerable attention to
writing skills, phonetics, and spontaneous
speaking. Readings include short stories, poetry,
newspapers, and W eb sites.
RUSS 013. The Russian Novel
Conducted in Russian.
1.5 credits.
Spring 2005. Forrester, Fedchak.
RUSS Ü06A. Russian Conversation
This course meets once a week for 1.5 hours.
Students will read newspapers, explore the
Internet, and watch videos to prepare for con
versation and discussion. Each student will de
sign and complete an individual project based
on his or her own interest and goals.
Prerequisite: 004B in current or a previous se
mester or the permission of the instructor.
(Cross-listed as L ITR 013R )
T he Russian novel represents Russia’s most fun
damental contribution to world culture. The
course surveys classic authors and experimental
works from the 19th and 20th centuries. Stu
dents in the course will deepen their under
standing of the context for writers including
Dostoevsky and Tolstoy. They will gain famil
iarity with literary movements and genres in
cluding romanticism, realism, the psychological
novel, the picaresque novel, modernism and
the postmodern as they developed in Russia.
W e will highlight issues including the relation
ship of Russia to the West, national identity
and the complex relationship of literature and
politics.
No prerequisite.
W ritingcourse. 1 credit.
0.5 credit.
F all 2004. Pesenson.
Spring 2005. Fedchak.
RUSS 015. First-Year Seminar:
East European Prose in Translation
RUSS ÜU8A. Russian Phonetics
(Cross-listed as LING 008A )
This course will enable Russian speakers and
non-speakers alike to learn to pronounce
Russian fluently. Focused work on individual
phonemes and the Russian “articulation foun
dation” will accompany the study of phonetic
rales and intonational constructions. W e will
devote practical attention to issues in both
Russian language acquisition and linguistics; in
dividual assignments will reflect each student’s
experience, interests and goals.
(Cross-listed as L IT R 015R )
Novels and stories by the most prominent 20thcentury writers o f this multifaceted and turbu
lent region. Analysis o f individual works and
writers with the purpose of appreciating the re
ligious, linguistic, and historical diversity of
Eastern Europe in an era of war, revolution, po
litical dissent, and outstanding cultural and in
tellectual achievement. Readings, lectures,
writing, and discussion in English; qualified stu
dents may do some readings in the original lan-
279
Modern Languages and Literatures
guages. W riting-intensive course limited to 15
students.
early 21st century.
No prerequisite.
W riting course.
1 credit.
I credit.
N ot offered 2004—2005.
F all 2004. Forrester.
RUSS 047. Russian Fairy Tales
RUSS 016. History ot the Russian
Language
A n introductory course, studying the origin of
the Russian language and its place among the
other modem Indo-European and Slavic lan
guages. T h e uses o f philology and linguistics for
the ideological and stylistic analysis o f literary
texts. Satisfies the linguistics requirement for
teacher certification.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
RUSS 021. Dostoevsky (in translation)
(Cross-listed as L IT R 021R )
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one o f the great writers o f the
modem age. His work influenced Nietzsche,
Freud, Woolf, and others and continues to exert
a profound influence on thought in our own so
ciety to the present. Dostoevsky confronts the
“accursed questions” o f truth, justice, and free
will set against the darkest examples of human
suffering: murder, suicide, poverty, addiction,
and obsession. Students will consider artistic,
philosophical, and social questions through
texts from throughout Dostoevsky’s career.
Students with Russian may read some or all of
the works in the original.
1 credit.
N ot offered 2 0 0 4 -2005.
RUSS 024. Russian and East European
Cinema
(Cross-listed as L IT R 047R )
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. T h e course also provides a general in
troduction to study and interpretation o f folk
lore and fairy tales, approaching Russian tales
against the background of the Western fairytale
tradition (the Grimms, Perrault, Disney, etc.).
No fluency in Russian is required, though stu
dents with adequate language preparation may
do some reading in the original.
1 credit.
N ot offered 2004—2005.
RUSS 070. translation Workshop
(Cross-listed as LIN G 070 and L IT R 070R )
This workshop in literary translation will con
centrate on both translation theory, and prac
tice, working in poetry, prose, and drama as well
as editing. Students will participate in an asso
ciated series of bilingual readings and will pro
duce a substantial portfolio of work. Students
taking the course will write a final paper sup
ported by a smaller portfolio of translations. No
prerequisites exist, but excellent knowledge of a
language other than English (equivalent to a
004B course at Swarthmore or higher) is highly
recommended or, failing that, access to at least
one very patient speaker of a foreign language.
(Cross-listed as L IT R 024R )
1 credit.
T his course will introduce students to cinema
from the “other Europe.” W e will begin with in
fluential Soviet avant-garde cinema and survey
the traditions that developed subsequently with
selections from Russian, Polish, Caucasian,
Czech, Hungarian, Ukrainian and Yugoslav
cinema. Screenings will include films by Eisenstein and Tarkovsky, Wajda, Kusturica, and
Paradzhanov, among others. Students will hone
critical skills in filmic analysis while consider
ing the particular cultural, national and politi
cal forces shaping the work of filmmakers in
this “other Europe” from the early 20th to the
N ot offered 2 0 0 4 -2 0 0 5 .
280
RUSS 079. Russian Women Writers
(Cross-listed as L IT R 079R )
This course balances the picture o f Russian lit
erature by concentrating on the female authors
whose activities and texts were for a long time
excluded from the canon. From the memoirs of
the first female president o f the Russian
Academy of Sciences and a female cavalry offi
cer in the Napoleonic Wars, through the rise of
the great prose novel and modernist poets such
as Anna Akhmatova and Marina Tsvetaeva, to
the stunning frankness o f post-Soviet authors
and
dramatists
such
as
Arbatova,
Petrushevskaia, and Vasilenko. Students with
good Russian skills may do part or all of the
readings in the original.
1 credit.
Spring 2005. Forrester.
RUSS 080. Literature of Dissent
(Cross-listed as L IT R 080R )
This course will address the central place of dis
sent in Russian literature, its flowering in reac
tion to Tsarist and Soviet censorship. The theme
leads to some of the most important works of
19th- and 20th-century Russian poetry and prose.
Nabokov, and others.
2 credits
Spring 2005. Staff.
RUSS 103. Pushkin and Lermontov
This course will acquaint students with two of
the seminal figures of 19th-century Russian lit
erature, Aleksandr Pushkin and M ikhail
Lermontov, looking at their criticism, dramatic
works, poetry and prose, as well as their cultur
al and literary context.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
RUSS 104. Dostoevsky
For senior majors. Study o f individual authors,
selected themes, or critical problems.
Students will read the works of this compelling
visionary in the original Russian. T h e course
will survey key works from Dostoevsky’s oeuvre,
examining Dostoevsky’s use of language and his
literary style. Dostoevsky’s art and ideas will be
discussed in the context of major critical works
by Mikhail Bakhtin and others.
1 credit.
2 credits.
Spring 2005. Staff.
N ot offered 2004—2005.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
RUSS 091. Special Topics
RUSS 093. Directed Reading
SEMINARS
RUSS 10 1. Tolstoy
Novelist, Christian philosopher, pacifist, and
educator, the monumental Leo Tolstoy’s
thought inspired communities of “Tolstoyans”
and influenced Gandhi. Tolstoy’s treatment of
moral and historical issues in literature contin
ues to move readers to our day. Students in this
course will examine Tolstoy’s idea and art in the
harmonious Russian style of the original.
RUSS 105. Literature of the Soviet Period
This course treats the literature associated with
one of the most remarkable social experiments
in human history. Students will examine the re
lation of literature to ideology and social reality
based on a selection of works reflecting the
avant-garde experimentation of the 1920s, the
official doctrine of Socialist Realism, under
ground and émigré literature, and/or literature
addressing the historical situation and the lega
cy o f Stalinism.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
RUSS 106. Russian Drama
2 credits.
2 credits.
Not offered 2 0 0 4 -2 0 0 5 .
N ot offered 2 0 0 4 -2 0 0 5 .
RUSS 102. Russian Short Stnry
RUSS 1 0 7 . Russian Lyric Pnetry
Counterpoint to the sprawling Russian novel,
the short story in Russia possesses a long and
distinguished pedigree. Russian writers have
used the genre to create polished and brilliant
gems demonstrating the possibilities of charac
ter development, voice, plot, and the right ex
position of ideas in prose. This seminar will ex
plore a selection of examples from the likes of
Pushkin, Chekhov, Zoshchenko, Bulgakov,
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
RUSS 108. Russian Modernism
T h e period spanning roughly 1890 to 1925 is
often referred to as the Silver Age of Russian
literature. This course will survey the rich
achievements of Russian culture in the fin-desiècle, with opportunities to study particular
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Modem Languages and Literatures
topics more deeply according to students’ inter
ests and preferences.
tural context.
2 credits.
N ot offered 2004—2005.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
RUSS 1 1 3 . Russian Cinema
RUSS 109. Chekhov
Readings from Chekhov’s dramatic works and
stories, with attention to the rich body o f schol
arship on the author in Russian and in English.
Examples from Soviet avant-garde, High
Stalinist, Thaw Era, perestroika and postSoviet Cinema, considering the role of film as
both ideology and entertainment.
2 credits.
2 credits.
N ot offered 2004—2005.
N ot offered 2 0 0 4 -2 0 0 5 .
RUSS 1 1 0 . Rulgakov
RUSS 1 1 4 . Folklnre in Russian Literature
Doctor, dramatist and dissident, M ikhail
Bulgakov is one o f the most significant prose
authors of the Soviet period. His writings em
body scrupulous honesty, recognition of moral
complexity, deeply thoughtful awareness of po
litical, religious and philosophical traditions,
and the life-affirming force of humor. W e will
read from his short stories, feuilletons and dra
matic works, ending the semester with his mas
terpiece, Master i M argarita, arguably the most
fun novel of the 20th century.
Folklore is both an enormous field o f human
culture, and a rich source of literary plots, gen
res, ideas and materials for writers, scholars, and
theorists of all directions. In this course, we will
read works of Russian literature in which folk
lore plays a significant role as well as explore
several of the areas of Russian folklore that
have most influenced literature.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
2 credits.
N ot offered 2004—2005.
Spanish
RUSS 1 1 1 . Tsvetaeva and Mayakovsky
The Spanish Program
Poetic, dramatic and prose works of the “hys
terical poets,” Marina Tsvetaeva and Vladimir
Mayakovsky, two of the greatest Russian writers
of the 20th century. Focus on their volcanic po
etic development, interactions, and creative re
sponses to gender, decadence, revolution, civil
war, emigration, and Soviet repression.
T he Spanish Section of the Department of
Modem Languages and Literatures works with
students who want to learn the language and fa
miliarize themselves with the cultures of Spain
and Latin America, regardless o f their intended
majors. As Spanish becomes the second lan
guage of the United States, the program recog
nizes the importance of teaching students
whose engagement with literature is not the
main goal of language study. In addition, the
program prepares a group of specialists in Span
ish and Latin American literature as majors and
minors, in course or honors. Nonspecialists who
have completed the four-semester sequence or
its equivalent are welcome in literature courses.
T h e program also teaches literary courses in
English (listed as L ITR in the first part of the
description of the Department o f Modem
Languages and Literatures), recognizing the im
portance of Spanish and Latin American liter
ary traditions for those who wish to become ac
quainted with leading world fiction and poetry.
In all cases, the program teaches language and
literature within their diverse cultural and his
torical contexts as dynamic worlds.
2 credits.
F all 2004- Forrester.
RUSS 1 1 2 . The Acmeists
Several great Russian 20th-century poets led
the group called “Acmeists” for their emphasis
on verbal clarity, specificity of imagery, and at
titude of “nostalgia for world culture.” Nikolai
Gumilev was shot in 1921 for supposed partici
pation in a m onarchist plot. Osip M an
del’shtam spent years in “internal exile” for
overly honest writing and died in a camp in
1938. A nna Akhmatova, perhaps the most
translated Russian poet into English, witnessed
all the horrors o f Stalinism but survived to
mentor a new generation of poets in the 1960s.
T h e course will concentrate on these three
poets, with attention to their literary and cul
282
Major
Requirements for the major are the following:
The completion of at least one semester of
study in a Spanish-speaking country in a pro
gram approved by the Spanish section; (2) the
completion of a minimum of 8 credits of work
in courses numbered 004B and above; (3) one
of these courses must be O il or 013; (4) a stu
dent may not present both 004B and 010 as part
of the 8-credit requirement. SPAN 006A will
not count toward fulfillment o f the major; (5)
one of the 8 credits of advanced work may be
taken in English from among those courses list
ed in the catalog under Literatures in
Translation, provided that it is a course perti
nent to the student’s major; (6) all majors are
strongly encouraged to take at least one seminar
offered by the section; (7) a minimum of 4 of
the 8 courses must be taken at Swarthmore
College; (8) seminars in the major count as two
courses; (9) in their senior year majors will
rewrite two of the best essays that they have
submitted as term papers for courses given by
the section. Each research paper should consist
of 15 to 20 pages, and should be based on ample
critical documentation. T he first paper will be
due in December and the second in April.
These two essays— and the student’s overall
course preparation— will provide the basis for
the oral examination in May. T h e Spanish lan
guage ability of majors, as revealed in these pa
pers and the oral examination, will be part of
their final evaluation.
All majors are strongly encouraged to maintain
a balance in their overall program by taking ad
vanced work in different periods from Spain
and Latin America.
Minor
Requirements for the minor are the following:
(1) The completion of at least one semester of
study in a Spanish-speaking country in a pro
gram approved by the Spanish section. Only
two of the courses taken abroad that pertain to
the curriculum o f the section may count toward
fulfillment of the minor; (2) all minors must
take a total of five course and/or seminar offer
ings numbered 004B and above. Four of these
offerings may not overlap with the student’s
major or other minor. A student may not pre
sent both 004B and 0 10 as part of the fivecourse requirement. Only one of these may sat
isfy the requirement. SPAN 006A and courses
in English translation will not count toward ful
fillment o f the minor; (3) all minors must take
either SPAN O il or 013 unless in special cases
the section deems it unnecessary and therefore
waives this requirement; (4) all minors are
strongly encouraged to take seminars offered by
the section. Admission to seminars, however,
must be approved by instructors; and (5) semi
nars in the minor count as one o f five courses.
Honors Program in Spanish
Candidates for the major or minor in Spanish
must meet the following requirements before
being accepted for the program in honors: (1) a
B average in Spanish course work at the
College; (2) the completion at Swarthmore of
either SPAN O il or 013 and one course num
bered above 013; (3) the completion of at least
one semester of study in a Spanish-speaking
country in a program approved by the Spanish
section; and (4) demonstrated linguistic ability
in the language. Students may present fields for
external examination based on any o f the fol
lowing: (a) 2-credit seminars offered by the sec
tion or (b) the combination of two advanced
courses numbered above 013 that form a logical
pairing. A ll majors in the Honors Program must
do three preparations for a total o f 6 units of
credit, whereas all minors must complete one
preparation consisting of two units of credit.
Mode of Examination
Majors will take three three-hour written ex
aminations prepared by the external examiners
as well as three 0.5-hour oral examinations
based on the contents of each field of prepara
tion. Minors will take one three-hour written
examination prepared by the external examin
er as well as one 0.5-hour oral examination
based on the contents of the written examina
tion. A ll examinations will be conducted ex
clusively in Spanish.
COURSES
Not all advanced courses are offered every year.
Students wishing to major in Spanish should
plan their program in consultation with the de
partment.
SPAN 001B-002B, 003B. Intensive
Spanish
Students who start in the 0 0 1 B - 0 0 2 B se-
283
Modern Languages and Literatures
quence must complete 0 0 2 B to receive credit
for 0 0 1 B .
For students who begin Spanish in college.
Designed to impart an active command o f the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary or expository prose. See the explanatory
note on language courses above. Normally fol
lowed by 004B , 010, 011, or 013.
may still apply today with respect to the lin
guistic and cultural diversity within Spain. As a
point of departure, we will incorporate discus
sions on the similar concept “las Américas.”
T h e student will develop fluency and accuracy
in speaking, writing, and reading in Spanish.
Prerequisite: SPAN 004B or its equivalent, or
the permission of the instructor.
W riting course. 1 credit.
1.5 credits.
F all 2004- Chiong Rivero.
SPAN 002B-2. Intensive Spanish
SPAN 01 OSA. En busca de América Latina
Offered each semester to students who have
had at least a year of Spanish, but require a re
view o f basic concepts before moving forward.
Is there a Latin America? Is it a geographical,
cultural, or political entity? How has it con
structed itself through literature, films, music,
popular and fine arts, photography, cuisine?
How does it reconcile its deep roots in Europe,
Africa, and the Americas? This course explores
how Latin Americans see themselves and their
vibrant cultures. Emphasis is not literary but
linquistic and cultural. Students develop fluen
cy in speaking, writing and reading in Spanish.
1.5 credits.
SPAN 0048. Intensive Spanish
For majors and others who wish an advanced
language course. Much attention paid to pro
nunciation, writing skills, speaking, and the
most complex concepts o f Spanish grammar.
A n ideal course before studying abroad.
1.5 credits.
Prerequisite: SPAN 0 04B or its equivalent, or
the permission o f the instructor.
E ach sem ester.
1 credit.
SPAN 006A. Spanish Conversation
Spring 2005. Machuca.
This conversation course meets once a week for
1.5 hours. T h e class will be divided into small
groups to facilitate discussion. Students are re
quired to read newspapers and other contempo
rary journals, see movies, read plays that might
be performed for and by the class, and prepare
assignments that will generate conversation
among the group. N ot an appropriate course for
native speakers.
SPAN 0 1 1 . Introducción a la literatura
españnla
Prerequisite: SPAN 004B or its equivalent, or
the permission of the instructor.
0 .5 credit.
E ach sem ester. Friedman and Vargas.
SPAN 01 OS. Culturas de España
Embark on a journey through contemporary
Spain! Focusing primarily on a linguistic and
cultural perspective, we will explore various
topics pertaining to contemporary society, cul
ture, literature, history, politics, art, architec
ture, music, cinematography, and the press. We
will study these aspects in relation to different
regions (Cataluña, Andalucía, Galicia, País
Vasco, Castilla) and particular cities (Madrid,
Barcelona, Sevilla). W e will examine how the
medieval description o f Spain, “las Españas,”
284
This course covers representative Spanish liter
ary works from the 18th century to the present.
W e will read about times of political and civil
upheaval, of soaring ideologies and crushing de
feats that depict the changing social, economic,
and political conditions in Spain during the last
three centuries. Each reading represents a par
ticular literary period; neoclassicism, romanti
cism, realism, naturalism, the Generation of 98,
vanguardism, surrealism, the postwar, and post
modernism. T h e emphasis of this course is to
introduce students to literary analysis to build a
base for further study o f Spain’s literature.
Prerequisite: SPAN 004B or 010 or their equiv
alent or the permission of the instructor.
W riting course. 1 credit.
F all 2004. Guardiola.
SPAN 013. Introducción a la literatura
latinoamericana
This course presents a selection o f texts from
the mid-19th century until today. Students de
velop skills in literary analysis, increase their
power to speak and write Spanish, and acquire
a foundation for the future exploration of Latin
America’s literary production. Readings include
narrative, essays, and poetry representing the
romantic, naturalist, realist, modernist, vanguardist, and other contemporary trends studied
in their historical context.
Prerequisite: SPAN 004B or 010 or the equiva
lent or the permission o f the instructor.
1 credit.
Spring 2005. Staff.
Note: SPAN O il or 013, or the equivalent, or
the permission of the instructor is a prerequisite
for the courses in literature that follow:
SPAN 063. Cine contemporáneo español
(Cross-listed with film and media studies)
This course will exam ine Spanish postFranquist cinema of the last three decades of
the 20th century as a cultural product. T h e rep
resentations of class, gender, race, sexuality, re
gional and national identity will be analyzed to
question and revise the traditional notion of a
hegemonic, centralist “Spanish/Castilian” cul
ture. The films of the transition period (197682), 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. Special emphasis will be
placed on the films produced by women direc
tors in the ’90s.
1 credit.
Fall 2004. Guardiola.
SPAN 065. Los indígenas en la literature
latinoamericana
In the language o f conquest, Latin American
literature grapples with the meaning of being
“Indian” in a region that inscribes itself in west
ern civiliztion. This course looks critically at
the representation of “Indians” in 20th-century
texts; studies the production of Indigenismo in
the first half o f the century; and looks at the be
ginning of a literary production in Indigenous
languages translated into Spanish. Novels, po
etry and short stories by Arguedas, Asturias,
Castellanos, Icaza, López y Fuentes, Monteforte
Toledo, Scorza, Subcom andante Marcos,
Vasconcelos, Zepeda, and the Indigenous coop
eratives of Chiapas, Mexico.
1 credit.
Spring 2005. Camacho de Schmidt.
SPAN 067. La guerra civil española en la
literatura y el cine
W e will study the impact o f the Spanish Civil
War and the postwar years in Spanish society as
reflected in literature, film, music and other
cultural testimonies. T h e course will present
poetry by Pablo Neruda, A ntonio Machado,
who felt the war as a premonition, and other
poets. Alternative texts such as testimonial war
references, both visual and written, will present
the experience of the men and women who
lived the conflict. T h e postwar years will be
studied in novels by A na María Matute, Juan
Goytisolo, Miguel Delibes, Merce Rodoreda,
Montserrat Roig and others. T h e films and nov
els of the democratic years, with the war theme,
will offer the necessary took to uncap the col
lective memory in order to observe important
aspects o f present Spanish society.
I credit.
F all 2005. Guardiola.
SPAN 0 7 1. Memoria e identidad
(Cross-listed with film and media studies)
This course will focus on memory making as an
identity building agent. W e will study literary
texts, films and other cultural artifacts to com
memorate the silenced voices of the past, a
postmodern task, according to British director
Ken Loach. W e will study the work of several
Spanish authors, film directors, and intellectu
als o f the last decades of the 20fh century who
tty 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 o f memory in literary, film and cultural
narratives to build national identity.
1 credit.
Spring 2006. Guardiola.
SPAN 072. La décima musa: Santa
Teresa, María de Zayas, Sor Juana
Inés de la Cruz
Santa Teresa, a mystic saint; María de Zayas, a
courtly lady; and Sor Juana Inés de la Cruz, a
M exican nun: what do all of these women have
in common? Each has been considered to be
the Tenth Muse, a literary term of praise lav
ished upon women writers whose works were
not only prolific, but were also published and
widely read (often in their own lifetime), gar
nering them both fame and notoriety. This
285
Modem Languages and Literatures
course is devoted to Santa Teresa’s L a vida; to
María de Zayas’ D esengaños am orosos and
N ovelas ejem plares; and to Sor Juana Inés de la
Cruz’ L a respuesta, her lyric love poetry, and
what is known as the most elaborate poem in
Spanish, Prim ero sueño. W e will explore the de
velopment o f an authorial voice by these three
women writers: the (re)creation and self-fash
ioning of the individual self both within the
written text as well as within the social milieu
(the court and the convent); the use of autobi
ography; and issues pertaining to the politics
and society of 16th- and 17th-century Spain
and Mexico.
Readings and class in Spanish.
1 credit.
SPAN 062. Entre historia y ficción: textos
historiográficos y literarios de la Edad Media
a la época colonial
SPAN 066. Escritoras españolas del siglo 19
y 20
SPAN 069. Ciudad y literatura
SPAN 070. Rebeldía y renovación artística:
el modernismo y la generación del 98
SPAN 071. Memoria e identidad
SPAN 073. Representaciones del amor en la
literatura: de la Edad Media al Siglo de Oro
SPAN 075. La narrativa de Mario Vargas Llosa
SPAN 076. Grandes voces de América:
la poesía latinoamericana del siglo X X
Fall 2004- Chiong Rivero.
SPAN 077. La novela hispanoamericana
del siglo X X
SPAN 083. El tirano latinoamericano en
la literatura
SPAN 078. Movimientos sociales y literatura
en México
Self-infatuated and grotesque, almighty and
naïve, hypermasculine and insecure, the Latin
American fictional dictator rests on abundant
historical inspiration.This course focuses on
20th-century works that explore the incon
testable power o f E l Je fe M áxim o in a postcolo
nial region struggling to build new nations,
hoping for prosperity and peace under reigns of
terror. Complexity, humor, irony and narrative
brilliance are the marks of novels by Car
pentier, Martín Luis Guzmán, Asturias, Julia
Alvarez, Avilés Favila, Subercaseaux, Tomás
Eloy Martínez, Graham Greene and Vargas
Llosa, in addition to poetry by Neruda and
Cardenal.
SPAN 079. El cuento hispanoamericano
1 credit.
F all 2005. Camacho de Schmidt.
N ote: Other offerings by the Spanish Section
may be listed in the Literaures in Translation
Section o f this catalog, after the introduction to
the M odem Languages and Literatures
Department. T h e prefix for these courses is
LITR , not SPAN. These courses are taught in
English.
Courses to be offered in subsequent years
SPAN 010SA . En busca de América Latina
SPAN 013. Introducción a la literatura
hispanoamericana
SPAN 061. La figura bufonesca del gracioso
en la comedia española del Siglo de Oro
SPAN 080. Narrativa chilena desde el golpe
military
SPAN 082. La mujer mirando al hombre:
Escritoras hispanoamericanas del siglo X X
SPAN 084. Hacia Cervantes: el desarrollo de
la novela en España
SPAN 085. Narrativa Hispánica
Contemporánea de los Estados Unidos
SPAN 093. Directed Reading
SEMINARS
Students wishing to take seminars must have
completed at least one course in Spanish num
bered 030 or above.Students are admitted to
seminars on a case-by-case basis by the instruc
tor according to their overall preparation.
SPAN 1 0 1 . La novela hispanoamericana
del siglo X X
We will begin with a brief examination of regionalist texts of the ’20s and ’30s followed by
readings of psychological/existentialist novels
of the ’30s and ’40s. T h e remainder and bulk of
the seminar will be dedicated to the “Boom”
and “Post Boom” periods. Writers will include:
Gallegos, Bombal, Rulfo, Cortazar, Fuentes,
G arcía Márquez, Vargas Llosa, Valenzuela,
Allende, Puig, Skarmeta and Giardinelli.
2 credits.
F all 2004. Hassett.
286
SPAN 105. Federico García Lorca
We will examine the masterful literary produc
tion of this internationally known Spanish
writer who speaks to the “outcasts.” Lorca’s
work synthesizes traditionally Spanish themes
and values with contemporary European trends.
The readings will cover different periods and
genre’s of Lorca’s literary production. Poetry
such as Rom ancero G itano, and P oeta en N ueva
York, and dramatic works, including D oña Rosita
la soltera, Yerma, La casa de B ernarda A lba, Bodas
de sangre, and others.
2 credits.
Spring 2005. Guardiola.
SPAN 106. Visiones narrativas de
Carlos Fuentes
The seminar explores the vast and textured
work of a M exican craftsman of language who
writes for the world and is a profound observer
of history. W e read novels, short stores and
essays.
2 credits.
Spring 2006. Camacho de Schmidt.
Sem inars to be offered in subsequent years
(each for 2 credits)
SPAN 102. Cervantes
SPAN 103. La guerra civil española
SPAN 104. La narrativa de Mario Vargas Llosa
SPAN 107. Héroes y villanos: el siglo XIX
español y la democratización literaria
SPAN 108. La narrativa de Isabel Allende:
la excritura como subrevivencia
SPAN 109. Unamuno o el hambre de Dios
SPAN 110. Política y poética: los mundos de
Pablo Neruda, O ctavio Paz y Ernesto
Cardenal
SPAN 111. Teatro español de los siglos X IX
y XX
SPAN 112. Carmen Martín Gaite
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Music and Dance
M U SIC
GERALD LEVINSON, Professor o f Music
M ICHAEL MARISSEN, Professor o f Music3
JOHN ALSTON, Associate Professor o f Music
THOMAS W HITMAN, Associate Professor of Music and Chair
CARRARA MILEW SKI, Assistant Professor of Music
JA M ES FR EEM A N , Professor Emeritus o f Music (part time)
JANICE H AM ER, Visiting Associate Professor of Music (part time)
JO E L FRIEDM AN, Visiting Assistant Professor o f Music (part time)
M ICHAEL JOHNS, Associate in Performance (Music)
I NYOMAN SUADIN, Associate in Performance (Music and Dance)
DA N CE
SHARON E . FRIED LER , Professor o f Dance, Director o f the Dance Program3
KIM 0. ARROW, A cting Co-Director o f Dance, Associate Professor o f Dance (part time)
SALLY HESS, A cting Co-D irector of Dance, Associate Professor of Dance (part time)
PALLADI CHAKRAVORTY, Assistant Professor of Dance (part time)
LaDEVA DAVIS, Associate in Performance (Dance)
NI LUH KADEK KUSUMA DEWI, Associate in Performance (Dance)
DOLORES LUIS GM ITTER, Associate in Performance (Dance)
LISA KRAUS, Associate in Performance (Dance) (part time)
ARANYI MANRING, Associate in Performance (D ance)5
C . KEM AL NANCE, Associate in Performance (Dance)
JEANNINE OSAYANDE, Associate in Performance (Dance)5
JON SHERM AN, Associate in Performance (Dance)
LEAH STEIN, Associate in Performance (Dance)
SASHA W ELSH, Associate in Performance (Dance)
STEPHEN W ELSH, Associate in Performance (Dance)
HANS DOM AN, Dance Accompanist
SARAH YARDNEY, Arts Administration Intern (part time)
3 Absent on leave, 200 4 -2005.
5 Fall 2004.
MUSIC
ment encourages students to develop perform
ing skills through private study and through par
ticipation in the chorus, gamelari, jazz ensemble,
orchestra, wind ensemble, and the Fetter
Chamber Music Coaching Program, which it
staffs and administers.
T h e study of music as a liberal art requires an in
tegrated approach to theory, history, and perfor
mance, experience in all three fields being
essential to the understanding o f music as an
artistic and intellectual achievement. Theory
courses train the student to work with musical
material, to understand modes of organization in
composition, and to evolve methods of musical
analysis. History courses introduce students to
methods o f studying the development o f musical
styles and genres, and the relationship o f music
to other arts and areas o f thought. T h e depart
288
T he department also assists instrumentalists and
singers to finance the cost of private instruction.
(See “Individual Instruction” under the heading
“Credit for Performance” listed later.)
Major in the C ourse Program . Two semester
courses in theory and M U SI 010 are the prereq
uisites for acceptance as a major. Majors will
normally take five semester courses in theory;
four courses in music history: M U SI 020 and at
least two from M U SI 021, 022, and 023; and a
non-introductory elective (majors are strongly
advised to take more than four history courses);
meet the basic piano requirement (described
later); and pass the comprehensive exam. In ad
dition, majors normally participate in at least
one of the department’s performing organiza
tions for four semesters.
Minor in the C ourse Program . One semester
course in theory is the prerequisite for accep
tance as a minor. Minors will normally take two
semester courses in theory, two semester courses
in history, and one elective (in performance,
music history, theory, or composition). In addi
tion, minors will normally participate in a de
partment ensemble for at least one year and they
will do one of the following as a cumulative ex
ercise: (1) meet the basic piano requirement (de
scribed later), (2) perform community service re
lated to music, (3) perform a senior recital, or (4)
complete a special project in music.
Major in the H onors Program. A student who in
tends to major in the Honors Program will fulfill
the same prerequisites as listed for the course
major, will meet the basic piano requirement,
and will normally submit three preparations (in
cluding at least one preparation in theory and
one in history), subject to departmental ap
proval. Any theory/composition course num
bered 015 or higher, or any history course, can
(with permission of the instructor) be used as
the basis of a paper when augmented by a con
current or subsequent attached unit of additional
research, or by directed reading, or by a tutorial.
Minor in the H onors Program . A student intend
ing to minor in the Honors Program will fulfill
the same prerequisites as those for a major in
course, will meet the basic piano requirement,
and will normally submit one preparation in
music.
Language requirem ents fo r graduate schools.
Students are advised that graduate work in his
torical musicology and voice requires a reading
knowledge of French and German. Graduate
work in other branches of the discipline may re
quire other languages.
The basic piano program . This program is de
signed to develop keyboard proficiency to a
point where a student can effectively use the
piano as a tool for study. It is open to all junior
or senior music majors and to any student en
rolled in a theory course numbered 011 or high
er. No academic credit is given for basic piano.
A ll majors in music will be expected to play well
enough by their senior year to perform a twopart invention of J.S. Bach or a first movement
o f an easy late 18th- or early 19th-century
sonata. In addition, they must demonstrate skill
in score reading.
A unique resource o f the department is its en
semble in residence, Orchestra 2001, directed by
Professor Emeritus James Freeman. This nation
ally renowned ensemble offers an annual con
cert series at the College, focusing on contem
porary music. T h e series features distinguished
soloists and often includes advanced Swarthmore students in its concerts.
Special scholarships and awards in m usic include the
follow ing:
T h e Edwin B. Garrigues Music Awards: See p.
90.
T h e Renee Gaddie Award: See p. 90.
Music 048 Special Awards: See p. 92.
Friends of Music and Dance Summer Awards:
See p. 90.
T h e Boyd Barnard Prize: See p. 89.
T h e Peter Gram Swing Prize: See p. 93.
T he Melvin B. Troy Prize in Music and Dance:
See p. 93.
CREDIT FOR PERFORMANCE
N ote: A ll performance courses are for half
course credit per semester. No retroactive credit is
given fo r perform ance courses.
Individual Instruction (MUSI 048)
Music majors, minors, and members of the wind
ensemble, chorus, gamelan, jazz ensemble, and
orchestra may, if they wish, take lessons for cred
it. Accomplished pianists may satisfy this en
semble requirement by accompanying. For fur
ther details, consult the M U SI 048 guidelines
on the Music Program Web site.
Students who wish to take M U SI 048 (Indi
vidual Instruction) must register for the course
by meeting in person with the department coor
dinator to fill out an application to the depart
ment at the beginning of each semester. Forms
are available in the department office only.
Although it is necessary for students in M U SI
289
Music and Dance
048 to be members in good standing o f a de
partment performance group, it is not necessary
to be registered for credit in that performing
group.
A student applying for individual instruction
should be at least at an intermediate level of per
formance, as determined by an audition before
the faculty. T he student will arrange to work
with a private teacher of his or her choice, with
the advice o f the department, which will then
supervise the course of study and grade it on a
credit/no credit basis. Private teachers will sub
mit written evaluations, and the student will
perform for a jury at the end of the semester and
submit to the faculty a short paper on the piece
to be performed at the jury. The department will
then decide whether the student should receive
credit and whether the student may re-enroll for
the next semester.
For students enrolled in M U SI 048, at least onethird of the cost o f 10 one-hour lessons will be
paid to the private teacher by the department.
Section leaders in department ensembles re
ceive subsidies o f at least two-thirds of the cost
o f 10 one-hour lessons. Music majors in their ju
nior and senior years receive 100 percent subsi
dies of the cost of 10 one-hour lessons each se
mester. Garrigues and other scholarships may
subsidize up to the entire cost of private lessons
(i.e., including reasonable travel expenses) for
the most musically advanced students at the
College.
PIe a se n ote th e follow in g : T he department
requires all students who receive funding for
private lessons to register for M U SI 048.
AH students enrolled in M U SI 048 are strongly
encouraged to perform in student chamber
music concerts and to audition for concertos
with the orchestra or solos with the chorus.
Orchestra, Chorus, Wind Ensemble,
Gamelan, Chamber Music, J a s Ensemble
Students may take Performance Chorus (M U SI
043), Performance Orchestra (M U SI 044), Per
formance Jazz Ensemble (M U SI 041), Perfor
mance Wind Ensemble (M U SI 046), Perfor
mance Chamber Music (M U SI 047), or Perfor
mance Gamelan (M U SI 049a) for credit with
the permission of the department member who
has the responsibility for that performance
group. T he amount of credit received will be a
half-course in any one semester. Students apply
ing for credit will fulfill requirements established
290
for each activity (i.e., regular attendance at re
hearsals and performances and participation in
any supplementary rehearsals held in connec
tion with the activity). Students are graded on a
credit/no credit basis.
Students wishing to take M U SI 047 (Chamber
Music) for credit must submit to the chamber
music coordinator at the beginning of the se
mester a proposal detailing the repertory of
works to be rehearsed, coached, and performed
during the semester. It should include the names
of all student performers and the proposed per
formance dates, if different from the Elizabeth
Pollard Fetter Chamber Music Program perfor
mance dates.
A student taking M U SI047 for credit will re
hearse with his or her group or groups at least
two hours every week and will meet with a
coach (provided by the department) at least
every other week. A ll members o f the group
should be capable of working well both inde
pendently and under the guidance o f a coach. It
is not necessary for every person in the group to
be taking M U SI047 for credit, but the depart
ment expects that those taking the course for
credit will adopt a leadership role in organizing
rehearsals and performances.
COURSES AND SEMINARS
MUSI 001. Introduction to Music
This course is designed to teach- intelligent
listening to music by a conceptual rather than
historical approach. Although it draws on
examples from popular music and various nonW estem repertories, the course focuses primarily
on the art music of Europe and the United
States. Prior musical training is not required. It
is assumed that M U SI 001 students will not
know how to read music. This course is taught
with little or no use of musical notation.
Open to all students without prerequisite.
1 credit.
N ot offered 2004 -2 0 0 5 .
MUSI 002A. How to Read Music
A n introduction to the elements of music nota
tion and theory (clefs, pitch, and rhythmic
notation, scales, keys, and chords).
0 .5 credit.
F all 2004. Whitman.
MUSI 002B. How to Read M u s ic Intensive
Same as M U SI 002a but with an additional
weekly class focused on sight singing and gener
al musicianship. Recommended for students
who need additional preparation for M U SI O il
or other upper-level music courses.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 , but see M U SI 002A .
MUSI 003. Ja zz History
This course traces the development of jazz from
its roots in West Africa to the free styles of the
1960s. The delineation of the various styles and
detailed analysis of seminal figures are included.
Emphasis is on developing the student’s ability
to identify both style and significant musicians.
Open to all students without prerequisite.
1 credit.
Not offered 2 0 0 4 -2005.
MUSI 004A. Opera
Combine great singing with the vivid colors of
an orchestra, with acting and theater, with po
etry, dance, painting, spectacle, magic, love,
death, history, mythology, and social commen
tary, and you have opera: an art of endless fasci
nation. This course will survey the history of
opera (from Monteverdi through Mozart,
Wagner, and Verdi to Gershwin and Stravin
sky), with special emphasis on and study of
scenes from selected works.
Open to all students without prerequisite.
1 credit.
Spring 2005. Milewski.
MUSI 004B. The Symphony
This course will examine the history of the sym
phony from its beginnings in music of the late
Baroque period to the end of the 20th century.
We will examine a number of important sym
phonic works by such composers as Haydn,
Mozart, Beethoven, Berlioz, Brahms, Tchaikov
sky, Mahler, Shostakovich, and Górecki in order
to discuss issues of genre, form, and performance
forces in the context of shifting historical and
social trends.
Open to all students without prerequisite.
1 credit.
Fall 2004. Milewski.
MUSI 005. Patterns of Asian Dance and
Music
(Cross-listed as D A N C 005)
T he course will examine converging and diverg
ing patterns in Asian dance and music. Our
focus will be on dance traditions of Indonesia,
India, Sri Lanka, Afghanistan, the Philippines,
and Japan and will incorporate musical tradi
tions that are integral to dance. Readings will
situate the traditions in their sociocultural, reli
gious, and aesthetic contexts. This is a reading,
viewing, listening, and writing intensive course.
Open to all students without prerequisite.
I credit.
Fall 2004. Chakravorty.
MUSI 006. Beethoven and the Romantic
Spirit
A n introduction to Beethoven’s compositions
in various genres. We will consider the artistic,
political, and social context in which he lived
and examine his legacy among composers later
in the 19th century (Berlioz, Chopin, the Schu
manns, Brahms, Wagner, and Mahler).
Open to all students without prerequisite.
1 credit.
N ot offered 2004-2005.
MUSI 007. W .A. Mozart
Study of Mozart’s compositions in various genres
and of interpretive problems in Mozart biogra
phy. Prior musical training is not required. It is
assumed that M U SI 007 students will not know
how to read music. This course is taught with
little or no use of musical notation. Students
with a musical background may nonetheless
find the class interesting.
Open to all students without prerequisite.
1 credit.
N ot offered 2004-2005.
MUSI 008. The Music of Asia
A n introduction to selected musical traditions
from the vast diversity of non-Western cultures.
T he music will be studied in terms of both its
purely sonic qualities and its cultural/philosophical backgrounds.
Open to all students without prerequisite.
1 credit.
This course counts toward a program in Asian
studies.
N ot offered 2004—2005.
291
Music and Dance
MUSI 009A. History of the Modern
Musical
THEORY ANO COMPOSITION
A survey of the history and development of a
unique American creation: the musical. Se
lected musicals and their creators will be exam
ined in-depth, illuminating the evolution and
structural design o f the genre with special em
phasis placed on the “Rodgers & Hammerstein
model” that still holds sway today.
Students who anticipate taking further courses
in the department or majoring in music are
urged to take M U SI 011 and M U SI 012 as early
as possible. Advanced placement is assigned on
a case-by-case basis, after consultation with the
theory faculty. Majors will normally take MUSI
011 to 015.
Open to all students without prerequisite.
MUSI 0 1 1 . Harmony and Counterpoint 1
1 credit.
Musical exercises include harmonic analysis and
four-part choral style composition.
N ot offered 2004-2005.
MUSI 009B. The Beatles
This course will offer a clear-eyed assessment of
T he Beatles’ work as they developed from a
local cover band to arguably some o f the most
influential musicians of the 20th century. Indepth analysis o f the band’s music, lyrics, perfor
mances, recording procedures and techniques,
and creative influences (including such
Chess/R&B and Motown artists as Chuck Berry,
Larry Williams, Little Richard, Smokey Robin
son; Classic Rockers such as Elvis Presley, Buddy
Holly, and Carl Perkins; later peer-influences
such as Bob Dylan, the Beach Boys, and the
British Blues Revival; and decidedly non-rock
influences such as British Music Hall, Indian
classical music, and avant-garde composer
Karlheinz Stockhausen) will be offered. T he im
pact the Fab Four had on the entertainment in
dustry, fashion, business, and society as a whole
will also be examined.
Open to all students without prerequisite.
Prerequisites: Knowledge o f traditional notation
and major and minor scales; ability to play or
sing at sight simple lines in treble and bass clef.
A ll M U SI O il students must register for an ap
propriate level o f M U SI 040, with or without
0.5 credit.
Basic piano is also required for some students.
1 credit.
F all 2004 and spring 2005. Friedman.
MUSI 012. Harmony and Counterpoint 2
W ritten musical exercises include composition
of original materials as well as conimentary on
excerpts from the tonal literature.
A ll M U SI 012 students must register for an ap
propriate level o f M U SI 040, with or without
0.5 credit.
Basic piano is also required for some students.
1 credit.
Spring 2005. Whitman.
1 credit.
MUSI 013. Harmony and Counterpoint 3
Spring 2005. Friedman.
Continued work with tonal harmony and coun
terpoint at an intermediate level. Detailed study
of selected works with assignments derived from
these works, as well as original compositions.
MUSI 010/BANC 010. Great Repertoire for
Prospective Majors and Minors
A n introduction to selected masterworks inves
tigating a wide variety o f styles drawn from dif
ferent historical periods and cultures. This
course also introduces the disciplines o f histori
cal musicology, ethnomusicology, dance history,
and dance ethnography. Serves as a prerequisite
for all courses in dance, and is also required o f all
prospective majors and minors in Dance or
Music before the junior year.
0 .5 credit
Fall 2004- Whitman, Milewski, and staff.
292
A ll M U SI 013 students must register for an ap
propriate level o f M U SI 040, with or without
0.5 credit.
Basic piano is also required for some students.
1 credit.
Fall 2004. Levinson.
MUSI 0 14. Harmony and Counterpoint 4
Advanced work with chromatic harmony and
tonal counterpoint.
A ll M U SI 014 students must register for an ap
propriate level o f M U SI 040, with or without
0.5 credit.
Basic piano is also required for some students.
1 credit.
1 credit.
Fall 2004. Milewski.
Spring 2005. Levinson.
MUSI 022. Nineteenth-Century European
Music
MUSI 015. Harmony and Counterpoint 5
1 credit.
This survey will consider European art music
against the background of 19th-century Roman
ticism and nationalism. Composers to be studied
include Beethoven, Schubert, Chopin, Berlioz,
Robert and Clara Schumann, Wagner, Verdi,
Brahms, Dvorak, Musorgsky, and Tchaikovsky.
Fall 2004. Friedman.
Prerequisite: M U SI 011 or the equivalent.
Detailed study of a limited number of works,
both tonal and non-tonal, with independent
work encouraged.
Prerequisite: M U SI 014.
MUSI 018. Conducting and Orchestration
1 credit.
A study of orchestration and instrumentation in
selected works o f various composers and
through written exercises, in combination with
practical experience in conducting, score read
ing at the piano, and preparing a score for re
hearsal and performance.
Fall 2004- Milewski.
MUSI 023. IWentieth-Century Music
MUSI 019. Composition
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.
1 credit.
Prerequisite: M U SI 011 or the equivalent.
1 credit.
Not offered 2 0 0 4 -2005.
Fall 2004 and spring 2005. Levinson.
1 credit.
MUSI 061. Ja zz Improvisation
Spring 2005. Levinson.
A systematic approach that develops the ability
to improvise coherently, emphasizing the Bebop
and Hard Bop styles exemplified in the music of
Charlie Parker and Clifford Brown.
1 credit.
Not offered 2004-2005.
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 o f Western classical music. T he course
will focus on the quartets of Haydn, Mozart, and
early Beethoven.
Prerequisite: M U SI 011 or the equivalent.
1 credit.
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 ex
tramusical contexts will be considered.
Prerequisite: M U SI O il or the equivalent.
1 credit.
Not offered 2004-2005.
MUSI 021. Raroque and Classical Music
This course will survey European art music from
the 16th-century Italian madrigal to Beetho
ven’s Eroica symphony. Relevant extramusical
contexts will be considered.
Prerequisite: M U SI 011 or the equivalent.
N ot offered 2004—2005.
MUSI 033. The Art Song
A study of various solutions by various com
posers to the problems of relating poetry and
music. T he emergence of the German Lied in
the 19th century (Schubert and Schumann); its
later development (Brahms, Strauss, Wolf,
Mahler, Schoenberg, and Berg); and its adapta
tion by French (Debussy, Ravel, and Messiaen)
and American (Ives, Barber, and Crumb) com
posers. For students who are either singers or
pianists, informal performances may replace
papers.
Prerequisite: M U SI 011 or the equivalent
1 credit.
Spring 2005. Freeman.
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Music and Dance
MUSI 034. J .S . Bach
MUSI 093. Directed Reading
Study o f 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.
l credit.
T his is a lecture and discussion course; see also
M U SI 101 (Bach), whose format and content is
quite different.
Prerequisite: M U SI 011 or the equivalent.
1 credit.
Not offered 2 0 04-2005.
MUSI 036. Music Since 1945
A study of contemporary concert music, includ
ing such composers as Messiaen, Crumb, Boulez,
Cage, Babbit, Carter, Lutoslawski, and Ligeti.
Electronic music, collage, chance and improvi
sation, and minimalism will also be examined as
well as the current trends toward neo-Romanticism and stylistic pluralism.
Prerequisite: M U SI 011 or the equivalent.
1 credit.
N ot offered 2 0 0 4 -2005.
MUSI 037. Contemporary American
Composers
A study of the works and thought of six impor
tant American composers. T h e course will stress
intensive listening and will include discussion
meetings with each of the composers.
Prerequisite: M U SI 011 or the equivalent.
1 credit.
N ot offered 2004—2005.
MUSI 038. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
A study of 20th-century music focusing on the
great renewal o f musical expressions, diverging
from the Austro-German classic-Rom antic
tradition, found in the works o f these three very
individual composers, as well as the connections
among them, and the resonance of their music in
the work of their contemporaries and successors.
MUSI 095. Tutorial
Special work in composition, theory, or history.
1 or 2 credits.
MUSI 096. Seniur Thesis
l or 2 credits.
MUSI 099. Senior Honors Recital
Honors music majors who wish to present a se
nior recital as one of their honors preparations
must register for M U SI 099, after consultation
with the music faculty. See Honors Program
guidelines.
1 credit.
Fall 2004 or spring 2005. Alston.
SEMINARS
M US1100. Harmony and Counterpoint 5
(See M U SI 015)
Prerequisite: M U SI 014.
1 credit.
Fall 2004. Friedman.
M US110 1 . J .S . Bach
(Compare with M U SI 034, which is a different
offering with a different format, content, and
prerequisites.)
Study o f Bach’s compositions in various genres,
examining music both as a reflection o f and for
mative contribution to cultural history.
Prerequisites: M U SI 012, and G ERM 001B
(higher levels in German and music theory both
strongly recommended; RELG 004 or 005B also
recommended), or permission of instructor.
1 cred it.
N ot offered 2 0 0 4 -2005.
M US1102. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
Prerequisite: M U SI 011 or the equivalent.
(See M U SI 038)
1 credit.
Prerequisite: M U SI 013 (concurrent enrollment
possible by permission of the instructor).
N ot offered 2 0 0 4 -2005.
MUSI 092. Independent Study
1-credit.
1 credit.
N ot offered 2 0 0 4 -2005.
294
MUS1103. Mahler and Britten
This course is an intensive study of the music of
two seminal 20th-century composers. W e 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: M U SI O il, 012, 013, and 014; a
knowledge of German is recommended. This
seminar may be counted as the fifth music
theory course required of majors.
MUSI 040. Performance (Individual
Instruction)
(See the guidelines for this course on p. 289.)
Specific and updated guidelines are distributed
at the beginning of each semester.
0 .5 credit.
F all 2004 and spring 2005.
MUSI 049A. Performance (Balinese
Gamelan)
Not offered 2004-2005.
Performance of traditional and modem compo
sitions for Balinese Gamelan (Indonesian per
cussion orchestra). Students will learn to play
without musical notation. No prior experience
in Western or non-Western music is required.
T h e course is open to all students.
PERFORMANCE
0 .5 credit.
1 credit.
F all 2004 and spring 2005. Whitman.
N ote: T he following performance courses are for
0.5-course credit per semester. See pp. 289 and
295 for general provisions governing work in
performance for credit toward graduation.
MUSI 040. Elements of Musicianship
Sight-singing, and rhythmic and melodic
dictation.
Required for all M U SI 011, 012, 013, and 014
students, with or without 0.5 credit. Also open
to other students. T he instructor will place stu
dents at appropriate levels.
MUSI 049B. Performance: African Bance
Repertory Music Ensemble
Performance of traditional and modem compo
sitions as accompaniment for and collaboration
with the development of a dance piece for con
cert performance.
0 .5 credit.
Spring 2005. Staff.
MUSI B50. Performance (Chamber Choir)
0.5 credit.
Students in M U SI 050 must also be in M U SI
043 Performance (Chorus).
Fall 2004 and spring 2005. Hamer.
0 .5 credit.
MUSI 041. Performance (Jazz Ensemble)
F all 2004 and spring 2005. Alston.
0.5 credit.
MUSI 0 7 1. Rhythmic Analysis and
Orumming
Fall 2004 and spring 2005. Alston.
MUSI 043. Performance (Chorus)
0.5 credit.
Fall 2004 and spring 2005. Alston.
MUSI 044. Performance (Orchestra)
0.5 credit.
(Cross-listed as D A N C 071)
0 .5 credit.
Spring 2005. Arrow.
MUSI 078. Oance/Drum Ensemble
(Cross-listed as D A N C 078)
MUSI 047. Performance (Chamber Music)
This repertory course draws on a variety of danc
ing and drumming traditions from around the
world as well as creating new hybrid forms. In
2004, focus will be on material from Ghana and
Mali, andjapan. Guests will include Jeannine
Osayande and others. Students can participate
as dancers, drummers, or both.
Fall 2004 and spring 2005. Staff.
MUSI 046. Performance (Wind Ensemble)
0.5 credit.
Fall 2004 and spring 2005. Johns.
(See guidelines for this course on p. 290.)
Open to all students without prerequisite.
0.5 credit.
0 .5 credit.
Fall 2004 and spring 2005. Johns.
Fall 2004- Arrow and guests.
295
Music and Dance
MUSI 091. Special Projects (Issues in
Music and Dance Education)
REQUIREMENTS FOR THE M AJOR IN
COURSE: DANCE
(Cross-listed as ED U C 071 and D A N C 091)
This course is an introduction to the fields of
music and dance education. It will involve fre
quent visits to schools, studios, and other educa
tional institutions in the Philadelphia area. We
will observe a variety of teaching methods and
.discuss the guiding principles of music and
dance education. W e will also address such
questions as the place o f music and dance in
higher education in general and at Swarthmore
in particular. In some cases, course work may in
clude practice teaching, depending on student
experience and inclination. Open to any stu
dent who has taken at least one course in music,
dance, or education.
Additional Course Requirements
0 .5 credit (C R /N C R ).
Composition
F all 2004. Arrow and Whitman.
DA N C 012. Dance Composition II (1 credit)
and either D A N C 013 Dance Composition
Tutorial (0.5 credit) (twice) or once plus
DANCE
D A N C 014. Special Topics in Dance
Composition (0.5 credit)
Dance, a program within the Music and Dance
Department, shares the department philosophy
that courses in theory and history should be in
tegrated with performance. By offering a bal
ance of cognitive, creative, and kinesthetic
classes in dance, we present a program that
stands firmly within the tradition of Swarthmore’s liberal arts orientation. Dance instructors
strive to create an atmosphere o f cooperative
learning, one that affirms group process, fosters
camaraderie, and both offers and values a wide
variety of dance traditions. Information about
the dance program in addition to that listed in
this bulletin is available via the World Wide
Web at the following address: http://www.swarthmore.edu/humanities/dance/.
History (two of the following six)
Prerequisites for the Major
• DAN C 002, D A N C 010, a dance course
numbered 040-061 appropriate to the stu
dent’s ability and interest, or 071, and
DA N C 011 with a grade of B or better; and
• A conference with the dance faculty to assess
familiarity with dance vocabularies and de
termine additional course work in dance
technique. W hether they enroll for credit or
audit, all dance majors and minors are strong
ly encouraged to participate in technique and
repertory classes each term.
Credits
2
2
D A N C 021. History of Dance: Africa and Asia
(1 credit)
D A N C 022. History of Dance: Europe’s
Renaissance Through 1900 (1 credit)
DA N C 023. History of Dance: 20th and 21st
Centuries ( 1 credit)
DA N C 024. Dance as Social History,! 1 credit)
DA N C 025. Mapping Culture Through Dance
(1 credit)
D A N C 028. Special Topics in Dance History
(1 credit)
Theory (two of the following five)
2
D A N C 035. Women Choreographers and
Composers (1 credit)
D A N C 036. Dancing Identities (1 credit)
D A N C 037. T he Politics of Dance
Performance (1 credit)
DA N C 038. Sacred Movement, Sacred Dance
(1 credit)
DA N C 039. Music and Dance: Criticism and
Reviewing (1 credit)
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Technique
(two of the following three)
1—1 .5
DANC 050. Performance Dance: Modem
Dance II (0.5 credit)
DANC 051. Performance Dance: Ballet II
(0.5 credit)
DANC 053. Performance Dance: African
Dance II (0.5 credit)
One or two additional dance technique
courses for academic credit or
Prerequisites for the Minor
DANC 094. Senior Project (1 credit)
Repertory (once or twice)
0 .5 - 1
DANC 049. Performance Dance: Repertory
(0.5 credit)
Senior Project/Thesis*
possible for students to align required courses
within the minor to reflect that specific interest,
if any. Minors will participate in the senior col
loquium and will be encouraged, but not re
quired, to develop an extended paper or a sig
nificant dance performance piece as part of the
program. W hether they enroll for credit or
audit, all dance majors and minors are strongly
encouraged to participate in technique and
repertory classes each term.
1 -2
• D A N C 010, a dance course numbered 041061 appropriate to the student’s ability and
interest, or 071 (Rhythmic Analysis) and
D A N C 002 (World Dance Forms), or Dance
140 (Approaches to Dance) at Bryn Mawr
College
DANC 094. Senior Project (1 credit) or
Total prerequisite credits
DANC 095. and/or 096: Senior Thesis
(1 or 2 credits)
Course Requirements
Total credits for the major
Total of prerequisite and
major credits
9 -1 1
2
Credits
Composition
1
D A N C 011. Dance Composition 1(1 credit)
1 1 .5 - 1 3
History (one of the following six)
1
The dance faculty encourages students to pursue
a senior project/thesis that incorporates a com
parison or integration of dance and some other
creative or performing art (creative writing,
music, theater, or visual art) or another academ
ic discipline of the student’s interest.
D A N C 021. History of Dance: Africa and
Asia (1 credit)
Additional Requirements for the Major
D A N C 024. Dance as Social History (1 credit)
A comprehensive experience including essays
on course work, reading andvideo lists, and the
senior project/thesis.
D A N C 025. Mapping Culture Through Dance
(1 credit)
A senior colloquium with monthly meetings
will be held during the final semester of the stu
dent’s senior year. These meetings, which will be
led by the dance faculty, will be linked to con
cert performances, guest lecturers, and assigned
articles.
D A N C 022. History of Dance: Europe’s
Renaissance Through 1900 (1 credit)
D A N C 023. History of Dance: 20th and 21st
Centuries (1 credit)
D A N C 028. Special Topics in Dance History
(1 credit)
Theory (one of the following five)
1
D A N C 035. W om en Choreographers and
Composers (1 credit)
DAlN C 036. Dancing Identities (1 credit)
DA N C 037. T he Politics of Dance
Performance (1 credit)
REQUIREMENTS FOR THE MINOR IN
COURSE: DANCE
The goal of the course minor in dance is to ex
pose a student to the broad scope of the field.
The distribution of required courses for the
minor provides students with an introduction to
composition, history, technique, and theory and
allows them to direct their final credit in the
minor toward a specific area of interest. It is also
DA N C 038. Sacred Movement, Sacred Dance
(1 credit)
D A N C 039. Music and Dance: Criticism and
Reviewing (1 credit)
Technique
1
Two semesters of dance technique for academic
credit: one 0.5 course in a Western-based tech
nique and one 0.5 course in a non-Westernbased technique.
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Music and Dance
Additional Course W ork
1
One additional credit will be taken from any
single 1-credit course in the dance curriculum or
from any two 0.5-credit courses such as DAN C
049 (Repertory), D A N C 013 (Dance Compo
sition Tutorial), or additional dance technique
classes. This final credit will be selected in con
sultation with a Dance Program faculty adviser.
Total credits for dance m inor
5
Total of prerequisite and minor credits
7
REQUIREMENTS FOR THE SPECIAL COURSE
M AJOR IN DANCE AND A SECOND
DISCIPLINE
T h e program for a special major in dance com
prises 12 units o f course work: six in dance and
six in another discipline. T he two disciplines in
this major may be philosophically linked or may
represent separate areas o f the student’s interest.
W hether they enroll for credit or audit, all
dance majors and minors are strongly encour
aged to participate in technique and repertory
classes each term.
Prerequisites for the Special Course
Major in Dance and a Second Discipline
• D A N C010, D A N C O il, a dance course
numbered 0 4 1 -061 appropriate to the stu
dent’s ability and interest, or 071 (Rhythmic
Analysis) and D A N C 002 (World Dance
Forms), or Dance 140 (Approaches to
Dance) at Bryn Mawr College.
Required D ance Courses
T he core program (totaling 5.5 credits) includes
the following courses:
1. Two composition/repertory (D A N C 012[1
credit] or 014 [0.5 credit] and/or D A N C 013
[0.5 credit] and D A N C 049 [0.5 credit])
2. Two history/theory (one from D A N C 021—
025 or 0 28 [1 credit] and one from DA N C
0 3 5 -0 3 9 [1 credit])
3. Two or three in performance technique
(D A N C 050 [0.5 credit] and one other tech
nique at the 50 level or above [0.5 credit])
4. O ne senior project or thesis (D A N C 094,
095, or 096 [1 credit])
These 6 courses from the core program will be
joined by 6 credits from another discipline or
disciplines. Courses for the program must be ap
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proved both by the faculty o f the other depart
ments and by the dance faculty. T he senior proj
ect or thesis must also be approved and moni
tored by those departments involved.
Total credits for special major
5.5
Total of prerequisite and m ajor credits
8.5
REQUIREMENTS FOR THE M AJOR IN
HONORS: DANCE
T he minimum requirement for admission to the
honors major is at least three courses in dance;
normally DA N C 010, an introductory history/
theory course (D A N C 002. 005, or 009), and
D ance Composition I (D A N C 011). 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.
Honors majors will also be expected to partici
pate in the senior colloquium. W hether they
enroll for credit or audit, all dance majors and
minors are strongly encouraged to participate in
technique and repertory classes each term.
A ll dance majors in the Honors Program must
do three preparations in the department and
one outside (in a related or unrelated minor).
Two o f the departmental preparations will be
based on course combinations (one in historyor
theory and one in composition). T he third will
take the form o f either a senior project (DANC
094) or a senior thesis (D A N C 095, 096). The
portfolio submitted by each student will include
both written materials and a videotape that pro
vides examples of the student’s choreographic/
performance work at Swarthmore (a maximum
o f 20 minutes in length). Each student’s pro
gram will include the following:
1. H istory and theory. One area of emphasis link
ing a course from D A N C 02 1 -0 2 5 or 028
with a course from D A N C 035-039. Each
student will demonstrate this integration via
a paper written as an attachment. This paper,
along with appropriate papers from each his
tory and theory class submitted for prepara
tion, will be sent to the examiner. T he writ
ten and oral exam for this preparation will
consist of a response to three questions set by
the examiner.
2. C om position. Each student may submit a
combination of Composition I (D A N C O il)
plus either Composition II (D A N C 012),
Special Topics in Composition (D A N C
014), and Composition Tutorial (D A N C
013) or two of Dance 013 or 014. T he syllabi
(where appropriate), a videotape of the final
work, and a paper concerning the choreo
graphic process from each class will be sub
mitted to the examiner.
3. Senior project/thesis. These projects/theses will
be individually determined. Each student will
be assigned a faculty adviser who will assist
the student in the creation of an initial bibli
ography or videography or both as well as an
outline for the project or thesis. It will then
be the student’s responsibility to proceed with
the work independently.
REQUIREMENTS FOR THE MINOR IN
HONORS: DANCE
Students in the Honors Program who are pre
senting a major in another discipline and a
minor in dance must do one preparation in
dance. This preparation will take the form of
either No. 1 or 2 described earlier in the text
concerning honors majors in dance. T h e choice
regarding focus for a student’s minor will be de
termined in consultation with an adviser from
the dance faculty. Honors minors will also be ex
pected to participate in the senior colloquium.
Whether they enroll for credit or audit, all
dance majors and minors are strongly encour
aged to participate in technique and repertory
classes each term.
Majors Presenting a Related Minor
Dance majors in the Honors Program who are
presenting a related minor in another discipline
must follow the preparation guidelines listed
earlier. For these students, the third preparation
will take the form of either a senior project
(DANC 094) or a senior thesis (D A N C 095,
096), which, although it follows the guidelines
stated in No. 3 earlier, draws on a cross-discipli
nary perspective.
Cross-disciplinary project or thesis. These prepara
tions will be individually determined. In each
case, the student will present either one dance
history or theory course or one composition
course in combination with one upper-level
course outside the department. Then, as an at
tachment the student will submit a performance
(videotape) and/or a paper in which the crossdisciplinary nature of the study is discussed.
Each student will be assigned a faculty adviser,
who will assist the student in the creation of an
initial bibliography or videography or both as
well as an outline for the project or thesis. It will
then be the student’s responsibility to proceed
with the work independently.
Majors Presenting an Unrelated Minor
Students in the Honors Program who are
presenting a major in dance and a minor in an
unrelated discipline will follow the guidelines
described earlier for the major.
Additional guidelines concerning the honors
major and minor in dance are available from the
Department of Music and Dance office or from
the director of dance.
ADDITIONAL INFORMATION REGARDING
THE DANCE PROGRAM
Performance Dance: Technique Courses
In a typical semester, more than 25 hours of
dance technique classes are offered on graded
levels presenting a variety of movement styles.
Technique courses, numbered 040 through 048,
050 through 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 audition for level III
technique classes and for Dance Repertory
(D A N C 049). A total of not more than 8 full
credits (16 0.5-credit courses) in performance
dance technique classes and in music perfor
mance classes may be counted toward the de
grees of bachelor o f arts and bachelor of science.
No retroactive credit is given for performance
classes.
Dance Program Performance
Opportunities
A ll interested students are encouraged to enroll
in repertory classes (D A N C 049) and/or to
audition for student and faculty works. These
auditions take place several times each semester;
dates are announced in classes, in postings out
side the dance studios, and in the W eekly N ew s.
Formal concerts take place toward the end of
each semester; informal studio concerts are
scheduled throughout the year.
