Swarthmore College Catalogue, 2010-2011

SWARTHMORE
C O L L E G E
BU L L E T I N
2010 - 2011

Swarthmore
College Bulletin 2010-2011
Volume CVIII Number 1
Catalog Issue August 2010

Directions for Correspondence
Swarthmore College, 500 College Avenue, Swarthmore PA 19081-1390
Office of the President
Academic Policy
Admissions
Alumni Relations
Career Services
College and Community Relations
Communications
Development and Gifts
Facilities
Finance
Financial Aid
Human Resources
Planning and Special Projects
Records and Transcripts
Student Services

Rebecca Chopp
President
Constance Cain Hungerford
Provost
James L. Bock III
Dean of Admissions and Financial Aid
Lisa Lee
Director of Alumni Relations
Nancy Burkett
Director of Career Services
Maurice G. Eldridge
Vice President for College and Community Relations
Nancy Nicely
Vice President for Communications and Public Relations
Stephen D. Bayer
Vice President for Development and Alumni Relations
C.
Vice President for Facilities and Services
Suzanne P. Welsh
Vice President for Finance and Treasurer
Laura Talbot
Director of Financial Aid
Melanie Young
Vice President for Human Resources
Garikai Campbell
Associate Vice President for Planning
Martin O. Warner
Registrar
Elizabeth Braun
Dean of Students

Swarthmore College does not discriminate in
education or employment on the basis o f sex,
race, color, age, religion, national origin,
marital status, sexual orientation, gender
identity or expression, veteran status, medical
condition, pregnancy, disability, or any other
legally protected status. This policy is
consistent with relevant governmental statutes
and regulations, including those pursuant to
Title IX of the Federal Education Amendments
of 1972 and Section 504 of the Federal
Rehabilitation Act of 1973.
This Bulletin contains policies and program
descriptions as of July 15,2010, and should be
used solely as an informational guide. The
College reserves the right to alter or amend at
any time the policies or programs contained in
the Bulletin. Students are responsible for
informing themselves of current policies and
meeting all relevant requirements. Up-to-date

information can be found at
www.swarthmore.edu/coursecatalog.
The Swarthmore College Bulletin (ISSN 08882126), o f which this is Volume CVIII, number
1, is published in August, October, January,
April, and July by Swarthmore College, 500
College Avenue, Swarthmore PA 19081-1390.
Periodical postage paid at Swarthmore PA
19081 and additional mailing offices. Permit
number 0530-620. Postmaster: Send address
changes to Swarthmore College Bulletin, 500
College Avenue, Swarthmore PA 19081-1390.
Main number: (610) 328-8000
Admissions: (610) 328-8300
www.swarthmore.edu
©2010 Swarthmore College
Printed in U.S.A.

Table of Contents
COLLEGE CALENDAR
1
2
3
4
5
6
7
8
9
10
11

INTRODUCTION
EDUCATIONAL RESOURCES
ADMISSIONS
EXPENSES
FINANCIAL AID
COLLEGE LIFE
EDUCATIONAL PROGRAM
FACULTY REGULATIONS
DEGREE REQUIREMENTS
THE CORPORATION
BOARD OF MANAGERS

12
13
14
15
16

ALUMNI ASSOCIATION OFFICERS AND ALUMNI COUNCIL
FACULTY AND OTHER INSTRUCTIONAL STAFF
ADMINISTRATION
VISITING EXAMINERS 2010
DEGREES CONFERRED

17 DISTINCTIONS, AWARDS, AND FELLOWSHIPS
18 ENDOWED CHAIRS
19 ENROLLMENT STATISTICS
20 COURSE CREDIT AND NUMBERING
COURSES OF STUDY
Art
Islamic Studies
Asian Studies
Latin American Studies
Biology
Linguistics
Black Studies
Mathematics and Statistics
Chemistry and Biochemistry
Medieval Studies
Classics
Modem Languages and Literatures
Cognitive Science
Music and Dance
Comparative Literature
Peace and Conflict Studies
Computer Science
Philosophy
Economics
Physical Education and Athletics
Educational Studies
Physics and Astronomy
Engineering
Political Science
English Literature
Psychology
Environmental Studies
Public Policy
Film and Media Studies
Religion
Gender and Sexuality Studies
Sociology and Anthropology
History
Theater
Interpretation Theory
DIRECTIONS TO SWARTHMORE COLLEGE
SWARTHMORE COLLEGE CAMPUS MAP
INDEX

College Calendar
2010
Aug. 24
Aug. 24-29
Aug. 26
Aug. 27
Aug. 28
Aug. 29
Aug. 30
Sept. 6
Sept. 10
Oct. 1-2
Oct 1
Oct. 8
Oct. 18
Oct. 22-24
Nov. 1
Nov. 5
Nov. 5-7
Nov. 8-18
Nov. 22-24
Nov. 24
Nov. 29
Dec. 1
Dec. 3-4
Dec. 6-7

Dec. 7
Dec. 10
Dec. 10-18

Dec. 17
Dec. 18

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

College Calendar
2011

Spring Semester

Jan. 15
Jan. 16
Jan. 17

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

Jan. 28
Feb. 18-19
March 4
March 14
March 25
March 28
April 1
April 1-3
April 4—14
April 18-20
April 20
April 29
May 5
May 6-7
May 14
May 16

May 16-17
May 19-21
May 28
May 29
May 30
June 3-5

College Calendar
2011

Fall Semester

Aug. 23
Aug. 23-28
Aug. 25

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

Aug. 26
Aug. 27
Aug. 28
Aug. 29
Sept. 5
Sept. 9

I

Sept. 23-24*
Oct. 1
Oct. 7
Oct. 17
Oct. 21-23
Oct. 31
Nov. 4
Nov. 4-6*
Nov. 7-17
Nov. 21-23
INov. 23
Nov. 28
Dec. 1
Dec. 2-3*
Dec. 5-6

Dec. 6
Dec. 9
Dec. 9-17

Dec. 16
Dec. 17

‘Tentative dates.

College Calendar
2012

Spring Semester

Jan. 14
Jan.IS
Jan. 16

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

Jan. 27
Feb. 17-18*
March 2
March 12
March 23
March 26
April 1
April 2-12
April 20-22*
April 16-18
April 18
April 27
May 4-5*
May 3
May 12
May 14

May 14-15
May 17-19
May 26
May 27
May 28
June 1-3

*Tentative dates.

1 1ntroduction to Swarthmore College
Swarthmore College, founded in 1864 by
members of the Religious Society o f Friends as
a co-educational institution, occupies a campus
of 399 acres of rolling wooded land in and
adjacent to the Borough of Swarthmore in
Delaware County, Pa. It is a small college by
deliberate policy. Its present enrollment is
approximately 1,500 men and women students.
The Borough of Swarthmore is a residential
suburb within half an hour’s commuting
distance of Philadelphia. College students are
able to enjoy both the advantages o f nearby
rural settings and the opportunities offered by
Philadelphia. The College’s location also makes
possible cooperation with three nearby
institutions, Bryn Mawr and Haverford colleges
and the University of Pennsylvania.

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

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

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

p .i

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

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

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

2.1 The Endowment
The educational resources at Swarthmore
College have been provided by gifts and
bequests from many alumni, foundations,
corporations, parents, and friends. In addition to
unrestricted gifts for the operating budget, these
donors have contributed funds for buildings,
equipment, collections of art and literature, and
permanently endowed professorships,
scholarships, awards, book funds, and
lectureships. Their gifts to Swarthmore have not
only provided the physical plant but also have
created an endowment fund of $1.1 billion at
market value on June 30,2009. Swarthmore is
ranked 12th in the country in endowment per
student. Income from the endowment during the
academic year 2008—2009 contributed
approximately $37,197 to meet the total
expense of educating each student and provided
about 45 percent of the College’s operating
revenues.
The College’s ability to continue to offer a high
quality of education depends on continuing
voluntary support. Swarthmore seeks additional
gifts and bequests for its current operations, its
permanent endowment, and its capital
development programs to maintain and
strengthen its resources. The vice president in
charge of development will be pleased to
provide information about various forms of
gifts: bequests, outright gifts of cash or
securities, real estate or other property, and
deferred gifts through charitable remainder
trusts and life-income contracts in which the
donor reserves the right to the annual income
during his or her lifetime.

2.2 Libraries

Tripod (their shared, online catalog). Tripod, as
well as other network information sources, can
be accessed online through the library’s home
page at www.swarthmore.edu/library. The TriCollege Library Consortium takes advantage of
a long history of cooperation and a unified, on­
line catalog to work toward building a researchquality collection from the combined holdings
of these three strong liberal arts colleges.
Reference service is often where research
begins. Reference librarians guide patrons in
formulating research strategies and in accessing
the information and materials contained in the
library’s vast electronic and print collections.
The library provides a considerable digital
collection o f electronic journals in all
disciplines and of citation and full-text research
databases that support access to historical,
statistical, visual, and bibliographic
information. The ever-growing amount of
online resources has created a variety of new
library services, including Live Help, an online
“chat” reference service. The library also
provides direct curricular support through
extensive print and electronic reserve readings
1
and honors collections.
1
Swarthmore College library holdings amount to
approximately 900,000 volumes with some
i
17.000 volumes added each year. The College
participates in the Federal and Pennsylvania
(
Depository Library Program and selects those
government documents most appropriate to the
t
r
needs of the curriculum and the public and
\
catalogs them in Tripod. The library also houses
an extensive interdisciplinary audiovisual
i
(
collection, including 11,000 videos more than
4
17.000 classical and jazz music recordings, and
\
1,400 spoken-word recordings of dramatic and
r
poetic literature. The video collection includes
l
classic U.S. and foreign films as well as
A
educational, documentary, and experimental
t
films.
*
The collections are housed in three libraries.
r
The Thomas B. and Jeannette L. McCabe
c
Library is the center of the College library
P
system and is home to the major portion of the
a
collections, extensive public computing
ii
resources, a wide variety of reading and study
t
areas, and a video classroom.
c
The Cornell Library o f Science and
a
Engineering in the Science Center houses
li
60.000 volumes and serves the curricular and
\
research needs of students and faculty in the
7
sciences.
si
The Underhill Music and Dance Library
r<
contains 20,000 books on music and dance as
tf
well as the sound recordings mentioned earlier.
It provides a wide variety of listening and
viewing facilities, which overlook the Crum
01
Woods. Small collections of relevant materials
tt
are located in the Black Cultural Center and the I a<
Beit Midrash located in the Bond Lodges.
cd C

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

p.2

2 Educational Resources
2.2.1 Special Library Collections
The College library contains certain special
collections: the Private Press Collection,
representing the work of more than 750 presses,
an exemplary collection of “book arts” and
artists’ books; British Americana, accounts of
British travelers in the United States; the works
of English poets Wordsworth and Thomson
bequeathed to the library by Edwin H. Wells;
the works of Seamus Heaney, winner of the
Nobel Prize for Literature, 1995; the W.H.
Auden Collection commemorating the English
poet who taught at Swarthmore in the mid1940s; and the Bathe Collection of the history
of technology donated by Greville Bathe.
Within the McCabe Library building are two
special libraries that enrich the academic life of
the College:
The Friends Historical Library, founded in
1871 by Anson Lapham, is one of the
outstanding collections in the United States of
manuscripts, books, pamphlets, and pictures
relating to the history of the Society o f Friends.
The library is a depository for records of
Friends Meetings belonging to Baltimore, New
York, Philadelphia, and other Yearly Meetings.
More than 10,000 record books, dating from the
1670s until the present, have been deposited.
Additional records are available on microfilm.
The collection includes materials on subjects of
Quaker concern such as abolition, Indian rights,
utopian reform, and the history of women’s
rights. Notable among the other holdings are the
Whittier Collection (first editions and
manuscripts of John Greenleaf Whittier, the
Quaker poet), the Mott manuscripts (more than
500 letters of Lucretia Mott, antislavery and
women’s rights leader), and the Hicks
manuscripts (more than 400 letters of Elias
Hicks, a prominent Quaker minister). More than
43,000 volumes are in the library’s collection of
books and pamphlets by and about Friends.
More than 200 Quaker periodicals are currently
received. The library also has an extensive
collection of photographs of meetinghouses and
pictures of representative Friends and Quaker
activities as well as a number of oil paintings,
including The Peaceable Kingdom by Edward
Hicks. It is hoped that Friends and others will
consider the advantages of giving to this library
any books and family papers that may throw
light on the history of the Society of Friends.
Visit the website www.swarthmore.edu/fhl.xml.
The Swarthmore College Peace Collection is of
special interest to research students seeking
records of the peace movement. The records of
the Women’s International League for Peace
and Freedom and the personal papers of Jane
Addams of Hull-House, Chicago, formed the
original nucleus of the Collection (1930). Over
the years, other major collections have been
added including the papers of Devere Allen,

p. 3

Emily Greene Balch, Julien Cornell, Homer
Jack, A.J. Muste, Lawrence Scott, John Nevin
Sayre, William Sollmann, E. Raymond Wilson,
and others as well as the records of the
American Peace Society, A Quaker Action
Group, Center on Conscience and War, Central
Committee for Conscientious Objectors,
Fellowship of Reconciliation, Friends
Committee on National Legislation, The Great
Peace March, Lake Mohonk Conferences on
International Arbitration, National Council for
Prevention of War, SANE Inc., United for
Peace and Justice, War Resisters League,
Women Strike for Peace, World Conference of
Religion for Peace, and many others. The Peace
Collection serves as the official repository for
the archives of many of these organizations.
The Peace Collection also houses more than
12,000 books and pamphlets more than 3,000
periodical titles, and more than 9,000 linear feet
of manuscripts. Four hundred periodicals are
currently received from 22 countries. The
comprehensive Guide to the Swarthmore
College Peace Collection, published in 1981,
and the Guide to Sources on Women in the
Swarthmore College Peace Collection describe
the archival holdings. See the website
www.swarthmore.edu/library/peace.

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

2 Educational Resources
community and the College Bookstore sells a
variety of software at reasonable prices.
Faculty, staff and students may seek computer
assistance through the Help Desk by calling
(610) 328-8513 or emailing
help@swarthmore.edu.

2.4 Communications
The Communications Office coordinates
strategic communications efforts at the College,
particularly those relating to admissions,
advancement, Swarthmore’s Web presence, and
media relations. In collaboration with other
College offices, the Communications Office
leads the development and implementation of
an overall Web strategy for Swarthmore. The
office also leads crisis communications efforts
at the College, in close collaboration with a
team of partners across campus.
The Communications Office maintains a set of
standards for print and Web publications,
including a College design guide, a College
style guide, and the appropriate use of the
College logo. The office also manages any film
requests that come into campus.
2.4.1 News and Information
News and Information (N&I) is responsible for
producing and/or maintaining content for key
areas of the Swarthmore website, including the
homepage, Admissions, Advancement, News,
and Alumni Dashboards. N&I also frequently
works with clients across campus in the
development of new or revised websites.
Increasingly the office is responsible for
generating or capturing video and audio
content, often working closely with Media
Services. N&I maintains the Campus Calendar,
Weekly Classifieds, and Swarthmore in the
News.
N&I also works with members of the College
community to place stories about Swarthmore
and its faculty and students in print and
electronic media, responds to information
requests, and works with reporters to find
Swarthmore sources for expert commentary.
N&I works closely with Admissions and with
Institutional Research to compile the narrative
and facts for admissions guide books. N&I also
updates the College Catalog each year.
2.4.2 Publications
The Publications Office creates a variety of
printed communications for the campus
community. The quarterly Swarthmore College
Bulletin is an award-winning alumni magazine
sent to all alumni, parents, friends of the
College, and members of the senior class. The
office also produces an annual engagement
calendar, donor reports, and The Gathering, a
faculty-staff newsletter. Members of the
Publications Office staff provide editorial,
photographic, graphic design, and print-

p.4
production services to administrative offices
and academic departments across campus,
either directly or in working with outside
vendors to produce exceptional products.

2.5 Physical Facilities
When Swarthmore College opened in fall 1869,
it consisted of one building—Parrish Hall—set I
on farmland and serving 199 students. Today,
the College encompasses more than 40
buildings used by approximately 1,500 students I
on 399 acres.
The College provides an impressive range of
modem facilities for students’ intellectual
growth, cultural enrichment, and physical and
social development. At the same time, it
maintains an intimate, pedestrian campus
exemplifying the concept of academic study in
an idyllic setting.
2.5.1 Intellectual Growth
Parrish Hall, the original College building, still
lies at the heart of the campus with classroom
buildings clustered around it. Parrish is the
administrative and social center of the campus.
Admissions, the Registrar’s Office, the
President’s Office, and Dean’s Office share
space with the Financial Aid Office, Career
Services, numerous student groups, and two
floors of student residences. The second oldest
building on campus, Trotter Hall, was
renovated in 1997. Today, Trotter Hall respects
the past but embraces modem technology and
design, providing the space for the history,
political science, and classics departments; the
Center for Social and Policy Studies; programs
in Latin American studies, peace and conflict
studies, interpretation theory, gender and
sexuality studies, black studies, and Asian
studies; the Writing Center; and several
classrooms and seminar rooms. At the center of
the building is the Tarble Atrium, with student
lounges on each floor. Views from this building
overlook the Rose Garden to the south and the
Nason Garden and Outdoor Classroom to the
north.
Kohlberg Hall, completed in 1996, features
spaces for use by the entire College community
on the ground floor, including a lounge
complete with a coffee bar and fireplace; the
Scheuer Room, a popular place for lectures and
gatherings; and the Cosby Courtyard, a
dramatic outdoor space with stone seating walls
around a lawn that doubles as an outdoor
classroom. On the upper two floors are modem
classrooms and intimate seminar rooms, a
language resource center, and faculty offices.
Home to the Modem Languages and
Literatures, Economics, and Sociology and
Anthropology departments, Kohlberg Hall
demonstrates that a new building with award­
winning architectural design can be integrated
into an established campus.

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2 Educational Resources
Next door to Kohlberg lies the Lang
Performing Arts Center, home to the English
Literature and Theater departments and the
programs in dance and film and media studies.
In addition to two theaters and two dance
studios, classrooms and offices are found on the
second and third floors.
Hicks, Beardsley, and Pearson halls are
clustered together on the north end of the
academic campus, forming with Trotter Hall a
quadrangle around the Nason Garden. Hicks is
home to the Engineering Department and
contains laboratories, with several equipped for
computer-assisted and controlled
experimentation. Beardsley, renovated in 1990,
houses the Art Department and Information
Technology Services. Pearson, renovated in
1998, is home to the Linguistics, Educational
Studies, and Religion departments. Completing
the cluster of north campus academic buildings
is Papazian Hall, which houses the Psychology
and Philosophy departments.
The Science Center, completed in 2004,
physically links the departments of Biology, in
Martin Hall, Chemistry and Biochemistry,
Computer Science, Mathematics and Statistics,
Physics and Astronomy, and the Cornell
Science and Engineering Library to foster
interaction and exchange among faculty and
student scientists. The center offers the 80-seat
Cunniff Lecture Hall, a 120-seat auditorium,
and the Eldridge Commons area. The project
was designed and constructed using criteria
developed by the U.S. Green Building Council
to produce a sustainable design providing
opportunities for education about the
environment and environmental responsibility.
In 1999, the Martin Greenhouse was renovated
to support a broader research program.
Lang Music Building, another award-winning
building on campus, is home to the Music and
Dance Department and the Underhill Library.
McCabe Library, the intellectual heart of
campus, is the College’s main library, and
houses the national repository of the Society of
Friends.
The Lang Centerfo r Civic and Social
Responsibility, at 3 & 5 Whittier Place, is an
incubator for student-directed projects in civic
engagement, public service, advocacy, and
social action.
Sproul Observatory, with its 24-inch visual
refracting telescope, was the center of
fundamental research in multiple star systems.
A 24-inch reflecting telescope on Papazian Hall
ts used for solar and stellar spectroscopy. In
2009, a 24-inch computerized telescope was
installed in the Peter van de Kamp Observatory
m the Science Center, providing state-of-the-art
observing capabilities.
In the management, design, and construction of
all physical facilities, the College recognizes

p. 5

the importance of employing environmentally
sound practices and acknowledges its
commitment to current and future societies. An
example of Swarthmore’s commitment to
sustainability is the biostream bed, located
between McCabe Library and Willets Hall and
designed to filter runoff from upper-campus
building roofs. More information is available at
www.swarthmore.edu/sustainability.
Housed in Trotter Hall, the Centerfo r Social
and Policy Studies is an interdisciplinary
applied research and policy initiative at the
College. Established in 1972, the center
undertakes and supports research addressing the
complex, dynamic, and compelling needs of
inner-city communities, particularly the
interplay between poverty and community
development in the neighboring community of
Chester. In addition, the center supports POLS
106: The Urban Underclass and Urban Policy.
For students, the center attempts to tie academic
learning to real-world problem solving and
provides a rich hands-on experience in the
broad field o f social and public policy. Through
their research, education, outreach, and
advocacy activities, students have an
opportunity to put into practice the convictions
of “ethical intelligence” as they work with
residents in the Chester community. The
center’s faculty director is Associate Professor
o f Political Science Keith Reeves ’88.
2.5.2 Cultural Enrichment
The Lang Music Building, opened in 1973,
contains an auditorium seating nearly 400 while
providing an expansive view into the Crum
Woods. It also is home to the Daniel Underhill
Music and Dance Library, classrooms, practice
and rehearsal rooms, and an exhibition area. It
is the central facility for the Music Department
and for musical activities at the College.
Greatly enhancing performance venues, the
Eugene M. and Theresa Lang Performing Arts
Center (LPAC) opened in 1991. The building
contains Pearson-Hall Theatre, with a seating
capacity of 825. The theater can be divided with
a 40-ton movable soundproof wall, which is
raised and lowered hydraulically. When the
wall is raised, the space may be used
simultaneously as a cinema seating more than
300 and a theater space of about equal seating
capacity. The stage of the theater may also be
transformed from its traditional configuration
into a thrust stage.
The Frear Ensemble Theatre on the lower level
of the LPAC is another, more intimate theater, a
“black box” that serves as an experimental and
instructional studio as well as the Patricia
Wityk Boyer Dance Studio and Dance Lab. This
building also provides an elegant facility for
changing art exhibits, student art exhibitions,
and a display of holdings of Swarthmore