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Music and Dance
T he Dance Program regularly sponsors guest
artist teaching and performance residencies,
which in 2 0 0 4 -2 0 0 5 will include Suzanne
Farrell Ballet, Sita Frederick, Kimerer La Motte,
Susan Marshall Dance Company, Jeanne Ruddy,
Mallika Sarabhai and Darpana, Toby Twining,
and Jennine W illett. In addition, the program
regularly hosts guest choreographers who work
with student ensembles in technique and reper
tory classes. During 2 004-2005, Lisa Kraus,
Aryani Manring, Jeannine Osyande, and Sasha
Welsh will be working in that capacity.
Scholarships and Awards
Scholarships for summer study in dance are
available through funds provided by T h e
Friends of Music and Dance. T he Halley Jo
Stein Award for Dance and T h e Melvin B. Troy
Award for Composition are also awarded annu
ally by the department.
Foreign Study Initiatives
Q hana Program
T h e Dance Program has an ongoing relation
ship with the International Centre for African
Music and Dance and the School of Performing
Arts at the University of Ghana in Legon, a sub
urb 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 indepen
dent study and travel. Beyond credits in dance,
music, theater, African studies, and intensive
Twi (an A kan language widely spoken in
G hana), a menu of tutorials is available. Stu
dents participating are able to enroll for the
equivalent of a full semester’s credit (4 to 5 cred
its). Interested students should contact the di
rector o f the Dance Program as early as possible
for advising purposes and for updated informa
tion. Please see the programs in Dance and
Theater catalog listings for information on the
types of academic credit offered.
Poland Program
T h e programs in Dance and Theater offer a se
mester-abroad program based at the Silesian
Dance Theatre (Slaski Teatr Tanca) in Bytom
in conjunction with the Jagiellonian University
of Krakow and other institutions in the vicinity.
T h e program provides participating students
with a combination o f foreign study and the ex
perience of working in various capacities (dance
performance, arts administration, scenography,
300
etc.) within the environment o f a professional
dance theatre company for credit. Participating
students are housed in Bytom and attend week
ly tutorials in Kracow. Intensive study o f Polish
while in the country will be required of all par
ticipating students. Students participating are
able to enroll for the equivalent o f a full semes
ter’s credit (4 to 5 credits). Participation in the
Annual International Dance Conference and
Performance Festival hosted by Silesian Dance
Theatre in June and July is highly recommend
ed for certain types of credit. Beyond credits in
theater, dance, and intensive Polish, a menu of
possible tutorials is available in Polish literature
and history, environmental studies, film, reli
gion, Jewish and Holocaust studies, and other
fields. Interested students should contact Pro
fessor A llen Kuharski, chair o f theater, as early
as possible for advising purposes and updated
information on the status of the program. See
course listings in both dance and theater for
types o f academic credit offered.
INTRODUCTORY COURSES
DANC 002. World Dance Forms
A survey course that introduces students to the
oretical and practical experiences in dance
forms from various cultures and periods through
a combination o f lectures, readings, and video
and film viewings, as well as discussions and
workshops with a wide variety of guest artists
from the field. T he particular forms will vary
each semester but may include African, Asian,
and Native American forms, flamenco, contem
porary social dances, and various forms o f con
cert dance.
Open to all students without prerequisite; no
prior dance training required.
1 credit.
N ot offered 2 0 0 4 -2005.
DANC 005. Patterns of Asian Dance
and Music
(Cross-listed as M U SI 005)
T he course will examine converging and diverg
ing patterns in Asian dance and music. Our
focus will be on dance traditions of Indonesia,
India, Sri Lanka, Afghanistan, the Philippines,
and Japan and will incorporate musical tradi
tions that are integral to dance. Readings will
situate the traditions in their sociocultural, reli
gious, and aesthetic contexts. This is a reading,
viewing, listening, and writing intensive course.
Open to all students without prerequisite.
1 credit.
Fall 2004. Chakravorty.
DANC 009. Music and Dance of Africa
An introduction to selected musical and dance
traditions of Africa. This course will involve all
students in the practice of dancing and drum
ming as well as in the study of those forms
through lectures, reading, listening, and view
ing. No prior musical or dance training required.
proaches to making work are explored in com
positions for soloists and groups. Course work
emphasizes using various approaches and meth
ods (e.g., theme and variation, m otif and devel
opment, structured improvisation, and others).
Reading, video and live concert viewing, move
ment studies, journals, and a final piece for pub
lic performance that may include a production
lab component are required.
Prerequisites: D A N C 011 or its equivalent. A
course in dance technique must be taken
concurrently.
1 credit.
Spring 2005. Hess.
Not offered 2 0 0 4 -2005.
DANC 013. Dance Composition: Tutorial
DANC 010 / MUSI010. Great Repertoire for
Prospective Majors and Minors
T h e 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 encour
aged. A ll students proposing tutorials are ad
vised to discuss their ideas with a member o f the
dance faculty prior to enrollment.
An introduction to selected masterworks inves
tigating a wide variety of styles drawn from dif
ferent historical periods and cultures. This
course also introduces the disciplines o f histori
cal musicology, ethnomusicology, dance history,
and dance ethnography. Serves as a prerequisite
for all courses in dance history, and is also re
quired of all prospective majors and minors in
Dance or Music before the junior year.
0.5 Credit
Fall 2004. W hitman, Milewski, and staff.
COMPOSITION, HISTORY AND THEORY
COURSES
DANC 0 1 1 . Dance Cnmposition I
A study of the basic principles of dance compo
sition through exploration of the elements of
time, space, and force, movement invention,
and movement themes to understand various
choreographic structures. Considerable reading,
video and live concert viewing, movement stud
ies, journals, and a final piece for public perfor
mance in the Troy dance lab are required.
Prerequisite: Any dance course or permission of
the instructor. A course in dance technique
must be taken concurrently.
1 credit.
Fall 2004- Stephen Welsh.
DANC 012. Dance Composition II
An elaboration and extension of the material
studied in D A N C O il. Stylistically varying ap
Choreography of a final piece for public perfor
mance is required, as are weekly meetings with
the instructor and directed readings and video
and concert viewings. A journal may also be re
quired.
Prerequisites: D A N C 011 or its equivalent. A
course in dance technique must be taken
concurrently.
0 .5 credit.
Fall 2004. Spring 2005. Arrow and Hess.
DANC 0 14. Special Topics in Dance
Composition
A course that focuses on intensive study of spe
cific compositional techniques and subjects.
Topics may include autobiography, dance and
text, partnering, interdisciplinary collaboration,
reconstruction, and technology, including
videography. Choreography of a final piece for
performance is required. Weekly meetings with
the instructor, directed readings, video and con
cert viewing, and a journal will be required. T he
focus for the course during spring 2005 will be
dance videography.
Prerequisite: D A N C 011. A course in dance
technique must be taken concurrently.
0 .5 credit.
Spring 2005. Arrow.
301
Music and Dance
DANC 021. History of Dance: Africa and
Asia
This course will move through an exploration of
dance forms from Africa, from African and
Asian cultures, and from the perspectives of styl
istic characteristics, underlying aesthetics, reso
nances in general cultural traits, and develop
mental history. Course work will occasionally
focus on one dance style for close examination.
Study will be facilitated by guest lecturers,
specialists in particular dance forms from these
cultures.
and class in the period from 1880 to the 1950s
in Europe, North America, the Caribbean, and
South America. A variety o f dance forms in
their historical and cultural contexts will be an
alyzed. Readings, video and concert viewings,
research projects, and class discussions are in
cluded. Three hours per week.
Prerequisite: D A N C 002 or permission of the
instructor.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Prerequisite: DA N C 002. Two lectures and onehour video viewing per week.
DANC 025. Mapping Culture Through
Dance
1 credit.
This course will use anthropological approaches
to examine the interrelationship of dance with
social relations of culture and power. T he course
will be shaped as a cross-cultural journey, which
will include East Indian, Brazilian, Haitian,
African, and other dance styles. Dance will be
analyzed in terms of ritual, national/gender
identity, and spirituality, and as commodities of
value and resistance. T he overall approach will
be to situate dance forms in their historical and
contemporary social, political, and economic
contexts.
N ot offered 2 0 0 4 -2005.
DANC 022. History of Dance: Europe’s
Renaissance Through 1900
A study of social and theatrical dance forms in
the context of various European societies from
the Renaissance through the 19th century.
Influential choreographers, dancers, and theorists
representative of the periods will be discussed.
Prerequisite: D A N C 002; D A N C 024 strongly
recommended. Two lectures and one-hour video
viewing per week.
1 credit.
N ot offered 2 0 0 4 -2005.
DANC 023. Histnry nf 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 choreo
graphers, dancers, and theorists will be dis
cussed. Through readings, video and concert
viewings, research projects, and class discus
sions, students will develop an understanding of
these forms in relation to their own dance prac
tice.
Prerequisite: D A N C 002; D A N C 021 and 022
strongly recommended. Two lectures and onehour video viewing per week.
1 credit.
N ot offered 2 0 0 4 -2005.
Prerequisites: D A N C 002, an introductory
course in anthropology, or permission o f the
instructor.
1 credit.
N ot offered 2004 -2 0 0 5 .
DANC 028. Special Topics in Dance
History: Politics and Aesthetics of
Classical Indian Dance
This course will examine classical Indian dance
in the context of national and gender identity
formation. In the process, it will also examine
notions of tradition, modernity, and globality in
relation to dance in contemporary India. There
will be two major elements: a historical analysis
of the nationalist and revivalist movement in
India that shaped classical dance, focusing on is
sues of gender, class, and religion in the forma
tion of ideology; and, second, situating classical
Indian dance in the current context of cultural
globalization. Anthropological, culture studies,
and feminist theories will be used to analyze the
changing meaning of classical dance in India.
DANC 024. Dance as Sucial History
1 credit.
This course focuses on dance as a locus for dis
cussing power relations through gender, race,
Spring 2005. Chakravorty.
302
DANC 035. Women Choreographer and
Composers
This course is a survey of women choreographers
and composers. Choreographers range from
Sallé and Duncan through Graham, Bausch,
Tharp, and Zollar, composers from Hildegard
through Zwilich. Topics include form, phrasing,
text, and social and political comment.
Open to all students without prerequisite.
1 credit.
Not offered 2 0 0 4 -2005.
DANC 036. Dancing Identities
This course explores ways that age, class, gender,
and race have informed dance, particularly per
formance dance, since 1960. T h e impact of var
ious cultural and social contexts will be consid
ered. Lectures, readings, and video and concert
viewings will be included. Students will be ex
pected to design and participate in dance and
movement studies as well as submit written
work.
Prerequisite: D A N C 002 or permission of the
instructor.
modem/concert dance). Students will be ex
pected to design and participate in dance and
movement studies, as well as to write.
Prerequisite: Some dance experience, in any
technique, and/or a course in religion.
1 credit.
F all 2004. Hess.
DANC 039. Music and Dance: Criticism
and Reviewing
(Cross-listed as M U SI 039)
This course will be team taught by the music
and dance faculty with supplemental visits by
guest lecturers who are prominent in the field of
reviewing. It will cover various aspects of writ
ing about the performance o f music and dance:
previewing, reviewing, the critic’s role and re
sponsibilities, and the special problems of relat
ing performance to the written word.
Prerequisite: One previous course in music or
dance, concurrent enrollment in a music or
dance course, or permission of the instructor.
1 credit.
N ot offered 2 0 0 4 -2005.
1 credit.
Not offered 2 0 0 4 -2005.
DANC 037. Current Trends in Dance
Performance
DANCE TECHNIQUE AND REPERTORY
COURSES
An investigation of the aesthetic principles of
perception, symbolism, abstraction, and creativ
ity in relation to the viewing and interpretation
of dance performance. Emphasis will be placed
on political interpolation and ramifications of
the act of public performance. Topics of discus
sion will include the “politically correct” para
dox, government funding, art as cultural inter
vention, the evolution o f styles, and various his
torical perspectives.
N ote: Technique courses (040-048, 050-058,
060, and 061) may be taken for 0.5 academic
credit or may be taken for physical education
credit. A ll dance technique courses numbered
0 4 0 -0 4 8 are open to all students without pre
requisite. Courses numbered 0 5 0 -0 5 8 and 0 6 0 061 have a prerequisite of either successful com
pletion o f an 040s course in that style or permis
sion of the instructor.
Open to all students without prerequisite.
DANC 040. Performance Dance: Modern I
I credit.
A n introduction to basic principles of dance
movement: body alignment, coordination,
strength and flexibility, and basic locomotion. If
taken for academic credit, concert attendance
and one or two short papers are required.
Not offered 2 0 0 4 -2005.
DANC 038. Sacred Movement, Sacred
Dance
This course is planned both as a studio and a lec
ture seminar. W e will examine through move
ment, and readings, and discussion the presence
of the sacred in performance, ritual, and con
templative practices. W e will explore several
dance and movement traditions from the an
cient (India) to the contemporary (American
0 .5 credit.
Fall 2004 and spring 2005. Arrow.
DANC 041. Performance Dance: Ballet I
A n introduction to the fundamentals of classi
cal ballet vocabulary: correct body placement;
positions of the feet, head and arms; and basic
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Music and Dance
0 .5 credit.
mances will be used to provide context.
Students who are enrolled for academic credit
will be required to write papers and/or create
performance texts or choreographies.
F all 2004 and spring 2005. Sherman.
0 .5 credit.
locomotion in the form. If taken for academic
credit, concert attendance and one or two short
papers are required.
DANC 043. Performance Dance: African I
F all 2004 and spring 2005. Chakravorty.
DANC 047. Performance Dance: Flamenco
A frican D ance I introduces students to
U m fim dalai. In a contemporary context, the
U m fundalai dance tradition surveys dance styles
of African people who reside on the continent
o f Africa and in the Diaspora. Upon completion
of the course, students will gain a beginning un
derstanding of how to approach African dance
and the aesthetic principles implicit in Africanoriented movement. Students enrolled in
DA N C 043 for academic credit are required to
keep a weekly journal and write two short
papers.
This course will introduce the basic principles of
performance technique in the Spanish dance
form, flamenco. Focus will be on studying both
footwork (zapateado) and armwork (bcaceo). A
variety of rhythmic groupings and styles within
flamenco will be explored. Students who are en
rolled for academic credit will be required to
write papers and/or create performance texts or
choreographies. Some Saturday meetings are
required.
0 .5 credit.
Fall 2004 and spring 2005. Luis-Gmitter.
F all 2004 and spring 2005. Nance.
DANC 048. Performance Dance: Special
Topics in Technique
DANC 044. Performance Dance: Tap
0 .5 credit.
0 .5 credit.
Intensive study of special topics falling outside
the regular dance technique offerings. Topics
may include Alexander technique,, contact im
provisation, jazz, Pilates, and musical theater
dance. If taken for academic credit, concert
attendance and one or two short papers are
required.
Spring 2005. Davis.
Section 1 : Pilates
DANC 045. Performance Dance:
Hatha Yoga
Students will learn and practice the exercise
method developed by Joseph H. Pilates. This
method emphasizes connecting the mind with
the body through six principles: control, con
traction, centering, flowing movement, preci
sion, and breath. T he course will emphasize
evenly developing the musculature of the body,
and creating a strong supportive core of abdom
inal and spinal muscles. This course is available
for physical education credit only.
This course is available to all tappers, from be
ginning to advanced. Such forms as soft-shoe,
waltz-clog, stage tap, and “hoofin” will be
explored. If taken for academic credit, concert
attendance and one or two short papers are
required.
T h e course will focus on experiencing and un
derstanding a variety of asanas (physical pos
tures) from standing poses to deep relaxation.
Following the approach developed by B.K.S.
Iyengar, its aim is to provide the student with a
basis for an ongoing personal practice. If taken
for academic credit, reading and one paper are
required.
0 .5 credit.
Fall 2004. and spring 2005. Hess.
DANC 046. Performance Dance: Kathak
This course will introduce the basic principles of
performance technique in the North Indian
classical form Kathak. T h e focus will be on
studying abstract movements and miming and
expressive gestures and the rhythmic musical
patterns that structure the dance vocabulary.
Videos, photographs, paintings, and live perfor
304
0 .5 credit.
Fall 2004 and spring 2005. Sasha Welsh.
Section 2 : C ontact Im provisation
This improvisational dance practice is based on
moving in contact with others through touch
ing, leaning on, lifting, balancing, and support
ing. T he resulting duets and ensembles are pro
pelled by the momentum of the dancers’ weight.
Students who enroll for academic credit will be
required to write papers and/or create perfor
mance textsor choreographies.
0 .5 credit.
ing Mallika Sarabhai.
Spring 2005. Stein.
0 .5 credit.
DANC 049. Performance Dance: Repertory
F all 2004. Chakravorty.
(Cross-listed as TH E A 007)
Spring Sections
The various sections of this course offer oppor
tunities 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.
This course will develop a performance dance
based on release technique principles.
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.
Fall Sections:
Section 1: Tap
Section 1: Modem
A course in modem dance technique should be
taken concurrently. Additional information
about the class will be available from the Dance
Program office during fall semester 2004.
Prerequisite: D A N C 040 or its equivalent.
0 .5 credit.
Spring 2005. Kraus.
Section 2 : African
Open to students with some tap experience, this
class draws on the tradition of rhythm tap
known as “hoofin’ “. A new dance is made each
semester, working with the varying levels of skill
present in the student ensemble.
Auditions for admission to the course will be
held during the first class meeting. Additional
information regarding the course is available
from the instructor.
0.5 credit.
Prerequisite: DA N C 043 and prior or concur
rent enrollment in DA N C 053.
Fall 2004. Davis.
Section 2 : Modern
During this section of D A N C 049, Body as
Mask, students will investigate the “states” spe
cific to Balinese performance, focusing on the
use of the body as a mask and also on momen
tum-based locomotion. Performers will be intro
duced to and encouraged to develop an organic
and idiosyncratic physical world. T h e resultant
performance piece will feature a collaboration
with live music. No previous dance experience
is required.
A course in dance technique should be taken
concurrently.
0.5 credit.
Fall 2004. Manring.
Section 3 : Kathak
This section of D A N C 049 will explore the two
aspects of Kathak technique— nrtta (abstract
movement) and nritya (expressive gestures).
These will be used to create a dance that will in
clude teen tala or metrical scales of 16 beats to
learn complex rhythmical structures (bols). The
various patterns of bols such as tufcra, tehai, and
paran will also be explored. Students will also be
exposed to poetry and literature relevant to
their study. T he class experience will be aug
mented during fell 2004 by a symposium featur
0 .5 credit.
Spring, 2005. Nance.
Section 3 : Taiko Repertory
T he class will offer experience in traditional
Japanese drumming repertoire. Admission will
be determined by an audition held during the
first class meeting.
0 .5 credit.
Spring 2005. Arrow.
Section 4 : Lecoq and the Theater of Gesture
This class will offer an orientation to move
ment-based acting through various approaches:
traditional performance traditions in Bali and
elsewhere, com m edia deU’arte, the teachings of
Jacques Lecoq, etc. Taught by Gabriel Quinn
Bauriedel of the Pig Iron Theatre Company in
Philadelphia, the class will require rehearsal
with other students outside of class time and will
end with a public showing of work generated by
the students.
Prerequisites: TH EA 001 or 002, any dance
course number 040-044, or consent of instructor.
I credit.
Spring 2005. Bauriedel.
305
Music and Dance
DANC 050. Performance Dance: Modern II
0 .5 credit.
A n elaboration and extension of the principles
addressed in DA N C 040. If taken for academic
credit, concert attendance and one or two short
papers are required.
N ot offered 2 0 0 4 -2005.
Prerequisite: D A N C 040 or its equivalent.
0 .5 credit.
Fall 2004. Kraus. Spring 2005. Welsh.
DANC 051. Performance Dance: Ballet II
A n elaboration and extension of the principles
addressed in DA N C 041. If taken for academic
credit, concert attendance and one or two short
papers are required.
DANC 060. Performance Dance:
Modern III
Continued practice in technical movement
skills in the modem idiom, including approach
es to various styles. If taken for academic credit,
concert attendance and one or two short papers
are required.
Placement is by audition or permission of the
instructor.
0 .5 credit.
F all 2004 and spring 2005. Welsh.
Prerequisite: D A N C 041 or its equivalent.
DANC 061. Performance Dance: Dallet III
0 .5 credit.
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 one or
two short papers are required.
Fall 2004 and spring 2005. Sherman.
DANC 053.Performance Dance: African II
African Dance for experienced learners gives
students an opportunity to strengthen their
technique. T h e course will use the U m fundalai
technique allied with some traditional West
A frican Dance forms to enhance students’
learning. Students who take African Dance II
for academic credit should be prepared to ex
plore and access their own choreographic voice
through a choreographic project.
Prerequisite: D A N C 043.
0 .5 credit.
Placement is by audition or permission o f the
instructor.
0 .5 credit.
Fall 2004 and spring 2005. Sherman.
UPPER -LEVEL CROSS-LISTED COURSES
DANC 070. Theater of Witness
Fall 2004 and spring 2005. Nance.
(Cross-listed as TH E A 070)
DANC 055. Performance Dance:
Hatha Yoga II
Open to juniors and seniors, Theater of Witness
is a model of theater performance that presents
the personal and collective life stories o f people
whose voices are usually not heard in our soci
ety. T he stories, woven together in spoken word,
music, and dance, are collaboratively crafted
into an original theater piece and performed by
the people themselves. T he class will focus on
the process of creating original theater from
real-life stories and explore the social, political,
psychological, and spiritual effects of Theater of
Witness as a community building process of
healing, education, and transformation. Three
hours per week plus internship.
A continuation and deepening of the practice of
the asanas explored in D A N C 045. Students
will work in several of the more advanced
asanas, particularly in the backward bending
and inverted poses. If taken for academic credit,
readings and one paper are required.
Prerequisite: D A N C 045 or its equivalent with
permission of the instructor.
0 .5 credit.
Spring 2005. Hess.
DANC 058. Performance Dance: Special
Topics in Technique II
A n elaboration and extension of principles ad
dressed in D A N C 048. If taken for academic
credit, concert attendance and one or two short
papers are required.
Permission of the instructor required.
306
1 credit.
N ot offered 2 0 0 4 -2005.
DANC 0 7 1. Rhythmic Analysis and
Drumming
DANCE 078. Dance/Drum Ensemble
(Cross-listed as M U SI 071)
This repertory course draws on a variety of danc
ing and drumming traditions from around the
world as well as creating new hybrid forms. In
2004, focus will be on material from Ghana,
Mali, and Japan. Guests will include Danielle
Makler, Jeannine Osayande, and others.
Students can participate as dancers, drummers,
xylophone (gyil) players or all three.
A theoretical and practical analysis of rhythmic
structure, applying techniques of Affo-Cuban
drumming and East Indian rhythmic theory. For
the general student, emphasis will be placed on
the investigation o f rhythmic structure within a
cultural and contemporary context. For students
of dance, additional focus will be provided on
the uses of chumming in dance composition and
improvisation and as accompaniment in the
teaching of dance technique. Three hours per
week.
Open to all students without prerequisite.
(Cross-listed as M U SI 078)
Open to all students without prerequisite.
0 .5 credit
F all 2004. Arrow and guests.
Dance 076. Movement and Cognition
0.5 credit.
(Cross-listed as LING 057 and MATH 007)
Spring 2005. Arrow.
English, Scottish, and Italian folk dance are
analyzed, using group theory, graph theory, mor
phological theory, and syntactic theory, in an
effort to understand the temporal and spatial
symmetries of the dances. One focus will be a
comparison o f the insights offered by the math
ematical and linguistic approaches.
DANC 073. Arts Administration for
Performance
(Cross-listed as TH E A 073)
This course is available to students participating
in the Poland Programand will require them to
extend their stay in Poland through early July
2005.
By arrangement with A llen Kuharski.
Prerequisites: One course in linguistics, and a
willingness to move your body and learn some
basic math.
1 credit.
1 credit.
Spring 2005.
Spring 2005. Napoli.
DANC 074. Scenography for Dance
Theater Performance
DANC 091. Special Projects (Issues in
Music and Dance Education)
(Cross-listed as T H E A 074)
(Cross-listed as ED U C 071 and M U SI 091)
Available to students participating in the study
abroad programs coordinated by Swarthmore in
Ghana, India, Japan, or Poland. In Poland, en
rollment in this course will require students to
extend their stay through early July 2005.
This course is an introduction to the fields of
music and dance education. It will involve fre
quent visits to schools, studios, and other educa
tional institutions in the Philadelphia area. We
will observe a variety of teaching methods and
discuss the guiding principles o f music and
dance education. W e will also address such
questions as the place of music and dance in
higher education in general and at Swarthmore
in particular. In some cases, course work may in
clude practice teaching, depending on student
experience and inclination.
Prerequisites: TH EA 004B and Q14.
1 credit.
Spring 2005.
DANC 075. Special Topics in Dance
Theater
Available to students participating in the study
abroad programs coordinated through Swatthmore in Ghana , India, Japan, or Poland.
By arrangement with Sharon Friedler.
Prerequisites: DAN C 002, D A N C 010, DANC
Oil , or the consent of the dance program director.
Prerequisite: Open to any student who has
taken at least one course in music, dance, or ed
ucation.
0 .5 credit (C R JN C R ).
F all 2004. Arrow and Whitman.
1 credit.
Fall 2004 and spring 2005.
307
Music and Dance
ADVANCED INDEPENDENT WORK
DANC 092. Independent Study
Available on an individual or group basis, this
course offers students an opportunity to do spe
cial work with performance or compositional
emphasis in areas not covered by the regular
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 super
vising faculty.
1 credit.
E ach sem ester. Staff.
DANC 095,096. Senior Thesis
Intended for seniors pursuing the special major
or the major in course or honors, the thesis is de
signed by the student in consultation with a
dance faculty adviser. T he major part of the se
mester is spent conducting independent re
search in conjunction with weekly tutorial
meetings under an adviser’s supervision. The
final paper is read by a committee of faculty
members or, in the case of honors majors, by ex
ternal examiners who then meet with the stu
dent for evaluation of its contents. Proposals for
a thesis must be submitted to the dance faculty
for approval during the semester preceding
enrollment.
DANC 093. Directed Reading
1 or 2 credits.
Available on an individual or group basis, this
course offers students an opportunity to do spe
cial work with theoretical or historical emphasis
in areas not covered by the regular curriculum.
Students will present written reports to the fac
ulty supervisor. Permission must be obtained
from the program director and from the super
vising faculty.
E ach sem ester. Friedler, Hess, or Arrow.
1 credit.
E ach sem ester. Staff.
DANC 094. Senior Project
Intended for seniors pursuing the special major
or the major in course or honors, this project is
designed by the student in consultation with a
dance faculty adviser. T h e major part of the
semester is spent conducting independent re
hearsals in conjunction with weekly meetings
under an adviser’s supervision. T h e project cul
minates in a public presentation and the stu
dent’s written documentation of the process and
the result. A n oral response to the performance
and to the documentation follows in which the
student, the adviser, and several other members
o f the faculty participate. In the case of honors
majors, this also involves external examiners.
Proposals for such projects must be submitted to
the dance faculty for approval during the semes
ter preceding enrollment.
Prerequisite: Previous or concurrent enrollment
in an advanced-level technique course or
demonstration o f advanced-level technique.
I credit.
E ach sem ester. Friedler, Hess, or Arrow.
308
Peace and Conflict Studies
Coordinator:
L E E A . SM ITHEY (Sociology and Anthropology)
Jenny Gifford (Administrative Assistant)
Committee:
Amanda Bayer (Economics)
Wendy E . Chmielewski (Peace Collection)
Raymond F. Hopkins (Political Science)
Jennie Keith (Sociology and Anthropology)
Aurora Camacho de Schmidt (M odem Languages and Literatures)
Andrew H . Ward (Psychology)3
3 Absent on leave, 200 4 -2 0 05.
The Peace and Conflict Studies Program at
Swarthmore College provides students with the
opportunity to examine conflict and coopera
tion within and between nations. T h e multidis
ciplinary curriculum explores the causes, prac
tices, and consequences of collective violence
and terrorism as well as peaceful or nonviolent
methods o f conflict management and resolu
tion. T h e program offers courses in the follow
ing areas: ( 1 ) alternatives to fighting as a way of
settling disputes, including conflict resolution,
rituals, nonviolence, mediation, peace-keeping
forces, private peace-fostering organizations,
arms control, economic sanctions, internation
al law, and international organizations; (2) the
causes of collective violence, including aggres
sion and human nature, the state system and in
ternational anarchy, systemic injustice, compe
tition for scarce resources, diplomacy, ethnocentrism, ideological and religious differences,
insecure boundaries, minorities within states,
and arms races; (3 ) the nature of war and con
flict, including civilian and military objectives;
the political economy of war; strategy and tac
tics, deterrence theory; low-intensity conflict;
psychology of battle; prisoners of war; neutral
rights; draff and conscientious objectors; the
experience of war by soldiers and civilians; con
ventional, nuclear, and guerrilla wars; how to
end a war; and the after-effects of war; and (4)
the evaluation of war and violence, including
the morality o f war and violence, Just War
Theory, pacifism, war mentality, the utility of
war, war novels, and the responsibilities of citi
zens directly or indirectly involved in war and
violence.
Students with any major, whether in course or
in the Honors Program, may add a course minor
in peace and conflict studies. Alternatively, stu
dents in the Honors Program may choose an
honors minor in peace and conflict studies. Stu
dents who intend to minor in peace and con
flict studies should submit a copy of their
sophomore paper to the coordinator of the pro
gram during the spring of the sophomore year,
after consultation with program faculty mem
bers. T h e paper should present a plan o f study
that satisfies the requirements stated later, spec
ifying the courses to count toward the minor.
A ll applications must be approved by the Peace
and Conflict Studies Committee.
REQUIREMENTS AND RECOMMENDATIONS
Minor
A minor in peace and conflict studies consists
of 6 credits, o f which only 2 may be taken in the
student’s major. Introduction to Peace Studies
(PEA C 015) is the only required course.
Student programs can include an internship or
fieldwork component (e.g., in a peace or conflict
management organization such as the United
Nations or Suburban Dispute Settlement). A n
internship is highly recommended. Fieldwork
and internships normally do not receive credit.
However, students can earn up to 1 credit for
special projects that are developed with an in
structor and approved in advance by the Peace
and Conflict Studies Committee.
Honois Minor
Students in the Honors Program who choose an
honors minor in peace and conflict studies must
complete one preparation for external exami-
309
Peace and Conflict Studies
nation. This 2-credit preparation can be a sem
inar, a combination of two courses in different
departments, a 2-credit thesis, or a combination
o f a thesis and a course. Any thesis must be
multidisciplinary. T h e proposed preparation
must be approved by the Peace and Conflict
Studies Committee.
Any student who minors in peace studies must
meet the requirement o f six units o f study, of
which no more than 2 credits can come from
the major department. Introduction to Peace
Studies (PEA C 015) is required and should be
taken no later than the junior year. Again, field
work or an internship is highly recommended.
Students whose minor in peace studies can be
incorporated into the final requirements for
senior honors study in the major should do so.
T he Peace and Conflict Studies Committee will
work out the guidelines for the integration exer
cise with the student and the major department.
COURSES
T h e following courses constitute the founda
tion for work in peace and conflict studies.
Student programs may, subject to prior approval
by the committee, also include independent
study; special attachments to courses that are
not listed here; and courses offered at Haverford
College, Bryn Mawr College, and the Univer
sity of Pennsylvania, and abroad.
PEAC 015. Introduction to Peace Studies
This course addresses n ot only the proliferation
o f coercive and violent means of conducting
conflict but especially the growth of nonviolent
alternatives, both institutional and grassroots,
global and local. These include nonviolent col
lective action, diplomacy, mediation, peace
keeping, community relations work, social
work, and aid and development work. Several
theoretical and philosophical lenses will be
used to explore human nature, conflict in
human societies, and conceptualizations of
peace. T h e course will take an interdisciplinary
approach with significant contributions from
the social sciences.
PEAC 056. Human Rights, Refugees,
and Internationai Law
This course will explore international human
rights vis-à-vis the United Nations and related
agencies (including the politics leading to their
development, their mandate, and their limits).
In addition, the course will analyze major
human rights treatises and the politics of their
enforcement in the international arena. Finally,
the course will examine causes and effects of
human rights violations, resulting in refugees
and their search for asylum.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
PEAC 070. Research Internship/Fieldwork
C redit hours to be arranged with the coordinator.
PEAC 0 77. Peace Scholarship and Action
W e will critically examine the relationship be
tween various approaches to the academic pro
je ct called peace and conflict studies and the
grassroots or institutional actions that are often
its subject. How strict is the distinction be
tween the two, and to what extent is it an ad
vantageous or false one? W hat are the value
commitments that undergird peace and conflict
studies and various forms o f peace activism?
W hat are the conceptualizations of the collec
tive good that prevail, who decides, and to
what extent do they unite or polarize people in
the pursuit of peace and justice? Students will
be invited to examine the relationship between
their own decisions, actions, and vocational
plans and the future they envision for human
relations locally and globally. T he Pendle Hill
Peace Network lecture series, o f which Peace
and Conflict Studies is a co-sponsor, will inform
class discussions and provide the opportunity
for students to engage with activists and schol
ars on a range of social problems.
1 credit.
Spring 2005. Smithey.
PEAC 090. Thesis
C redit hours to be arranged with the coordinator.
ECO N 012. Games and Strategies '
ECON 051. T h e International Economy*
1 credit.
ECO N 053. International Political Economy*
F all 2004. Smithey.
ECON 081. Economic Development*
ECON 082. Political Economy of Africa
310
ECON 151. International Economics:
Seminar*
H IST 028. Nations and Nationalism in
Eastern Europe: 1848-1998
H IST 037. History and Memory: Perspectives
on the Holocaust
H IST 049. Race and Foreign Affairs
H IST 134. U .S. Political and Diplomatic
History
POLS 004- International Politics
POLS 045. Defense Policy
POLS 047. Global Policy and International
Institutions: Hunger and Environmental
Threats
POLS 068. International Political Economy*
POLS 073. Comparative Politics: Special
Topics*
POLS 074. International Politics:
Special Topics*
POLS 111. International Politics: Seminar
PSYC 047. Applications of Social Psychology*
RELG 026B . Buddhist Social Ethics
RELG 110. Religious Belief and Moral A ction
SOAN 003B . Nations and Nationalism
SO AN 022E. Indigenous Resistance and
Revolt in Latin America
SOAN 022G . Social Movements in Latin
America
SO AN 025B. Transforming Intractable
Conflict
SO AN 026C . Power, Authority, and Conflict
SOAN 035B. Nonviolent Social Movements
SO AN 046B. Social Inequality
SO AN 056B. Standoffs, Breakdowns, and
Surrenders
Please consult departmental course listings for
descriptions and scheduling.
* Courses marked with an asterisk are eligible
for a peace and conflict studies minor on spe
cial arrangement with the instructor and the
program coordinator.
Philosophy
RICHARD ELDRIDGE, Professor and Chair2
HANS F. OBERDIEK, Professor3
CHARLES R A FF, Professor
RICHARD SCHULDENFREI, Professor
GRACE M . LEDB ETTER, Associate Professor
TAMSIN LORRAINE, Associate Professor and A cting Chair6
ALAN R . BAKER, Assistant Professor
DONNA MUCHA, Administrative Assistant
2 Absent on leave, spring 2005.
3 Absent on leave, 2 0 0 4 -2 0 05.
6 Spring 2005.
Philosophy analyzes and comments critically on
concepts that are presupposed, embodied, and
developed in other disciplines and in daily life:
the natures of knowledge, meaning, reasoning,
morality, the character o f the world, God, free
dom, human nature, justice, and history.
Philosophy is thus significant for everyone who
wishes to live and act in a reflective and critical
manner.
Philosophy o f Religion. From time to time,
courses and seminars are offered on meaning,
freedom, and value in various domains of con
temporary life: Values and Ethics in Science and
Technology, Feminist Theory, and Biotech
nology and Society.
REQUIREMENTS AND RECOMMENDATIONS
Prerequisites
T h e Philosophy Department offers several kinds
of courses designed to engage students in philo
sophical practices. Courses and seminars are of
fered to introduce students to the major system
atic works of the history of Western philosophy
and works by Plato and Aristotle (Ancient
Philosophy); Descartes, Hume, and Kant
(Modem Philosophy); Hegel and Marx (19thCentury Philosophy); Kierkegaard, Nietzsche,
Sartre, Heidegger, and de Beauvoir (Existential
ism); and Russell and W ittgenstein (Contempo
rary Philosophy). Some courses and seminars
consider arguments and conclusions in specific
areas of philosophy: Theory o f Knowledge,
Logic, Moral Philosophy, Metaphysics, Aesthet
ics, and Social and Political Philosophy. Other
courses and seminars are concerned with the
conceptual foundations of various other disci
plines: A esthetics, Philosophy o f Science,
Philosophy o f Language, Philosophy of Law,
Philosophy of the Social Sciences, Philosophy
of Psychology, Philosophy of Mathematics, and
312
Students majoring in philosophy must complete
at least one course or seminar in Logic and ei
ther A ncient or Modem Philosophy and earn a
total of 8 credits, not counting senior course
study or senior honors study. In addition, stu
dents majoring in philosophy are urged to take
courses and seminars in diverse fields of philoso
phy. Prospective majors should complete the
logic requirement as early as possible. Course
majors are encouraged to enroll in seminars.
Mastery of at least one foreign language is
recommended. A ll course majors will complete
senior course study in philosophy.
Students may complete a minor in philosophy
by earning any 5 credits in philosophy courses.
Satisfactory completion of either any section of
an introductory course in philosophy (any
philosophy course numbered 1—10) or PHIL
012: Logic is a prerequisite for taking any further
course in philosophy. Students may not take two
different sections of Introduction to Philosophy.
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 posi
tions. Readings are typically drawn from the
works of both traditional and contemporary
thinkers with distinctive, carefully argued, and
influential views regarding knowledge, morality,
mind, and meaning. Close attention is paid to
formulating questions precisely and to the tech
nique of analyzing arguments through careful
consideration of texts.
1 credit.
Each sem ester. Staff.
Section 2 : Philosophy, Criticism, and Culture
This course will consider philosophy as a form of
argumentative reflection on and criticism of
some central cultural practices: political organi
zation, natural science, and morality. In addi
tion, philosophy as itself a cultural practice will
be compared and contrasted with art and litera
ture, history, and natural and social science. We
will study Plato, Descartes, Marx, and Marcuse
as well as a few films and poems.
Writing course. 1 credit.
Fall 2004. Eldridge.
PHIL 002. First-Year Seminar:
Modernity/Post-Modernity
This course will examine conceptions of moder
nity as it emerges in key texts from philosophers
such as Descartes, Kant, and Hegel. W e will
discuss the implications of these conceptions of
modernity for us today on such topics as the
nature and relationship of mind and body, and
self and society, and evaluate how far we may (or
may not) have entered a “postmodern” era by
examining texts by such philosophers as
Nietzsche and Heidegger as well as sampling
some of the contemporary debate on this subject.
W ritingcourse. 1 credit.
Fall 2004. Lorraine.
PHIL 003. First-Year Seminar: The
Philosophy ot Freedom in America
This course will be primarily concerned with the
meaning of freedom in the British and Amer
ican traditions. It will consider the relations be
tween freedom and some closely associated no
tions such as majority rule, equality, liberty,
rights, tolerance, individualism, virtue, and the
Enlightenment. It will also consider issues con
cerning the matter of the appropriate areas of
freedom (religion, speech, sexuality, economics)
and the philosophical foundations of freedom.
Major philosophical figures from the history of
the discussion of freedom will be considered and
some historical material will be woven into the’
reading and discussions.
1 credit.
Fall 2004 and sirring 2005. Schuldenfrei.
PHIL 0 1 1 . Moral Philosophy
Although some attention will be paid to con
temporary thinkers, the focus of this course will
be traditional views of substantive ethics. We
will discuss and compare views of how one
should live, contrasting different views on the
relative importance and relationship of, for ex
ample, knowledge, freedom, and pleasure. Other
values that may be discussed are tranquility,
human relationships, autonomy, and the search
for objective good.
1 credit.
Spring 2005. Schuldenfrei.
PHIL 012. Logic
A n introduction to the principles o f deductive
logic with equal emphasis on the syntactic and
semantic aspects of logical systems. T he place of
logic in philosophy will also be examined.
No prerequisite. Required o f all philosophy
majors.
I credit.
Fall 2004- Baker.
PHIL 013. Modern Philosophy
Masterpieces of metaphysics and theory of
knowledge from Descartes’ M editations on First
Philosophy (1641) through Kant’s Critique o f Pure
Reason (1787), with readings from Spinoza,
Leibniz, Locke, Berkeley, and Hume.
1 credit.
Spring 2005. Raff.
PHIL 016. Philosophy of Religion
(See RELG 015B)
PHIL 0 1 7 . Aesthetics
O n the nature of art and its roles in human life,
considering problems of interpretation and eval
uation and some specific medium of art: W ho
should care about art? Why? How?
1 credit.
N ot offered 2004-2005.
313
Philosophy
PHIL 018. Philosophy of Science
PHIL 024. Theory of Knowledge
Topics to be considered may include: scientific
method (induction, fallibilism), criteria for the
ory choice, justification vs. discovery, explana
tion, laws of nature, reductionism, science vs.
pseudoscience, realism, and the role of values in
science.
Issues about the nature and limits of knowledge
address, among other topics, skepticism, sense
perception, self-knowledge, intuition, and com
mon sense. Readings sample current and classi
cal approaches.
1 credit.
F all 2004. Raff.
1 credit.
Not offered 2004-2005.
PHIL 025. Philosophy of Mathematics
PHIL 019. Philosophy of Social Science
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 (H ilbet), intuitionism
(Brouwer and Dummett), platonism (Godel),
and empiricism (Kitcher). Important mathe
matical 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).
This course examines the various kinds of ex
planations (rational choice, structural, function
al, etc.) used in the social sciences, questions of
relativism and the testing of social science pro
posals, the roles that values play and ought to
play in social science, and differences between
the natural and the social sciences.
1 credit.
N ot offered 2004—2005.
PHIL 020. Plato and his Modern Readers
(Cross-listed as C L A S 020)
Modem thinkers have ascribed to Plato some of
the fundamental good and ills o f 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 totali
tarian, that Plato was a feminist, and that Plato
betrayed his teacher, Socrates. In this course we
will view Plato through the lens of various mod
em and postmodern interpretations (e.g.,
Nietzsche, Heidegger, Foucault, Irigaray, Rorty,
Murdoch, Nussbaum, Vlastos) alongside a close
analysis o f ethical, metaphysical, and episte
mological issues as they arise in the dialogues
themselves.
W riting course. I credit.
Spring 2005. Ledbetter.
PHIL 021. Social and Political Philosophy
(See PHIL 121)
1 credit.
N ot offered 2 0 0 4 -2005.
PHIL 023. Contemporary Philosophy
Current topics in metaphysics.
1 credit.
N ot offered 2 0 0 4 -2005.
314
Prerequisites: Logic, acceptance as a major in
mathematics, or approval of instructor.
1 credit.
N ot offered 2004-2005.
PHIL 026. Language and Meaning
(See PHIL 116)
1 credit.
N ot offered 2004—2005.
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.
T he focus of attention will be various historicphilosophical accounts o f the meanings and
functions of such musical works in culture. A n
ability to follow a score and some awareness (but
not substantial music historical knowledge) of
the relative dates of major composers of Western
art music (e.g., Beethoven is just before
Schubert) is required. Some attention will be
paid both to 20th-century developments (serialism, modal composition, Joh n Cage, New
Romanticism, etc.) and to contemporary popu
lar music. Major theorists o f music who will be
covered include Leonard Meyer, Carl Dahlhaus,
Theodor Adorno, Susan McClary, Rose Rosengard Subotnik, Lawrence Kramer, and Jacques
Attali.
1 credit.
Not offered 2 0 0 4 -2005.
PHIL 031. Advanced Logic
A survey of various technical and philosophical
issues arising from the study o f deductive logical
systems. Topics are likely to include: extensions
of classical logic (e.g. the logic of necessity and
possibility [modal logic], the logic of time [tense
logic], etc.); alternatives to classical logic (e.g.
intuitionistic logic, paraconsistent logic);
metatheory (e.g., soundness, compactness,
Godel’s incompleteness theorem); philosophical
questions (e.g., W hat distinguishes logic from
non-logic? Could logical principles ever be re
vised in the light of empirical evidence?).
Prerequisite: PHIL 012.
¡cred it.
Spring 2005. Baker.
PHIL 039. Existentialism
In this course, we will examine existentialist
thinkers such as Nietzsche, Kierkegaard,
Heidegger, Sartre, Beauvoir, and Camus to ex
plore themes of contemporary European philos
ophy, including the self, responsibility and au
thenticity, and the relationships between body
and mind, fantasy and reality, and literature and
philosophy.
1 credit.
Spring 2005. Lorraine.
PHIL 040. Semantics
(See LING 040)
PHIL 044. Torah and Logos: Judaism and
Philosophy
(Cross-listed as RELG 045)
This course will compare and contrast two world
views: Judaism and philosophy. Among the top
ics we will examine are ethics, history and mem
ory, the role of reason, and hermeneutics.
I credit.
N ot offered 2 0 0 4 -2005.
Schiller, Hölderlin, and Schlegel.
1 credit.
N ot offered 2 0 0 4 -2005.
PHIL 049. Marx, Nietzsche, and Freud
This course will examine the work of three
19th-century “philosophers of suspicion” who
challenged the self-presence o f consciousness by
considering consciousness as an effect of other
forces. Their investigations into one’s under
standing of truth as the effect of will-to-power
(Nietzsche), one’s understanding of reality as
the effect o f class position (Marx), and con
sciousness 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.
N ot offered 2 0 0 4 -2005.
PHIL 055. Philosophy of Law
A n inquiry into major theories of law, with em
phasis on implications for the relation between
law and morality, principles of criminal and tort
law, civil disobedience, punishment and ex
cuses, and freedom of expression.
1 credit.
N ot offered 2004—2005.
PHIL 079. Poststructuralism
T his course will examine poststructuralist
thinkers such as Foucault, Derrida, Kristeva, and
Deleuze in light o f contemporary questions
about identity, embodiment, the relationship
between self and other, and ethics.
1 credit.
Fall 2004. Lorraine.
PHIL 086. Philosophy of Mind and
Psychology
This course will deal with the concept of mind,
the relation of the mental and the physical, the
nature of consciousness and intentionality, the
nature of petsonhood, and related topics.
1 credit.
F all 2004. Baker.
PHIL 093. Directed Reading
PHIL 048. German Romanticism
E ach sem ester. Staff.
This colloquium will focus on theories of sub
jectivity, aesthetic experience, and ethical life
developed in the immediate post-Kantian con
text. The principal figures considered will be
E ach sem ester. Staff.
PHIL 096. Thesis
315
Philosophy
PHIL 099. Senior Course Study
PHIL 1 13 . Theory of Knowledge
Spring sem ester. Staff.
Current issues about knowledge and its limits.
2 credits.
N ot offered 2 0 0 4 -2005.
SEMINARS
PHIL 1 0 1 . Moral Philosophy
A n examination o f the principal theories of
value, virtue, and moral obligation, and of their
justification. T he focus will be primarily on con
temporary treatments of moral philosophy. A
central question of seminar will be the possibil
ity and desirability of moral theory.
2 credits.
N ot offered 2004—2005.
PHIL 102. Ancient Philosophy
A study of the origins of W estern philosophical
thought in A ncient Greece, from the preSocratics through the Hellenistic schools. We
will examine the doctrines of the Milesians,
Heraclitus, Parmenides, Plato, Aristotle, the
Epicureans, the Stoics, and the Skeptics.
2 credits.
F all 2004- Ledbetter.
PHIL 103. Selected Modern Philosophers
Philosophical masterpieces by one or more
17th- or 18th-century philosophers: Descartes,
Spinoza, Locke, Leiniz, Berkeley, Hume, Kant.
2 credits.
Spring 2005. Raff.
PHIL 104. Contemporary Philosophy
Twentieth-century classics by Frege, Moore,
Russell, and Wittgenstein selected for treatment
and as ground for intensive study of one current
philosophical issue or a single text.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
PHIL 106. Aesthetics and Theory of
Criticism
O n the nature of art and its roles in human life,
considering problems of interpretation and eval
uation and some specific medium of art.
2 credits.
N ot offered 2 0 0 4 -2005.
PHIL 109. Semantics
(See LING 109)
316
PHIL 1 1 4 . Nineteenth-Century Philosophy
T h e historical treatment of such topics as
knowledge, morality, God’s existence, and free
dom in Kant, Fichte, Hegel, Feuerbach, Marx,
and Nietzsche.
2 credits.
F all 2004. Eldridge.
PHIL 116 . Language and Meaning
Behaviorist theories of meaning, cognitivist the
ories of meaning, and conceptions of language
as a social practice will be surveyed and criticized.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
PHIL 1 16 . Philosophy of Mind and
Psychology
This course explores the extent to which the
categories of explanation of thought and action
that come from practical life (reasons and goals)
constrain or limit scientific explanations of the
kinds put forward in cognitive psychology, be
haviorism, and artificial intelligence theory.
2 credits.
N ot offered 2 0 0 4 -2005.
PHIL 119 . Philosophy of Science
Selected issues: for example, the nature of scien
tific explanation and evidence, the relationship
between theory and observation, the rationality
of science, and the alleged value of freedom of
science.
2 credits.
Spring 2005. Baker.
PHIL 1 2 1 . Social and Political Philosophy
This seminar will trace the history of political
philosophy in the W est primarily via discussion
of selected major figures such as Plato, Aristotle,
Hobbes, Locke, Rousseau, and Mill, with an em
phasis on the transition from classical to modem
political theory. Contemporary theorists such as
Rawls, Sandel and Charles Taylor may also be
considered.
2 credits.
Fall 2004. Schuldenfrei.
PHIL 125. Philosophy of Mathematics
PHIL 180. Thesis
Topics will include the nature of mathematical
objects knowledge, proof and truth, mathemat
ics as discovery or creation, the character o f ap
plied mathematics, and the geometry of physical
space. A considerable range o f 20th-century
views on these topics will be investigated in
cluding 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 philosophi
cal implications will be studied in depth (e.g.,
the paradoxes of set theory, Godel’s incomplete
ness theorems, and relative consistency proofs
for non-Euclidean geometries).
A thesis may be submitted by majors in the de
partment in place of one honors paper, on ap
plication by the student and at the discretion of
the department.
PHIL 199. Senior Honors Study
Spring semester.
2 credits.
Not offered 2 0 0 4 -2005.
PHIL 139. Phenomenology,
Existentialism, and Poststructuralism
In this course, we will examine the themes of
reality, truth, alienation, authenticity, death, de
sire, and human subjectivity as they emerge in
contemporary European philosophy. We will
consider thinkers such as Nietzsche, Husserl,
Heidegger, Derrida, and Irigaray to place con
temporary themes of poststructuralist thought in
the context of the phenomenological, existen
tial, and structuralist thought out of which they
emerge.
2 credits.
S[mng 2005 .Lorraine.
PHIL 145. Feminist Theory Seminar
If the power o f a social critique rests on its abil
ity to make general claims, then how do we ac
count for the particularity of women’s various
social situations without sacrificing the power of
a unified theoretical perspective? In this course,
we will explore possibilities opened by poststructuralist theory, postcolonial theory, French
feminist theory, and other forms of feminist
thought, to examine questions about desire, sex
uality, and embodied identities, and various res
olutions to this dilemma.
2 credits.
N ot offered 2 0 0 4 -2005.
317
Physical Education and Athletics
ROBERT E . W ILLIAMS, Professor and Chair3
SUSAN P. DAVIS, Professor
M ICHAEL L . M ULLAN, Professor
LEE WIMBERLY, Professor
KAREN BORBEE, Associate Professor
ADRIENNE SHIBLES, Associate Professor
ADAM HERTZ, Director of Athletics
AM Y L . BRUNNER, Coach/Instructor
PAT GRESS, Coach/Instructor
FRANK AGOVINO, Coach/Instructor
PETER CARROLL, Coach/Instructor
RENEE CLARKE, Coach/Instructor
MARK DUZENSKI, Sports Information Director, Coach/Instructor
JER EM Y LOOMIS, Coach/Instructor
HARLEIGH LEACH, Coach/Instructor
ERIC W AGNER, Coach/Instructor
KELLY W ILCOX, Coach/Instructor
SHARON G REEN, Administrative Assistant
MARIAN FAHY, Administrative Assistant
3 A bsent on leave, 2 0 0 4 -2 0 05.
T h e aim of the department is to contribute to
the total education of all students through the
medium of physical activity. W e believe this
contribution can best be achieved through en
couraging participation in a broad program of
individual and team sports, aquatics, physical
fitness, and wellness. T h e program provides an
opportunity for instruction and experience in a
variety of these activities on all levels. It is our
hope that participation in this program will fos
ter an understanding of movement and the
pleasure of exercise and will enhance, by prac
tice, qualities o f good sportsmanship, leader
ship, and cooperation in team play. Students
are also encouraged to develop skill and interest
in a variety of activities that can be enjoyed
after graduation.
T h e Intercollegiate A thletic Program is com
prehensive, including varsity with teams in 22
different sports: 10 for men and 12 for women.
Ample opportunities exist for large numbers of
students to engage in intercollegiate competi
tion, and those who qualify may be encouraged
to participate in regional and national champi
onship contests. Several club teams in various
318
sports are also organized, and a program of in
tramural activities is sponsored.
Students are encouraged to enjoy the instruc
tional and recreational opportunities offered by
the department throughout their college ca
reers. A ll students not excused for medical rea
sons are required to complete a four-quarter
(two-semester) program in physical education.
A ll students must pass a survival swimming test
or take up to one quarter of swimming instruc
tion. T he swim test and the two semesters of
physical education are requirements for gradua
tion.
REQUIREMENTS AND RECOMMENDATIONS
Courses offered by the department are listed
subsequently. Credit toward completion of the
physical education requirement will also be
given for participation in intercollegiate athlet
ics as well as the listed dance courses, which are
semester-long courses. To receive credit for any
part of the program, students must participate
in their chosen activity a minimum of three
hours a week. Students are encouraged to com
plete the requirement by the end o f their
sophomore year. Independent study for physical
education is not permitted.
Spring Activities
Aerobics
Aikido I, II
Aquatics I
Fall Activities
Aerobics
Aikido I, II
Aquatics for Fitness
***
Fitness Training
Aquatics I, II, III
*t
****
Basketball
Cross-Country
Folk Dance (continued)
***
****
$ Field Hockey
Fitness Training
Introduction to Orienteering
G olf
Lacrosse
Power Yoga
t
Folk Dance
Power Yoga
Baseball
Softball
Swiss Ball Training
*t
****
Soccer
Tennis
Track and Field
Ultimate Frisbee
Squash
Vechi Ryu Karate
Tennis
Volleyball
Vechi Ryu Karate
* * Volleyball
Winter Activities
Aerobics
t
Intercollegiate competition for women.
*
Intercollegiate competition for men and
course instruction for men and women.
**
Intercollegiate competition for women
and course instruction for men and
women.
Aikido I, II
**
*i
Badminton
Basketball
Fencing
Fitness Training
Folk Dance
****
***
****
Intercollegiate competition for men.
Intercollegiate competition for men and
women.
Indoor Track and Field
Lifeguard Training
Pliometric Training
Power Yoga
Squash
* * * * Swimming
Swiss Ball Training
Tennis
Vechi Ryu Karate
Volleyball
319
Physics and Astronomy
JOHN R . BOCCIO, Professor
AM Y L .R . BUG, Professor and Chair
PETER J . COLLINGS, Professor9
FRANK A . M OSCATELLI, Professor
M ICHAEL R . BROWN, Associate Professor
CARL H . GROSSMAN, Associate Professor
ERIC L .N . JEN S EN , Associate Professor of Astronomy3
DAVID H . COHEN, Assistant Professor of Astronomy
CATHERINE H . CROUCH, Assistant Professor
PAUL C . BLOOM , Visiting Assistant Professor
CHRISTOPHER BURNS, Visiting Assistant Professor
CHRISTOPHER 0 . COTHRAN, Postdoctoral Research Scientist
M ARY ANN KLASSEN, Lecturer
PRUDENCE G . SCHRAN, Lecturer
JA M ES HALDEM AN, Instrumentation/Computer Technician
STEVEN PA LM ER, Machine Shop Supervisor
CAROLYN R. W A RFEL, Administrative Assistant
3 A bsent on leave, 2 0 0 4 -2 005.
T h e program of the Physics and Astronomy
Department stresses the concepts and methods
that have led to an understanding of the funda
mental laws explaining the physical universe.
Throughout the work of the department, em
phasis is placed on quantitative, analytical rea
soning, as distinct from the mere acquisition of
facts and skills. Particular importance is also at
tached to laboratory work, because physics and
astronomy are primarily experimental and ob
servational sciences.
W ith the awareness that involvement in re
search is a major component in the education
o f scientists, the department offers a number of
opportunities for students to participate in orig
inal 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 atom
ic spectroscopy, plasma physics, computer simu
lation, liquid crystals, biophysics, and observa
tional and theoretical astrophysics.
T h e department maintains the historic Sproul
telescope, a 61-cm refractor, equipped with a
C C D camera, plus several small telescopes for
instructional use. A monthly visitors’ night at
320
the observatory is announced in T he W eekly
N ew s.
Two calculus-based introductory sequences are
offered. PHYS 003 and 004 cover both classical
and modem physics and is an appropriate in
troductory physics sequence for those students
majoring in engineering, chemistry, and biolo
gy. PHYS 007 and 008, on the other hand,
which is normally preceded by PHYS 006,
PHYS 006H , or A S T R 003, is at a higher level.
It is aimed toward students planning to do far
ther work in physics or astronomy and is also
appropriate for engineering and chemistry ma
jors. T he four-course sequence 006H , 0 0 7 ,0 0 8 ,
and 014 is designed to provide a comprehensive
introduction to all major areas o f physics.
Additional information is available via the
World Wide W eb at http://physics.swarthmore.edu/.
REQUIREMENTS AND RECOMMENDATIONS
Major Degree Requirements
T he basic Physics Program is intended for stu
dents not planning to pursue graduate work. It
consists of PHYS 006H or A S T R 003, and
PHYS 007, 008, 014, and 050 in the first two
years, followed by PHYS 1 1 1 ,1 1 2 ,1 1 3 , and 114
in the last two years. In addition, the shop
course PHYS 063 and the advanced laboratory
courses PHYS 081 and PHYS 082 and MATH
0 0 5 ,006A , 006B , 016, and 018 must be taken.
The basic program in astronomy is intended for
students not planning to pursue graduate work.
It consists of A S T R 003 or PHYS 006H , and
PHYS 007, 008, 014, and A S T R 016. In addi
tion, four astronomy seminars and M ATH 005,
006A, 006B, and 018 must be taken.
The basic programs listed earlier cover all of the
fundamental areas in the discipline. However,
students preparing for graduate study in physics
or astronomy should consider one of the ad
vanced programs listed later.
The advanced program in physics is PHYS
006H or A ST R 003, and PHYS 007, 008, 014,
and 050 in the first two years followed by PHYS
111, 112, 113, 114, and 115 in the last two
years. In addition, the shop course PHYS 063
and the advanced laboratory courses PHYS 081
and PHYS 082, and M ATH 005, 006A , 006B,
016, and 018 must be taken.
The advanced program in astrophysics is A S T R
003 or PHYS 006H and PHYS 007, 008, 014,
050, and A S T R 016, followed by PHYS i l l ,
112, 113, and 114, plus two astronomy semi
nars. In addition, MATH 005, 006A , 006B,
016, and 018 must be taken.
Students wishing an even stronger background
for graduate work and a deeper look at one or
more special fields may take an extended pro
gram by adding elective seminars in physics or
astronomy and/or a research project/thesis.
Seniors not taking the external examinations
must complete a comprehensive exercise in the
senior year, which is intended not only to en
courage review and synthesis but also requires
students to demonstrate mastery of fundamen
tals studied during all four years.
Criteria for Acceptance as a Major
Students applying to become a physics major
should have completed or be completing PHYS
014, PHYS 050, and M ATH 018. If applying for
an astrophysics or astronomy major, they should
also have completed A S T R 016. Applicants
must normally have an average grade of C or
better in all physics and astronomy courses as
well as in MATH 016 and 018.
Because almost all advanced work in physics
and astronomy at Swarthmore is taught in sem
inars, where the pedagogical responsibility is
shared by the student participants, an addition
al consideration in accepting and retaining ma
jors is the presumed or demonstrated ability of
the students not only to benefit from this mode
of instruction but also to contribute positively
to the seminars.
Advanced Laboratory Program
T h e advanced laboratory courses, namely,
PHYS 081 and PHYS 082 (each 0.5 credit) re
quire approximately one afternoon a week.
Students enrolled in these must arrange their
programs so that they can schedule a time for
lab each week, free of conflicts with other
classes, seminars, extracurricular activities, and
sports.
Independent Work
Physics and astronomy majors are encouraged
to undertake independent research projects, es
pecially in the senior year, either in conjunc
tion with one of the senior seminars or as a spe
cial project for separate credit (PHYS/ASTR
094). Many opportunities exist for students to
work with faculty members on research projects
during the summer or semester. In preparation
for independent experimental work, prospec
tive physics majors are urged to take the re
quired course PHYS 063: Procedures in Exper
imental Physics during the fall semester of their
sophomore year, which will qualify them to
work in the departmental shops.
Teacher Certification
W e offer teacher certification in physics
through a program approved by the state of
Pennsylvania. For further information about
the relevant set of requirements, please contact
the Educational Studies Department chair, the
Physics Department chair, or the Educational
Studies Department Web site: www.swarthmore.edu/SocSci/Education/.
Minor Degree Requirements
Our department offers two types of course mi
nors: one in physics and one in astronomy.
T he physics minor consists of PHYS 006H or
A S T R 003, PHYS 0 0 7 ,* PHYS 0 0 8 ,* PHYS
014, PHYS 050, and PHYS 111 and PHYS
113.+ Corequisites are MATH 005, 006, and
018. (*In some cases, PHYS 003 and/or PHYS
004 may be substituted for PHYS 007 and/or
321
Physics and Astronomy
PHYS 008.) (+Minors should have two ad
vanced seminars, preferably one in “classical”
and one in “quantum” physics. PHYS 111 is a
prerequisite for the future seminars and fulfills
the “classical” requirement. Although we rec
ommend PHYS 113 as the second advanced
seminar, a different seminar may be substituted
on consultation with the chair.)
T h e astronomy minor consists of PHYS 006H
or A S T R 003, PHYS 007 or PHYS 003, PHYS
008 or PHYS 004, A S T R 016, one astronomy
seminar numbered 100 or above, and one se
mester o f A S T R 061 (0.5 credits). Corequisites
are M ATH 005 and 006.
EXTERNAL EXAMINATION PROGRAM
To be accepted into the External Examination
Program in the department, the applicant must
normally have an average grade of B or better in
all physics and astronomy courses.
External examinations are based on the topics
covered in the following seminars: Physics:
PHYS 111, 112, 113, 114, and 115, plus a re
search or library thesis; Astrophysics: three of
the following (PH YS 111, 112, 113, or 114);
two of the following (A S T R 121, 123, 126, or
128), plus a research or library thesis;
Astronomy: A S T R 1 2 1 ,1 2 3 ,1 2 6 , and 128, plus
a 2-credit research or library thesis.
Minors in physics, astrophysics, and astronomy
take an external examination based on two
seminars from the previous lists.
PHYSICS COURSES
PHYS 003. General Physics I
Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of parti
cles, and rigid body rotation. Possible addition
al topics are special relativity and thermody
namics. Includes one laboratory weekly.
Prerequisite: M ATH 005 (can be taken concur
rently).
1 credit.
F all 2004. Bloom.
PHYS 004. General Physics II
Topics include wave phenomena, geometrical
322
and physical optics, electricity and magnetism,
and direct and alternating current circuits. A
possible additional topic is introductory quan
tum physics. Includes one laboratory weekly.
Prerequisites: M ATH 006A (can be taken con
currently). PHYS 003 or the permission o f the
instructor.
1 credit.
Spring 2005. Bug.
PHYS 006H. The Character of
Physical Law
For first-year students only. Seminar format
with laboratory. A n introduction to the con
cepts of physics and the thought processes in
herent to the discipline. T h e primary emphasis
of the course will be on the accepted principles
of physics and their application to specific
areas. A ttention will be given to philosophical
aspects of physics, discussions of what kind of
problems physicists address, and how they go
about addressing them. Designed for students
seeking a more rigorous course as a preparation
for further work in physics.
N atural Sciences and Engineering practicum .
1 credit.
F all 2004- Boccio.
PHYS 007. Introductory Mechanics
A n introduction to classical mechanics and
continuation (from PHYS 006 or 006H or
A S T R 003) of the study o f special relativity.
Includes the study of the kinematics and dy
namics of point particles; conservation princi
ples involving energy, momentum, and angular
momentum; rotational motion o f rigid bodies;
oscillatory motion; and relativistic dynamics.
Includes one laboratory weekly.
Prerequisites: MATH 006A (can be taken con
currently), PHYS 006H (or PHYS 006 or
A S T R 003), or the permission of the instructor.
N atural Sciences and Engineering practicum .
1 credit.
Spring 2005. Moscatelli.
PHYS 008. Electricity, Magnetism, and
Waves
A sophisticated introductory treatment of wave
and electric and magnetic phenomena, such as
oscillatory motion, forced vibrations, coupled
oscillators, Fourier analysis o f progressive
waves, boundary effects and interference, the
electrostatic field and potential, electrical work
and energy, D.C. and A .C . circuits, the rela
tivistic basis of magnetism, and Maxwell’s equa
tions. Includes one laboratory weekly.
Prerequisites: PHYS 007; M ATH 006A or
006C; MATH 016 or 018 (can be taken con
currently).
Natural Sciences and Engineering practicum .
1 credit.
Fall 2004. Crouch.
PHYS 014. Thermodynamics and
Quantum Physics
An introduction to thermodynamics and tem
perature, heat, work, and entropy. Introduction
to quantum mechanics using one-dimensional
systems. Includes one laboratory weekly.
Prerequisites: PHYS 003 and 004 or PHYS 007
and 008.
Natural Sciences and Engineering practicum .
I credit.
Spring 2005. Boccio.
PHYS 020. Principles nf 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.
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
PHYS 021. Light and Color
The fundamentals o f light horn the classical
and quantum physical viewpoint. Extensive use
of examples from art, nature, and technology
will be made. Two or three lectures per week
plus a special project/laboratory.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
PHYS 023. Relativity
A nonmathematical introduction to the special
and general theories of relativity as developed
by Einstein and others during the 20th century.
1 credit.
N ot offered 2004—2005.
PHYS 025. In Search of Reality
By investigating the assumptions, theories, and
experiments associated with the study of reality
in quantum physics, we will attempt to decide
whether the question of the existence of an in
telligible external reality has any meaning.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
PHYS 029. Seminar on Gender and
(Physical) Science
This seminar will take a multifaceted approach
to the question: “W hat are the connections be
tween a person’s gender, race, or class and their
practice of science?” T h e history of science, the
education of women and feminist pedagogy,
and philosophy of science will be addressed.
Physical science will be the principal focus.
Includes some laboratory work.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
PHYS 050. Mathematical Methods
of Physics
A survey of analytical and numerical tech
niques useful in physics, including multivari
able calculus, optimization, ordinary differen
tial equations, partial differential equations and
Sturm-Liouville systems, orthogonal functions,
Fourier series, Fourier and Laplace transforms,
and numerical methods.
Prerequisites: MATH 016 and either 006C or
018; a knowledge o f some programming
language.
PHYS 022. Physics of Musical Sounds
1 credit.
An introduction to the science and technology
of musical sounds and the instruments that
make them. Particular attention is paid to elec
tronic music and instruments. Topics include
complex wave forms, scales and temperament,
basic electronic sound devices, and digital
sound technology. T he course has a weekly lab
oratory requirement.
Spring 2005. Brown.
1 credit.
Spring 2005. Grossman.
PHYS 093. Directed Reading
This course provides an opportunity for an in
dividual student to do special study, with either
theoretical or experimental emphasis, in fields
not covered by the regular courses and semi
nars. T h e student will present oral and written
reports to the instructor.
0 .5 , l , or 2 credits.
E ach sem ester. Staff.
323
Physics and Astronomy
PHYS 094. Research Project
1 credit.
Initiative for a research project may come from
the student, or the work may involve collabora
tion with ongoing faculty research. T he student
will present a written and an oral report to the
department.
Spring 2005. Crouch.
PHYS 1 1 4 . Statistical Physics
PHYSICS SEMINARS
T he statistical behavior of classical and quan
tum systems; temperature and entropy; equa
tions of state; engines and refrigerators; statisti
cal basis of thermodynamics; microcanonical,
canonical, and grand canonical distributions;
phase transitions; statistics of bosons and fermi
ons; black body radiation; electronic and ther
mal properties of quantum liquids and solids.
PHYS 1 1 1 . Analytical Dynamics
Prerequisites: PHYS 111 and M ATH 006C or
018.
0 .5 ,
1 ,
m 2 credits.
E ach sem ester. Staff.
Intermediate classical mechanics. Motion of a
particle in one, two, and three dimensions,
Kepler’s laws and planetary motion, phase
space, oscillatory motion, Lagrange equations
and variational principles, systems of particles,
collisions and cross sections, motion o f a rigid
body, Euler’s equations, rotating frames of refer
ence, small oscillations, and normal modes, and
wave phenomena.
Prerequisites: PHYS 014 and 050; M ATH 018.
1 credit.
Fed! 2004. Bug.
PHYS 1 1 2 . Electrodynamics
Electricity and magnetism using vector calcu
lus, 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 prob
lems, radiation and four-vector formulation of
relativistic electrodynamics.
1 credit.
Spring 2005. Brown.
PHYS 115 . Quantum Applications
and Optics
Approximately one-third of this seminar is de
voted to applications on Quantum Theory as
developed in PHYS 113. This will include basic
atomic theory, scattering, and electromagnetic
interactions. A study of physical optics is for the
remaining two-thirds of the seminar and will in
clude wave propagation, interference, diffrac
tion, polarization, and optical instrumentation.
Prerequisites: PHYS 111, 112 (or concurrently
with instructor’s permission), and 113.
1 credit.
F all 2004- Moscatelli.
PHYS 130. General Relativity ...
1 credit.
Newton’s gravitational theory, special relativity,
linear field theory, gravitational waves, mea
surement of space-time, Riemannian geometry,
geometrodynamics and Einstein’s equations,
the Schwarzschild solution, black holes and
gravitational collapse, and cosmology.
Fall 2004- Grossman.
Prerequisites: PHYS 111 and 112.
Prerequisites: PHYS 014 and 050; M ATH 018.
PHYS 1 13 . Quantum Theory
1 credit.
Postulates of quantum mechanics, operators,
eigenfunctions, and eigenvalues, function
spaces and hermitian operators; bra-ket nota
tion, superposition and observables, fermions
and bosons, time development, conservation
theorems, and parity; angular momentum,
three-dimensional systems, matrix mechanics
and spin, coupled angular momenta, timeindependent and time-dependent perturbation
theory.
N ot offered 2 0 0 4 -2 0 0 5 .
Prerequisites: PHYS 111 and MATH 016.
324
PHYS 1 3 1 . Particle Physics
A study o f the ultimate constituents of matter
and the nature o f the interactions between
them. Topics include relativistic wave equa
tions, symmetries and group theory, Feynman
calculus, quantum electrodynamics, quarks,
gluons, and quantum chromodynamics, weak
interactions, gauge theories, the Higgs particle,
and some o f the ideas behind lattice gauge
calculations.
Prerequisites: PHYS 113 and 115.
1 credit.
Spring 2005. Bloom.
PHYS 132. Nonlinear Dynamics and Chaos
Nonlinear mappings, stability, bifurcations and
catastrophe, conservative and dissipative
systems, fractals, and self-similarity in chaos
theory.
trons and the Fermi surface, electrons in per
iodic structures, the Bloch Theorem, band
structure, sem iclassical electron dynamics,
semiconductors, magnetic and optical proper
ties o f solids, and superconductivity.
Prerequisites: PHYS 113, 114, and 115.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Prerequisite: PHYS 111.
PHYS 136. Quantum Optics and Lasers
1 credit.
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.
N ot offered 2 0 0 4 -2 0 0 5 .
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 tech
niques: atomic beams methods, Doppler-free
spectroscopy, time-resolved spectroscopy, and
level crossing spectroscopy.
Prerequisites: PHYS 113 and 115.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
PHYS 134. Quantum Mechanics:
Mathematical and Physical Foundations
What is measurement? Repeatable, maximal
and consecutive tests, Bayesian probability, in
finite dimensions, projection operators,
Spectral Theory for self-adjoint operators, logi
cal structure o f classical physics, rules of
Quantum Theory, mixed states and density ma
trices, time development, uncertainty relations,
quantum correlations, Schm idt Decomposi
tion, meaning of probability, reduction of State
Vector, quantum entanglement, measurement
problem, Kochen-Specker Theorem, logic of
Quantum propositions, nonlocality, EPR and
Bell Inequalities, nonlocality versus Contextuality, Gleason’s Theorem, and logical aspects of
inseparability are explored.
Prerequisites: PHYS 113 and 115.
I credit.
Not offered 2 0 0 4 -2 0 0 5 .
Prerequisites: PHYS 113 and 115.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
PHYS 1 3 7 . Cumputational Physics
Computer simulations are a powerful way of
solving problems in various fields o f physics.
Students will learn concepts of robust scientific
computing and explore techniques like Monte
Carlo, finite-element, FFT, and molecular dy
namics. O ther topics may include high-perfor
mance computing and making the W eb a part
of one’s problem-solving and information-dis
semination strategies. As a culmination to the
seminar, students will do an extended indepen
dent project o f their choice.
Prerequisites: PHYS 050 and 111 and, taken
previously or concurrently, PHYS 113 and 114.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
PHYS 138. Plasma Physics
A n introduction to the principles of plasma
physics. Treatment will include the kinetic ap
proach (orbits o f charged particles in electric
and magnetic fields, statistical mechanics of
charged particles) and the fluid approach (sin
gle fluid magnetohydrodynamics, two fluid the
ory). Topics may include transport processes in
plasmas (conductivity and diffusion), waves
and oscillations, controlled nuclear fusion, and
plasma astrophysics.
PHYS 135. Solid-State Physics
Prerequisite: PHYS 112.
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 elec
N ot offered 2004—2005.
1 credit.
325
Physics and Astronomy
P H Y S 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 nor
mally taken in, the fall semester of the student’s
final year.
0 .5 , l , o r 2 credits.
E ach sem ester. Staff.
PHYS 199. Senior Honors Study
A review of the subject matter covered in
PH YS 111, 112, 113, 114, and 115. Open only
to students in the External Exam ination
Program.
0 .5 credit.
Spring 2005. Staff.
PHYSICS LABORATORY PROGRAM
PHYS 063. Procedures in Experimental
Physics
Techniques, materials, and the design o f ex
perimental apparatus; shop practice; printed
circuit design and construction. This is a 0.5credit course open only to majors in physics,
astrophysics, or astronomy.
ASTRONOMY COURSES
ASTR 001. Introductory Astronomy
T h e scientific investigation of the universe by
observation and theory, including the basic
notions of physics as needed in astronomical
applications. Topics include astronomical in
struments and radiation; the sun and planets;
properties, structure, and evolution of stars; the
galaxy and extragalactic systems; the origin and
evolution o f the universe. Includes some
evening labs.
N atural Sciences and Engineering practicum .
1 credit.
E ach sem ester. Brown and Cohen.
ASTR 003. The Physical Universe
This is an introductory astrophysics course em
phasizing three major areas o f astronomy and
modem physics. These include birth of the uni
verse, the theory of special relativity, and the
formation of the solar system. Questions regard
ing the presence of life beyond the Earth are
also addressed.
1 credit.
E ach sem ester. Bums.
ASTR 016. Modern Astrophysics
PHYS 081. Advanced Laboratory I
This is a one-semester introduction to astro
physics as applied to stars, the interstellar medi
um, galaxies, and the large-scale structure of the
universe. T h e course includes some evening
laboratories and observing sessions.1
Experiments in mechanics, electricity and mag
netism, waves, thermal and statistical physics,
atomic, and nuclear physics.
Prerequisites: MATH 005 and 006A and 006B,
PHYS 003 and 004, or PHYS 007 and 008.
(PHYS 004 or 008 may be taken concurrently.)
0 .5 credit.
F all 2004. Technical staff.
W riting course.
1 credit.
0 .5 credit.
E ach sem ester. Cohen.
E ach sem ester. Staff.
ASTR 061. Current Problems in Astronomy
and Astrophysics
PHYS 082. Advanced Laboratory II
Experiments in mechanics, electricity and mag
netism, waves, thermal and statistical physics,
atomic, and nuclear physics.
W ritingcourse.
0 .5 credit.
E ach sem ester. Staff.
Reading and discussion of selected research pa
pers from the astronomical literature. Tech
niques of journal reading, use o f abstract ser
vices, and other aids for the efficient mainte
nance of awareness in a technical field. May be
repeated for credit. Credit/no credit only.
Prerequisite: A S T R 016.
0 .5 credit.
E ach sem ester. Bums and Cohen.
326
ASTR 093. Directed Reading
(See PHYS 093)
ASTR 094. Research Project
(See PHYS 094)
ASTRONOMY SEMINARS
ASTR 1 2 1 . Research Techniques in
Observational Astronomy
This course covers many o f the research tools
used by astronomers. These include instru
ments used to observe at wavelengths across the
electromagnetic spectrum; techniques for pho
tometry, spectroscopy, and interferometry; and
various methods by which images are processed
and data are analyzed. Students will perform
observational and data analysis projects during
the semester.
Prerequisite: A S T R 016.
1 credit.
Alternate years.
N ot offered 2 0 0 4 -2 0 0 5 .
ASTR 123. Stars and Stellar Structure
ASTR 128. Galaxies and Galactic
Structure
Study o f our own galaxy and other galaxies.
Galaxy morphology; observational properties of
galaxies; kinematics: stellar motions, galaxy ro
tation, spiral density waves, and instabilities;
galaxy and star formation; starbuist galaxies;
quasars and active galaxies; galaxy clusters and
interactions; and large-scale structure o f the
universe.
Prerequisite: A S T R 016.
1 credit.
A lternate years.
N ot offered 2 0 0 4 -2005.
ASTR 129. Cosmology
Cosmology is the study o f the overall structure,
history, and future evolution of the universe.
T his seminar will cover the following topics:
historical background; the distance ladder; the
cosmological principle; Einstein’s general theo
ry of relativity, Hubble’s law and the Friedmann
models; observational constraints: galaxy and
cluster kinematics, gravitational lenses, highredshift supemovae and the cosmic microwave
background; the existence of dark matter and
dark energy; the early universe: Inflation, Big
Bang nucleosynthesis, the first stars; the age of
the universe and the “Cosmic Concordance.”
An overview o f physics of the stars, both at
mospheres and interiors. Topics include hydro
static and thermal equilibrium, radiative and
convective transfer nuclear energy generation,
degenerate matter, calculation o f stellar models,
interpretation o f spectra, stellar evolution,
white dwarfs and neutron stars, nucleosynthe
sis, supemovae, and star formation.
ASTR 180. Honois Thesis
Prerequisite: A S T R 016.
(See PHYS 180)
1 credit.
Alternate years.
Fall 2004. Cohen
ASTR 126. The Interstellar Medium
Study of the material between the stars and ra
diative processes in space, heating and cooling
mechanisms, physics of interstellar dust, chem
istry of interstellar molecules, magnetic fields,
emission nebulae, hydrodynamics and shock
waves, supernova remnants, star-forming re
gions, active galactic nuclei, X-ray and gammaray sources.
Prerequisite: A S T R 016.
I credit.
Sirring 2005. Bums.
ASTR 199. Senior Honors Study
A review o f the subject matter covered in ad
vanced physics and astronomy courses. Open
only to students in the External Examination
Program.
0 .5 credit.
Spring 2005. Staff.
Prerequisite: A S T R 016.
1 credit.
Alternate years.
N ot offered 2 0 0 4 -2 0 0 5 .
327
Political Science
RAYMOND F. HOPKINS, Professor
JA M ES R . KURTH, Professor2
CAROL NACKENOFF, Professor
RICHARD L . RURIN, Professor (part tim e)2
KENNETH E . SHARPE, Professor
RICHARD VALELLY, Professor3
CYNTHIA PERWIN HALPERN, Associate Professor
KEITH R EEV ES , Associate Professor
TYRENE W HITE, Associate Professor and Chair
BENJAM IN BERGER, Assistant Professor
JE F F R E Y S . M URER, Assistant Professor
SCOTT HIBBARD, Visiting Instructor (part tim e)6
KATHLEEN KERNS, Administrative Assistant
DEBORAH SLOM AN, Administrative Assistant
2 Absent on leave, spring 2005.
3 Absent on leave, 2 0 0 4 -2 005.
6 Spring 2005.
COURSE OFFERINGS AND PREREQUISITES
REQUIREMENTS
Courses and seminars offered by the Political
Science Department deal with the place of pol
itics in society and contribute to an under
standing o f the purposes, organization, and op
eration of political institutions, domestic and
international. T he department offers courses in
all four of the major subfields o f the discipline:
American politics, comparative politics, inter
national politics, and political theory. Ques
tions about the causes and consequences of po
litical action and normative concerns regarding
freedom and authority, power and justice,
human dignity, and social responsibility are ad
dressed throughout the curriculum.
Major
Prerequisites
Students planning to study political science are
advised to start with two of the following intro
ductory courses: Political Theory, American
Politics, Comparative Politics, and Interna
tional Politics (PO LS 001 to 004). Normally,
any two of these courses constitute the prereq
uisite for further work in the department.
Prerequisites and general recom m endations. Stu
dents who intend to major in political science
should begin their work in their first year at col
lege if possible. Completion of at least two
courses at the introductory level (PO LS 001,
002, 003, and 004) is required for admission to
the major. Supporting courses strongly recom
mended for all majors are Statistical Thinking
or Statistical Methods (M ATH 001 or 002) and
Introduction to Economics (ECON 001 h
C ourse requirem ents fo r m ajors. To graduate with
a major in political science, a student must
complete the equivalent of at least eight courses
in the department. T h e department expects
that at least five of these eight courses be taken
at Swarthmore. No more than one course may
be an Advanced Placement.
D istribution requirem ents. A ll political science
majors are required to take one course or semi
nar in three subfields: (1) American politics,
(2) comparative or international politics, and
(3) political theory. Completion of any of the
following will satisfy the political theory requirement: POLS O il, 012, 100, or 101.
T h e department recommends that majors plan
course and seminar programs that afford some
328
exposure above the introductory level to at
least three of the four major subfields of politi
cal science (listed in the introductory para
graph earlier).
Comprehensive requirem ent. Majors in the course
program can fulfill the College comprehensive
requirement in one o f two ways. T h e preferred
option is the oral thesis. Students are examined
orally on a body of literature that best captures
their interests and range o f preparation within
the discipline. Under the second option, the
written thesis, students complete a written the
sis based on in-depth research into a topic of
their choice. To be eligible for this option, stu
dents must normally have at least an A - aver
age in their political science courses, demon
strate the merit and rigor of their proposal, and
secure the approval o f a faculty adviser.
Detailed information about these options is
available at the beginning o f the junior year.
Honors Major
To be accepted into the Honors Program, stu
dents should normally have at least an average
of 3.5 or better inside and 3.0 (B ) outside the
department and should give evidence of their
ability to work independently and constructive
ly in a seminar setting. Seminars will normally
be limited to eight students, and admission pri
ority will go to honors majors. Political science
honors majors must meet all current distribu
tional requirements for majors, including the
political theory requirement. They need 10 po
litical science credits. Normally, 6 of these cred
its will be met with three, two-unit prepara
tions, which will help prepare honors majors for
outside written and oral examinations. These
two-unit preparations will normally be either a
2-credit honors seminar or a “course-plus” op
tion. O f these three two-unit preparations, no
more than two may be in a single field in the
department. T h e “course-plus” option will nor
mally consist of two one-unit courses or semi
nars that have been designated to count as an
honors preparation. O ne example is POLS 013
(Feminist Political Theory) plus either POLS
031 (Difference and Dominance) or POLS 032
(Gender, Politics, and Policy in America).
Another example is PO LS 068 (International
Political Economy) plus PO LS 047 (Global
Policy). T he department does not normally ad
vise theses, course attachments, or directed
readings as a substitute for the honors seminars
and “course-plus” options.
A ll prospective honors majors should have
completed one o f their four honors preparations
before their senior year.
Senior honors majors are invited to take the
Senior Honors Colloquium when it is offered.
This 2-credit colloquium is sometimes offered
in the fall term of the senior year. T h e work
done in this colloquium will satisfy the
College’s senior honors study (SH S) require
ment and will be submitted to the external ex
aminers, subject to the department word limit
for SH S papers. Honors majors who do not take
the colloquium will revise one seminar paper
for submission to external examiners.
Honors Minor
Honors minors in political science will be re
quired to have at least 5 credits in political sci
ence. Among these 5 credits, minors must nor
mally meet the subfield distribution require
ment, that is, at least one course in American
politics, in political theory, and in comparative
politics/intemational relations. Minors will be
required to take one of the two-unit honors
preparations offered by the department. There
is no senior honors study requirement for hon
ors minors.
Honors Examinations
T h e honors examinations will normally consist
of a three-hour written examination in each of
the student’s seminars and an oral examination
conducted by the external examiner.
CONCENTRATION IN P0BLIC POLICY
Students have the option of pursuing interdis
ciplinary work as an adjunct to a major in po
litical science in the public policy concentra
tion. Comprehensive requirements (for course
majors) or the external examination require
ments (for candidates for honors) will be ad
justed to allow students to demonstrate their
accomplishments in the concentration. For fur
ther information, consult the separate catalog
listing for public policy. Raymond Hopkins is
the acting coordinator of the concentration in
public policy for 2004-2005.
329
Political Science
THE DEMOCRACY PROJECT
T he purpose o f this project is to deepen stu
dents’ understanding of and commitment to de
mocratic citizenship in a multicultural society
through participation in community politics. A
central feature of the Democracy Project is
community-based learning through public ser
vice and community organizing internships as
part of the course work. By integrating reflec
tion and experience, the project will enable stu
dents to study the ways in which diverse com
munities define and seek to empower them
selves in the United States and to discover the
relationship between individual activism, social
responsibility, and political change at the grass
roots level.
COURSES
POLS 001. Political Theory
This course is an introduction to political theo
ry by way of an introduction to some of its most
important themes, problems, and texts. It seeks
to elicit understanding o f theory as a way of
thinking about the world, as related to political
practices and institutions, and as a form of pol
itics. Different instructors and sections will em
phasize different central issues of politics such
as justice, freedom, power and knowledge, and
religion and politics.
W riting course fo r Sharpe’s section only. _
1 credit.
F all 2004. Halpem, Sharpe.
Spring 2005. Berger.
ADVANCED PLACEM ENT
T he department grants one unit o f college cred
it to students who have achieved a score of 5 on
the College Board Advanced Placement (A P)
examination in Government and Politics (ei
ther United States or Comparative but not
both). This credit may be counted toward the
major and toward satisfaction of the College
distribution requirement in the social sciences.
Normally, students awarded A P credit will still
be expected to complete two introductory
courses at Swarthriiore as a prerequisite for
more advanced work in the department.
POLS 002. American Politics
How do American institutions and political
processes work? To what extent do they pro
duce democratic, egalitarian, or rational out
comes? T he course examines the exercise and
distribution o f political power. Topics include
presidential leadership and elections; legislative
politics; the role of the Supreme Court; federal
ism; parties, interest groups, and movements;
public policy; the politics of class, race, and
gender; voting; mass media; and public discon
tent with government.
W riting course fo r N acken offs section only.
1 credit.
;
F all 2004. Reeves.
Spring 2005. Nackenoff.
TEACHER CERTIFICATION
POLS 003. Comparative Politics
Political science majors can complete the re
quirements for teacher certification through a
program approved by the state of Pennsylvania.
For further information about the relevant set
of requirements, please contact the Educational
Studies Department director, the Political
Science Department chair, or the Educational
Studies Department Web site: www.swarthmore.edu/SocSci/Education/.
A n introduction to the major themes and
methods o f comparative political analysis
through a study of the history and character of
contemporary politics in various states and
world regions. Topics include the formation of
states, the growth of nationalism and ethnic
conflict, patterns of state building and socioe
conomic development, the role o f institutions
and social transformation in promoting politi
cal change, the causes of regime change, and
pathways to democracy.
Writing course.
1 credit.
Fall 2004 and spring 2005. Murer.
330
POLS 004. International Politics
An introduction to the analysis of the content'
porary international system and its evolution in
the 20th and 21st centuries. T he course will ex
amine various approaches to explaining major
international wars, ethnic conflicts, and eco
nomic problems.
1 credit.
Fall 2004. Hopkins.
Spring 2005. Hibbard.
POLS 0 1 1 . Ancient Political Theory:
Plato Through Machiavelli
Two traditions constitute the origins of Western
politics. W e will begin with Greek tragedy and
Athenian democracy, against which Greek po
litical theory arose (Sophocles, Plato, and Aris
totle). We will contrast this tradition with that
of the Hebrew Bible (the prophets Jeremiah,
Ezekiel, and Deutero-Isaiah) as a different way
of understanding justice, order, suffering, com
munity, and politics. These two traditions con
verge in the New Testament era (selected
gospels from Paul and from Gnostic gospels).
We will conclude with Augustine, a point of
convergence for the both of these traditions.
1 credit.
ity of the body in political theorizing from sev
eral perspectives.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 015. Ethics and Public Policy
This course will examine the nature and valid
ity of ethical arguments about moral and polit
ical issues in public policy. Specific topics and
cases will include ethics and politics, violence
and war, public deception, privacy, discrimina
tion and affirmative action, environmental risk,
health care, education, abortion, surrogate
motherhood, world hunger, and the responsibil
ities of public officials. This course may be
counted toward a concentration in public policy.
1 credit.
Spring 2005. Halpem.
POLS 016. Liberal Individualism
This course will explore the conceptions of
human nature that underlie liberalism in mod
em society, with attention to what current re
search and theory in psychology have to say
about these assumptions.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Fall 2004- Halpem.
POLS 0 1 7 . American Political Thought
POLS 012. Modern Political Theory
American political thought and political cul
ture are explored in topics including national
identity; struggles of inclusion and exclusion;
individualism and community; moral crusades;
democratic visions; race, class, ethnicity, and
gender; and the role of the state.
This course will deal with important themes in
modem political thought such as justice, liber
ty, equality, rights, property, limited govern
ment, communism, the power of reason, and
the nature of power. Materials covered will in
clude the works of Machiavelli, Hobbes, Locke,
Rousseau, Kant, Constant, Marx, Mill, Madi
son, Nietzsche, and Foucault.
1 credit.
Spring 2005. Berger.
POLS 013. Feminist Political Theory
Key contributions and debates in feminist po
litical, philosophical, and legal theory will draw
on feminist psychoanalytic theory, poststruc
turalist theories, and queer theory to engage the
contentious issues at the heart of contemporary
theory. T h e course engages feminists from nonWestem cultures on the capacity of Western
feminists to speak to different experiences, con
siders various feminist problematizations of tra
ditional concepts of human nature and the pub
lic and the private, and emphasizes the central
1 credit.
N ot offered 2004—2005.
POLS 019. Democratic Theory
and Practice
This course begins with the questions: W hat is
democracy and what does it require? Wide
spread political participation? Economic equal
ity? Good education? Civic virtue? If any of
these conditions or characteristics are neces
sary, how might they be promoted? In addition
to theoretical questions, we will investigate one
o f 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? W hat might be done?
This course draws upon classic and recent texts
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Political Science
in democratic theory, works of political science
and sociology, and also a vital participatory
component: student engagement with a voter
registration and voter mobilization drive in
Chester, Pa.
1 credit.
F all 2004■ Berger.
POLS 022. American Elections: Ritual,
Myth, and Substance
In this examination of the role of policy issues,
candidate images, media, marketing, and polit
ical parties in the American electoral process,
students will learn how to use and interpret sur
vey data, and will have an opportunity to con
sider the role of race, gender, class, and other
variables in voting behavior. Do elections mat
ter, and if so, how? Historical trends in electoral
politics will provide the basis for analyzing
2004.
1 credit.
F all 2004- Nackenoif and Reeves.
POLS 024. American Constitutional Law
T h e Supreme Court in American political life
will be examined, with emphasis on civil rights,
civil liberties, and constitutional development.
T h e 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 inter
pretation will be explored.
1 credit.
Spring 2005. Nackenoff.
POLS 029. Polling, Public Opinion,
and Public Policy
Public opinion polling has become an essential
tool in election campaigning, public policy de
cision making, and media reporting o f poll re
sults. As such, this course focuses on helping
students interested in these areas learn the fun
damental skills required to design, empirically
analyze, use, and critically interpret surveys
measuring public opinion. Because the course
emphasizes the application o f polling data
about public policy issues and the political
process, we will examine the following topics:
abortion, affirmative action, the economy, gun
control, foreign policy, and Social Security
332
reform. T his course may be counted toward a
concentration in public policy.
Prerequisite: POLS 002 or the permission o f the
instructor.
1 credit.
N ot offered 2004—2005.
POLS 031. Difference, Dominance,
and the Struggle for Equality
This course examines how unequal power rela
tions are maintained and legitimated and ex
plores different strategies and routes for achiev
ing equality. Struggles involving gender, race,
ethnicity, religion, class, and colonial and post
colonial relationships are compared.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 032. Gender, Politics, and Policy
in America
Gender issues in contemporary American poli
tics, policy, and law. Policy issues include the
feminization o f poverty, employment discrimi
nation, pornography, surrogate parentage, pri
vacy rights and sexual practices, workplace haz
ards, and fetal protection.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 033. Race, Ethnicity, and Public
Policy: African Americans
This course investigates the relationship of
race, American political institutions, and the
making of public policy. Race, class, and ethnic
analyses are made with particular focus on how
racial policy was made through the electoral
system, the courts, the Congress, and the presi
dency. T he separation between black and white
is analyzed over time and in contemporary pol
itics and also in comparative perspective with
other groups. This course may be counted
toward a concentration in public policy.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 034. Race, Representation,
and Redistricting in America
This course will explore the controversial polit
ical and public policy questions surrounding the
reshaping and redrawing of congressional dis
tricts to increase minority black, Latino, and
Asian political representation in the United
States. W hy was stringent and comprehensive
voting rights legislation needed in 1965? W hat
has been the impact of the Voting Rights A ct
on minority disenfranchisement? How have mi
nority voters and candidates fared in the
American electoral process? Has the Voting
Rights A ct evolved into an “affirmative action
tool in the electoral realm”? How will the U .S.
Supreme Court’s developing jurisprudence of
racial redistricting alter the political and racial
landscape of this country? W hat are the public
policy implications against the backdrop o f the
court’s rulings where the decennial census is
concerned? This course may be counted toward
concentrations in public policy and black studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 036. Multicultural Politics in
the United States
Is the United States a melting pot; a mosaic; or
a battlefield of racial, ethnic, and cultural dif
ferences? This course explores past and present
multicultural politics, including the efforts of
subordinated groups to empower themselves,
and such issues as immigration, poverty, affir
mative action, and cultural identity.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 038. Public Service, Community
Organizing, and Social Change
the risks for individuals of a market system and
what that means for citizenship. Macroeco
nomic policy making and how it affects politics
will be explored. T he third major topic is the
governance o f the labor market.
Prerequisite: POLS 002.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 042. Congress in the American
Political System
Institutional evolution, lawmaking, and the
uses of roll-call voting information for under
standing American politics are the primary top
ics. O ther issues may include House-Senate dif
ferences, how congressional elections shape the
institution, lobbying and campaign finance,
public dissatisfaction with Congress, congres
sional control o f the bureaucracy, congressional
intent and statutory interpretation by federal
judges, representation, and the causes and im
pact of increased congressional office-holding
by women, African Americans, and Hispanic
Americans.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 043. Environmental Policy
and Politics
N ot offered 2 0 0 4 -2 0 0 5 .
Topics will include environmental politics, pol
icy, and law. In U .S. domestic politics, there
will be an emphasis on the role and impact of
the environmental movement; regulation and
proposals for more flexible responses to achieve
environmental goals; collective action and free
rider problems; the role of science in environ
mental policy making in a democracy; and the
courts and the impact of federalism, commerce
clause, and rights on regulation. Because envi
ronmental problems cross both state and na
tional boundaries, we will examine not only the
role o f national but also supranational organiza
tions and institutions in managing environ
mental problems, with special attention to the
European U nion, and with additional attention
to developed/developing world environmental
controversies. W e seek to understand patterns
o f responses to environmental problems and
possible future options on different issues.
POLS 041. Political Economy and Social
Policy in the United States
F ail 2004. Nackenoff.
Through community-based learning, this semi
nar explores democratic citizenship in a multi
cultural society. Semester-long public service
and community organizing internships, dia
logue with local activists, and popular educa
tion pedagogy allow students to integrate re
flection and experience.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 040. Automobiles as a Social Issue
This course addresses product trends in auto
mobiles and their relationships to the dynamics
of manufacturing. T he implications for safety
regulation, resource consumption, and global
warming will be assessed.
I credit.
1 credit.
Students will consider how government buffets
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Political Science
POLS 044. Social Choice, Game Theory,
and Politics
This course is an introduction to formal discov
ery and description of various paradoxes, limits,
and equilibria in different sorts of democratic
political processes. Applications may include
party competition, legislative agenda control,
taxation, group formation, protest, and other
topics. No special background is required.
1 credit.
N ot offered 2004—2005.
POLS 045. Defense Policy
American defense policy will be analyzed, with
particular emphasis on foreign interventions,
military strategies, weapons systems, and race
and gender issues. This course may be counted
toward a concentration in public policy.
Prerequisite: PO LS 004 or the equivalent.
1 credit.
F all 2004. Kurth.
POLS 047. Global Policy and International
Institutions: Hunger and Environmental
Threats
Causes and proposed solutions to major global
problems— hunger, poverty, and environmental
loss— are explored. T he role o f government
policy, shaped by international institutions, in
food production, distribution and consumption,
and the effects on the environment are ana
lyzed. Cases include the American experience
and its global impact, the special problems of
developing countries, the dynamics of trade and
aid, the special problems of developing coun
tries, and the role of international institutions.
A n early final exam and a substantial paper are
features of the course. A “laboratory” session re
places a regular class meeting. Students with lit
tle work in political science may be admitted
with the consent of the instructor. This course
may be counted toward the concentration in
public policy.
1 credit.
F all 2004- Hopkins.
POLS 048. The Politics of Population
T h e role of population and demographic trends
in local, national, and global politics will be ex
amined. Topics include the relationship be
tween population and development; causes of
fertility decline; the impact and ethics o f global
and national family planning programs; and
contemporary issues such as population aging
334
and the A ID S pandemic. This course may be
counted toward concentrations in public policy
and environmental studies.
1 credit.
N ot offered 2004—2005.
POLS 051. Socialism in Europe
This course traces more than 150 years of so
cialist political efforts in Europe. Beginning
with the revolutions of 1848, we will examine
the political circumstances and theories that
made revolution possible as well as the condi
tions that threatened these movements. Stu
dents will encounter the Marxist and Christian
Socialist movements of the late 19th and early
20th centuries and the many Soviet revolution
ary movements after World W ar I— from Mos
cow to Munich and from Berlin to Budapest.
W e will examine the socialist resistance to fas
cism in Vienna and Spain and trace the devel
opment of Western European leftist move
ments, both communist and social democratic.
T he last half of the course will compare the so
cialist welfare systems in Western Europe and
attempts to build socialism with a “human face”
in Eastern Europe during the 1950s and 1960s.
Finally, the course will examine the failures of
leftist terrorist organizations and of “realized
socialism.”
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 053. The Politics of Eastern Europe:
Polities in Transition
This course will examine the challenges facing
the states of Central and Eastern Europe since
the end of the Cold War. It will trace the events
that brought about the end o f “realized social
ism” in the region and explore the difficulties
these societies have faced since those heady
days in 1989 through 1991. Students will ex
amine the processes of political and economic
transformation within the context o f a global
neo-liberal project. Thus, students will explore
the meaning of democracy, the tension between
collective and individual rights, the place of
economic steering initiatives within any society,
and the integration of institutions. T he course
will also explore antiliberal reactions in the re
gion, including the rise of xenophobia, conflicts
of ethnic nationalism, and the resurgence of fas
cist economic and political movements.
1 credit.
Spring 2005. Murer.
POLS 055. China and the Wnrld
The rise o f China in die late 20th and early
21st centuries and its implications for domestic,
regional, and international politics are ex
plored. Topics include China’s reform and de
velopment strategy, the social and political
consequences o f reform, and the prospects for
regime liberalization and democratization. T he
course also examines China’s changing role in
East Asia, its relationship with the United
States, and its growing influence in world affairs.
This course may be counted toward a program
in Asian studies or a concentration in public
policy.
1 credit.
N ot offered 2004—2005.
POLS 056. Patterns of Asian Development
Patterns of political, social, and economic de
velopment 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 colonial
ism and revolution and their influences on con
temporary politics, sources of state strength or
weakness, nationalism and ethnic conflict,
gender and politics, and patterns of political
resistance.
This course may be counted toward a program
in Asian studies.
1 credit.
Fail 2004. W hite.
POLS 057. Latin American Politics
This comparative study will focus on the polit
ical economy o f Mexico, Chile, Guatemala,
Nicaragua, Colombia, and Cuba. Topics in
clude the tensions between representative
democracy, popular democracy, and market
economies; the conditions for democracy and
authoritarianism; the sources and impact o f rev
olution; the political impact of neo-liberal eco
nomic policies and the economic impact of
state intervention; and the role of the United
States in the region.
1 credit.
Spring 2005. Sharpe.
POLS 059. Contemporary European
Politics
Europe today is a microcosm o f global politics.
This course will explore the effects of globaliza
tion, increasingly integrated economies, and
new capital flows that alter earlier equilibriums
of finance and development, while also exam
ining issues of migrations and the necessity and
affordability of state welfare systems. Students
will examine new approaches to international
cooperation that are challenged by continued
ethnic conflicts, xenophobia, and localism.
This course will explore the roles o f institutions
such as the European U nion and NATO.
W riting course.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 061. American Foreign Policy
Students will examine the making o f American
foreign policy and o f the major problems faced
by the United States in the contemporary era.
T h e course will focus on the influence o f polit
ical, bureaucratic, and economic forces and on
the problems of war, intervention, globaliza
tion, and human rights.
Prerequisite: POLS 004 or the equivalent.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
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 9/11 and
its aftermath on regional and cross-Pacific rela
tionships, the significance of growing Chinese
power, tensions on the Korean peninsula and
between China and Taiwan, and the impact of
globalization on cross-Pacific interactions. This
course may be counted toward a program in
Asian studies.
1 credit.
Spring 2005. W hite.
POLS 060. International Political
Economy
(Cross-listed as ECO N 053)
This course uses political and economic per
spectives to analyze the international economy.
Topics include the rise and decline of hege
monic powers, the controversy over “free” ver
sus “fair” trade under the World Trade Organi
zation, foreign debt and default, the role o f the
state in economic development, international
financial markets, the history of the intema-
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Political Science
tional monetary system. This course may be
counted toward a concentration in public policy.
POLS 074. International Politics:
Special Topics
Prerequisites: PO LS 004 and ECON 001.
Each year, this course will study a major topic in
international politics and examine the develop
ment of the topic from its historical origins to
contemporary issues.
1 credit.
Spring 2005. Hopkins, Golub.
POLS 072. Constitutional Law:
Special Topics
Students will explore in depth several recent is
sues and controversies, most likely drawn from
First-, Fourth-, Fifth-, Sixth-, and/or 14thAmendment jurisprudence. A ttention will also
be given to theories of interpretation. Designed
for students who want to deepen their work in
constitutional law.
Prerequisites: PO LS 0 24 and the permission of
the instructor.
1 credit.
Spring 2005. Nackenoff.
POLS 073. Cnmparative Politics: Special
Topics: The Psychological Constructions
and Politics of Ethno-conflict
T his course will examine the complex and trou
bling origins o f a series o f conflicts often de
fined as ethnic in nature. Students will explore
alternate discussions of the character o f each
conflict, including economic and psychoana
lytic explanations. In addition students will ex
plore the processes by which enemies are iden
tified and maintained, how collectivities define
their membership, and whether reconciliation
is possible. Cases include the former Yugoslavia,
Rwanda and the Congo, Cyprus, and Chechnya.
1 credit.
F all 2004. Muter.
POLS 073. Comparative Politics:
Special Topics: Middle East Politics
This course will introduce the political dynam
ics of the modem Middle East. It will examine
the historical trends that have shaped the re
gion before turning to a series of thematic top
ics that include the authoritarian state, statesociety relations, and the rise of Islam as an ide
ological discourse. T he course will conclude
with a brief examination of the prospects for
democracy, the Arab-Israeli conflict, and U .S.
foreign policy in the region,
i credit.
Spring 2005. Hibbard.
Prerequisite: POLS 004 or the equivalent.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
POLS 076. Theory, Method, and Research
Design in the Social Sciences
1 credit.
N ot offered 2004—2005.
POLS 0 7 7. Practical Wisdom
(Cross-listed as P SYC 029)
W hat is practical wisdom (what Aristotle
called “phronesis”)? Is it necessary to enable
people to flourish in their friendships, loving re
lations, education, work, community activities,
and political life? W hat 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 deci
sion making? W hat does psychology tell us
about the experience and character develop
ment necessary for practical wisdom and moral
reasoning? And how do contemporary econom
ic and political factors influence the develop
ment o f practical wisdom?
Prerequisites: Some background in psychology
and in philosophy or political theory.
Enrollment is limited and by permission of the
instructors. (Applications are available from ei
ther department.)
1 credit.
F all 2004- Sharpe and Schwartz.
POLS 090. Directed Readings in Political
Science
Available on an individual or group basis,
subject to the approval of the chairman and the
instructor.
1 credit.
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.
336
SEMINARS
The following seminars prepare for examina
tion for a degree with honors:
POLS 100. Political Theory:
Plato to Hobbes
This course traces the development of political
thought in the ancient and medieval periods
and the emergence of a distinctively modem
political outlook. Special attention is given to
the differences between the way the ancients
and the modems thought about ethics, politics,
democracy, law, knowledge, power, justice, the
individual, and the community. Key philoso
phers include Plato, Aristotle, Augustine, and
Hobbes.
2 credits.
Fall 2004. Sharpe.
POLS 1 0 1 . Political Theory: Modern
In this seminar, we will study the construction
of the modem liberal state and capitalism
through the works of Hobbes, Locke, and
Rousseau, and then in more detail we will ex
amine the greatest critics o f the modem age—
Marx, Nietzsche, Freud, and Foucault. The
question of how to read and contextualize texts,
and how competing perspectives and theories
construct and reconstruct the nature of the real
and the political, contribute to an inquiry into
the politics of theory and interpretation in the
modem era and what doing the work of politi
cal theory means and accomplishes.
2 credits.
Spring 2005. Halpem.
POLS 104. American Political System
This seminar aims to confound fashionably
jaded views of contemporary American politics
and its performance. Standard topics are cov
ered, although topical emphasis may vary from
year to year.
Prerequisite: PO LS 002 or an intermediate
American politics course.
2 credits.
N ot offered 2004—2005.
POLS 105. Constitutional Law in the
American Polity
The Supreme Court in American political life
will be examined, with emphasis on civil rights,
civil liberties, and constitutional development.
T he seminar examines the court’s role in polit
ical agenda-setting in arenas including eco
nomic 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 ac
tivism and restraint, and theories of constitu
tional interpretation will be explored.
2 credits.
Spring 2005. Nackenoff.
POLS 106. The Urban Underclass
and Public Pnlicy
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; so
cial organization, civic life, and political partic
ipation; crime and incarceration rates; family
structure; adolescent street culture and its im
pact on urban schooling and social mobility;
and labor force participation and dislocation.
W e conclude by examining how these issues
impact distressed urban communities, such as
the neighboring city of Chester.
2 credits.„
Spring 2005. Reeves.
POLS 10 7. Comparative Politics:
Greater Europe
This course traces the development of the con
cept of Europe. W e will examine the array of
state forms from the early modem to the con
temporary period and engage the historical
processes and conceptual orientations that
have contributed to the social pattemings of
difference that have qualified Europe at differ
ent moments as East/West, Northem/Southem,
socialist/capitalist, and so forth. Students will
follow the development of liberalism and mar
ket capitalism in Europe as well as study the
forces that grew to form oppositions. From the
fall of autocracy to the rise of fascism and so
cialism, students will examine the political for
mation of Europe as a series of conflicts over the
power of liberalism that continues today.
2 credits.
Fall 2004- Murer.
337
Political Science
2 credits.
sary, 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? W hat might be done?
W e will consider the potential civic impact of
economic and social marginalization in inner
city areas, the role o f education in promoting
civic engagement, the problem o f civic and po
litical disengagement among America’s youth,
and the potential for the Internet and other
communications technology to resuscitate de
mocratic engagement among the citizenry. We
will close by considering some lessons from suc
cessful community activists, politicians, and po
litical mobilizers.
F all 2004. W hite.
2 credits.
POLS 109. Comparative Politics:
Latin America
F all 2004- Berger.
POLS 108. Comparative Politics:
East Asia
This course examines the politics o f China,
Japan, the two Koreas, Vietnam and Taiwan. It
compares pathways to development, the role of
authoritarianism and democracy in the devel
opment process, the conditions that promote or
impede transitions to democracy, and the im
pact of regional and global forces on domestic
politics and regime legitimacy. It also explores
the ideas and cultural patterns that influence
society and politics, and the role of social
change and protest in regime transformation.
This course may be counted toward a concen
tration in public policy or a program in Asian
studies.
This comparative study will focus on the polit
ical economy of Mexico, Chile, Guatemala,
Nicaragua, Colombia, El Salvador, and Cuba.
Topics include the tensions between represen
tative democracy, popular democracy, and mar
ket economies; the conditions for democracy
and authoritarianism; the sources and impact of
revolution; the political impact 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 2005. Sharpe.
POLS 1 1 1 . International Politics
In this inquiry into problems in international
politics, topics include major theories o f inter
national politics, war and the uses of force, and
the management o f the global economy, politi
cal integration, and agencies of global govern
ments.
Prerequisite: PO LS 004 or the equivalent.
2 credits.
Spring 2005. Hopkins.
POLS 1 1 2 . Democratic Theory and
Civic Engagement in America
T his course begins with the questions: W hat is
democracy and what does it require? Wide
spread political participation? Economic equal
ity? Good education? Civic virtue? If any of
these conditions or characteristics are neces
338
POLS 180. Thesis
W ith the permission o f the department, honors
candidates may write a thesis for double course
credit.
POLS 199. Senior Honors Colloquium
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
Psychology
ALFRED H . BLOOM , Professor*
KENNETH J . GERGEN, Professor
DEBORAH G . KEM LER NELSON, Professor
JEANNE M AR EC EK, Professor*2
ALLEN M . SCHNEIDER, Professor
BARRY SCHWARTZ, Professor
FRANK H . DURGIN, Associate Professor and Chair
ANDREW H. WARD, Associate Professor3
JANE E . GILLHAM , Visiting Assistant Professor (part time)
ETSUKO HOSHINO BROW NE, Assistant Professor
EDWARD T. KAKO, Assistant Professor
MICHELE R EIM ER, Visiting Assistant Professor (part time)
JULIA L . W ELBON, Academic Coordinator
JOANNE M . BRAM LEY, Administrative Coordinator
* President o f the College.
2 Absent on leave, fall 2004.
3 A bsent on leave, 2004—2005.
The work of the Department o f Psychology con
cerns the systematic study o f human behavior
and experience. Processes of perception, learn
ing, thinking, and motivation are considered in
their relation to the development of the indi
vidual. T he relations of the individual to other
persons are also a topic of study.
quirement by completing PSYC 098: Senior
Comprehensive Project. T he minimum require
ment excludes courses cross-listed in psychology
that are taught solely by members of other de
partments. Four should be core courses (with
course numbers in the 030s): Physiological
Psychology; Perception; Cognitive Psychology;
Psychology o f Language; Social Psychology;
Thinking, Judgment and Decision Making;
Concepts of the Person; Abnormal Psychology;
and Developmental Psychology.
The courses and seminars of the department are
designed to provide a sound understanding of
the principles and methods of inquiry of psy
chology. Students learn the nature of psycholog
ical inquiry and psychological approaches to
various problems encountered in the humani
ties, the social sciences, and the life sciences.
A special major in psychobiology is offered in
cooperation with the Department of Biology.
Consult either department chair.
A special major in psychology and education is
offered in cooperation with the Department of
Educational Studies. Consult either department
chair and the department information brochure.
REQUIREMENTS AND RECOMMENDATIONS
PSYC 001: Introduction to Psychology is a pre
requisite for further work in the department.
A course major consists of at least 8 or 8.5 cred
its for students who meet the comprehensive re
Students are required to meet a comprehensive
requirement in their majors. In psychology, this
may be accomplished in one of two ways.
T he first way, open to all majors, is to complete
the comprehensive project, a substantial paper
on a topic of the student’s choice in psychology,
approved by the faculty. See PSYC 098 and the
department brochure. Students who meet the
comprehensive requirement in the department
with the comprehensive project must meet the
eight-course requirement for the psychology
major in addition to receiving 0.5 credit for the
project.
T he second way is to complete a 2-credit senior
thesis (1 credit each semester of the senior year).
T he senior thesis program is open to students
who have B+ averages both in psychology and
overall. Students must have an acceptable pro
posal, an adviser, and sufficient background to
339
Psychology
undertake the proposed work. See PSYC 096,
097, and the department brochure.
Students should take at least one course that
provides them with experience in conducting
research, ordinarily PSYC 025: Research Design
and Analysis.
Students majoring in psychology who wish to
include study abroad are advised to complete
the time away before the second semester of the
junior year.
Students intending to pursue graduate work in
psychology should take either STA T 002 or
002C , offered by the Department of Mathe
matics and Statistics. In addition, they should
take PSYC 025: Research Design and Analysis.
If possible, students should complete first
Statistics and then Research Design before their
senior year.
A course minor consists of at least 5 credits in
psychology taken at Swarthmore. These five
courses must include PSYC 001: Introduction to
Psychology and two core courses.
Honors Program
T he Psychology Department offers qualified stu
dents the option o f study in the Honors
Program. Students majoring in psychology in
honors must prepare three fields for external ex
amination. Two of these preparations involve a
1-credit seminar and its approved prerequisite.
T h e third is a thesis, completed over the course
of the senior year. There is no senior honors
study in psychology. Students must also meet
the requirement for study in four core areas, as
previously described.
T he Psychology Department also offers a minor
in the Honors Program. Students with honors
minors in psychology must take at least 5 cred
its in psychology at Swarthmore, including two
core courses. They must prepare one field for ex
ternal examination, involving a 1-credit sem
inar and its approved prerequisite. A detailed
description of the program is available in the
department brochure.
ments for teacher certification in Social Sci
ence. For further information about the relevant
set of requirements, please contact the
Educational Studies Department chair, the
Psychology Department chair, or the De
partment o f Educational Studies W eb site:
www.swarthmore.-edu/SocSci/Education/.
COURSES
PSYC 001. Introduction to Psychology
A n introduction to the basic processes under
lying human and animal behavior— studied in
experimental, social, and clinical contexts.
Analysis centers on the extent to which 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 four small group dis
cussions during the semester, each meeting for
one hour and 15 minutes during the Monday
and Wednesday (1:15 p .m .-4 p.m.), or Friday
(2:15 p.m .-5 p.m.) class periods. Students will
be assigned to a group after classes begin but
should keep at least one period open.
Students also participate as subjects in Psychol
ogy Department student and faculty research
projects.
PSYC 001 is a prerequisite to further work in
the department.
Social sciences. 1 credit.
E ach sem ester. Staff.
COGS 001. Introduction to Cognitive
Science
(See C O G S 001)
Formerly offered in the Psychology Department,
this course is now C O G S 001 in the cognitive
science concentration. C O G S 001 will count
toward the minimum required credits in a psy
chology major when a member of the Psychol
ogy Department teaches this course.
Spring 2005. Harrison.
TEACHER CERTIFICATION
Students who wish to pursue certification at the
secondary school level should consult faculty in
the Department of Educational Studies.
Psychology majors can complete the require
340
Spring 2006. Kako.
PSYC 005. First-Year Seminar:
Nature and Nurture
A n entry-level course that focuses on how na
ture and nurture combine to produce human
universals as well as human differences. It draws
on insights derived from studies of the human
infant, language and language acquisition, the
perception and experience of emotions, and
human intelligence. Consideration is given to
the variety of methodologies and approaches
that can shed light on nature/nurture issues—
including those of evolutionary psychology and
behavior genetics.
No prerequisite.
Social sciences. 1 credit.
Spring 2005. Kemler Nelson.
PSYC 008. Fiist-Year Seminar:
Body and Mind
W hat is the nature of the human mind? How do
our minds relate to our bodies? To have a mind,
one must obviously have a brain. But what
about the rest of the body? Many philosophers
and psychologists have seen the mind as largely
separate from the body. Recently, however, the
division between the mind and the body has
begun to fall away, as evidence mounts that our
minds depend crucially upon how our bodies
work internally, and how they interact with the
environment around us. In this seminar, we will
consider several sources o f evidence that support
a more complete marriage of mind and body.
Among them: our use of language, particularly
metaphors (for instance, “Love is a journey”);
the efforts of computer scientists to create artifi
cial intelligence, both with and without a ro
botic body; and the role of the body in shaping
our emotions and giving rise to our sense of selfawareness and consciousness.
No prerequisite.
Social sciences. 1 credit.
Spring 2005. Kako.
N ote: T he Department of Educational Studies
offers the following three courses. They do not
count toward the minimum required credits for
a psychology major.
PSYC 021. Educational Psychology
PSYC 025. Research Design and Analysis
How can one answer psychological questions?
W hat counts as evidence for a theory? This
course addresses questions about the formula
tion and evaluation of theories in psychology.
T h e scientific model of psychological hypothe
sis testing is emphasized, including a treatment
o f statistical inference and the rigorous evalua
tion of empirical evidence. Emphasis is placed
both on issues surrounding the formation o f an
effective research program and on developing
critical skills in the evaluation o f theories.
Pitfalls and alternative approaches are also
discussed.
In the laboratory component, students learn to
use a standard statistical data analysis package
(SP SS ), to design experiments, and to collect
and analyze data. T h e laboratory meets approx
imately every other week.
Prerequisite: PSYC 001.
Social sciences. 1 credit.
Fall 2004. Hoshino Browne. Spring 2005. Kako.
PSYC 029. Practical Wisdom
(Cross-listed as POLS 077)
W hat is practical wisdom (what Aristotle called
“phronesis”)? Is it necessary to enable people to
flourish in their friendships, loving relations,
education, work, community activities, and
political life? W hat 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 deci
sion making? W hat does psychology tell us
about the experience and character develop
ment necessary for practical wisdom and moral
reasoning? And how do contemporary econom
ic and political factors influence the develop
ment of practical wisdom?
Prerequisites: Some background in psychology,
philosophy, or political theory.
Fall 2004. Renninger.
Enrollment limited and by permission of the
instructors (applications available from either
department).
PSYC 022. Counseling
Social sciences. 1 credit.
(See ED U C 025)
Fall 2004. Schwartz and Sharpe.
(S e e E D U C 0 2 1 )
Not offered 2004—2005. Brenneman.
PSYC 030. Physiological Psychology
PSYC 023. Adolescence
A survey of the neural and biochemical bases of
behavior with special emphasis on sensory pro
cessing, motivation, emotion, learning, and
(See ED U C 023)
Spring 2005. Smulyan.
341
Psychology
memory. Both experimental analyses and clini
cal implications are considered.
Prerequisite: PSYC 001.
Social sciences. 1 credit.
Spring 2005. Schneider.
PSYC 032. Perception
Is seeing really as simple as opening your eyes?
W hy don’t trees have eyes? W hy do unfamiliar
languages seem to be spoken so rapidly? Percep
tion is sometimes assumed as the foundation of
our knowledge about the world, but how does
perception work? This course covers the science
of vision and other modes of perception in order
to explain how we can avoid assuming that in
side our head is a little homunculus watching
the world. Required laboratory meets approxi
mately every other week.
Prerequisite: PSYC 001.
N atural Sciences and Engineering pracucum .
1 credit.
Spring 2005. Durgin.
PSYC 033. Cognitive Psychology
A n overview o f the psychology o f knowledge
representation, beginning from the foundations
of perception, attention, memory, and language
to examine concepts, imagery, thinking, deci
sion making, and problem solving.
PSYC 035. Social Psychology
Social psychology argues that social context is
central to human experience and behavior. This
course provides a review of the field with special
attention to the historical context of theory and
research. T he dynamics of cooperation and con
flict, group identity, conformity, social influ
ence, help giving, aggression, persuasion, attri
bution, and attitudes are discussed.
Prerequisite: PSYC 001.
Social sciences. 1 credit.
Spring 2005. Hoshino Browne.
PSYC 036. Thinking, Judgment, and
Decision Making
(Formerly P SYC 049) People in thé modem
world are flooded with major and minor deci
sions on a daily basis. T h e available information
is overwhelming, and there is little certainty
about the outcomes of any of the decisions peo
ple face. This course explores how people should
go about making decisions in a complex, uncer
tain world; how people do g o about making de
cisions in a complex, uncertain world; and how
the gap between the two can be closed.
Prerequisite: PSYC 001.
Social sciences. 1 credit.
F all 2004. Schwartz.
Prerequisite: PSYC 001.
PSYC 037. Concepts of the Person
Social sciences. 1 credit.
A n exploration of central conceptions of psy
chological functioning from historical, cultural,
and ideological perspectives. Central attention
is given to the developing concept of the person
within the discipline of psychology from the
turn of the century to the present. Theories of
Freud, Jung, and the neo-Freudians receive at
tention as well as more recent cognitive and
trait formulations. Special attention is given to
the conception of the person emerging within
the postmodern period.
Fall 2004- Durgin.
PSYC 034. The Psychology of Language
(Cross-listed as LIN G 034)
T he capacity for language sets the human mind
apart from all other minds, both natural and ar
tificial, and so contributes critically to making
us who we are. In this course, we ask several fun
damental questions about the psychology of lan
guage: How do children acquire it so quickly
and accurately? How do we understand and pro
duce it, seemingly without effort? W hat are its
biological underpinnings? W hat is the relation
ship 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 2004. Kako.
342
Prerequisite: P SYC 001 or permission of the
instructor.
Social sciences. 1 credit.
F all 2004- Gergen.
PSYC 038. Abnormal Psychology
A consideration of major forms of psychological
disorder in adults and children. Biogenetic, so
ciocultural, and psychological theories of abnor
mality are examined, along with their corre
sponding modes of treatment.
Prerequisite: PSYC 001.
Social sciences. 1 credit.
Fall 2004. Reimer.
Spring 2005. Gillham.
PSYC 039. Developmental Psychology
A selective survey of cognitive and social devel
opment from infancy to adolescence. Major the
oretical perspectives on the nature of develop
mental change are examined. Topics include the
formation of social attachments; the founda
tions and growth of perceptual, cognitive, and
social skills; gender typing; moral development;
and the impact of parents and other social
agents on the development of the child.
Prerequisite: PSYC 001.
Social sciences. I credit.
Fall 2004. Kemler Nelson.
PSYC 041. Children at Risk
Chronic illness, divorce, war, homelessness, and
chronic poverty form the backdrop of many
children’s lives. This course considers children’s
responses to such occurrences from clinical, so
cial, and developmental perspectives. Special
emphasis is placed on the contributions o f fam
ily and the social environment to the child’s
well-being or distress.
Prerequisite: PSYC 001.
Social sciences. 1 credit.
that increase the chances we’ll pass our genes on
to future generations. In this course, we apply
the framework of natural selection to six ques
tions about human psychology: W hy do we eat
the foods we do? How do we decide who our
mates will be? W hat is friendship? W hy do we
have a sense of justice, of right and wrong?
W hat is the nature of intelligence? W hy do we
have language? W e also explore the limits of this
approach as an account of human nature.
This course is built around two related maxims:
that the best way to learn anything is to write
about it, and that the best way to become a bet
ter writer is to write about challenging, impor
tant material. And so we will write and think
extensively about a topic of profound impor
tance: who and why we are.
Prerequisite: PSYC 001.
W riting course. Social sciences. 1 credit.
Fall 2004. Kako.
PSYC 044. Psychology and Gender
This course concerns psychological approaches
to studying gender and gender relations as well
as feminist critiques of psychological theories
and methods of inquiry. Specific topics include
gendered experiences of the body, gender-linked
violence, and constructions of sexuality. In ad
dition, we study the ways that gender is repre
sented in research and clinical theories and in
popular psychology.
Fall 2004- Reimer.
Prerequisite: PSYC 001.
PSYC 042. Human Intelligence
Social sciences. 1 credit.
This course adopts a broad view of its topic,
human intelligence. One major set of subtopics
is drawn from the intelligence-testing (IQ ) tra
dition. Other concerns include cognitive theo
ries of intelligence, developmental theories of
intelligence, everyday conceptions of intelli
gence, the relation between infant and adult in
telligence, and the relation between human and
animal intelligence.
Spring 2005. Marecek.
Prerequisite: PSYC 001.
Social sciences. I credit.
Fall 2004. Kemler Nelson.
PSYC 043. Evolutionary Psychology
Psychologists have recently begun to explore
human nature through the lens of evolution by
natural selection. Just as it has shaped our bod
ies, natural selection has also shaped our minds,
endowing us with abilities and habits o f thought
PSYC 046. Psychology of Self-Control
W hat are the processes and strategies involved
in the control of our own emotions, thoughts,
and behaviors? W hen do these strategies serve
us well, and when do they contribute to pathol
ogy? This course examines the principle of selfcontrol from a number of perspectives. Topics
include delay of gratification, dieting, aggres
sion, emotional regulation (e.g., control o f anger
and depression) and the disinhibiting effects of
alcohol. Emphasis is placed on successes and
failures of self-control and their consequences
for physical and psychological well-being.
Prerequisite: PSYC 001.
Social sciences. 1 credit.
N ot offered 2 0 0 4 -2005.
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Psychology
PSYC 048. Technology, Self, and Society
PSYC 056. Modes of Psychotherapy
This course brings critical attention to the tech
nological transformation o f cultural life. Discus
sions treat issues o f personal and cultural identi
ty; conceptions of rationality and the body; and
the production of intimacy. T h e implications for
freedom and control, the democratization of
pedagogy, and the potentials for community are
also discussed.
We consider mainstream psychotherapies (such
as cognitive-behavior therapy, psychodynamic
therapies, and family systems therapies) and
therapies informed by social critique (such as
narrative, feminist, and multicultural therapies).
W e also study new community-based interven
tions for persons with chronic mental illnesses.
W hat works? How do we know? W e ask how
current developments such as managed care, the
burgeoning psychopharmacology industry, and
the profusion of self-help groups are reshaping
psychotherapy.
Prerequisite: P SYC 001 or permission of the
instructor.
Social sciences. 1 credit.
Spring 2005. Gergen.
Prerequisite: PSYC 001.
PSYC 050. Abnormal Child Psychology
Social sciences. 1 credit.
This course covers several psychological disor
ders that often first appear in childhood and
adolescence, including autism and other devel
opmental disorders, attention deficit disorder,
conduct disorder, eating disorders, and emotion
al disorders. Theories about the causes and treat
ment are discussed. A heavy emphasis is on cur
rent research questions and empirical findings
related to each disorder.
N ot offered 2 0 0 4 -2005.
Prerequisites: PSYC 001 and either Abnormal
(PSYC 038) or Developmental (PSYC 039)
Psychology or permission of the instructor.
Social sciences. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
PSYC 055. Family Systems Theory and
Psychological Change
In this course we explore family systems per
spectives on mental illness and therapeutic
change. W e use theoretical readings to chal
lenge our understanding of human interaction
in school and health care settings, and to envi
sion new research on development and psy
chopathology. Theoretical readings are supple
mented by fictional and non-fictional narratives
as we critically analyze dramatic family encoun
ters from popular film, documentaries, and ther
apeutic case histories. Throughout, we consider
concepts of normality, gender and power in
family functioning, ethnicity, and socio-cultural
influences.
Prerequisites: PSYC 001 and permission of the
instructor.
Social sciences. 1 credit.
Spring 2005. Reimer.
344
PSYC 058. Gender, Culture, and
Mental Health
This courses concerns women, men, and mental
health. Many psychological problems are mark
edly more common for one or the other gender.
In asking why this is so, we examine cultural, so
ciological, psychological, and biological lines of
evidence. W e also ask which women and which
men are at risk. Other emphases include con
ceptions of normality and abnormality and fem
inist approaches to diagnosis and treatment.
Prerequisite: P SY C 001 or W M S T
Introduction to Women’s Studies
001.
Social sciences. 1 credit.
N ot offered 2 0 0 4 -2005.
PSYC 059. Cultural Psychology
Much of psychology has been concerned with
discovering universals o f human behavior.
However, people in different cultural settings
understand themselves and their social worlds in
radically different ways. Their ways of being,
emotional life, moral and ethical ideas, intimate
relationships, and ideals differ radically. This
course explores psychological dimensions of cul
ture, focusing on South Asia (especially India
and Sri Lanka) and East Asia (especially Japan
and China). W e take up issues such as the con
struction of emotion, love and sexuality, idioms
of mental well-being and distress as well as cul
tural-specific modes of healing, and ethnicity
and ethnopolitical conflict.
Is culture an external force that determines in
dividuals’ behavior, or do people produce cul
ture through their everyday ways of living and
habits of language? W hat research tools can
help us study cultural life? W hat ethical issues
emerge when researchers or practitioners enter a
cultural setting different from our own?
theory’s empirical inadequacies as an account of
how people do choose and on its social and
moral inadequacies as an account of how people
should choose.
Prerequisites: PSYC 001 and one of the follow
ing: Social Psychology (PSYC 035), Concepts
of the Person (PSYC 037), Abnormal Psychol
ogy (PSYC 038), or Developmental Psychology
(PSYC 039).