2 Educational Resources
College’s permanent art collection in its List Art
Gallery.
2.5.3 Physical Development
The College maintains about 80 acres of
playing fields around the academic heart of the
campus to support a wide range of sports,
including rugby, field hockey, lacrosse, soccer,
softball and baseball. Track sports are
supported by both an outdoor track around the
Clothier Field and indoor track in the LambM iller Field House, which also provides indoor
basketball courts. Next to the field house are the
Squash Courts building and Ware Pool, with a
50-meter pool. Twelve outdoor tennis courts are
supplemented with the Mullan Tennis Center,
which houses indoor tennis courts and a fitness
pavilion. Ample open lawn areas, an integral
part of the Swarthmore College campus,
accommodate and inspire a range of informal
and spontaneous physical activity from Frisbee
throwing to water sliding.
2.5.4 Social Development
Residence hall rooms are assigned by a lottery.
All students have private telephone and
computer hookup capabilities in their rooms.
All halls have common lounges for socializing,
and Swarthmore’s Sharpies Dining Hall
provides an impressive single dining space,
ensuring that students have the opportunity to
interact regularly at mealtimes. Small dining
rooms within the dining hall are frequently used
for special-interest groups such as language
discussion groups.
Other student activity and organization space on
campus includes the Parlors, a student lounge,
and student activities offices in Parrish Hall;
Tarble in Clothier, with a snack bar, game
room, the College Bookstore, a large all­
campus space used for dances and other events
and Paces, a student coffeehouse; the
Intercultural Center, with both private
organization space and a large meeting room
for collective events; the Black Cultural Center;
Bond Hall, home to the religious advisers and
religious organizations; the Kitao Gallery, a
student-run art gallery; Olde Club, a
party/concert venue; the Women’s Resource
Center; and two fraternity houses.
2.5.5 Scott Arboretum
The College’s property comprises 399 acres,
including a large tract of woodland and the
valley of Crum Creek. Much of this tract has
been developed as a horticultural and botanical
collection of trees, shrubs, and herbaceous
plants through the provisions of the Scott
Arboretum, established in 1929 by Mrs. Arthur
Hoyt Scott and Owen and Margaret Moon as a
memorial to Arthur Hoyt Scott of the Class of
1895. The plant collections are designed both to
afford examples of the better kinds of trees and
shrubs that are hardy in the climate of eastern

p.6
Pennsylvania and suitable for planting by the
average gardener and to beautify the campus.
All collections are labeled and recorded.
Exceptionally fine displays include hollies,
flowering cherries, crabapples, magnolias, tree
peonies, lilacs, rhododendrons, azaleas,
hydrangeas and witch hazels. Choice specimens
from the collections are displayed in several
specialty gardens including the Terry Shane
Teaching Garden, the Theresa Lang Garden of
Fragrance, the Dean Bond Rose Garden, the
Isabelle Bennett Cosby ’28 Courtyard, the
Nason Garden and outdoor classroom, the
Metasequoia Allée, the Harry Wood Courtyard
Garden, and the West House Garden. Many
interested donors have contributed generously
to the collections, and the arboretum is funded
primarily by outside grants and restricted
endowment funds with a combined market
value of $20.7 million as of June 30,2009.
The arboretum conducts applied research on
ornamental plants and serves as a test site for
three plant evaluation programs: the Gold
Medal Award of Garden Merit through the
Pennsylvania Horticultural Society, the
performance of hollies through the Holly
Society of America, and the National Boxwood
Trial Program.
The arboretum offers educational horticulture
programs to the general public and Swarthmore
students. These workshops, lectures, and classes
are designed to cover many facets of the
science/art called gardening. Tours are
conducted throughout the year for College
people and interested public groups. In 2009 the
arboretum built the Wister Education Center
and Greenhouse (5,200 square feet) to better
fulfill its educational mission.
Aiding the arboretum’s staff, in all of its efforts,
are the Associates of the Scott Arboretum. This
membership organization provides not only
financial support but also assistance in carrying
out the myriad operations that make up the
arboretum’s total program, such as plant
propagation, public lectures, workshops,
publications, and tours to other gardens. More
than 100 Arboretum Assistants aid in campus
maintenance on a regular basis by volunteering.
Student memberships are available and the
arboretum provides interesting and educational
job opportunities for students. The arboretum’s
newsletter, Hybrid, publicizes their activities
and provides up-to-date information on
seasonal gardening topics. Maps for self-guided
tours and brochures of the arboretum’s plant
collections are available at the Scott offices,
(610) 328-8025, located in the Cunningham
House.
The Scott Arboretum was accredited by the
American Association of Museums in 1995 and
re-accredited in 2006, signifying its
professional standards of operation as a

2 Educational Resources
museum of living plants. For more information,
visit www.scottarboretum.org and sign up for
the “Garden Seeds Blog.”

2.6 Special Funds and
Lectureships
The Catherine G. ’72 and Ernest B. Abbott '72
Partners in Ministry Endowment was created in
recognition of the importance of a distinctive
ecumenical program of spiritual nurture serving
the entire Swarthmore College community.
Income from the Abbott endowment is
distributed to Partners in Ministry to help
provide for the compensation of the religious
adviser and supporting staff of the Swarthmore
Protestant community.
The Mary Albertson Lectureship in Medieval
Studies was established in 1987 with gifts from
George Cuttino ’35 and former students,
colleagues, and friends. Mary Albertson joined
the Swarthmore faculty in 1927 and served as
chair of the History Department from 1942 until
her retirement in 1963. She was responsible for
expanding the history curriculum to include
studies on Russia, the Far and Near East,
Africa, and Latin America. Mary specialized in
English medieval history. She died in May
1986.
The Jesse and Maria Aweida Endowmentfo r
the Support o f Arabic Language Instruction was
established in 2006 by Jesse and Maria Aweida,
members of the Class of 1956.
The Barnard Fund was established in 1964 by
two graduates of the College, Mr. and Mrs.
Boyd T. Barnard of Rosemont, Pa. The fund
has been augmented by the 50-year class gifts
from the classes of 1917 and 1919 and other
friends. The income from the fund may be used
for any activity that contributes to the
advancement of music at the College. It has
been used for concerts on the campus, for the
purchase of vocal and orchestral scores and
other musical literature, and to provide
scholarships for students in the Music
Department who show unusual promise as
instrumentalists or vocalists.
The Peter B. Bart ’54 Endowment was
established in 2005 to support the Film and
Media Studies Program at Swarthmore College.
pie Albert H. Beekhuis Music Fund was created
in 1989 by a generous bequest of Mr. Beekhuis,
neighbor, friend, and patron of Swarthmore
music. The fund supports the acquisition and
maintenance of musical instruments and brings
musical performers to the College, especially
for the Music and Dance Festival.
The Bloom Discretionary Fund Endowment was
established by Ira T. Wender ’45 in honor of
President Alfred H. Bloom. This fund is
discretionary under the direction of the
president.

p .7

The A l and Peggi Bloom Endowmentfo r
Financial Aid fo r International Students andfor
Faculty Support was established in 2005. This
endowment aims to help prepare students to
identify and advance common purpose in a
global world by providing financial support to
international students at Swarthmore, and by
supporting relevant faculty efforts in any
discipline or across disciplines.
The Alfred H. Bloom Jr. and Martha B. Bloom
Memorial Visiting Scholar Fund is the gift of
Frank Solomon Jr. ’50 in honor of the parents
of Alfred H. Bloom. It brings visiting scholars
to campus at the discretion of the president.
The Patricia Boyer Music Fund was created in
1989. Income from the Boyer fund supports the
Dance Program.
The Richard B. Brandt Fund was established in
1986 by Phillip J. Stone ’62 in honor of Richard
B. Brandt, a member o f the Philosophy
Department from 1937 to 1964. The fund
supports visiting speakers chosen by the
department.
Brest Family General Endowment was
established in 2004 by Iris Lang Brest ’61, Paul
Brest ’62, Hilary Brest Meltzer ’86, and Jeremy
Brest ’90 to further the objectives and purposes
of Swarthmore College. The income of the
Brest Endowment is for unrestricted use.
The Phillip A. Bruno Fine Arts Endowment was
created by Phillip A. Bruno in 1988. The fund
supports the acquisition of artwork for the
Swarthmore College collections.
The Barbara Weiss Cartwright Fundfo r Social
Responsibility was created in 1993 by a gift
from Barbara W. Cartwright ’37 and Dorwin P.
Cartwright ’37. The fund supports new or
existing programs that encourage involvement
in addressing societal problems through
projects initiated by the College or created by
current students. In addition, it will provide
opportunities for faculty and students to
participate in volunteer service projects linked
to the academic program.
Wendy Susan Cheek ’83 Memorial Fundfo r
Gender and Sexuality Studies. Established in
1998 by Aimee Lee and William Francis
Cheek, the fund supports student and/or
programming needs of the Gender and
Sexuality Studies Program, including the
capstone seminar for honors and course
students. The fund shall be spent at the
direction o f the gender and sexuality studies
coordinator.
The Cilento Family General Endowment Fund
was established in 2002 by Alexander P.
Cilento ’71 to support the general objectives of
the College. The income is unrestricted.
The Cilento Family Information Technology
Fund was established in 2002 by Alexander P.
Cilento ’71 as an expression of gratitude and

2 Educational Resources
appreciation for the Engineering Department at
Swarthmore College. The fond supports
teaching innovations in information science,
with preference for computer science,
engineering, and related disciplines. The
Provost’s Office administers the fund.
The Classics Endowment was established in
2005 and, in consultation with the Provost’s
Office, shall be used to support classics
instruction directly.
The Richard W. Conner '49 Partners in
Ministry Fund was created in spring 2000 by
Richard W. Conner ’49 to establish a matching
challenge grant program benefiting Partners in
Ministry in recognition of the importance of an
ecumenical program of spiritual nurture serving
the diverse faith traditions of the entire
Swarthmore College community.
The George R. Cooley Curatorship was
established in 1986. The Cooley endowment
supports the curatorship of the Swarthmore
College Peace Collection.
The William J. Cooper Foundation provides
funding for a varied program of lectures,
exhibits, and concerts, which enriches the
academic work and cultural experience of the
College and the community. The foundation
was established by William J. Cooper, a
devoted friend of the College whose wife,
Emma Mcllvain Cooper, served as a member of
the Board of Managers from 1882 to 1923. It
provides annual funds that are used “in bringing
to the College from time to time, eminent
citizens of this and other countries who are
leaders in statesmanship, education, the arts,
sciences, learned professions and business, in
order that the faculty, students and the College
community may be broadened by a closer
acquaintance with matters of world [interest].”
The Cooper Foundation Committee, composed
of students, faculty members, and staff
members, works with members of all campus
constituencies to arrange lectures, exhibitions,
and performances of College-wide interest as
well as to bring to the College speakers of note
who will remain in residence long enough to
enter into the life of the community. In the past,
some speakers have been invited with the
understanding that their lectures would be
published under the auspices of the foundation.
This arrangement has produced 18 volumes.
The Bruce Cratsley ’66 Memorial Fund was
created in 1998 and supports lectures about
photography and exhibitions.
The Carley Cunniff 72 Paul Hall Residence
Fund was established to honor this member of
the Board of Managers who died in January
2005.
The Michael J. Durkan Memorial Fund was
established by family and friends of Michael J.
Durkan, librarian emeritus, to support library

collections and to help bring Irish writers to
campus.
The Elizabeth Pollard Fetter Chamber Music
Fund, endowed by Frank W. Fetter ’20, Robert
Fetter ’53, Thomas Fetter ’56, and Ellen Fetter
Gille in memory of Elizabeth Pollard Fetter ’25,
subsidizes the private instrumental lessons of
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. Other students may challenge and
compete for a place in the quartet at the
beginning of any semester.
The James A. Field Jr. Lectureship was
established by Thomas D. Jones Jr. ’53 and
Vera Lundy Jones ’58 in memory of James
Field, professor of history from 1947 to 1984,
to support lectures by visiting scholars on the
history of the United States.
The James A. Field Jr. Memorial Fund was
established by family and friends of James A.
Field Jr., Clothier Professor Emeritus of history,
to support library collections.
The Tariq Q. Fischer Endowed Islamic Studies
Fund was created in 2005 by Paul and Asma
Fischer, parents of Tariq. Q. Fischer ’08, in his
memory, to support the development of an
Islamic Studies Program.
The Lee Frank Memorial Art Fund, endowed by
the family and friends of Lee Frank ’21,
sponsors each year a special event in the Art
Department: a visiting lecturer or artist, a
scholar or artist in residence, or a special
exhibit.
The Gertrude S. Friedman Research Fund was
established in 1992 to support travel and
research of biology faculty members with
preference to those studying in the area of
physiology and related subspecialties. Grants
are awarded at the discretion of the chair of the
Biology Department.
The Garnet Athletics Endowment was created in
2002 by an anonymous donor to support the
Athletics Program at Swarthmore College. The
fund supports expenses associated with
introducing prospective scholar-athletes to
Swarthmore College, including travel costs and
the production of publications promoting the
Athletics Program at the College.
The Mary Josephine Good 70 Endowment was
created in her memory by her father, Richard A.
Good. The fund was created in 2004 and
supports the Partners in Ministry program at
Swarthmore College.
The David R. Goodrich 71 Endowmentfo r
Islamic Studies was established in 2003 to
support the Islamic Studies Program at
Swarthmore College. The Provost’s Office
administers the fund.

2 Educational Resources
The Donald J. Gordon Art Fund was
established in 1998 by a gift from his children
and their spouses on die occasion of his 70th
birthday and the 50th anniversary of his
graduation from Swarthmore College. The fund
supports visiting artists.
The Harry D. Gotwals Fund was established in
1997 in memory of the distinguished service of
Harry D. Gotwals as vice president for
development, alumni, and public relations from
1990 to 1997. The fund supports the
11 professional development of members of the
I division.
I The Merritt W. Hallowell '61 Career Services
II Fund was established in 2002 by Merritt
11 Hallowell to support the College’s career
I ! services program and initiatives, including but
I not limited to student career exploration,
I vocational counseling, identification of skills,
I interests, and values to develop an individual’s
I personalized career options; electronic and print
I resources; alumni networking and mentoring;
I and extern opportunities. The Career Services
I Office administers the fund.
I The Halpern Family Foundation Engineering
I Design Fund was established in 2007 by
Michael Halpern ’68 and Christine Grant ’69.
This fund supports work by students on
interdisciplinary projects with socially relevant
I purposes, which include design engineering
I principles as well as aesthetics and client needs.
I The Hayward Family Fund was established by
I Priscilla Hayward Crago ’53 in honor of her
I parents, Sumner and Elizabeth Hayward, to
I receive designated life income gifts made by
I the donor since 1991 and to accommodate
II additional gifts anticipated over the donor’s
1 1 lifetime and from her estate. The income from
I j the fund provides support for the faculty at
I Swarthmore College.
I The Marjorie Heilman Visiting Artist Fund was
I I established by M. Grant Heilman ’41 in
1 1 memory of Marjorie Heilman to stimulate
1 1 interest in art, particularly the practice of art, on
I campus.
I The James C. Hormel '55 Endowmentfo r
I Public Policy and Social Change was
I established by James Hormel ’55 to support
IJ faculty in the Political Science Department.
I The James C. Hormel '55 Endowmentfo r
I I Student Services was established by James
1 1 Hormel ’55 to support staffing and programs
I related to student services and activities,
I , including student involvement in volunteering
I and programs to encourage greater
I j understanding of, sensitivity to, and
I incorporation into the great society of
I differences in culture, sexual orientation, or
I race.

p .9

The William I. Hull Fund was established in
1958 by Mrs. Hannah Clothier Hull, Class of
1891, in memory of her late husband. Dr. Hull
was a professor of history and international law
at Swarthmore College for 48 years. The fund
enables the College to bring a noted lecturer on
peace to the campus each year in memory of
Dr. and Mrs. Hull, who were peace activists.
The David Kemp Endowment was created in
2006 by Giles ’72 and Barbara Kemp and
provides support for David Kemp Hall, which is
named for Gil’s grandfather.
The Kyle House Endowment was created by a
gift from Elena ’54 and Fred ’54 Kyle and is
used for the upkeep and expenses of a house on
Whittier Place currently used as a residence
hall.
The Jonathan R. Lax Fund, created by his
bequest in 1996, supports an annual Lax
Conference on Entrepreneurship and Economic
Anthropology. Jonathan Lax ’71 was class
agent and a reunion leader. His parents, Stephen
’41 and Frances Lax, and brothers Stephen
(Gerry) Lax Jr. ’74 and Andrew Lax ’78 have
been actively involved at the College.
The Genevieve Ching-wen Lee ’96 Memorial
Fund was established in her memory by family
and friends and recognizes the importance of
mutual understanding and respect among the
growing number of ethnic groups in our society.
The fund supports an annual lecture by a
prominent scholar of Asian American studies
and/or an annual award to two students to assist
in projects pertaining to Asian American
studies.
The List Gallery Exhibit Fund, established
through the generosity of Mrs. Albert List,
supports exhibits in the List Gallery of the
Eugene M. and Theresa Lang Performing Arts
Center.
The Lorax Fundfo r Environmental
Sustainability was established in 2007 by a
grant from the Schwab Charitable Fund as
recommended by Naomi Zikmund-Fisher ’91.
The fund is used to support the activities that
move Swarthmore College and its community
toward a more environmentally sustainable
future (e.g. the reduction or offsetting of carbon
or other greenhouse gas emissions, innovative
replacements of less than efficient technologies,
systems, and devices, etc.). The fund is
administered by the Office of Facilities and
Services.
The Judy Lord Endowment was established in
2004 by anonymous donors who are friends of
the College. The endowment memorializes Judy
Lord’s enthusiasm and community spirit and is
a reward for hard work and contributions to
Swarthmore College life. Earnings from the
Judy Lord endowment are awarded to academic
departmental administrative assistants with
tenure of 10 or more years at the College.

2 Educational Resources
The Lovelace Family Endowment was
established in 2004 to further the objectives and
purposes of Swarthmore College. The income is
unrestricted.
The Julia and Frank L. Lyman ’43 Partners in
Ministry Endowment was created in February
2000 in recognition of the importance of a
distinctive ecumenical program of spiritual
nurture serving the entire community of
Swarthmore College. Income from this
endowment will help provide for the
compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
Community.
The Isabel Gamble MacCaffrey ’46 Library
Endowment was established in 2010 by Wallace
MacCaffrey in memory of his wife. The fund is
used to support the library program.
The Lucy Bunzl Malian ’54 Faculty Leave
Endowment was established in 2006 by Lucy
Bunzl Malian to recognize the importance of
her Swarthmore College experience and
classmates. This endowment will be used by the
provost to support faculty leaves.
The Penelope Mason Endowmentfo r Asian
Studies was created via the estate of Penelope
E. Mason ’57. The fund supports courses taught
in the departments of art, modem languages,
economics, history, music and dance, political
science, religion, and sociology/anthropology.
The Chica Maynard '48 Cherry Border Fund
was established in 2009 by the Class of ’48,
friends and family in memory of Carolien
“Chica” Powers Maynard ’48 to honor her ties
and over a century of family ties to Swarthmore
College. This fund supports maintenance,
upkeep, and enhancements to the Cherry Border
of the Scott Arboretum which was started in
April 1931 with a gift from Mrs. Allen K.
White, Class of 1894, in recognition of her
daughter, Carolien White Powers ’22 and the
“whisper bench” which serves as a memorial to
Carolien Powers ’22. Uses for the income of
this fund will be determined by the Scott
Arboretum.
The Thomas B. McCabe Memorial Fund was
established with gifts from alumni and the
McCabe Family to support an annual
lectureship that brings to campus each fall
individuals with distinguished careers in fields
such as public service, business, government,
education, or medicine.
The James H. M iller '58 Partners in Ministry
Endowment was created in recognition of the
importance of a distinctive ecumenical program
of spiritual nurture serving the entire
Swarthmore College community. Income from
the Miller endowment is distributed to Partners
in Ministry to help provide for the
compensation of the religious adviser and
supporting staff of the Swarthmore Protestant
community.

p. 10
The Margaret W. and John M. Moore
Endowment was created in September 1999 via
a life-income gift contract. Income provides
research stipends for selected scholars using the
resources of the Friends Historical Library
and/or the Peace Collection at Swarthmore
College.
The Paul Moses and Barbara Lubash Computer
Science Fund was created to provide support
for computer science students traveling to
seminars and related events.
The Helen F. North Fund in Classics,
established in 1996 by Susan Willis Ruff ’60
and Charles F.C. Ruff ’60 to honor the
distinguished career of Helen F. North and her
enduring impact on generations of Swarthmore
students, is awarded to support the program of
the Classics Department. At the discretion of
the department, it shall be used to fund annually
the Helen F. North Distinguished Lectureship in
Classics and, as income permits, for a
conference or symposium with visiting
scholars; summer study o f Greek or Latin or
research in classics-related areas by students
majoring in the field; or study in Greece or Italy
in classics by a graduate of the department.
The Project Pericles Fund o f the Board o f
Managers was created in 2005 to support
student projects of significant dimensions. The
endowment was contributed by the Board of
Managers for administration by the Lang
Center.
The Theodore and Elizabeth Pierson Friend
Fund fo r Islamic Studies was created in 2005
and is used to support the Islamic Studies
Program at Swarthmore College.
The Promise Fund, established anonymously by
an alumnus on the occasion of his graduation, is
administered by The Cooper Foundation
Committee. Income from the Promise Fund
brings guest speakers, artists, and performers in
music, film, dance, and theater who show
promise of distinguished achievement.
The Edgar and Herta Rosenblatt Fund was
created in 1967 and supports the work of the
faculty at Swarthmore College.
The Ruach Endowment was created in 2000 to
support Hillel activities on campus.
The Richard L. Rubin Scholar Mentoring Fund
was established by Richard Rubin, a professor
of political science and public policy at the
College, in 2003. This fund supports the
mentoring program, which the Dean’s Office
administers.
The Bemie Saffron Lecture Endowment was
established in 2007 by students, colleagues, and
friends as a tribute to this beloved and esteemed
member of the College faculty. This fund is
administered by the Economics Department and
supports expenses associated with bringing
exceptional speakers to campus.