Prerequisite: Open by application to advanced
students in psychology, economics, or philosophy.
Social sciences. 1 credit.
Sirring 2005. Marecek.
PSYC 067. Research Issues in
Developmental Psychology
Childhood is a period of incredible change and
growth. This rapid development makes design
ing developmental experiments fun and chal
lenging. This course covers basic experimental
terminology, design, and psychological proce
dures and methods while allowing the student
to design and perform a research project tailored
to her or his interests.
Prerequisites: PSYC 001 and PSYC 039 or per
mission o f the instructor.
Social sciences. 1 credit.
Spring 2005. Kemler Nelson.
PSYC 068. Reading Culture
A course in seminar format concerned with the
values, ideologies, myths, and power dynamics
manifest in the ordinary, taken-for-granted
world of everyday life. Attention is given to
television, news reporting, film, advertising,
music, clothing, architecture, and other cultural
artifacts, and the ways in which they are shaped
by psychological, social, rhetorical, and ideolog
ical processes. Also focal is the formation of sub
cultures, identity politics, and the postmodern
cultural transformation.
Prerequisite: PSYC 001 or permission of the
instructor.
Social sciences. 1 credit.
N ot offered 2 0 0 4 -2005.
PSYC 089. Psychology, Economic
Rationality, and Decision Making
How should people make decisions, and how do
people make decisions? The theory of rational
choice, developed in economics and profoundly
important throughout the social sciences, offers
powerful answers to both of these questions.
This course provides a critical examination of
the theory o f rational choice. It focuses on the
Social sciences. 1 credit.
N ot offered 2 0 0 4 -2005.
PSYC 090. Practicum in Clinical
Psychology
A n opportunity for advanced psychology stu
dents to gain supervised experience in off-cam
pus clinical settings. Requirements include, but
are not limited to, eight hours per week in an
off-campus placement, guided readings through
out the semester, and a major term paper.
Students are expected to have “face-to-face”
contact with clients/patients and to have an on
site supervisor. Students meet regularly with the
instructor for discussion o f readings and work
experience. Students are responsible for arrang
ing a placement, in consultation with the in
structor in advance of the semester. Students
should select several possible sites, make contact
with them, and review the sites with the in
structor. T he department has a file o f previous
practicum sites. This helps students identify
general categories as well as specific options.
Students applying for this course must have at
least a B average in psychology. Consult the
department for details and an application form.
Social sciences. I credit.
F all 2004. Reimer. Spring 2005. Gillham.
PSYC 091. Research Practicum in
Physiological Psychology
A n examination o f current issues in physiologi
cal psychology with emphasis on how lower an
imal research is used to understand the physio
logical basis of normal and abnormal human
behavior. Topics include learning and memory,
drug addiction and tolerance, obsessive-com
pulsive disorder, Parkinson’s and Alzheimer’s
diseases, and cerebral lateralization.
Prerequisites: PSYC 001 and PSYC 030 or per
mission of the instructor.
Social sciences. 1 credit.
N ot offered 2004—2005.
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Psychology
PSYC 094. Independent Research
Students conduct independent research proj
ects. They typically study problems with which
they are already familiar from their course work.
Students must submit a written report of their
work. Registration for independent research
requires the sponsorship o f a faculty member
in the Psychology Department who agrees to
supervise the work.
E ach sem ester. Staff.
PSYC 095. Tutorial
Any student may, under the supervision of a
member o f the Psychology Department, work in
a tutorial arrangement for a single semester. The
student is thus allowed to select a topic of par
ticular interest and, in consultation with a fac
ulty member, prepare a reading list and work
plan. Tutorial work may include field research
outside Swarthmore.
E ach sem ester. Staff.
PSYC 096 and 097. Senior Thesis
W ith the permission of the department, quali
fied students may conduct a yearlong, 2-credit
research project in the senior year as one way to
meet the comprehensive requirement. Such
theses must be supervised by a member o f the
Psychology Department. A supervisor and an
additional reader evaluate the final product.
Students should develop a general plan by the
end of the junior year and apply for departmen
tal approval. By application.
SEMINARS
PSYC 129. Computational Models of
Language
(See C P SC 129)
1 credit.
O ffered when staffing perm its.
PSYC 130. Physiological Psychology
A n analysis o f the neural bases of motivation,
em otion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisites: PSYC 001 and P SYC 030. By per
mission of the instructor.
Social sciences. 1 credit.
Spring 2005 and 2006. Schneider.
PSYC 132. Perception and Attention
(See PSYC 032)
In this course, we do advanced theoretical and
empirical work on psychological aspects of
human perception. Emphasis is on individual re
search projects, exploring forefront issues of
visual learning and representation in domains of
visual attention and eye movements, space per
ception, object recognition, and the perception
o f visual qualities.
Prerequisites: P SYC 001 and 032. By permission
of the instructor.
Social sciences. 1 credit.
Social sciences. 1 credit each sem ester.
Not offered 2 0 0 4 -2005.
E ach sem ester. Staff.
PSYC 133. Cognitive Psychology
PSYC 098. Senior Comprehensive Project
(See PSYC 033)
As one means of meeting the comprehensive
requirement, each student selects a topic in psy
chology with the approval of the psychology
faculty. During the fell semester of the senior
year, the student writes a substantial paper on
the topic based on library research or some orig
inal empirical research. In addition to submit
ting their written reports, all students will make
oral presentations on their topics in the middle
of the spring semester. O ne-half credit with a
letter grade will be awarded for the written and
oral work. See the department brochure for
further details.
Examination of foundational issues and theories
in the empirical study of human cognition with
an emphasis on insights from cognitive and
biological sciences. Topics include thinking and
deciding, memory, language, concepts, and
perception.
Social sciences. 0 .5 credit.
F all sem ester. Staff.
Prerequisites: PSYC 001 and 033. By permission
of the instructor.
Social sciences. 1 credit.
Spring 2005. Durgin.
PSYC 134. Psycholinguistics
(See PSYC 034)
A n advanced study o f special topics in the field.
A research component is frequently included.
Prerequisites: PSYC 001 and 034. By permission
346
of the instructor.
Social sciences. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 . Spring 2006.Kako.
P S Y C 135. Seminar in Social Psychology
(See PSYC 035)
A critical exploration of substantive topics in
social psychology and an interrogation of the
field’s perspectives and methods.
Prerequisites: PSYC 001 and 035. By permission
of the instructor.
Social sciences. 1 credit.
Fall 2004- Hoshino Browne.
PSYC 136. Thinking, Judgment, and
Decision Making
(See PSYC 036)
The seminar considers in depth several o f the
topics introduced in PSYC 036.
Prerequisites: PSYC 001 and 036. By permission
of the instructor.
Social sciences. 1 credit.
Spring 2005 and 2006. Schwartz.
PSYC 1 3 7 . Personality Theory and
Interpretation
knowledge and the different kinds of knowledge
that result.
Prerequisites: PSYC 001 and PSYC 038. By per
mission of the instructor.
Social sciences. 1 credit.
Fall 2004- Gillham.
PSYC 139. Developmental Psychology
(See PSYC 039)
T h e seminar considers special topics of interest
in the field at an advanced level. A n original
group research component is included.
Prerequisites: PSYC 001 and PSYC 039. By per
mission of the instructor.
Social sciences. 1 credit.
N ot offered 2 0 0 4 -2 0 0 5 . Spring 2006. Kemler
Nelson.
PSYC 180. Honors Thesis
A n honors thesis must be supervised by a mem
ber o f the department and must be taken as a
two-semester sequence for 1 credit each semes
ter. A thesis is required for an honors major in
psychology.
Social sciences. I credit each sem ester.
E ach sem ester. Staff.
A n exploration of major theories of human psy
chological functioning, with special emphasis
on the process of exploration itself. Thus, criti
cal inquiry is made into the theories of Freud,
Jung, the neo-Freudians, existential theory, and
trait methods. A t the same time, a variety of
readings in literary theory, rhetoric, hermeneu
tics, and related realms are used to elucidate the
process by which views of the human personal
ity are developed and sustained.
Prerequisites: PSYC 001 and one of the follow
ing: Concepts of the Person (PSYC 037); Tech
nology, Self, and Society (PSYC 048); Reading
Culture (PSYC 068); or by permission.
Social sciences. 1 credit.
Spring 2005. Gergen.
PSYC 138. Abnormal Psychology
A n advanced study of several psychological
conditions and their treatment. These include
chronic mental illness, suicide, eating disorders,
and depression. W e draw on an array of disci
plines, including psychology, psychiatry, the his
tory of medicine, social anthropology, feminist
studies, and cultural studies. W e pay critical at
tention to the differing practices of producing
347
Public Policy
A cting Coordinator:
RAYMOND HOPKINS (Political Science)
CDthy Wareham (Administrative Assistant)
Comm ittee:
John Caskey (Economics)
Thomas Dee (Economics)
Robinson Hollister (Economics)3
Ellen Magenheim (Economics)
Arthur McGarity (Engineering)
Carol Nackenoff (Political Science)
Virginia O’ Connell (Sociology and Anthropology)
Keith Reeves (Political Science)
Richard Rubin (Political Science)
Eva leavers (Education)
Richard Valelly (Political Scien ce)3
Robert Weinberg (History)3
3 A bsent on leave, 2004—2005.
T h e public policy concentration enables stu
dents to combine work in several departments
toward both critical and practical understanding
o f public policy issues, including those in the
realm of social welfare, health, energy, environ
ment, food and agriculture, and national and
global security. These issues may be within do
mestic, foreign, or international governmental
domains. Courses in the concentration encom
pass the development, formulation, implemen
tation, and evaluation of policy.
REQUIREMENTS AND RECOMMENDATIONS
T h e public policy concentration may be taken
together with a course or honors examination
major in any field or a minor in the Honors
Program. A t a minimum, the concentration
consists of 6 credits and an internship. T he pro
gram of each concentrator should be worked out
in consultation with and approved by the coor
dinator of the public policy concentration,
preferably at the same time as majors in the
course and honors programs are planned.
T h e public policy concentration consists of 6
credits o f work. Basic academic requirements for
the concentration cover three areas: (1) eco
nomic analysis, (2 ) political analysis, and (3)
quantitative analysis. These may each be met
348
by taking one course or seminar in each of the
three categories. Courses that fulfill these
requirements are listed later.
In addition to these three foundation courses, 3
credits must be taken from among the substan
tive policy courses listed later, one of which
must be the public policy thesis. These courses
deal with substantive sectors and institutional
aspects of public policy analysis. T he substan
tive policy requirement may be fulfilled through
courses and seminars. Only 1 credit of a 2-cred
it seminar can be counted toward the public pol
icy requirements. Please note that seminars are
limited in size and that most department? give
priority to departmental majors and minors, so
public policy concentrators might not' be ad
mitted. In addition, students should consider
course prerequisites when planning the Con
centration Program.
Internships
Some direct experience or practical responsibil
ity in the field, through work in a public, pri
vate, or voluntary agency, is required to graduate
with a concentration in public policy. Normally,
students will hold internships between their ju
nior and senior years. T he internship program is
supervised by the coordinator for the concentra
tion. Students should plan for the internship ex
perience six to eight months before it begins.
T he College has developed a network of con
tacts in Washington, D.C ., and overseas and
would like to have qualified students each year
to fill positions already identified. Funding for
an internship is occasionally provided by the
agency in which a person serves. Typically, how
ever, students require support to cover their
travel and maintenance costs during the eight to
10 weeks o f a summer internship.
The College attempts to provide support for
those students with public policy concentra
tions who are unable to fund themselves, but
such support cannot be guaranteed. Other pos
sible sources of support for an internship include
the James H. Scheuer Summer Internship in
Environmental and Population Studies En
dowment, the J. Roland Pennock Fellowships in
Public Affairs, the Joel Dean Awards, the
Samuel L. Hayes III Award, the Lippincott
Peace Fellowships, and the David G . Smith
Internship in Health and Social Policy. Public
policy concentration funding for domestic in
ternships will be limited to $3,500; funding for
international internships will be limited to
$3,750. Please note that airfare will not be cov
ered for students traveling home for their in
ternship. T h e total award from all College
sources may not exceed $3,750. Information on
these sources can be obtained in the Public
Policy Concentration Office, 105 Trotter Hall.
Public Policy Thesis
A senior thesis, which constitutes one of the
three units of substantive policy work, is one of
the requirements of the concentration. The the
sis requirement is designed to provide a struc
tured opportunity to write a substantial paper on
a public policy issue. It is especially designed to
allow those who have cultivated (through in
ternships and academic work) a well-developed
understanding of some policy question to com
plete research and analysis under the supervi
sion o f the coordinator o f the public policy con
centration and one or more other core faculty
members. Paper topics may focus on national or
international policy issues and may range wide
ly within areas of competence.
Students writing a 1-credit thesis should register
for PPOL 097 in the fall o f the senior year.
Students doing a 2-credit thesis should register
for PPOL 097 in the fall and PPOL 098 in the
fall or spring of the senior year. Only 1 credit of
the 2-credit thesis will count toward the 6 cred
its required by the concentration.
Honors Program
Students sitting for honors may have a minor in
public policy in one of three ways. First, they
may complete a 2-credit policy thesis and sub
mit it as their minor preparation. Second, they
may submit for external examination course or
seminar work amounting to 2 credits in the pol
icy concentration. Third, they may combine a
1-credit thesis with a course or seminar. In the
second case, they still must do their required
concentration thesis.
Two-credit work in policy issues might combine
work in two policy courses for which a reason
able examination can be constructed and a suit
able visiting examiner recruited. Policy work ex
amined as a minor should meet three criteria:
(1) that the policy work fit together in some
fashion that is coherent and examinable; (2)
that each student should take responsibility for
developing the course and/or seminar combina
tion (which will be judged oh its practicability
by the Public Policy Concentration Commit
tee); and (3) the work must meet the College re
quirement that the work be outside the student’s
major department. In those circumstances in
which it is essential to include work from the
student’s major department, a student can offer
a three-unit package of courses, two of which
must be from outside the student’s major depart
ment. Two examples of such policy study for a
minor in honors are (1) the combination of a
course on welfare policy and a course on health
policy or (2) the combination of work on eco
nomic development and a history or political
science class on some region in which develop
ment issues are a central theme. Combinations
o f this sort would be developed through consul
tation with the coordinator of the concentra
tion, who could then recommend them to the
committee for approval.
T h e requirement that public policy honors work
be done, at least in part, outside the student’s
major department is also relevant to those stu
dents offering a 2-credit thesis for examination.
In the case o f a 2-credit thesis, the concentra
tion coordinator will determine that at least half
o f the thesis represents work done outside the
student’s major department.
T he form of external examination (e.g., a threehour written exam or oral exam alone) will de
pend on the nature of the student’s preparation ■
(e.g., thesis, course, or seminar combination).
349
Public Policy
AREAS OF POLICY FOCUS
Some students may wish to focus their substan
tive work in policy heavily in a particular field
(e.g., environmental studies, food studies, wel
fare issues, health, or education). Given the size
and interests o f the faculty, not every area of
public policy is well represented in courses and
faculty. Nevertheless, there are a number o f pol
icy areas in which a student can take multiple
courses, often in a variety o f 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 concentra
tion are listed subsequently.
Foundation Requirements
Political Analysis Courses
POLS 047. Global Policy and International
Institutions: Hunger and Environmental
Threats
POLS 048. T he Politics o f Population
POLS 055. China and the World
POLS 068. International Political Economy
(Cross-listed as ECON 053)
POLS 106. T h e Urban Underclass and
Public Policy
POLS 107. Comparative Politics: Greater
Europe*
POLS 108. Comparative Politics: East Asia*
POLS 110. Comparative Politics: Latin
America*
POLS 111. International Politics*
ECON 005. Savage Inaccuracies: T he Facts
and Economics of Education in America
(Cross-listed as ED U C 069)
PO LS 002. American Politics or equivalent
policy analysis in political science
ECON 041. Public Finance
Econom ic Analysis Courses
ECON 042. Law and Economics
ECON O il. Intermediate Microeconomics
ECON 044. Urban Economics
ECON 041. Public Finance
ECON 051. T h e International Economy
ECON 141. Public Finance*
ECON 053. T h e International Political
Economy (Cross-listed as POLS 068)
Quantitative Analysis Courses
STA T 002. Statistical Methods
STA T 002C . Statistics
STA T 053. Mathematical Statistics
ECON 031. Statistics for Economists
ECON 061. Industrial Organization
ECON 073. Race, Ethnicity, and Gender
in Economics
ECON 075. Health Economics
ECON 035. Econometrics
ECON 076. Economics of the Environment
and Natural Resources
EN G R 057/ECON 032. Operations Research
ECON 081. Economic Development
SO A N 010F. Statistics (Cross-listed as
STA T 002C )
ECON 082. Political Economy o f Africa
ECON 083. Asian Economies
Policy Courses and Sem inars (A rranged by
D epartm ent)*
ECON 101A. Economic Theory: AdvancedMicroeconomics*
PPOL 097/098. Public Policy Thesis
ECON 141. Public Finance*
POLS 015. Ethics and Public Policy
ECON 151. International Economics*
PO LS 023. Presidency, Congress, and Court
ECON 161. Industrial Organization and
Public Policy*
POLS 029. Polling, Public Opinion, and
Public Policy
ECON 171. Labor and Social Economics*
PO LS 032. Gender, Politics and Policy
ECON 181. Economic Development*
PO LS 041. Political Economy and Social
Policy: T h e U .S. in the 1990s
ED U C 068. Urban Education (Cross-listed
as SO A N 020B)
PO LS 043. Environmental Politics and Policy
ED U C 069. Savage Inaccuracies: T he Facts
and Economics of Education in America
(Cross-listed as ECON 005)
PO LS 045. Defense Policy
ED U C 141. Educational Policy
350
H IST 049. Race and Foreign Affairs
H IST 054. Women, Society, and Politics
LING 018. Language Policy in the United
States
SO AN 08C . Bioethics
SO AN 020B. Urban Education (Cross-listed
as ED U C 068)
SO A N 058B. America by the Numbers
BIO L 210. Biology and Public Policy
(Bryn Mawr)
ENGR 066. Environmental Systems
Engineering
Descriptions of the courses listed previously can
be found in each department’s course listings in
this catalog.
* N ote: Seminars are limited in size, and most
departments give priority to departmental ma
jors and minors, so public policy concentrators
might not be admitted.
For more information on the public policy
concentration, internships, theses, and related
topics, please see our Web site at http://www.swarthmore.edu/SocSci/PublicPolicy.
Religion
YVONNE P. CHIREAU, Associate Professor and Chair23
NATHANIEL DEUTSCH, Associate Professor
STEVEN P. HOPKINS, Associate Professor and A cting Chair
ELLEN M . ROSS, Associate Professor
MARK I. W ALLACE, Associate Professor
SCOTT K U 6LE, Assistant Professor3
J . WILLIAM FROST, Professor Emeritus2
AM Y LORION, Visiting Assistant Professor
SUSAN SCHOMBURG, Visiting Assistant Professor
ANNE L . ORAVETZ, Visiting Instructor (part tim e)5
HELEN PLOTKIN, Visiting Instructor (part time)
BARBARA ROM AINE, Visiting Instructor (part time)
EILEEN M cELRONE, Administrative Assistant
2 Fall 2004.
3 A bsent on leave, 200 4 -2 0 0 5.
5 Spring 2005.
T h e Religion Department investigates the phe
nomenon o f religion through the study of ritual
and symbol, myth and legend, story and poetry,
scripture and theology, festival and ceremony,
art and music, and moral codes and social
values. T h e department seeks to develop ways
of understanding these phenomena in terms of
their historical and cultural particularity as well
as their common patterns.
phenomenological approaches to religion.
Successful completion of at least two religion
courses is normally required for admission to
seminars and is also a prerequisite for admission
to a major in course or a major or minor in
honors.
Courses offered on a regular cycle present the
development o f Judaism, Christianity, and
Islam as well as the religions o f India, China,
Japan, A frica, Europe, and the Americas.
Breadth in subject matter is complemented by
strong methodological diversity. Questions of
historical, theological, philosophical, literarycritical, feminist, sociological, and anthropo
logical interests are raised. This m ultifaceted
focu s m akes religious studies an ideal liberal arts
m ajor.
REQUIREMENTS AND RECOMMENDATIONS
Students are encouraged to begin their study of
religion with RELG 001 or one o f the courses
numbered 001 through 013. (Majors are re
quired to take at least one of these courses.)
Courses in this group prepare students in com
parative, historical, philosophical, literary, and
352
T h e major in religion is planned through con
sultation with faculty members in the depart
ment. To ensure breadth in the program of
study, all majors must take at least one course
from two curricular groups that include the sev
eral religious traditions and the varied modes of
analysis represented in the department (see
Majoring in Religion at Swarthmore). Students
in both course and the Honors Program are ex
pected to have taken the background courses
required for work in specific seminars. A com
ponent o f a major’s program of study may in
clude study abroad planned in collaboration
with the department. In addition to the. intro
ductory course and distribution requirements,
majors are required to complete the religion
capstone, RELG 095: Religion Café: Senior
Symposium, a weekly symposium for senior ma
jors on important themes, theories, and meth
ods in the comparative, cross-cultural study of
religion.
Majors are required to complete at least 8
credits in religion, including the Senior
Symposium, to meet department graduation re
quirements. Minors are required to complete 5
Religion majors enrolled in SH S will revise one
paper for each o f the three preparations (one
preparation for minors), with the exception o f a
Major and Minor in the Honors Program
thesis, which has no SH S component. Those
(External Examination Program)
will be submitted to the department as part of
The normal method of preparation for the hon
the students’ portfolio for the external examin
ors major will be done through three seminars,
ers. In addition, the department expects stu
although with the consent of the department, a
dents to form their own study groups to prepare
1- credit thesis/course combination or a combina for the external examinations. This extension is
tion of two courses (including attachments and
an important facet of the cooperative and
study-abroad options) can count for one honors
collaborative aspect of honors preparation.
preparation. In general, only one such prepara
tion can consist of nonseminar-based studies.
religion credits but not RELG 095: Religion
Café: Senior Symposium.
The honors mode o f assessing a student’s three,
2- credit preparations in religion (seminars or
course combinations but not 2-credit theses)
will be a three-hour written examination set by
an external examiner. In addition, with the ex
ception o f a thesis preparation, a student will
submit a senior honors study (S H S ) paper to
the external examiner for each preparation.
SHS papers will be approximately 4,000 words
and will normally be a revision of the final sem
inar paper or, in the event o f a nonseminar
mode of preparation, a revised course paper.
Honors minors will be examined on one 2-cred
it seminar preparation. They are required to
complete 5 credits in the department but will
not take the senior symposium required for ma
jors. SH S for honors minors will consist of one
revised seminar paper.
Seminars and the written and oral external ex
aminations are the hallmarks o f honors.
Seminars are a collaborative and cooperative
venture among students and faculty members
designed to promote self-directed learning. T he
teaching faculty evaluates seminar performance
based on the quality o f seminar papers, com
ments during seminar discussions, and a final
paper where appropriate. 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 stan
dards include attendance at every seminar
session, timely submission o f seminar papers,
reading of seminar papers, completion of the
assigned readings before the seminar, active en
gagement 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. T he external examination, both writ
ten and oral, is the capstone of the honors
experience.
COURSES
RELG 001. Religion and Human
Experience
This course introduces the nature of religious
worldviews, their cultural manifestations, and
their influence on personal and social self-un
derstanding and action. T h e 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.
W riting course.
1 credit.
F all 2004. Hopkins, Schomberg.
RELG 002. First-Year Seminar:
Animal Human Spirit
W e human beings define our uniqueness in re
lationship to a concept o f the divine, but we
also define ourselves against a concept of what
is animal in other beings. How are the two re
lationships related? In other words, how does
our relationship with our natural environment
shape our experience of religion? This first-year
seminar will explore these questions by taking a
journey through the field of comparative reli
gion. W e will explore the religious visions of
Polynesia, among the Maori in New Zealand
and the Hawaiians, and of the Northwest
American coastline, among Inuit and Tlingit
Native-American peoples. W e will also explore
the religious traditions o f Buddhism, Judaism,
and Islam to investigate how they deal with
animals through reincarnation, sacrifice, and
allegory. This journey will bring us to a place
353
Religion
where we can interrogate the contemporary re
lationship between animals and spirituality in
the context o f our modem industrial consumer
economy. W e will examine the ethics of animal
rights, theological critiques of “speciesism,” and
the reduction of food to the product of an industry.
resources within different religious traditions
for ameliorating the crisis.
1 credit.
T his course is a selective introduction to
Christian religious beliefs and practices. This
course introduces students to the development
and diverse forms of Christianity, drawing on
categories from the study o f religion including
ritual, narrative, art, and theology.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 002B. Religion in America
T his course is an introduction to religion in the
United States, beginning with Native-American religions and European-lndian contact in
the colonial era, and moving forward in time to
present-day movements and ideas. T h e course
will explore a variety of themes in American re
ligious history, such as slavery and religion, pol
itics and religion, evangelicalism, Judaism and
Islam in the United States, “cults” and alterna
tive spiritualities, New Age religions, popular
traditions, and religion and film, with an em
phasis on the impact of gender, race, and na
tional culture on American spiritual life.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 003. Hebrew Bible and the Ancient
Near East
A n introduction to the Hebrew Bible and the
religion of ancient Israel within the context of
other ancient Near Eastern religious traditions.
T he Hebrew Bible will be read closely in English
translation with special attention to mythologi
cal, exegetical, sociological, gender, and body is
sues. In addition to the Hebrew Bible, literature
from Mesopotamia, Egypt, and Canaan will be
read, including T he Epic o f G ilgam esh, T he
Enurrn Elish, and T he Theology o f M emphis.
1 credit.
F all 2004. Deutsch.
RELG 004. New Testament and Early
Christianity
A n introduction to the New Testament and its
development with special attention to prob
lems o f redaction and literary construction as
well as the formation of early Christian ortho
doxy and heresy.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 005. Problems of Religious Thought
Study o f the contemporary global crisis and the
354
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 005B. Introduction to Christianity
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 007. Health, Healing, and Religion
Many o f us become aware of the relationship
between healing and religion when confronted
with cases in which the sick pray for cures or
ministers lay hands on patients. Yet, religion
shapes understandings of disease and what it
means to be ill even outside o f such cases. This
course will use an interdisciplinary approach to
examine this relationship from a number of
perspectives.
T h e course will begin by addressing under
standings of health and resulting approaches to
healing in a number of religious and spiritual
traditions, from Buddhism to Christian
Science, using historical and philosophical ap
proaches. W e will then turn to the burgeoning
field o f medical anthropology, positioning reli
gion and healing in a contemporary social and
cultural context. In the final section o f the
course, we will interrogate therapeutic systems
not explicitly aligned with particular religions
for beliefs about the body, health, and illness.
T h e course will conclude by examining alterna
tive healing systems such as Thomsonism and
homeopathy, and evaluate a provocative study
that claims that modem, scientific medicine is
no more divorced from religion than any other
systems that we will have examined.
1 credit.
F all 2004- Lorion.
RELG 007B. Women and Religion
T h is course will exam ine 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, W icca and witchcraft in
the United States, and feminist and womanist
theology.
1 credit.
Spring 2005. Lorion.
RELG 008. Patterns of Asian Religions
A thematic introduction to the study of reli
gion through an examination of selected texts,
teachings, and practices of the religious tradi
tions of South and East Asia structured as pat
terns of religious life. Materials are drawn from
the Buddhist traditions of India, Tibet, China,
and Japan; the Hindu and Jain traditions of
India; the Confucian and Taoist traditions of
China; and the Shinto tradition o f Japan.
Themes include deities, the body, ritual, cos
mology, sacred space, religious specialists, and
death and the afterlife.
Writing course.
but whoever loses their life for my sake will save
it.” One o f the most intriguing contradictions
in comparative religious studies is the claim
that only when one forfeits the self can one dis
cover genuine selfhood; the journey to the Hue
self begins by first abandoning one’s assump
tions about selfhood through practicing the dis
ciplines of self-emptying and self-giving. In this
seminar we will analyze the collapse of the re
ceived notions o f the stable self in classical
thought and then move toward a postmodern
recovery of the self-that-is-not-a-self founded
on the spiritual practice of solicitude for the
other, both humans and other beings. Readings
will include Plato, Augustine, Rumi,
Kierkegaard, Weil, Nishitani, Leopold, Levinas,
Ricoeur, and Irigaray. This is a discussion-rich
seminar with regular student presentations and
a community service learning component.
1 credit.
1 credit.
Spring 2005. Hopkins.
Spring 2005. Wallace.
RELG 009. The Buddhist Traditions
of Asia
This course explores the unity and diversity of
the Buddhist tradition within the historical and
cultural contexts o f South, Central, and East
Asia. The course focuses, in particular, on the
formation o f Buddhism in India, Therevada in
Southeast Asia, Vajrayana in Tibet, and Zen in
China and Japan.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
RELG 010. African American Religions
W hat makes A frican A m erican religion
“African” and “American”? Using texts, films,
and music, we will examine the sacred institu
tions of Americans o f African descent. Major
themes will include Africanisms in American
religion, slavery and religion, gospel music,
African American women and religion, black
and womanist theology, the civil rights move
ment, and Islam and urban religions. Field trips
include visits to Father Divine’s Peace Mission
and the first independent black church in the
United States, M other Bethel A .M .E. Church.
1 credit.
Fall 2004. Lorion.
RELG 0 11. First-Year Seminar: Religion
and the Meaning of Life
RELG 011 B . Introduction to Islam
W hat are the basic symbols of Islam, and how
are they understood and experienced by
Muslims? This course will introduce students to
the methodology of religious studies concen
trating on symbols, myth, and ritual. W e will
apply these theoretical concepts to the Muslim
experience of religion by exploring textual and
historical sources, classical and contemporary,
from Africa, Arabia, and Asia.
Writing course.
1 credit.
Spring 2005. Schomberg.
RELG 012. The History, Religion, and
Culture of India I: From the Indus Valley
to the Hindu Saints
A study of the religious history of India from
the ancient Indo-Aryan civilization of the
north to the establishment of Islam under
Moghul rule. Topics include the ritual system of
the Vedas, the philosophy o f the Upanishads,
the rise of Buddhist and Jain communities, and
the development o f classical Hindu society.
Focal themes are hierarchy, caste and class, pu
rity and pollution, gender, untouchability,
world renunciation, and the construction of a
religiously defined social order.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
‘Whoever wants to save their life will lose it,
355
Religion
RELG 013. History, Religion, and Culture
of India II: From Akbar to Gandhi and the
Voices of Untouchable Liberation
T h e religious history of India from the advent
of Islam to the present. From the Moghuls to
the Hindu nationalist movements and Ambedkar’s legacy to the present.
1 credit.
N ot offered 2004—2005.
RELG 0 14. New Religions in America
T his course provides an introduction to new
and emerging religions and spiritual move
ments in the United States. W e will begin in
the colonial period and move to the present,
considering alternative religions in America
from historical and theoretical perspectives. We
will focus on the histories of a number o f new
religions, their treatment in the media, and so
cial responses. W e will also consider the major
issues that the presence o f new religions raise,
including family structure and sexuality, health
care, and free exercise o f religion in traditions
such as Shakerism, the Church o f Jesus Christ
of Latter-Day Saints, neo-paganism, the Nation
of Islam, and others. Sources will include primary
documents, sacred texts and personal testimonies,
and secondary sources such as media reports.
1 credit.
Spring 2005. Lorion.
RELG 014H. Christian Life and Thought in
the Middle Ages
Survey o f W estern religious culture and
thought from the early to the late Middle Ages.
Among other topics, the course will consider
debates about the nature of the Divine, the per
son and work o f Jesus Christ, heresy and dis
sent, bodily devotion, love, mysticism, scholas
ticism, and holy persons. Readings may include
Augustine, Anselm, Avicenna, Abelard, Hildegard of Bingen, Francis of Assisi, Catherine of
Siena, Thomas Aquinas, Julian o f Norwich,
and John Wyclif.
1 credit.
N ot offered 2004—2005.
RELG 015. Philosophers, Messiahs, and
Mystics: Early Modern Judaism
T h e period from 1492 to 1750 was a time of in
tense creativity and change for Europe’s Jews.
No longer medieval and not yet modem, early
modem Judaism produced an amazing variety of
356
spiritual movements and forms o f religious ex
pression as it underwent rapid cultural transfor
mation. W hat was the Jewish relationship to
tradition— its own traditions as well as others—
during this time o f intense creativity and
change? Was there a single, unified Judaism in
this era, and if not, what different varieties can
be discerned? How did Jews define Judaism and
its place among other religions? A ttention will
be focused on the Iberian expulsion, the cre
ation o f “New Christian” religiosity and
Sephardi diaspora; the impact on Jewish
thought of print, new science, revolutionary
philosophies, geographic discoveries, Jewish
communal organization, structures of authority,
gender roles, and self-representations; and
Jewish mysticism and messianism, including
Lurianic Kabbalsh, the Sabbatian movement,
and popular piety. Finally, the course will cover
the beginnings of Hasidism and the Jewish en
lightenment, or haskalah, marking the onset of
the modem era o f Judaism.
I credit.
Sirring 2005. Oravetz.
RELG 015B. Philosophy of Religion
(Cross-listed as PHIL 016)
This course considers Anglo-American and Con
tinental philosophical approaches to religious
thought from different disciplinary perspectives.
1 credit.
N ot offered 2004—2005.
RELG 016. New Religions in America
T his course provides an introduction to new
and emerging religions and spiritual move
ments in die United States. W e will begin in
the colonial period and move to the .present,
considering alternative religions in America
from historical and theoretical perspectives. We
will focus upon the histories o f a number of new
religions, their treatment in the media, and so
cial responses. W e will also consider the major
issues that the presence o f new religions raises,
including family structure and sexuality, health
care, and free exercise o f religion in traditions
such as Shakerism, the Church of Jesus Christ
o f Latter-Day Saints, neo-paganism, the Nation
of Islam, and others. Sources will include prima
ry documents, sacred texts, personal testimonies,
and secondary sources such as media reports.
1 credit.
Spring 2005. Lorion.
RELG 016B. Rabbinic Thought and
Literature
RELG 023. Living in the Light: Quakers
Past and Present
This course will examine the thought, litera
ture, and social context of rabbinic religion
from the fall of Jerusalem to the redaction of
the Babylonian Talmud.
T his course explores Quaker history and reli
gious ideas in America from the 17 th century to
the present. Topics we will study in this semi
nar-style course include Quakers and social re
form; Quakers and education, with a focus on
the history of Swarthmore College; Quakers
and nature; 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
M ott, Elias Hicks, and Rufus Jones.
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 0 17B . Midrash Tisch
Before deconstructionism there was midrash, a so
phisticated, imaginative, and entertaining method
of interpreting the Bible. Open to students with
intermediate knowledge of Hebrew and above.
1 credit.
1 credit.
F all 2004- Frost and Ross.
N ot offered 2004—2005.
RELG 018B. Modern Jewish Thought and
Literature
RELG 024B. From Vodun to Voodoo:
African Religions in the Old and New
Worlds
A close reading of modem Jewish works. We
will examine topics such as Hasidism, Haskalah
(Jewish Enlightenment), Zionism, the Holo
caust, and 20th-century Jewish philosophy.
Is there a kindred spirituality in the ceremonies,
music, and movements of African religions? This
course explores the dynamics of African religions
throughout the Diaspora and the Atlantic world.
1 credit.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Foreign study credit m ay be available.
RELG 019B. Introduction to Jewish
Mysticism
N ot offered 2 0 0 4 -2 0 0 5 .
This course will survey the history and litera
ture o f Jewish mysticism, beginning with
Merkabah mysticism, continuing through the
German Pietists and the Kabbalah, and ending
with Sabbatianism and Hasidism.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 020B. Prophets and Visionaries:
Christian Mysticism Through the Ages
This course considers topics in the history of
Christian mysticism.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 022. Religion, the Environment, and
Contemplative Practices
The challenge of the ecological crisis to con
temporary religious thought and practice.
Readings will be drawn from M. Heidegger, the
Book of Job, Buddhist scriptures, J. Muir, Black
Elk, E. Abbey, S. Griffin, B. McKibben, C .
Hyun-Kyung, and R. Ruether.
1 credit.
Fall 2004. Wallace.
RELG 025B. Black Women and Religion in
the United States
This course explores how social, cultural, and
political forces have intersected to inform black
women’s personal and collective attempts at
the definition of a sacred self.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 030B. The Power of Images: Icons
and Iconoclasts
This course is a cross-cultural, comparative
study of the use and critique of sacred images in
biblical Judaism; Eastern Christianity; and the
Hindu, Buddhist, and Jain traditions of India.
Students will explore differing attitudes toward
the physical embodiment o f divinity, including
issues of divine “presence” and “absence”;
icons, aniconism, and “idolatry”; and distinc
tions drawn in some traditions between differ
ent types of images and different devotional
attitudes toward sacred images, from Yahweh’s
back and bleeding icons to Jain worship of
“absent” saints.
1 credit.
Spring 2005. Hopkins.
357
Religion
RELG 031B . Religion and Literature: From
the Song of Songs to the Hindu Saints
A cross-cultural, comparative study o f religious
literatures in Jewish, Christian, Islamic, and
Hindu traditions. How “secular” love poetry
and poetics have both influenced and been in
fluenced by devotional poetry in these tradi
tions, past and present.
1 credit.
acted to the political success of Islam with a
strong emphasis on justice and conscience to
critique this prosperity and power. “Classical
Islam” was shaped by the varied movements of
jurists, mystics, and philosophers (and revolu
tionaries) who upheld conflicting visions of
justice and conscience.
1 credit.
N ot offered 2004—2005.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 047. Islamic Poetry and Prophecy
RELG 036. Christian Visions of Self and
Nature
A n investigation of inspiration, metaphor, and
interpretation in Islamic discourses. Islam has
been characterized as “religion of the word.”
W hether in scripture or poetry, song or calli
graphic art, the word and its adornment are
central features of the civilization created by
Muslims.
This course is a them atic introduction to
Christianity. Beginning with early Christian
writings and moving historically up through the
contemporary period, we will explore a wide va
riety of ideas about God, self, and nature.
Readings will focus on scientific and natural
history treatises in dialogue with theological
texts. W e 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 communitybased learning component: Students will par
ticipate in designing and teaching a minicourse on “Nature and Chester” to students in
the nearby community of Chester. Readings in
clude Aristotle (critical for understanding sci
ence in the later Middle Ages), Hildegard of
Bingen, Roger Bacon, Galileo Galilei, Charles
Darwin, Herman Melville, Ralph Waldo Emer
son, Joh n Muir, Graceanna Lewis, Thomas
Berry, Nalini Nadkami, and Terry Tempest
Williams.
1 credit.
Spring 2005. Ross.
RELG 045. Torah and Logos: Judaism and
Philosophy
(Cross-listed as PHIL 045)
This course will consider the relations between
Judaism and philosophy. Among the topics we
will examine are ethics, history and memory,
the role of reason, and hermeneutics.
1 credit.
Spring 2005. Schomberg.
RELG 048. The Summoned Self: Levinas
and Ricoeur
vThis course will ask how Paul Ricoeur and
Emmanuel Levinas use philosophical and bibli
cal texts to construe the project o f selfhood in
terms of being called to take responsibility for
one’s neighbor. O ther topics include ChristianJewish dialogue, rabbinic exegesis, moral
philosophy, political theory, and biblical
hermeneutics.
1 credit.
N ot offered 2004—2005.
RELG 053. Gender and Sexuality in ,
Islamic Sncieties
This course explores the complexities ofgender
roles and sexuality norms in Islamic societies. It
includes examples from the time of the prophet
Muhammad through the medieval era and into
the present. T h e course will focus on the roles
of women in Islamic history, law, literature, and
scripture. T h e goal is for students to understand
the complex background to contemporary de
bates on the status o f women and to assess
movements o f Islamic feminism.
1 credit.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
N ot offered 2004—2005.
RELG 056. Arabic for Text Study I:
First Year
RELG 046. Justice and Conscience in
Islam
Muslim intellectuals and religious leaders re
358
(Cross-listed as LIN G 009)
This course gives students the basic skills in
classical Arabic (which is also called “Stan
dard” Arabic). T his is the language of the
Quran, Islamic texts, medieval literature, con
temporary scholarship, and media throughout
the Arab world. T h e focus will be on reading
and writing as well as spoken articulation and
listening skills. W ith these introductory skills,
students can pursue their studies o f Islam or the
Middle East in new depth, or study abroad with
more facility. T h e course is for students with no
prior background or with the ability to recite
phonetically. T h e fall and spring courses under
this title are in a progressive series; it is highly
recommended to take both in sequence.
1 credit.
Fall 2004. Romaine.
RELG 057. Hebrew for Text Study I
(Cross-listed as LIN G 007)
This course is designed both for students who
have no Hebrew experience and for those who
are already able to read phonetically without
comprehension. In two semesters, students will
learn enough grammar and vocabulary to read
the Hebrew Bible and some rabbinic material
with the help of a Hebrew-English dictionary.
In addition to the primary textbook for the
course, students will use the BD B Hebrew Lexi
con of the Bible and the Hebrew Concordance
to investigate the meanings and uses of word
roots. Beginning early in the semester, students
will be presented with selected passages from
the Bible and the rabbinic midrash collections
that illustrate the grammatical forms they are
studying. Students will work in groups to pre
pare these passages and will then present their
interpretations to the class.
1 credit.
Fall 2004. Plotkin.
RELG 059. Hebrew for Text Study II
(Cross-listed as LIN G 10)
This course is a continuation o f Hebrew for
Text Study I. Students who have not completed
that course will require the permission of the
instructor to enroll in this course. T h e goal of
the course is to learn the grammar and vocabu
lary required to read the Hebrew bible and some
rabbinic material with the help o f a HebrewEnglish dictionary. In addition to the primary
text for the course, students will read and trans
late passages from the Hebrew Bible, midrash,
and Mishna. Students will work with the BDB
Hebrew Lexicon of the Bible and the Hebrew
Concordance to investigate the meanings and
uses o f word roots.
I credit.
Spring 2005. Plotkin.
RELG 066. Arabic for Text Study I:
Second Year
(Cross-listed as LIN G O il)
This course is a continuation of Arabic for Text
Study I first year (RELG 056 and 058). It is de
signed to give students skills in classical Arabic
(which is also called standard Arabic, taking
them from a beginning level to intermediate
level). The course emphasizes grammar for read
ing texts such as the Quran and literary prose, and
aims to help students internalize and master gram
mar through listening, speaking, and writing.
1 credit.
F all 2004. Romaine.
RELG 093. Directed Reading
1 credit.
Staff.
RELG 095. Religion Café: Senior Symposium
A weekly symposium for all senior majors on
seminal themes, theories, and methods in the
comparative, cross-cultural study o f religion.
This course will argue for the inherently multi
disciplinary nature of religious studies by exam
ining various approaches to the phenomenon of
religion, from psychoanalysis and poststruc
turalist theory to anthropology, literature, phi
losophy, and social history. Themes include re
ligion, violence, and the sacred; ritual, symbol,
and pilgrimage; purity and pollution; religious
experience, gender, and embodiment; civil reli
gion, orientalism, colonialism , and power.
Interpreters may include Mircea Eliade, Victor
Turner, René Girard, Mary Douglas, Mikhail
Bakhtin, Martin Buber, Jacques Derrida, and
M ichel Foucault.
1 cred it.
F all 2004. Deutsch.
RELG 096. Thesis
1 credit.
Staff.
359
Religion
SEMINARS
RELG 1 1 0 . Religious Belief and Moral
Action
R E L G 1 0 1 . Jesus in History, Literature,
and Theology
T h e seminar will explore the relationship be
tween religion and morality. Basic moral con
cepts in Buddhism, Christianity, and Hinduism
will be studied in relationship to their cosmological/theological frameworks and their histor
ical contexts. T h e 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 o f a just society. T he
course includes a consideration o f M artin
Luther King Jr., Dorothy Day, Mahatma
Gandhi, and T h ich Nhat Hanh.
This seminar explores depictions o f Jesus in
narrative, history, theology, and popular cul
ture. W e consider Jesus as historical figure,
trickster, mother, healer, suffering savior, vi
sionary, embodiment of the Divine, lover, vic
torious warrior, political liberator, and prophet.
2 credits.
Spring 2005. Deutsch.
RELG 102. Folk and Popular Religion
This seminar investigates the cultural complex
ity o f the A m erican religious experience
through the lens o f folk and popular traditions.
W e will utilize historical, anthropological, and
literary approaches to explore folk Catholicism
in the United States, local religious celebra
tions, 19th- and 20th-century popular move
ments, and folk art and other material repre
sentations o f religion. Topics include serpent
handling in Appalachia; A m erican con
sumerism as religion; heterodox spiritualities in
America; Marian shrines and spirit apparitions;
and black Gods and racial folk religions.
2 credits.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 1 1 2 . Postmodern Religious Thought
T his seminar asks whether religious belief is
possible in the absence of a “transcendental sig
nified.” Topics include metaphysics and theolo
gy, the death of God, female divinity, apophatic mysticism and deconstruction, ethics without
foundations, the question o f G od beyond
Being, and analogues to notions of truth in an
cien t Buddhist thought. Readings include
Eckhart, Kierkegaard, Nietzsche, Wittgenstein,
Derrida, Nagarjuna, N ishitani, Ricoeur,
Marion, Rorty, Loy, Taylor, Pannikar, Vattimo.
Spring 2005. Lorion.
2 credits.
RELG 108. Poets, Saints, and Story
tellers: Religious Literatures of India
N ot offered 2004—2005.
T h e major forms o f Indian religious culture
through the lenses of its varied regional and
pan-regional literatures, focusing on gender, the
passions, constructions o f the body, and reli
gious devotion.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 109. Afro-Atlantic Religions
This seminar explores the historical experiences
of the millions of persons who worship African
divinities in the West. W e will consider the fol
lowing questions: How were these religions and
their communities created? How have they sur
vived? How are African-based traditions perpet
uated through ritual, song, dance, drumming,
and healing practices? Special attention will be
given to Yoruba religion and its New World off
spring, Santeria, Voodoo and Candomblé.
2 credits.
N ot offered 2004—2005.
360
RELG 1 1 4 . Love and Religion
A n exploration of the concept of “love” in se
lected Western, Near-Eastern, and Indian tradi
tions. T h e uses of love and sexuality, the body
and the passions, in religious discourse to de
scribe the relationship between the human and
divine. Sources range from Plato and the
Troubadours to Angela of Foligno and from
Bengali devotional poetry to motions of “love”
in a Tamil family. Major theoretical ques
tions— the culture construction o f emotions,
the erotic life, the body, and religion—-will be
derived from Nussbaum, Biale, Bynum,
Ramanujan, and Trawick.
2 credits.
Fall 2004. Hopkins.
RELG 1 1 5 . The Gnostic Imagination:
Dualism from Antiquity to Harold Bloom
T his course examines the problem of dualism
and the history of dualistic religious traditions
from the Gnostics and Mandeans of Late Antiq
uity to the recent writings o f Harold Bloom.
RELG 125. Islamic Society in North Africa
and Andalusia
2 credits.
This seminar focuses on what Arabs called
“T he West” (al-Maghrib: the Mediterranean
region from North Africa to Spain). T he semi
nar will trace the foundations of Islamic society
in the region, focusing on the complex inter
play between Islamic law, mysticism, and ratio
nal philosophy through primary Arabic sources
(in translation) as well as secondary scholarly
studies.
N ot offered 2004—2005.
R E L G 1 16 . The Body in Late Antiquity
An examination of different views o f the body
(human, angelic, and divine) in Late Antiquity,
with special emphasis on sexuality, gender,
divinity, and mystical transformation.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
2 credits.
RELG 1 1 7 . Hasidism: From Bialystok to
Brooklyn
N ot offered 2 0 0 4 -2 0 0 5 .
We will examine the origins of Hasidism, read
the tales of its legendary founder (in Shivhei
Ha-Besht), and discuss the rapid spread o f the
movement throughout Eastern Europe.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
RELG 1 19 . Sufism: Muslim Mystics,
Saints, and Poets
An exploration o f mystical experience, saint
hood, and literary expression among Muslims
in South Asia. Islam is one of the most active
and widespread religious traditions in Asia; Sufi
mysticism is the religious practice o f most
Muslims in Asia. These two often-ignored facts
act as the frame for this seminar that focuses on
Sufi communities and saints in South Asia. T he
seminar will cover material from the medieval
period through the present, primarily from
India, Pakistan, Bangladesh, and Afghanistan.
Poems, saints’ biographies, guides to mystical
contemplation, and parables will be presented
in translation from Persian, Urdu (Hindi),
Punjabi, and Bengali. T he seminar is multidis
ciplinary, involving interpretive strategies from
religious studies, history, literature, anthropol
ogy, ethnomusicology, and gender studies.
2 credits.
Fall 2004- Schomberg.
RELG 1 2 1 . Midrash Tisch
(See RELG 017b)
Before deconstructionism there was midrash, a so
phisticated, imaginative, and entertaining method
of interpreting the Bible. Open to students with
intermediate or advanced knowledge of Hebrew.
2 credits.
N ot offered 2004—2005.
361
Sociology and Anthropology
JO Y CHARLTON, Professor
JEN N IE KEITH , Professor
M ICHAEL L . M ULLAN, Professor
BRAULIO MUNOZ, Professor
STEVEN I. PIKER, Professor
ROBIN E . W AGNER-PACIFICI, Professor and A cting Chair
M IGUEL DIAZ-BARRIGA, Professor and Chair3
BRUCE GRANT, Associate Professor3
SARAH W ILLIE, Associate Professor3
FARHA N . GHANNAM , Assistant Professor
L E E A . SM ITHEY, Assistant Professor
BRIAN K . A X E L , Visiting Assistant Professor
AYA EZAW A, Visiting Assistant Professor
MILTON R . MACHUCA, Visiting Assistant Professor
VIRGINIA ADAMS O’ CONNELL, Visiting Assistant Professor
ROSE M AIO, Administrative Coordinator
3 Absent on leave 2004—2005.
T h e Sociology and Anthropology Department
provides students with intellectual tools for un
derstanding contemporary social issues, such as
globalization, nationalism , race relations,
bioethics, and the complex layering o f social in
equalities in everyday life. T h e department at
tracts students who seek knowledge about soci
eties of the world and the opportunity to con
duct independent projects based on primary re
search and fieldwork.
Courses cover social theory, the microtechnolo
gies of social change, the symbolic aspects of
culture, and the historical development of the
disciplines. Methodology courses both generate
a firm understanding o f research design and ex
plore the social dynamics behind the produc
tion o f texts and visual representations. These
intellectual foundations are brought to bear, in
turn, in the study of social institutions such as
religion and the workplace and geographical
areas such as the Middle East, Latin America,
Europe, Asia, and the United States.
Because o f its strong cross-cultural and transna
tional orientations, the department encourages
students to study abroad. For many, foreign
study provides a basis for their senior thesis
project (see the department’s W eb site at
http://www.swarthmore.edu/SocSci/SocAnth/
362
for a listing of students’ projects). T h e 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.
REQUIREM ENTS AND RECOMMENDATIONS
Applicants for the major normally have com
pleted at least two courses in the department.
Majors complete a minimum of eight units of
work in the department, including a double
credit thesis tutorial normally to be taken dur
ing the fall and spring semesters of the senior
year. T h e Research Design course (SOA N
0 2 IB ) is strongly recommended for majors.
Courses numbered SO A N 001 to 020 serve as
points o f entry for students wishing to begin
work in the department and normally serve as
prerequisites to higher-level work in the depart
ment (SO A N 021-099). (Some higher courses
may, however, with permission of the instruc
tor, be taken without prerequisite.) Seminars
are numbered SO A N 100 to 199. For current
seminar listings, please consult our W eb site at
http://www.swarthmore.edu/SocSci/SocAnth/
or co ntact our department administrative
coordinator.
(N ote: 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 inter
nal departmental codes rather than levels of ad
vancement or particular research areas. Please
consult the listings for prerequisites particular
to each course.)
Honors Major and Minor
Candidates for honors in sociology and anthro
pology must complete three honors prepara
tions, one o f which must be SO A N 180: Thesis.
The other two preparations may be a seminar,
or, with permission, course plus attachment,
paired upper-level courses, or foreign study.
Minors in the Honors Program must complete
only one preparation, although they must take
additional elective work to ensure a proper con
tent for this preparation. See “Majoring in
Sociology and Anthropology” for additional
information.
CERTIFICATION FOR SECONDARY
SCHOOL TEACHING
Sociology/Anthropology majors can complete
the requirements for teacher certification
through a program approved by the state of
Pennsylvania. Sociology/Anthropology majors
are eligible for social science certification. Stu
dents contem plating teacher certification
would normally schedule their program in a se
mester which does not conflict with their se
nior thesis. Such programs should be developed
in close consultation with advisers in the De
partment o f Educational Studies. For further in
formation about the relevant set of require
ments, please contact the Educational Studies
chair, the Sociology/Anthropology Department
chair, or the Education program W eb site:
www.swarthmore.edu/SocSci.Education/.
COURSES
SOAN 001C . First-Year Seminar:
Everyday Life
T h is seminar will exam ine contemporary
America by way of two central social arenas
through which people find meaning: work and
religion. We will do so via the reading of ethno
graphic accounts of ordinary people in everyday
settings— such as bars, Wal-Marts, school cafe
terias, soup kitchens, churches, and neighbor
hoods— and via the social theory used to un
derstand them. Students will also practice di
rectly becoming more attentive observers and
analysts of social life.
1 credit.
F all 2004. Charlton.
SOAN 002R. Cultural Burderlands
This course focuses on the anthropology and
sociology o f gender, ethnic, and class relations
in the United States. T h e course emphasizes
current discussions of inequality and multiculturalism as well as case studies, including
Chicana feminism, working-class sexuality, and
gendered “back talking.” T h e course is designed
to introduce the student to the basic concepts
of both anthropology and cultural studies for
understanding cultural “borderlands” in the
United States.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 002C. Intruductiun to Latinos
in the United States
T he course is an introduction to anthropologi
cal, sociological, and literary writing on M ex
ican American culture. T h e course focuses on
ethnic identity, covering such topics as border
ballads and folklore, inner-city life, and C h i
cana feminism. Authors studied in the course
include Cisneros, Garza, Limon, Moraga,
Paredes, Rodriguez, and Rosaldo. This course
m ay be counted tow ard a m inor in Latin A m erican
studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 003C. First-Year Seminar:
Japan and Globalization
This course places Japanese society in a global
context. Rather than examining Japan as an
isolated island nation, we will explore the rise
363
Sociology and Anthropology
of modem Japan in its broader geopolitical and
historical context o f territorial expansion and
colonialism, defeat, and reconstruction under
the U .S. occupation. Further, we will examine
how Japan’s integration into the global econo
my has not only had an impact on everyday life
in Japan, but also has led to the export o f fa
miliar cultural products such as Pokemon,
manga, and sushi. In exploring these processes
from the perspective o f Japan, the course seeks
to decenter discussions o f global and transna
tional processes fixed on the influence of the
W est and explore new conceptualizations of
globalization. This course m ay be counted toward
an A sian studies m ajor or special m ajor in Japan ese.
SOAN 005C. First-Year Seminar:
Learning Cultures
1 credit.
This course enables students to use fieldwork to
learn about how cultures work at the most
local, human level (i.e., in the context of rou
tine, everyday social encounters and activities)
and what these mean to natives. T h e topical
focus of the course will be gender definitions
because everywhere these are of fundamental
importance to local life. T h e work of the course
will prominently feature the direct study o f gen
der, mainly through observations, in local life
situations, toward the production o f field
reports, which will be reviewed and discussed
by the class as a whole. Films will be used as cul
tural documents.
F all 2004. Ezawa.
1 credit.
SOAN 004B. First-Year Seminar:
Introduction to Contemporary
Social Thought
N ot offered 2 0 0 4 -2 0 0 5 .
A general introduction to major theoretical de
velopments in the study of social life since the
19th century. Selected readings will be drawn
from the work o f 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 stud
ied against the background o f the sociophilosophical climate of the 19th century.
1 credit.
F all 2004- Munoz.
SOAN 005B . First-Year Seminar:
Religion in Lives and Culture
Religion is universal to human cultures; and,
everywhere, religiousness suffuses lives and
communities and history. This seminar looks at
religion as it is experienced by looking at case
materials drawn from several cultures (nonW estem , Western, modem America; nonliterate as well as modem) as well as interpretations
o f religious case materials. T h e biographical, so
cial, and psychological contexts of religion are
emphasized, as are both cultural psychological
perspectives on religion. T h e dynamics of reli
gious change are explored, particularly with ref
erence to contemporary Theravada Buddhist
Southeast Asia and the modem United States.
This seminar will have a fieldwork component.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
364
SOAN 0050. Psychulogical Anthropology
T h e relationship between the individual and
his or her culture is psychologically mediated.
This course explores this relationship through
treatment of the following topics or issues: (1)
socialization, or the transmission o f culture
from generation to generation; (2) the psychol
ogy of meaningfulness, with special reference to
gender definitions and within this, to misogyny;
and (3) evolutionary perspectives on human
nature and cultural elaboration of the same.
W riting course. 1 credit.
Spring 2005. Piker.
SOAN 006B. Symbols and Society
This course examines the ways in which,we ori
ent ourselves in a world o f constant and contra
dictory symbols. National symbols, ideological
symbols, status symbols, and others will be ana
lyzed with the approaches o f sociologists, semioticians, and anthropologists.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 007B. Introduction to Race and
Ethnicity in the United States
This course uses classic ethnographies, current
race theory, and journalistic accounts to exam
ine the experiences of selected ethnic groups in
the United States and to investigate theories of
racism, the meaning o f race and ethnicity in
the 20th century, and contemporary racialized
public debates over affirmative action, welfare,
and English-only policies. T his course may be
counted tow ard a m inor in black studies.
N ot offered 2 0 0 4 -2 0 0 5 .
monized or adjusted by the legal order. How
does law serve as a tool for social change while
preserving solidarity and stability?
SOAN 007C. Sociology Through African
American Women’s Writing
F all 2004. O ’Connell.
1 credit.
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, examin
ing especially issues that revolve around race,
gender, and class. O f special interest will be
where authors position their characters vis-àvis white supremacy, patriarchy, capitalism, and
the United States. This course m ay count toward
a minor in black studies.
I credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 008C. Bioethics: A Sociological
Perspective
This course will look at the field of bioethics
and its impact on medical practice in the
United States. W hat led to the development of
the field o f bioethics, and what is the ideologi
cal base of the bioethical discourse? W hat issues
ate discussed by bioethicists and hospital com
mittees, and what other issues are not
broached? A ll o f these questions will be ad
dressed, employing broader theories of social
structure and culture with some cross-cultural
comparisons. W hy is cloning a hot bioethical
issue but not the lack o f medical insurance for
44 million Americans?
1 credit.
Fall 2004. O ’Connell.
SOAN 008E. Sociology of Law
The fields o f sociology and anthropology study
human organization. Behavior in human soci
ety is governed by a host of informal and formal
“laws” which codify rules of organization and
interaction. In this introductory class, we will
explore a variety of questions about the func
tion and structure of law in human societies.
We will explore what law is, what law does, and
how it does it. W e will look at the social basis
of law and the distinction between folkways/
mores and more formal legal structures, the in
fluence of culture on law, the legitimization and
codification of law, and how law frames social
life. W e will also explore how and why con
flicting and overlapping interests must be har
1 credit.
SOAN 009B. Islam in Global Context
A religion that started in Mecca, Saudi Arabia,
Islam is currently the religion o f millions in the
Middle East, Africa, Asia, Europe, and the
Americas. This class looks at the origin of
Islam, its expansion, and its current articulation
in different societies. First, we survey some basic
aspects of Islam such as the five pillars, Shari’a,
Umma, Jihad, veiling, and Sufisim. T hen, we
examine how Islam is experienced and prac
ticed in different parts o f the world. W e look at
historically Muslim countries such as Egypt,
Saudi Arabia, and Indonesia, and we also trace
the recent movement (through migration and
conversion) o f Islam and Muslims to Western
countries (United States and Europe). In ex
ploring Islam and its current articulation in the
West, we address questions such as: How is
Islam represented in Western media? How do
Muslims work to maintain their religious iden
tities in New York, Berlin, and Paris? How is
Islam used for political purposes by different
groups in and outside the Middle East?
1 credit.
N ot offered 2004—2005.
SOAN 009C. Cultures of the Middle East
Looking at ethnographic texts, films, and liter
ature from different parts of the region, this
class examines the complexity and richness of
culture and life in the Middle East. T h e topics
we will cover include orientalism, colonization,
gender, ethnicity, tribalism, nationalism, migra
tion, nomadism, and religious beliefs. W e will
also analyze the local, national, and global
forces that are reshaping daily practices and cul
tural identities in various Middle Eastern coun
tries.
Writing course. 1 credit.
F all 2004. Ghannam.
SOAN 009D. Creation and Persistence
of Community
Explores the condition under which both feel
ings and structures of community emerge and
persist, especially in the context o f modem so
ciety. Readings will include case studies of vari
ous types of community, including utopian ex-
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Sociology and Anthropology
periments, retirement villages, communes, and
religious communities.
ied calculus (those who know a semester of cal
culus are advised to take STA T 023 instead).
1 credit.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
Foil 2004. Staff.
SOAN 009E. First-Year Seminar:
Social Change and Social Responsibility
SOAN 01 OF. Statistics
W e will explore the conditions and conse
quences of various types of effort to bring about
positive social change, using theory and case
studies from sociology and anthropology; class
visits from individuals working directly with
different strategies for social change; and offcampus opportunities for students to contribute
to, as well as learn from groups dedicated to ac
tivism and service.
T h e calculus-based introduction to statistics
covers most of the same methods examined in
STA T 002, but the course is taught on a higher
mathematical level. This course is intended for
anyone who wants an introduction to the ap
plication o f statistical methods.
1 credit.
Spring 2005. Keith.
SOAN 010C. The Social Development
of Sport
T h e course is designed as an introduction to the
subfield of sport sociology. T h e primary focus of
the course will rest on the developmental histo
ry of the institution o f Western sport and the
principal analytical frameworks constructed to
explain its origins. Although the historical and
theoretical material is centered on European
developments, contemporary issues and debates
on the relationship of gender, race, and ethnic
ity to sport will concentrate on American soci
ety. Readings will be drawn from the work of so
ciologists and historians working directly in
sport studies.
1 credit.
N ot offered 2004—2005.
SOAN 01O E. Statistical Methods
(Cross-listed as STA T 002)
Data on one variable are examined through
graphical methods and the computations of av
erages and measures of variation. Relationships
between two variables are studied using meth
ods such as chi-square, rank correlations, analy
sis of variance, and regression analysis. This
course is intended for students who want a prac
tical introduction to statistical analysis meth
ods and who intend to do a statistical analysis
themselves, mainly in the biological and social
sciences. It is not a prerequisite for any other
department course except STA T 028, nor can it
be counted toward a major in the department.
Recommended for students who have not stud
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(Cross-listed as ST A T 002C )
Prerequisite: M ATH 004 or 005.
1 credit.
Spring 2005. Staff.
SOAN 01 OH. The Tribal Identity of Sport:
Nationalism, Ethnicity, and the Rise of
Sport in the Modern Era
This course focuses on the development of
modem sport of multiple levels of analysis.
First, it is a primer on the descriptive facts of
sport development in the late 19th and early
20th centuries and the social theory employed
to study it. Second, it is more detailed at the
connections between nationalism and sport,
the nexus of national, communal association
with sporting achievement as a social mecha
nism in the construction o f group identity.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 01O J. War, Sport, and the
Construction of Masculine Identity1
T h e 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 physi
cal exertion. T h e 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 im
pressions of masculinity will be read.
1 credit.
Spring 2005. Mullan.
SOAN 01 OK. Gender and Sexuality
W hat is gender? How is it related to sexuality?
Are masculinity and femininity essential to, or
a natural part of, who we are? This class pro
vides an introduction to one particular ap
proach to answering these questions. T h e ap
proach— “performativity"— suggests that such
categories as “male,” “female,” or “heterosexu
al” are created, or perform ed, within changing
contexts o f social interaction. Our readings and
discussions will, in other words, consider gender
and sexuality as complex cultural formations
and look at how this perspective opens possibil
ities for critiques of the interplay o f culture,
power, and language.
Writing course. 1 credit.
Spring 2005. Axel.
SOAN 013B. Women, Family,
and Reproduction
This course examines the concept of family and
major processes which structure families’ and
women’s lives today. W e will begin with a dis
cussion o f theories o f family, family diversity,
and central issues related to the family, includ
ing motherhood, reproductive technology, and
family violence. W e will then shift our focus to
the relationship between the family, the econo
my, and the state, and the ways in which the
structure of the economy, state policies, and na
tionalism relate to ideas and experiences of
families and women here and elsewhere.
Readings will primarily focus on the United
States, but will also include comparative studies.
1 credit.