2 Educational Resources
The Sager Fund of Swarthmore College was
established in 1988 by alumnus Richard Sager
’73, a leader in San Diego’s gay community. To
combat homophobia and related discrimination,
the fund sponsors events that focus on concerns
of the lesbian, bisexual, and gay communities
and promotes curricular innovation in the field
of lesbian and gay studies. The fund also
sponsors an annual three-day symposium. The
fiind is administered by a committee of women
and men from the student body, alumni, staff,
faculty, and administration. In 2004, Richard
Sager created an “internship” to provide
funding for students in internships with
nonprofit organizations whose primary missions
address gay/lesbian/bisexual/transgender issues.
The Lang Center for Civic and Social
Responsibility administers the internship.
The Scheuer-Pierson Fund, established in 1978
by Walter and Marge Scheuer ’48, supports the
Economics Department.
The Science Center Endowment Fund was
established in 2003 with a gift from Peter
Weinberger of the Class of 1964. Income from
this endowment will be used to support the
operations and maintenance of the Science
Center.
The Science Center Support Endowment was
established by numerous donors to support the
operation of the renovated Science Center and
related academic programs.
Harold E. and Ruth Caldwell Snyder
Premedical Endowment Fund was established
in 1988 by Harold Cincy Snyder ’29 in
appreciation for the education he and his
beloved wife, Ruth Caldwell Snyder ’31,
received at Swarthmore College. The fund was
fully endowed through a bequest in 1992 and
supports a visiting lecturer in the medical
profession with a preference for practitioners
who treat each patient as a whole person.
The Gil and Mary Roelofs Stott Concert Fund
was established in 1997 on the 25th anniversary
of the Lang Music Building. The fund was
created as an expression of deep affection for
the Stotts by Eugene M. Lang, Class of 1938, to
recognize their special artistic talents and all
that they have meant to the Swarthmore
community. Each year, a new musical
composition will be commissioned by the
College to be performed at an annual Gil and
Mary Roelofs Stott Concert at which the Gil
and Mary Roelofs Stott Resident Student Artist
will perform.
The Mary and Gilmore Stott Honors Philosophy
Seminar Endowment was created in 1998 by
William G. Stott ’75 and by Christopher
Niemczewski ’74. The fund supports a seminar
offered by the Philosophy Department. It was
established in honor of the parents of William
G. Stott ’75.

p .n

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

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

p. 12

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

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

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

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

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

3 Admissions
any time up to the Jan. 2 postmark deadline, but
the application should be submitted as early as
possible to create a file for the candidate to
which supporting material will be added up to
the deadline.
The Early-Decision plans are designed for
candidates who have thoroughly and
thoughtfully investigated Swarthmore and other
colleges and found Swarthmore to be an
unequivocal first choice. On applying to
Swarthmore College, Early-Decision candidates
may not file an early-decision application at
other colleges, but they may file early
action/regular applications at other colleges
with the understanding that these applications
will be withdrawn upon admission to
Swarthmore.
Any Early-Decision candidate not admitted will
receive one of two determinations: a deferral of
decision, which secures reconsideration for the
candidate among the Regular-Decision
candidates, or a denial of admission, which
withdraws the application from further
consideration. If one of these determinations is
made, the applicant is free to apply to other
institutions.
Application under any plan must be
accompanied by a nonrefundable application
fee of $60 or fee waiver (which must be
approved by the secondary school counselor).
Timetables for the plans are the following:
Fall Early Decision
Postmark application deadline Nov. 15
Notification of candidate by Dec. 15
Winter Early Decision
Postmark application deadline Jan. 2
Notification of candidate by Feb. 15
Regular Decision
Postmark application deadline Jan. 2
Notification of candidate by April 1
Candidate reply date May 1
Under certain circumstances, admitted students
may apply in writing to defer their admission
for 1 year. These requests must be received by
May 1 and approved in writing by the dean of
admissions, and students must confirm their
plans for the year by June 1. The dean of
admissions may choose to review other requests
on a case-by-case basis. Students granted
deferment may neither apply to nor enroll at
another degree-granting college/university
program.
Swarthmore College places strong emphasis on
academic achievement and personal character.
An offer of admission to Swarthmore College is
dependent on a student maintaining his or her
standard of academic achievement before
enrolling at the College. An offer of admission

p. 14
is also dependent on a student’s continued
demonstration of character and high standards
for personal conduct. Lapses in either category
may be grounds for rescinding an offer of
admission.
For U.S. citizens and permanent residents
applying as first-year or transfer students,
admission to Swarthmore is determined without
regard to financial need. See information
concerning financial aid.

3.4 Interview
An admissions interview with a representative
of the College is a recommended part of the
first-year application process. (Applicants for
transfer are not interviewed.) Prospective firstyear applicants should take the initiative in
arranging for this interview. On-campus
interviews are available to rising seniors from
June through mid-December. Students are
encouraged to complete the interview before
submitting an application to the College. Those
who can reach Swarthmore with no more than a
half-day’s trip are urged to make an
appointment to visit the College for this
purpose. Other students may contact the
Admissions Office in the fall of their senior
year to request a meeting with an alumni
representative in their own area. The deadline to
request an alumni interview is Dec. 1.
Arrangements for on-campus or alumni
interviews can be made by writing to the
Admissions Office or by calling (610) 328-8300
or (800) 667-3110.

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

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

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

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

3.7 Applications for Transfer
The College welcomes well-qualified transfer
applicants. Applicants for transfer must have
had an outstanding academic record in the
institution attended and must present transcripts
for both college and secondary school work,
including an official statement indicating that
the student is leaving the institution attended in
good standing. Students who have completed
the equivalent o f two or more semesters of
university-level work must apply for transfer
admission. Admission status for students who
have completed less than the equivalent of two
semesters of university-level work will be
decided on a case-by-case basis. Results of the
SAT and ACT are optional for transfer
applicants.
Four semesters of study at Swarthmore College
constitute the minimum requirement for a
degree, two of which must be those of the
senior year. Applications for transfer must be
filed by April 1 of the year in which entrance is
desired. Swarthmore does not have a midyear
transfer application process. Need-based
financial assistance is available for transfer
students who are U.S. citizens or permanent
residents. Transfer applications are not accepted
from international students who require
financial aid.
Transfer applicants are notified of decisions on
or before May 15.

4 Expenses
4.1 Student Charges
Total charges for the 2010—2011 academic
year (two semesters) are as follows:
$39,260
Tuition
$6,100
Room
$5,800
Board
$340
Student activities fee
$51,500
These are the annual charges billed by the
College. Students and their parents,
however, should plan for expenditures
associated with books, travel, and other
personal items. In addition, the College will
bill for unpaid library fines, Worth Health
Center fees, and other fees and fines not
collected at the source.
Students engaged in independent projects
away from the College for which regular
academic credit is anticipated are expected
to register in advance in the usual way and
pay normal tuition. If the student is away
from the College for a full semester, no
charge for room and board will be made.
However, if a student is away for only a
part of a semester, the preceding charges
may be made on a pro rata basis.
Late fees of 1.5 percent per month will
accrue on all past-due balances. Students
with past-due balances will not be permitted
to enroll for the following semester,
participate in the room lottery, graduate, or
obtain a transcript.
The regular College tuition covers the
normal program of four courses per term as
well as variations of as many as five courses
or as few as three courses. Students who
elect to carry more than five courses incur a

4.3 Withdrawal Policy

p. 16
unit charge for the additional course
($4,908) or half-course ($2,454), although
they may within the regular tuition vary
their programs to average as many as five
courses in the two semesters of any
academic year. College policy does not
permit programs of fewer than three courses
for degree candidates in their first eight
semesters of enrollment.
4.1.1 Study Abroad
Students who wish to receive Swarthmore
credit for study abroad must, for the
semester or year abroad, pay the full
Swarthmore charges (excluding the student
activities fee). Financial aid is normally
applicable to study abroad, with the
approval of the Off-Campus Study Office.
Students contemplating study abroad should
begin working with the Off-Campus Study
Office well in advance for academic and
administrative planning.

4.2 Payment Policy
Semester bills are mailed in July and
December. Payment for the first semester is
due by Aug. 9,2010, and for the second
semester by Jan. 10,2011. A 1.5 percent
late fee will be assessed monthly on
payments received after the due date. Many
parents have indicated a preference to pay
College charges on a monthly basis rather
than in two installments. For this reason,
Swarthmore offers a monthly payment plan,
which provides for payment in installments
without interest charges. Information on the
plan is mailed to all parents in April.

„

,, ,.

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

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

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

p.17
c.
No room refund if notice is received after
the 8th week.
2. Takes a leave of absence and notifies the
Dean’s Office, they will be assessed:
a. No penalty if notice is given by Dec. 1.
b. A $100 penalty if notice is given between
Dec. 1 and Jan. 5.
c. A $500 penalty if notice is given between
Jan. 5 and the 8th week of classes.
d. No room refund after the 8th week.

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

5 Financial Aid
To make a Swarthmore education available to
qualified students, the College designated in
excess of $27 million for Swarthmore
scholarships for the coming year. About 50
percent of our student body receives scholarship
assistance through Swarthmore on the basis of
demonstrated financial need. To meet the needs
of our students, the average aid award for
2009-2010 was $35,238. A total of 70 percent
of our students will share more than $34 million
in scholarships, loans, and work opportunities
during the 2010-2011 academic year.
Although admission and financial aid decisions
are made separately, they are made at the same
time. A prospective student should apply for
Swarthmore aid and outside assistance when
applying for admission to Swarthmore.
Instructions for filing an aid application are
included in the admissions application
instruction booklet or can be found at
www.swarthmore.edu/financialaid. Financial
assistance will be offered if a family does not
have the capacity to meet College costs without
our help. The amount a family is expected to
contribute is determined by weighing the
family’s income and assets against such
demands as taxes, living expenses, medical
expenses, siblings’ undergraduate tuition
expenses, and so forth. Family contributions
also include a $2,000 to $2,500 summer
earnings contribution fiom students, as well as a
portion of the student’s personal savings and
assets.
For 2010-2011, the College charges, which
include tuition, room, board, and a student
activity fee, will be $51,500. This activity fee
covers not only the usual student services—
health center, library, and laboratory fees, for
example—but also admission to all social,
cultural, and athletic events on campus. The
total budget figure against which aid is
computed is $53,770. This allows for an
estimated $1,150 for books and supplies and
$1,120 for personal expenses. A transportation
allowance is added to the budget for those who
live in the United States but more than 100
miles from the College. It is this larger total that
we use when determining a student’s need for
our help.
Although our financial aid awards are loan-free,
students and parents remain welcome to borrow
to help pay the family’s share of Swarthmore
expenses.
In keeping with our policy of basing financial
aid on demonstrated need, the College reviews
each student’s family financial situation
annually. Students who would like to be
considered for our support for the next year
must submit a new financial aid application
each spring. A student’s aid is not withdrawn
unless financial need is no longer demonstrated.
Assistance is available only during a normal-

p. 18
length undergraduate program (eight semesters)
and only if a student enrolls full-time each
semester and makes satisfactory academic
progress (see section 8.6). (These factors also
apply in our consideration o f a sibling’s
undergraduate educational expenses.) Students
who choose to live off campus will not receive
Swarthmore scholarship, Supplemental
Educational Opportunity Grants, or ACG,
Smart Grants, or Swarthmore College loan in
excess of their College bills. However, the cost
of living off campus will be recognized in the
calculation of a student’s financial need, and
other outside sources of aid may be used to help
meet off-campus living expenses once the
College bill is satisfied.
The College has, by action of our Board of
Managers, reaffirmed its need-blind admission
policy and the related practice of meeting the
demonstrated financial need of all admitted or
enrolled students. Although, eligibility for
federal aid funds is limited to those who are
able to complete and submit to us the Statement
of Registration Compliance, additional funds
have been made available for those who are
unable to accept need-based federal aid because
they have not registered with the U.S. Selective
Service.
U.S. citizens and permanent residents who have
not previously received financial aid may
become eligible and may apply to receive aid if
their financial situations have changed. A
student who marries may continue to apply for
aid, though parents are still expected to
contribute to the student’s education.
Financial support for foreign national students
is limited and must be requested during the
admission application process. New aid
applications from foreign nationals cannot be
considered after admission.
Answers to most financial aid questions are
available at www.swarthmore.edu/financialaid.

5.1 Scholarships
For the academic year 2009-2010, the College
awarded more than $27 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 scholarships
listed in section 5.4. Students do not apply for a
specific College scholarship; the College
decides who is to receive restricted endowed
scholarships, and others are helped from
general scholarship funds. Although the
qualifying criteria for awarding most endowed
scholarships remain general, some donors have
established explicit guidelines that closely
mirror the interests of the individual for whom
the scholarship is named. Financial need,
however, is a requirement for all College
scholarships except the regional McCabe

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

5.2 Loan Funds
Although our aid awards are now loan-free,
students may choose to borrow instead of
working or to help ease the family’s burden.
First-year students may borrow up to $5,500;
sophomores may borrow $6,500, and juniors
and seniors may borrow up to $7,500.
The federal Direct Stafford Loan is a long-term,
low-interest educational loan. Eligibility for a
federal Direct Stafford Loan is determined by
the College, using federal guidelines. Family
income, family size, asset strength, and number
of children in college, etc., form the basis for
the determination of your federal eligibility. For
more about the federal Direct Stafford Loans
see www.swarthmore.edu/financialaid and
select “Stafford Loans” from the menu on the
left.
Parents who wish to borrow might consider the
federal Direct PLUS Loan. Up to $51,500 per
year is available at 7.9 percent interest, and
repayment may be made over a 10-year period.
For more information about these loan
programs or other financial options read our
financial aid brochure, or go to our website at
www.swarthmore.edu/financialaid.

5.3 Student Employment
Student employment on the Swarthmore
campus is coordinated by the Student
Employment Office, which is under student
direction. Campus jobs are available in such
areas as our libraries, Information Technology
Services, the student-run coffeehouse, most
academic and administrative offices, and many
other places on campus. Our students manage,
give tours, tutor, write, coordinate, and provide
support throughout the campus. Students apply
for campus positions when they arrive in the
fall. On-campus hourly rates of pay run from
$8.29 to $8.89. Students receiving financial aid
are usually offered the opportunity to earn up to
$1,780 during the academic year, and are given
hiring priority, but there are many jobs
available for non-aided students who wish to
work on campus. Students are encouraged to
keep a moderate work schedule—no more than
about 7 or 8 hours weekly—so that academic
performance is not compromised. About 1,200
of the 1,400 students on campus choose to
work.
The Student Employment Office also publicizes
local off-campus and temporary employment
opportunities.
For those who wish to work off campus and
who qualify for the federal Work-Study

p. 19
Program, off-campus positions in public or
private nonprofit agencies may be arranged
through the Financial Aid Office—if funding is
sufficient.

5.4 Scholarship Funds
All students who demonstrate financial need are
offered scholarship aid, some of which is drawn
from the following named funds. However,
students should not worry if they do not fit the
specific restrictions subsequently listed because
their scholarships will be drawn from other
sources not listed here. By completing the aid
application process, a student will be
considered for the following funds. No separate
application is needed.
(Financial need is a requirementfo r all
scholarships except the regional McCabe
Scholarships. No separate application is
needed.)
The Catherine G. '72 and Ernest B. '72 Abbott
Scholarship, established in 1999 by Catherine
and Ernest Abbott, is awarded to a first-year
student who shows great promise. This
renewable scholarship is for a man or woman
who demonstrates financial need and academic
excellence.
The Frank and Alice Adelberg Scholarship was
established by Stephen M. Hamik ’75 in 2010
in his capacity as executor of their charitable
estate. The Adelbergs were Holocaust survivors
who believed deeply in Jewish causes which
promoted peaceful international discourse and
who dedicated their benefactions to such
endeavors. The scholarship is awarded to
students on the basis of academic merit and
financial need and is renewable. Preference will
be given to students who have an interest in
human rights, conflict resolution, and the
promotion of peace and understanding.
The Lisa P. Albert '81 Scholarship, established
in 1983 by Lisa Albert and her mother, Stella
Saltonstall, is awarded to a young man or
woman on the basis of scholarship and financial
need, with preference given to a student with a
demonstrated interest in the humanities.
The George I. Alden Scholarship, established in
1989 as a memorial by the Alden Trust with
matching funds from several individual donors,
is awarded on the basis of academic merit and
financial need with preference given to a
student from New England studying in the
sciences or engineering.
The Vivian B. Allen Foundation, established in
1969, provides scholarship aid to enable foreign
students to attend Swarthmore College as part
of the foundation’s interest in the international
exchange of students.
The Susan W. Almy '68 Scholarship was
established by this alumna in 2003. The fund

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

p. 20
The David Baltimore ’60 Scholarship was
established by an anonymous donor in 2000.
This renewable scholarship is awarded with
preference given to a junior or senior majoring
in biology or chemistry.
The Norman Barasch Scholarship was
established in 2006 by Richard Barasch ’75 in
honor of his father. This renewable scholarship
is awarded on the basis of academic merit and
financial need.
The Philip and Roslyn Barbash, M.D.,
Scholarship was endowed in 1990 as a
memorial by their daughter and son-in-law,
Babette B. Weksler, M.D., ’58 and Marc E.
Weksler, M.D., ’58. This renewable scholarship
is awarded on the basis of academic merit and
financial need. Preference is given to women
with an interest in the sciences and, in
particular, in the environment. The Charles F.
Barber Scholarship was established in 2009 by
Charles F. Barber, a member of the Board of
Managers from 1967 to 1974, in memory of his
wife of 62 years, Lois LaCroix Barber. Lois and
Charles raised four children, including Robin
Barber ’74. The scholarship is awarded to
students on the basis of academic merit and
financial need and is renewable.
The W. Herman Barcus '27 Scholarship,
established in his memory in 1982 by his
widow, Kate, and his employer, Sun Oil, is
awarded to a student with financial need.
The Philip H. Barley '66 Memorial Scholarship
was established in 1968 in memory of Philip H.
Barley by his family and friends and the Class
of 1966, which he served as president. The
scholarship provides financial assistance for a
junior or senior who has demonstrated
outstanding leadership qualities at Swarthmore.
The Franklin E. Barr Jr. ’48 Scholarship was
established in 1984 by Betty Barr to honor her
husband’s memory and is awarded to a firstyear student who has broad academic and
extracurricular interests and shows promise of
developing these abilities for the betterment of
society. This scholarship, based on financial
need, is renewable for three years.
The Peter B. Bart ’54 Scholarship, established
in 2005, is awarded to deserving students.
The H. Albert Beekhuis Scholarship in
engineering is awarded on the basis of
academic merit and financial need to a firstyear student and is renewable through the
senior year as long as that student retains a
major in engineering. This scholarship was
endowed in 1989 through the generous bequest
of Dr. Beekhuis, neighbor, friend, and
successful chemical engineer.
The Patty Y. andA J. Bekavac Scholarship.
Established in 1997 by their daughter, Nancy Y.
Bekavac ’69, the scholarship is awarded on the

5 Financial Aid
basis of financial need, with preference given to
students from western Pennsylvania.
The Margaret Fraser Bell '53 Scholarship,
created in 2000 in her memory by her husband,
Monroe Bell, is awarded each year to a junior
on the basis of academic merit and financial
need, with preference given to a student
majoring in Russian.
The Sherry F. Bellamy ’74 scholarship was
established in 2003 by Sherry Bellamy. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Belville Scholarship was established in
1882 by Catharine Reading Belville ’19.
Honoring Robert Chambers Belville and
Margaret Klein Belville, the scholarship is
awarded annually to an incoming student of
particular promise.
The Brand and Frances Blanshard Scholarship,
established in 1987 by a former student to
honor the memory of this philosophy professor
and his wife, is given to a deserving student
with high academic promise.
The Al and Peggi Bloom Endowmentfo r
Advancing Swarthmore's Global Reach was
established in 2005. This endowment supports
international student financial aid and supports
faculty effort in any discipline or across
disciplines that enhances the global reach of the
College curriculum.
The Blough and Locksley Family Scholarship,
established in 2003 by Stephen Blough ’79 and
Sally Locksley ’79, is awarded on the basis of
academic merit and financial need. The
scholarship is renewable.
The Jeanne Gotten Blum '40 Scholarship,
established in 2003 by Jeanne Cotten Blum, is
awarded on the basis of academic merit and
financial need. The scholarship is renewable.
The Frank ’36 and Benita Blumenthal
Scholarship was established in 2006 by Frank
Blumenthal. This renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Curtis Bok Scholarship was established in
1964, the College’s centennial year, in honor of
the late Philadelphia attorney, author, and jurist,
who was a Quaker and honorary alumnus of
Swarthmore. The renewable scholarship is
assigned annually to a junior or senior whose
qualities of mind and character indicate a
potential for humanitarian service such as
Curtis Bok himself rendered and would have
wished to develop in young people. Students in
any field of study, and from any part of this
country or from abroad, are eligible.
The Winifred Cammack Bond ’43 Scholarship
was established by Winifred Cammack Bond
and her husband, George Cline Bond ’42, to be
awarded to a first-year student who is the first