SOAN 020B. Urban Education
(Cross-listed as ED U C 068)
This course examines issues of practice and pol
icy, including financing, integration, compen
satory education, curricular innovation, parent
involvement, bilingual education, high-stakes
testing, comprehensive school reform, gover
nance, and multiculturalism. T h e special chal
lenges faced by urban schools in meeting the
needs of individuals and groups in a pluralistic
society will be examined using the approaches
of education, psychology, sociology, anthropol
ogy, political science, and economics. Current
issues will also be viewed in historical perspec
tive. Fieldwork is required.
1 credit.
Spring 2005. Travers.
SOAN 020C. School and Society
(Cross-listed as ED U C 063)
This course examines various aspects and per
spectives o f K12 education in the United
States. W e look at the multiple and contradic
tory purposes and functions of schools, focusing
on the ways in which schools claim to be meri
tocratic while reproducing the class, racial, gen
der, and sexual orders o f the U .S. society. In the
second half of the course, we turn to experi
ences of teachers and students and ask what
role schools can play in challenging different
forms of social oppression.
N ot offered 2 0 0 4 -2005.
1 credit.
SOAN 013C. Politics of Family
and Reproduction
N ot offered 2 0 0 4 -2 0 0 5 .
Family and reproduction— from welfare poli
cies to abortion— are highly contested issues.
This course introduces the politics of reproduc
tion with an examination o f policies and ide
ologies surrounding family diversity, including
poor families and gay parenting, as well as strug
gles over women’s bodies and reproductive
capabilities. Readings will focus on central
debates within the United States, but will also
explore how the structure of the economy, state
policies, and nationalism affect families and
reproduction elsewhere. T his course m ay be
counted tow ard a m inor in w om en’s studies.
Writing course. 1 credit.
Spring 2005. Ezawa.
SOAN 020H. Mapping Culture
Through Ranee
(Cross-listed as D A N C 025)
This course will use anthropological approach
es to examine the interrelationship o f dance
with social relations of culture and power. The
course will be shaped as a cross-cultural journey,
which will include East Indian, Brazilian,
Haitian, African, and other dance styles. Dance
will be analyzed in terms of ritual, nationai/gender identity, and spirituality and as commodi
ties of value and resistance. T h e overall ap
proach will be to situate dance forms in their
historical and contemporary social, political,
and economic contexts.
Prerequisite: DA N C 002, an introductory course
in anthropology, or permission of the instructor.
1 credit.
N ot offered 2004—2005.
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Sociology and Anthropology
SOAN 021B . Research Design
Introduction to the process o f research on so
cial life: creation of research questions, strate
gies for gathering evidence, techniques of
analysis, and generating theory. T h e roles of
theory, ethical issues, and cultural and histori
cal context in the research enterprise will be
addressed. Students will get direct hands-on ex
perience w ith design, data gathering, and
analysis and will have professional researchers
visit the class.
1 credit.
Sprin g2005. O ’Connell.
SOAN 022B. Cultural Representations
T h e course looks at models used by anthropologist/sociologists to analyze culture. Readings
for the course will focus on symbolic analysis,
practice and meaning, experimental ethnogra
phy, structuralism, and postmodernism. Most
readings center on current debate in theories
about culture. T his course m ay be counted tow ard
a m inor in interpretation theory.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 022C. Visual Anthropology
Visual anthropology looks at visual communi
cation both as a tool for academic work and the
object of anthropological study. In this course,
we look at the processes and politics of repre
sentation, focusing on the use of film and pho
tography both “within” cultures and by anthropologists/sociologists to convey the complexi
ties of cultural practices. Among the issues cov
ered in the class are the relationship o f docu
mentary realism to ethnographic film, the
emergence of indigenous media, and debate
over “postmodern” forms of representation.
(N ote: Unlike SO A N 121, this class does not
have a production component.)
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 0220. Latin American Urbanization
This course is designed as an introduction to
problems and issues related to Latin America
urbanization. It provides an overview o f the
processes behind the urbanization of Latin
America and explores housing policy options.
Members o f the class will be introduced to con
cepts such as dependency, underdevelopment,
the informal sector, marginality, the culture of
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poverty, self-construction, and self-help. The
role o f the informal sector in urban develop
ment, housing, and the dependent economy is
a particular focus.
1 credit.
N ot offered 2004—2005.
SOAN 022G. Social Movements in
Latin America
During the last 50 years, a number of social
movements have emerged in Latin America,
including urban, women’s, indigenous, and eco
logical. These movements have arisen, in some
cases, as a result of the emergence of new social
and political perspectives, such as liberation
theology. In other cases, they have formed as re
actions to inequality and crises in development,
such as massive urbanization and the impact of
neoliberal economic policies. This class ex
plores the range of social movements by focus
ing on their attempts to articulate new visions
of society and culture. T h e aim of the class is to
understand the heterogeneity o f social move
ments in Latin America and understand how
Latin Americans have conceptualized their
meaning and impact. T his course m ay be counted
tow ard a m inor in peace and conflict studies.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 024B. Latin American Society
and Culture
A n introduction to the relationship between
culture and society in Latin America. Recent
and historical works in social research, literature,
philosophy, and theology will be examined.
1 credit.
N ot offered 2004—2005.
SOAN 024C. Spanish American Society
Through Its Novel
(Cross-listed as L IT R 060SA )
T his course will explore the relationship be
tween society and the novel in Spanish Amer
ica. Selected works by Carlos Fuentes, Mario
Vargas Llosa, Gabriel García Márquez, Isabel
Allende, Luisa Valenzuela, Elena Paniatowska,
and others.
1 credit.
N ot offered 2004—2005.
SOAN 024D. Topics in Social Theory
This course deals with Kant’s and Hegel’s social
philosophy insofar as it influenced the develop
ment of modem social theory. Works by Marx,
Weber, Durkheim, Freud, and critical theorists,
neo-conservatives, and postmodernists will also
be discussed.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 025B. Transforming Intractable
Conflict
This course will address the sociology of al
legedly intractable identity conflicts in deeply
divided societies and their potential transfor
mation toward peace. Northern Ireland will
serve as the primary case study, and the course
outline will include the history o f the conflict,
the peace process, and grassroots conflict trans
formation initiatives. Special attention will be
given to the cultural underpinnings of division,
such as sectarianism and collective identity,
and their expression through symbols, lan
guage, and collective actions, such as parades
and commemorations. Upon completion of the
course, students will have gained an under
standing o f the bases of such conflicts, factors
that perpetuate division, and attempts to
achieve co-existence. This course m ay be counted
toward a m inor in peace and conflict studies.
1 credit.
Spring 2005. Smithey.
SOAN 026B. Discourse Analysis
(Cross-listed as LIN G 024)
We are what we speak— or largely so. This is
the premise of “discourse analysis.” This course
will concentrate on language in a variety o f so
cial contexts: conversations, media reports, and
legal settings. W e will analyze these speech and
writing interventions via the tools of sociolin
guistics, ethnomethodology, critical legal stud
ies, and discourse analysis. T h e essential issue of
the course can be boiled down to the question:
W ho gets to say what to whom? This course may
be counted tow ard a m inor in interpretation theory.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 026C. Power, Authority,
and Conflict
This course analyzes the way in which power
emerges, circulates, and is augmented and re
sisted in diverse political contexts. Historical
and contemporary cases are interrogated with
the theoretical frameworks of Marx, Weber,
Gramsci, Arendt, Parsons, and Foucault. Issues
include the question of state autonomy, politi
cal legitimacy, and the interpenetration of the
personal and the political. T his course m ay be
counted tow ard minors in interpretation theory and
peace and conflict studies.
1 credit.
Fall 2004- Wagner-Pacifici.
SOAN 026D. Mapping the Modern
(Cross-listed as ENGL 073A and in interpreta
tion theory)
T h e course seeks to explore some o f the salient
issues, achievements, and problems that serve
to map Western modernity. Beginning with
“prophetic voices” from the mid-19th century,
we then concentrate on “urban fables” of early
20th-century high modernism, concluding
briefly with late 20th-century “postmodern
lenses.” Texts will be chosen from among the
following writers: Marx, Baudelaire, Nietzsche,
and Dostoevsky; Rilke, Kafka, Freud, Joyce, and
Woolf; Weber, Simmel, Adorno, Benjamin,
and Lukács; Bakhtin, Arendt, Canetti, and de
Certeau; Calvino and Borges; and Berman and
Harvey. T h e central topics under study are the
phenomena of the modem subject and the
modem city, as expressed in literature, analyzed
in sociology and critical theory, and represent
ed in a range of cultural practices.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 027B. The Constitution of
Knowledge in Modern Society
This course takes classic sociology of knowledge
texts as a starting place for an interrogation and
discussion of how knowledge is constructed in
this culture. Additional texts will be drawn
from women’s studies, black studies, and media
studies as we examine the powerful ways that
knowledge can be and is differently constructed
within our own culture as well as the ways that
some kinds of knowledge seem to be categori
cally intractable across time and space. Prereq
uisite: A course in theory, sociology/anthropology, literature, or philosophy.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
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Sociology and Anthropology
SOAN 027C. Classical Theory
Through the works o f Marx, Weber, Durkheim,
Simmel, DuBois, and Freud, the recurrent and
foundational themes o f late 19th- and early
20th-century social theory will be examined:
capitalism, class conflict and solidarity, alien
ation and loneliness, social disorganization and
community, and secularization and new forms
of religiosity.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 029B. Ethnography: Theory
and Practice
This class maps anthropological theories and
methods through reading and critically analyz
ing the discipline’s flagship genre, ethnography.
W e work historically by reading classical texts
that exemplify different approaches (such as
functionalism, structuralism, symbolic anthro
pology, and reflexive anthropology) used to an
alyze culture and social structure. W e address
questions such as: How did Malinowski under
stand ethnography? How does this understand
ing compare to more recent views o f anthropol
ogists such as Geertz? How did the meaning of
fieldwork change over time? W e pay special at
tention to the politics of representation and the
anthropologists’ continuous struggle to find
new ways to write about culture.
W riting course. 1 credit.
Fall 2004- Ghannam.
SOAN 030G. Colonialism and
Postcoloniality
This course takes up the analysis of colonialism
and postcoloniality. It does not, however, pro
vide an exhaustive survey of the literature of
this extremely dynamic and expansive field.
Rather, the intention of the class, first, is to cre
ate a context for a close reading of, and a criti
cal dialogue about, some of the major texts in
colonial and postcolonial studies (e.g., Fanon,
Cohn, Said, Anderson, Spivak, and Bhabha).
Second, the class will re-evaluate these classic
texts in light o f recent work (e.g., Mbembe,
Dirks, Stoler, and Comaroff), which claims to
challenge or extend the insights o f earlier
scholarship. Readings and discussions will ad
dress well-wom questions about power, culture,
and knowledge (W hat is “the West”? W hat is
Orientalism? Is colonialism a hegemonic or
other form o f domination?) as well as more nu-
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anced inquiries into race, sexuality, and desire.
Concurrently, considering such issues will clear
the ground for rethinking the relationship of
anthropology to other disciplines in the hu
manities and the social sciences.
1 credit.
Spring 2005. Axel.
SOAN 030H. Latin American Visual
Cultures
This course focuses on Latin American visual
cultures covering its indigenous, European, and
African roots; its unique amalgamation and de
velopment; and its contemporary status. A
major goal of the course is to provide students
with various theoretical and methodological
perspectives and insights regarding visual cul
ture and visual studies in and of the Americas.
Topics include a wealth of visually encoded
products, processes, and practices such as film,
TV, photography, painting, graffiti, murals, per
formance, digital and virtual imaging, etc.
Students are expected to have a general knowl
edge of the geography and history o f Latin
America.
1 credit.
Spring 2005. Machuca.
SOAN 032B. Visualizing Latino Culture:
A rt, Media, and Social Change
T his course examines visual practices surround
ing Latino/a culture (mainly in the United
States) both around dom inant images of
Latinos/as and attempts to provide alternative
representations o f Latino/a culture. T he class
will have a service-learning component
through working with the well-known Chicana
artist Carmen Lomas-Garza. Our goal .will be to
engage the Latino/a community in an art exhi
bition o f Lomas-Garza’s work that Swarthmore
College is organizing. W e will also examine
how the Taller Puertoriqueno has used art and
media in its education programs for Latino/a
youth in Philadelphia. Readings for the course
include Arlene Davila’s Latinos In c., Clara
Rodriguez’s Latin L ooks: images o f Latinos in the
U .S . M edia, A licia Gaspar de A lba’s Chicano
A rt, and C hon A . Noriega’s and A na M. L6pez’s
T he Ethnic E ye: Latino M edia A rts. T he class
will also view a number of documentaries. To
help coordinate our community outreach ef
forts and help define our conceptual frame
works Rafael Zapata from the Intercultural
Center and Andrea Packard from the List
Gallery will also be active in the class.
Freedom movement. This course m ay be counted
tow ard a m inor in peace and conflict studies.
1 credit.
1 credit.
N ot offered 2004—2005.
F all 2004- Smithey.
SOAN 033B. Colloquium:
Japanese Society and Culture
SOAN 037B. Twentieth-Century Black
Political Thought
This course provides a critical introduction to
postwar Japanese society. Readings will exam
ine the impact of postwar social, economic, and
political changes on the lives of different social
groups, including salaried workers, women, eth
nic minorities, activists, and youth. Using a so
ciological angle, we will explore power, ideolo
gy, and social change in postwar Japanese soci
ety. This course m ay be counted tow ard a m ajor in
Asian studies or special m ajor in Japan ese.
Engaging the work of a handful of this century’s
most noted black authors with the understand
ing that literature transcends the written word,
we will examine how black scholars, politi
cians, lawyers, ministers, hymn writers, and
playwrights help us to examine how African
Americans have wrestled with the existence of
self, understood community, and conceived of
citizenship as well as what their ideas reveal
about the dominant culture.
Writing course. 1 credit.
Prerequisite: One course in sociology and an
thropology, black studies, or philosophy.
Fall 2004- Ezawa.
SOAN 033C. Global Asia
This course examines processes of globalization
and social and economic change in contempo
rary East and Southeast Asia. In exploring these
processes from the perspective o f Asia, the
course seeks to decenter discussions o f global
and transnational processes fixed on the influ
ence of the West. W e will begin with an
overview o f explanations of economic develop
ment, globalization, and the different forms
capitalism and modernity take in the context of
Asia. W e will then explore the consequences of
economic changes by discussing topics such as
changes in social inequalities and power rela
tions, resistance, inter-Asian migration, and
consumer cultures.
Writing course. 1 credit
Not offered 2 0 0 4 -2005.
SOAN 035B Nonviolent Social Movements
Nonviolent Social Movements will address the
sociological literature on social movements, in
cluding their emergence and maintenance.
Why do people participate? W e will also take a
strategic perspective and investigate move
ments that employ nonviolent tactics and
methods. W e will explore the power in social
relations upon which collective nonviolent ac
tion capitalizes and the effects of strategic
choices within movements. Case studies may
include but are not limited to the U .S. civil
rights movement, the Soviet bloc revolutions,
People Power in the Philippines, the Peace
People in Northern Ireland, and the Indian
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 038B. Healers in Training:
The Making of Medical Professionals
T h e socialization of the medical professional:
This course will focus on the structure and cul
ture of medical education in the United States.
Although the course will focus on the socializa
tion of medical doctors, other health profes
sionals, including the experience o f nurses and
other paraprofessionals, will' provide compari
son. How and why do people choose to become
medical professionals? How has the structure
and culture of medical education changed in
the last 5 0 years? How will the increasing di
versity of the medical school student body ef
fect changes in medical education? T h e course
will analyze both macrolevel forces behind
changes in medical education as well as person
al accounts o f the experience.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 039B. Globalization and Culture
W hat is globalization? Is globalization “cultural
imperialism”, W esternization, Americaniza
tion, or McDonaldizaiton? Our class will exam
ine such questions and critically analyze how
global flows (of goods, capital, labor, informa
tion, and people) are shaping cultural practices
and identities. W e will study recent theories of
globalization and transnationalism and read
various ethnographic studies o f how global
processes are articulated and resisted in various
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Sociology and Anthropology
cultural settings.
W riting course. 1 credit.
Spring 2005. Ghannam.
SOAN (MOB. Language, Culture,
and Society
(See LING 025 for description)
A n investigation of the influence o f cultural
context and social variables on verbal commu
nication. Topics covered include dialectal vari
eties, creoles, languages and gender, and lan
guage and education.
Prerequisite: A t least one linguistics course.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 040C. History in/and Anthropology
Although anthropology and history have long
been intertwined, in recent years, a prolifera
tion of attempts to study both culture and time
or culture through time has occurred. These at
tempts have been made under the rubric of
“historical anthropology.” T h e class considers
closely the development, practice, and theoret
ical innovations of historical anthropology—
paying close attention both to its problems of
knowledge production and its diverse politics.
From this perspective (i.e., by investigating the
place of history in anthropology), we will return
to some basic anthropological questions: W hat
is ethnography? W hat is historiography? W hat
is the archive? How has anthropological
knowledge changed in relation to the rise and
fall o f colonialism, transformations in nation
states, and the emerging effects o f global capi
talism? W hat are the ethics of doing historical
anthropology?
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 0400. Techgnosis
It is often assumed that the triumph o f techno
logical rationality has condemned the spiritual
imagination to the trash heap of history. This
class follows a different line o f thinking. We
will explore the enchantment, magical dreams,
and utopian impulses that permeate the history
of technology, from the railways to the Internet.
W hat mixture of desire and terror can be
tracked within these emerging transformations
of reverence and religiosity?
1 credit.
F all 2004. A xel.
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SOAN 043C. Gender in Contemporary
East Asia
Gender structures the situation of women and
men in all societies, yet varies in shape and dy
namics. T he study of gender in contemporary
East Asia provides a unique opportunity to ex
plore differences in the articulation o f gender
between countries and regions, as well as com
pare and critically examine existing conceptu
alizations o f gender. Going beyond dichotomies
o f East and West, traditional and modem, this
course will examine gender issues from a theo
retically informed and comparative perspective.
In discussing different conceptualizations of
feminism, gendered effects o f economic change,
women’s relationship to politics and the state,
as well as transnational contexts which shape
gender relations, the course will provide insight
into the situation of women in contemporary
East Asia, as well as extend our understanding
of the dynamics of gender in the contemporary
world.
1 credit.
Spring 2005. Ezawa.
SOAN 044B. Colloquium: Art and Society
A n examination of the relationship between
art and society from a socio-hermeneutical per
spective. Literary and socio-theoretical works
will be the main focus o f analysis this semester.
Selected works by Plato, Nietzsche, Hegel,
Mann, Dostoevski, Kafka, Benjamin, Lukács,
Freud, Borges, Foucault, and Sontag will be ex
amined. T his course m ay be counted toward a
m inor in interpretation theory.
<
■
1 credit.
N ot offered 2004—2005.
SOAN 044C. Colloquium:
Contemporary Social Theory
A discussion of contemporary social theory and
its antecedents. T he first part of the course will
be devoted to a discussion o f works by
Nietzsche, Marx, and Freud. T h e second part
will deal with works by contemporary theorist
such as Charles Taylor, Jürgen Habermas,
Michael Foucault, Anthony Giddens, Pierre
Bourdieu, Jana Sawicki, Luce Irigaray, and Jean
Baudrillar.
.
Prerequisite: SO A N 044E. Limited enrollment.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 044D. Colloquium: Critical
Social Theory
A n overview o f major developments o f critical
social theory since the 19th century. Readings
from Marx, Freud, Nietszche, Adorno, Horkheimer, Benjamin, Habermas, Foucault, and
Freire.
1 credit.
Spring 2005. Muñoz.
SOAN 044E. Colloquium: Modern
Social Theory
This course is an analysis of the rise and devel
opment of modem social theory. T h e introduc
tion to the colloquium deals with works by such
social philosophers as Roussseau, Kant, and
Hegel. T he core o f the colloquium focuses on
selected works by Marx, Weber, Durkheim and
Freud. T he colloquium is recommended as gen
eral background for advanced work in the social
sciences. T h e colloquium serves particularly
well for students interested in the areas of sociol
ogy and anthropology and interpretation theory.
1 credit.
Fall 2004- Muñoz.
SOAN 045B. Culture, Illness, and Health
Everything humans do is culturally constructed.
Our experiences of health, illness, and healing
are no exception. This course examines the cul
tural construction of health, illness, and heal
ing by looking at (mainly) anthropological
treatments of these issues. Case materials will
be drawn from a number o f cultures, non-Wes
tern as well as Western, and will treat the in
tersection of non-Western and Western healing
systems. W e’ll wind up with an anthropologi
cally informed, social historical look at the bio
medical model that dominates the modem
American experience o f health, illness, and
healing.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 045C. Religion as a Cultural
Institution
(Cross-listed as RELG 030)
The focus is primarily cross-cultural, and reli
gion case materials will be drawn from both pre
literate and civilized traditions, including the
modem West. T h e following topics will be em
phasized: religious symbolism, religious evolu
tion, religion as a force for both social stability
and social change, psychological aspects of reli
gious belief; and religious change in modem
America.
May be taken without prerequisites with the
permission of the instructor.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 046B. Social Inequality
This course analyzes conflicting theoretical per
spectives on the origins and meaning of social
inequality. Empirical studies of both a historical
and cross-cultural nature will be examined for
the ways in which they engage alternative read
ings o f such issues as the nature and representa
tions of work, property, body, and mind in re
vealing and reproducing social inequalities.
T h e approach is phenomenological: How are
inequalities made social, and how are they
disrupted?
1 credit.
Spring 2005. Wagner-Pacifici.
SOAN 0490. Comparative Perspectives
on the Body
This class explores how different societies regu
late, discipline, and shape the human body. In
the first part, we examine theories o f the body
and how they have evolved over time. In the
second part, we focus on in-depth ethnograph
ic cases and compare diverse cultural practices
that range from the seemingly traditional prac
tices, such as circumcision, foot binding, and
veiling to the currently fashionable, such as
piercing, tattooing, dieting, and plastic surgery.
By comparing body modification through space
and time, we ask questions such as: Is contem
porary anorexia similar to wearing the corset
during the 19th century? Is female circumcision
different from breast implants? Furthermore, we
investigate how embodiment shapes personal
and collective identities (especially gender
identities) and vice versa. T his course m ay be
counted tow ard a m inor in w om en studies.
1 credit.
Spring 2005. Ghannam.
SOAN 049C. Globalization and the
Production of Locality: Theoretical
Debates and Ethnographic Explorations
This class examines how globalization (i.e., the
flows of capital, labor, discourses, images, and
commodities) is shaping different parts of the
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world. It explores debates in social theories and
looks at ethnographic cases (texts and films)
that reveal the complex articulation between
global forces and “local” contexts. Is the eco
nomic and political domination of the West
translated into global cultural hegemony? How
is locality produced? How can we study and
conceptualize the relationship between the
local and the global? W e will address such ques
tions by looking at a wide range of topics such
as migration, transnationalism, diaspora, con
sumption, and cosmopolitanism.
I credit.
Not offered 2004—2005.
SOAN 0490. Transnational Islam
This class focuses on how globalization (flows of
capital, labor, discourses, images, and commodi
ties between different parts of the world) shapes
the articulation of Islam in various cultural set
tings. W e first take a quick look at the history
o f Islam and its basic concepts (such as shari’a,
umma, jihad, and sufism). T hen, we explore
how Muslims negotiate their religious beliefs
and cultural identities in different societies. We
look at historically Muslim countries (such as
Egypt, Saudi Arabia, and Indonesia) and trace
the recent movement (through migration and
conversion) of Islam and Muslims to Western
countries (United States and Europe). W e use
films, printed texts, and Internet material to ex
plore questions such as: How do Muslims work
to maintain their religious identities in New
York, Berlin, and Paris? How compatible is
Islam with modem notions such as nationalism,
democracy, feminism, and human rights? How
is Islam used to establish and reinforce transna
tional (including but not limited to political)
connections?
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 053B. Colloquium:
Theories of the State
This course explores theories of the state from
the emergence o f the modem state to contem
porary discussions o f the receding of boundaries
in a globalizing world. Readings will include
classical social theory and historical analysis as
well as ethnographies.
1 credit.
Spring 2005. Ezawa.
SOAN 055B. The Only Good Indian
T h e arrival of Europeans in the New World a
half a millennium (or longer) ago initiated, for
Native Americans, a litany of cultural catastro
phe that continues to this day. It also initiated
a complex process of cross-cultural communica
tion and mutual adaptation that repeatedly
confounded the intentions and expectations of
parties in both cultural camps. From an anthro
pological perspective, this course treats this
process, as it occurred north o f the Rio Grande
River, attending especially to the issues, tradi
tion, mutual accommodation, resistance, revi
talization, and modernity. Case materials will
be drawn from among the following cultures:
Navaho, Iroquois, Cherokee, Creek, Nez Perce,
Crow, Ojibwa, Comanche, Pueblo, and Cheyenne.
1 credit.
F all 2004. Piker.
SOAN 056B. Standoffs, Breakdowns,
and Surrenders
A central aim o f sociology is to track the some
times mysterious, often disjunctive relationship
between order and disorder. Organizations and
institutions as small as the family and as large as
the state experience manifold moments of
breakdown, where the internal and external
boundaries of the designated group vibrate.
This seminar explores the phases and modes of
such breakdowns via an analysis o f accidents,
mistakes, negligence, miscommunications, en
mity, perfidy, and colloquy.
1 credit.
N ot offered 2004—2005.
SOAN 058B. America by the Numbers:
An Introduction to Demography
This course will introduce students to key de
mographic methods, including life tables, fertil
ity rates, and mortality statistics. Using data
from the latest U .S. census, we will explore the
changing composition o f the American popula
tion, including the structure of the family, the
face of the workforce, the aging of the popula
tion, and the growing representation of minori
ties. W hat impact will these changes have on
the way we organize our politics, our employ
ment, and our social lives? W hat major effect
will these changes have on American culture?
Students will explore the relationship between
proportions and human interactions.
1 credit.
F all 2004- O ’Connell.
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SOAN 059B. The Life Couise
Examines the way human cultures define the
passage from birth to death, including the ex
pectations associated with different stages of
life, the ritual processes through which transi
tions are made from one stage to another, age
and life stage as a basis of group formation, and
generational conflicts. Students will carry out
life history interviews with older individuals.
1 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 090. Research Internship
(See SO A N 0 90A and 090B )
Interns receive research experience through
placements in professional research settings.
The availability of internship in the depart
ment varies from year to year.
SOAN 090A.
Juniors and seniors with a B average willing to
commit six to 12 hours of work per week on a
research project with professional researchers
are eligible. Credit is normally awarded on a
credit/no credit basis, for 0.5 to 1 credit.
Because available projects change, interested
students should see the instructor before regis
tration. Interested students are also encouraged
to take SO A N 0 2 IB .
Section J f 1 credit. Section 2 : 0 .5 credit.
Fall 2004 and spring 2005. Staff.
SOAN 090B.
Internships in professional organizations, such
as WHYY, Scribe Video Center, Mosaic Media,
and other settings provide training in both re
search and video production skills. Depending
on availability, interns might work with visual
ethnographers, documentary filmmakers, com
munity-based filmmakers, and/or video editors
on projects that require research on sociology
and anthropology-related themes. Interns will
normally receive 0.5 credit (grade based on
credit/no credit) for committing to their proj
ects for six to 12 hours a week.
Students who wish to receive a full credit (and
receive a letter grade) must complete a research
paper based on their video production project
and keep a field journal. Because these intern
ships change, and filmmakers/editors require
different levels o f skills for the internship, stu
dents should see Professor Diaz-Barriga before
registration. Students who plan to complete a
film/video production internship are advised to
take SO A N 121.
Section 1: 1 credit. Section 2 : 0 .5 credit.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 091B . Practicum In Visual
Methodologies
This practicum explores the ethnography of vi
sual communication, including photography
and feature file, while giving students the
chance to complete a video project. Students
will work together in a production crew while
sharpening their digital editing skills. Limited
to eight students.
1 credit.
N ot offered 2004—2005.
SOAN 092. Practical Work
Faculty regulations permit up to 1 credit for
practical work done off-campus, when it can be
shown to lend itself to intellectual analysis and
is likely to contribute to a student’s progress in
regular course work. In the Sociology and
Anthropology Department, this option is in
tended to apply to work in which direct experi
ence o f the off-campus world or responsible ap
plications o f academic learning are the primary
elements.
Students who wish to register for this credit
need the advance consent of an instructor to
supervise the project and approval by the de
partment. They must demonstrate to the in
structor and department a basis for the work in
previous academic study. Students will normal
ly be required to examine pertinent literature
and produce a written report to receive credit.
Credit is awarded CR/NC.
1 credit.
Spring 2005. Keith, Staff.
SOAN 093. Directed Reading
Individual or group study in fields o f special in
terest to the students not dealt with in the reg
ular course offerings. Consent o f the depart
m ent chair and o f the instructor is required.
0 .5 or 1 credit.
F all 2004 and spring 2005. 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
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Sociology and Anthropology
spring semester of their junior year, especially if
they are interested in the possibility of fieldwork.
SOAN 1 0 7 . Religion as a Cultural
Institution
1 credit each sem ester.
T he following specific topics will be treated: re
ligious evolution, religion as a force for both so
cial stability and social change, and the psycho
logical bases for religious belief. Major theories
to be considered include those of Max Weber,
Emile Durkheim, and Sigmund Freud. A crosscultural perspective will be emphasized, and
attention will be paid to religious change in
modem America.
F all 2004 and spring 2005. Staff.
SEMINARS
S O A N 100. Modern Social Theory
A n analysis o f selected works by the main
founders of modem social theory. Works by
Marx, Weber, Durkheim, and Freud will be dis
cussed. This seminar is strongly recommended
for those students planning to take SO A N 101:
Critical Social Theory. T his course m ay be
counted tow ard a concentration in interpretation
theory.
2 credits.
Not offered 2 0 0 4 -2 0 0 5 .
SOAN 1 0 1 . Critical Social Theory
T h e development o f critical theory from Kant
to Habermas. Works by Hegel, Marx, Nietsche,
Lukács, Adomo, Benjamin, Horkeimer, and
Foucault will be examined.
Prerequisites: Advanced work in sociology and
anthropology, philosophy, or political science,
or the permission o f the instructor. Students are
advised to take SO A N 100: Modem Social
Theory as preparation for this seminar. This
sem inar m ay be counted tow ard a m inor in inter
pretation theory.
2 credits.
Not offered 2004—2005.
SOAN 104. Culture and Creativity
Evolutionary perspective on the question: How
do we creatively make use of cultural resources
to construct ourselves and our life ways? Vast
diversity of human life ways argues that such
creative construction is a— perhaps the— hall
mark o f human adaptation. Specific topics in
clude human evolution, foraging band as the
basic human pattern, speech, human intelli
gence, human emotion, gender, biography, and
history. Readings include ethnographies, nov
els, and native narratives.
2 credits.
Not offered 2 0 0 4 -2 0 0 5 .
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2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 108. Women and the State
This seminar explores theories o f women’s rela
tionship to the state, as workers, activists, and
mothers. In addition to examining feminist the
ories of the state, we will investigate state in
terventions and mechanisms of power, which
influence the lives, bodies, identities, and well
being o f women through case studies and
ethnographies from different national contexts.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 109. Standoffs, Rreakdowns,
and Surrenders
A central aim of sociology is to track the some
times mysterious, often disjunctive relationship
between order and disorder. Organizations and
institutions as small as the family and as large as
the state experience manifold moments of
breakdown, where the internal and external
boundaries o f the designated group vibrate.
This seminar explores the phases and modes of
such breakdowns via an analysis of accidents,
mistakes, negligence, miscommunications, en
mity, perfidy, and colloquy.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 110 . Perfurmance Theory,
Gender, and Sexuality
Recently, feminist theory has turned to a frame
work of “performativity” to analyze norms of
gender and sexuality. Most generally, the idea of
performativity suggests that— rather than being
a part of nature— such categories as “male,” “fe
male,” or “heterosexual” are created, or per
form ed, within changing contexts o f social in
teraction. This framework has helped us to dis
tinguish gender and sexuality as complex cul
tural formations, and it has opened up new pos
sibilities for critiques of the interplay of culture,
power, and language. This course follows the
emergence of the idea of performativity very
closely, from its introduction within the philos
ophy o f J.L. Austin and the linguistic analysis of
Emile Benveniste, to the more recent debates
among feminist scholars such as Eve Sedwick,
Judith Butler, Catherine MacKinnon, Rosalind
Morris, and Elizabeth Povinelli.
2 credits.
Spring 2005. Axel.
S O AN 1 1 2 . Cities, Spaces, and Power
This seminar explores recent interdisciplinary
insights to the analysis of spatial practices,
power relationships, and urban forms. In addi
tion, we read ethnographies and novels and
watch films to explore questions such as: How
is space socially constructed? W hat is the rela
tionship between space and power? How is this
relationship embedded in urban forms under
projects o f modernity and postmodemity? How
do the ordinary practitioners o f the city resist
and transform these forms? Our discussion will
pay special attention to issues related to racism
and segregation, ethnic enclaves, urban danger,
gendered spaces, colonial urbanism, and the
“global” city.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 1 1 3 . Pleasure
During a time when explaining terror has taken
on increasing importance, what seems to need
more attention than ever is the question of
pleasure. Writers have been attempting to trace
out the lineaments of this phenomenon for
centuries— conceiving it, variously, as an affect,
an experience, and an instrument of persuasion.
W hat this literature, in its diversity, suggests is
that pleasure has to be thought of in relation to
other, seemingly opposite kinds problems: in
deed, like terror. Conceived of in this way, plea
sure appears more complex and ambivalent.
How might pleasure be related to ideas about
difference, the unknown, and, ultimately, with
the unknowability of death itself? This seminar
will use a selective reading of historically signif
icant texts to frame a study of recent research
on pleasure.
2 credits.
Fall 2004. Axel.
SOAN 1 1 4 . Political Sociology
This seminar analyzes the ways in which power
emerges, circulates, and is augmented and re
sisted in diverse political contexts. Readings in
clude Marx, Weber, Gramsci, Arendt, Parsons,
and Foucault.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 115 . Freud and Modern Social
Theory
T he seminar divides into two parts. T he first
part is devoted to a close reading o f selected
items from the Freudian canon. T h e second
part will examine Freud’s contribution to cur
rent social and cultural analysis. Besides works
by Freud, works by M itchell, RiefF, Habermas,
and Foucault will be examined.
Prerequisites: Advanced work in sociology and
anthropology, philosophy, or political science;
or the permission o f the instructor.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 119 . Evolution, Culture,
and Creativity
(Cross-listed as LING 119)
R ecent major syntheses harvest the fruits of
decades of productive scholarship pertaining to
evolutionary perspectives on human nature and
cultural elaboration of same. To tap into these
resources, this seminar consults the work of
Diamond, Sulloway, Gardiner, Gould, and
Pinker, with reference to human intelligence,
emotion, speech, biography, gender, and histo
ry. T h e human capacity for creativity, and its
expression in lives and lifeways, is the focus.
T h e adaptive importance for humans o f this ca
pacity is considered in light of ethnographic,
historical, and biographical case materials.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 1 2 1 . Visual Ethnography and
Documentary Film: Theory and
Production
This seminar examines the use of film and
video by sociologist and anthropologist to con
vey and communicate aspects of culture that
are visible— from rituals, performance, and
dance to disputes and violence. T h e course will
look at the history o f visual ethnography and
explore the major issues within the field, in-
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Sociology and Anthropology
eluding the relationship between ethnogra
phers and filmmakers, and the appropriateness
o f the conventions of documentary film, paying
special attention to the influences o f politics,
economics, and technical advances. T h e course
will include readings on visual ethnography and
documentary film techniques. T h e main goals
of the seminar are for students to understand
the links between anthropological and socio
logical theory and the production of ethno
graphic and documentary film and to have the
production skills necessary for directing their
own work.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
S O A N 12 2 . Urban Ethnographies Through
Time and Space
As key players in the global economy, cities are
becoming the focus o f a growing number of
studies that show how urban life is shaped by
the complex interplay o f global, national, and
local processes. In this class, we look at urban
ethnographies (texts and films) through space
and examine how the representation of the city
has changed over time. These ethnographies
are conducted in W estern cities such as New
York, London, and Paris as well as cities in
other parts o f the world such as Cairo,
Casablanca, Bombay, Sao Paolo, and Shanghai.
W e read these ethnographies to (1) discuss dif
ferent 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 re
search in cities shapes the field o f cultural an
thropology. In our discussions, we also explore
important urban problems such as poverty,
gangs, violence, and homelessness.
2 credits.
N ot offered 2004—2005.
SOAN 123. Culture, Power, Islam
This seminar will be an interdisciplinary inves
tigation into the shifting manners by which
Islam is multiply understood as a creatively
mystical force, a canonically organized religion,
a political platform, a particular approach to
economic investment, and a secular but power
ful 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 ex
378
perience o f Islam in a number o f cultural set
tings guides this study.
2 credits.
Spring 2005. Ghannam.
SOAN 1 2 7 . Race Thenries
Contemporary theories o f race and racism by
sociologists such as W inant, Gilroy, Williams,
Gallagher, Ansell, Omi, and others will be ex
plored. Concepts and controversies explored
will include racial identity and social status, the
question of social engineering, the social con
struction o f justice, social stasis, and change.
T h e United States is the focus, but other coun
tries will be examined. W ithout exception, an
introductory course on race and/or racism is a
prerequisite.
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 130. Social Inequality
T his seminar analyzes conflicting theoretical
perspectives on the origins and meaning of so
cial inequality. Empirical studies o f both a his
torical and cross-cultural nature will be exam
ined for the ways in which they engage alterna
tive readings of such issues as the nature and
representations o f work, property, body, and
mind in revealing and reproducing social in
equalities. T h e approach is partly phenomeno
logical: How are inequalities made social, and
how are they disrupted?
2 credits.
N ot offered 2 0 0 4 -2 0 0 5 .
SOAN 148. Social Construction
of Bioethics
Does the bioethical enterprise cross cultural
boundaries? O r does the definition o f bioethics
vary from country to country? Using medical
practice and human experimentation as the
focus o f our analyses, we will look at the four
principles o f bioethics. To what degree do these
principles frame bioethical debates in the
United States and abroad? W e will take a look
at the historical development of the field and
examine how culture shapes bioethical issues.
How do broader theories o f culture and social
structure help us understand cross-cultural dif
ferences in bioethics and acknowledge the ben
efits and limitations o f bioethical inquiry?
2 credits.
Spring 2005. O ’Connell.
S O A N 180. Thesis
Candidates for honors will usually write theses
during the senior year. Students are urged to
have their thesis proposals approved as early as
possible during the junior year.
2 credits.
Fall 2004 and spring 2005. Staff.
Theater
ALLEN KUHARSKI, Associate Professor, Resident Director, and Chair; Co-D irector of Semester
Abroad in Poland2
ERIN B . M E E , Assistant Professor
JAM ES NIAGRUDER, Visiting Assistant Professor (part tim e)6
URSULA NEUERBURG-DENZER, Instructor, A cting Chair6
LIZZIE OLESKER, Visiting Assistant Professor (part tim e)6
GORDANASVILAR, Visiting Assistant Professor (part time)
GABRIEL QUINN DAURIEDEL, Visiting Instructor (part tim e)6
JONATHAN HART M AKW AIA, Visiting Instructor (part tim e)6
JA M ES MURPHY, Visiting Instructor (part time)
JE F F R E Y SUGG, Visiting Instructor (part tim e)6
CAROLYN ANOERSON, Administrative Coordinator
NANCY BECH, Administrative Assistant (part time)
SARAH YARONEY, Arts Administration Intern (part time)
2 Absent on leave, fell 2004.
5 Fall 2004.
6 Spring 2005.
T h e theater major uses the study o f all aspects
o f dramatic art as the center of a liberal arts ed
ucation. It is intended to be of broad benefit re
gardless of a student’s professional intentions.
A ll courses in the department address the proc
esses of play production, especially as they in
volve collaboration; all production for perfor
mance in the department is part of course work.
T h e Department of Theater emphasizes writing
as an important aspect o f discursive thinking
and communication. A ll courses have a signifi
cant writing component, the nature of which
varies from course to course.
T h e requirements for majors and minors in the
Department of Theater have been significantly
revised for students beginning with the Class of
2005. Students from the classes o f 2005 and
after are welcome to co n tact professors
Kuharski or Denzer for individual advising as
well as to consult the postings on the Theater
Department W eb site (http://www.swarthmore.edu/Humanities/theater/content/Home.php) and the bulletin boards across from Lang
Performing Arts Center 308. N ote: T h e follow
ing requirements are those which apply begin
ning with the Class o f 2005.
Because all work in theater eventually issues in
a public occasion, classes are usually open to
visitors.
TH E A 001: Theater and Performance is a pre
requisite for all intermediate and advanced
classes and seminars.
REQUIREMENTS AND RECOMMENDATIONS
Planning a major or minor in theater can be
complicated. First- and second-year students
thinking about a theater major should read
these requirements and recommendations
closely and should consult with the chair o f the
Theater Department early and often. Leave
schedules, a wide variety of intern and appren
tice programs, and the importance of course se
quences make long-range planning essential.
380
Courses numbered 001 through 010 are intro
ductory and are prerequisite to intermediate
courses.
Courses numbered 011 through 049 are inter
mediate and are prerequisite to advanced
courses numbered 05 0 through 099.
Seminars carry numbers 100 and above.
Intermediate work in each o f thé course se
quences requires a beginning course in that
area.
Some advanced courses carry additional prereq
uisites that are listed in the course descriptions.
For those majors who intend a career in profes
sional theater, whether academic, not-for-prof
it, or commercial, internships in professional
theaters are strongly recommended. Because of
scheduling difficulties, students should plan and
apply for internships, time spent off campus,
and community projects as far in advance as
possible.
The Pig Iron Theatre Company and other
alumni guest artists are typically in residence on
campus during the summer. Positions are usual
ly 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
Ten credits of work including TH E A 001:
T heater and Perform ance; T H E A 002A :
A cting I; 1 credit in scenography (TH EA
004A , 004B , or 0 0 4 C ); T H E A 015: Perfor
mance Theory and Practice; either TH E A 016:
Playwriting Workshop, or T H E A 021: Produc
tion Dramaturgy, or T H E A 035: Directing I;
TH EA 052: Junior Company or TH E A 052:
Advanced Design; T H E A 099: Senior Com
pany; and TH E A 106: Theater History Sem i
nar. In addition, each major will choose an area
of specialization and take one additional course
in that area.
T he areas of specialization are acting, directing,
scenography, playwriting/dramaturgy, and the
ater history. Special arrangements will be made
for students who seek secondary school certifi
cation. Prospective majors should consult with
the chair of the department about their choice.
In addition to these course requirements, the
major includes a comprehensive examination
in two parts: (1 ) an essay relating the student’s
experience in Senior Company; and (2) an oral
examination on the essay and related subjects
by theater faculty and visitors.
Couise Minor
Seven credits of work including: TH E A 001:
T heater and Performance; T H E A 002A :
Acting I; 1 credit in scenography (TH EA
004A , 004B , or 0 0 4 C ); T H E A 015: Perfor
mance Theory and Practice; either TH E A 016:
Playwriting Workshop, or T H E A 021: Produc
tion Dramaturgy, or T H E A 035: Directing I;
and T H E A 052: Junior Company or TH EA
052: Advanced Design. In addition, each minor
will choose an area o f specialization and take
one additional course in that area. Course mi
nors who complete these requirements by the
end of the junior year may petition to enroll in
TH E A 099: Senior Company in the fall semes
ter of their senior year.
Honors Major
G eneral requirements include T H E A 001:
T h eater and Performance; T H E A 002A :
A cting I; 1 credit in scenography (TH EA
004A , 004B , or 0 04C ); TH E A 015: Perfor
mance Theory and Practice; either T H E A 016:
Playwrights’ Lab, or T H E A 021: Production
Dramaturgy, or TH E A 035: Directing I; T H E A
052: Junior Company or TH E A 052: Advanced
Design; T H E A 099: Senior Company; and
T H E A 106: Theater History Seminar. In addi
tion, each major will choose an area of special
ization and take one additional course in that
area. Honors students majoring in theater will
make a total o f three preparations as follows:
1. Theater History Seminar (listed earlier),
written examination, and an oral set by an
outside examiner.
2. TH E A 021 and a production thesis attach
ment to the course to be evaluated by an out
side examiner along with an oral.
3. A production project in one of the following
fields:
D irectin g
T h e student will, under faculty supervision,
read around a given playwright’s work, make a
director’s preparation for the entire play, and re
hearse for public presentation a locally castable
portion o f the chosen play. Original develop
mental projects may be proposed, subject to the
approval of the faculty adviser for the thesis.
T he department will hire one or more profes
sional actors for a set number of rehearsal hours
in connection with the project. T h e instructor
will supervise these activities appropriately, on
the model o f a special project in theater. T he
external examiner will visit this project several
times (depending on schedule and available
funds). These visits (to rehearsal or planning
session) will not include feedback from the ex
aminer. T h e examiner attends rehearsal to
know as much as possible about the student’s
methods o f making the work. T h e examiner
also attends one or more of the public perfor
mances. T h e examination proper will consist of
an extended interview directly following the
performance and a briefer oral during honors
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Theater
weekend. T h e subject o f the first interview will
be. the student’s processes as he or she relates to
the production. T h e second oral will concern
th e student’s assessment o f the entire process as
a part of his or her undergraduate education and
future plans.
Stenography
T h e student will function as the designer for a
production presented by the Theater Depart
ment in one area of scenography. Also, the stu
dent will prepare all research, sketches, me
chanical drawings, models, and preliminary
writing for this project. Because this is a collab
orative project, a production time line will need
to be prepared and production meetings sched
uled. In addition to the development o f the de
sign, the student will collaborate with all crafts
men during the fabrication phase, ensuring the
full-scale scenography is executed as designed.
T h e local instructor will supervise these activi
ties appropriately, on the model o f a special pro
je ct in theater. T h e external examiner will re
ceive copies of all materials as the student cre
ates them and will pay close attention to the
way in which the project develops under con
tinual revision. T h e examiner will attend one
of the public performances and be presented
with the student’s completed project portfolio.
T h e examiner will question the student on the
model of advanced classes in architecture.
D ram atu rgy
This project will generally be in the form of an
attachment to the Production Dramaturgy class
(T H E A 02 1 ), and consist of work with a facul
ty or student director on a production project.
This will typically be in connection with Junior
Company or an honors thesis in directing. T he
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. For a community, education, or other
project, the student, in consultation with an in
structor, will create and fulfill a protocol suited
to the work. O n a production project, the stu
dent will continue work in rehearsal. T h e ex
ternal examiner will receive all materials as
they are generated. If the work is rehearsed, the
examiner will attend as many rehearsals as pos
sible. If the work is performed, or the project
presented in some other way, the examiner will
382
attend. T he examination proper, given during
the honors weekend, will consist o f an extended
oral presentation similar to a design presentation.
A cting
T h e student, with the advice o f an adviser, will
select and prepare a role from an appropriate
script. T h e program will hire a professional di
rector for a set number of rehearsal hours,
which the student will supplement with prac
tice and other acting “homework.” T h e adviser
will assist in this work on a regular basis. T he
external examiner will attend as many rehearsal
sessions as possible to observe the student’s
process. T h e student will keep a journal (an ex
panded version o f the private “book” actors
keep) to support discussion with the examiner
in an extended interview immediately follow
ing an in-house presentation of the work.
During the honors weekend, the examiner will
conduct a second oral examination focusing on
the student’s reconsideration of the work after
some time has passed.
One o f these combinations will constitute the
normal honors major in theater. Honors stu
dents will take Senior Company in the fall of
senior year, while they are planning their pro
duction project. T he usual schedule will be
spring of junior year, Theater History Seminar;
fall of senior year, T H E A 099 and pre-rehearsal
thesis project preparation; and spring o f senior
year, rehearsal and performance of the thesis
project.
Double majors taking three examinations in
theater will also follow that schedule. t
For double majors taking one honors examina
tion and comps in theater, the examination
may be a production project, depending on
available resources.
Honors Minor
Seven credits of work including TH E A 001:
T h eater and Performance; T H E A 002A :
A cting I; 1 credit in scenography (TH EA
004A , 004B , or 004C ); TH E A 015: Perfor
mance Theory and Practice; either THEA- 016:
Playwriting Workshop, or TH E A 021: Pro
duction Dramaturgy, or T H E A 035: Directing I;
and T H E A 106: Theater History Seminar or
TH E A 022: Special Project in Dramaturgy.
Honors minors who complete these require
ments and complete a sequence in acting, de
sign, directing, or playwriting/dramaturgy by
the end of the junior year may petition to enroll
in T H E A 099: Senior Company in the fall se
mester o f their senior year.
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 pro
jects for various classes, production work in T he
Eugene M. and Theresa Lang Performing Arts
Center, and Drama Board productions.
W ith respect to the 20-course rule, courses in
dramatic literature taught in the English
Literature, Classics, or Modem Languages and
Literatures departments may be designated as
part o f the major. Courses in nondramatic liter
atures taught in those departments will not be
considered part of the major.
Semester A b ro ad in P olan d
T he Theater Department and the Dance Pro
gram have jointly developed a semester-abroad
program for interested Swarthmore students
based at the Silesian Dance Theatre (Slaski
Teatr Tanca) in Bytom in conjunction with the
Jagiellonian University of Krakow and other in
stitutions in the vicinity. T h e program in
Bytom is intended to provide participating stu
dents with a combination of foreign study with
the experience of working in various capacities
(dance performance, arts administration,
scenography, etc.) within the environment of a
professional dance theater company for credit.
Participating students would be housed in
Bytom and have the option of taking addition
al courses in Krakow. Intensive study of Polish
while in the country will be required of all par
ticipating students. Students participating will
be able to enroll for the equivalent of a full se
mester’s credit (4 to 5 credits).
Theater majors and minors can also enroll in a
semester of theater-related study conducted in
English at the Jagiellonian University in
Krakow. Students in comparative literature and
modem languages and literatures are also wel
come to contact Professor Kuharski about pos
sible related programs of study at the Jagiel
lonian University. Intensive study of Polish is
required o f all participating students.
Students participating in the programs in both
Bytom and Krakow will be able to enroll for the
equivalent of a full semester’s credit (4 to 5
credits). Beyond credits in theater, dance, and
intensive Polish, a menu of possible tutorials is
being developed in Polish literature and history,
environmental studies, film, religion, Jewish
and Holocaust studies, art history, and other
fields. Participation in the Annual Interna
tional Dance Conference and Performance Fes
tival hosted by Silesian Dance Theatre in June
and July is highly recommended and can be
funded completely or in part by the College in
many cases. Interested students should contact
Professor Kuharski, co-director of the Semester
Abroad Program, as early as possible for advis
ing purposes and updated information on the
status of the program. See course listings in both
Theater and the Music and Dance departments
for types of academic credit being offered.
Funding support (including travel) is available
for intensive language study in Poland during
the summer before the student’s planned semes
ter abroad. Interested students should contact
Professor Kuharski for details.
A separate but parallel semester abroad option
in Krakow is being offered through the Engi
neering and Environmental Studies depart
ments. Interested students should co ntact
Professor Arthur McGarity in the Engineering
Department for details.
S em ester A b ro ad in In d ia
T h e Department o f Theater and the Dance
Program are researching the possibility o f a se
mester-abroad program in India in ways that
would roughly parallel our existing programs in
Poland and Ghana. Although the initiative re
mains in the planning stages, interested stu
dents are invited to discuss prospects for foreign
study related to theater and dance in India with
either Professor Mee in Theater or Professor
Chakravorty in the Dance Program.
INTRODUCTORY COURSES
THEA 001. Theater and Performance
Combining a survey of classical and cross-cul
tural approaches to theatrical performance with
the hands-on study of how theater is made.
Study will include history, performance theory,
and production dramaturgy in relationship to
play scripts and videotaped or live perfor
mances. Sessions will include exercises in act
ing, design, directing, and text adaptation/playwriting. Writing requirements will include jour-
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Theater
nal keeping, responses to readings and perfor
mances, the student’s own projects, and re
search papers.
W riting course. 1 credit.
F all 2004: Mee. Spring 2005: Kuharski.
TH EA 0 0 2A . Acting I
This course is designed as a practical introduc
tion to some of the principles, techniques, and
tools o f acting. W e 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. W e will focus on preparing the body
and voice for rehearsal and performance and
will pay special attention to vocal and physical
imagination. W e will focus on increasing “pres
ence” on stage, developing a character, learning
how to rehearse, and evoking a response from
the audience in the context o f scene study. Six
hours per week.
1 credit. C R /N C grade.
F all 2004: Mee. Spring 2005: Neuerburg-Denzer.
THEA 002B. Voice Workshop
Foundations of vocal technique for actors, in
cluding work w ith breath, projection, res
onators, diction, and so forth are covered. T he
class is strongly recommended to all acting stu
dents and may be taken without prerequisite.
Three hours per week.
0 .5 credit. C R /N C grade.
F all 2004. Makwaia.
THEA 002C. Special Project in Acting
By individual arrangement with the directing
or acting faculty for performance work in con
nection with department directing workshops,
honors thesis projects, or Senior Company.
Prerequisite: Concurrent or past enrollment in
T H E A 002A .
0 .5 or 1 credit. C R /N C grade.
F all and spring sem esters. Staff.
search, model making, and computer-aided de
sign. Reading and class discussion provide a
theoretical basis for such creativity while the
assignments and projects provide the practice
for this artistic endeavor.
1 credit.
F all 2004. Svilar.
THEA 004B. Lighting Design
T his class explores the fundamentals of lighting
design. T he course objective is to introduce
lighting concepts and how to express them for
both theater and dance. It is intended to de
mystify an enormously powerful medium.
Reading and class discussion provide a theoret
ical basis for such creativity while the assign
ments and projects provide the practice for this
artistic endeavor.
1 credit.
F all 2004 and spring 2005. Murphy.
THEA 004C. Costume Design
T h e purpose o f this course is to introduce stu
dents to the form and procedures used in creat
ing costume design for both theater and dance.
Students in this class will explore costume his
tory and develop a relationship with their cre
ative imagination. Reading and class discussion
provide a theoretical basis for such creativity
while the assignments and projects provide the
practice for this artistic endeavor.
1 credit.
F all 2004. Svilar.
THEA 004D. Media and Technology .
Design lor Performance
T he purpose of this course is to introduce-students to the application of various visual and
audio technologies in live theater and dance
performance. Discussion o f the historical and
theoretical context of contemporary mixedmedia performance will be combined with an
orientation to the available technologies found
at Swarthmore and beyond. T h e class will in
clude the conceptualization and preparation of
a series of individual studio projects.
THEA 004A. Set Design
1 credit.
T h e purpose of this course is to introduce stu
dents to the rich history and creative world of
scenography. Students taking this course will
explore design principals and the artistry used
in taping their dramatic imagination. This
course will examine theatrical rendering, re
Spring 2005. Sugg.
384
THEA 007. Dance Theater Workshop
(Cross-listed as DA N C 049)
This class will offer an orientation to the tech
nique and repertory of Silesian Dance Theatre.
It is particularly recommended for students who
are considering participation in the Semester
Abroad Program in Poland in conjunction with
this dance company. T h e instructor, a former
member of the company, will be reconstructing
appropriate sections of company repertoire for
participating students. Several lecture/video
screenings will be scheduled outside of class
time. Open to all students with some previous
dance or theater training.
Prerequisites: T H E A 001 or 002A , any dance
course numbered 0 4 0 -0 4 4 , or consent of the
instructor.
0 .5 credit.
actor that acting is about give and take. We
then begin work on scenes by a variety of play
wrights as a way of investigating what is re
quired of the actor at all times vs. what is re
quired of the actor in different situations and
genres. W hile working on these scenes, actors
will learn how to develop a character; how to
rehearse; how to interact with other actors;
how to increase their vocal, physical, and emo
tional flexibility; and how to evoke a response
from the audience. Actors will also learn how
to increase their presence onstage, how to har
ness their imagination, sharpen their observa
tions, and how to become, in Artaud’s words,
an “athlete o f the emotions.” Six hours per
week.
Prerequisites: T H E A 001 and 002A . Interested
students may simultaneously enroll in TH EA
001 if they have not previously taken the class.
N ot offered in 2004—2005.
1 credit.
THEA 008. Movement Theater Workshop
Spring 2005. Neuerburg-Denzer.
(Cross-listed as D A N C 049)
THEA 014. Special Project in
Scenography, Sound, and Technology
This class will offer an orientation to move
ment-based acting through various approaches:
traditional performance traditions in Bali and
elsewhere, com m edia dett’arte, the teachings of
Jacques Lecoq, and so forth. Taught by Gabriel
Quinn Bauriedel of the Pig Iron Theatre Com
pany in Philadelphia. T h e class will require re
hearsal with other students outside of class time
and will end with a public showing of work gen
erated by the students. Six hours per week.
Movement Theater Workshop can be counted
as the equivalent of T H E A 012: Acting II as a
prerequisite for T H E A 052: Junior Company.
N ote: Movement Theater Workshop cannot be
taken in lieu of T H E A 012 by students seeking
a major or a minor with an emphasis in acting.
Prerequisites: TH E A 001 or 002A , any dance
course numbered 040—044, or consent of the in
structor.
1 credit. G raded course.
Spring 2005. Bauriedel.
INTERMEDIATE COURSES
THEA 012. Acting II
In this course, we will use scene work as a tool
to sharpen the actor’s skill. T h e course will in
clude physical exercises designed to remind the
By individual arrangement for a production
project in connection with department direct
ing workshops, Junior Company, honors thesis
projects, A cting III, or Senior Company.
Prerequisite: Current or past enrollment in
TH E A 004A , 004B , 004C , or 004D.
0 .5 or 1 credit.
F all 2004 and spring 2005. Staff.
TH EA 015. Performance Theory
and Practice
(Cross-listed with Asian studies)
This course covers a series of major texts on
performance theory and practice, with empha
sis on directing and acting. Assigned readings
will focus on theoretical writings by or about
the performance work of artists such as Zeami,
Stanislavsky, Artaud, B rech t, Grotowski,
Mnouchkine, Chaikin, Suzuki, and Robert
Wilson as well as selected theoretical and criti
cal texts by nonpractitioners. T h e course in
cludes units on performance traditions and gen
res outside of Europe and North America.
Weekly video screenings required.
Prerequisite: TH E A 001.
W riting course. 1 credit.
Spring 2005. Kuharski.
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Theater
THEA 016. Playwriting Workshop
Exercises in writing, improvisational rehearsal,
plotting, and dramaturgy, which result in a per
formance, are offered. Traditional playscript
construction as well as organizing and recording
improvisations are also covered.
scripts. T h e student’s directorial self-definition
through this collaborative process is the labora
tory’s ultimate concern. Final project consists of
an extended scene to be performed as part o f a
program presented by the class.
Prerequisites: T H E A 001 and 002A .
Prerequisite: T H E A 001; ENGL 005 or 006.
1 credit.
1 credit.
F all 2004. Mee.
F all 2004. Olesker.
THEA 021. Production Dramaturgy
Fundamentals of dramaturgy (Lessing’s Ham
burg Dramaturgy, Piscator and Brecht’s produc
tion dramaturgy, Peter Stein, Eugenio Barba,
etc.), including script preparation and analysis,
given circumstances and subject-related re
search. There will be several writing assign
ments and papers.
Prerequisites: T H E A 001.
1 credit.
Spring 2005. Magruder.
THEA 022. Special Project in
Production Dramaturgy
Production dramaturgy in connection with a
production is completed on or off campus. To
be taken concurrently with or following TH EA
021: Production Dramaturgy. By individual
arrangement between the student and the de
partment faculty.
Prerequisites: T H E A 001 and 021.
1 credit.
Fall 2004 and spring 2005. Staff.
THEA 025. Special Project in
Stage Management
By individual arrangement for a production
project in connection with department direct
ing workshops, honors thesis projects, Acting
III, or Senior Company.
Prerequisite: TH E A 004B or 035.
0 .5 or 1 credit.
F all 2004 and spring 2005. Staff.
THEA 035. Directing I: Directing
Workshop
This course focuses on the theater director’s
role in a collaborative ensemble and on the en
semble’s relation to the audience. U nits cover
the director’s relationship with actors, design
ers, composers, technicians, and choreogra
phers as well as playwrights and their play-
386
ADVANCED COURSES
THEA 052. Junior Company:
Ensemble Work With an Audience
Rehearsal of a full-length work for public per
formance with a faculty director: ensemble
techniques, improvisation, using the audience
as part of the given circumstances. Required for
all course and honors majors in acting, direct
ing, and dramaturgy; also required for course
minors in acting, directing, and dramaturgy. No
audition required for acting students who have
completed the prerequisites.
Prerequisites: TH EA 0 0 1 ,002A , and 008 or 012.
1 credit.
Spring 2005. Mee.
THEA 054. Special Project:
Advanced Design
For the student, this course is an advanced
study in one of the areas found in scenography.
T his special project will examiné complex
forms and techniques used in scenography. It is
an intensive study at the highest le v e lo f the
atrical expression. Students will collaborate,
develop, explore, and design the scenography
for Junior Company.
Prerequisites: TH E A 004A , 004B , or 0 0 4 C .,
1 credit.
Spring 2005. Svilar.
THEA 055. Directing II: Advanced
Directing Workshop
Directing II requires students to apply the exer
cises from T H E A 035: Directing I to a variety
of scene assignments. These will address a vari
ety of theatrical genres (farce, epic .theater,
verse drama, etc.) and various approaches to
dramatic text (improvisation, cutting, and/or
augmentation of play scripts, adaptation of nondramatic texts for performance, etc.). Projects
will usually be presented for public performance.
Prerequisites: T H E A 001, 002A , 015, 035, and
any class in design.
1 credit.
Spring 2005. Mee.
THEA 070. Theater of Witness
(Cross-listed as D A N C 070)
THEA 092. Off-Campus Projects
in Theater
Residence at local arts organizations and the
aters. Fields include management, financial and
audience development, community outreach,
and stage and house management.
Prerequisites: TH EA 001 and appropriate prep
aration in the major.
Prerequisites: TH E A 0 0 1 ,0 1 5 , or 016.
1 credit.
1 credit.
F all 2004 and spring 2005. Staff.
Not offered 2004—2005.
THEA 093. Directed Reading
THEA 073. Arts Administration for
Performance
Fall and spring sem esters. Staff.
(Cross-listed as D A N C 073)
Available to students enrolled in the College’s
Semester Abroad Program in Poland. Students
enrolled are encouraged to extend their stay in
Poland through early July 2005 to participate in
the A nnual International Contemporary
Dance Conference and Performance Festival
hosted by Silesian Dance Theatre in Bytom.
By arrangement with A llen Kuharski.
Spring 2005.
THEA 074. Scenography for Dance
Theater Performance
(Cross-listed as D A N C 074)
Available to students enrolled in the College’s
Semester Abroad Program in Poland. Students
enrolled are encouraged to extend their stay in
Poland through early July 2005 to participate in
the A nnual International Contemporary
Dance Conference and Performance Festival
hosted by Silesian Dance Theatre in Bytom.
By arrangement with the department’s design
faculty.
1 credit.
THEA 094. Special Projects in Theater
1 credit.
F all and spring sem esters. Staff.
THEA 099. Senior Company
A workshop course emphasizing issues of col
laborative play making across lines of special
ization, ensemble development of performance
projects, and the collective dynamics of form
ing the prototype of a theater company. Work
with an audience in performance o f a single
project or a series of projects.
This course is required of all theater majors in
their senior year and will not normally be taken
for external examination. Class members will
consult with the instructor during spring semes
ter of their junior year, before registration, to
organize and make preparations. Course and
honors minors may petition to enroll, provided
they have met the prerequisites.
Prerequisites: TH E A 0 0 1 ,002A , 0 0 4 ,0 1 5 ,0 1 6 ,
or 035, and the completion of one three-course
sequence in theater.
Prerequisites: Two credits of scenography.
1 credit.
Not offered 2 0 0 4 -2 0 0 5 .
Fall 2004- Neuerburg-Denzer.
THEA 076. Polish Theater and Drama
Available to students participating in the
Semester Abroad Program in Poland. No read
ing knowledge of Polish required.
SEMINARS
By arrangement with A llen Kuharski.
THEA 106. Theater History Seminar
Prerequisite: T H E A 001.
W hat is communicated between performer and
audience? W hat are emotions? How are they
expressed and experienced? In an examination
of historical and contemporary theories of act
ing, we will focus on three major topics. W e will
begin with England, France, and Germany be-
1 credit.
Spring 2005.
387
Theater
tween baroque and modernity; followed by
Russia and Germany during the early 20th cen
tury; and conclude with contemporary Amer
ican schools of acting and their appropriation of
classic Asian performing traditions as well as
theories discussed earlier.
T h e readings will include theories by Bulwer,
Garrick, Descartes, Diderot, Lessing, Lang,
Stanislavsky, Meyerhold, Brecht, Strasberg,
Muni, Schechner, and Bogart as well as play
scripts and secondary literature.
F all 2004: Performing Emotions. NeuerburgDenzer.
F all 2 0 0 5 : A riane M nouchkine and the
Théâtre du Soleil (Cross-listed with Franco
phone studies and women’s studies). Kuharski.
Prerequisites: T H E A 001 and 015.
W riting course. 2 credits.