P- 21
member of his or her family to attend college,
with a high school record showing strong
academic, athletic, and leadership abilities.
The Book and Key Scholarship was established
in 1965 by members of Book and Key, a men’s
secret honorary society, when the society was
dissolved. The scholarship is awarded to a
member of the senior class.
The Anne C. Booth '32 Endowed Scholarship
was established in 2006 by this alumna who
wanted students to be able to share the special
educational experience she enjoyed, regardless
of financial need. Although Anne died in 2006,
her memory lives on through this scholarship.
The Frank R. Borchert Jr. '58 and Thomas K.
Glennan Jr. ’57 Scholarship was established in
2002 by T. Keith ’82 and Kathryn P. ’82
Glennan in honor and memory of their uncle
and father who, from their days as fraternity
brothers at Swarthmore, became lifelong friends
and brothers-in-law. They shared a common
commitment to educational excellence, and
each devoted his professional life to this cause.
The renewable scholarship is awarded on the
basis of academic merit and financial need.
The Edward S. Bower '42 Memorial
Scholarship, established in 1958 by Mr. and
Mrs. Ward T. Bower in memory of their son, is
awarded annually to a student who ranks high
in scholarship, character, and personality.
The George ’38 and Josephine Clarke ’41
Braden Scholarship was established in 1999 by
their children in honor of George and in
memory of Josephine. The renewable
scholarship is awarded to a student with
demonstrated need for financial assistance, with
preference for a child of immigrant parents or
guardians.
The William A. Bradford Jr. ’66 Scholarship
was established in 2000 by William Bradford.
The renewable scholarship provides financial
assistance to a student who shows great promise
and is based on academic merit and financial
need.
The Carol Paxson Brainerd ’26 Scholarship,
established in 2001, is awarded on the basis of
financial need and academic merit.
The Susan Goldman Brandes '76 Memorial
Scholarship was established in 2008 by her
husband, Lee Brandes. The renewable
scholarship is awarded to students on the basis
of academic merit and financial need.
Preference is given to students majoring in
chemistry.
The Daniel Walter Brenner ’74 Memorial
Scholarship, established in 1979 by family and
friends in memory of Daniel W. Brenner, is
awarded to a senior majoring in biology who is
distinguished for scholarship and has an interest
in plant ecology, wildlife preservation, or

5 Financial Aid
animal behavior research. The recipient is
chosen with the approval of the biology faculty.
The Leon Willard Briggs '1 7 Scholarship,
established in 1979 with a bequest from Ina
Carey Diller in honor of her husband, is
awarded to a worthy student with financial
need.
The John S. Brod '34 Scholarship, established
in 1984 with gifts from this chemistry major
and his employer, Procter & Gamble, is
awarded to a deserving student on the basis of
academic merit and financial need.
The John G. Brokaw Scholarship was
established in 2005 by Lawrence Jean
Richardson ’78 and Jacqueline Brokaw
Richardson ’80. It is awarded on the basis of
academic merit and financial need.
The Robert C. Brooks Scholarship was
established in 1964 by several of his former
students as a memorial to Professor Brooks,
who taught political science at Swarthmore
from 1912 to 1941. The scholarship is awarded
to students on the basis of academic merit and
financial need.
The Edna Pownall Buffington, Class o f1898,
Scholarship was established by a bequest from
Albert Buffington, Class of 1896, during 1964,
the College’s centennial year. This scholarship
honors a graduate and a longtime resident of
Swarth-more and is awarded on the basis of
financial need.
The Bushnell Family Scholarship was
established in 2005 by the Bushnell family:
father Douglas, daughter Rebecca Bushnell ’74,
and brothers Michael and David, in honor of
wife and mother, Peggy Meeker ’45. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Malcolm Campbell '44 Unitarian
Scholarship, established by Malcolm Campbell
on the occasion of his 50th reunion, is awarded
to a student who is an active Unitarian
Universalist with financial need and a strong
academic record. The scholarship is renewable.
The Centennial Scholarship, established in
1964 with gifts from many donors to the
Centennial Campaign, is awarded on the basis
of financial need.
The Chang/Hawley '58 Scholarship, established
in 2003, is named for Rosalind Chang
Whitehead and John K. Hawley. Their son,
Charles Loy Hawley ’85, is also an alumnus.
The scholarship is awarded on the basis of
financial need and academic merit.
The Chi Omega Scholarship, established by the
sorority and the Swarthmore Chapter of Gamma
Alpha, provides an award to a student annually
on the basis of academic merit and financial
need.

P- 22

The Elinor Jones Clapp ’46 Scholarship was
established in 2003. The renewable scholarship
is awarded on the basis of academic merit and
financial need with preference given to students
who are U.S. citizens residing abroad.
The William ’17 and Eleanor Stabler ’18
Clarke Scholarships, established in 1985 in
their honor by W. Marshall ’47 and Cornelia
Clarke ’46 Schmidt, are awarded to two worthy
first-year students with financial need.
Preference for these renewable scholarships is
accorded to members o f the Society of Friends.
The Class o f 1913 Scholarship, established on
the occasion of the class’s 50th reunion, is
awarded to a student who has demonstrated
financial need.
The Class o f 1914 Scholarship, established in
honor of the class’s 50th reunion, is awarded to
a student who has demonstrated financial need.
The Class o f 1915 Scholarship, established in
1940, is awarded to a student with financial
need.
The Class o f 1917 Scholarship is awarded to a
student who has demonstrated financial need.
The Class o f1925 Scholarship, created on the
occasion of the class’s 50th reunion, is awarded
on the basis of academic merit and financial
need.
The Class o f1930 Scholarship was endowed on
the occasion of the class’s 60th reunion. The
renewable scholarship is awarded alternately to
a woman or a man on the basis of sound
character and acadejnic achievement, with
preference given to those who exercise
leadership in athletics and community service.
The Class o f1932 Scholarship was established
on the occasion of the class’s 70th reunion. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Class o f1938 Harriet And William Carroll
Scholarship was established on the occasion of
the class’s 65th reunion by their classmates and
members of their family in honor of the
Carrolls’ long-standing service to the College.
The renewable scholarship is awarded on the
basis of academic merit and financial need.
The Class o f1939 Scholarship was established
at the 50th reunion of the class in fond memory
of Frank Aydelotte, president of the College
from 1921 to 1940, and his wife, Marie
Aydelotte. The renewable scholarship is
awarded to a worthy student with financial
need.
The Class o f 1941 Scholarship was created in
celebration of the 50th reunion of the class. 'Hie
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Class o f1943 Scholarship, established to
honor the 50th reunion of that class, is awarded
to a student in the sophomore class on the basis

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

p. 23
The Class o f1969 Scholarship was established
at the 25th reunion of the class in honor of the
contributions made by Courtney Smith)
president of Swarthmore College from 1953 to
1969. The scholarship was given with
bittersweet memories of the campus turmoil of
the 1960s and with confidence in the power of
open discussion and reconciliation. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Cochran Memorial Scholarship,
established in 1979 in memory of the Cochran
family by the estate of Marie A. Cochran, is
awarded annually to a student who has
demonstrated financial need.
The David L. ’77 and Rhonda R. ’76 Cohen
Scholarship, established in 2004, is awarded on
the basis o f academic merit and financial need.
The Sarah A. Cole ’34 Scholarship, founded in
1953 by her parents to celebrate her life and
memory, is awarded to deserving students on
the basis of academic merit.
The Charles A. Collins, Class o f 1912,
Scholarship, established in 1974, is awarded
every year to a deserving student in need of
financial assistance, in accordance with the
donor’s will. Charles Collins, a New Jersey
farmer, was active in local Quaker affairs and
served as a trustee of the Philadelphia Yearly
Meeting.
The N. Harvey Collisson ’22 Scholarship,
established in 1965 by his family and the Olin
Mathieson Charitable Trust in memory of N.
Harvey Collisson, is awarded to a first-year
student. Selection places emphasis on character,
personality, and ability.
The Marcia Perry Ruddick Cook ’27
Scholarship is awarded to a junior on the basis
of merit and need, with preference given to an
English literature major. The renewable
scholarship was endowed in 1987 by J. Perry
Ruddick in memory of his mother.
The Edward Hanes Cooley ’43 Endowed
Scholarship, established in 2005, is awarded on
the basis of academic merit and financial need,
with a preference for a student majoring in
engineering.
The Helen Ridgway Cooley, Class o f1907,
Endowed Scholarship, established in 2005, is
awarded on the basis of academic merit and
financial need, with a preference for a female
student majoring in music.
The Stephanie Cooley ’70 Scholarship was
established in loving memory by her parents in
1984 and is awarded on the basis of financial
need, with preference for a student from Greece
or a student with an interest in the study of
classics.

5 Financial Aid
The David S. Cowden ’42 Scholarship was
established in 1977 by David Cowden, who
taught English literature at Swarthmore from
1949 until his death in 1983. The scholarship is
awarded on the basis of financial need.
The Mark W. Crandall '80 International
Scholarship was established in 2004. The
renewable scholarship is awarded on the basis
of academic merit and financial need, with a
preference for international students.
The John ’41 and Barbara Crowley Endowed
Scholarship was established in 2006 by the
Crowleys as a symbol of their long-standing
affection for and commitment to the College.
The renewable scholarship is awarded on the
basis of academic merit and financial need.
The Crum Meadow Scholarship was created by
an anonymous donor in 2001. The renewable
scholarship is awarded on the basis of academic
merit and financial need.
The Ellsworth F. Curtin ’16 Memorial
Scholarship was established in 1982 by
Margaretta Cope Curtin ’18 in memory of her
husband, with preference for engineering
majors.
The Marion L. Dannenberg Scholarship,
established in 1978, is awarded to a first-year
student with financial need who ranks high in
personality, character, and scholarship. This
endowment is in memory of Mrs. Dannenberg,
who was the mother, grandmother, and great­
grandmother of seven students who attended
Swarthmore.
The Anna Janney DeArmond ’32 Scholarship
was established by bequest from her estate in
2008. The renewable scholarship is awarded on
the basis of academic merit and financial need.
Preference is given to a female upper-class
student interested in a teaching career at the
high school or college level, majoring or
expressing an interest in literature in the
English language or the history of countries in
which the language of literature is ordinarily
English.
The Edith Thatcher ’50 and C. Russell ’47 de
Burlo Scholarship is awarded alternately to
students who intend to major either in
engineering or the humanities. The renewable
scholarship, established in 1986 as the gift of
Edith and Russell de Burlo, is awarded on the
basis of financial need and academic merit.
The Kenneth William Defontes Jr., Class o f
1972, Scholarship was established in 2006 to
support a deserving student who expresses
interest in pursuing a major in engineering or
the physical sciences. This renewable
scholarship is awarded on the basis of academic
merit and financial need and may be given to a
first-year student.

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

5 Financial Aid
The Marjorie Vandeusen ’38 and J. Earle '36
Edwards Scholarship was established by an
anonymous donor in 2000. The renewable
scholarship is awarded with preference given to
ajunior or senior who has demonstrated a
commitment to socially responsible citizenship,
with a special interest in peace and conflict
studies.
The Maurice G. Eldridge ’61 Scholarship was
created by an anonymous donor in recognition
of outstanding administrators at Swarthmore
College. The Eldridge Scholarship was
established in 1999 to honor Maurice G.
Eldridge, vice president of college and
community relations and executive assistant to
the president. The renewable scholarship is
awarded to a student with merit and need who
has demonstrated a commitment to socially
responsible citizenship, with a preference for a
student from the Washington, D.C., public
school system, especially from either the
Banneker Academic High School, Duke
Ellington School of the Arts, or the Bell
Multicultural School.
The George Ellsler, Class o f1890, Scholarship,
created in 1943 by a bequest from Mary Ellsler,
is awarded to a student who has demonstrated
financial need.
The Robert K. Enders Scholarship, established
by his friends and former students to honor Dr.
Robert K. Enders, a member of the College
faculty from 1932 to 1970, is awarded annually
to a worthy student with an interest in the study
of biological problems in a natural
environment.
TheJ. Horace Ervien, Class o f1903,
Scholarship, created in 1979 with gifts from J.
Horace Ervien and his wife, is awarded to
students demonstrating academic merit and
financial need.
The European Alumni Scholarship was
established in 2006 by gifts from Antoinette
Graefin zu Eltz ’01, Jacques Joussot-Dubien
’49, and other European alumni. This
scholarship is awarded on the basis of academic
merit and financial need. Preference is for
students from Europe who are not U.S. citizens.
The Howard S., Class o f1903, and Gertrude P.
Evans Scholarship provides scholarships for
worthy students with financial need. Howard
Evans majored in engineering at Swarthmore
and was a native of the village of Swarthmore.
The Philip Evans ’48 Scholarship was
established in fond memory of Philip Evans by
his friend Jerome Kohlberg ’46 and seeks to
expand the diversity of the Swarthmore
community by bringing to campus students who
are outstanding in leadership, intellectual
cunosity, community service, and athletic
participation. The scholarship, awarded to
members of the first-year class and renewable

p. 25
annually, provides a summer-opportunity grant
as well as internship, mentoring, networking,
and alumni opportunities.
The Michael S. Fedak ’82 Scholarship was
established in 2003. The renewable scholarship
is awarded on the basis of academic merit and
financial need with preference given to students
from New Jersey majoring in economics or
mathematics.
The Samuel and Gretchen Vogel ‘56 Feldman
Scholarship was established in 1992 by
Gretchen Vogel Feldman and her husband,
Samuel. The renewable scholarship, awarded
on the basis of financial need, is given to a
student interested in pursuing a teaching career.
The Samuel M. and Gretchen Vogel ’56
Feldman Scholarship II was established in
2000. The renewable scholarship, awarded on
the basis of financial need, is given to a student
interested in pursuing a teaching career after
graduating from Swarthmore College.
The Martin Fleisher '80 and Mark Risk 18
Scholarship, established in 2005, is awarded on
the basis of academic merit and financial need.
The Eleanor Flexner ’30 Scholarship,
established in 1989, is awarded to a deserving
student on the basis of academic merit and
financial need, with preference given to a
student majoring in English literature.
The Margaret Mccain Ford ’43 Scholarship
was established in 2006 in her memory by her
husband, Thomas Ford, and their children. This
renewable scholarship is awarded on the basis
o f academic merit and financial need.
The Norma Patz Fox '82 and Clifford Fox
Scholarship was established in 2006 by Clifford
and Norma Patz Fox. This renewable
scholarship is awarded on the basis of academic
merit and financial need.
The Caroline W. Frame Scholarship was
established in 1885 by a bequest from her
grandfather, Samuel Willets. The funds, now
part of the general scholarship fund, are
awarded on the basis of academic merit and
financial need.
The David W. Fraser Scholarship. This
endowed scholarship was established in 1991
by the Board of Managers and friends of David
Fraser in honor of his service as president of
Swarthmore College from 1982 to 1991. This
scholarship is awarded to one student enrolled
in an approved program of academic study
outside the boundaries of the United States.
Preference is given to students studying in
Asian, Middle Eastern, and African countries.
The Marianne Durand Frey ’57 Scholarship,
established by Marianne Durand Frey in 2002,
reflects the donor’s gratitude for scholarship aid
received during her attendance at Swarthmore.
This renewable scholarship is awarded based on

5 Financial Aid
academic merit and financial need to a woman
who has attended a public high school.
The Theodore and Elizabeth Friend
Scholarship was established in 1981 and was
announced during the closing ceremony for The
Program for Swarthmore as an expression of
respect and appreciation by board members and
others who have been associated with them in
the service of Swarthmore College. The
scholarship honors this former president of
Swarthmore, who served from 1973 to 1982,
and his wife. It is awarded each year on the
basis of financial need to a worthy student.
The Theodore Friend and Elizabeth Pierson
Friend Scholarship was established by him in
2005 and is awarded on the basis of academic
merit and financial need, with a preference for a
student from an Islamic country or a student
engaged in Islamic Studies.
The Toge and Mitsu Fujihira Scholarship was
created in 2000 by their son, Donald Fujihira
’69. The renewable scholarship is awarded to a
man or woman who shows great promise and
assumes both financial need and academic
excellence. Preference is given to students of
Asian descent.
The John and Gail Gaustad Scholarship was
established by fiiends and students of the
Gaustads to honor their many years of service
to the College. In 1984, John Gaustad, the
Edward Hicks Magill Professor of Astronomy,
and his wife, Gail, started the practice of
welcoming international students into their
home during periods when the dorms were
closed. Over the years, they were hosts to about
120 students with many becoming close and
lasting fiiends. This renewable scholarship,
expressing appreciation for the Gaustads’
generosity and dedication, is awarded annually
to a promising student who demonstrates
financial need and academic excellence.
The Martha Salzmann Gay '79 Scholarship was
created in 2000 by Martha S. Gay. The
renewable scholarship assumes both academic
excellence and financial need and is awarded to
a first-year student who shows great promise.
The David Gelber '63 and Kyoko Inouye
Scholarship, established in 2004, is awarded on
the basis of academic merit and financial need,
with a first preference for students from New
York or New Jersey majoring in history and a
second preference for humanities majors.
The Jeffrey L. Gertler '74 Memorial
Scholarship was established in 2005 by an
anonymous donor. The renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Joseph E. Gillingham Scholarship was
established by a bequest from prominent
Philadelphia merchant Joseph E. Gillingham,
who died in 1907. The scholarship is awarded

p. 26
to a deserving student on the basis of academic
merit and financial need.
The Allis Dale and John E. '59 Gillmor and
Jordan and Sarah Gillmor '92 Hymowitz
Scholarship was established in 2008 by this
family on the occasion of John’s 50th reunion.
The scholarship is awarded on the basis of
academic merit and financial need to a firstyear student who shows great promise.
The Joyce Mertz Gilmore '51 Scholarship,
awarded to an entering first-year student, is
renewable. The recipient is chosen on the basis
of mental vigor, concern for human welfare,
and the potential to contribute to the College
and the community outside. The award was
established in 1976 by Harold Mertz ’26 in
memory of his daughter, Joyce Mertz Gilmore.
The Barbara Entenberg Gimbel '39
Scholarship was endowed in 1980 in memory
of Barbara Entenberg Gimbel by her husband,
Dr. Nicholas S. Gimbel. The scholarship is
awarded on the basis of need to a worthy
student, with preference for a black candidate.
The Chloe and Raoul Giant Scholarship was
established in 2005 by their family to honor
their zeal for lifelong learning and passion for
greater understanding of the issues facing
today’s world. The scholarship is awarded
based on need and academic achievement, with
a preference for a foreign or American student
who demonstrates intellectual and personal
integrity and a strong commitment to the public
good.
The Barbara Nugent Glouchevitch Scholarship
was established in 2004 by Michel
Glouchevitch ’77 in memory o f his mother, a
1948 Bryn Mawr graduate. Barbara had close
ties to Swarthmore and lived her abbreviated
life enthusiastically pursuing career, family,
intellectual, and sports activities. This
scholarship is awarded on the basis of merit and
need to students showing distinction in
academics, leadership, and extracurricular
activities.
The Marcia and John D. Goldman '71
Scholarship was created in 1992 and is awarded
on the basis of need to a student with a strong
academic record and leadership qualities.
Preference is given to students from northern
California.
The Berda Goldsmith Scholarship, established
in 1991 in memory of Mrs. Goldsmith, is a
need-based scholarship awarded annually to a
music major, beginning in his or her junior
year. Mrs. Goldsmith was a music lover and
patroness of the Settlement Music School.
Preference will be given to a student who has
attended the Settlement Music School and
shows an interest and proficiency in playing the
piano.

5 Financial Aid
The Kermit Gordon ’38 Scholarship was
created by an anonymous donor in 2000. This
renewable scholarship is awarded on the basis
of need, merit, and an interest in public policy.
The Cynthia Norris Graae '62 Scholarship was
created by an anonymous donor in 2007 in
recognition of an alumna whose dedicated
service to the College included serving on
Alumni Council and the Board of Managers.
The renewable scholarship is awarded on the
basis of financial need.
TheNeil R. Grabois ’57 Scholarship was
created by an anonymous donor in 2001. The
scholarship is awarded on the basis of academic
merit and financial need, with preference for
students from urban public high schools who
wish to study engineering or science.
The Sarah Maurer Graham ’77 Scholarship
was established in 2003 by Sarah’s husband,
Robert B. Graham, after her passing to honor
her curiosity, achievements, and passion for
Swarthmore. The renewable scholarship is
awarded on the basis of academic merit and
financial need with preference given to students
interested in classical studies.
The Edward F. Green ’40 Scholarship,
established in 1999 by a bequest from this
alumnus, is awarded on the basis of academic
merit and financial need.
The Walter W. Green Scholarship and The
White Open Scholarships. Mr. and Mrs. Daniel
S. White, Class of 1875, on the occasion of the
class’s 50th reunion, established three
scholarships in the names of Howard White Jr.,
Serena B. White, and Walter W. Green. These
scholarships are not confined to students from
any particular school or locality, or who are
studying any particularQsubject, or who are
members of any particular religious
denomination. They are awarded annually on
the basis of financial need and are tenable for
four consecutive years.
The James E. Gregory ’85 Scholarship,
established in 2005, is awarded on the basis of
academic merit and financial need. Preference
is for music majors or students who study or
perform music.
The Mary Lippincott Griscom, Class o f 1901,
Scholarship was established in 1969 by Mary
Gnscom and her daughter, Mary Griscom
Colegrove ’42, to provide financial aid on the
basis of academic merit and financial need. The
scholarship honors Mary L. Griscom, who
served on the Board of Managers from 1916 to
1967.
The Robert G. Grossman ’53 and Ellin
Grossman Endowed Scholarship, created in
2005, is awarded on the basis of academic merit
and financial need, with a preference for
biology or history majors.

P- 27
The Pauline and Joseph Guss Endowed
Scholarship was established in 2003 by Giles
’72 and Barbara Guss Kemp. The scholarship is
awarded on the basis of financial need and
academic merit, with preference for students
from Nebraska or, as a second consideration,
students from the Midwest.
The Lucinda Buchanan Thomas '34 and Joseph
H. ’3 7 Haflcenschiel Scholarship was
established as a memorial to Lucinda Thomas
in 1989 by her husband and sons, Joseph III
’68; B.A. Thomas ’69; Mark C. ’72; and John
Proctor ’75. Lucinda’s father, B.A. Thomas,
M.D., graduated with the Class of 1899. This
scholarship is awarded to a junior and is
renewable, based on need. Preference is given
to students who have demonstrated proficiency
in water sports or have shown talent in studio
arts and who have been outstanding in service
to the College.
The Mason Haire ’37 Scholarship was
established in 1986 by his wife, Vivian, in
honor of this alumnus, a distinguished
psychologist and former member of the
Swarthmore College faculty. The renewable
scholarship is awarded to a first-year student
with financial need who is distinguished for
intellectual promise and leadership.
The Nicole Alfandre Halbreiner '82
Scholarship, established in 2005, is awarded on
the basis of academic merit and financial need.
The Margaret Johnson Hall ’41 Scholarship fo r
the Performing Arts was established in 1991 by
Margaret Johnson Hall. The scholarship
provides financial assistance based on academic
merit and financial need, with preference for
students intending to pursue a career in music
or dance.
The Merritt W. Hallowell '61 Scholarships
were established in 2005 by a bequest from
Merritt Hallowell, a loyal and generous
alumnus with a sincere interest in helping
students. These renewable scholarships are
awarded on the basis of academic merit and
financial need.
The Helene and Mark ’71 Hankin Scholarship
was established in 2002 by the Hankins in
memory of Mark Hankin’s father, Perch P.
Hankin. The renewable scholarship is awarded
on the basis of academic merit and financial
need.
The John W. ’60 and Ann E. Harbeson
Scholarship, established by the Harbesons in
2004, is awarded on the basis of academic merit
and financial need to a first-year student,
renewable through the senior year. Preference is
given to a deserving international student,
reflecting the donors’ active involvement,
careers, and interests.

5 Financial Aid
The Edith Ogden Harrison Memorial
Scholarship was created in 2004 by her
daughter, Armason Harrison ’35. The
renewable scholarship is awarded to a first-year
student, with a preference for children of
members of the Religious Society of Friends or
to Native American students.
The Hartnett Engineering Scholarship was
established in 2009 by Thomas ’94 and Rachel
Hartnett. The renewable scholarship is awarded
on the basis of academic merit and financial
need, with preference for an engineering
student who shows great promise.
The William Randolph Hearst Scholarship fo r
Minority Students, established in 1988 by the
Hearst Foundation Inc., provides financial
assistance to minority students with financial
need.
The Bernard B. and Phyllis N. Helfand
Scholarship was established by their daughter,
Margaret Helfand ’69, in 2003 to honor their
encouragement of nontraditional educational
pathways. The renewable scholarship is
awarded on the basis of academic merit and
financial need, with preference given to
students interested in both art and science and a
commitment to improving their communities
through their work.
The J. Philip Herrmann Scholarship was
established in 1983 by Katharine F. Herrmann
’14 and Margaret Herrmann Ball ’24 in honor
of their father. The renewable scholarship is
awarded to a deserving student on the basis of
academic merit and financial need.
The E. Dyson and Carol Hogeland '38 Herting
Scholarship was created in 1999 by Eugene M.
Lang ’38. The renewable scholarship is
awarded with preference given to a junior or
senior woman majoring in political science who
plans to attend law school.
The A. Price Heusner '32 Scholarship,
established in 1976 by his wife, Helen, is
awarded to a student on the basis of academic
merit and financial need.
The Rachel W. Hillbom Scholarship was
established in 1945 by Anne Hillbom Philips,
Class of 1892, in memory of her mother, Rachel
W. Hillbom, who served on the Board of
Managers from 1887 to 1913. The scholarship
is awarded to a junior or senior, with preference
for a student who is a member of the Religious
Society of Friends or who is involved in
international service.
The Stephen B. Hitchner Jr. '67 Scholarship
was established in 1990 by the Board of
Managers in memory of Stephen B. Hitchner Jr.
with gratitude for his strong leadership of the
Student Life Committee and his previous
service to the College. Recipients of this needbased, renewable scholarship are selected from

p. 28
the junior class for their interest in a career in
the public or nonprofit sectors.
The Betty Stem Hoffenberg '43 Scholarship,
established in 1987 in honor of this alumna, is
awarded to a junior or senior with academic
merit and financial need who shows unusual
promise, character, and intellectual strength.
Strong preference is given to a student majoring
in history.
The Hadassah M. L. Holcombe Scholarship,
created by a bequest from this member o f the
Board of Managers who served from 1938 until
her death in 1978, is awarded to a deserving
student on the basis of academic merit and
financial need, with preference given to a
member of the Religious Society of Friends.
The Hollenberg-Sher Scholarship was created
in 1998 by Norman Sher ’52. The renewable
scholarship is awarded to a first-year student.
The Carl R. Horten '47 Scholarship was created
in 1985 by the Ingersoll-Rand Company on the
occasion of his retirement. Preference is given
to students planning to major in engineering or
prelaw.
The Doris K. Hourihan Scholarship was
established in 2006 by Jenny Hourihan Bailin
’80 in memory of her mother, Doris K.
Hourihan. This renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Everett L. Hunt Scholarship, endowed in
1973 as a reunion gift by the Class of 1937,
honors this beloved emeritus professor and dean
and provides an unrestricted scholarship
awarded annually by the College.
The Betty P. Hunter '48 Scholarship was
created in 1977. Betty P. Hunter, one of the first
black students to attend Swarthmore College,
established this fund by a bequest to provide
scholarship aid to needy students.
The Richard M. Hurd '48 Scholarship was
created in 2000 by this alumnus who served on
the Board of Managers for almost two decades
and his wife, Patricia. The renewable
scholarship is awarded with preference given to
a student majoring in engineering.
The William Y. Inouye '44 Scholarship was
established in loving memory by his family,
friends, and colleagues in recognition of his life
of service as a physician. The renewable
scholarship is awarded to a worthy junior
premedical student with need.
The Aaron B. Ivins Scholarship was established
with an annuity given in 1928 by Emma Ivins
Gower and is awarded to a deserving student on
the basis of academic merit and financial need.
The William and Florence Ivins Scholarship,
created in 1993 by a bequest from Barbara Ivins
’35, is awarded to a student who has
demonstrated financial need.

5 Financial Aid
The George B. Jackson '21 Scholarship was
endowed in 1986 by Eugene M. Lang ’38 in
honor of the man who guided him to
Swarthmore. The scholarship is awarded on the
basis of financial need and academic merit, with
preference given to a student from the New
York metropolitan area.
The Howard M. ’20 and Elsa P. '22 Jenkins
Scholarship in engineering provides financial
assistance to a promising sophomore or junior
with need who is interested in pursuing a career
in engineering. It was created in 1993 by the
gift of Elsa Palmer Jenkins, Swarthmore’s first
woman graduate in engineering.
The George K. and Sallie K. Johnson
Scholarship, established in 1928 by a bequest
from Sallie Kaign Johnson, is awarded to
students with financial need. Sallie Johnson was
the mother of Howard Cooper Johnson 1896.
TheHoward Cooper Johnson, Class o f1896,
Scholarship, established in 1944 by this
alumnus who served on the Board of Managers
from 1901 to 1952, is awarded with preference
given to a member of the Religious Society of
Friends.
The Edmund A. Jones Memorial Scholarship
was created in 1965, awarding a grant each year
to a graduate of Swarthmore High School and,
since 1983, to a graduate of Strath Haven High
School. In 2004, this four-year, renewable
scholarship was designated with preference for
graduates of Strath Haven High School,
Delaware County high schools, or Pennsylvania
high schools, respectively. Edmund A. Jones
was the son of Adalyn Purdy Jones ’40, and
Edmund Jones ’39, longtime residents of
Swarthmore.
The Benjamin Kalkstein ’72 Scholarship,
established by his family in 2002, is awarded to
a first-year student on the basis of merit and
need and is renewable. Preference is given to
students with an interest in environmental
studies.
The Kappa Alpha Theta Scholarship,
established through the generosity of the
members and friends of the sorority at
Swarthmore College, is awarded on the basis of
academic merit and financial need.
The Kappa Kappa Gamma Scholarship, created
by the sorority, is awarded to a first-year
student and is renewable.
The Jennie Keith Scholarship was created by an
anonymous donor in recognition of outstanding
administrators at Swarthmore College. The
Keith Scholarship was established in 2000 to
honor Jennie Keith, professor of anthropology,
who served as provost from 1992 to 2001. The
scholarship is awarded to a student who shares
the donor’s and Jennie Keith’s commitment to
the use of intellectual excellence in the service
of positive social change.

p. 29
The Michael and Elizabeth Lavin ’87 Kelley
Scholarship was established in 2004. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Alexander Kemp Endowed Scholarship was
established in 2001 by Giles Kemp ’72 and
Barbara Guss Kemp. The renewable scholarship
is awarded on the basis of financial need and
academic merit.
The Kennedy Scholarship is given in honor of
the parents and with thanks to the children of
Christopher ’54 and Jane ’55 Kennedy. The
renewable scholarship, created in 1985, is
awarded on the basis of financial need and
academic merit.
The Clark Kerr '32 Scholarship was created by
an anonymous donor in 2000. The scholarship
is awarded with preference given to a student
entering his or her senior year, who meets the
model described by President Aydelotte of the
all-around student with strong interests in
academic achievement, athletics, and interests
in debating and other aspects of student life and
community service.
The Florence and M elville Kershaw
Scholarship was endowed in 1987 in their
honor by their son Thomas A. Kershaw ’60.
The renewable scholarship is awarded to a firstyear student on the basis of financial need and
academic merit, with preference given to those
intending to major in engineering.
The Naomi Kies ’62 Scholarship was created in
2006 in her memory by her family and friends.
Naomi Kies devoted herself to community
service, pursuing practical idealism and seeking
peaceful solutions to political and social
problems. This renewable scholarship is
awarded on the basis of academic merit and
financial need. Preference is given to
international students.
The Joseph W. ’44 and Elizabeth Blackburn '44
Kimmel Scholarship was established in 2003 by
their son, James B. Kimmel ’70. The renewable
scholarship is awarded on the basis of academic
merit and financial need, with preference given
to students from the Delaware Valley area,
including eastern Pennsylvania, southern New
Jersey, and Delaware.
The William H. Kistler '43 Scholarship was
endowed in 1986 in his memory by his wife,
Suzanne ’44, his friends, and former
classmates. The scholarship is awarded to a
needy and deserving student majoring in
engineering or economics.
The Barbara L. Klock '86 and Salem D.
Shuchman '84 scholarship, created in 2000, is
awarded to a junior or senior who intends to
enter the teaching profession. The recipient is
chosen by the Financial Aid Office in
consultation with the faculty o f the education
program at Swarthmore College.

5 Financial Aid
The Floyd C. and Virginia Burger '39 Knight
Endowed Scholarship, established by a bequest
in 2006, is awarded on the basis of academic
merit and financial need.
The Paul ’46 and Mary Jane Kopsch
Scholarship, established in 1982 through a gift
of Paul J. Kopsch, is renewable and awarded
each year to a junior premedical student(s) with
financial need.
The Jessie Stevenson Kovalenko Scholarship,
established in 1944 by Michel Kovalenko in
memoty of his wife, is awarded on the basis of
academic merit and financial need.
The Walter W. Krider, Class o f1909, Memorial
Scholarship was established by his wife, Anna
Hetzell Mulford Krider, and daughter, Elizabeth
Krider Snowden ’36, in 1959. The Krider
scholarship is awarded to a student who ranks
high in scholarship, character, and personality
and has financial need.
The Kyle Scholarship, established in 1993 by
Elena Sogan Kyle ’54, Frederick W. Kyle ’54,
and Robert B. Kyle Jr. ’52, is awarded in the
junior or senior year to a student who has
shown leadership capability, made significant
contributions to the life o f the College, and
demonstrated the need for financial assistance.
The John Lafore, Class o f1895, Scholarship,
established in 1956 by his son Laurence Lafore
’38 and his daughter Eleanor Lafore Gilbert, is
awarded to a deserving student on the basis of
academic merit and financial need.
The Laurence Lafore ’38 Scholarship was
established in his memory in 1986 by family,
friends, classmates, and former students.
Professor Lafore, author of numerous books
and essays, taught history at Swarthmore from
1945 until 1969. This renewable scholarship is
awarded to a student showing unusual promise.
The Robert E., Class o f1903, Elizabeth, Class
o f1903, and Walter, Class o f1939, Lamb
Scholarship was established in 2000 by Walter
Lamb, who served on the Board of Managers
from 1977 to 2002. The scholarship is awarded
on the basis of academic merit and financial
need.
The Barbara Lang Scholarship is awarded to a
student in the junior class whose major is in the
arts, preferably in music, who ranks high in
scholarship and has financial need. This
renewable scholarship was established in 1984
by Eugene M. Lang ’38 in honor of his sister.
The Eugene M. Lang '38 Opportunity Grants
are awarded each year to as many as six
sophomore students who are selected by a
special committee on the basis of distinguished
academic and extracurricular achievement and
demonstrable interest in social change. Stipends
are based on financial need and take the form of
full grants up to the amount of total college
charges. Each Lang Scholar is also eligible for

p. 30

summer or academic-year community service
support while an undergraduate. Projects, which
must be approved in advance by a faculty
committee, are expected to facilitate social
change in a significant way. The program is
made possible by a gift of Eugene M. Lang.
The Ida and Daniel Lang Scholarship,
established in 1964 by their son, Eugene M.
Lang ’38, provides financial assistance for a
young man or woman who ranks high in
scholarship, character, and personality.
The Eleanor B. and Edward M. '30 Lapham, Jr.
Scholarship, established in 1996 by Eleanor to
honor her husband’s memory, is awarded to a
first-year student on the basis of academic merit
and financial need. The scholarship is
renewable for his or her years of study at
Swarthmore.
The E. Hibberd Lawrence Scholarship honors
the memory of a student who attended the
Swarthmore Preparatory School from 1881 to
1882 and is awarded on the basis of financial
need.
The Frances Reiner and Stephen Girard '41
Lax Scholarship was established in 1989 with
preference for minority or foreign students who
show academic merit and financial need. This
scholarship has been endowed by the family of
Stephen Girard Lax, who was chairman of the
Board of Managers of Swarthmore College
from 1971 to 1976.
The Stephen Girard Lax ’41 Scholarship was
established in 1977 by family, friends, and
business associates of Stephen Lax. The
scholarship is awarded on the basis of financial
need every two years to a student entering the
junior year who shows academic distinction,
leadership qualities, and a definite interest in a
career in business.
The Alfred and Harolyn Lazarus Scholarship
was established in 2008 by their son, Lewis H.
Lazarus ’78, in honor of his parents’ boundless
curiosity, great respect for intellectual
excellence, high moral character, and service to
others. The scholarship is awarded to students
on the basis of academic promise and financial
need. The renewable scholarship is given with
preference for students intending to practice
medicine or majoring in history.
The Dorrie '44 and Henry ’45 Leader Family
Scholarship was established in 2001 in
recognition of their many family members who
attended Swarthmore College including their
children, Martha ’71 and Elizabeth ’73. The
scholarship is awarded on the basis of academic
merit and financial need.
The Thomas L. Leedom Scholarship was
established in 1905 by Hannah A. Leedom in
memory of her husband, who always had a deep
interest in the success of the College. It is

5 Financial Aid
awarded to a deserving student on the basis of
academic merit and financial need.
The Raphael Lemkin Endowed Scholarship was
established in 2005 by John ' l l and Ann ' l l
Montgomery to honor Raphael Lemkin, a
Holocaust survivor who invented the word
“genocide” and drafted the Genocide
Convention of the United Nations, adopted in
1948. The scholarship is awarded with
preference for “upstanders” or students who
demonstrate interest in human rights, especially
anti-genocide work.
The Gerry and Marguerite Lenfest Scholarship
was established in 2008. The renewable
scholarship is awarded to students on the basis
of academic merit and financial need.
The Walter H. Leser ’49 Memorial Scholarship
was established by his wife, Martha E. Leser, in
2002. The renewable scholarship is awarded on
the basis of academic merit and financial need
with preference for students majoring in
mathematics.
The Carl M. Levin ’56 Scholarship was created
by an anonymous donor in 2000. The renewable
scholarship is awarded to a student with merit
and need who has overcome obstacles, with a
preference for Michigan public high school
graduates.
The Beryl and Leonard Levine Scholarship was
established by their daughter, Susan Brauna
Levine ’78, in 2005 and is awarded on the basis
of academic merit and financial need.
The Wilma A. Lewis ’78 Scholarship was
established in 2006 by Wilma A. Lewis. This
scholarship is awarded on the basis of academic
merit and financial need.
The Lewis-Bill Scholarship was established in
2009 by Robert J. Reynolds, father o f Sarah
Reynolds ’09, to honor his wife, Lucinda M.
Lewis ’70, and her parents, Robert B. ’35 and
Margaret Bill ’38 Lewis. It is awarded to
students on the basis of academic merit and
financial need.
The Scott B. Lilly Scholarship, endowed by
Jacob T. Schless of the Class of 1914 and
offered for the first time in 1950, is awarded
annually in honor of a former distinguished
professor of engineering. Students who plan to
major in engineering are given preference.
The Sarah E. Lippincott Scholarship,
established in 1918 by Katherine Lippincott
Holden in memory of her mother, is awarded to
a deserving student on the basis of financial
need.
pie Lloyd Family Scholarship was established
in 2000 by May Brown Lloyd ’27, G. Stephen
Lloyd ’57, and Anne Lloyd ’87. The renewable
scholarship is awarded with preference given to
a student who shows great promise.