THEA 180. Honors Thesis Preparation
Credit either for honors attachments to courses
or for honors thesis projects in directing,
scenography, acting, and so on. By arrangement
with the student’s faculty adviser in theater.
F all and spring sem esters. Staff.
THEA 1 8 1. Honors Thesis Project
Credit for honors thesis projects in directing,
scenography, acting, and so on. By arrangement
with the student’s faculty adviser in theater.
F all and spring sem esters. Staff.
388
Women’s Studies
Coordinator:
SUNKA SIMON (M odem Languages and Literatures, German)
Jenny Gifford (Administrative Assistant)*
Committee:
Amy L .R . Bug (Physics)
Sibelan Forrester (M odem Languages and Literatures, Russian)
Farha N . Ghannam (Sociology and Anthropology)
Cynthia Perwin Halpern (Political Science)
Carolyn Lesjak (English Literature)
Tamsin Lorraine (Philosophy)
Bakirathi Mani (English Literature)
Patricia White (English Literature)
The W omen’s Studies Program provides stu
dents with the opportunity to study gender in a
variety of social and historical contexts; to re
late issues of gender to those of race, class, na
tionality, and sexuality; to examine the experi
ences o f women in specific cultural contexts
and social groups; and to explore the new meth
ods and theories that arise from interdiscipli
nary study. Women’s studies courses encourage
students to examine critically the representa
tions of women across the curriculum as well as
in society at large.
Students in any major, whether in course or in
the Honors Program, may elect a minor in
women’s studies by fulfilling the requirements
stated later. Students may also design a special
major in consultation with the women’s studies
coordinator. Students who intend to pursue
women’s studies should submit their proposed
programs to the coordinator when they submit
their sophomore papers. A ll program proposals
must be approved by the W omen’s Studies
Program.
The Jean Brosius W alton ’35 Fund and the
Wendy S. Cheek Memorial Fund contribute to
the support o f activities sponsored by the
Women’s Studies Committee.
COURSE MINOR
To minor in women’s studies, students in course
must take a minimum of 5 credits in women’s
studies. Because women’s studies is an interdis
ciplinary program, the courses (or seminars)
must be selected from at least two different di
visions. Only one course counted for women’s
studies may overlap with the student’s major.
T h e senior seminar (W M S T 091), normally
taken in the spring of a student’s senior year, is
required. Students may elect, with the approval
of the coordinator, to write a 1-credit thesis or
pursue an independent study as a substitute for
regular course work. Students may also, with
the approval of the coordinator, include in their
program courses on women and gender offered
at Bryn Mawr and Haverford colleges and the
University of Pennsylvania, and in a foreign
study program. If the institution in which the
course was offered has a Women’s Studies Pro
gram, the course in question must be part of
that program to be accepted as a women’s stud
ies course at Swarthmore.
It is recommended that students take W M S T
001: Introduction to Women’s Studies in their
first or second year.
HONORS MINOR
Students in the Honors Program may minor in
women’s studies by completing 6 credits in
women’s studies and preparing for and taking
the external examination. T h e examination
preparation consists of W M S T 091: Seminar in
Women’s Studies, plus W M S T 091A : Honors
A ttach m ent to the Sem inar in W om en’s
Studies. If W M S T 091A is not offered during
the students’ senior year, then a one-credit
Women’s Studies cross-listed course can be sub
stituted during the senior year. (Beginning with
the Class o f2 0 0 7 , W M S T 091 will be offered as
a 2-credit course for honors students, and
W M S T 091A : Honors Attachm ent will no
longer be offered.)
389
Women’s Studies
COURSES
WMST 091 A . Honors Attachment to the
Seminar in Women’s Studies
T h e program offers the following courses and
seminars:
A n advanced seminar or tutorial required of
students who intend to take the external exam
ination in women’s studies.
WMST 001. Introduction to
Women’s Studies
1 credit.
This interdisciplinary course, addressing gen
der, sexuality, and culture in a global frame
work, introduces students to concepts, ques
tions, and analytic took that have been devel
oped by feminist scholars in diverse fields.
Spring 2005. Staff.
1 credit.
WMST 093. Directed Readings
WMST 092. Thesis
1 credit.
E ach sem ester. Staff.
Spring 2005. P. W hite.
1 credit.
WMST 030. Women and Technology
E ach sem ester. Staff.
T h e course will explore the relationships be
tween women and technology in Western in
dustrial society. Three aspects to be considered
are the effect of technology on women; the role
of female technologists in shaping that tech
nology; and the effect on technology o f average
women acting as consumers, voters, and citi
zens. Students will research an area o f personal
interest and make a presentation to the class.
Possible topics include reproductive technolo
gies, the Internet, and feminist utopias in sci
ence fiction. Expected workload includes two
long papers and several short ones, with no
midterm, final, or labs.
WMST 192A and B . Thesis
W M S T 0 3 0 does not fulfill a College-wide
distribution requirement. However, it can be
used to satisfy the distribution requirement for
the minor.
1 credit.
Spring 2005. Everbach.
WMST 091. Seminar in Women’s Studies
A n advanced seminar emphasizing theoretical
and methodological questions that occur when
women are placed at the center of study. T he
seminar has a substantial community-based
learning component. This class is required of,
and normally limited to, students with minors
or special majors in women’s studies. It must
be taken in the senior year and cannot be used
to fulfill distribution requirements in the
concentration.
For students completing a special major in hon
ors (1 credit must be taken in each semester of
the senior year).
2 credits. Staff.
T h e following departmental courses have been
approved by the Women’s Studies Committee
for women’s studies credit:
A R T H 076. T h e Body in Contemporary Art
BIO L 006. History and Critique o f Biology
BIO L 093. Directed Reading in Feminist
Critiques of Biology
D A N C 025. Mapping Culture Through Dance
D A N C 028. Politics and Aesthetics of
Classical Indian Dance
D A N C 035. Women Choreographers and
Composers
D A N C 036. Dancing Identities
ECON 073. Race, Ethnicity, and Gender j
in Economics
ED U C 061. Gender and Education
ENGL 005R . Fictions o f Identity
ENGL 009N . Illicit Desires in Literature
ENGL 009P. Women and Popular Culture:
Fiction, Film, and Television
ENGL 023. Renaissance Sexualities
ENGL 034. Restaging Romanticism
ENGL 036. T h e Age o f Austen
1 credit.
ENGL 048. Contemporary Women’s Poetry
Spring 2005. Lesjak.
EN G L 071J. Cherchez la femme: T he
“Mystery” of Woman in the Mystery Genre
ENGL 07 IK . Lesbian Novels Since
World W ar II
390
ENGL 082. Transnational Feminist Theory
ENGL 083. Feminist Theory
RELG 025B . Black Women and Religion in
the United States
ENGL 091. Feminist Film and Media Studies
RELG 053. Gender and Sexuality in Islamic
Societies
ENGL 090. Queer Media
ENGL 112. Women and Literature
R U S S 015. East European Prose in Translation
FREN 030. L’invention de la modernité
feminine en France
R U S S 079R . Russian Women Writers
FREN 061. Odd Couplings: Writings and
Readings Across Gender Lines
R U S S 112. T he Acmeists
R U S S 111. Tsvetaeva and Mayakovsky
FREN 076. Ecritures au feminine
SO A N 007C . Sociology Through African
American Women’s Writing
FREN 115. Paroles de Femmes
SO A N 010K . Gender and Sexuality
GERM 108. W ien und Berlin
SO A N 013B . Women, Family, and
Reproduction
H IST 001C . Sex and Gender in Western
Traditions
H IST 001G . Women, Family, and the State
in China
H IST 016. Sex, Sin, and Kin in Early Europe
H IST 017. Family, Gender, and Sexuality in
the Islamic Middle East
H IST 029. Sexuality and Society in
Modem Europe
H IST 052. T h e History of Manhood in
America, 1750-1920
SO A N 043C . Gender in Contemporary
East Asia
SO A N 049B. Comparative Perspectives on
the Body
SO A N 108. Women and the State
SO A N 110. Performance Theory, Gender,
and Sexuality
SPAN 066. La escritora española en los
siglos X IX y X X
T H E A 106. Theater History Seminar
H IST 053. Topics in African American
Women’s History
H IST 054. Women, Society, and Politics
LITR 015R . East European Prose in
Translation
LITR 0 5 1G. Gender and Race in
European Cinema
L ITR 061SA . W omen’s Testimonial Literature
of Latin America
LITR 079R . Russian Women Writers
M U SI 035. W omen Composers and
Choreographers
PHIL 145. Feminist Theory Seminar
PHYS 029. Seminar on Gender and (Physical)
Science
POLS 013. Feminist Political Theory
POLS 031. Difference, Dominance, and the
Struggle for Equality
POLS 032. Gender, Politics, and Policy
in America
PSYC 044. Psychology and Gender
PSYC 058. Gender, Culture, and Mental
Health
RELG 007B . W omen and Religion
391
VI
T h e C orporation and
Board of Managers
A dm inistration
A lum ni A ssociation
Officers and Alum ni
C ouncil
Degrees Conferred
Faculty
392
Visiting Exam iners
Awards and Distinctions
Enrollm ent Statistics
The Corporation
Jan . 1 ,2 0 0 4 , to D ec. 3 1 ,2 0 0 4
Barbara Weber Mather ’65, C hair
Pepper Hamilton LLP
3000 Two Logan Square
18th and A rch Streets
Philadelphia PA 19103-2799
Neil R . Grabois ’57, Vice C hair
Carnegie Corp. of New York
437 Madison Avenue
New York N Y 10022
Maurice G . Eldridge ’61, Assistant Secretary
Swarthmore College
Swarthmore PA 19081
Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore PA 19081
Lori A nn Johnson, Assistant Treasurer
Swarthmore College
Swarthmore PA 19081
Lillian E. Kraemer ’61, Secretary
2 Beekman Place
Apartment 14C
New York NY 10022
Board of Managers
Barbara Weber Mather ’65, C hair
Pepper Hamilton LLP
3000 Two Logan Square
18th and A rch Streets
Philadelphia PA 19103-2799
Neil R. Grabois ’57, V ice C hair
Carnegie Corp. of New York
437 Madison Avenue
New York NY 10022
Term expires D ecem ber 2004
Dulany Ogden Bennett ’66
Oregon Episcopal School
6300 S.W. N icol Road
Portland O R 97223
John D. Goldman ’71
Willis Bay Area Inc.
One Bush Street
Suite 900
San Francisco C A 94104
Julie Lange Hall ’55
1161 Pine Street
Winnetka IL 60093
Lillian E. Kraemer ’61
2 Beekman Place
Apartment 14C
New York NY 10022
Frederick W. Kyle ’54
1900 Rittenhouse Square
Apartment 15B
Philadelphia PA 19103
Lillian E. Kraemer ’61, Secretary
2 Beekman Place
Apartment 14C
New York NY 10022
Ex officio
Alfred H. Bloom
Chairm an o f the B oard Emeritus
Eugene M . Lang ’38
912 Fifth Avenue
New York NY 10021
Wilma A . Lewis ’78
No. 5008
4301 Massachusetts Avenue N W
Washington D C 20016
William G . Nelson IV ’56
Box 1105
Bala Cynwyd PA 19004
John A . Riggs ’64
5230 Watson Street N W
Washington D C 20016
Carl R . Russo ’79
Consigliare Management Co.
1960 T h e Alameda
Suite 150
San Jose C A 95126
Salem D. Shuchman ’84
1820 Rittenhouse Square
Apartment PH2
Philadelphia PA 19103
393
Board of Managers
Thomas E. Spock ’78
43 Stoneyside Drive
Larchm ontN Y 10538
* Pamela Taylor Wetzels ’52
4807 Placid Place
Austin T X 78731
Term expires Jun e 2005
A nna Orgera ’83, Alumni Council President
145 W est 67th Street
Apartment 32J
New York NY 10023
Term expires D ecem ber 2005
*Cynthia Graae ’62
909 N . Carolina Avenue SE
Washington D C 20003-3914
*B ennett Lorber ’64
7741 Mill Road
Elkins Park PA 19027
**Tanisha M. Little ’97
343 Fifth Avenue
Apartment 3L
Brooklyn N Y 11215
Marc J. Sonnenfeld ’68
Morgan, Lewis & Bockius LLP
1701 Market Street, 13th Hoor
Philadelphia PA 19103
Term expires D ecem ber 2006
*Tralance O . Addy ’69
8 Palomino
Trabuco Canyon C A 92679
Giles K. Kemp ’72
38 Lockwood Road
Scarsdale N Y 10583
Carley Lesley Cunniff ’72
O ne W est 72nd Street
New York NY 10023
Jane Lang ’67
Sprenger & Lang
1614 20th Street N W
Washington D C 20009
*Nancy Louise Hengen ’73
Holland & Knight LLP
195 Broadway
New York NY 10007
Term expires D ecem ber 2007
J. David Gelber ’63
215 W 90th Street
Apt. 8A
New York NY 10024
N eil R . Grabois ’57
Carnegie Corp. of New York
437 Madison Avenue
New York NY 10022
**D an iel C . Rothenberg ’95
1101 Latona Street
Philadelphia PA 19147
*Jed S. Rakoff ’64
99 W. Garden Road
Larchmont NY 10538
* America B. Rodriguez ’78
3509 Pinnacle Road
Austin T X 78746
Elizabeth H. Scheuer ’75
4730 Fieldston Road
Bronx NY 10471
Samuel L. Hayes III ’57
345 Nahatan Street
Westwood M A 02090
Marge Pearlman Scheuer ’48
James C . Hormel ’55
Equidex Inc.
19 Sutter Street
San Francisco C A 94104-4901
J. Lawrence Shane ’56
21 College Avenue
Swarthmore PA 19081
101 Central Park West
New York N Y 10023
Emeriti
John C . Crowley ’41
615 Linda Vista Avenue
Pasadena C A 9 1 1 0 5 4 1 2 2
Jerome Kohlberg Jr. ’46
Kohlberg & Co.
I l l Radio Circle
Mt. Kisco N Y 10549
Eugene M. Lang ’38
912 Fifth Avenue
New York NY 10021
Elizabeth J. McCormack
Rockefeller Family & Associates
Room 5600
30 Rockefeller Plaza
New York NY 10112
Sue Thomas Turner ’35
17211 Quaker Lane
Sandy Spring M D 20860
Richard B. W illis ’33
1314 Foulkeways
Gwynedd PA 19436
Com m ittees of the Board
The chairman of the Board is an ex officio member of every committee.
Executive
Barbara Weber Mather, Chair
Neil R. Grabois, Vice Chair
Dulany Ogden Bennett
Julie Lange Hall
Samuel L. Hayes III
James C . Hormel
Lillian E. Kraemer
Frederick W. Kyle
-Eugene M. Lang*
John A. Riggs
Marge Pearlman Scheuer
J. Lawrence Shane
Thomas E. Spock
Academ ic A ffairs
Julie Lange Hall, Chair
Dulany Ogden Bennett, Vice Chair
J. David Gelber
John D. Goldman
Neil R . Grabois
Nancy L. Hengen
Lillian E. Kraemer
Jane Lang
Wilma A. Lewis
Tanisha M. Little
Bennett Lorber
Barbara Weber Mather
William G . Nelson
Jed S. Rakoff
Marge Pearlman Scheuer
Sue Thomas Turner*
D evelopm ent and Comm unications
Frederick W. Kyle, Chair
Lillian E. Kraemer, Vice Chair
John D. Goldman
Cynthia Graae
James C . Hormel
Giles K. Kemp
Eugene M. Lang*
John A . Riggs
Daniel C . Rothenberg
Marge Pearlman Scheuer
J. Lawrence Shane, ex officio
Salem D. Shuchman
David Singleton, ex o fficio**
Marc J. Sonnenfeld
Anna Orgera, ex officio
Finance
Thomas E. Spock, Chair
Marc J. Sonnenfeld, Vice Chair
Dulany Ogden Bennett
Cynthia Graae
Lillian E. Kraemer
Frederick W. Kyle
Nancy L. Hengen
Elizabeth H. Scheuer
Board of Managers
Investm ent
Social Responsibility
Samuel L. Hayes III, Chair
Carley Lesley Cunniff
Terry G len n **
]. Parker Hall III**
Graham O . Harrison**
Eugene M. Lang* *
Christopher M . Niemczweski**
Mark R. Pattis**
J. Lawrence Shane
Salem D. Shuchman
N eil R. Grabois, Chair
Bennett Lorber, Vice Chair
Dulany Ogden Bennett
Cynthia Graae
James C . Hormel
Eugene M. Lang*
Jane Lang
Wilma A . Lewis
Daniel C . Rothenberg
Salem D. Shuchman
Pamela Taylor Wetzels
Three students
Two staff members
Four faculty members
N om inating and G overnance
John A . Riggs, Chair
Carley Lesley Cunniff
John D. Goldman
Julie Lange Hall
James C . Hormel
Barbara Weber Mather
Marge Pearlman Scheuer
J. Lawrence Shane
Thomas E. Spock
Property
J. Lawrence Shane, Chair
John D. Goldman, Co-Vice Chair
Giles K. Kemp, Co-Vice Chair
John C . Crowley*
Samuel L. Hayes III
Bennett Lorber
Marge Pearlman Scheuer
Thomas E. Spock
Pamela Taylor Wetzels
Two faculty members
Two student members
*Nominated by the Alumni Association
**Young-AIumni Manager
396
Student L ife
James C . Hormel, Chair
Dulany Ogden Bennett, Vice Chair
J. David Gelber
Cynthia Graae
N eil R. Grabois
Julie Lange Hall
Giles K. Kemp
Eugene M. Lang*
Jane Lang
Tanisha M. Little
William G . Nelson
Anna Orgera
Jed S. Rakoff
John A . Riggs
Sue Thomas Turner*
Three faculty members
Five student members
Alumni Association
Officers and Alumni Council
President
Anna C . Orgera ’83
Vice President
Susan R ico Connolly ’78
Vice President
Scott W. Cowger ’82
Vice President
Daniel M ont ’83
Secretary
Onuoha Odim ’852
Brooklyn, NY
Yongsoo Park ’943
New York, NY
Martha Spanninger ’762
New York, NY
Douglas C . Thompson ’62‘
Marlboro, NY
Renee Willemsen-Goode ’032
New York, NY
Nick Jesdanun ’91
Joy Wyatt ’804
New York, NY
Zone A
ZoneC
D elaw are, Pennsylvania
C onnecticut, M aine,
M assachusetts, N ew
H am pshire, Rhode Island,
and Verm ont
John R. McKinstry ’814
Swarthmore, PA
Colette Collins Mull ’8412
Glen Mills, PA
Zone E
Illinois, Indiana, Iow a,
K ansas, M ichigan, M innesota,
Missouri, N ebraska, N orth
D akota, O hio, O klahom a,
South D akota, T exas, W est
Virginia, and W isconsin
Samuel Awuah ’943
Chicago, IL
Elizabeth Moss Evanson ’563
Madison, W I
Sharon Seyfarth G am er ’89‘
Lakewood, OH
A lice Clifford Blachly ’4 9 1
Calais, V T
Stephen Lloyd ’572
Park Forest, IL
Susan Schultz Tapscott ’722
Houston, T X
Zone F
Scott Rankin ’942
Cambridge, M A
Jon Van Td ’613
Swarthmore, PA
A labam a, A rkansas, Florida,
G eorgia, K entucky, Louisiana,
M ississippi, N orth C arolin a,
South C arolin a, T ennessee,
territories, dependencies, and
foreign countries
Stephen P. Sm ith ’833
Winchester, M A
William W iU ’4 9 1
Philadelphia, PA
Mary Ellen Chijioke ’673
Greensboro, N C
Susan Raymond Vogel ’563
Worcester, M A
Jonathan W illis ’6 3 2
Dover, DE
James Fligg ’502
North Palm Beach, FL
Zone D
Kai Tai X u ’0 3 2
Philadelphia, PA
District o f C olum bia,
M aryland, and Virginia
Julia S . Knerr ’81l
Durham, N C
ZoneB
David A . Goslin ’58‘
Falls Church, VA
New Jersey, N ew York
Mary Catherine Kennedy ’803
Washington, D.C.
Marcia Satterthwaite ’71*
Narbe rth, PA
Cecily H. Roberts Selling ’773
Philadelphia, PA
Lauren Belfer ’753
New York, NY
Meghan Kriegel ’972
Lowell, M A
Lawrence S. Phillips ’633
A tlanta, G A
A nn Stuart ’652
Chapel Hill, N C
ZoneG
Christine M. G rant '69'
Princeton, NJ
M inna Newman
Nathanson ’57‘
Washington, D C
Lisa T. Jenkins ’0 2 l
New York, NY
Kevin F. F. Quigley ’743
Arlington, VA
A laska, A rizona, C aliforn ia,
C olorado, H aw aii, Idaho,
M ontana, N evada, N ew
M exico, Oregon, U tah,
W ashington, and W yoming
Jane Flax LattesSwislocki ’5 7 ‘
Grand View, NY
Barbara W olff Searle ’522
Washington, D C
Janet Cooper Alexander ’68‘
Palo A lto, C A
1 Term ends 2005.
2 Term ends 2006.
3 Term ends 2007.
4 Nominating Committee.
397
Alumni Association
Officers and Alumni Council
Deborah Bond-Upson ’71*
Kentfield, C A
Seth A . Brenzei ’9 4 1
San Francisco, C A
Panayiotis Andreou
Ellinas ’87 ‘
Douglas, AZ
Elizabeth Geiger ’962
Upland, C A
Steven N . G ilbom ’583
Valley Village, C A
Durham
Tucson
Julia Knerr ’81
Durham, N C
Laura Markowitz ’85
Tucson, AZ
London
Twin Cities
Abby Honeywell ’85
London, England
Libby Starling ’92
St. Paul, MN
L os Angeles
Martha Easton ’89
Minneapolis, MN
David Lang ’54
Santa Ana, C A
National Chair
Metro D .C ./B altim ore
Kari Elisabeth Hong ’943
Oakland, C A
Trang Pham ’01
Arlington, VA
Harold Kalkstein ’782
San Carlos, C A
Jacqueline Easley ’96
Columbia, M D
Members at Large
Metro N .Y .C .
V incent Jones ’9 8 ’
Los Angeles, C A
Lisa Ginsburg '97
Brooklyn, NY
David Vinjamuri ’86*
New York, NY
Jodi Furr ’97
New York, NY
Diane Dietzen ’832
Horsham, PA
Connection
Representatives
A tlanta
Chirag Chotalia ’03
Sonal Bhatia ’02
A tlanta G A
A ustin/San A ntonio
Jennifer Jacoby Wagner ’92
Austin, T X
B oston
Ted C han ’02
W eston, M A
David W right ’69
Wellesley, M A
C hicago
Marilee Roberg ’73
W ilm ette, IL
1 Term ends 2005.
2 Term ends 2006.
398
Barbara Sieck Taylor ’75
Pittsburgh, FA
Catherine Seeley Lowney ’82
Paris, France
Philadelphia
James J. Moskowitz ’88
Swarthmore, PA
Pittsburgh
Michelangelo Celli ’95
Barbara Sieck Taylor ’75
Pittsburgh, PA
San Francisco
Holland Bender ’93
Ruth Lieu ’94
Andy Wong ’02
San Francisco, C A
Seattle
James Schembs ’01
Lorrin Nelson ’00
Deborah Schaaf ’95
Seattle, WA
3 Term ends 2007.
4 Nominating Committee.
Faculty
EMERITI
H . Searl Dunn, B.S.E., M .S.E., Princeton
Elisa Asensio, M .A ., Middlebury College,
University; Ph.D., Brown University, Henry C .
and J. Archer Turner Professor Emeritus of
Engineering. Swarthmore College.
Professor Emerita o f Spanish. Apt. 8 3 5 0 ,3 3 0 0
Darby Road, Haverford PA 19041.
Lydia Baer, B.A ., Oberlin College; M .A .,
Ph.D., University o f Pennsylvania, Professor
Emerita of German, c/o Staff Leasing Group,
P.O. Box 25020, Bradenton FL 34206-5020.
Robert C . Bannister, B.A.,Ph.D., Yale
University; B.A ., M .A ., University of Oxford,
Scheuer Professor Emeritus o f History. Strath
Haven Condominiums, Apt. 1222, 801 Yale
Avenue.
Robert A . Barr J r ., B .A ., Swarthmore
College; M .A ., University of Pennsylvania,
Dean Emeritus of Admissions. Strath Haven
Condominiums, Apartment 719, 801 Yale
Avenue.
Oleksa-Myron Bilaniuk, Cand. ingénieur,
Université de Louvain; B.S.E., B.S., M .S.,
M.A., Ph.D., University of Michigan,
Centennial Professor Emeritus o f Physics. 100
Plush Mill Road, Wallingford PA 19086.
Thomas H . Blackburn, B.A ., Amherst
Launce J . Flemister, B.A ., M .A ., Ph.D.,
Duke University, Professor Emeritus of
Zoology. 36 Deerfield Road, Hilton Head SC
29926.
James D . Freeman, B .A ., M .A ., Ph.D.,
Harvard University, Daniel Underhill
Professor Emeritus of Music. 206 Martroy
Lane, Wallingford PA 19086.
J . William FrOSt, B.A ., DePauw University;
M .A ., Ph.D., University of Wisconsin,
Howard M. and Charles F. Jenkins Professor
Emeritus of Quaker History and Research.
Swarthmore College.
John E . GaUStad, A .B., Harvard University;
Ph.D., Princeton University, Edward Hicks
Magill Professor Emeritus of Astronomy. 20
Ward Avenue, Northampton M A 01060.
Charles E . Gilbert, B.A ., Haverford College;
Ph.D., Northwestern University, Professor
Emeritus of Political Science and Provost
Emeritus. 223 Kenyon Avenue.
College; B.A ., M .A ., University of Oxford;
Ph.D., Stanford University, Centennial
Professor Emeritus of English Literature. 801
Yale Avenue, Apartment 1001.
James H . Hammons, B.A ., Amherst College;
David L . Bowler, B .S. in E.E., Bucknell
Mark A . Heald, B .A ., Oberlin College; M .S.,
University; M .S. in E.E., Massachusetts
Institute of Technology; M .A ., Ph.D.,
Princeton University, Howard N. and Ada ].
Eavenson Professor Emeritus of Electrical
Engineering. 535 Gradyville Road, Newtown
Square PA 19073.
Ph.D., Yale University, Morris L. Clothier
Professor Emeritus o f Physics. P.O. Box 284,
Pleasant Hill T N 38578.
Thompson Bradley, B .A ., Yale University;
Eleanor K . Hess, B .S., M .S., University of
Pennsylvania, Professor Emerita of Physical
Education. 5 Plush Mill Road, Wallingford PA
19086.
Gudmund R . Iversen, M .A ., University of
Michigan; Ph.D., Harvard University,
Professor Emeritus of Statistics. 212 Elm
Avenue.
T. Kaori Kitao, B .A ., M .A ., University of
California, Berkeley; Ph.D., Harvard
University, W illiam R . Kenan Jr., Professor
Emerita of A rt History. 540 Westminster
Avenue.
M.A., Columbia University, Professor
Emeritus of Russian. Price’s Lane, Moylan
PA 19065.
Tatiana M . Cosman, B.A ., M .A ., Middlebury
College; M .A ., Columbia University; Ph.D.,
New York University, Assistant Professor
(part time) Emerita of Russian. Riddle Village,
215 Williamsburg, Media PA 19063-6032.
Gomer H. Davies, B .S., East Stroudsburg
State College; Ed.M., Temple University,
Professor Emeritus of Physical Education.
212 Plush Mill Road, Wallingford PA 19086.
Lee Devin, B .A ., San Jose State College;
M .A ., Ph.D., Johns Hopkins University,
Professor Emeritus of Chemistry. 17 Furness
Lane, Wallingford PA 19086.
Wulff D . Heintz, Dr. rer. nat. M iinchen
University, Professor Emeritus o f Astronomy.
540 Riverview Avenue.
M.A., Ph.D., Indiana University, Professor
Emeritus of Theater. 603 Hillbom Avenue.
399
Faculty
George Krugovoy, B.A ., M.A., Ph.D.,
Philosophical Institute, Salzburg, Austria,
Professor Emeritus of Russian. 562 Juniata
Avenue.
Hugh M . Lacey, B.A ., M .A ., University of
Melbourne; Ph.D., Indiana University,
Scheuer Family Professor Emeritus of
Philosophy. 336 Park Avenue.
ASUiarom Legesse, B.A ., University College
o f Addis Ababa; Ed.M., Ph.D., Harvard
University, Professor Emeritus of
Anthropology. Swarthmore College.
Paul C. Mangelsdorf J r ., B.A ., Swarthmore
College; Ph.D., Harvard University, Morris L.
Clothier Professor Emeritus o f Physics. 110
Cornell Avenue.
John D. McCrumm, B .A ., M .S., University
of Colorado, Howard N . and Ada J. Eavenson
Professor Emeritus o f Engineering. Arlington
417, Riddle Village, Media PA 19063.
Dean Peabody, B.A ., Swarthmore College;
Ph.D., Harvard University, Professor Emeritus
of Psychology. 312 C atch Penny Lane, Media
PA 19063-5443.
Jean Ashmead Perkins, B.A ., Swarthmore
College; M .A ., Ph.D., Columbia University,
Susan W. Lippincott Professor Emerita of
French. 44 Crosslands Drive, K ennett Square
PA 19348.
Ernest J . Prudente, B .S., M .S., University of
Pennsylvania, Professor Emeritus of Physical
Education. 612 Rockbume Mills Court,
Wallingford PA 19086.
Frederic L . Pryor, B.A ., Oberlin College;
M .A ., Ph.D., Yale University, Professor
Emeritus of Economics. 740 Harvard Avenue.
Gilbert P. Rose, B.A ., Ph.D., University of
California, Berkeley, Susan Lippincott
Professor Emeritus of Modem and Classical
Languages. 551 Marietta Avenue.
Ann Kosakowski McNamee, B.A ., Wellesley
Alburt M . Rosenberg, B.A ., Harvard
College; M .Phil., Ph.D., Yale University,
Professor Emerita of Music. 1850 Sandhill
Road, Apartment 21, Palo A lto C A 94304.
University; M .S., University of Florida; Ph.D.,
University of Pennsylvania, Associate
Professor Emeritus of Natural Science. P.O.
Box 1593, Harwich, M A 02645.
Philip MetZidakiS, B.A ., Dartmouth College;
Ph.D., Yale University, Professor Emeritus of
Spanish. 64 Tonset Road, Orleans M A 02653.
Kathryn L . Morgan, B.A ., Virginia State
College; M .A ., Howard University; M .A .,
Ph.D., University of Pennsylvania, Sara
Lawrence Lightfoot Professor Emerita of
History. Apartment 710, Strath Haven
Condominiums.
Jane Mullins, B .A ., Swarthmore College,
Registrar Emerita. 11 South Princeton
Avenue.
Helen F. North, B.A ., M .A ., Ph.D., Cornell
University, Centennial Professor Emerita of
Classics. 6 04 Ogden Avenue.
Martin Ostwald, B.A ., University of Toronto;
M .A ., University of Chicago; Ph.D., Columbia
University, W illiam R . Kenan Jr. Professor
Emeritus of Classics. 408 Walnut Lane.
Harold E . Pagliaro, A .B., M .A ., Ph.D.,
Columbia University, Alexander Griswold
Cummins Professor Emeritus of English
Literature and Provost Emeritus. 536 Ogden
Avenue.
400
Robert R0Z3, B.A ., University o f Toronto;
M .A ., Ph.D., Princeton University, Susan W.
Lippincott Professor Emeritus of French. 2
Todmorden Lane, Rose Valley PA 19086.
Robert E . Savage, B.A ., Oberlin College;
M .S., Ph.D., University o f Wisconsin, Isaac H.
Clothier Jr. Professor Emeritus of Biology. 411
Vassar Avenue.
Remard S . Smith, B.A ., M .A ., University of
Oxford; Ph.D., Harvard University, Professor
Emeritus of History. T h e Coach House,
Glascwm, Llandrindod Wells, Powys L D i 5SE,
England.
David G . Smith, B.A ., M .A., University of
Oklahoma; Ph.D., Johns Hopkins University,
Richter Professor Emeritus of Political
Science. 448 S. Jackson Street, Media PA
19063.
Gilmore Stott, B.A ., M .A ., University of
Cincinnati; B.A ., M .A ., University of Oxford;
M .A ., Ph.D., Princeton University, Associate
Provost Emeritus and Special Assistant to the
President. 318 Dartmouth Avenue. Barbara Yost Stewart, B .A ., Swarthmore
College; M .A ., Ph.D., Bryn Mawr College,
Professor Emerita o f Biology, 102 Third Street,
Oxford M D 21654-1249.
Donald K . Swearer, B.A ., M .A ., p k .d .,
Princeton University; B.D., S.T.M ., Yale
Divinity School, Charles and Harriett Cox
McDowell Professor Emeritus o f Religion.
109 Columbia Avenue.
FACULTY AND INSTRUCTIONAL STAFF
Francis P. Tafoya, B.S., M .A ., University
Jnhn Alston, B.M ., Yankton College; M.M.,
of Colorado; Ph.D., Yale University, Professor
Emeritus of French and Spanish. 620 N. Ches
ter Road.
University of Northern Iowa; Ph.D., Indiana
University, Associate Professor of Music.
Swarthmore College.
Petor T. Thompson, B.A ., Johns Hopkins
University; Ph.D., University of Pittsburgh,
Professor Emeritus o f Chemistry. 203 College
Avenue.
Diana Anderson, B.A ., Montclair State
College; M .S., Drexel University, Ph.D.,
University of Pennsylvania, Assistant Professor
of Education. 210 Yale Avenue.
Derek Itaversi, B.A ., M .A ., University
of Oxford, Alexander Griswold Cummins
Professor Emeritus of English. 12 Richmond
Mansions, Denton Road, Twickinham, Midd,
T W 1, 2HH, England.
Nathalie Anderson, B.A ., Agnes Scott
College; M .A ., Georgia State University;
Ph.D., Emory University, Professor of English
Literature. 3 Rutledge Avenue, Rutledge PA
19070.
P. Linwood Urban J r ., B.A ., Princeton
University; S.T.B., S.T.M ., Th.D ., General
Theological Seminary, Charles and Harriett
Cox McDowell Professor Emeritus of Religion.
20 S. Princeton Avenue.
Koffi Anyinefa, License de Lettres,
Judith G . Voet, B.S., A ntioch College;
Ph.D., Brandeis University, James H.
Hammons Professor Emerita of Chemistry. 9
Tanglewood Circle, Wallingford PA 19086.
Douglas M . Weiss, A .T.C ., Professor
Emeritus of Physical Education. 117 S.
Chester Road.
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 o f History and
International Relations and Provost Emeritus.
P.O. Box 209, Jamestown R I 02855.
Sarah Lee Lippincott Zimmerman, B.A.,
University of Pennsylvania; M .A .,
Swarthmore College; D .Sc., Villanova
University, Professor Emerita o f Astronomy
and Director Emerita of the Sproul
Observatory. 29 Kendal Drive, K ennett Square
PA 19348-2323.
Frank Agovino, B.S., St. Joseph’s University,
Coach/Instructor of Physical Education.
Swarthmore College.
Université du Bénin, Lomé, Togo; Magister
Artium, Universität Bayreuth, Germany;
Ph.D., Universität Bayreuth, Visiting
Associate Professor of French. Swarthmore
College.
Diego AimUS, B.A ., University of Buenos
Aires; M .A . and Ph.D., University of
California, Berkeley, Assistant Professor of
History. Swarthmore College.
Kim D . AffOW, B.S., Temple University;
M.F.A., New York University, Associate
Professor of Dance (part time). Swarthmore
College.
Brian K . Axel, B .A ., Colby College; M .A.
and Ph.D., University of Chicago, Visiting
Assistant Professor of Anthropology.
Swarthmore College.
Alan R . Baker, B.A ., University of
Cambridge; M .A . and Ph.D., Princeton
University. Assistant Professor o f Philosophy.
Swarthmore College.
Gabriel Quinn Bauriedel, B.A ., Swarthmore
College; Certificate, Ecole Internationale de
Théâtre Jacques Lecoq, Visiting Instructor of
Theater (part tim e). Swarthmore College.
Amanda Bayer, B.A ., Williams College;
M .A ., M.Phil, Ph.D., Yale University,
Associate Professor of Economics. Swarthmore
College.
Julie Becher, B .S., M .A ., Ph.D., Pennsyl
vania State University, Visiting Assistant
Professor o f Economics, Swarthmore College.
401
Faculty
Deborah Beck, B.A., Yale University; M .A.,
Ph.D., Harvard University, Assistant Professor
o f Classics. Swarthmore College.
Juliet BellOW, B.A ., Columbia University;
M. A ., University o f Pennsylvania, Visiting
Instructor of A rt History. Swarthmore College.
Stephen P. Bensch, M .A ., University of
Toronto; Ph.D., University of California,
Berkeley, Professor o f History. 614 Yale
Avenue.
Benjamin Berger, A .B., Princeton
University; M .A ., Ph.D., Harvard University,
Assistant Professor of Political Science.
Swarthmore College.
Deborah J . Bergstrand, B.S., Allegheny
College; M .S., Ph.D., University of Illinois,
Professor o f Mathematics and Statistics (part
time). Swarthmore College.
Alan Berkowitz, B .A ., University of
Vermont; M .A ., Ph.D., University of
Washington, Professor o f Chinese.
Swarthmore College.
Mary Ann Black, B .S., W est Chester
University, Supervisor of Student Teachers,
402 G lenloch Road, Ridley Park PA 19078.
Jean-Vincent Blanchard, B.A ., M.A.,
Université de Montréal; Ph.D., Yale
University, Associate Professor of French.
Swarthmore College.
Alfred H. Bloom, B .A ., Princeton University;
Ph.D., Harvard University, President of the
College and Professor o f Psychology and
Linguistics. 3 24 Cedar Lane.
Paul C . Bloom, B.A ., Reed College; M .S.,
Ph.D., University of California, Davis, Visiting
Assistant Professor o f Physics. Swarthmore
College.
John R . BOCCiO, B.S., Polytechnic Institute
of Brooklyn; Ph.D., Cornell University,
Professor o f Physics. 318 North Chester Road.
Elizabeth Bolton, B.A ., Middlebury College;
M .Phil., Ph.D., Yale University, Associate
Professor o f English Literature. Swarthmore
College.
Karen Borbee, B.S., University o f Delaware;
M.Ed., Widener University, Associate
Professor of Physical Education. Swarthmore
College.
402
Darlene D . Bramucci, B.A ., M .S., University
o f Maryland, Laboratory Instructor and
Academic Coordinator of Biology.
Swarthmore College.
Elaine Metherall Brenneman, B.A.,
University of Vermont; M.Ed., Ph.D.,
University of Delaware, Visiting Assistant
Professor o f Education (part time). 443
Chambers Lane, West Chester PA 19382
Michael R . Brown, B.A ., Pomona College;
Ph.D., Dartmouth College, Associate Professor
of Physics. 409 Turner Road, Wallingford PA
19086.
Amy L . Brunner, B.S., Bates College; M .S.,
Sm ith College, Coach and Instructor of
Physical Education. Swarthmore College.
Rona Buchalter, B.S., Northwestern
University; M .A ., Ph.D., University of
Pennsylvania, Visiting Assistant Professor of
English Literature (part tim e). Swarthmore
College.
Amy L .R . Bug, B.A ., Williams College;
Ph.D., Massachusetts Institute o f Technology,
Professor o f Physics. 302 Cornell Avenue.
Sara Hiebert Burch, B.S., University of St.
Andrews; Ph.D., University of Washington,
Associate Professor o f Biology. Swarthmore
College.
Timuthy J . Burke, B.A ., Wesleyan
University; M .A ., Ph.D., Johns Hopkins
University, Associate Professor of History.
Swarthmore College.
Caroline A . Burkhard, B .s . and M .S.,
University of Delaware, Laboratory Instructor
o f Chemistry. 705 Godshall Road, Telford PA
18969.
Christopher Burns, B.S., Bishops University;
M .S., Ph.D., University of Toronto, Visiting
Assistant Professor of Physics. Swarthmore
College.
Aurora Camacho de Schmidt, M .A ., Ph.D.,
Temple University, Associate Professor of
Spanish. 204 West Street, Media PA 19063.
Garlkai Campbell, B.A ., Swarthmore
College; Ph.D., Rutgers University, Assistant
Professor o f Mathematics. Swarthmore
College.
Edmund Campos, B.A ., University of
California, Los Angeles; Ph.D., Stanford
University, Assistant Professor of English
Literature. Swarthmore College.
Sydney L . Carpenter, B.F.A., m .f.a ., Tyler
School of Art, Associate Professor of Studio
Art. Swarthmore College.
Peter Carroll, B.S., M .A ., Villanova
University, Coach and Instructor of Physical
Education. Swarthmore College.
John P. Caskey, B .A., Harvard University;
Ph.D., Stanford University, Professor of
Economics. 2219 St. James Place, Philadelphia
PA 19103.
Judy Cebra-Thomas, B.A ., Johns Hopkins
University; Ph.D., Washington University,
Visiting Assistant Professor of Biology.
Swarthmore College.
Pallabi Chakravorty, B.A ., Jadavpur
University; Ph.D., Temple University,
Assistant Professor of Dance (part time).
Swarthmore College.
Joy Charlton, B.A ., University of Virginia;
M.A., Ph.D., Northwestern University,
Professor o f Sociology. 503 North Chester
Road.
Erik Cheaver, B.S., Swarthmore College;
M.S.E., Ph.D., University of Pennsylvania,
Professor o f Engineering. 423 S. Olive Street,
Media PA 19063.
Benjamin Cherel, Maîtrise de Sociologie,
Université de Grenoble II; D.E.A. de
Sociologie et de Lettres Modernes, Université
de Grenoble; Maîtrise de Français Langue
Etrangère, Université Stendhal, Visiting
Language Instructor in French. Swarthmore
College.
Horacio Chiong Rivero, B .A ., Yale
University; M .A ., Ph.D., Harvard University,
Assistant Professor of Spanish. Swarthmore
College.
Yvonne P. Chireau, B.A ., Mount Holyoke
College; M .T.S., Harvard University; Ph.D.,
Princeton University, Associate Professor of
Religion. 700 Hillbom Avenue.
Rachel Collins, B.S., North Carolina State
University; M .S., Miami University in Ohio;
Ph.D., University of Pittsburgh, Visiting
Assistant Professor of Biology, Swarthmore
College.
Michael W. Cothren, B .A ., Vanderbilt
University; M .A ., Ph.D,, Columbia University,
Professor of A rt History and A rt History
Coordinator. 611 Strath Haven Avenue.
Sean Crist, B .A ., W est Virginia University;
M .A ., University o f Delaware; Ph.D.,
University of Pennsylvania, Visiting Assistant
Professor of Linguistics (part time).
Swarthmore College.
Catherine H . Crouch, A .B., Williams
College; A .M ., Ph.D., Harvard University,
Assistant Professor of Physics. Swarthmore
College.
Manishita Dass, B .A ., M .A ., University
of Calcutta; M .A ., University of Southern
California; Ph.D., Stanford University,
Visiting Assistant Professor and Andrew W.
M ellon Postdoctoral Fellow of Film and Media
Studies. Swarthmore College.
LaDeva Davis, B.M.Ed., Temple University,
Associate in Performance (Dance).
Swarthmore College.
Susan P. Davis, B.S., Springfield College;
M .S., Sm ith College, Professor of Physical
Education. Swarthmore College.
Thomas S . Dee, B .A ., Swarthmore College;
M .A ., Ph.D., University of Maryland,
Assistant Professor of Economics. 609
Academy Road.
Nathaniel Deutsch, B.A ., M .A ., Ph.D.,
University of Chicago, Associate Professor
of Religion. Swarthmore College.
Miguel Diaz-Barriga, B.A ., University of
Chicago; M .A ., Ph.D., Stanford University,
Professor of Anthropology. 420 Rutgers
Avenue.
Renee Clarke, B .S., Rutgers University,
Coach and Instructor of Physical Education.
Swarthmore College.
Nancy Donaldson, B.A ., Swarthmore
College, Supervisor of Student Teachers.
David H. Cohen, B .A ., Harvard University;
Francisco; M .A ., Ph.D., University of
California, Irvine, Associate Professor of
History. Swarthmore College.
Ph.D., University of Wisconsin, Assistant
Professor o f Astronomy. 509 Rutgers Avenue.
Peter J . Codings, B.A ., Amherst College;
M.Ph., Ph.D., Yale University, Morris L.
Clothier Professor of Physics. 123 Locust Lane,
Media PA 19063.
Allison Doisey, B .A ., University of San
Bruce A . Dorsey, B.A ., Biola University;
A .M ., Ph.D., Brown University, Associate
Professor of History. Swarthmore College.
403
Faculty
Wendy Dowkings, B.J., University of Texas at
Austin, Visiting Lecturer of English Literature
(part time). Swarthmore College.
Theodore B . Fernaid, B.A ., M .A ., Ohio
Anda Dubinskis, B.EA ., Cooper Union;
State University; Ph.D., University of
California, Santa Cruz, Associate Professor of
Linguistics. Swarthmore College.
M.F.A., University o f Pennsylvania, Visiting
Assistant Professor of Studio A rt (part time).
Swarthmore College.
Sibelan Forrester, B .A ., Bryn Mawr College;
M .A ., Ph.D., Indiana University, Associate
Professor of Russian. Swarthmore College.
Robert S. DuPleSSiS, B.A ., Williams
College; M .A ., Ph.D., Columbia University,
Isaac H. Clothier Professor of History and
International Relations. 413 S. 24th Street,
Philadelphia PA 19146.
Sharon E . Friedler, B.A ., Colby College;
Frank H . Durgin, B.A ., St. John’s College;
University o f Wisconsin, Language Instructor
o f Spanish (part time). 421 Cornell Avenue.
M .A ., University o f Pennsylvania; Ph.D.,
University o f Virginia, Associate Professor
of Psychology. 631 Parrish Road.
Mark Duzenski, B .S., Trenton State
University, Coach and Instructor of Physical
Education. Swarthmore College.
Richard Eldridge, A .B ., Middlebury College;
M .A ., Ph.D., University o f Chicago, Professor
o f Philosophy. 423 Harvard Avenue.
Raima Evan, B.A ., Radcliffe College,
Harvard University; M .A ., Ph.D., University
o f Pennsylvania, Visiting Assistant Professor
o f English Literature (part time). 501 Harvard
Avenue.
Erich Carr Everbach, A .B., Harvard College;
M .S. in M.E., Ph.D., Yale University,
Associate Professor of Engineering. Swarthmore College.
Philip J . Everson, B.A ., Pomona College;
M .A ., Ph.D., Harvard University, Associate
Professor of Statistics. Swarthmore College.
Randali L . Exon, B.F.A., Washburn
University; M .A ., M.F.A., University of Iowa,
Professor o f Studio A rt. 431 Rogers Lane,
Wallingford PA 19086.
Aya Ezawa, B.A . Sophia University; M .Sc.,
University of London; Ph.D., University of
Illinois, Visiting Assistant Professor of
Sociology. Swarthmore College.
Marion J . Faber, B .A ., M .A ., University
o f California, Berkeley; Ph.D., Harvard
University, Professor of German. 234
Benjam in W est Avenue.
Kimberly Fedchak, B .A ., Oberlin College;
M .A ., Bryn Mawr College, Language
Instructor of Russian (part time). Swarthmore
College.
M.F.A., Southern Methodist University,
Stephen Lang Professor of Performing Arts,
522 N. 21st Street, Philadelphia PA 19130
Joan Friedman, B.A ., Hunter College; M .A .,
Joel Friedman, D .M .A ., Columbia
University, Visiting Assistant Professor of
Music (part time). Swarthmore College.
William 6 . Gardner, B .A ., Columbia
University; M .A ., Ph.D., Stanford University,
Assistant Professor of Japanese. Swarthmore
College.
Kenneth J . Gergen, B.A ., Yale University;
Ph.D., Duke University, G il and Frank Mustin
Professor o f Psychology. 331 Rogers Lane,
Wallingford PA 19086.
Farha Ghannam, B.A ., M .A ., Yarmouk
University; Ph.D., University o f Texas at
Austin, Assistant Professor of Anthropology.
Swarthmore College.
Scott F. Gilbert, B.A ., Wesleyan University;
M .A ., Ph.D., Johns Hopkins University,
Howard A . Schneiderman Professor of
Biology. 224 Cornell Avenue.
Jane E . Gillham, B.A ., Princeton University;
Ph.D., University of Pennsylvania, Visiting
Assistant Professor of Psychology (parrtim e).
631 Parrish Road.
Jill Gladstein, B.S., University o f Wisconsin,
Madison; M .S.E.D ., University o f Pennsyl
vania; Ph.D., University of Pennsylvania,
Assistant Professor of English Literature and
Director of Writing Associates Program.
Swarthmore College.
Bolores Luis Gmitter, B.A ., St. Francis
College; M.Ed., Temple University, Associate
in Performance (Dance). Swarthmore College.
Stephen S. Golub, B.A ., Williams College;
M .A ., Ph.D., Yale University, Professor of
Economics. 215 College Avenue.
Edward A . Gooding, B.A ., Swarthmore
College; M .S., University of New Mexico;
Ph.D., University of Pennsylvania, Visiting
Assistant Professor o f Chemistry and
Biochemistry. 3 28 Park Avenue.
K . David Harrison, B.A ., American
University; Magister, Jagiellonian University,
Poland; M .A ., Ph.D., Yale University; Visiting
Assistant Professor of Linguistics. Swarthmore
College.
BruCO Grant, B .A ., M cG ill University; M.A.,
John J . HaSSett, B.A ., St. Francis College;
Ph.D., R ice University, Associate Professor of
Anthropology. Swarthmore College.
MA, University o f Pennsylvania, Laboratory
Instructor of Biology. Swarthmore College.
M .A ., University of Iowa; Ph.D., University of
Wisconsin, Susan W. Lippincott Professor of
Modem Languages and Literatures (Spanish).
514 S . Providence Road, Wallingford PA
19086.
Pat Grass, B.S., Towson University, M .S.,
West Chester University, Coach and
Instructor of Physical Education. Swarthmore
College.
Douglas Herren, B.F.A., W ichita State
University; M.F.A., Louisiana State University,
Visiting Assistant Professor of Studio A rt (part
tim e). Swarthmore College.
Charles M . Grinstead, B.A ., Pomona
College; M .A ., Ph.D., University of
California, Los Angeles, Professor of
Mathematics. 8 W hittier Place.
Adam Hertz, B.A ., University o f Redlands;
William Gresil J r ., B.S., Allegheny College;
Cheryl P. Grood, B.A ., University of
Michigan; M .A ., Ph.D., University of
Wisconsin, Assistant Professor of
Mathematics. Swarthmore College.
M.Ed., Temple University, Director of
A thletics. Swarthmore College.
Sally HCSS, B.A ., Barnard College; M.Phil.,
Yale University, Associate Professor o f Dance
(part time). Swarthmore College.
Scott Hibbard, B.A ., University of Colorado;
Pennsylvania, Associate Professor of Physics.
629 N. Chester Road.
M .A ., Georgetown University; M .S., London
School o f Economics and Political Science,
Visiting Instructor of Political Science (part
time). Swarthmore College.
Maria Luisa Guardiola, Licenciada,
Universität autonoma de Barcelona; Ph.D.,
University of Pennsylvania, Associate
Professor of Spanish. Swarthmore College.
Robinson G . Hollister J r ., B .A ., Amherst
College; Ph.D., Stanford University, Joseph
W harton Professor of Economics. Swarthmore
College.
Julie Hagelin, b .a . Pomona College, Ph.D.,
Raymond F. Hopkins, B .A ., O hio Wesleyan
University; M .A ., O hio State University;
M .A., Ph.D., Yale University, Richter
Professor of Political Science. 308 Ogden
Avenue.
Carl H. Grossman, B.S., Ph.D., University of
University o f New Mexico; Assistant Professor
of Biology. Swarthmore College.
Donna T. Halley, B.S., University of
Delaware, Laboratory Instructor o f Chemistry.
1002 Beech Road, Wallingford PA 19086.
Cynthia Perwin Halpern, b .a ., Tulane
University; M .A ., London School of
Economics; Ph.D., Princeton University,
Associate Professor of Political Science.
Swarthmore College.
Janice Hamer, B.A ., Harvard University;
M.M., Westminster Choir College; Ph.D., City
University o f New York, Visiting Associate
Professor o f Music (part time). Swarthmore
College.
Jessica Todd Harper, B.A ., Bryn Mawr
College; M.F.A., Rochester Institute of
Technology, Visiting Assistant Professor of
Studio A rt (part time). 819 Dover Road,
Wynnewood PA 19096.
Steven P. Hopkins, B.A ., M .A ., University
of California, Santa Barbara; A .M ., Ph.D.,
Harvard University, Associate Professor of
Religion. 312 S. Chester Road.
Betsy Horner, B.S., Bucknell University;
M.Div., Andover-Newton Theological School,
Laboratory Instructor of Biology (part time).
Swarthmore College.
Etsuko Hoshino Browne, B .A ., Ph.D.,
University o f Waterloo, Assistant Professor of
Psychology. 606 Ogden Avenue.
Kathleen P. Howard, B.A ., Princeton
University; Ph.D., Yale University, Associate
Professor of Chemistry and Biochemistry.
Swarthmore College.
405
Faculty
Constance Cain Hungerford, B.A .,
Kendall Johnson, B.A ., University of
Wellesley College; M .A ., Ph.D., University of
California, Berkeley; Provost and Mari S.
Michener Professor of A rt History. 410
Dickinson Avenue.
Michigan; M .A ., University of Pennsylvania;
Ph.D., University o f Pennsylvania, Assistant
Professor o f English Literature. Swarthmore
College.
Nora Johnson, B.A ., University o f California,
Los Angeles; M .A ., Ph.D., University of
California, Berkeley, Associate Professor of
English Literature. Swarthmore College.
Thomas J . Hunter, B.S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Mathematics. Swarthmore College.
J . Matthew Hutchison, B.A ., Grinnell
College; Ph.D., University of W isconsinMadison, Camille and Henry Dreyfus Fellow
in Chemistry and Biochemistry. 915 Harvard
Avenue, Apartment 1205, Swarthmore PA
19081.
Virginia M . Indivero, B.S., Elizabethtown
College; M .S., Villanova University, Lecturer
o f Chemistry and Biochemistry. 2915
Wakefield Drive, Holmes PA 19043.
Charles L . James, B.S., State University of
New York at New Paltz; M .S., State University
of New York at Albany, Sara Lawrence
Lightfoot Professor of English Literature.
402 Laurel Lane, Wallingford PA 19086.
Philip N . Jefferson, B .A ., Vassar College;
M .A ., Ph.D., University of Virginia, Associate
Professor o f Economics. 625 Elm Avenue.
John B . Jenkins, B .S., M .S., U tah State
University; Ph.D., University of California,
Los Angeles, Isaac H. Clothier Jr. Professor
of Biology. 3 30 Cornell Avenue.
Eric L .N . Jensen, B.A ., Carleton College;
M .S., Ph.D., University o f Wisconsin,
Associate Professor of Astronomy. Swarthmore
College.
YOShikO JO , B.A ., Seiwa College,
Nishinomiya, Japan; B .A ., N orth Central
College, Illinois; M .A ., University of Illinois
at Urbana-Champaign. Language Instructor
o f Japanese (part tim e). Swarthmore College.
Michael Johns, B.A ., New England
Conservatory; M.M . and Doctor of Musical
Arts, Temple University, Associate in
Performance (Music). Swarthmore College.
Aimee S .A . Johnson, B.A ., University of
California, Berkeley; Ph.D., University of
Maryland, College Park, Associate Professor
of Mathematics. Swarthmore College.
Pieter M . Judson, B .A ., Swarthmore
College; M .A ., Ph.D., Columbia University,
Professor o f History and Chair. 1108 Spruce
Street, Apartment 2F, Philadelphia PA 19107.
Edward T. Kako, B .A ., Brown University;
M .A ., Ph.D., University o f Pennsylvania,
Assistant Professor of Psychology. 230 W.
Albemarle Avenue, Lansdowne PA 19050.
Wol A Kang, B.A ., Fu-Jen Catholic Univer
sity, Taipei, Taiwan; M .A ., Peking University,
Beijing, China, Language Instructor of
Chinese (part time). Swarthmore College.
Tracy Kay, B.S., St. Lawrence University;
M.F.S., Yale University School of Forestry and
Environmental Studies, Visiting Assistant
Professor of Educational Studies (part time).
Jennie Keith, B.A ., Pomona College; M .A .,
Ph.D., Northwestern University, Centennial
Professor of Anthropology and Director of the
Eugene M. Lang Center for Civic and Social
Responsibility. Swarthmore College.
Charles F. Kelemen, B.A ., Valparaiso
University; Ph.D., Pennsylvania State
University, Professor of Computer Science,
Edward Hicks Magill Professor of Math and
Natural Science. 776 Hillview Road, Malvern
PA 19355.
Deborah G . Kemler Nelson, B .A ., M .A .,
Ph.D., Brown University, Centennial Professor
of Psychology. 211 Benjamin West. Avenue.
Mary K . Kenney, A .B., Chestnut Hill
College; M .A ., Villanova University, Language
Instructor o f Spanish (part tim e). Swarthmore
College.
Jean J . Kim, B.A ., Binghamton University;
M .S., University of Texas at Austin; M.A.,
Cornell University; Visiting Assistant
Professor of History (part tim e). Swarthmore
College.
Mary Ann Klassen, B.A ., Agnes Scott
College; M .S., University of Wyoming,
Lecturer o f Physics and Astronomy.
Swarthmore College.
406
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Eugene A . Klotz, B.S., A ntioch College;
Ph.D., Yale University, Albert and Edna
Pownall Buffington Professor o f Mathematics.
735 Yale Avenue.
Gerald Levinson, B .A., University of
Haili Kong, ! T.A ., People’s University,
Lillian M . L i, A .B ., Radcliffe College; A .M .,
Beijing; Ph.D., University of Colorado at
Boulder, Associate Professor o f Chinese.
1 Swarthmore College.
1
Lisa KrauS, B.A ., Bennington College,
I
Associate in Performance (Dance),
Swarthmore College.
Robin Kucharczyk, B .A., Douglass College,
I
Rutgers University; Ph.D., Yale University,
Visiting Assistant Professor of Chemistry and
Biochemistry. 4 16 N . Chester Road,
Apartment 3, Swarthmore PA 19081.
Scott Kugle, B.A ., Swarthmore College;
| Ph.D., Duke University, Assistant Professor
I of Religion, Swarthmore College.
I Allen Kuharski, B.A ., University of
I
I
I
Wisconsin-Madison; M .A ., Ph.D., University
of California, Berkeley, Associate Professor of
Theater. 317 N. 35th Street, Philadelphia PA
19104.
Mark Kuperberg, B.A ., Amherst College:
M.A., Ph.D., Massachusetts Institute of
Technology, Professor of Economics.
147 Park Avenue.
Benjamin A . Kuperman, B .S., Jniversity
I
I
Pennsylvania; M .A ., Ph.D., University of
Chicago, Jane Lang Professor o f Music.
307 Maple Avenue.
Ph.D., Harvard University, Professor of
History. 308 Chestnut Avenue.
Fang Ju Lin, Bachelor of Veterinary
Medicine, National Taiwan University; Ph.D.,
Thomas Jefferson University, Visiting Assis
tant Professor of Biology. Swarthmore College.
Margaret Linn, B.S., M.Ed., University of
Pittsburgh; Ph.D., University of Pennsylvania,
Visiting Assistant Professor of Educational
Studies (part time). Swarthmore College.
Jeremy Loomis, B.A ., University of
Maryland, M .S., Miami University, M .B.A .,
University o f Maryland, C oach and Instructor
of Physical Education. Swarthmore College.
Amy E . Lorion, B.A ., University of New
Hampshire; M .A ., Temple University; Ph.D.,
University o f North Carolina at Chapel Hill,
Visiting Assistant Professor of Religion (part
time). Swarthmore College.
Tamsin Lorraine, B .A ., Middlebury College;
Ph.D., University of Massachusetts, Associate
Professor of Philosophy. 314 N. Providence
Road, Wallingford PA 19086.
Jose-Luis Machado, B.S., Universidad
of Toledo; M .S., Purdue University, Visiting
Instructor of Computer Science. Swarthmore
College.
de Los Andes, Bogota; M .S., University of
Vermont; Ph.D., University o f Minnesota,
Assistant Professor of Biology. Swarthmore
College.
James R . Kurth, B .A ., Stanford University;
Milton R . Machuca, Licenciatura in
M.A., Ph.D., Harvard University, Claude C.
Smith Professor of Political Science.
100 Rutgers Avenue.
Psychology, Universidad Centroamericana,
San Salvador, El Salvador; M .A ., Ph.D.,
Temple University, Visiting Assistant Professor
of Spanish and Anthropology. Swarthmore
College.
Harleigh Leach, B.A ., Trinity College; M .S.,
| Smith College, Coach and Instructor of
Physical Education. Swarthmore College.
Grace M . Ledbetter, B.A ., Bryn Mawr
I College; M. A ., University o f Virginia; Ph.D.,
Cornell University, Associate Professor of
Classics and Philosophy. 241 Rutgers Avenue.
Carolyn Lesjak, B.A ., 5 warthmore College;
M.A., Duke University; Ph.D., Duke
| University, Associate Professor of English
Literature. 219 St. Mark’s Square, Philadelphia
PA 19104.
Nelson A . Macken, B.S., Case Institute of
Technology; Ph.D., University of Delaware.
Howard N. and Ada J. Eavenson Professorship
in Engineering. 250 Haverford Avenue.
Ellen B . Magenheim, B.A ., University of
Rochester; M .A ., Ph.D., University of
Maryland, Professor of Economics.
Swarthmore College.
James Magruder, B.A ., Cornell University;
M .A ., M.F.A., D.F.A., Yale University, Visiting
Assistant Professor o f Theater (part time).
Swarthmore College.
407
Faculty
Jonathan Hart Makwaia, Certificate, Roy
Hart Centre, Visiting Instrustor of Theater
(part time). Swarthmore College.
Bakirathi Mani, B.S.F.S., Georgetown
University; M .A., Jawaharlal Nehru
University; Ph.D., Stanford University,
Assistant Professor of English Literature.
Swarthmore College.
Aryani Manring, B .A ., Swarthmore College,
Associate in Performance (Dance).
Swarthmore College.
Jeanne Marecek, B.S., Loyola University;
Ph.D., Yale University, W illiam R . Kenan Jr.
Professor of Psychology. 325 S. Monroe Street,
Media PA 19063.
Michael Marissen, B.A ., Calvin College;
Ph.D., Brandeis University, Daniel Underhill
Professor o f Music. 915 Harvard Avenue,
Apartment 1100.
Jocelyne Mattei-Noveral, B.S., Orsay
University, Laboratory Instructor o f Biology.
Swarthmore College.
Stephen B . Maurer, B .A ., Swarthmore
College; M .A ., Ph.D., Princeton University,
Professor of Mathematics. 206 Benjamin West
Avenue.
Bruce A . Maxwell, B.A ., B.S., Swarthmore
College; M.Phil, Cambridge University; Ph.D.,
Carnegie M ellon University, Associate
Professor of Engineering. 951 Beatty Road,
Springfield PA 19064.
Aly AhmadOU Mbaye, License and Maîtrise,
Cheikh A nta Diop University o f Dakar;
Doctorat, Centre d’Etudes et de Recherches
pour le Développement International,
University of Clermont-Ferrand, France;
Agrégation, Conseil Africain et Malgache de
l’Enseignement Supérieur, Cornell Visiting
Professor of Economics. Swarthmore College.
Arthur E . McGarity, B.S., Trinity University;
M .S.E., Ph.D., Johns Hopkins University,
Henry C . and J. Archer Turner Professor of
Engineering. 135 Rutgers Avenue.
Erin B . Mae, B.A ., Harvard University;
M .A ., Ph.D., New York University. Assistant
Professor of Theater. 2 Crum Ledge Lane.
Lisa Meedan, B.A ., Grinnell College; M .S.,
Ph.D., Indiana University, Associate Professor
of Computer Science. 12 Shepherds Lane,
Wallingford PA 19086.
Bachel A . Merz, B.A ., Western New Mexico
University; M .S., University of Florida; Ph.D.,
University of Chicago, Professor of Biology.
401 Dickinson Avenue.
Brian A . Meunier, B.F.A., University of
Massachusetts-Amherst; M.F.A., Tyler School
o f A rt, Temple University, Professor of Studio
A rt and Studio A rt Coordinator. Swarthmore
College.
Janine Mileaf, B.A ., Wesleyan University;
M .A ., Ph.D., University of Pennsylvania,
Assistant Professor of A rt History. Swarthmore
College.
Barbara Milewski, B.A ., Bowdoin College;
M .A ., State University of New York at Stony
Brook; M.F.A., Ph.D., Princeton University,
Assistant Professor of Music. Swarthmore
College.
Stephen T. Miller, A .B., Princeton Univer
sity; Ph.D., Harvard University, Assistant
Professor of Chemistry and Biochemistry.
Swarthmore College.
Lynne A . Molter, B.S., B.A ., Swarthmore
College; S.M ., Sc.D ., Massachusetts Institute
of Technology, Professor of Engineering.
Swarthmore College.
Thomas J . Morton, B.A ., Pennsylvania State
University; Ph.D., University of Pennsylvania,
Visiting Assistant Professor of A rt History.
Swarthmore College.
c.w.
Frank A . Moscatelli, B.S.,
Post
College; M .S., Ph.D., New York University,
Professor of Physics. 401 Rogers Lane,
Wallingford PA 19086.
,
George Moskos, B.A ., Davidson College;
M .A ., Ph.D., University of W isconsirtMadison, Professor of French, James C.
Hormel Professor in Social Justice.
730 Yale Avenue.
Michael L . Mullan, B.A ., University of
California, Berkeley; M.Ed., Temple
University; Ph.D., University of Delaware,
Professor of Physical Education. Swarthmore
College.
BrauliO Munoz, B .A ., University of Rhode
Island; M .A ., Ph.D., University of
Pennsylvania, Eugene M. Lang Research
Professor of Sociology. 500 Harvard Avenue.
Rosaria V. Munson, Laurea in Lettere
Classiche, Università degli Studi, Milano;
Ph.D., University of Pennsylvania, Professor
of Classics. Swarthmore College.
Jeffrey S. Murer, B.A ., University of
Wisconsin; Ph.D., University of Illinois at
Chicago, Assistant Professor of Political
Science. Swarthmore College.
James Murphy, B.A ., State University of
New York at Albany, Visiting Instructor of
Theater (part time). Swarthmore College.
Marjorie Murphy, B.A ., Jersey City State
College; M .A ., San Jose State University;
Ph.D., University o f California, Davis,
Professor o f History. Swarthmore College.
Carol Nackenoff, A .B., Sm ith College;
M. A., Ph.D., University of Chicago, Professor
of Political Science. 302 S . Chester Road.
C. Kemal Nance, B.A ., Swarthmore College;
M.Ed., Temple University, Associate in
Performance (Dance). Swarthmore College.
Donna Jo Napoli, B .A ., M .A ., Ph.D.,
Harvard University, Professor of Linguistics.
226 Park Avenue.
Carole Netter, Maitrisse and DEA, University
of Paris, Language Instructor o f French (part
time). Swarthmore College.
Ursula Neuerburg-Denzer, B.A ., Freie
Universität; M .A ., New York University,
Instructor o f Theater. 20 Oberlin Avenue.
Tia Newhall, B.S.-SED , M .S., Ph.D.,
University o f Wisconsin-Madison, Assistant
Professor o f Computer Science. 5 Crum Ledge.
Hans F. Oberdiek, B .S. Ph.D., University of
Wisconsin, Henry C . and Charlotte Turner
Professor of Philosophy. 4 10 Dickinson
Avenue.
Stephen A . O’ Connell, A .B ., Oberlin
College; Ph.D., Massachusetts Institute of
Technology, Professor of Economics. 509
Harvard Avenue.
Virginia Adams O’Connell, B.A.,
Haverford College; M .A., Ph.D., University
of Pennsylvania, Visiting Assistant Professor
of Sociology. 509 Harvard Avenue.
Lisle Olesker, B .A ., A ntioch College;
M.F.A., New York University, Visiting
Assistant Professor o f Theater (part time).
Swarthmore College.
Frederick L . Orthlieb, B .S. M S .,
Massachusetts Institute of Technology; Ph.D.,
Carnegie Mellon University, Professor of
Engineering. T h e Isaiah V. Williamson Chair
of Civil and Mechanical Engineering. 13
Green Valley Road, Wallingford PA 19086.
Jeannine Osayande, Associate in
Performance (Dance). Swarthmore College.
Robert S . Paley, B.S., M cG ill University;
M .S., Ph.D., University o f Michigan,
Associate Professor of Chemistry and
Biochemistry. 602 Elm Avenue.
Robert F. Pasternack, B.A ., Ph.D., Cornell
University, Edmund A llen Professor of
Chemistry and Biochemistry. 800 Avondale
Road, Wallingford PA 19086.
Michael A . Pesenson, B.A ., University
of Pennsylvania; Ph.D., Yale University,
Assistant Professor o f Russian. Swarthmore
College.
Mary Phelan, B .S., College o f Saint Rose;
M. A ., University of Wisconsin, Visiting
Assistant Professor of Studio A rt (part time).
Swarthmore College.
Steven I. Piker, B.A ., Reed College; Ph.D.,
University o f Washington, Professor of
Anthropology. 125 Rutgers Avenue.
Michael J . Piovoso, B.S., University of
Delaware; M .S.E.E., University o f Michigan;
Ph.D., University of Delaware, Visiting
Associate Professor o f Engineering.
Swarthmore College.
Elke Plaxton, B.A ., Brigham Young
University; M .A ., University of Colorado,
Language Instructor of German (part time).
2022 Brandywine Street, Philadelphia PA
19103.
Helen Plotkin, B.A ., Swarthmore College;
M .A ., University of Michigan, Visiting
Instructor of Religion (part time). Swarthmore
College.
Emily R . Proctor, A .B ., Bowdoin College;
A .M ., Ph.D., Dartmouth College, Visiting
Assistant Professor o f Mathematics. Swarthmore College.
Colin Purrington, B .A ., Reed College; Ph.D.,
Brown University, Associate Professor of
Biology. Swarthmore College.
Paul R . Rablen, B.A ., Haverford College;
M .A ., Columbia University; Ph.D., Yale
University, Associate Professor of Chemistry
and Biochemistry. 404 Elm Avenue.
Charles Raff, B.A ., University of Rochester;
M .A . and Ph.D., Brown University, Professor
of Philosophy. 214 Rutgers Avenue.
409
Faculty
Eric Raimy, B.A ., University of Toronto;
Mary E . Roth, B.A ., Kenyon College; Ph.D.,
Ph.D., University of Delaware, Visiting
Assistant Professor of Linguistics (part time).
4 6 Julie Lane, Newark DE 19711.
Massachusetts Institute of Technology,
Lecturer of Chemistry and Biochemistry and
Director of Introductory Laboratories. 119
Chapel Hill Drive, Newark DE 19711.
Keith Reeves, B.A ., Swarthmore College;
Ph.D., University of Michigan, Associate
Professor of Political Science. 308 S.
Chester Road.
Patricia L . Reilly, B .A ., University of
California; M .A ., Bryn Mawr College; Ph.D.,
University of California, Assistant Professor of
A rt History. Swarthmore College.
Michele Reimer, B .A ., Yale University;
M .S.W ., Sm ith College School for Social
Work; Ph.D., Temple University, Visiting
Assistant Professor of Psychology (part time).
522 Valley View Road, Merion Station PA
19066.
Celia R . Reisman, B.F.A., Carnegie Mellon
University; M .EA ., Yale University, Assistant
Professor of Studio A rt (part tim e). 49
Merbrook Lane, Merion Station PA 19066.
K. Ann Renninger, B.A ., University of
Pennsylvania; M .A ., Ph.D., Bryn Mawr
College, Professor of Education. 20 President
Avenue, Rutledge PA 19070.
Micheline Rice-Maximin, Licence and
Maitrise Universite de la Sorbonne, Paris-IV;
M .A ., University of North Texas; Ph.D.,
University of Texas at Austin, Associate
Professor of French. 525 Elm Avenue.
Rarbara Riebling, B.A ., University of Penn
sylvania; M .A ., University o f Pennsylvania;
Ph.D., University of Pennsylvania, Visiting
Associate Professor of English Literature (part
tim e). Swarthmore College.
Richard L . Rubin, A .B., Brown University;
M .A ., Ph.D., Columbia University, Professor
of Political Science and Public Policy (part
time). Swarthmore College.
Mario Ruiz, B .A ., Occidental College; M.A.,
Harvard University; M .A ., University of
Michigan, Visiting Assistant Professor of
History and Minority Scholar-in-Residence.
Swarthmore College.
Bernard Saffran, B .A ., City College of New
York; Ph.D., University of Minnesota,
Franklin and Betty Barr Professor of
Economics. 201 Garrett Avenue.
Peter J . Schmidt, B.A ., Oberlin College;
M .A ., Ph.D., University o f Virginia, Professor
of English Literature. 606 Elm Avenue.'
Allen M . Schneider, B.S., Trinity College;
Ph.D., Indiana University, Centennial
Professor o f Psychology. 608 Elm Avenue.
Susan Schomburg, A .B ., Wellesley College;
M .A ., Ph.D., Harvard University, Visiting
Assistant Professor of Religion, 404 Elm
Avenue.
Prudence G . Schran, B .S., University of
Maine; M .A ., W est Chester University,
Lecturer of Physics and Astronomy.
Swarthmore College.
Richard Schuldenfrei, B.A ., M.A.,
University of Pennsylvania; Ph.D., University
of Pittsburgh, Professor of Philosophy. 19
W hite Pine Lane, Rose Valley PA 19065.
Marina Rojavin, B .A ., Ukrainian Publishing
Barry Schwartz, B.A ., New York University;
Institute, Kiev, Ukraine; Ph.D., A . Potebnia
Institute for Linguistics, National Academy of
Sciences of Ukraine, Kiev, Ukraine, Visiting
Assistant Professor of Russian. Swarthmore
College.
Rarbara Romaine, B.A ., M .A ., University of
Massachusetts at Amherst, Visiting Instructor
o f Arabic in Religion (part tim e). Swarthmore
College.
Ellen M . Ross, B.A ., Princeton University;
M .A ., Ph.D., University o f Chicago, Associate
Professor o f Religion. 604 Elm Avenue.
M .A ., Ph.D., University of Pennsylvania,
Dorwin P. Cartwright Professor o f Social
Theory and Social A ction. 279 S. Fifth Street,
Philadelphia PA 19106.
410
Peggy Ann Seiden, B.A ., Colby College;
M .A ., University o f Toronto; M .L.I.S., Rutgers
University, College Librarian. Swarthmore
College.
Joanne Mira Seo, B.A ., Swarthmore
College; M .A ., Princeton University. Visiting
Instructor o f Classics. Swarthmore College.
Helene Shapiro, B.A ., Kenyon College;
Ph.D., California Institute o f Technology,
Professor o f Mathematics. Swarthmore
College.
Kenneth E . Sharpe, B.A ., Dartmouth
College; M .S., London School of Economics
and Political Science; Ph.D., Yale University,
William R . Kenan Jr. Professor of Political
Science. 521 Elm Avenue.
Maiheng Shen Dietrich, B.A ., Beijing
Languages Institute; M .A ., Ph.D., University
of Minnesota. Visiting Assistant Professor of
Chinese. Swarthmore College.
Jon Sherman, B.A ., Temple University,
Associate in Performance (Dance). Swarthmore College.
Adrienne Shibles, B .A., Bates College; M .S.,
Smith College, Associate Professor of Physical
Education. Swarthmore College.
Don H . Shimamoto, B.S., Stanford
University; M .A ., Ph.D., Brandeis University,
Associate Professor o f Mathematics. Swarth
more College.
Faruq M .A . Siddiqui, B.S., Bangladesh
University of Engineering and Technology;
M.S., Ph.D., University of Pittsburgh,
Professor o f Engineering. 3 0 Waterford Way,
Wallingford PA 19086.
Sunka Simon, M .A ., Universitadt Hamburg;
Ph.D., Johns Hopkins University, Associate
Professor of German. Swarthmore College.
Kathleen K . Siwicki, B.S., Brown
University; M . Phil., Cambridge University;
Ph.D., Harvard University, Professor of
Biology. 15 W hite Pine Lane, Media PA
19063.
Lee A . Smithey, B .A ., Emory University;
M.A., Ph.D., University of Texas at Austin,
Assistant Professor of Sociology. Swarthmore
College.
¡
I
Lisa Smulyan, B.A ., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Professor of
Education. 3 5 0 Vassar Avenue.
Lori Sonntag, B .A ., Mount Holyoke College,
Laboratory Instructor o f Chemistry and
Biochemistry. Swarthmore College.
Kirsten E . Speidel, B.A ., Oberlin College;
M.A., Johns Hopkins University, Language
Instructor of Chinese (part time). Swarthmore
College.
Leah Stein, B.A ., Wesleyan University,
Associate in Performance (Dance).
Swarthmore College.
Thomas A . Stephenson, B.S., Furman
University; Ph.D., University o f Chicago,
Professor o f Chemistry and Biochemistry.
737 Harvard Avenue.
i Nyoman Suadin, Associate in Performance
(Music and Dance). Swarthmore College.
Atsuko Sllda, B .A ., Obirin University, Tokyo,
Japan; M .A ., University o f Arizona, Language
Instructor o f Japanese (part tim e). Swarthmore
College.
Jeffrey Sugg, B.A ., Swarthmore College,
Visiting Instructor o f Theater (part time).
Swarthmore College.
Goidana Svilar, B.F.A., University of Zagreb;
M.F.A., New York University, Visiting
Assistant Professor of Theater (part time).
Swarthmore College.
Kari Swingle, B.A . M .A ., University of
Minnesota, Instructor o f Linguistics (part
time). 1511A Wallingford Road, Springfield
PA 19064.
Janet C . Talvacchia, A .B ., M .A ., Bryn
Mawr College; Ph.D., University of
Pennsylvania, Professor of Mathematics.
Swarthmore College.
Eva F. Travers, B.A ., Connecticut College;
M .A ., Ed.D., Harvard University, Professor of
Education. 416 Park Avenue.
William N . Turpin, M .A ., University o f St.
Andrews; M .A ., University of Toronto; Ph.D.,
Cambridge University, Professor o f Classics.
7 Sylvan Avenue, Rutledge PA 19070.
Richard Valelly, B .A ., Swarthmore College;
Ph.D., Harvard University, Professor of
Political Science. Swarthmore College.
Thumas Valente, B .S., Montana State
University, Laboratory Instructor o f Biology.
Swarthmore College.
Elizabeth A . Vallen, B .A ., Case Western
Reserve University; Ph.D., Princeton
University, Associate Professor of Biology.
Swarthmore College.
Patricia Vargas, M .A ., Inca Garcilaso de
la Vega University, Lima, Peru, Language
Instructor o f Spanish (part time). Swarthmore
College.
411
Faculty
Amy Cheng Vollmer, B.A., W illiam Marsh
Tyrene White, B .A ., Middle Tennessee State
R ice University; Ph.D., University of Illinois,
Professor o f Biology. Swarthmore College.
University; M .A ., Ph.D., O hio State
University, Associate Professor of Political
Science. 4 W hittier Place.
Eric Wagner, B.A ., Connecticut College;
Coach and Instructor of Physical Education.
Swarthmore College.
Rnbin E . Wagner-Pacifici, B.A., Brown
University; M .A ., Ph.D., University of
Pennsylvania, Professor of Sociology. 303 Elm
Avenue.
Mark I. Wallace, B.A ., University of
California at Santa Barbara; M. Div.,
Princeton Theological Seminary; Ph.D.,
University o f Chicago, Associate Professor
of Religion. 6 04 Elm Avenue.
Steve C . Wang, B .s. Cornell University;
M .S., Ph.D., University of Chicago, Assistant
Professor of Statistics. Swarthmore College.
Andrew H . Ward, A .B., Harvard University;
Ph.D., Stanford University, Associate Professor
o f Psychology. Strath Haven Condominiums,
801 Yale Avenue.
Martin 0 . Warner, B .A ., University of North
Carolina at Chapel Hill; M .A ., Duke
University, Registrar. Swarthmore College.
Rnbert E . Weinberg, B .s., Cornell
University; M .A ., Indiana University; Ph.D.,
University of California, Berkeley, Professor of
History. 9 40 Harvard Avenue.
Philip M . Weinstein, B .A ., Princeton
University; M .A ., Ph.D., Harvard University,
Alexander Griswold Cummins Professor of
English Literature. 510 Ogden Avenue.
Sasha Welsh, B .A ., Swarthmore College,
M.F.A., Temple University, Associate in
Performance (Dance). Swarthmore College.
Stephen Welsh, B.A ., Swarthmore College;
M.F.A., Temple University, Associate in
Performance (Dance). Swarthmore College.
Hansjaknb Werlen, M .A ., University of
Notre Dame; Ph.D., Stanford University,
Professor o f German. 515 Elm Avenue.
Larry E . Westphal, B .A ., Occidental College;
Ph.D., Harvard University, J. Archer and
Helen C . Turner Professor of Economics.
Swarthmore College.
Patricia White, B .A ., Yale University; Ph.D.,
University o f California, Santa Cruz,
Associate Professor o f English Literature.
Swarthmore College.
Thomas Whitman, B.A ., Swarthmore
College; Ph.D., University of Pennsylvania,
Associate Professor of Music. Swarthmore
College.
Richard Wicentowski, B.S., Rutgers College,
Rutgers University; M .S., University of
Pittsburgh; Ph.D., Johns Hopkins University,
Assistant Professor o f Computer Science.
Swarthmore College.
Kelly Wilcox, B .A ., Swarthmore College,
Coach/Instructor o f Physical Education.
Swarthmore College.
Alexander Williams, B .A ., Princeton
University, Visiting Instructor of Linguistics.
Swarthmore College.
Robert E . Williams, B.S., Delaware State
College; M .S., Rutgers University, Marian
Snyder Ware Professor of Physical Education
and A thletics. 507 Oak Crest Lane,
Wallingford PA 19086.
Craig Williamson, B •A., Stanford University;
M .A ., Harvard University; Ph.D., University
o f Pennsylvania, Professor o f English
Literature. 501 Harvard Avenue.
Sarah Willie, B.A ., Haverford College; M.A.,
Ph.D., Northwestern University, Associate
Professor of Sociology. Swarthmore College.
Lee Wimberly, B.A. Stanford University;
J.D ., University o f California at Berkeley,
Professor o f Physical Education. Swarthmore
College.
James S . Wiseman, B.S., Massachusetts
Institute o f Technology; M .S., Ph.D.,
Northwestern University, Visiting Assistant
Professor o f Mathematics. Swarthmore
College.
Sujane Wu, B .A ., Soochow University,
Taipei, Taiwan; M .A ., Ph.D., University of
Wisconsin—Madison, Assistant Professor of
Chinese. Swarthmore College.
Carina Ycrvasi, B.A ., Hofstra University;
Ph.D., City University of New York, Assistant
Professor of French. Swarthmore College.
Divisions and Departments
1
I. D IVISIO N O F T H E H U M A N ITIES
Nora Johnson, Chair
,,
ir
.
I heodore B. re m a ld , C h air
Mathematics and Statistics
Stephen B. Maurer, Chair
Art
Philosophy
Brian A . Meunier, Chair
Richard Eldridge, Chair
Asian Studies
Physics and Astronomy
Haili Kong, Chair
Amy L.R. Bug, Chair
Classics
Psychology
Rosaria V. Munson, Chair
Frank H. Durgin, Chair
English Literature
Peter J. Schmidt, Chair
History
Pieter M. Judson, Chair
Mathematics and Statistics
Stephen B. Maurer, Chair
Modern Languages and Literatures
John J. Hassett, Chair
Music and Dance
Michael Marissen, Chair
Sharon E. Friedler, Director o f Dance
Kim D. Arrow, Acting Co-Director of Dance
Sally Hess, A cting Co-Director of Dance
Philosophy
Richard Eldridge, Chair
Psychology
Frank H. Durgin, Chair
Religion
Steven P. Hopkins, A cting Chair
Theater
Allen Kuharski, Chair
III.
D IVISIO N O F T H E SO C IA L
SC IEN C ES
Robert E. Weinberg, Chair
Economics
John P. Caskey, Chair
Educational Studies
Lisa Smulyan, Chair
Engineering
Erik Cheever, Chair
History
Pieter M. Judson, Chair
Linguistics
Theodore B. Femald, Chair
Mathematics and Statistics
Stephen B. Maurer, Chair
Philosophy
Richard Eldridge, Chair
Political Science
Tyrene W hite, Chair
Psychology
Frank H. Durgin, Chair
II.
D IVISIO N O F T H E N A TU RA L
SC IEN CES A N D ENGINEERING
Janet C . Talvacchia, Chair
Sociology and Anthropology
Robin Wagner-Pacifici, A cting Chair
Biology
interdisciplinary Programs
Amy Cheng Vollmer, Chair
Braulio Muftoz
Chemistry and Biochemistry
Paul R. Rablen, Chair
Computer Science (Program)
Rose MaiO, Administrative Coordinator for
Charles F. Kelemen, Chair
the Divisions o f Humanities, Social Sciences,
and Natural Sciences and Engineering
Engineering
Erik Cheever, Chair
413
Faculty
Standing C om m ittees
of the Faculty
Academic Requirements
Committee on Faculty Procedures
Computing Services
Cooper
Council on Educational Policy
Special Assignments
Ad Hoc Task Force on Documented
Disabilities
Crum Woods
Land-Use Planning Committee
Parrish Renovation Committee
Residence Hall Committee
Curriculum Committee
Fellowships and Prizes
Foreign Study
Health Sciences Advisory
Library
Physical Education and Athletics
Promotion and Tenure
Research Ethics
Programs and
C oncentrations
Asian Studies
Black Studies
Cognitive Science
Comparative Literature
Educational Studies
Environmental Studies
O th er C om m ittees W ith
Faculty Representation
Ad Hoc Committee on Americans W ith
Disabilities A ct Planning
Film and Media Studies
Francophone Studies
German Studies
Interpretation Theory
Advisory Council to the Dean
Latin American Studies
Advisory Council to the Dean of Admissions
Medieval Studies
Advisory Council to Physical Education
and Athletics
Peace and Conflict Studies
Advisory Council to the Vice President for
Facilities and Services
Women’s Studies
Animal Use and Care
College Budget Committee
College Judiciary Committee
Community Services Advisory Board
Cultural Diversity
Equal Opportunity Advisory Committee
Faculty and Staff Benefits
Honorary Degrees
Lang Scholarship
Sager
Swarthmore Foundation
414
Public Policy
Administration
ADMINISTRATIVE DIVISIONS
O ffice of the President
President
Vice President for College and
Community Relations and
Executive Assistant to the President
Equal Opportunity Office
Lang Center for Civic and
Social Responsibility
O ffice of the Provost
Associate Provost
Executive Assistant to the Provost
Center for Social and Policy Studies
Foreign Study Office
Information Technology Services
Media Services
Libraries
Cornell Science and Engineering
Library
Friends Historical Library
M cCabe Library
Swarthmore College Peace Collection
Underhill Music Library
Physical Education and Athletics
Office of the Vice President for Finance and
Treasurer
Controller
Bursar
Business Office
Office Services
Student Accounts
Institutional Research
Investment Office
Office of the D ean of Admissions and
Financial Aid
Admissions
Financial Aid
Office of the D ean of the College
Associate Dean for Academic Affairs
Associate Dean for Multicultural Affairs
Associate Dean for Student Life
Academic Support
Black Cultural Center
Career Services
Disability Services
Fellowships and Prizes
Gender Education
Health Sciences Office
Health Services
Intercultural Center
Psychological Services
Registrar’s Office
Residential Life
Student Activities
O ffice of the Vice President
for Administration
Bookstore
Dining Services
Facilities Management
Environmental Services
Grounds
Maintenance
Planning and Construction
Lang Performing Arts Center
Occupational and Environmental Safety
Post Office
Public Safety
Risk Management
Scott Arboretum
Summer Programs
O ffice of the Vice President for Alumni,
Development, and Public Relations
Advancement Operations
Advancement Information Systems
Alumni and G ift Records
Research
Alumni Relations
Development
Annual Giving
Capital Giving
Corporate, Foundation, and
Government Relations
Planned Giving
News and Information
Parent Programs
Publications
Stewardship
O ffice of the Associate Vice President for
Human Resources
Human Resources
Payroll
415
Administration
Alfred H . Bloom, B .A ., Princeton
University; Ph.D., Harvard University,
President and Professor o f Psychology and
Linguistics.
Constance Cain Hungerford, B .A .,
Wellesley College; M .A ., Ph.D., University
o f Califomia-Berkeley, Provost and Mari S.
M ichener Professor o f A rt History.
Maurice G . Eldridge, B .A ., Swarthmore
College; M.Ed., University o f Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.
Laura Moreno, Social Coordinator.
Laura K . Warren, Executive Coordinator.
Suzanne P. Welsh, B .A ., B .S., University
o f Delaware; M .B.A ., University of
Pennsylvania, Vice President for Finance
and Treasurer.
James L . Bock III, B.A ., Swarthmore
College; M.Ed., University o f Virginia, Dean
o f Admissions and Financial Aid.
Maurice G . Eldridge, B .A ., Swarthmore
College; M.Ed., University o f Massachusetts,
Vice President for College and Community
Relations and Executive Assistant to the
President.
Robert J . Gross, B .A ., Swarthmore College;
M .S.S., Bryn Mawr College Graduate School
o f Social W ork; M .A .T., Ed.D., Harvard
University, Dean o f the College.
Lawrence M . Schall, B .A ., Swarthmore
College; J.D ., Ed.D., University of
Pennsylvania, Vice President of
Administration.
Dan C . West, B .A ., Austin College; B.D.,
U nion Theological Seminary in Virginia;
D.Div., Vanderbilt University; Ed.D., Harvard
University, Vice President for Alumni,
Development, and Public Relations.
Melanie Young, B .A ., Michigan State
University; M .C ., Arizona State University,
Associate Vice President for Human
Resources.
PRESIDENT’S OFFICE
Alfred H. Bloom, B .A ., Princeton
University; Ph.D., Harvard University,
President and Professor o f Psychology and
Linguistics.
416
PROVOST’S OFFICE
Constance Cain Hungerford, B.A .,
Wellesley College; M .A ., Ph.D., University of
Califom ia-Berkeley, Provost and Mari S.
Michener Professor o f A rt History.
Ellen B . Magenheim, B.A ., University of
Rochester; M .A ., Ph.D., University of
Maryland, Associate Provost and Professor of
Economics.
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.
DEAN’S OFFICE
Robert J . Gross, B .A ., Swarthmore College;
M .S.S., Bryn Mawr College Graduate School
o f Social Work; M .A .T., Ed.D., Harvard
University, Dean of the College.
Joy Charlton, B .A ., University of Virginia;
M .A . and Ph.D., Northwestern University,
Associate Dean for Academic Affairs.
Darryl M . Smaw, B .S., Delaware State
College; M.Div., Crozer Theological
Seminary; M .T h., Colgate Rochester/Bexley
Hall/Crozer; Ed.M., Harvard University;
Ed.D., Harvard University, Associate Dean for
Multicultural Affairs.
Rafael Zapata, B .A ., Iona College, M .A .,
Arizona State University, Assistant Dean of
the College and Director o f the Intercultural
Center.
Timothy E . Sams, B .A ., U nion College;
M. A ., State University o f New York at
Albany, Assistant Dean of the College and
Director o f the Black Cultural Center.
Kennon L . Dick, B. A ., College o f W illiam
and Mary; M .A ., Drexel University, Associate
Dean of Admissions.
Jason Caldwell, B .A ., Swarthmore College,
Gloria Carey Evans, B .A ., Western
Admissions Counselor.
Washington College o f Education; M .S.,
University of W ashington; Ph.D., Stanford
University, Adviser to International Students.
David Kaczorowski, B.A ., Swarthmore
College, Admissions Counselor.
Myrt Westphal, A .B ., Occidental College;
Ed.M., Boston University, Associate Dean for
Student Life.
Karen M . Henry, B .A ., Swarthmore College;
M .S.S., Bryn Mawr College Graduate School
of Social W ork; Ph.D., Temple University,
Assistant Dean o f the College and Gender
Education Adviser.
Angela “ Gigi” Simeone, A .B., Wellesley
College; Ed.M., Boston University; Ph.D.,
University of Pennsylvania, Health Sciences
Adviser and Prelaw Adviser.
Jenny H. Yim , B .A ., Virginia Polytechnic
Institute and State University, M .A ., Ball
State University, Coordinator o f Student
Activities.
Wallace Ann Ayres, B .A ., Swarthmore
College; Ed.M., Harvard University,
Admissions Officer.
Margaret T. Kingham, B .A ., Mary
Washington College, Admissions Officer.
Rhoni Ryan, B .S., Villanova University,
Admissions Information Specialist.
Yvetta M oat, Administrative Coordinator.
Bernadette Carroll; Catherine Custer,
B .S., Lockhaven University; Maureen
McKeon; Dianna Mullen, B .S., Millersville
University; M .A ., W est Chester University;
Janet Sadler; Diane Stasiunas; Susan
Wallace, Administrative Assistants.
Arlene K . Mooshian, B.S., W est Chester
University; Jeanette Richardson, B.S.,
Monique Bourque, B .A ., M ontana State
University; M .A . and Ph.D., University of
Delaware, Fellowships and Prizes Adviser.
Drexel University, Receptionists.
Karin A . Carter, A .B ., Bryn Mawr College;
ALUM NI, DEVELOPM ENT, AND
PUBLIC RELATIONS
M.Ed., Temple University, Director, Office
of Learning Resources and the Student
Academic M entor Program.
Patricia A . Coyne, Administrative
Coordinator.
Terri Borgese; Bernadette Bunning;
Barbara Hirshfeld, A .B., Cornell University;
Ruthanne Krauss; Devonia “ Bonnie”
Lytle; Joanna K . Nealon, A .B., Immaculata
College; Biane E . Watson, Administrative
Assistants.
Dan C . West, B .A ., A ustin College; B.D.,
U nion Theological Seminary in Virginia;
D.Div., Vanderbilt University; Ed.D., Harvard
University, Vice President for Alumni,
Development, and Public Relations.
Connie Baxter, Administrative Coordinator.
D evelopm ent
Dennis Archey, A .A ., University of
Maryland, Administrative Assistant.
ABMISSIONS OFFICE
James L . Bock III, B .A ., Swarthmore
College; M.Ed., University of Virginia, Dean
of Admissions and Financial Aid.
Sheila L . Baisden, B .A ., Lafayette College,
Director of Admissions.
417
Administration
P a ren ts an d S tew ard sh ip P rogram s
Susan Lathrop, B.A ., Wellesley College;
Susan H . Levin, B .A ., W heaton College;
M.Ed., Sm ith College; B .S., University of
Delaware, Associate Director.
M .A ., University o f Pennsylvania, Director.
Donna Madel, Associate Director.
Tarsia Duff; Nancy Kane, B .A ., Eastern
University, Administrative Assistants.
A n n u al Q iving
Patricia A . Laws, B .A ., Lehigh University,
Director.
Mary Beth Mills, B.A ., Pennsylvania State
University; M .S., Drexel University, Associate
Director.
Craig Waltman, B .A ., Elizabethtown
College, Associate Director.
Mary Claire Dismukes, B.A ., University of
South Carolina, Assistant Director.
Deborah J . Mulligan, Administrative
Assistant.
C o rp orate, F ou n d atio n , an d
Q ov em m en t R elatio n s
Lisa C- Smith, B .S., University of Oregon;
M.P.A., Harvard University, Director.
Nadine Kolowrat, Associate Director.
Katharine Bressler, A .B ., Susquehanna
University; M .S., University of Pennsylvania,
Grants Administrator.
P la n n ed Q iving
Edward H . Mills J r ., B .A ., University of
Virginia; J.D ., Harvard Law School, Director.
Patti Bender, B .S., University o f Minnesota,
Susan Clarey, B •A., Syracuse University,
Associate Director.
Kathy Marshall, B.A . , Goucher College,
Administrative Assistants.
P rincipal Q iving
Florence Ann Roberts, B.A ., Gettysburg
College; M .S., University o f Pennsylvania,
Coordinator o f Principal Gifts.
Dennis Archey, A .A ., University of
Maryland, Administrative Assistant.
News an d In form ation
Tom Krattenmaker, B.A ., University of
Minnesota; M .L.A ., University of
Pennsylvania, Director.
Marsha Nishi Mullan, B .A ., Washington
State University, Associate Director.
Mark Duzenski, B .S., Trenton State
University, Sports Information Director.
Alisa Giardinelli, B.A ., Pennsylvania State
University; M .A ., Temple University,
Assistant Director and Publications Staff
Writer.
Steven Lin, B .A ., University o f Maryland,
World Wide W eb Editor/Intemet
Coordinator.
Anita Pace, Administrative Assistant.
A d v an cem en t O p eration s
M .A ., St. Mary’s University, Associate
Director.
Diane C . Crompton, B .S., Rosemont
College; M .B .A ., Pennsylvania StateUniversity, Director.
Alison Olsav, B .A ., University o f California
Sandy Byers, Administrative Assistant.
at Santa Cruz, Planned Giving Administrator.
C a p ita l Q iving
Stephen D. Bayer, B .A ., Tufts University;
J.D ., Emory University School of Law,
Director.
Anne Bonner, B .A ., University o f Wyoming;
M .A ., University o f Washington, Senior
Associate Director.
A lu m n i an d Q ift R ecord s
Ruth Krakower, B.F.A., University of
Hartford, Hartford School o f A rt, Director.
Amanda M . Hrincevich, B .A ., Marist
College, Alumni Information Specialist.
Jane Pedrick, B .A ., Franklin & Marshall
College, Alumni Recorder.
Mildred Pettyjohn, B .S., Cheyney
University, G ift Recorder.
418
Diane Fritz, G ift Information Specialist.
Stephanie Specht, Alumni Recorder.
Elizabeth Young, B .S., University of
Kentucky, Administrative Assistant.
R esearch
Carol Brevart-Demm, B .A ., University
College, London, Assistant Director; Class
Notes Editor of the Sw arthm ore C ollege
Bulletin.
Colleen Gallagher, B .A ., Pennsylvania
State University, Assistant Editor.
Florence Ann Roberts, B.A ., Gettysburg
College; M .S., University o f Pennsylvania,
Director.
Audree Penner, B .A ., University of
Kay Draper, B.S.Ed., Northwestern
Phillip Stern, B .A ., Swarthmore College;
University; J.D ., University o f Illinois, Senior
Research Associate/Writer.
M.F.A., University of Pennsylvania, Graphic
Designer.
Linda M cdoskey, B .A ., Widener University,
Research Associate/Writer.
Janice Merrill*ROSSi, Administrative
Missouri-Columbia, Desktop Design
Specialist.
Assistant.
Darbara Fleming, B .A ., Tufts University,
Research Associate/Writer.
Kay WatSOn, A .A .S., Pennsylvania State
University, Administrative Assistant.
BOOKSTORE
Mimi Geiss, Manager.
Kathleen K . Grace, B.S., Elizabethtown
College; M .B.A ., Philadelphia University,
Director.
Barbara Mann, B .S., W est Chester
Steve Levin, B .A ., Temple University,
A dvancem ent Inform ation Systems
University, Programmer/Analyst.
Alum ni Relations
Lisa Lee, B .A ., Swarthmore College; M.Ed.,
Boston University, Director.
Book Manager.
Linda Bordley, Office Coordinator.
Michael Harper and Martha Townsend,
Bookstore Assistants.
Astrid Devaney, Associate Director.
Patricia Maloney, B .A ., Pennsylvania State
University, Assistant Director.
Nathan Stazewski, B .A ., Gettysburg
College, Assistant Director.
Geoff Semenuk, B.A ., University of
CAREER SERVICES
Nancy Burkett, B .A ., M .A ., University of
Tennessee, Ed.S., College o f William and
Mary, Director.
Delaware, Production Coordinator.
Jennifer Barrington, B.A ., Gettysburg
Millie Dappollone, A .A .S., Community
College; M.Ed., University o f Delaware,
Assistant Director, Alumni Relations (job
share).
College of Philadelphia, Administrative
Assistant.
Publications
Jeffrey B . Lo tt, B .A ., Middlebury College;
M.A.T., Rhode Island School of Design,
Director; Editor of the Sw arthm ore C ollege
Bulletin.
Laura Sibson, B .S., Drexel University, M .S.
Ed., University of Pennsylvania, Assistant
Director, Alumni Relations (job share).
Andrea K . Hammer, B .A ., Franklin &
Erin O’ Connell, B .A ., Kutztown University;
currently enrolled M. Ed., Widener
University, Assistant Director, Employer
Relations.
Marshall College, Associate Director;
Managing Editor of the Swarthm ore C ollege
Bulletin.
Marissa Deitch, B .S., St. Joseph’s
University; M .S., Villanova University,
Career Counselor.
419
Administration
Lisa Maginnis, Administrative Assistant.
Maria McBride, Student Accounts
Assistant.
CENTER FOR SOCIAL AND POLICY STUDIES
DINING SERVICES
Keith W. Reeves, B.A ., Swarthmore
College; Ph.D., University of Michigan,
Director.
Linda McDougall, B.A ., Temple University,
Cathy Wareham, A .S ., Wesley College,
Laurie Dibeler, B .A ., Pennsylvania State
Administrative Assistant.
University, Coffee Bar Information.
Gudmund R . Iversen, M .A ., University of
Barbara Boswell, Catering Manager.
Michigan; Ph.D., Harvard University,
Professor Emeritus o f Statistics, Former
Director and Resident Statistician.
Janet A . Kassab, Director o f Purchasing.
Sam Bell ’ 05, Kristin Davis ’ 06, Rebecca
StraUSS ’06, Student Research Assistants.
Catering Chef.
Director of Dining Services.
Lisa Scolaro, Culinary Institute,
Therese Hopson, Front-of-House Manager.
Scott Tutton, B .A ., Johnson & Wales,
Back-of-House Manager.
CONTROLLER’S OFFICE
Lynn Grady, Administrative Assistant.
B usiness O ffice
Christina M .T . Mahoney, B.S., Pennsylvania
State University; C.P.A., M .B .A ., Drexel
University, Controller.
Joseph Cataldi, B.S., LaSalle University;
M .B.A ., LaSalle University, Associate
Controller.
EQUAL OPPORTUNITY OFFICE
Sharmaine B . LaMar, B.S., S t. Joseph’s
University; J.D ., University of Richmond,
Equal Opportunity Officer.
Robert Lopresti, B .S., Rutgers, C.P.A.,
Manager of Financial Information Systems.
Denise A . Risoli, B .S., LaSalle University,
FACILITIES AND SERVICES
Office Operations.
Lawrence M . Schall, B .A ., Swarthmore
College; J.D . and Ed.D., University of
Pennsylvania, Vice President of
Administration.
Jean English, Administrative Assistant.
Joan Berry, A .S., Widener University,
Catherine Cinquina, Purchasing
Administrative Coordinator.
Restricted Funds A ccountant.
Nancy E . Sheppard, Manager, Business
Coordinator.
Deborah McGinnis, Accounts Payable Clerk.
O ffice Services
Cheryl Robinson, A •A.S., Delaware County
Community College, Manager.
Marie Kirlin, Joann M . Massary,
Administrative Assistants.
Student A ccounts
Linda Weindel, Student Accounts Manager.
420
FACILITIES M ANAGEM ENT
C- Stuart Hain, B.A ., Roanoke College,
Associate Vice President for Facilities
Management.
Claire Ennis, Facilities Management
Coordinator.
Alice Balbierer, Director o f Special Projects.
Barbara Tiimolo, Facilities Coordinator and
Woodford Frazier, Facilities Information
Director o f Summer Programs.
Manager.
Steve Borger, Crew Leader, Support
Services Crew.
Mary K . Hasbrouck, B .A ., Oberlin College,
Technology Coordinator.
Environm ental Services
Susan Sayer, B .S., Cornell University,
Patti Shields, Manager.
Planner/Project Manager.
Patricia Fitzgerald, Supervisor.
Jlldy Majors, Supervisor.
Alvin Miser, Supervisor.
(/rounds
Jeff JabCO, B .S., Pennsylvania State
University; M .S., North Carolina State
University, Director o f Grounds/Coordinator
of Horticulture.
FINANCE AND TREASURER’S OFFICE
Suzanne P. Welsh, B .A ., B .S., University
o f Delaware; M .B.A ., University of
Pennsylvania, Vice President for Finance
and Treasurer.
Lois L . Falzone, Administrative
Coordinator.
Paul ErikSen, B .S., University of Delaware,
Garden Supervisor.
Chuck Hinkle, B .S., Temple University,
Garden Supervisor.
FINANCIAL AID OFFICE
Jim McKenna, Motor Pool Foreman.
Laura Talbot, B.A ., W heaton College,
Bill Costello, A .S ., Temple University and
A.S., Pennsylvania State University, I.P.M.
Coordinator/Gardener II.
Sue Stark, B .A ., Lafayette College; M .L.A.,
Director of Financial Aid.
Judith A . Strauser, B .S., B.A ., Gannon
University, Associate Director of Financial
Aid.
Sydney Pasternack, B .A .,
University o f Pennsylvania, Volunteer
Coordinator/Gardener II.
Associate Director.
M aintenance
su n y
Cortland,
Ralph P. Thayer, Director of Maintenance.
Kristin Moore, B.S., S t. Francis University;
M .A ., Indiana University of Pennsylvania,
Assistant Director.
Jacqueline West, Information Specialist.
Joanne Barracliff, Loan Coordinator.
Bill Maguire, Foreman, Maintenance/Trades.
Gina FittS, Administrative Assistant.
Gary Morrissey, Painter Foreman/Work
Coordinator, Faculty Housing.
Planning and C onstruction
FOREIGN STUDY OFFICE
Janet M . Sender, B.S., Pennsylvania State
Steven I. Piker, B .A ., Reed College; Ph.D.,
University; M .S., Drexel University, Director
of Planning and Construction.
University of Washington, Professor of
Anthropology, Foreign Study Adviser.
Michael Boyd, Senior Project Manager.
Rosa M . Bernard, B .S., Pace University,
Tom Cochrane, Senior Project Manager for
Foreign Study Coordinator.
Engineering Systems.
Diana R . M alick, B .S., Neumann College,
Foreign Study Assistant.
Paula Dale, B .A ., W ake Forest University;
M.A., University of N orth Carolina at Chapel
Hill, Contracts Manager.
421
Administration
HEALTH SCIENCES ADVISORY PROGRAM
Gigi Simeone, A .B ., Wellesley College;
Ed.M., Boston University; Ph.D., University
o f Pennsylvania, Health Sciences Adviser.
Gerbere Hirshfeld, A .B., Cornell University,
Administrative Assistant.
Charles 0 . Hummer III, M .D.; B.A ., M .A .,
Amherst College; M .D ., Jefferson Medical
College; Fellowship, T h e Christ Hospital,
University o f Cincinnati; Consultant,
Orthopedic Medicine.
Arthur Laver, M.D.; B .A ., Swarthmore
College; M .D ., Hahnemann University,
Consultant, Obstetrics and Gynecology.
Nancy Horvltz, M.D., B .S.N ., University of
HEALTH SERVICES
Delaware; M.D.,Temple University School
o f Medicine.
Linde Echols, R.N ., C.R.N.P.; Diploma,
Christine Johnston, M .D ., B.A .,
Georgetown University; M.D., Thomas
Jefferson University School of Medicine.
Hospital o f the University o f Pennsylvania;
B .S.N ., M .S.N ., Ph.D., University of
Pennsylvania; M .B .A ., W harton School;
N.P. Certificate, Johns Hopkins Hospital,
Director o f W orth Health Center.
Geraldine Cole, R.N ., C.R.N.P.; A .S.,
Delaware County Community College;
B.S.N ., M .S.N ., and F.N.P. Certificate,
Widener University, Nurse and Nurse
Practitioner.
Constence C . Jones, R .N .C .; Diploma,
Hospital o f the University o f Pennsylvania,
Nurse.
Ethel Kaminski, r .n .; A .S ., Mt. Aloysius
Junior College; B .S.N ., Gwynedd Mercy
College; M .S.N ., University o f Pennsylvania,
Nurse.
Rarbara Krohmer, r .n .; A .S ., Delaware
County Community College, Nurse.
Barry Rinker, M.D.; B.S., Muhlenberg
College, M .S., University o f Michigan, M.D.,
Jefferson Medical College, Consultant,
Internal Medicine.
Paul S . Zamostien, m .d .; b .s ., Ursinus
College; M.D., Jefferson Medical College,
Consultant, Obstetrics and Gynecology.
Alan Zweben, M .D .; B.S., State University
o f New York at Stony Brook; M .D ., New York
Medical College, Consultant, Internal
Medicine.
Dianetta Eubanks, Nursing Assistant.
Carolyn 0 . Evans, A .A ., Neumann College;
B .S., Neumann College, Administrative
Assistant.
Eileen Stasiunas, R .N ., B .S.N ., Villanova
University, Nurse.
Mari Clements, R.D .; B .S., Immaculata
College; M.H.Ed., St. Joseph’s University,
Nutrition Clinical Specialist.
Andrea Sconier LaBoo, B .A ., Swarthmore
College; M .A ., Pennsylvania State University,
H IV Test Counselor.
HUMAN RESOURCES
Melanie Young, B ■A., Michigan State
University; M .C ., Arizona State University,
Associate Vice President, Human Resources.
Lee Robinson, B .A ., Rhode Island College;
M .S., Villanova University, Employee
Relations Manager.
James E . Clark, M .D .; B .A ., W est Virginia
University; M.D., Jefferson Medical College,
Director o f Medical Education, Crozer
Chester Medical Center, Consultant.
Carolyn Hatt, B .A ., University o f Delaware;
M .S., Widener University, Employment
Manager.
Rima Himelstein, M.D.; B .S., University of
Pennsylvania; Consultant, Adolescent
Medicine.
Martin Cormican, B .A ., Widener University;
M .S.T., Widener University; J.D ., Widener
University, Associate Director.
Mildred L . Connell, Manager, Human
Resources Information Systems.
422
Theresa Handley, Benefits Administrator.
Carole Forsythe, Senior Human Resources
Fran Gelfand, M .S., Michigan State, U N IX
System Manager.
Assistant.
Michael W. Rapp, Hardware Support
Sara Hoffman, Administrative Assistant.
Technician.
David Robinson, B.B.M ., Widener
University, Computer Operator.
INFORMATION TECHNOLOGY SERVICES
R . Glenn Stauffer, B .B.A ., Temple
University, Database Manager.
Judy R. Downing, Director o f Computing
Edward Siegle, B.A ., W est Chester
and Communication Services.
University, Banner Application Support
Analyst.
Eric Behrens, B .A ., Swarthmore College,
Humanities Computing Coordinator and
Manager, Academic Computing.
Donald Tedesco, B .A ., Rutgers University,
Katie Bourne, B .A ., Lock Haven University;
Robert Velez, B .S., Liberty University,
Network Administrator.
M.S., Drexel University, Banner Application
Support Analyst.
Lisa Brunner-Bireley, A .A .S., Delaware
County Community College, Purchasing/
Accounting.
Mark J . Dumic, B.A ., M .B.A ., University
of Rochester, Manager o f Networking and
Systems.
Heather Dumigan, User Services
Coordinator.
Elizabeth Evans, B .A ., Bennington College;
Ph.D., Cornell University, Academic
Computing Coordinator.
Seth Frisbie-Fulton, B .A ., A ntioch College,
User Services Coordinator.
Thomas Horton, B .S., Thomas Jefferson
University; M .B.A ., La Salle University,
Business Systems Analyst.
Robin Jacobsen, B .B .S., Temple University,
Manager, User Services.
Jane F. James, B .S., State University of
New York at New Paltz, Academic
Computing Coordinator.
Steven Kane, B.S., Millersville University,
M.B.A., W est Chester University, User
Services Coordinator.
Frank Milewski, B .S., St. John’s University,
Banner Application Support Manager.
Donald Osborne, A .A .S., Gloucester County
College, Telecommunications Administrator.
Systems Analyst.
Doug Willen, B .A ., Princeton University;
Ph.D., University o f California, Academic
Computing Coordinator.
M edia Services
Michael Patterson, B.A ., Temple
University, Media Services Manager.
Michael Bednarz, B.A ., Pennsylvania State
University, Media Services Technician.
David T. Neal J r ., B.A ., Temple University,
Media Services Technician.
INSTITUTIONAL RESEARCH OFFICE
Robin H . Shores, B.A ., M .A ., Ph.D.,
University of Delaware, Director of
Institutional Research.
Deborah L . Thompson, B .S., Kutztown
University, Institutional Research Assistant.
INVESTMENT OFFICE
Mark C . Amstutz, B.A ., College of W illiam
and Mary; M .A ., University of Virginia,
C.F.A., Director of Investments.
Lori Ann Johnson, B .A ., Rutgers University;
M .B.A ., Villanova University, Assistant
Treasurer.
Vincent Chambers, B.A ., Swarthmore
College, User Services Coordinator.
423
Administration
Louisa C. Ridgway, B .A ., Vassar College;
Carmen Duffy, Treasury Operations
Kelly A . Mueller, B.A ., Bryn Mawr
College; M .L.I.S., University College,
London, Digital Information Services
Coordinator.
Assistant.
Annette Newman, B .A ., Evergreen State
University o f Pennsylvania, Senior
Investment Officer.
College, Assistant to the College Librarian.
LANG CENTER FOR CIVIC AND
SOCIAL RESPONSISIUTY
Kiana T. Nesbitt, B.S., Widener
University, Financial Administrator.
R eferen ce and Bibliographic Instruction
Jennie Keith, B.A ., Pomona College; M .A.
Anne Garrison, B .A ., Drew University;
and Ph.D., Northwestern University,
Executive Director.
M .A ., University o f Washington; M .L.S.,
University o f Washington, Head of
Reference Services and Humanities
Librarian.
Cynthia Jotter, B.A . Swarthmore College,
Director for Community Partnerships and
Planning.
Patricia James, B .A ., Colorado College;
M.Ed., Temple University, Associate
Director for Student Programs and Training.
Debra Kardon-Drown, B.S., Pennsylvania
State University, Assistant to the Executive
Director and Programs Coordinator.
Megan Adams, B .A ., College o f St.
Benedict; M .L.S., Syracuse University,
Social Sciences Librarian.
Pam Harris, B.A ., Mary Washington
College; M .L.S., Drexel University,
Outreach, Instruction, and Reference
Services Librarian.
Assistant.
Edward H . Fuller, B .A ., Widener College;
M .L.S., Drexel University, Reference/Video
Resources Librarian.
U pw ard Bound
T ech n ica l Services
Cynthia Jetter, b •A., Swarthmore College,
Darbata J . Weir, B .S., Pennsylvania State
University; M .L.S., Drexel University,
Assistant Director for Acquisitions, Systems,
and Data Management.
Delores Robinson, Administrative
Interim Director.
LANG PERFORMING ARTS CENTER
Amy M cColl, B .A ., University o f .Delaware;
Susan Dlnsmore Smythe, B.A ., Wesleyan
M .L.S., Drexel University, Assistant Head
o f Technical Services for Monographs,
Special Collections, and Preservation.
University, Managing Director.
Nick KourtideS, Audio Coordinator;
James P. Murphy, B .F.A., State University
Justin Clarke, B .A ., O berlin College,
o f New York at Albany, Manager of
Operations.
So-Young Jones, B.A ., Euha Women’s
University, Korea; M .L.S., Simmons
College, Technical Services Specialist.
Technical Services Assistant.
LIDRARIES
Melinda Kleppinger, B.S., Lebanon Valley
College, Technical Services Assistant.
C O LLEG E LIBRA RY
David A . Loynds, B.S., Swarthmore
College, Technical Services Assistant.
Peggy Ann Seiden, B .A ., Colby College;
M .A ., University o f Toronto; M .L.I.S.,
Rutgers University, College Librarian.
424
Jacqueline Magagnosc, B .A ., University
o f California, Berkeley; M .S., Drexel
University, Government Documents
Specialist.
Mary Marissen, B .A ., Calvin College;
M.M., Catholic University o f America,
Technical Services Specialist.
Louise Petrilla, A .A ., Delaware County
Underhill M usic Library
George K . Huber, B .A ., University of
Pennsylvania; M .L.S., Drexel University,
Performing Arts Librarian.
Community College, Technical Services
Specialist.
T ricollege Library Consortium
Netta Shinbaum, B .A ., State University
of New York at Oswego, Technical Services
Specialist.
University; M .S., University of Illinois at
Urbana-Champaign, Systems Coordinator.
Sandra M . Vermeychuk, B .A .,
Swarthmore College; M .S. in Ed.,
University o f Pennsylvania, Interlibrary
Loan Specialist.
Jon Mark Bolthouse, B .A ., Loyola
Greg Posey, W eb Developer.
Patrick J . Keenan, Book Van Driver.
FRIEN D S H IST O R IC A L LIBRA RY
Elizabeth Woolson, A .B., Chestnut Hill
Christopher Bensmore, B .A ., Oberlin
College, Technical Services Serials
Specialist.
College; M .A ., University of Wisconsin,
Curator.
Laura A . Zielinski, B .A ., Oberlin College,
Technical Services Specialist.
Patricia Chapin O’ Bonnell, b .a . and
M .A ., University o f Pennsylvania; M .A .,
University of Delaware, Archivist.
A ccess and L ending Services
State College, Access and Lending Services
Supervisor.
Barbara E . Addison, B .S., University of
Wisconsin-Milwaukee; M .S.L., University
o f W isconsin-M adison, Technical Services
Coordinator.
Kate Carter, B.F.A., New York University,
Susanna K . Morikawa, B.A ., Dickinson
Access and Lending Services Specialist.
Anna Headley, B .A ., Swarthmore College,
College; M.F.A., Ph.D., Syracuse
University, Archival Specialist.
Night Access and Lending Services
Supervisor.
Assistant.
Alison J . Masterpasqua, B.S., Millersville
Linda Hunt, B .A ., W est Chester University,
Access and Lending Services Specialist.
Candace C . Jacobs, B.A ., Mount
Holyoke, Weekend Access and Lending
Services Specialist.
Mary Ann Wood, B .S., Pennsylvania State
University; M.Ed., Temple University,
Evening Access and Lending Services
Supervisor.
Charlotte A . Blandford, Administrative
Honorary Curators of the
F rien d s Historical Library
Margaret Hope Bacon, Esther Leeds
Cooperman, Mary Bunlap, Philip L .
Gilbert, Valerie Gladfelter, Janies E .
Hazard, Adalyn Purdy Jones, Elizabeth
H . Moger, Jane Rittenhouse Smiley
(emerita), Robert C . Turner, Haney V.
Webster, Signe Wilkinson, and Harrison
M . Wright.
Cornell S cien ce and E ngin eerin g 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
Sw arthm ore College P eace Collection
Wendy E . Chmielewski, B .A ., Goucher
College; M .A ., Ph.D., State University of
New York at Binghamton, George Cooley
Curator.
Barbara E . Addison, B .S., University of
Wisconsin-Milwaukee; M .S.L., University
o f W isconsin-M adison, Technical Services.
Iowa, Serials and Access Specialist.
425
Administration
Mary Beth Sigado, B .A ., Temple
University, Technical Services Specialist.
PSYCHOLOGICAL SERVICES
Anne Yoder, B .A ., Eastern M ennonite
College; M .L.S., K ent State University,
Archivist.
David Ramirez, B.A ., M .A ., Ph.D.,
University o f Texas, Director.
Advisory C ouncil of the Sw arthm ore
College P eace Collection
Paula S . ROSen, B.A ., University of
Rochester; M .S.S., Bryn Mawr College;
Ph.D., Bryn Mawr College Graduate School
o f Social Work and Social Research, Senior
C linical Social Worker.
Harriet Hyman Alonso, Irwin Abrams
(emeritus), Katherine Camp, Kevin
Clements, Hilary Conroy (emeritus),
John Dear, Donald B . Lippincott,
Hannah and Felix Wasserman.
Kim 0 . Grant, B.S., Purdue University;
Ph.D., University of South Carolina,
C linical Psychologist.
LIST GALLERY
Pennsylvania; D.O., University of Medicine
and Dentistry, New Jersey School of
Osteopathic Medicine; Fellow, Child and
Adolescent Psychiatry, Jefferson Medical
College, Consulting Psychiatrist.
Andrea Packard, B.A ., Swarthmore
College; Certificate, Pennsylvania Academy
o f the Fine Arts; M.F.A., American
University, Director.
OCCUPATIOHAL AND
ENVIRONMENTAL S AFETY
Paul T. Rodgers, B .S., Millersville
University; M .S., Indiana University of
Pennsylvania, Occupational and
Environmental Safety Officer.
PAYROLL
Karen Phillips, Payroll Director.
Kathryn Timmons, Payroll Assistant.
Bonnie Gasperetti, Payroll Clerk.
Catherine Wilson, Payroll Clerk.
POST OFFICE
Joseph C . Hewitt, B.A ., University of
Jonathan S . Comer, B .A ., University of
Rochester; Doctoral Candidate, Temple
University C linical Psychology Program,
Psychology Intern.
Jennifer M . Heidt, B .S., State University
o f New York at Binghamton; M .A ., Temple
University; Doctoral Candidate, Temple
University C linical Psychology Program,
Psychology Intern
Lara L . Nalbandian, B.A ., Temple
University; M .A ., Widener University;
Doctoral Candidate, Widener University
Institute o f Graduate C linical Psychology.
Psychology Intern.
Gabriella Serruya, B .A ., Yale University;
M .A ., Widener University; Doctoral
Candidate, Widener University Institute of
Graduate C linical Psychology, Psychology
Intern.
Julia A . Stein, B .A ., Swarthmore College;
M .A ., Bryn Mawr College; Doctoral
Candidate, Bryn Mawr College Clinical
Developmental Psychology Program,
Psychology Intern.
Rirgitte Haselgrove, Administrative
Vincent J . Vagnozzi, B .S., W est Chester
University, Supervisor.
Charles Stasiunas, Assistant Supervisor.
John Quinn, Mary Hamilton, John Steel,
Earl Leight, and Russ Quann, Clerks.
426
Assistant.
PUBLIC SAFETY
Je ff Jabco, B .S., Pennsylvania State
Owen Redgrave, B .S., W est Chester
University; M .S., N orth Carolina State
University, Horticultural Coordinator.
University; A .A .S., Delaware County
Community College, Director o f Public
Safety.
Herbert Barron, Lieutenant, B.A .,
Cheyney State College.
Rhoda Maurer, B .A ., University of
Washington, Plant Records Supervisor.
Helen DiFeliciantonio; Jody Downer,
A .A .S., Drexel University, Administrative
Assistants.
Brian Harris, Dominick Martino, Patrol
Sergeants.
Jim Ellis, Joe Louderback, and Rob
Warren, Public Safety Officers.
Bob Stephano, Ray Stiles, Patrol
Corporals.
Ellie Jamison, George Barbes, Frank
BarbOSa, Fire Protection Engineering,
A .A .S., Safety Management, Delaware
Technical Community College;
Communications Center Staff.
Terri Narkin, Sally Coultes,
Administrative Assistants.
REGISTRAR’S OFFICE
Martin 0 . Warner, B .A ., University of
North Carolina at Chapel Hill; M .A ., Duke
University, Registrar.
Diane M . Codings, B.A ., Sm ith College,
Associate Registrar.
Eiaine Hamilton, Assistant Registrar.
Janet McSwiggan, Assistant Registrar.
THE s c o n ARBORETUM
Claire Sawyers, B .S., M .S., Purdue
University; M .S., University of Delaware,
Director.
Melanie Blandford, B .A ., James Madison
University, M .S., University of Tennessee,
Educational Program Coordinator.
Andrew Bunting, A .A .S., Joliet junior
VISUAL RESOURCES COLLECTIONS,
DEPARTM ENT O F ART
Stacy BomentO, B.A ., LaSalle University,
Curator.
ACADEMIC ADMINISTRATIVE
ASSISTANTS AND TECHNICIANS
Art: June V. Cianffana, A .A .S.,
Delaware County Community College,
Administrative Assistant; Douglas Herren,
B.F.A., W ichita State University; M.F.A.,
Louisiana State University, Studio
Technician.
Asian Studies: Jenny Gifford,
Administrative Assistant.
Biology: M att Powell, B .S., Central
Michigan University, Administrative and
Technology Manager; Maria E. Musika,
Administrative Assistant; Joh n Kelly,
A .A .S., Community College of
Philadelphia; B .S., W harton School,
University o f Pennsylvania, Senior
Technical Specialist; Gwen Rivnak, B .S.,
Denison University; M .E., Widener
University, Laboratory Coordinator; Betsy
Homer, B .S., Bucknell University; M.Div.,
Andover-N ewton Theological School,
Anim al Care Technician; B ill Pinder, B.A .,
Swarthmore College, Biology Greenhouse
Manager.
Black Studies: Jenny Gifford,
Administrative Assistant.
College; B .S., Southern Illinois University,
Curator.
427
Administration
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 o f Tennessee,
Instrument Coordinator.
Mathematics and Statistics: Stephanie
J . Specht, Administrative Assistant; Steve
Amgott, B.A ., University o f Pennsylvania;
Ph.D., Rutgers University, Computer
Laboratory Coordinator.
Classics: Deborah Sloman, Administrative
Eleonore Baginski, B.S., St. Joseph’s
University, Administrative Coordinator;
M ichael Jones, B .A ., State University of
New York at Buffalo, Language Resource
Center Director; A nna Everetts,
Administrative Assistant.
Assistant.
Computer Science: Bridget M. Rothera,
Administrative Assistant; Jeffrey M. Knerr,
B .S., College o f W illiam and Mary; M .S.,
Ph.D., University o f North Carolina,
Lab/System Administrator.
Economics: Nancy Carroll, B .A ., Barat
College, Administrative Assistant.
Educational Studies: Kae Kalwaic, B.S.,
Shippensburg University; M.Ed., Temple
University, Administrative Assistant.
Engineering: Holly Castleman,
Administrative Assistant; G rant Sm ith,
M echanician; Edmond Jaoudi, Electronics,
Instrumentation, and Computer Specialist,
B .S., Fairleigh Dickinson University;
M .A rch., Virginia Polytechnic Institute and
State University.
English Literature: Carolyn Anderson,
Administrative Coordinator; Nancy Bech,
Administrative Assistant.
Environmental Studies: Holly Castleman,
Administrative Assistant.
Film and Media Studies: Carolyn
Anderson, Administrative Coordinator;
Nancy Bech, Administrative Assistant.
Francophone Studies: Eleonore Baginski,
B.S., S t. Joseph’s University, Administrative
Coordinator.
German Studies: Eleonore Baginski, B.S.,
St. Joseph’s University, Administrative
Coordinator.
History: Theresa Brown, A .A .S., Delaware
County Community College; B .B.A .,
Temple University, Administrative
Assistant.
Latin American Studies: jenn y Gifford,
Administrative Assistant.
Linguistics: Bill Reynolds, Administrative
Assistant.
428
Modern Languages and Literatures:
Music and Dance: Hans Boman, B.M .,
Philadelphia College o f Performing Arts,
Dance Program Accompanist; Sarah
Yardney, B.A ., Swarthmore College, Arts
Administration Intern.
Peace and Conflict Studies: jenny
Gifford, Administrative Assistant.
Philosophy: Donna Mucha, Administrative
Assistant.
Physical Education and Athletics:
Marian Fahy, Administrative Assistant;
Sharon J. Green, Administrative Assistant;
Ray Scott, Equipment/Facilities Manager;
Larry Yannelli, Equipment/Facilities
Manager; Marie M ancini, A .T., C-, B.S.,
W est Chester University, R ob Roche, M .S.,
University of Illinois; B .S., West Chester
University.
Physics and Astronomy: Carolyn R.
'Warfel, A .S.,W idener University,
Administrative Assistant; James Haldeman,
Instrumentation/Computer Technician;
Steven Palmer, M achine Shop Supervisor;
Christopher D. Cothran, B.S., Stanford
University; Ph.D., University o f Virginia,
Postdoctoral Research Scientist.
Political Science: Kathleen Kerns, B.A .,
University o f Pennsylvania; Deborah
Sloman, Administrative Assistants.
Psychology: Joanne Bramley,
Administrative Coordinator; Julia Welbon,
B.A ., William Sm ith College, Academic
Coordinator; Donald Reynolds,
Instrumentation Technician.
Public Policy: Catherine Wareham, A S.,
Wesley College, Administrative Assistant.
Religion: Eileen McElrone, Administrative
Assistant.
Sociology and Anthropology: Rose Maio,
Administrative Coordinator.
Theater: Caroly n Anderson, Administrative
Coordinator; Nancy Bech, Administrative
Assistant; Sarah Yardney, B .A ., Swarthmore
College, Arts Administration Intern.
Women’s Studies: Jenny Gifford,
Administrative Assistant.