P- 31
The Lloyd-Jones Family Scholarship is the gift
o f Donald ’52 and Beverly Miller ’52 LloydJones and their children Anne ’79; Susan ’84;
Donald ’86; and Susan’s husband, Bob
Dickinson ’83. Established in 1990, the
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Amy Chase Loftin ’29 Scholarship was
established in 1998. The renewable scholarship
is awarded to a sophomore, with preference
given to Native Americans and African
Americans.
The Joan Longer ’78 Scholarship was created
as a memorial in 1989 by her family,
classmates, and friends, to honor Joan’s
personal courage, high ideals, good humor, and
grace. The renewable scholarship is awarded on
the basis of merit and need.
The Mary T. Longstreth Scholarship was
established in 1938 by Rebecca C. Longstreth
in memory of her mother, who served on the
Board of Managers from 1872 to 1887. The
scholarship is awarded to a deserving student
on the basis of financial need.
The David Laurent Low Memorial Scholarship
was established in 1981 by Martin L. Low ’40;
his wife, Alice; Andy Low ’73; and Kathy Low
in memory of their son and brother. It is
awarded to a man or woman who shows the
great promise that David himself did. The
award assumes both need and academic
excellence and places emphasis, in order, on
qualities of leadership and character or
outstanding and unusual promise. The
renewable scholarship is awarded to a first-year
student.
The Lyman Scholarship was established by
Frank L. Lyman Jr. ’43 and his wife, Julia, on
the occasion of his 50th reunion in 1993. The
renewable scholarship is awarded on the basis
of financial need to a student who is a member
of the Religious Society o f Friends or whose
parents are members of the Religious Society of
Friends.
The Leland S. MacPhail Jr. ’39 Scholarship,
given by Major League Baseball in 1986 in
recognition of 48 years of dedicated service by
Leland S. MacPhail Jr., is awarded annually to
a deserving student on the basis of need and
merit.
The David Mailloux Endowed Scholarship was
established in 2005 by his loving parents to
celebrate David’s life and memory. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Clara B. Marshall Scholarship was
established in 1982 by the estate of Dr. Clara
Marshall. Clara Marshall was a Philadelphiaarea physician and educator from a prominent
Quaker family whose leadership as dean of the
Women’s Medical College led to greatly

5 Financial Aid
expanded and improved facilities and course
offerings at that institution. The scholarship is
awarded to a deserving student on the basis of
academic merit and financial need.
The Edward Martin Scholarship, established by
a bequest from Edward Martin, a professor of
biological sciences at the College, is awarded to
a junior or senior with preference for a biology
major or premedical student.
The Jacob and Rae Mattuck Scholarship,
created in 2009 by Arthur P. Mattuck ’51 in
honor of his parents, is renewable and awarded
to students based on academic merit and
financial need with preference for majors in the
sciences, mathematics, statistics, computer
science, engineering, music, or the arts.
The Franz H. Mautner Scholarship honors the
memory of this Professor Emeritus of German
and is awarded to a student who has
demonstrated financial need.
The Thomas B. McCabe '15 Awards,
established in 1952 by Thomas B. McCabe, are
awarded to entering students. Regional McCabe
Scholarships are awarded to a few students
from the Delmarva Peninsula and from
southeastern Pennsylvania (Chester,
Montgomery, and Delaware counties). These
awards provide a minimum annual scholarship
of full tuition or a maximum to cover tuition,
fees, room, and board, depending on need. The
National McCabe Scholarships are awarded to a
few students based on financial need. In making
selections for all McCabe Scholarships, the
committee places emphasis on ability,
character, personality, and service to school and
community.
The Charlotte Goette '20 and Wallace M.
McCurdy Scholarship is awarded to a first-year
student on the basis of financial need and
academic merit. The renewable scholarship was
endowed by Charlotte McCurdy in 1986.
The Cornelia Dashiell and Dino Enea Petech
'35 McCurdy, M.D., Family Scholarship was
endowed by Cornelia and Dino E.P. McCurdy,
M.D. The scholarship is awarded each year to a
well-rounded student with need who
demonstrates academic and extracurricular
interests based upon sound character and
healthy personality traits, with preference given
to graduates of George School.
The Dorothy Shoemaker '29 and Hugh '30
McDiarmid Scholarship is awarded to a firstyear man or woman on the basis of academic
merit and financial need. Established in 1987,
the renewable scholarship is the gift of the
McDiarmid family in commemoration of their
close association with Swarthmore College.
The Helen Osier McKendree '23 Scholarship,
created in 1998 by the estate of Helen’s brother,
E. Morgan Osier, is awarded to a junior
majoring in a foreign language or languages.

p.32
The Sarah Meade McKitterick Scholarship was
established in 2006 by Katherine Burt Anderson
’49 to honor the memory of her daughter. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Donald R. McMinn '86, Robert '57, and
Tamzin MacDonald '58 McMinn scholarship
was created in 2004 and is awarded on the basis
of academic merit and financial need, with
preference for students planning a career in
business.
The Margaret S. Meeker '45 Scholarship was
established in 2005 by Douglas F. Bushnell,
Rebecca W. Bushnell ’74, and John D. Toner
’73 in memory of Peggy Meeker, wife and
mother, who was full of love and life and who
was so happy during her years at Swarthmore
College. The renewable scholarship is awarded
on the basis of academic merit and financial
need.
The Norman Meinkoth Scholarship was
established in 1988 by his friends and former
students to honor Dr. Norman A. Meinkoth, a
member of the College faculty from 1947 to
1978 who died in 1987. This scholarship serves
as a memorial and is awarded annually to a
worthy student with an interest in the.study of
biological problems in a natural environment.
The Alison Joanna Meloy '94 Memorial
Scholarship was established in 2006 by her
mother and stepfather, Alice and Robert Deal.
The scholarship celebrates Alison’s love of
Swarthmore College and recognizes that some
o f her happiest years were spent there. The
renewable scholarship is awarded on the basis
o f academic merit and financial need, with a
preference for female students majoring in
political science.
The Peter Mertz '57 Scholarship is awarded to
an entering first-year student outstanding in
mental and physical vigor, who shows promise
of using these talents for the good of the
College community and of the larger
community outside. The renewable scholarship
was established in 1955 by Harold ’26,
LuEsther, and Joyce ’51 Mertz in Peter’s
memory.
The Mari Michener Scholarship provides
financial support to four students on the basis of
academic merit and financial need. The
scholarship is the gift of James Michener ’29
and honors his wife.
The Bruce and Florence Miller Scholarship was
established in 2006 by their son, Grant Miller
’65, to honor his parents’ lifetime commitment
to education and underserved communities. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
Preference is given to students with sensitivity
toward diverse underserved communities.

5 Financial Aid
The James E. M iller Scholarship, established by
a bequest from Arabella M. Miller in 1924, is
awarded to a deserving student on the basis of
financial need.
The James H. M iller '58 Scholarship will be
established with a gift from the estate of James
H. Miller and awarded on the basis of academic
merit and financial need.
The Hajime Mitarai Scholarship, established in
1995 by Eugene M. Lang ’38 in memory of his
close friend and the father of Tsuyoshi Mitarai
’98, is awarded to students with financial need.
Preference is given to students with
international backgrounds.
The Margaret Moore Scholarship, established
in 1974 by an anonymous donor, provides
scholarships to foreign students, with a
preference given to students of South Asian
origin. This scholarship honors a Quaker
teacher who spent a lifetime of teaching and
public service in western India with the people
she loved until her death in 1962.
The Kathryn L. Morgan Scholarship was
established by an anonymous donor in 2000.
The renewable scholarship was created in
recognition of Professor Morgan’s
distinguished teaching and scholarly
contributions to the life of the College.
Preference is given to students with an interest
in black studies.
The Robert '67 and Joan Murray Scholarship
was created in 2004 and is awarded on the basis
of academic merit and financial need.
The Thomas W. Nash '74 Scholarship was
established in 2006. This renewable scholarship
is awarded on the basis of academic merit and
financial need.
The Florence Eising Naumburg Scholarship
was named in 1975 in honor of the mother of an
alumna of the Class of 1943. The scholarship is
awarded to a student whose past performance
gives evidence of intellectual attainment,
leadership, and character and who shows
potential for future intellectual growth,
creativity, and scholarship and for being a
contributor to the College and, ultimately, to
society.
The Albert and Christine Nehamas Scholarship
was established in 2004 by Alexander Nehamas
67 and Susan Glimcher in loving memory of
Alexander’s parents, who strove to provide a
sound education for their son. The scholarship
is awarded on the basis of academic merit and
financial need, with preference for students
from Greece or from other foreign countries.
The Thomas S. '30 and Marian Hamming '30
Nicely Scholarship was established in 1987 and
is awarded to a first-year student with need who
shows promise of academic achievement, fine
character, and athletic ability. Preference is
given to a person who has been on the varsity

p. 33
tennis, squash, golf, or swimming teams in high
school or preparatory school.
The Mary McCusker Niemczewski Scholarship
was established in 2005 by Christopher M.
Niemczewski ’74 to honor his mother and is
awarded on the basis of academic merit and
financial need.
The John H. Nixon '35 Scholarship was
established in 1983 by John H. Nixon to assist
Third World students, especially those who
plan to return to their country of origin.
The Donald E. Noble Scholarship was
established in 2002 by the Donald E. and Alice
M. Noble Charitable Foundation. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Helen North Scholarship was established in
2002 by Maureen Cavanaugh ’75 and
Christopher Plum ’75 in honor of Helen F.
North, who, at the time of her retirement from
Swarthmore in 1991, was the Centennial
Professor of Classics and had been a member of
the College faculty for 43 years. Author,
traveler, lecturer, and beloved friend, Helen
North has always been committed to teaching in
a culturally diverse educational community.
The scholarship is awarded on the basis of
academic merit and financial need.
The Northwest Scholarship was established in
1990 by Constance Gayl Pious ’53 to offer
financial aid to students from the northwestern
United States.
The Edward L. Noyes '31 Scholarship was
endowed in 1987 in his memory by his wife,
Jean Walton Noyes ’32; his three sons; and his
many friends. The scholarship is available to an
incoming first-year student, with preference
given to those from the Southwest, especially
Texas. The renewable scholarship is awarded
on the basis of financial need and academic
merit to students with broad interests.
The Nancy Triggs Ohland '55 Scholarship was
established in her memory in 2006 by her
husband, Theodor C. Ohland, and children
Karen J. Ohland ’83, Matthew W. Ohland ’89,
and Erik D. Ohland. The scholarship is awarded
on the basis of academic merit and financial
need, with preference given to a student with a
strong record of community service.
The Howard Osborn Scholarship, established
by a bequest in 1970 to honor the memory of
his parents, Viola L. and Frank Osborn, is
awarded to a deserving student on the basis of
academic merit and financial need.
The Mark L. Osterweil '94 Memorial
Scholarship was established by his family and
friends. Mark was an ardent student of
European and American history, with a special
interest in the economic, intellectual, political,
and social relationships and connections
between the United States and other countries,

5 Financial Aid
peoples, and cultures. Preference in awarding
the scholarship is given to American or foreign
students whose studies of history are consistent
with Mark’s wide-ranging interests.
The Martin Ostwald Scholarship was
established in 2005 by Christopher Plum ’75 in
memory of his beloved wife, Maureen
Cavanaugh ’75. The scholarship is named in
honor of Martin Ostwald, the Swarthmore
classics professor who had a tremendous
lifelong impact on Maureen’s development as a
classics and legal scholar. It is awarded on the
basis of academic merit and financial need, with
a preference for classics students, particularly
those studying ancient history or philosophy.
The Page-Pixton Scholarship fo r Study Abroad,
established in 2003, is awarded yearly on the
basis of financial need to rising juniors or
seniors who seek through study abroad
experience to prepare themselves to become
effective leaders of a more inclusive, generous,
and peaceful world.
The Harriet W. Paiste Scholarship was
established by a bequest in 1900 to assist those
whose limited means would exclude them from
enjoying the advantages of an education at this
college.
The Rogers Palmer ’26 Scholarship, established
in 1973, is awarded to a deserving student on
the basis of academic merit and financial need.
The Susanna Haines Parry, Class o f1908, And
Beulah Haines Parry, Class o f1909,
Scholarship, established by a bequest in 1979,
is awarded to a deserving student on the basis
of academic merit and financial need.
The Tory Parsons ’63 Scholarship was
established in 1991 in his memory by a member
of the Class of 1964 to provide scholarship aid
to students with demonstrated need.
The Sibella Clark Pedder ’64 Endowment was
established in 2005 to enable American students
through study abroad to develop deeper
understanding of, and improved facility with, a
global world. The income from the fund is
awarded only to students who qualify for
financial aid on the basis of their financial need.
The J. Roland Pennock ’27 Scholarships were
established in 1973 by Ann and Guerin Todd
’38 in honor of J. Roland Pennock, Richter
Professor Emeritus of Political Science. Income
from this endowment is to be used to award
four scholarships on the basis of merit and
need, preferably to one scholar in each class.
The T.H. Dudley Perkins, Class o f1906,
Scholarship was established in 1920 by his
wife, Alice Sullivan Perkins 1904, and other
family members and friends to honor the
memory of one who died in the service of his
country in 1918. The scholarship is awarded to
a deserving student on the basis of academic
merit and financial need.

p. 34
The Perry Family Scholarship was created in
2006. Four generations of the Perry family have I
attended Swarthmore College. At Swarthmore,
the Perrys pursued diverse academic paths and
participated in team sports. After graduation,
they became educators, physicians, and
scientists. The Perry Family Scholarship is
awarded with preference for a well-rounded
premedical student who demonstrates strong
academic achievement along with an interest in
student life and community service. The
scholarship, which may be renewed, is awarded
to a student entering his or her junior year.
The Winnifred Poland Pierce '45 Scholarship
was established in 1988. This renewable
scholarship is awarded on the basis of academic
merit and financial need. Preference is given to
students who are the first generation in their
families to attend college.
The Cornelia Chapman ’26 and Nicholas O.
Pittenger Scholarship, established in 1961 by
their family, is awarded to an incoming firstyear student who ranks high in scholarship,
character, and personality and needs financial
assistance. Cornelia, an honors graduate, was
active in alumni activities and served on the
Alumni Council from 1945 to 1949. Nicholas
(“Pitt”) was the controller of the College for 22
years.
The Frances Hughes Pitts Scholarship was
established in 2003 by George R. Pitts ’72 in
honor and memory of his mother. The
renewable scholarship is awarded on the basis
of academic merit and financial need with a
preference given to students with an interest in
the sciences.
The Rebecca Kemp and Richard Pogir
Scholarship was established in 2009 on the
occasion of their marriage as a gift from the
bride’s parents, Barbara Guss Kemp and Giles
Kemp ’72. This renewable scholarship is
awarded on the basis of academic merit and
financial need. Preference is given to a student
from South Africa or Africa or with an
academic interest in these areas.
The Anthony Beekman Pool '59 Scholarship,
established by his family and friends in 1958, is
awarded to an incoming first-year man of
promise and intellectual curiosity. It is given in
memory of Tony Pool, who died of pneumonia
in his senior year.
The Ramon L. Posel Scholarship was
established in 2005. The scholarship is awarded
on the basis o f academic merit and financial
need.
The Richard ’36 and Helen Shilcock ’36 Post
Scholarship was established in 1995 by Helen
Shilcock Post, Bill ’61 and Suzanne Rekate ’65
Post, Carl ’66 and Margery Post ’67 Abbott,
Barbara Post Walton, Betsy Post Falconi,
Richard W. ’90 and Jennifer Austrian ’90 Post,

5 Financial Aid
and their families. The renewable scholarship is
awarded to a well-rounded first-year student
who demonstrates academic merit, financial
need, and an interest in athletic endeavors.
The Elizabeth Carver Preston, Class o f1934,
Memorial Scholarship was established in 2001
by the family of Elizabeth “Beth” Preston in
recognition of her devotion to Swarthmore
College. For Beth, who was a scholarship
student, Swarthmore College opened a new
world, stimulating her intellectually and
introducing her to lifelong friends, including
her husband. Her commitment to the College
continued after graduation with years of
participation in College events and service as an
alumna, including several terms on the Board of
Managers. Her heartfelt enthusiasm about
Swarthmore encouraged numerous young
people to consider the College for themselves.
In this scholarship, Beth’s spirit lives on by
enabling others to experience the college life
she so cherished. The Preston Scholarship is
renewable and awarded on the basis of
demonstrated financial need.
The Mary Coates Preston Scholarship,
established in 1942 by a bequest from Elizabeth
Coates, is awarded to a deserving student on the
basis of academic merit and financial need.
The David L. Price ’31 Scholarship, established
in 1975 by a bequest from this alumnus, is
awarded to a deserving student on the basis of
academic merit and financial need.
The Henry L. Price Jr., M.D., '44 Scholarship
was established in 1994 by Hal and Meme
Price. The renewable scholarship, awarded on
the basis of merit and need, is given to a student
who has declared the intention to choose a
major in the Division of Natural Sciences other
than engineering. This scholarship is in memory
of Dr. Price’s parents, Sara Millechamps
Anderson and Henry Locher Price.
The Robert Pyle, Class o f1897, Scholarship
was established in 1964 by Margery Pyle, Class
of 1900, and Ellen Pyle Groff, Class of 1892, in
memory of their brother who served for many
years on the Board of Managers.
The Martin S. and Katherine D. Quigley
Scholarship was established in 2000 by their
son, Kevin F. F. Quigley ’74, in honor of his
parents’ steady commitment to family, lifetime
learning, and international understanding. The
renewable scholarship is awarded each year on
the basis of academic merit and financial need.
Preference is given to outstanding international
students attending Swarthmore.
The Jed S. R akoff '64 Scholarship was created
by an anonymous donor in 2005, in recognition
of the benefits of an independent judiciary. The
renewable scholarship is awarded on the basis
of academic merit and financial need, with

p. 35
preference for students who have demonstrated
an interest in public affairs.
The Raruey-Chandra and Niyomsit
Scholarships were established in 1980 by
Renoo Suvamsit ’47 in memory of his parents.
They are awarded in alternate years: the
Raruey-Chandra Scholarship to a woman for
her senior year and the Niyomsit Scholarship to
a man for his senior year, who has high
academic standing and real need for financial
aid. Preference is given to a candidate who has
divorced or deceased parents.
The George G. and Helen Gaskill '18 Rathje
Scholarship, established by a bequest in 1985,
is awarded to a deserving student on the basis
of academic merit and financial need. Helen
was a writer and a college drama teacher. Her
husband was a professor of German.
The Reader’s Digest Foundation Endowed
Scholarship, created in 1959, is awarded to a
deserving student on the basis of academic
merit and financial need.
The Mark E. Reeves Scholarship was
established in Sixth and Seventh months, 1905,
when Caroline E. Reeves of Richmond, Ind.,
gave to Swarthmore College the sum of $5,000
for the purpose of founding a scholarship in
memory of her husband who “was one of the
first subscribers to the College and always had a
deep interest in its success.” The fund is part of
the general scholarship fund.
The Fred C. and Jessie M. Reynolds
Scholarship, established in 1984 by a bequest
from Jean Reynolds ’32, is awarded to a
deserving student on the basis of academic
merit and financial need.
The Lily Tily Richards '29 Scholarship was
established in 1963 by Peirce L. Richards Jr.
’27 in memory of his wife, who was active in
Swarthmore alumni activities. This scholarship
is awarded to a deserving student on the basis
of academic merit and financial need.
The Adele M ills Riley '37 Memorial
Scholarship, established in 1964 by her
husband, John R. Riley, is awarded to a
deserving student on the basis of academic
merit and financial need.
The Lewis M. Robbins '40 Scholarship was
established by Lewis M. Robbins in 2002. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Michael J. Robbins Living Memorial
Endowed Scholarship was established
anonymously in 2007 to celebrate the memory
of Michael J. Robbins and to recognize the
important role scholarships play in assisting
talented students with substantial financial need
to receive a Swarthmore College education.
This renewable scholarship is awarded on the
basis of academic merit and financial need.

5 Financial Aid
The Byron T. Roberts, Class o f 1912,
Scholarship, endowed in 1973 by his family in
memory of Byron T. Roberts, is awarded
annually to an incoming student and is
renewable.
The Louis N. Robinson, Class o f1905,
Scholarship was established in 1964 during the
College’s centennial year by the family and
friends of Louis N. Robinson. Mr. Robinson
was for many years a member o f the
Swarthmore College faculty and founder of the
Economics Discussion Group. A member of the
junior or senior class who has demonstrated
interest and ability in the study of economics is
chosen for this award.
The Edwin P. Rome ’37 Scholarship provides
financial assistance to worthy students with
financial need. The scholarship was established
in 1987 in memory of Edwin P. Rome by his
wife, Rita Rome, and The William Penn
Foundation, on whose board he served.
The Matthew Rosen '73 Scholarship was
established in 2004 and is awarded on the basis
of academic merit and financial need.
The Alexis Rosenberg Scholarship, established
in 1983 by The Alexis Rosenberg Foundation,
now the Alexis Rosenberg Fund of the
Greenfield Foundation, provides aid for a firstyear student. The scholarship is awarded
annually to a worthy student who could not
attend the College without such assistance.
The Girard Bliss Ruddick '27 Scholarship was
established in 1987 by J. Perry Ruddick in
memory of his father. The renewable
scholarship is awarded to a junior on the basis
of academic merit and financial need, with
preference given to an economics major.
The Charles F. C. R u ff '60 D istrict o f Columbia
Scholarship memorializes distinguished
alumnus Charles F. C. Ruff, who died in 2000.
Preference is given to students with financial
need who live in the District of Columbia.
The Edith A. Runge ’38 Scholarship, created in
1971 by a bequest from her estate, is awarded to
a deserving student on the basis of academic
merit and financial need. A professor, Edith
Runge chaired the German Department at
Mount Holyoke College at the time of her
death.
The David Barker Rushmore, Class o f1894,
Scholarship, established in 1974 in honor of
David Barker Rushmore by his niece Dorothea
Rushmore Egan ’24, is awarded annually to a
worthy student who plans to major in
engineering or economics.
The Carl E. Russo ’79 Business Scholarship was
established in 2000 and financially supports
rising sophomores, juniors, and seniors with a
strong and expanding interest in business and
entrepreneurship. The renewable scholarship is

p. 36
awarded on the basis of financial need and
academic merit.
The Bernard Saffran Legacy Scholarship
honors Bernie Saffian’s contribution to making
Swarthmore a place to pursue academic
passions without forgetting an obligation to
strive for a better world. Established in 2008,
the scholarship is awarded on the basis of
academic merit and financial need, with
preference given to students with an interest in
economics, political science, or philosophy.
The Professor Bernard "Bernie ” Saffran
Scholarship was created in 2005 by students,
colleagues, and friends in honor and memory of
Bernie Saffran, distinguished economist, gifted
teacher, international mentor, raconteur, and
treasured member of the Swarthmore College
faculty from 1967 to 2004. The renewable
scholarship is awarded on the basis of academic
merit and financial need, with preference given
to economics majors with an interest in public
policy.
The William B. Sailer ’82 Scholarship was
created in 2004 and is awarded on the basis of
academic merit and financial need.
The Richard B. Saltzman 7 7 Scholarship was
established in 2006 by Richard B. Saltzman.
This renewable scholarship is awarded on the
basis of academic merit and financial need.
The Amelia Emhardt Sands ’31 Scholarship,
created in 1995 by a bequest from her estate, is
awarded to a student who has demonstrated
financial need.
The Katharine Scherman ’38 Scholarship is
awarded to a student with a primary interest in
the arts and the humanities who has special
talents in these fields. Students with other
special interests, however, will not be excluded
from consideration. Established in 1963 by her
husband, the renewable scholarship honors
Katharine Scherman.
The Peter ’57 and David ’58 Schickele
Scholarship was established by an anonymous
donor in 2000. Named for Peter and in memory
of his brother, David, it is awarded on the basis
of academic merit and financial need.
Preference is given to students from the Native
American community in the plains, desert, and
mountain states west of the Mississippi River.
The Schmidt/Lyman Scholarship, established in
2005, is awarded on the basis of academic merit
and financial need. The scholarship is
renewable.
The Walter Ludwig Schnaring Scholarship was
established in 1998 by a gift from the estate of
Helen Hillbom Schnaring, in memory of her
husband. This renewable scholarship is
unrestricted.

5 Financial Aid
The Schneck Family Scholarship was
established in 2001 by Jennifer Schneck ’83.
The renewable scholarship is awarded on the
basis of academic merit and financial need.
The Howard A. Schneiderman ’48 Scholarship,
established in 1991 by his family, is awarded to
a first-year student and is renewable. Preference
is given to students with an interest in the
biological sciences.
The Schoenbaum Family Scholarship was
established in 2003 by Stephen B. Schoenbaum
’62. It is awarded on the basis of academic
merit and financial need and is renewable.
Preference is given to first-generation college
students.
The Gustavo R. Schwed ’84 and Lucy E.
Harrington '85 Scholarship was established in
2006 by Gus Schwed and Lucy Harrington. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
Preference is given to economically
disadvantaged students who represent the first
generation in their families to attend college.
The William G. and Mary N. Serrill Honors
Scholarship, created in 1931 through a gift from
William’s estate, is awarded to a deserving
student on the basis of financial need.
The Clinton G. Shafer '51 Scholarship,
established in 1964 by his family, is awarded to
a deserving student on the basis of academic
merit and financial need, with preference given
to engineering and physical science majors.
The Joe ’25 and Terry Shane Scholarship was
created in 1986 in honor of Joe Shane, who was
vice president of Swarthmore College’s
Alumni, Development, and Public Relations
from 1950 to 1972, and his wife, Terry, who
assisted him in countless ways in serving the
College. The renewable scholarship was
established by their son, Larry Shane ’56, and
his wife, Marty Porter Shane ’57, in
remembrance of Joe and Terry’s warm
friendship with generations of Swarthmore
alumni. This award is made to a first-year
student on the basis of academic merit and
financial need.
The Roy J. ’70 and Linda G. Shanker
Scholarship was established in 2006. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Leonard Shapiro Scholarship was
established in 2004 by his son, Robin Marc
Shapiro ’78. The award assumes both academic
excellence and financial need and is awarded to
a first-year student who shows great promise.
Preference for this renewable scholarship is
given to a student who is the first generation of
his or her family to attend a college or
university in the United States.
The Felice K. Shea '43 Scholarship was
established in 2004 by an anonymous donor and

p. 37
honors the Honorable Felice K. Shea, who has
dedicated her life to issues of justice and public
service throughout her 25 years on the bench
and her work with the Legal Aid Society of
New York. The renewable scholarship is
awarded on the basis of academic merit and
financial need with preference for a student
looking toward a career in public service.
The Philip Shen and Sylvia Lo Shen
Scholarship was established in 2006 by an
anonymous donor to honor the parents of the
donor’s classmate, Kairos Shen ’87. This
renewable scholarship is awarded on the basis
of academic merit and financial need.
Preference is given to Chinese students who are
not U.S. citizens and students interested in
religious studies.
The Florence Creer Shepard '26 Scholarship,
established in 1988 by her husband, is awarded
on the basis of high scholastic attainment,
character, and personality.
The Caroline Shero ’39 Endowed Scholarship,
established on the occasion of her retirement
from Swarthmore College in 1982, is awarded
to a student who has demonstrated financial
need.
The Annie Shoemaker Scholarship was created
in 1899 and honors the memory of a member of
the Board of Managers who served from 1876
to 1883 and 1891 to 1903. The scholarship is
awarded to a student on the basis of financial
need.
The Sarah W. Shreiner Scholarship, given in
1965 in loving memory by her daughter, Leah
S. Leeds ’27, is awarded to a deserving student
on the basis of academic merit and financial
need. Leah created the scholarship because she
was “able to finish at Swarthmore due to
someone’s kindness in making money
available” when her father fell ill and her family
suffered extreme financial hardship.
The William C. ’47 and Barbara Tipping ’50
Sieck Scholarship was established in 1979 by
the Siecks and is awarded annually to a student
showing distinction in academics, leadership
qualities, and extracurricular activities and who
indicates an interest in a career in business.
The Gary J. Simon ’79 Scholarship was
established in 2002. The renewable scholarship
is awarded on the basis of academic merit and
financial need.
The Walter Frederick Sims, Class o f1897,
Scholarship, established in 1975 by a gift from
the estate of Florence Sims, is awarded to a
deserving student on the basis of academic
merit and financial need.
The Daniel M. Singer '51 Endowed Scholarship
was established in 2005 by Maxine Frank
Singer ’52 in honor of her husband. This
renewable scholarship is awarded on the basis
of academic merit and financial need.

5 Financial Aid
The Rose and Simon Siskin Scholarship was
established in 2004 in loving memory by their
family to provide financial aid on the basis of
academic merit and financial need.
The Virginia L. ’40 and Robert C. Sites
Scholarship, established in 2003 by a bequest
from Virginia Sites, is awarded to a deserving
student on the basis Of academic merit and
financial need.
The Nancy Baxter Skallerup Scholarship was
established in 1982 by her husband and
children. The renewable scholarship is awarded
to a first-year student With financial need.
The Ann Brownell Sloane '60 Scholarship was
established in 2002 by Ann Brownell Sloane.
Preference is given to a student majoring in
history.
The William W. Slocum ’43 Scholarship was
established in 1981 and is awarded to a
deserving student on the basis of academic
merit and financial need.
The Courtney Ç. Smith Scholarship, established
in 1987 by the Smith family and members of
thè Class of 1957, is for students who best
exemplify the characteristics of Swarthmore’s
ninth president: intellect and intellectual
courage, natural dignity, humane purpose, and
capacity for leadership. Normally, the award is
made to a member of the first-year class on the
basis of merit and need. Recipients of this
renewable scholarship gain access to a special
file in the Friends Historical Library left by the
scholarship’s creator, the Class 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.
The W. W. Smith Charitable Trust provides
scholarships to qualifying students from the five
surrounding counties in the Philadelphia area.
The Smith Charitable Trust has contributed
significant annual funds (as opposed to
endowed funds) to Swarthmore student
scholarships over many years.
The Elizabeth Thom Snipes Scholarship was
established in 2004 by Jim Snipes ’75. The
renewable scholarship is awarded on the basis
of academic merit and financial need, with
preference given to students majoring in
religion or philosophy.
The Harold E. ’29 and Ruth Calwell Snyder
Premedical Scholarship, the gift of Harold E.
Snyder in 1992, provides support up to full
tuition and fees for junior or senior premedical
students and is awarded on the basis of
academic merit and financial need.
The Cindy Solomon Memorial Scholarship was
created in 1979 by her parents, Mary and Frank
Solomon, Jr. ’50. It is awarded with preference
given to a young woman in need of financial

p. 38
assistance who has a special talent in poetry or
other creative and imaginative fields.
The Frank Solomon Memorial Scholarship was
created in 1955 by family, friends, and the
Joseph & Feiss Company Charity Fund. The
renewable scholarship is awarded on the basis
of academic merit and financial need.
The Frank Solomon Jr. ’50 Scholarship was
established in 2004. The scholarship is awarded
on the basis of academic merit and financial
need.
The Helen Solomon Scholarship was given in
1988 in her memory by her son, Frank Solomon
Jr. ’50. The renewable scholarship is awarded
to a first-year student on the basis of merit and
need.
The Babette S. Spiegel ’33 Scholarship, given
by her family in 1972 in memory of Babette S.
Spiegel, is awarded to a student showing very
great promise as a creative writer (in any
literary form) who has need o f financial
assistance. The English Department assists in
the selection.
The William T. '51 and Patricia E. Spock
Scholarship was established in 2000 by Thomas
E. ’78 and Linda M. Spock. This renewable
scholarship is awarded with preference given to
a man or woman majoring in mathematics or
the fine arts.
The Harry E. Sprogell ’32 Scholarship,
established in 1981 in memory of Harry E.
Sprogell ’32 in honor of his class’s 50th
reunion, is awarded to a junior or senior with
financial need who has a special interest in law
or music.
The Mary L. Sproul, Class o f1907, Scholarship
was established by a bequest in 1949 from this
alumna, cousin of former Pennsylvania
governor, William Sproul. The scholarship is
awarded to a deserving student on the basis of
academic merit and financial need.
The Helen E. W. Squier Scholarship, created in
1892, provides financial aid to a student with
need.
The Helen G. Stafford '30 Scholarship,
established by a bequest from the estate of her
sister, Anna R. Stafford, is awarded to a
deserving student on the basis of financial need.
The C. V. Starr Scholarship, established in 1988
by The Starr Foundation as a memorial to its
founder, provides scholarship assistance on the
basis of academic merit and financial need.
The David Parks Steelman Scholarship,
established in his memory in 1990 by C.
William ’63 and Linda G. Steelman, is awarded
annually to a deserving male or female student
on the basis of academic merit and financial
need, with preference given to someone
showing a strong interest in athletics.

5 Financial Aid
The Stella Steiner Scholarship was established
in 1990 by Lisa A. Steiner ’54 in honor of her
mother. The renewable scholarship is awarded
to a first-year student on the basis of academic
merit and financial need.
The Anne C. Stephens and Janaki Ramaswamy
Scholarship was established in 2006 by
Christianna Strohbeck ’80 and Ramaswamy
Murari. The renewable scholarship is awarded
on the basis of academic merit and financial
need. Preference is given to students who
demonstrate a commitment to teaching or
counseling to develop the human and
intellectual potential of others.
The Morris and Pearl Donn Stem light
Scholarship, established by their son, Peter D.
Stemlight ’48, in 2005, is awarded on the basis
of academic merit and financial need.
The Thomas D. '87 and Kathleen B. '87
Stoddard Scholarship was established in 2004.
This gift of restricted endowment funds is
awarded on the basis of academic merit and
financial need.
The Clarence K. Streit Scholarship, established
in 1975, is awarded to a student entering the
junior or senior year and majoring in history.
Preference is given to persons, outstanding in
initiative and scholarship, who demonstrate a
particular interest in early American history.
This scholarship honors Clarence K. Streit,
author of Union Now: A Proposalfo r an
Atlantic Federal Union o f the Free, whose
seminal ideas were made public in three Cooper
Foundation lectures at Swarthmore.
The Francis Holmes Strozier '57 Memorial
Scholarship, created in 1956 by his parents
following his death, is awarded to a deserving
student on the basis of academic merit and
financial need.
The Joseph T. Sullivan Scholarship, established
by a bequest in 1922, is awarded to a deserving
student on the basis of academic merit and
financial need.
The Solon E. Summerfteld Endowed
Scholarship, established in 1991 by the
Summerfield Foundation, is awarded on the
basis of academic merit and financial need with
a preference for students from the Midwest.
The Swarthmore College Asian Scholarship
was established in 2003 by Ahna Dewan ’96,
Terence Graham ’94, Bruce Wook Han ’86,
George Hui ’75, Min Lee ’00, Thomas Lee ’73,
Benjamin Su ’96, Mark Tong ’99, Quoc T.
Trang ’93, Stephanie Wang ’99, and Michael
Yu ’88. The scholarship is awarded on the basis
of financial need and academic excellence (or
potential for academic excellence) to
Swarthmore College students of Asian ancestry
(excluding U.S. nationals).
The Katharine Bennett Tappen, Class o f 1931,
Memorial Scholarship was established in 1979

p. 39
by her sister, a member of the Class of 1928,
and is awarded to a first-year student. The
scholarship is renewable for four years at the
discretion of the College- Preference is given to
a resident of the Delmarva Peninsula.
The Newton E. Tarble, Class o f 1913, Award,
established in 1961 by Newton E. Tarble, is
granted to a first-year man who gives promise
of leadership, ranks high in scholarship,
character, and personality, and resides west of
the Mississippi River or south o f Springfield,
111.
The Julia Fishback Terrell '45 Scholarship was
established in 2004 by Burnham Terrell ’45 in
honor and memory of Julia Terrell. The
renewable scholarship is awarded on the basis
of academic merit and financial need with a
preference given to students with potential for
service to the College.
The John S. Thayer Endowed Scholarship was
established by a bequest from this friend of the
College in 2007. The renewable scholarship is
awarded on the basis of academic merit and
financial need.
The Phoebe Anna Thome Memorial
Scholarship was established by a Thome family
member in 1911. Preference is given to
members of the New York Quarterly Meeting
of the Religious Society of Friends. The
scholarship is renewable.
The Titus Scholarship was established by a
bequest from Georgiana Titus, Class of 1898,
and is awarded to a deserving student on the
basis of academic merit and financial need.
The David Todd '38 Scholarship was
established in 2004 in his memory by his
daughter, Rebecca Todd Lehmann ’64, and her
husband, Scott k. Lehmann ’64. The
scholarship is awarded on the basis of academic
merit and financial need with preference for a
student in the natural sciences.
The Jean Goldman Todd and Alden Todd '39
Endowed Scholarship was established in 2002
by writer and editor Alden Todd. The late Jean
Goldman Todd was a research biologist
specializing in tissue culture. The renewable
scholarship is awarded on the basis of academic
merit and financial need with preference given
to students concentrating in the life sciences.
The Patricia Trinder Scholarship, awarded on
the basis of academic merit and financial need,
is renewable. This scholarship was created in
2006 to honor the memory of Pat Trinder,
recruitment manager and assistant director of
career services (1988-2003) and secretary to
the chairman of athletics (1979-1988). Pat’s
long career at the College was dedicated to
reaching out, serving, supporting, encouraging,
and being a friend to students as they navigated
life at Swarthmore. She is remembered for her
compassion, her larger-than-life personality,

5 Financial Aid
and her warmth toward others. The donors to
this scholarship hope it will be awarded to a
student who exemplifies this spirit.
The Audrey Friedman Troy Scholarship,
established in 1964 by her husband, Melvin B.
Troy ’48, is awarded to a first-year man or
woman. Prime consideration for this renewable
scholarship is given to the ability of the
prospective scholar to profit from a Swarthmore
education and to be a contributor to the College
and, ultimately, to society.
The Jane Hausman and Geoffrey M. B. ’75 Troy
Scholarship, established in 1999, is awarded
annually to a deserving student on the basis of
academic merit and financial need, with
preference given to art history majors.
The Robert C: '36 and Sue Thomas ’35 Turner
Scholarship, established in 1987, is awarded to
a deserving student on the basis of academic
merit and financial need.
The Daniel Underhill Scholarship was
established by a bequest from Edward Clarkson
Wilson, Class of 1891, and a gift by Daniel
Underhill, Jr. Class of 1894. The scholarship is
named for Daniel Underhill and also recognizes
Underhill’s father’s 31-year tenure on the Board
of Managers. The scholarship is awarded to a
deserving student on the basis of financial need.
The Vaughan-Berry Scholarship was
established in 1963 by Harold S. Berry ’28 and
Elizabeth Vaughan Berry ’28 through their
estate plans to provide financial assistance to
needy students.
The William Hilles Ward, Class o f 1915,
Scholarship was established in 1967 by family
members in memory of this alumnus who
served on seven committees during his years on
the Board of Managers. It is awarded to a
deserving student on the basis of academic
merit and financial need with preference for a
science major.
The Gertrude S. Weaver ’38 Scholarship was
endowed in her memory by her longtime friend
and companion Anna Janney de Armond ’32.
The scholarship, renewable in the senior year, is
awarded each year to a woman student planning
a career in teaching, with preference given to a
student who is majoring or has a special interest
in German or Chinese language, literature,
history, or European history.
The Ellen V. Weissman ’72 Scholarship was
created in 2000. The renewable scholarship is
awarded annually on the basis of academic
merit and financial need.
The Stanley and Corinne Weithorn Scholarship
was established in 1981. The renewable
scholarship is awarded with preference given to
a student who has expressed a serious interest in
the area of social justice and civil rights.

p. 40
The Suzanne P. Welsh Scholarship was created
in 2000 by an anonymous donor in recognition
of outstanding administrators at Swarthmore
College. The Welsh fund was established in
honor of Suzanne P. Welsh, who joined the
College staff in 1983 and became its treasurer
in 1989 and vice president for finance and
treasurer in 2002. The renewable scholarship is
awarded on the basis of academic merit and
financial need.
The David ’51 and Anita ’51 Wesson
Scholarship was established on the occasion of
their 50th reunion in honor of their parents,
Eleanor and Castro Dabrouhua and Marion and
Philip Wesson. The renewable scholarship is
awarded to a first-year student on the basis of
academic merit and financial need. Preference
is given to a student who is the first in his or her
family to attend college.
The Dan and Sidney West Scholarship was
established in 2003 by an anonymous donor to
reflect the appreciation, respect, and affection
that the Swarthmore College community holds
for the Wests and to honor their significant
accomplishments at institutional, community,
and personal levels. In 2007, Dan and Sidney
added funds to this endowment. The renewable
scholarship is awarded on the basis of financial
need and academic merit, with a preference for
students from Arkansas, Oklahoma, or Texas.
The Westbury Quarterly Meeting Scholarship
was created on the Fourth month 21st, 1874,
when the Westbury Quarterly Meeting, N.Y.,
turned over to Swarthmore College a fund of
$5,000, called the Educational Fund belonging
to the Westbury Quarterly Meeting. The
scholarship is awarded to students with
financial need.
The Deborah F. Wharton Scholarship was
created in 1875 and honors the mother of
Joseph Wharton, who served on the Board of
Managers from 1883 to 1907. The scholarship
is awarded to a deserving student on the basis
of financial need.
The White Family Scholarship, established in
1972, provides financial aid for a deserving
student. A preference is given to students with
an interest in business, economics, or
engineering.
The Widdicombe Family Scholarship was
established in 2006 by Stacey “Toby”
Widdicombe III ’74, Gerard C. Widdicombe,
and Elizabeth A. Widdicombe in honor of their
parents. This renewable scholarship is awarded
on the basis of academic merit and financial
need.
The Frederick J. WiestJr. ’37 and Elizabeths.
Wiest '38 Scholarship was established in 2006
and is awarded on the basis of academic merit
and financial need.

5 Financial Aid
The Rachel Leigh Wightman Scholarship was
created in 2000 by Colin W. ’82 and Anne
Bauman ’82 Wightman in memory of their
daughter. The renewable scholarship is awarded
to a gentle person whose quiet, unrelenting love
of learning inspires similar passion in those
around them. The scholarship is awarded on the
basis of need to a worthy student.
The Erik Joseph Wilk '90 Scholarship,
established in 2005, is awarded on the basis of
academic merit and financial need with a
preference for someone with sensitivity toward
diversity and tolerance toward other cultures
and sexual orientations.
The Samuel Willets Scholarship was created in
1885 to honor a member of the original
committee to solicit funds for “The
Establishment of Swarthmore College” who
also served on the Board of Managers from
1862 to 1883. The scholarship is awarded to a
deserving student on the basis of financial need.
The I. V. Williamson Scholarship, established in
1885 by a gift from the sale of property by this
Philadelphia merchant and philanthropist, is
awarded to a deserving student on the basis of
academic merit and financial need.
The Edward Clarkson Wilson and Elizabeth T.
Wilson Scholarship, established in 1948 to
honor the former principal of the Baltimore
Friends School and his wife, is awarded to a
deserving student on the basis of financial need.
The Elmer L. Winkler ’52 Scholarship,
established in 1980 by this alumnus, is awarded
annually to a deserving student on the basis of
academic merit and financial need.
The Ned Winpenny ’74 Memorial Scholarship
was established in 2000 by an anonymous
donor. The renewable scholarship is awarded
on the basis of academic merit and financial
need.
The Robert W olf ’39 Scholarship was endowed
in his memory by his sisters, Ruth Wolf Page
’42 and Ethel Wolf Boyer ’41. The renewable
scholarship is awarded each year on the basis of
need and merit to a junior or senior majoring in
chemistry or biology.
The Letitia M. Wolverton, Class o f 1913,
Scholarship, given by a bequest in 1983 from
Letitia M. Wolverton, provides scholarships for
members of the junior and senior classes who
have proved to be capable students and have
need for financial assistance to complete their
education at Swarthmore College.
The Mary Wood Scholarship, created through a
bequest in 1898 from this Media, Pa., resident,
is awarded to a deserving student on the basis
of financial need.

p. 41
The Roselynd Atherholt Wood '23 Scholarship,
established in 1983 by this alumna, is awarded
to a deserving student on the basis of academic
merit and financial need.
The Thomas Woodnutt Scholarship was
established in 1905 by Hannah H. Woodnutt,
then a member of the Board of Managers, in
memory of her husband, who had from the
beginning taken a great interest in Swarthmore
College.
The Frances '28 and John ’30 Worth
Scholarship was established by Frances
Ramsey Worth in 1993. The renewable
scholarship is awarded to a first-year student
with strong academic credentials and financial
need.
The David Wright ’65 Scholarship was
established in 2005 and is awarded on the basis
of academic merit and financial need.
The Elizabeth Cox Wright Endowed
Scholarship was established in 2006 by Pamela
Taylor Wetzels ’52 to honor an outstanding,
beloved teacher known for instilling a love of
Shakespeare in her students and holding poetry
seminars in her home. Elizabeth Cox Wright
came to Swarthmore College as an instructor of
English in 1930 and retired as a professor
emerita of English in 1964. She died in 1973.
This renewable scholarship is awarded on the
basis o f academic merit and financial need.
The Harrison M. Wright Scholarship was
created in 1993 by friends, colleagues, and
former students of Harrison M. Wright, Isaac H.
Clothier Professor of History and International
Relations, on the occasion of his retirement
from the College. The scholarship supports a
student who will study in Africa.
The Michael M. and Zelma K. Wynn
Scholarship, established in 1983 by Kenneth R.
Wynn ’74 in honor of his mother and father, is
awarded annually to a student on the basis of
need and merit.
The Richard A. Yanowitch ’81 Scholarship,
established in 2002, reflects the donor’s
encouragement of student interest in
international relations and cross-cultural
development. The renewable scholarship is
awarded on the basis of academic merit and
financial need, with preference given to African
Americans and other minority groups. It is
hoped that during his or her time at the College,
the Yanowitch scholar will study history,
languages, and international cultures.
The Paul Ylvisaker H ’78 Scholarship was
established in 2008 by a member o f the Class of
1952 to honor an articulate, inspiring, and
charismatic faculty member who taught
political science from 1948 to 1955. In 1978,

5 Financial Aid
Paul Ylvisaker returned to Swarthmore to
receive an honorary degree, which recognized
his contributions as a champion of cities and the
urban underclass as a planner, government
official, foundation executive, and educator.
This scholarship is awarded to students on the
basis of academic merit and financial need.

p. 42

6 College Life
6.1 The Residential College
Community
Swarthmore College seeks to help its students
realize their fullest intellectual and personal
potential combined with a deep sense of ethical
and social concern. The purpose of Swarthmore
College is to make its students more valuable
human beings and more useful members of
society. The College is committed to student
learning in and out of the classroom and thus
supports the personal and leadership
development of students through extracurricular
activities.
6.1.1 Student Rights, Responsibilities,
and Code o f Conduct
Students are expected to familiarize themselves
with the policies and rules concerning their
conduct. The Student Handbook
(www.swarthmore.edu/student_handbook.xml)
provides information about academic freedom
and responsibility; ethical use of the library and
other educational resources; standard citation
practices; the information technology
acceptable use policy; and the policies and
procedures that guide the process when
academic misconduct is suspected.