Visiting Examiners 2004
ART
CLASSICS
Professor Jesse Amar, T hiel C ollege
Professor Martha Armstrong, H averford C ollege
Professor Adelaide Paul, M aryland Institute
Professor Paul Wandless, University o f D elaw are
Professor Roger Rothman, B ucknell University
Professor Mary Shepard, Independent Scholar
Professor Stephanie Solum, W illiam s C ollege
Professor M ichael Flower, Princeton University
Professor Andrew Ford, Princeton University
Professor Emily Wilson, University
o f Pennsylvania
Professor Matthew Roller, Johns H opkins
Unversity
BIOLOGY
Professor Gregory Benson, University o f
Son Francisco
Professor Kevin Bowyer, University o f
N otre D am e
Professor Bruce Char, D rexel University
Professor Stephen Freund, W illiam s C ollege
Professor Christopher Prince, University o f
M innesota-D uluth
Professor Holly Yanco, University o f
M assachusetts-Low ell
Professor Julie Brill, T he H ospital fo r Sick
C hildren
Professor Patricia DeCoursey, University o f
South C arolin a
Professor J. A lan Diehl, University o f
Pennsylvania C an cer C en ter
Professor Donald Gailey, California State
University—H ayw ard
Professor Marilyn Hasler, Franklin & M arshall
C ollege-E m eritus
Professor Scott M cRobert, St. Joseph’s
University
Professor Jo n Raper, University o f Pennsylvania
School o f M edicine
Professor M ichael Romero, Tufts University
Professor Marc Schmidt, University
o f Pennsylvania
Professor Diane Shakes, T he C ollege o f
W illiam and M ary
Professor Guy Steucek, MiUersviUe University
Professor Randy Strich, F ox C hase
C an cer C en ter
Professor Joe Thompson, St. Joseph’s University
Professor Rocky Tuan, N ational Institutes
o f H ealth
Professor David Tuveson, U niversity o f
Pennsylvania School o f M edicine
Professor Joanne Willey, H ofstra University
Professor Juliette Winterer, Franklin &
M arshall C ollege
BLACK STUDIES
Professor Guthrie Ramsey, University
o f Pennsylvania
CHEMISTRY
Professor Tony Arrington, Furm an University
Professor Esther Gibbs, G oucher C ollege
Professor Marisa Kozlowski, University
o f Pennsylvania
Professor Jo n Lorsch, Johns H opkins University
430
COMPUTER SCIENCE
ECONOMICS
Professor Jeffrey DeSimone, University o f
South Florida
Professor Christian Hogendom, W esleyan
University
Professor Peter Jubinski, C olgate University
Professor Christopher Magee, Bucknell
University
Professor Charles Michalopoulos, M DRC
Professor Richard Mshomba, L a Salle
University
Professor Peter Schochet, M athem atica Policy
R esearch Inc.
Professor Kevin Stiroh, W esleyan University
EDUCATION
Professor Suzanne Hidi, University o f Toronto
Professor Cynthia Lightfoot, Pennsylvania State
University—D elaw are County
Professor Katherine McClelland, Franklin &
M arshall C ollege
Professor Chris Roelike, V assar C ollege
Professor Lawrence Sipe, University
o f Pennsylvania
ENGINEERING
Professor James Baish, BuckneU University
Professor W enli Huang, U .S . M ilitary
A cadem y-W est Point
Professor Gerard Jones, ViUanova University
Professor Lalitesh Katragadda, G oogle
Professor Karl Seeler, L afayette C ollege
Professor Margaret Wismer, BuckneU University
Professor Matthew Sommer, Stanford University
Professor Sharon Ullman, Bryn Mawr C ollege
Professor Richard W hite, Stanford University
Professor Julie W inch, University o f
M assachusetts-Boston
Professor Michael Wolfe, Pennsylvania State
University—A ltoona
INTERPRETATION THEORY
ENGLISH LITERATURE
Professor Rachel Gabara, Princeton University
Professor Ian Baucom, D uke University
Professor Hester Blum, Pennsylvania State
University
Professor Elaine Freedgood, N ew York
University
Professor Heather Hirschfeld, U niversity o f
Tennessee—Knoxville
Professor Ethan Knapp, O hio State University
Professor Cassandra Laity, D rew University
Professor Rachel Moore, Goldsm iths University
o f London
Professor Sameer Pandya, Queens CollegeSU N Y
Professor Margaret Robinson, W idener
University
Professor Carol Singley, Rutgers U niversityC am den
Professor Diana Son, Playwright, Screenwriter
Professor Gustavus Stadler, H averford College
Professor Jeanne Walker, University
o f D elaw are
Professor David Young, Oberlin College—
Emeritus
LINGUISTICS
FILM
Professor A nna McCarthy, N ew York
University
HISTORY
Professor Erica Armstrong, University
o f D elaw are
Professor Carol Bresnahan, University o f Toledo
Professor David Engerman, Brandeis University
Professor Elizabeth Faue, Wayne State
University
Professor Mark Healey, University o f
Coli/omia-Berlceley
Professor Patrick Manning, N ortheastern
University
Professor Karen Petrone, University o f Kentucky
Professor Helmut Sm ith, Vanderbilt University
Professor David Branner, University
o f Maryland
Professor Ioana Chitoran, D artm outh College
Professor James Crawford, Independent Scholar
Professor David Embick, University
o f Pennsylvania
Professor Laurence Horn, Yale University
Professor Pauline Jacobson, Brow n University
Professor Yen-Hui-Audrey Li, University o f
Southern C alifornia
Professor Eric Potsdam, University o f Florida
Professor Joel Rini, University o f Virginia
Professor Tom Roby, C aliforn ia State
University—H ayw ard
Professor Jie Zhang, University o f Kansas
MATHEMATICS ANU STATISTICS
Professor Karen Ball, University o f M innesota
Professor Tom Halverson, M acalester College
Professor Kiyoshi Igusa, Brandeis University
Professor Paul Klingsberg, St. Joseph’s
University
Professor David Rusin, N orthern Illinois
University
Professor Lisa Traynor, Bryn M aw r C ollege
Professor Elaine Zanutto, University o f
Pennsylvania—W harton School
MOUERN LANGUAGES—CHINESE
Professor Rong Cai, Emory University
Professor Xiaobing Tang, University o f C hicago
MODERN LANGUAGES—FRENCH
Professor Koffi Anyinefa, H averford College
Professor Alexandre Dauge-Roth, Bowdoin
C ollege
Professor Natasha Lee, Bryn Mawr College
431
Visiting Examiners
MODERN LANGUAGES—GERM AN
Professor Richard Langston, U niversity o f
N orth C arolinor-C hapel Hill
MODERN LANGUAGES—JAPANESE
Professor Joseph Murphy, U niversity o f Florida
MODERN LANGUAGES—RUSSIAN
Professor Catherine Ciepiela, A m herst C ollege
Professor Priscilla Meyer, W esleyan University
Professor George Pahomov, Bryn Mavur C ollege
MODERN LANGUAGES—SPANISH
Professor Agnes Money, Tem ple University
Professor Carlos Trujillo, V illanova University
MUSIC
Professor Michael Klein, Tem ple U niversityEsther B oyer C ollege o f M usic
PEACE AND CONFLICT
Professor Christina Beltran, H averford C ollege
PHILOSOPHY
Professor Jody Azzouni, Tufts University
Professor A lex Byrne, Massachusetts Institute
o f Technology
Professor Jyl Gentzler, A m herst C ollege
Professor Fred Rush, N otre D am e University
Professor David Sobel, Bow ling G reen State
University
Professor Meredith Williams, John s H opkins
University
PHYSICS AND ASTRONOMY
Professor Alyssa Goodman, H arvard University
Professor Donald Jacobs, C ollege o f W ooster
Professor Martin Ligare, B ucknell University
Professor Jamie Lombardi, V assar C ollege
POLITICAL SCIENCE
Professor Isaac Balbus, University o f Illinois
Professor Thomas Callaghy, University o f
Pennsylvania
Professor C ecil Hale, C ity C ollege o f
San Francisco
Professor Douglas Holmes, Binghamton
U niversity
Professor Ronald Kahn, O berlin C ollege
Professor W illiam LeoGrande, A m erican
University
432
Professor Jerome Maddox, University
o f Pennsylvania
Professor Richard Mansbach, Iow a State
University
Professor Robert Mickey, University o f M ichigan
Professor James Murphy, D artm outh C ollege
Professor Andrew Norris, University o f
Pennsylvania
Professor Patricia Thornton, Trinity C ollege
PSYCHOLOGY
Professor Kim Wright Cassidy, Bryn Motor
C ollege
Professor Melissa Hunt, University
o f Pennsylvania
Professor Shirit Kronzon, U niversity o f
P ennsylvania-W harton School
Professor Peggy Li, H arvard University
Professor Brian Scholl, Yale University
Professor Earl Thomas, Bryn Mawr C ollege
Professor William Thompson, University
o f U tah
Professor Stanton Wortham, University
o f Pennsylvania
PURUC POLICY
Professor Fernando Chang-Muy, University
o f Pennsylvania Law School
Professor Christopher Kilby, V assar C ollege
RELIGION
Professor Paula Arai, C arleton C ollege
Professor A nna Bigelow, N orth C arolin a State
University
<
Professor Tracey Hucks, H averford C ollege
Professor Joyce McClure, O berlin C olleg e
Professor Michael Sells, H averford C ollege
Professor Joh n Strong, Bates C ollege
Professor Lawrence W hite, University
o f W ashington
Professor Elliot Wolfson, N ew York University
SOCIOLOGY AND ANTHROPOLOGY
Professor G ene Bums, M ichigan State University
Professor Raymond DeVries, Princeton
University
Professor Heidi Gottfried, W ayne State
University
Professor Andrew London, Syracuse University
Professor Darrell Moore, D ePaul University
Professor Elizabeth Povinelli, University
ofC hicagp
Professor Ted Swedenburg, University
o f Arkansas
Professor Stephen Warner, University
o f lU inois-Chicago
THEATER
Professor Henrik Borgstrom, N iagara University
Professor Mark Lord, Bryn Mawr C ollege
Professor Cary Mazer, University o f
Pennsylvania
Professor Kym Moore, Sarah Law rence C ollege
Professor Elizabeth Stevens, Bryn Maivr C ollege
Professor Robert Vorlicky, N ew York
University—Tisch School
WOMEN’S STUDIES
Professor Cheryl Greenberg, Trinity C ollege
433
Degrees Conferred
May 30, 2004
BACHELOR OF ARTS
Jocelyn Leigh Braddock, A rt History
Naa Aku Addo, Econom ics and French
N ii Mantse Ablade Addy, Econom ics
Alexander Charles Brennan, Political Science
and Econom ics
Brigid Maureen Brett-Esbom, M athem atics
Njideka Francess-Geraldi Akunyili, Art
and Biology
Nicole Anna Mongini Brunda, Econom ics
Emily Jean Alvarez, Special M ajor in
Education and A rt
Phuong A nh Bui, Political Science and
Econom ics
Juan Matthew Bulnes-Fowles, M athem atics
and C om puter Science
Maria Cristina Alvarez, H istory
R ebecca Amdemariam, H istory
Ryan Hal Budish, Political Science
Kosuke Amiya, Political Science
Rachel A nn Burstein, H istory
Joshua David Anderson, Linguistics
Kimberley A nn Bussey, Psychology
Christopher Chuan Kai Ang, M athem atics
and Econom ics
Lauren Elizabeth Appel, Special M ajor in
U rban Studies
G race Dufie Appiah, H istory
Alexis Emma C h ’ing-Yun Dare-Attanasio,
English Literature and Special Mo/or in
Psychobiology
Benjamin Christopher Bagley, Philosophy
Kathryn Enstad Baker, Russian and Special
M ajor in Astrophysics
Mackenzie Scott Carlson, G reek and Music
Lourdes Denisse Carrasco, Sociology and
Anthropology
Brandon Anwar Carver, Special Major in
Education and Sociology and Anthropology
Courtney Rochelle Caughey, Econom ics
Caroline Virginia Celano, Psychology
Ixel Cervera, Biology
Ryan Ahmad Chahrour, Philosophy an d
Econom ics
Elaina Rebecca Barroso, H istory
Daniel Scott Chamberlain, Econom ics and
C om puter Science
Samantha Brooke Bartner, Psychology and
English Literature
Maryann Russell Chambers, Biology
Audrey June-wen Chan, Art
Robert Kent Bassett, H istory
Marie Elizabeth Becker, English Literature
Laurel Andrea Beesemyer, H istory and
English Literature
Sherandoa Benitez, H istory
Emma Katherine Tara Benn, Chem istry
David William Berger, Econom ics
Cam illa Berretta, Special M ajor in Linguistics
and Language
Rachel Kahn Best, Sociology and Anthropology
Deborah A nn Bishov, H istory
Alexander Richard Black, Political Science
Joel Alexander Blecher, Religion
Emily Rose Blem, M athem atics
Rachel liana Block, Econom ics
Ester Sarah Bloom, Special M ajor in
A m erican H istory and Film
Aaron Tien-Hsin Cheng, Biology
Timothy John Cheng, Econom ics
Michael Yung C ho, Chem istry
Christopher Michael Ciarleglio, Biology
Catherine Eleanor Clark, H istory
Laura A nita Clark, Religion
John David Cleaver, H istory
Ryan Duane Conley, Econom ics
Deirdre A nn Conner, Sociology and'
Anthropology
Stephen Lewis Cook, Biology
Samantha Alexandra Crane, Psychology
Amanda Emily Cravens, H istory
Justin Rust Crosby, Religion
Stephanie Alexis Cross, Biology
Catherine Quynh Nhu Danh, Econom ics
Jenny A nn Blumberg, Biology
Peter Langdon Davidson, Political Science
Katia Bobonis, Sociology and Anthropology
Carlton John Davis, Political Science
Louisa Strouse Boiman, Political Science
Hemease Louise Davis, Biology
Marc Barry Boucai, T heater and
English Literature
M ichael Cerbone DeFillipo, Biology
434
Genevieve Escande de Messieres, Special M ajor
in Astrophysics
Pari Deshpande, English Literature
Jonah Malkiel Gold, Philosophy and
M athem atics
Matthew Jordan Goldstein, Biology
Joseph Lee Dickerson III, Special M ajor in
Education and Psychology
Samuel Smigrod Dingman, T heater
Nicholas Patrick Kulamanu Goodness,
Special M ajor in Education and Sociology
and Anthropology
Emmanuelle Marie Gounot, C om parative
Literature and Political Science
Carla Meredith Greenberg, Political Science
Sarah Nelle Byers Donovan, Political Science
Audrey Marie Christine Dorelien, Economics
and Biology
Lillie Dremeaux, Linguistics
Jessie Kimball Dryden, Special M ajor in
Education and Political Science
Andrew Thomas Gregory, Religion
Surbhi Gupta, Econom ics
G errit Michael Hall, Religion and Physics
Amalie Eliana Dublon, English Literature
Seung Pil Han, Econom ics and Chem istry
Orhan Edali, Econom ics
Sara Mireille Edelstein, Sociology and
Anthropology
Alex Lee Edleson, Special M ajor in Spirituality
and Sustainability
Jonathan Ehrenfeld, H istory
Olivia Ophelia Harman, Philosophy
Jennifer Lauren Hart, Psychology
Robert Evan Hart, Linguistics
Andrew Douglas Hauze, M usic
Jennifer Pak Elliott, History
Zachary Wright Ellison, Econom ics
Evan Aquila Hensleigh, H istory
Juana Alejandra Hernandez, Sociology and
Anthropology
Liv Leila Herriot, Political Science
Jonathan Philip Bragg Elmer, Special M ajor
in Biochem istry
Erik James Elwood, M athem atics
Javier Osvaldo Hidalgo, Sociology and
Anthropology
Sarah Cavallon Hilding, English Literature
Rebecca Ennen, T heater
Brandon Charles Estrella, Psychology and Art
Justene Grace Hill, Spanish
Christina Diane Hinton, Special M ajor in
Education and N eurobiology
Kenneth Ross Hoffman, Art H istory
Margarita Rose Fermin, Sociology and
Anthropology
Rachel Fichtenbaum, Linguistics
Joseph Atchison Florence, Political Science
Emily Suzanne Ford, Special M ajor in
Biochem istry
Stefanie Leigh Fox, Religion
Nefertemeken Keturah Francis, Chem istry
Sorelle Alaina Friedler, Computer Science
Elizabeth Jean Holman, C om puter Science
Daniele Lorenzen Pua’ala Holt-Lyman,
Economics
Sarah Soo-Yung Hughes, Special M ajor in
Psychobiology
Milos Ilak, Physics
Ignatius Wambani Immonje, Political Science
Sarah Brown Fritsch, Political Science
Steven Bucher Isbister, Political Science
Caroline A nne Fritz, Political Science
Abigail Crosbie Frost, Biology and Special M ajor
in International Relations
Allen Hailey Frost, English Literature
Catherine Elizabeth Gaffney, English Literature
Amir Rauf Al-duha Jaima, Philosophy
Alida Maria Gertz, Special M ajor in
Psychobiology
Daniela Albuquerque G iao, English Literature
Dale Gregory Jennings, H istory
Krista Marie Gigone, Linguistics
Stéphanie Virginia Marie Gironde, Psychology
and French
Erika Lynne Janifer, Political Science
Mark Isaac Janoff, Philosophy and
Special M ajor in Astrophysics
Nora Diana Jaramillo, History
Keisha Marie Josephs, Special M ajor in
Education and Linguistics
Jacquelene Rose Kahn, Special Major in
Education and English Literature
Sachin Sanjay Kale, Religion and Biology
Elinore Juliana Kaufman, History
435
Degrees Conferred
Rachel Beth Kaufman, Biology and Religion
Daniel Scott Loss, Linguistics and H istory
Andrew James Kazakes, Philosophy
Nicholas Yet W ah Lum, Econom ics
Danielle Teodora Keifert, Special M ajor in
Education and Astronom y
Adrienne Meryl Mackey, T heater and
Chem istry
Jason M ichael Kerensky, A rt H istory
Melanie A nn Maksin, H istory
Sung Eun Holice Kil, Philosophy
Crescent Bianca Martin, Econom ics and
P olitical Science
Sanggee Elisandra Kim, A sian Studies
Sh in Sook Kim, P olitical Science
Kenneth Christopher Kimura,
English Literature
Anastasia Eduardovna Kolendo,
English Literature
Kenneth Edwin Martin, Philosophy
Nicholas Carl Martin, English literatu re
A nna Vuyiswa Masilela, Econom ics and
Political Science
Jonathan David Konits, Philosophy
Benjamin Peter Masten, English Literature
Francisca Mata, Biology
Kathleen Ellen Kristian, Chem istry
Jennifer Koeun Ku, Political Science
A llen Clark McBride, Biology
Ian Matthew Kysel, Sociology and Anthropology
Shawn Christopher Kyzer, Philosophy
Kathryn Rose McCaffrey, Biology and H istory
Erin Elizabeth McLaughlin, A rt H istory
A nn Marie Lam, Biology
Catherine Yetive Meals, Special M ajor in
Education and H istory
Alison Rose Landrey, Religion
Timothy Fraser Lang, Religion
Juliet Gabriella Lashinsky-Revene, Psychology
Lan Xuan Le, Biology and A sian Studies
Guy David LeBas, Econom ics
Ben Mates, Physics
Sapna Navinchandra Mehta, A sian Studies
Kathleen Clark Melville, Special M ajor in
Education and English Literature
Ross Benjamin Messing, Psychology and
C om puter Science
Melinda Ming Xiu Lee, Sociology and
Anthropology
Matthew John Miller, Astronom y
Felicia Elena Leicht, T heater and
P olitical Science
Rebekah A nne Miller, Chem istry and Biology
Kate Elise Minear, English Literature
Meredith Erin Leigh, Psychology
David Patrick Mister, Econom ics
Elizabeth Claire Leininger, Biology
Helen Esther Rose Leitner, Special M ajor
in Psychobiology
Juri A nn Miyamae, Biology
Jared Paul Lenow, Econom ics
A ntonio Manuel Moreda Alegria, Sociology
and Anthropology
W oot Lervisit, Econom ics and M athem atics
Aaron Lee Modic, Physics
Mariah Nichole Montgomery, H istory
Jacob Donald Letendre, Econom ics
Eric Philip Levy, Physics
A nna Uma Morgan, P olitical Science
Duolan Li, English Literature
Wuryati Cynthia Morris, Econom ics '
Pei Pei Liu, Special Major in Education and
English Literature
Katrina Kareen Morrison, Political Science
M ichelle Lo, Econom ics and Special M ajor
in C hinese
Christopher Patrick Loeffler, Econom ics
Gregory Kin Lok, Econom ics and Sociology
and Anthropology
Cadelba Gracia Lomeli-Loibl, Spanish
Amy Wai-Ming Long, Religion and
English Literature
Karla Valentina Lopez, Sociology and
Anthropology
436
Brendan Robert Moriarty, P olitical Science
Evan Michael Moses, C om puter Science
Erik Scott Munroe, Biology
Katherine Frances Mumen, Biology
Christopher Lawrence Murphy, Econom ics
Edwin G ene Nam, Biology
Renuka Rajendra Nayak, Biology and
C om puter Science
Sarah Crane Newman, English Literature
Hai-Yen Thuy Nguyen, Special M ajor in
Biochem istry
Tram Duy Nguyen, Econom ics
Marie Claire Niemczyk, Political Science
Chinwe A . Nwaneshiudu, Biology
Kenny Jung-Taek O h, Political Science
Michael Colerick O ’Keefe, Linguistics
Adrian Dohrmann Packel, G reek
Spencer Tideman Paine, Philosophy
Ryan Pannorfi, Biology
Arpita Virendra Parikh, Art
Joe Young Park, Biology
Michael Alexander Pasahow, Political Science
Natacha Pascal, Special M ajor in
International Studies
Jared Strong Passmore, Philosophy
Kara Elizabeth Passmore, Linguistics
Lela Kristin Patrik, M athem atics and
Special M ajor in Education and Sociology
and Anthropology
Katherine Lenore Penrose, Biology
Nicole C . Perez, Econom ics
Audrey Elizabeth Pemell, T heater
Kevin Ingram Perry, Econom ics
A ja Chante Peters-Mason, Biology
Lena Marie Katharina Petri, P olitical Science
Bradley Christopher Phillips, Religion
Ay Jy Phoun, Biology
Corey Elizabeth Pilver, Psychology
Kathleen Maura Robinson, Sociology and
Anthropology
Jerusha Harriet Rodgers, Econom ics
Laudy Leandro Rodriguez, Econom ics
Katherine Forsythe Rogers, English Literature
Rebecca Elysia Pappo Rogers, Biology
Bryn Rachel McCammon-Rosenfeld,
C om parative Literature
Gabriel Rosenkoetter, C om puter Science
Julian Alistair Rosse, M athem atics and
C om puter Science
Andrew Blake Rosskamm, Economics
Susan Rose Roth, M athem atics
Aaron G rant R. Rubin, Political Science
and H istory
Claire Fraser Ruud, A rt H istory
James Lewis Branen Salmon, Special M ajor
in Technology and H um an Expression
Catherine Lourdes Salussolia, Psychology
Wendell A llen Sammons, Econom ics
Rachel Elizabeth Sapiro, Physics
Jeffrey Paul Scheible, Special M ajor in
Film and M edia Studies
Jacob Stephens Schneider, Economics and
Special M ajor in C hinese Language and
Literature
W illiam Thomas Schricker, A ncient H istory
W illiam Wesley Sconce, Econom ics
Jumatatu Mtafuta-Ukweli Poe,
English Literature
Claudia Marguerite Sell, Special M ajor in
Education and Political Science
Emily Catherine Pollina, Biology
Carolyn Sha, Econom ics
Rajaa Mahfuza Shakir, H istory
Sara Kathryn Elizabeth Posey, Special M ajor
in Education and M usic
Mark Joseph Pouy, Chem istry
Alana Yu-lan Price, English Literature
LiErin Probasco, Sociology and Anthropology
Autumn Elise Quinn-Elmore, H istory
Benjamin A llan Rae, Econom ics
Eric Kouwei Shang, Econom ics and M athem atics
Daniel Eric Shargel, Philosophy
Gyanu Sharma, Econom ics
Edward John Sheldon, H istory
Jessica A nn Sheldon, Special M ajor in
Education and Sociology and Anthropology
Jesse Caleb Ravage, H istory
Christine Hwang Shin, English Literature
Anjani T. Reddy, Econom ics
Wonjae Benjamin Rhee, Biology and Econom ics
Emily Nelson Shrader, M usic and G erm an
Emily Sara Rhoades, Special M ajor in
Psychobiology
Sanjay Amado Richards, H istory
Chelsea Olivia Richmond, Sociology and
Anthropology
Amy Elizabeth Robinson, Com parative
Literature
Seth Reed Sias, H istory
Danielle Alexis Silverman, M athem atics
Morgan Elizabeth Simon, Political Science
and Econom ics
Seeta A nna Sistla, Biology
Aaron Burton Sm ith, H istory
Derek Heath Sm ith, G reek
Degrees Conferred
Tamika Adanna Songster, Biology
Clifford A Sosin, Econom ics
Joseph M ichael Spadola, M athem atics and
C om parative Literature
Sarah H elen St. Vincent, English Literature
and A sian Studies
Zlatina Stanimirova Stancheva, Biology
Andrew Emilio Steel, H istory
Zachary Galluccio Steele, Sociology and
Anthropology
Heather Gayle Stem shein, Biology
Jeremy M ichael Stober, M athem atics
A nna Christine Stratton, Religion
Khadijah Lorraine W hite, Special M ajor in
Social Justice
Louisa Lillian W hitfield-Smith,
Political Science
Jason Robert Wiggins, Physics
Alexis Trewhitt Williams, H istory
Matthew Evan Williams, Political Science
Jacqueline Deanna W ilson, Sociology and
Anthropology
Keith Robert Wilson, M athem atics
Daniel W inkel, Biology
Peter Joseph Wirzbicki, H istory
Frank Lucas W olcott, M athem atics and Physics
Fraser Elisabeth Tan, Biology
Gerald Tan Chuang W in, Econom ics
Maurice Wong, Political Science and Econom ics
Jessica A nne Tashjian, Biology
Tamara Katrin Wood, French
Rasika Pradip Teredesai, Religion
Emily Jane Thomforde, Linguistics
Marion Luisa Tizon, Sociology and Anthropology
Derrick Wu, Biology and Philosophy
Maria-Elena deTrinidad Young, Spanish
Jeffrey Robert Traczynski, Econom ics
Thuy T h i Xuan Tran, Biology
Tara Kristyl Trout, English Literature and
Psychology
Tuyet-Trinh Nguyen Truong, Econom ics and
Biology
Meredith Alenia Tsumba, Economics and
H istory
Daniel Demis Turetsky, M athem atics
Sarah Marie Wood, H istory
Esther Beatriz Zeledon, Special M ajor in
Environm ental and Earth Science
Zhiyuan Zhu, Econom ics
Joanne Eun Young Zhung, Biology
James Hall Zvokel, Philosophy
BACHELOR OF SCIEHCE
Matthew John Anzivino, Engineering
Claire Celeste Vancik, Art H istory
Joseph Everett Armstead III, Engineering
Kirsten Siri Vannice, Sociology and
Anthropology and Biology
A nn Elizabeth Vargo, Econom ics
Emily Rose Blem, Engineering
Joseph Salvatore DeSimone, Engineering
Marielena Vêlez, Biology
Andrew Louis Verardo, Religion and Biology
Milos Ilak, Engineering
Seth Julian Jacobson, Engineering
Frank Jonathan Visciano, Political Science
and Econom ics
Kier Brice Wachterhauser, Philosophy
Erika Lynne Janifer, Engineering
William Frederick Kraig, Engineering
Matthew Richard Wallaert, Psychology
Michael Joseph Noreika, Engineering
Phillip Benjamen W atts, English Literature
Kristina Yi-Hwa Pao, Engineering
Edwin Darlington Way, Econom ics
Clifford A Sosin, Engineering
David Koh Urban, Engineering
Sarah Marjorie Weese, Special M ajor in
Education and Spanish Literature
M ichael Benjamin Weiner, Political Science
N athan Freed Wessler, Political Science
M ichael Taylor Wham , Psychology
Benjam in David W harton, H istory
438
Michael Lewis Dudley, Engineering
Timothy Fraser Lang, Engineering
Xiao Wu, Engineering
Awards and Distinctions
HONORS AWARDED BY THE
VISITING EXAM INERS
HIGHEST HONORS
Rachel Kahn Best, Amalie Eliana Dublon,
Jonathan Philip Bragg Elmer, Elinore Juliana
Kaufman, Mariah Nichole Montgomery,
Daniel Demis Turetsky
HIGH HONORS
Joshua David Anderson, Benjamin
Christopher Bagley, Kathryn Enstad Baker,
David William Berger, Joel Alexander Blecher,
Rachel liana Block, Ryan Hal Budish, Phuong
A nh Bui, Juan Matthew Bulnes-Fowles,
Rachel A nn Burstein, Mackenzie Scott
Carlson, Catherine Eleanor Clark, Samantha
Alexandra Crane, Amanda Emily Cravens,
Stephanie Alexis Cross, Jonathan Ehrenfeld,
Erik James Elwood, Rachel Fichtenbaum,
Emily Suzanne Ford, A llen Hailey Frost,
Catherine Elizabeth Gaffney, Liv Leila
Herriot, Mark Isaac Janoff, Anastasia
Eduardovna Kolendo, Kathleen Ellen Kristian,
Ian Matthew Kysel, Jared Paul Lenow, Pei Pei
Liu, M ichelle Lo, Daniel Scott Loss, Adrienne
Meryl Mackey, Matthew John Miller, Rebekah
Anne Miller, Kate Elise Minear, Evan Michael
Moses, Renuka Rajendra Nayak, Adrian
Dohrmann Packel, Michael Alexander
Pasahow, Lena Marie Katharina Petri, Bradley
Christopher Phillips, Mark Joseph Pouy,
Alana Yu-lan Price, LiErin Probasco, Wonjae
Benjamin Rhee, Amy Elizabeth Robinson,
Katherine Forsythe Rogers, Bryn Rachel
McCammon-Rosenfeld, Susan Rose Roth,
Jeffrey Paul Scheible, Rajaa Mahfuza Shakir,
Jessica A nn Sheldon, Seth Reed Sias, Morgan
Elizabeth Simon, Seeta A nna Sistla, Derek
Heath Sm ith, Clifford A Sosin, Sarah Helen
St. Vincent, Jeremy Michael Stober, Fraser
Elisabeth Tan, Jessica A nne Tashjian, Jeffrey
Robert Traczynski, Frank Jonathan Visciano,
Edwin Darlington Way, N athan Freed Wessler,
Frank Lucas W olcott, Sarah Marie Wood,
Zhiyuan Zhu
HONORS
Njideka Francess-Geraldi Akunyili, Maria
Cristina Alvarez, Marie Elizabeth Becker, Ester
Sarah Bloom, Marc Barry Boucai, Jocelyn
Leigh Braddock, Ryan Ahmad Chahrour,
Audrey June-wen Chan, John David Cleaver,
Stephen Lewis Cook, Carlton John Davis,
Genevieve Escande de Messieres, Samuel
Smigrod Dingman, Audrey Marie Christine
Dorelien, Joseph Atchison Florence, Sarah
Brown Fritsch, Jonah Malkiel Gold, Matthew
Jordan Goldstein, Evan Aquila Hensleigh,
Sarah Cavallon Hilding, Christina Diane
Hinton, Milos Ilak, Nora Diana Jaramillo,
Sachin Sanjay Kale, Shin Sook Kim, Kenneth
Christopher Kimura, Jonathan David Konits,
Felicia Elena Leicht, Elizabeth Claire
Leininger, Amy Wai-Ming Long, Kenneth
Edwin Martin, Nicholas Carl Martin, Ross
Benjamin Messing, David Patrick Mister,
Christopher Lawrence Murphy, Michael
Colerick O'Keefe, Arpita Virendra Parikh,
Audrey Elizabeth Pemell, Autumn Elise
Quinn-Elmore, Jerusha Harriet Rodgers,
Aaron G rant R . Rubin, Carolyn Sha, Daniel
Eric Shargel, Gyanu Sharma, Aaron Burton
Sm ith, Andrew Emilio Steel, Anna Christine
Stratton, Claire Celeste Vancik, Kier Brice
Wachterhauser, Louisa Lillian WhitfieldSm ith, Matthew Evan Williams, Peter
Joseph Wirzbicki, Maurice Wong, Tamara
Katrin Wood
ELECTIONS TO HONORARY SOCIETIES
PHI BETA KAPPA
Joshua David Anderson, Alexis Emma
C h ’ing-Yun Dare-Attanasio, Samantha Brooke
Bartner, David W illiam Berger, Rachel Kahn
Best, Rachel liana Block, Jenny A nn
Blumberg, Nicole A nna Mongini Brunda,
Ryan Hal Budish, Rachel A nn Burstein,
Mackenzie Scott Carlson, Ryan Ahmad
Chahrour, Amanda Emily Cravens, Stephanie
Alexis Cross, Sara Mireille Edelstein,
Jonathan Philip Bragg Elmer, Rachel
Fichtenbaum, Catherine Elizabeth Gaffney,
Jonah Malkiel Gold, Andrew Douglas Hauze,
Christina Diane Hinton, Mark Isaac Janoff,
Elinore Juliana Kaufman, Ian Matthew Kysel,
Pei Pei Liu, Crescent Bianca Martin, Kathleen
Clark Melville, Kate Elise Minear, Renuka
Rajendra Nayak, Sarah Crane Newman,
Adrian Dohrmann Packel, Katherine Lenore
Penrose, Corey Elizabeth Pilver, Sara Kathryn
Elizabeth Posey, Alana Yu-lan Price, LiErin
Probasco, Bryn Rachel McCammon-
439
Awards and Distinctions
Rosenfeld, Andrew Blake Rosskamm, Susan
Rose Roth, Claire Fraser Ruud, Jessica A nn
Sheldon, Emily Nelson Shrader, Danielle
Alexis Silverman, Morgan Elizabeth Simon,
Jeremy M ichael Stober, Gerald Tan Chuang
W in, Jessica A nne Tashjian, Jeffrey Robert
Traczynski, Edwin Darlington Way, N athan
Freed Wessler, Alexis Trewhitt Williams,
Frank Lucas W olcott, Sarah Marie Wood
PENNSYLVANIA TEACHER CERTIFICATION
Elaina Rebecca Barroso, Jessie Kimball
Dryden, Nicholas Patrick Kulamanu
Goodness, Christina Diane Hinton, Pei Pei
Liu, Katrina Kareen Morrison, Kara Elizabeth
Passmore, Claudia Marguerite Sell, Matthew
Richard Wallaert
SIGMA XI
Joseph Everett Armstead III, Samantha
Brooke Bartner, Emily Rose Blem, Aaron
Tien-Hsin Cheng, M ichael Yung Cho,
Stephen Lewis Cook, Samantha Alexandra
Crane, Stephanie Alexis Cross, Hemease
Louise Davis, M ichael Cerbone DeFillipo,
Genevieve Escande de Messieres, Erik James
Elwood, Emily Suzanne Ford, Sorelle Alaina
Friedler, Abigail Crosbie Frost, Alida Maria
Gertz, Krista Marie Gigone, Stephanie
Virginia Marie Gironde, Jonah Malkiel Gold,
Matthew Jordan Goldstein, Milos Ilak, Mark
Isaac Janoff, Kathleen Ellen Kristian, Timothy
Fraser Lang, Lan Xuan Le, Elizabeth Claire
Leininger, Helen Esther Rose Leitner, Eric
Philip Levy, Kathryn Rose McCaffrey, Ross
Benjamin Messing, Matthew John Miller,
Rebekah A nne Miller, Juri A nn Miyamae,
Evan M ichael Moses, Edwin G ene Nam,
Renuka Rajendra Nayak, Ryan Pannorfi,
Kristina Yi-Hwa Pao, Katherine Lenore
Penrose, Ay Jy Phoun, Corey Elizabeth Pilver,
W onjae Benjamin Rhee, R ebecca Elysia
Pappo Rogers, Gabriel Rosenkoetter, James
Lewis Branen Salmon, Catherine Lourdes
Salussolia, Eric Kouwei Shang, Danielle Alexis
Silverman, Seeta A nna Sistla, Jeremy Michael
Stober, Fraser Elisabeth Tan, Jessica A nne
Tashjian, Thuy T h i Xuan Tran, Tuyet-Trinh
Nguyen Truong, Daniel Demis Turetsky,
Marielena Velez, Andrew Louis Verardo,
Matthew Richard Wallaert, Jacqueline
Deanna Wilson, Daniel W inkel, Xiao Wu,
Esther Beatriz Zeledon
TA U B ETAPI
Emily Rose Blem, Milo? Ilak, Kristina
Yi-Hwa Pao
FELLOWSHIPS
T he Susan P. C obbs Prize Fellow ship to
Lekha Shupeck ’06, Mali Skotheim ’05, and
Taru Taylor ’05
T he Sarah Kaighn C ooper Scholarship to
Katherine E. Berry ’05
T he H annah A. Leedom Fellow ship to Elizabeth
Blair ’00, Marie Becker ’04, Maryann
Chambers ’04, Jude Uzonwanne ’98
T he Joshu a Lippm cotc Fellow ship to Vasily
Dostoinov ’01, Meagan Howell ’98, Louis
Garrett ’97, Marc Jeuland ’01, Danny Loss ’04
T he John Lockw ood M em orial Fellow ship to
Rachel Brooker ’99, Alexander Robinson ’00,
Andrew Stout ’03
T he Thom as B . M cC abe Jr. and Yvonne M odey
M cC abe M em orial Fellowship to Bram
Duchovnay ’94, Sarah Marsh ’00, Jeremy
Mathias ’00, Brendan Pablo Montagnes ’02,
Alma Ortiz-Mathias ’00, Douglas Rouse ’98,
Nathaniel Stulman ’01, and Antoinette
Graefin zu Elz ’02
T he M ellon Mays U ndergraduate Fellow ship to
Hanifa Abdul Sabur ’05, A ntonio Delgado ’06,
Olympia Jones ’06, Ricardo Ocampo ’05»
Emiliano Rodriguez ’05, Matthew Sm ith ’06
T he Lucretia Mott Fellow ship Kendra Liddicoat
’99, Miao Miao ’03, Robin Sm ith ’03, and
U m a Deshmukh ’01
T he J . Roland Pennock U ndergraduate Fellowship
in Public Affairs to Jyoti Gupta ’05, Doru
Gavril ’05, Tanya Hahnel ’05, and Emiliano
Rodriguez ’05.
T he D avid G . Smith Internship in H ealth and
S ocial Policy to Jessica Larson ’06
T he M artha E . Tyson Fellow ship to Amy
Rhodes ’00, Mimi Kramer-Bryk ’79, Katherine
O ’Donnell ’03, Arpita Parikh ’04
440
T he H ans W allach R esearch Fellowship to
Robert W. Buechner Jr. ’05
AWARDS AND PRIZES
T he Adam s Prize in Econom etrics to Rachel
Block ’04
T he Stanley A dam son Prize in Chem istry to
Katherine E. Berry ’05
T he Jon athan Leigh A ltm an Summer G rant to
Katherine Bridges ’05 with an additional
Juror’s D iscretionary G rant to Rebecca
Monarrez ’05
T he A m erican C hem ical Society Scholastic
A chievem ent A w ard to Kathleen E. Kristian ’04
Chem istry D epartm ent Jun ior Service Awards
to Krisna Duong-Ly ’05 and Valerie
Marone ’05
T he Susan P. C obbs Scholarship to Elizabeth
Engelhardt ’05
T he C R C Press Freshm an Chem istry
A chievem ent A w ard to Jeong-Hwan Kim ’07
T he A lice L . C rossley Prize in Aisian Studies
to Lan Le ’04 and Sarah St. Vincent ’04.
Honorable mention to Emma Kalb ’06
T he D eans’ Awards to ’04 graduates Njideka
Akunyili, Jake Beckman, Emma Berm, Ryan
Budish, Brandon Carver, Sachin Kale, Anna
Morgan, Renuka Nayak, Arpita Parikh,
Jumatatu Poe, Catherine Salussolia, Emily
Tancredi-Brice, and Jeffrey Traczynski
T he A m erican C hem ical Society Undergraduate
Award m A nalytical Chem istry to Casey J.
Brown ’05
T he John D ew ey 9th Sem ester Awards (not
awarded this year)
T he A m erican C hem ical Society Undergraduate
Award m O rganic Chem istry to Megan
Richie ’06
T he E astern A nalytical Symposium A w ard
N om inee from Swarthm ore C ollege to Krisna
Duong-Ly ’05
T he A m erican Institute o f Chem ists Student
H onor A w ard to Jonathan Elmer ’04
T he W illiam C . E lm ore Prize in Physics to
Frank Lucas W olcott ’04
T he Solom on A sch A w ard in Psychology to
Samantha A . Crane ’0 4 and Corey E.
Pilver ’04
T he Lew Elverson Trophy to M att Gustafson ’05
T he Boyd Barnard Prize (not awarded this year)
T he Jam es H . Botton ’72 A w ard to Hanifa
Abdul-Sabur ’05 and Aloysius Obodoako ’06
T he Paul H . B eik Prize in H istory to Amanda
Cravens ’0 4 and Mariah Montgomery ’04
T he Tim Berm an M em orial A w ard to
Frank Visciano ’04
The B lack Alum ni Prize to Abena Mainoo ’06
The Brand Blanshard Prize in Philosophy to
Benjamin Bagley ’04
T he Sophie and W illiam Bramson Prize to
Rachel Best ’04
Daniel W alter Brenner M em orial Scholarship
(not awarded this year)
T he Brinkm ann Prize to Jonah Gold ’04 and
Danielle Silverman ’04
Chem istry D epartm ent Senior Service Awards
to Kathleen E. Kristian ’04
T he R obert Dunn A w ard to Zachary Rodd ’06
T he R obert Enders Field R esearch A w ard
(not awarded this year)
T he R obert Enders M em orial Scholarship to
Julia Lindenberg ’05
T he Friedm an Field R esearch Award
(not awarded this year)
T he D orothy D itter G ondos A w ard
(not awarded this year)
T he GonzaleZ'Vilaplana Prize fo r Outstanding
A chievem ent in Chem istry to Jonathan Elmer
’04 and Kathleen E. Kristian ’04
T he H ay-U rban A w ard in Religious Studies to
Linda Tsui ’05
T he Joh n Russell H ayes Poetry Prizes to
Caroline Carlson ’06 and Stephanie Fox ’04
T he Sam uel H ayes III R esearch G rant
(not awarded this year)
T he E leanor Kay H ess A w ard to Emily
Conlon ’06
T he Philip M . H icks Prize fo r Literary Criticism
Essay to Catherine Gaffney ’04
441
Awards and Distinctions
T he Jesse H . H olm es Prize in Religion to Joel
Blecher ’04, Amy Long ’04, and Bradley
Phillips ’04
T he G ladys Irish A w ard to A njani Reddy ’04
T he W illiam Plum er Potter Prizes in Fiction to
Maya Schenwar ’05 (first prize), Eliza Blair ’07
(second prize), and Emily Firetog ’07
(third prize)
T he M ichael K een e A w ard to Emily Shrader ’04
T he Ernie Prudente A w ard to Jacob Letendre
’04, Chris Loeflfler ’04, and Catherine
Salussolia ’04
T he N aom i K ies A w ard to Micah W hite ’04
T he Dinny Rath A w ard to Katie Robinson ’04
T he Kw ink Trophy to M att Williams ’04
T he R ockefeller Brothers Fund Fellowships fo r mi
nority students entering the teaching profession to
Eugene Palatulan ’05
T he Ivy A w ard to Ryan Hal Budish ’04
T he Lande Field R esearch A w ard to Kelly
Kleinert ’05 and Ben Ewen-Campen ’05
T he Lang A w ard to Andrew Hauze ’04
T he L eo M . L eva M em orial Prize in Biology
to Stephanie Cross ’04, Jessica Tashjian ’04,
Aaron Cheng ’04, Emily Pollina ’04, and
A ja Peters-Mason ’04
T he Linguistics Prizes to Eric A cton (Haverford
College ’04), Joshua Anderson ’04, and Emily
Thomforde ’04
T he M cC abe Engineering A w ard to Milos
Ilak '04
T he Judith Polgar Ruchkin Prize to Joseph A.
Florence ’04
T he Jam es H . Scheuer Environm ental Fellowship
to Jen Holzer ’05
T he Frank Solom on Jr. Student A rt Prize to
Njideka Akunyili ’04, Audrey Chan ’04,
and Arpita Parikh ’04
T he H ally Jo Stein M em orial A w ard fo r D ance
to Melinda Lee ’0 4 and Jumatatu Poe ’04
T he N orm an M einkoth Field Biology A w ard
(not awarded this year)
T he K aren D vonch Steinm etz '76 M em orial
A w ard to Tafadzwa Muguwe ’05 and
Ay Jy Phoun ’04
T he N orm an M einkoth M em orial Scholarship
(not awarded this year)
T he Peter G ram Swing Prize to Mackenzie
Carlson ’04
T he M orris M onsky Prize in M athem atics
Kristina Simmons ’07 and Christopher
Joidan-Squire ’07
T he M elvin B . Troy Award to Mackenzie
Carlson ’04 (music), Andrew Hauze ’04
(music), Katia Lorn ’06 (dance), and
Joseph Small ’05 (dance)
T he Lois M orrell Poetry A w ard to A nna Elena
Torres ’07
T he M orreU-Potter Sum m er Stipend in C reative
W riting to SooKyoung Lee ’05
T he A . Edward N ew ton Student Library Prizes
to M icah Horwith ’06 (first prize), Sarah St.
Vincent ’04 (second prize), and Ben Kabak ’05
(third prize)
T he H elen F. N orth A w ard to Lauren Janowitz
’07 and Kathryn Van W inkle ’07
T he O ak L ea f A w ard to Renuka Rajendra
Nayak ’04
T he M ark O sterw eil Prize (not awarded
this year)
T he M ay E . Parry A w ard to Njideka
Akunyili ’04
T he D rew P earson Prize to Pei Pei Liu ’04
T he Perdue A w ard to Geoffrey Hollinger ’05
442
T he V ollm ecke Service A w ard to Emily Rose
Blem ’04
T he Jerom e H . W ood Prize in Latin A m erican
Studies (not awarded this year)
Enrollment Statistics
ENROLLM ENT OF STUDENTS BY CLASSES (Fall 2003)
MEN
WOMEN
TO TAL
Seniors
169
202
371
Juniors
182
192
Sophomores
178
185
374
363
Freshmen
170
199
369
699
778
1,477
Graduate students
0
0
0
Special students
8
15
23
707
793
1,500
TOTAL
N ote: These counts include 61 students studying abroad.
GEOGRAPHIC DISTRIBUTION
Alabama.....................................7
A laska............................... à .....3
A rizona..................................... 6
Arkansas..........................
6
Army Post O ffices..................3
California..............................121
Colorado................................. 16
Connecticut...................
37
Delaware................................. 11
District of Columbia............ 15
Florida..................................... 38
G eorgia................................... 21
G uam ......................................... 1
Hawaii........................................ 7
Illinois..................................... 35
Indiana.......................................5
Iowa............................................ 3
Kansas........................................3
Kentucky................................... 6
Louisiana................................... 3
M aine......................................14
Maryland.................................95
Massachusetts .....................100
Michigan................................. 15
Minnesota...............................19
Mississippi................................. 2
Missouri......................................6
M ontana................................... 2
Nebraska........ .......................... 3
Nevada.......................................3
New Hampshire.....................13
New Jersey............................109
New M e x ico ............................ 8
New York..............................217
STUDENTS (Fall 2003)
North Carolina......................19
N orth D akota.......................... 2
O h io .........................................37
Oklahom a.................................3
Oregon.....................................21
Pennsylvania........................ 171
Puerto R ic o ...............................2
Rhode Island.......................... ..9
South C arolina........................3
South Dakota........................... 3
Tennessee..................................9
T exas........................................42
U ta h ........................................... 4
Verm ont................................... .8
Virgin Islands............................1
V irginia................................... 57
W ashington........................... 35
W est Virginia........................... 2
W isconsin............................... 11
W yom ing.................................. 2
Total U nited States....... 1,394
Australia................................... 2
Bolivia........................................ 1
Brazil...........................................1
Bulgaria......................................5
Canada....................................... 7
Costa Rica................................. 1
Croatia...... ................................ 1
F ran ce........................................ 6
Germany................................... 2
G hana........................................ 5
Hong K ong...............................6
Hungary.....................................1
India............................................5
Ireland........................................ 1
Israel................................ ..........1
Italy.............................................1
Ivory C o a st............................... 1
Jamaica....................................... 2
Jap an ................
6
K enya......................................... 1
Luxembourg..............................1
Malaysia.................................... 3
M exico....................................... 1
N am ibia.....................................1
Nepal.......................................... 5
Pakistan......................................2
Palestine....................
1
People’s Republic of China ..3
Q atar.................................
1
Romania..................................... 1
Saudi A rabia.............................1
Singapore.................................. 5
Slovak Republic....................... 1
South Korea............................. 6
Switzerland...............................3
Taiwan........................................ 2
Trinidad and Tobago..............1
Turkey........................................6
United Kingdom......................1
Venezuela.................................. 1
V ietnam .....................................2
Zimbabwe.................................. 2
Total From A broad...........106
G R A N D T O T A L ..........1,500
443
Index
Absence from examinations, 82
Academic misconduct, 51
Academic support, 63
Administration and staff, 415
Administrative divisions, 415
Admissions, 26
Admissions procedure, 26
Application dates, 27
Scholastic Aptitude and Achievem ent
Tests, 26
School subjects recommended, 26
Advanced degrees, 87
Advanced Placement, 28
Advanced standing, 28
Advancement Information Systems, 415, 419
Advancement Operations, 415, 418
Advising, 63
Alumni and G ift Records, 415, 418
Alumni Association officers, 397
Alumni Council, 397
Alumni Relations, 68, 415, 419
Alumni, total, 68
A ncient history, 129
Annual Giving, 415, 418
A rt, 98
A rt history, 99
Arts, studio, 104
Asian studies, 108
Associate dean for academic affairs, 403,
4 1 5 .4 1 6
Associate dean for multicultural affairs,
4 1 5 .4 1 6
Associate dean for student life, 415
Associate provost, 415, 416
Astronomy, 320, 326
A thletics, 66, 318
Attachm ents to courses, 76
Attendance at classes, 82
Auditing courses, 84
Automobiles, regulations, 58
Awards and distinctions, awarded, 439
Awards and prizes, described, 89
Bachelor o f arts degree, 87
Bachelor o f science degree, 87
Bequests, 11
Biochemistry, 123
Biology, 114
Black Cultural Center, 61, 415, 417
Black studies, 120
Board of Managers,
committees of, 393
Bookstore, 415, 419
Botany, see biology, 114
444
Bursar, 30, 415, 420
Business Office, 415, 420
Calendar, College, 5
Calendar, yearly, 4
Capital Giving, 415, 418
Career Services, 415, 419
Center for Social and Policy Studies, 14, 415,
420
Chemistry and Biochemistry, 123
Chester, Pa., outreach, 67, 68
Chinese, 259
Classics, 129
Cocurricular activities, 64
Code o f Conduct, 55
Cognitive science, 136
College entrance examinations, 27
College jobs, 33
Community-based learning, 67
Comparative literature, 138
Comprehensive examinations, 71, 73, 87
Computer science, 141
Computing services, see Information
Technology Services, 14, 415, 423
Controller’s Office, 415, 420
Cooper (W illiam J.) Foundation, 17
Cooperation with neighboring institutions, 80
Cornell Science and Engineering Library, 12,
415, 425
Corporate, Foundation, and Government
Relations, 4 1 5 ,4 1 8
Corporation, officers of, 393
Course-numbering system, 97
Courses o f instruction, 97
Creative arts, 80
Credit/no credit, 82
Cross-listed course rules, 72
Curriculum, 71
Dance, 288, 296
Degree requirements, 87
Degrees conferred, 434
Degrees offered, 87
Development, 415, 417
Dining hall, 60
Dining Services, 415, 420
Directed reading, 77
Directions for correspondence, 2
Directions for reaching the College, 452
Disability services, 415, 417
Distribution requirements, 71
Divisions and departments, 413
Divisions for distribution requirements, 72
Domestic exchange, 80
Drama, 66, 300, 380
Drop/add, see registration, 83
DuPont Science Building, 13
Economics, 149
Education abroad, 80
Educational Studies, 156
Emeriti faculty, 399
Endowed chairs, 22
Endowment, 11
Engineering, 164
English literature, 176
Enrollment in courses, see registration, 83
Enrollment statistics, 443
Environmental Services, 415, 421
Environmental studies, 197
Equal Opportunity Office, 4 20
Equal Opportunity statement, 2
Examination regulations, 84
Exceptions to the four-year program, 75
Exchange programs, 80
Exclusion from the College, 86
Executive assistant to the provost, 415, 416
Expenses, 30
Extracurricular activities, 67
Facilities management, 415, 420
Faculty advisers, 63
Faculty members, 399
Faculty regulations, 82
Fees (tuition, residence, etc.), 30, 88
Fellowships, 94
Fellowships and prizes, 417
Film and media studies, 200
Final examinations, 84
Financial aid, 32
Fine arts, see art history, 98
Footnote key, 97
Foreign language requirement, 87
Foreign students, 28, 443
Foreign study (see study abroad), 30, 80, 167,
383
Foreign Study Office, 415, 421
Formats of instruction, 76
Francophone studies, 203
Fraternities, 61
French, 247, 264
Friends Historical Library, 12, 425
Gender education, 55, 415, 417
Geographical distribution o f students, 443
German, 264
German studies, 207
Ghana Program, 3 00
Gifts, 2, 11
Grades, 82
Graduate study, 87
Graduation requirements
(see also distribution requirements), 71, 87
Greek, 130
Grenoble Program, 80
Grounds, 15, 16, 4 1 5 ,4 2 1
H ealth care, 62
Health Sciences Advisory Program, 79
Health Sciences Office, 415, 417
Health Services, 62, 415
History, 209
Honors examiners, 74, 75, 430
Honors Program, 74, 75
Housing, 59
Human Resources, 4 1 5 ,4 2 2
Incomplete grade policies, 82
Independent study, 77
Information Technology Services, 14, 415,
423
Institutional research, 415, 423
Insurance, 60
Intercultural Center, 61, 415, 416
Interdisciplinary work, 78
International admissions, 28
Interpretation theory, 224
Investment Office, 415, 423
Japanese, 275
Judicial bodies, 58
Kohlberg Hall, 13
Lang C enter for C ivic and Social
Responsibility, 67, 68, 415, 424
Lang Music Building, 15
Lang Performing Arts Center, 13, 415, 424
Latin, 131
Latin American studies, 227
Leaves of absence, 84
Libraries, 11, 424
Linguistics, 229
List Gallery, 15, 98, 426
Literature (see comparative literature), 138
Loans to students, 33
Madrid Program, 81
Maintenance, 415, 421
Map o f College grounds, 450
Master’s degrees, 87
Mathematics and statistics, 237
445
Index
M cCabe Library, 12, 415, 424
Media Services, 4 1 5 ,4 2 3
Medieval studies, 247
M odem languages and literatures, 249
Music, 288
Music, performance, 288, 299
Nason fellowships, 95
News and Information Office, 69
Normal course load, 76
Observatory, 14
Occupational and environmental safety, 415,
426
Office o f Institutional Research, 415, 423
Office of the Associate V ice President for
Human Resources, 4 15, 422
Office o f the Dean o f Admissions and
Financial Aid, 415, 416, 417
Office of the Dean o f the College, 4 1 5 ,4 1 6
Office of the President, 415, 416
Office of the Provost, 415, 416
Office o f the Vice President for
Administration, 415, 420
Office of the Vice President for Alumni,
Development, and Public Relations,
415, 417
Office o f the Vice President for Finance
and Treasurer, 4 1 5 ,4 2 1
Office Services, 415, 420
Orchestra, 65
O utreach programs, 67
Papazian Hall, 13
Parents programs, 415, 417
Parrish Hall, 13
Pass/fail, see credit/no credit, 82
Payroll, 415, 426
PDC, primary distribution courses, 72
Peace and conflict studies, 309
Philosophy, 312
Physical Education and A thletics, 318
Physical education requirements, 8 6 ,3 1 8
Physics and astronomy, 3 20
Plagiarism, 51
Planned Giving, 41 5 , 418
Planning and Construction, 415, 421
Poland Program, 1 6 7 ,1 9 9 ,3 0 0 , 383
Political science, 328
Post office, 415, 426
Practical work, 77
Premedical advising, 79
President, 415, 416
Primary distribution courses (PD C ), 72
446
Prizes, awarded, 441
Prizes, described, 89
Program of study, 71
First-year and sophomore students, 71
Honors Program, 74
Juniors and seniors, 73
Psychological Services, 63, 415, 426
Psychology, 329
Public policy, 348
Public Safety, 415, 427
Publications, College, 67
Publications Office, 68, 415, 419
Publications, student, 64
Quaker matchbox, 68
Readmission to the College, 84
Registrar’s Office, 85, 415, 427
Registration, 83
Religion, 352
Religious advisers, 61
Religious life, 10
Repeated course rules, 83
Requirements for admission, 26
Requirements for graduation
(see also distribution requirements), 71, 87
Research, 74, 75, 77
Research Office, 415, 419
Residence halls, 59
Residence, regulations, 59
Residential life, 59, 415
Risk management, 415
Russian, 249, 277
Scholarships, 33—48
Scholastic Aptitude Test, 26
S co tt Arboretum, 15, 415, 417, 427
Security policies and procedures, 64
Senior-year residency requirement, 87
Sharpies Dining Hall, 60
Social Affairs Comm ittee, 65
Social centers, 61
Social coordinator, 415, 416
Sociology and anthropology, 362
Spanish, 249, 282
Special major, 74
Sproul Observatory, 14
Standing committees of the faculty, 414
Statistics, 237
Stewardship, 415, 418
Student accounts, 415, 420
Student activities, 64, 415, 417
Student conduct, 50
Student Council, 64, 67
Student employment, 33
Student exchange programs, 80
Student judicial system, 59
Student Right to Know, 81
Student rights, 50
Student-run courses, 77
Study abroad, 30, 80, 167, 383
Submission o f the same work in more than
one course, 52
Summer of Service, 67
Summer programs, 415, 421
Summer school work, 85
Swarthmore College Peace Collection, 12,
415, 425
Swarthmore Foundation, 67
Tarble Social Center, 61
Teacher certification, 157
Theater, 66, 300, 380
Transfer, application for, 29
Transfer credit (see work done elsewhere), 85
TR IO , 68
Tuition and other fees, 30
Twenty-course credit rule, 72, 165
Underhill Music Library, 12, 415, 425
Upward Bound, 68, 424
Venture Program, 85
Vice president for college and community
relations and executive assistant to the
president, 2, 415, 416
Visiting examiners, 74, 75, 430
Vocational advising, 63
Withdrawal from the College, 84
Withdrawal from courses, 83
Women’s Resource Center, 61
Women’s studies, 389
Work done elsewhere, 85
Worth Health Center, 62
Writing Center, 63
447
S w a r th m o r e C o lle g e
C a m p u s M ap
Visitor Information
Benjamin West House (50)
Admissions Office (1) relocated
to Whittier Place for 2004-2005
(?) Visitor Parking
South Entrance
W * SEPTA
% Railroad
Village m station
Swarthmore
Swarthmore
Community Center
U. S. Post
Office
To Mary Lyon
Hall (see inset)
1.
2.
3.
Admissions Office (during 2004-2005)
Ashton House— C ollege guest house
Beardsley Hall—A rt Departm ent, Inform ation
Technology Services
4.
5.
Bond and Lodges—Student residences
Clothier Memorial Hall—Tarble In C lothier
6.
7.
8.
9.
Cornell Science and Engineering Library
Courtney Smith House— President's residence
Cratsley House—G uest house (see I n s e f )
Cunningham House—Scott Arboretum Offices,
public space, snack bar, student offices,
bookstore, Intercultura l Center, Paces
North
"
Entrance
Terry Shane Teaching Garden
10.
11.
12.
Dana Hall—Student residence
Delta Upsilon—Fra ternity
DuPont Hall—M athem atics and Sta tistics,
13.
14.
15.
16.
Hallowell Hall—Student residence
Hicks Hall— Engineering
Kitao Gallery—Student a rt gallery
Kohlberg Hall— Econom ics, Modern
Physics and Astronom y
Languages and Literatures, Sociology
and Anthropology, Language
Resource Center, Scheuer Room,
Corddry Wing, C redit Union, coffee bar
17.
18.
19.
Lamb-Miller Field House
Lang Center for Civic and Social Responsibility
Lang Music Building— M usic, Und erhill M usic
20.
24.
25.
Eugene M. and Theresa Lang Performing Arts
Center—Theater Dance, English literature
List Gallery
Magill Walk
Martin Hall— Biology
Mary Lyon Hall—Student residence ( s e e in s e f )
McCabe Library— M ain lib rary. Friends
26.
27.
28.
29.
30.
31.
Mertz Hall—Student residence
Mullan Tennis and Fitness Center
Old Tarble—Student a rt stud ios
Olde Club— Perform ance space
Palmer Hall—Student residence
Papazian Hall—Philosophy, Psychology,
32.
Panish Hall—Adm inistration offices, student
33.
Pearson Hall— Education, Linguistics, Religion,
34.
Pittenger Hall—Student residence
Phi Psi—Fra ternity
Residence Hall—com pletion se t fo r fa ll 2004
Roberts Hall—Student residence
Robinson House— Black C ultural Center
Science Center—Computer Science, Chemistry
Libra ry
21.
22.
23.
Main
Entrance,
H istorical Ubrary, Peace C ollection
Engineering Laboratory
Visitor Information
residence. C ollege post office
Human Resources, Foreign Study O ffice
35.
36.
37.
38.
39.
and Biochemistry, Eldrldge Commons,
coffee bar
40.
41.
Scott Amphitheater
Service Building— M aintenance, Grounds,
42.
43.
Sharpies Dining Hall
Sproul Hall—Alum ni Relations, Alum ni and
44.
45.
46.
47.
48.
49.
50.
Squash Courts
Strath Haven Condominiums ( s e e in s e f )
Swarthmore Friends Meetinghouse
Tarble Pavilion— Physical Education
Trotter Hall—Political Science, History, Classics
Ware Pool
Benjamin West House— V isito r inform ation.
51.
52.
53.
54.
55.
56.
Wharton Hall— Student residence
W illets Hall—Student residence
Women’s Resource Center
Woolman Hall—Student residence
Worth Hall—Student residence
Worth Health Center
Environm ental Services
G ift Records, News and Inform ation,
Publications, observatory
Public Safety, C om m unications
Directions for Reaching
Swarthmore College
DRIVING
From the Pennsylvania Turnpike, Going East
From E x it 3 2 6 (V alley Forge) take 1-76 East (Schu y lk ill Expressway) about 2 1/2
m iles to 1-476 Sou th. Take 1-476 approximately 13 m iles to E x it 3 , Media/
Sw arthm ore. A t th e bottom o f th e e x it ramp, follow th e sign for Sw arthm ore by
turning left o n to B altim ore Pike. (S e e below for “R est o f th e W ay.”)
From the Pennsylvania Turnpike, Going West
Take E x it 2 0 (1-476 S o u th ). Stay o n 1-476 approximately 17 m iles to E x it 3,
Swarthmore/Media. A t th e bottom o f the e x it ramp, follow the sign for Swarthm ore by turning left on to B altim ore Pike. (S e e below for “R est o f the W ay.”)
From the New Jersey Turnpike
Take E x it 6 (to Pennsylvania Turnpike) and proceed as directed above “From the
Pennsylvania Turnpike, G oin g W est.”
From the South
Traveling n o rth o n 1-95, pass th e C h ester exits and continu e to E x it 7, 1-476
N orth/Ply m outh M eeting. Take 1-476 to E x it 3 , Media/Swarthmore. A t the b ot
tom o f th e e x it ramp, follow the sign for Sw arthm ore by turning right onto
Baltim ore Pike. (S e e below for “R est o f th e W ay.”)
Rest of the Way
O n Baltim ore Pike, stay in th e right lane. In less th an 1 m ile, turn right onto
R ou te 3 2 0 Sou th. (A t th e n e x t light, R ou te 3 2 0 turns right.) Proceed through
th e light at C ollege A venue to th e first driveway o n th e right to visitor parking
at th e B en jam in W est House (th e C ollege’s V isitors C e n te r).
TRAIN
T h e C ollege is readily accessible from Philadelphia by train. A m trak trains from
N ew York and W ashington arrive hourly at Philadelphia’s 3 0 th S tre e t Station.
From 3 0 th S treet Statio n , th e S E P T A Media/Elwyn L ocal (R 3 ) takes approxi
m ately 23 minutes to reach the Swarthm ore station, w hich is ad jacent to campus.
AIR
A n express train runs from th e Philadelphia In tern ation al A irport to 3 0 th Street
S ta tio n , where you can take th e S E P T A Media/Elwyn L ocal (R 3 ) train directly
to th e Sw arthm ore campus. T h e com bined fare is about $ 1 1 , and the trip requires
about one hour. Taxi service is also available. T h e fare is approximately $ 3 0 , and
th e trip requires about 2 0 m inutes. By car from th e airport, take 1-95 Sou th to
E x it 7, 1-476 N orth/Plym outh M e e tin g . T ake 1-4 7 6 N o rth to E x it 3 ,
Media/Swarthmore. A t th e bottom o f th e e x it ramp, follow th e sign for
Sw arthm ore by turning right o n to Baltim ore Pike. (S e e above for “R est o f the
W ay.”)
452
Periodical Postage Paid
Swarthmore PA 19081 -13901
and Additional Mailing Offices
IS S N 0888-2126
Swarthmore College
500 College Avenue
Swarthmore PA 19081-1390
( 610) 328-8000
Swarthmore College Catalogue, 2004-2005
A digital archive of the Swarthmore College Annual Catalog.
2004 - 2005
456 pages
reformatted digital