6.2 Residential Life
Swarthmore is primarily a residential college,
conducted on the assumption that the close
association of students and instructors is an
important element in education. Most students
live in college residence halls. New students are
required to live in the residence halls.
6.2.1 Housing
Seventeen residence halls, ranging in capacity
from 8 to 214 students, offer a diversity of
housing styles. Several of the residence halls
are a 5 to 15-minute walk to the center of
campus. Swarthmore’s residence halls are Alice
Paul; Dana; David Kemp (the gift of Giles
Kemp ’72 and Barbara Guss Kemp, in honor of
Giles’ grandfather); Hallowell; Kyle House
(named in honor of Fred and Elena Kyle ’55);
Lodges; Mary Lyon; Mertz Hall (the gift of
Harold and Esther Mertz); Palmer; Pittenger;
Roberts; the upper floors in the wings o f Parrish
Hall; Strath Haven; Wharton Hall (named in
honor of its donor, Joseph Wharton, a one-time
president of the Board of Managers); Willets
Hall (made possible largely by a bequest from
Phebe Seaman and named in honor of her
mother and aunts); Woolman House; Worth
Hall (the gift of William P. and J. Sharpies
Worth, as a memorial to their parents).
A mixture of classes lives in each residence
hall. About 90 percent of residence hall areas
are designated as coeducational housing either
by floor, section, or entire building. The
remaining areas are single-sex housing.

p. 43
Although single-sex options are offered, they
are not guaranteed. 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
preferences indicated and to accommodate
special needs, such as documented disabilities.
After the first year students choose their rooms
in an order determined by lot or by invoking
special options—among these are block
housing, allowing friends to apply as a group
for a section 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 proceeds on a
matched one-for-one basis. First- and secondyear students typically reside with roommates,
whereas juniors and seniors may select single
rooms. All students are expected to occupy the
rooms to which they are assigned or which they
have selected through the regular room
choosing process unless authorized by the deans
to move.
New students are required to live in College
housing for their first two semesters. After their
first year at the College, students are permitted
to live in non-College housing.
Resident assistants, selected from the junior and
senior classes, are assigned to each of the
residence halls. These leaders help create
activities for students, serve as support advisers
to their hallmates, and help enforce College
rules for the comfort and safety of the residents.
Residence halls remain open during October,
Thanksgiving, and spring breaks but are closed
to student occupancy during winter vacation.
No meals are served during October and spring
breaks.
Guests- Friends of Swarthmore students are
welcome to visit campus. If a guest of a student
will be staying in a residence hall overnight, the
resident assistant must be notified. A guest is
not permitted to stay in a residence hall more
than four consecutive nights. Residence halls
are designed for our student population, and as
such children and adults should not be
overnight guests. Requests for exceptions must
be made to the director o f residential life.
Student hosts are responsible for the conduct of
their guests on campus and will be held
accountable for any violation of the code of
conduct or other rules of the College committed
by a guest.
More detailed housing rules and regulations are
found in the Student Handbook, and on the
housing website:
www.swarthmore.edu/housing.

6 College Life
6.2.2 Storage and Insurance
Storage areas are provided in each residence
hall; a limited-access storage room is available
for valuables.
The insurance program for the College is
designed to provide protection for College
property and does not include the property of
students or others. Students and their parents
are strongly urged to review their insurance
program in order to be sure that coverage is
extended to include personal effects while at
college.
6.2.3 Dining
All students living in campus housing must
participate in one of the college’s three meal
plans. Students living off campus may
subscribe to the meal plans, or they may
purchase a debit card or a five-meal plan from
the Dining Services office in Sharpies. The
debit card may be purchased in any amount and
renewed at any time. The five-meal plan allows
access to Sharpies for five lunches per week at
a rate discounted from the cash entry fee.
Swarthmore’s Dining Services oversees the
main dining facility in Sharpies Dining Hall,
Essie Mae’s Snack Bar, the Kohlberg coffee
bar, the Science Center coffee bar, and the
Mary Lyon’s Breakfast Room.
Sharpies Dining Hall is open Monday through
Friday, 7:30 a.m. to 7:15 p.m.; Saturday, 7:30
a.m. to 6:30 p.m.; and Sunday, 11 a.m. to 6:30
p.m. Unlimited servings are permitted, but take­
out is not. Although a sincere effort is made to
meet the dietary needs of all students, not all
special requirements can be accommodated.
Kosher meals are not available in the dining
hall.
Essie Mae’s Snack Bar, the Kohlberg coffee
bar, and the Science Center coffee bar are cash
operations; students may use a meal
equivalency points in these locations.
Mary Lyon’s Breakfast Room provides bag
breakfasts Monday through Friday. Cooked
breakfast is made by and for the residents and
their guests.
Swarthmore students may obtain passes to eat
at the Bryn Mawr and Haverford college dining
halls. Students may also arrange to have raw
ingredients packed for cook-outs and special
meals as a substitute for meals. Please see the
dining hall staff for details.
Students eating in all college dining locations
must present their college picture identification
card for meal credit or points. These policies
are in effect to protect each student’s personal
meal plan account.
6.2.4 Parking
Parking is very limited on Swarthmore’s
campus. Students must have the permission of

p. 44

the Car Authorization Committee to park on
campus.

6.3 Health
6.3.1 Worth Health Center (WHC)
The WHC services are available 24 hours a day,
7 days a week when the College is in session.
The center, a gift of the Worth family in
memory of William Penn Worth and Caroline
Hallowell, houses the Health Service’s
outpatient treatment facilities, offices o f the
Counseling and Psychological Services (CAPS)
staff, and rooms for students who require non­
hospital level infirmary care.
6.3.2 Student Health Services
The WHC team includes nurses, nurse
practitioners, a nutritionist and acupressure
therapist, internists, and an adolescent medicine
physician. The physicians are contracted
through Crozer-Chester Medical Center
(CCMC). We also contract with a masseuse
who charges on a fee-for-service basis. The
WHC staff members are willing to coordinate
care with personal health care providers, when
given permission by the student. In addition, if
a student is admitted to the CCMC, WHC staff
members and physicians are willing to
coordinate care with the hospital providers.
Students may make appointments with health
care providers at scheduled times during the
week. When school is in session, a registered
nurse will interview and evaluate the health
needs of the sick student. Through this easy
access to care students are given important
health information, scheduled to see a health
care provider or treated and released based on
the level of illness or injury.
WHC maintains a small dispensary of
commonly used prescription medications.
Students who need prescription medications
may purchase them through their insurance or
through WHC at a reduced rate. WHC has
arranged delivery services from a local
pharmacy for students who are unable to access
them otherwise. Similarly, laboratory services
are provided at low cost or billed through the
student’s insurance.
We respect a student’s right to confidentiality,
do not share personal information about a
student but encourage a student to speak with
parents when his/her care becomes more
complicated.
In supporting the College’s mission, the WHC
is highly committed to providing
comprehensive and clinically exceptional care
to students. We invite student and parent
feedback as part of our review and assessment
processes.

6 College Life
For more detailed information and forms,
especially those for new students, visit
www.swarthmore.edu/health.xml.
6.3.3 Counseling and Psychological
Services (CAPS)
Services for students include counseling and
psychotherapy, after-hours emergency-on-call
availability, consultation regarding the use of
psychiatric drugs in conjunction with ongoing
psychotherapy, psychological testing, and
educational talks and workshops. Counseling
and Psychological Services (CAPS) participates
in training resident assistants and provides
consultation to staff, faculty, and parents.
CAPS comprises a diverse group of
psychological, social work, and psychiatric
professionals. The director and staff collectively
provide regular appointment times Monday
through Friday. Students may be referred to
outside mental health practitioners at their
request or when long-term or highly specialized
services are needed. Counseling sessions are
held in the Worth Health Center, North Wing.
Treatment at CAPS is conducted within a
policy of strict confidentiality. Where there may
be a significant question of imminent threat to
someone’s life or safety, CAPS reserves the
right to break confidentiality in order to ensure
safety.
Requests for service may be made in person or
by phone (x8059) between 8:30 a.m. and 4:30
p.m., Monday through Friday. In the event of an
after-hours emergency, contact the Health
Center (x8058) or Public Safety (x8333).
For more detailed information about CAPS,
visit the website at
www.swarthmore.edu/caps.xml.
6.3.4 Health Insurance
Students may consult the medical facilities of
the College when ill or injured in athletic
activities or otherwise, ftee of charge. The
College cannot assume financial responsibility
for medical, surgical, or psychological expenses
incurred when seeking or referred for care
elsewhere. Students and their families are
responsible for medical expenses incurred while
students are enrolled at the College including
medication costs vaccine costs and lab fees.
Students who have no insurance or inadequate
insurance coverage must enroll in the College
health plan offered to all students. Students
receiving financial aid may have a portion of
•he premium cost defrayed. The College
provides supplemental health insurance for
students who are actively participating in
intercollegiate and club sports. For further
information, please consult the Medical
Administrator/Insurance Coordinator
(health@swarthmore.edu). All athletes with
questions related to sports injuries should

p. 45
contact Marie Mancini
(mmancinl@swarthmore.edu).

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

6.5 Cocurricular Opportunities
6.5.1 Student Government
The Student Council is the chief body of student
government and exists to serve and represent
the students of Swarthmore College. Its 11
members are elected semiannually. The powers
and responsibilities of the Student Council are
(1) the administration of the Student Activities
Account; (2) the appointment of students to
those committees within the College
community upon which student representatives
are to serve; (3) the oversight of those students
of those committees; (4) the administration of
student organizations; (5) the operation of just
elections; (6) the execution of referendums; (7)
the representation o f the student body to the
faculty, staff, and administration, and to outside
groups, as deemed appropriate; and (8) the

6 College Life
formulation of rules needed to exercise these
powers and to fulfill these responsibilities. The
Student Council provides a forum for student
opinion and is willing to hear and, when judged
appropriate, act upon the ideas, grievances, or
proposals of any Swarthmore student.
The Student Budget Committee allocates and
administers the Student Activity Fund.
The Social Affairs Committee allocates funds to
all campus events, maintains a balanced social
calendar, and is responsible for organizing
formals and various other activities that are
designed to appeal to a variety of interests and
are open to all students free of charge.
Service on College Committees is determined
by the Appointments Committee of Student
Council which selects qualified student
representatives.
6.5.2 The Arts
Creative arts activities take place in conjunction
with the departments of art, English, music and
dance, and theater. There are also many student
groups that organize creative activities.
Professional performers and artists are brought
to campus regularly, both to perform/exhibit
and to offer master classes. Campus facilities
include practice and performance spaces
available for student use.
6.5.3 Athletics/Physical Activities
Swarthmore’s athletic program is varied,
offering every student the opportunity to
participate in a wide range of sports, including
intercollegiate, club, and intramural teams.
6.5.4 Publications and Media
The Phoenix, the weekly student newspaper; the
Halcyon, the College yearbook; The Daily
Gazette, a Web based news service; and
WSRN, the campus radio station, are
completely student-run organizations. War
News Radio is a combined curricular and
student run activity. The campus New Media
Center supports student initiatives in video and
web formats. Several other student publications
include literary magazines and newsletters. For
more information, contact the Student
publications coordinator.
6.5.5 Service and Activism
Service and activism activities are an integral
part of the lives of many students, faculty, and
staff members. The Lang Center for Civic and
Social Responsibility (see 6.6.5) coordinates
and supports many of these endeavors, though
there are also many independent projects in
operation on the campus and in the local
community.
6.5.6 Student Organizations
Students are encouraged to get involved in
extracurricular activities at Swarthmore. More
than 100 clubs and organizations span a broad

p. 46
range of interests such as community service;
athletics; political action; and religious,
cultural, and social activities. If there isn’t a
club or organization that meets a student’s
interest, he or she may form one with the
guidance of Student Council.

6.6 Student Centers
6.6.1 Black Cultural Center
The Black Cultural Center (BCC), located in
the Caroline Hadley Robinson House, provides
a library, classroom, computer room, TV
lounge, kitchen, all-purpose room, a living
room/gallery, two study rooms, and
administrative offices. The BCC offers
programming, activities, and resources designed
to stimulate and sustain the cultural, intellectual
and social growth of Swarthmore’s black
students, their organizations and community.
Further, the BCC functions as a catalyst for
change and support to the College’s effort to
achieve pluralism. The BCC’s programs are
open to all members of the College community.
The BCC is guided by a director, with the
assistance of a committee of black students,
faculty, and administrators.
6.6.2 Fraternities
There are two fraternities at Swarthmore: Delta
Upsilon, affiliated with a national organization,
and Phi Omicron Psi, a local association.
Although they receive no College or student
activity funds, the fraternities supplement social
life. They rent lodges on campus but have no
residential or eating facilities. In recent years,
about 6 percent of male students have decided
to affiliate with one of the fraternities.
6.6.3 Intercultural Center
The Intercultural Center (IC) is a multipurpose
center located in Tarble in Clothier, devoted to
developing greater awareness of Asian
American, Latino/Hispanic,
gay/lesbian/bisexual, and Native American
contributions to Swarthmore College as well as
the broader society. The IC provides a
supportive environment where students are
welcome to discuss and understand the
educational, political, and social concerns that
affect them. The IC fosters the education of its
members and the wider community about
cultural, ethnic, class, gender, and sexual
orientation differences. Through co-sponsoring
programs and building alliances with the
administration, other campus groups and
departments, the IC increases diversity and
respect for differences at all levels'of campus
life. The IC contains a resource center, small
meeting rooms, and a large gathering room. The
Resource Center will include Asian American,
Hispanic/Latino/a, Native American and queer
books, journals, films, videos, scholarships,
academic resources, and alumni outreach

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6 College Life
information such as the alumni database,
alumni mentor program, and alumni speaker
series. The IC center and its programs are
coordinated by Director Rafael Zapata, with
support from student interns.

p. 47

selected after a competition that involves a
written application, an interview, and review of
the students’ previous experiences in service
and social action. The scholarship includes a
guaranteed summer internship and the
opportunity to apply for a substantial grant that
6.6.4 Interfaith Center
supports implementation of a major project.
Religious advisers are located in the Interfaith
Lang Center staff work closely with Lang
Center in Bond Hall and currently consist of
Opportunity scholars as they develop and carry
Jewish, Catholic, and Protestant professionals.
out their projects.
The advisers and the Interfaith Center provide
The Eugene M. Lang Visiting Professorship fo r
members of the Swarthmore community
Issues o f Social Change. This professorship was
opportunities and resources, in an atmosphere
endowed in 1981 by Eugene M. Lang ’38. It
free from the dynamics of persuasion, in which
brings to the College an outstanding social
they can explore a variety of spiritual, ethical,
scientist, political leader, or other suitably
and moral meanings; pursue religious and
qualified person who has achieved professional
cultural identities; and engage in interfaith
or occupational prominence. The visiting
education and dialogue. The center comprises
professor is typically someone who has
offices, a large common worship room, and a
received special recognition for sustained
private meditation room.
engagement with substantial issues, causes, and
Student groups of many faiths also exist for the
programs directly concerned with social justice,
purpose of studying religious texts,
civil liberties, human rights, or democracy. The
participating in community service projects, and
professorship varies in length from 1 to 3 years.
exploring common concerns of religious faith,
Community-based learning. The Lang Center
spirituality, and culture.
offers grants to faculty members who wish to
Various services are available on campus, and
add community-based learning to their courses.
area religious communities welcome
The grants may be used for summer stipends or
Swarthmore students.
to cover the cost of a course replacement to
permit a course reduction for the faculty
6.6.5 Eugene M. Lang Center fo r Civic
member.
and Social Responsibility
The Lang Center, located on Whittier Place, is a Student-led service and activist groups. These
hub for activities that support Swarthmore’s
student-led groups use Lang Center facilities
mission to “help students realize their fullest
and also receive guidance from Lang Center
intellectual and personal potential combined
staff. Student groups offer service and advocacy
with a deep sense of ethical and social
in Chester and the Greater Philadelphia
concern.” Its five-person staff offers special
metropolitan area. These groups are active in
advising as well as administrative, financial,
the areas of housing, education, and educational
and logistic support for a wide range of
reform; employment; health care;
opportunities to make connections between
homelessness; environmental justice; peace and
campus and community partners seeking
conflict resolution; racial justice; and economic
positive social change. Center staff members
development.
work with individual students as well as with
The Swarthmore Foundation is a small
organized student groups and also have
philanthropic body formed by Swarthmore
important working relationships with the OffCollege in 1987 with endowments from alumni,
Campus Study and Career Services offices. The
foundations, and others. It supports students,
center offers workshops and special programs
graduating seniors, staff, and faculty
to prepare students for work in communities as
involvement in community service and social
well as to provide opportunities for reflection
action. Applications for grants are accepted
on those experiences, especially in relation to
three times during the academic year.
their academic programs and to their plans for
The Summer Social Action Awards (S2A2).
civic engagement after graduation. The center’s
These enable students to participate in summer
staff also works with members of the faculty
community service and social action
who wish to include community-based learning
experiences on a full-time basis for up to 10
mtheir courses and seminars. The Lang Center
weeks by providing living expenses and
ncludes a resource room with extensive
summer earnings. Lang Center staff provides
information about opportunities for service and
guidance to support students to find S2A2 sites
advocacy, staffed by Lang Center Student
that are congruent with their interests.
Associates. The following programs are
supported and coordinated by the Lang Center:
6.6.6 Tarble Social Center
fang Opportunity Scholarships. These are
The Tarble Social Center in Clothier Memorial
awarded to up to six students during first
Hall was provided through the generosity of
semester of their sophomore year. Scholars are
Newton E. Tarble of the Class of 1913 and his

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

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

p. 48
assigned a SAM to serve as a resource for its
residents.
Writing Associates (WAs) are students who
have been specially trained to assist their peers
with all stages of the writing process. WAs are
assigned on a regular basis to selected courses,
and they are located in the Writing Center in
Trotter Hall. All students have access to the
Writing Center as needed and can receive help
on a drop-in basis.
6.7.4 Health Sciences Office (Pre-Med
Advising)
The staff of the Health Sciences Office is
available to students and alumni considering a
career in medicine, dentistry, veterinary
medicine or other health professions. The
Health Sciences Adviser counsels students
throughout their undergraduate years and
beyond, and assists them in the process of
application for graduate training.
Swarthmore graduates are represented at 55
medical schools in 22 states in the U.S.,
including such top schools as Harvard, Yale,
Columbia, Penn, Stanford, Johns Hopkins, and
many fine state universities. In addition,
Swarthmore graduates are currently attending
Cornell, Tufts, Virginia, Maryland and
University of Califomia-Davis veterinary
schools and Penn, Temple and University of
Connecticut dental schools. The College’s
acceptance rate is substantially higher than the
national acceptance rate.
While many students planning a medical career
decide to major in biology or chemistry, others
elect to concentrate in one of the humanities or
social sciences, while structuring their overall
program to fulfill medical school requirements.
The following courses are part of a typical
program:
Cellular and Molecular Biology
Organismal and Population Biology
General Chemistry
Organic Chemistry I and II
Biological Chemistry
English
Calculus I and II
General Physics I and II
As veterinary and dental schools have more
variable requirements, in addition to those listed
above, prevet and predental students should
meet with Gigi Simeone, the Health Sciences
Adviser, to plan their programs.
6.7.5 Pre-Law Advising
Swarthmore’s academic rigor provides an
excellent preparation for students considering a
career in law. Swarthmore graduates are
represented at law schools across the U.S.,
including such top schools as Harvard,
Columbia, Stanford, and Yale.

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

p. 49
as an events calendar to make information
about activities and programs available to
students. Recommendation files are compiled
for interested students and alumni to be sent to
prospective employers and graduate admissions
committees.

6.8 Student Judicial System
Swarthmore students assume responsibility for
helping to sustain an educational and social
community where the rights of all are respected.
This includes conforming their behavior to
standards of conduct that are designed to
protect the health, safety, dignity, and rights of
all. The College community also has a
responsibility to protect the possessions,
property, and integrity of the institution as well
as o f individuals. The aim of the College’s
Student Judicial Procedures is to balance all
these rights, responsibilities, and community
values fairly and efficiently. The Judicial
System is overseen by the associate dean of
student life, and all questions should be directed
to this office.
The formal judicial system at Swarthmore
College has two main components: (1)
adjudication by individual deans of minor
infractions of College regulations, where a
finding of guilt would result in a sanction less
severe than suspension; and (2) adjudication by
the College Judicial Committee (CJC) of
serious infractions of College regulations,
including all formal charges of academic
dishonesty, assault, harassment, or sexual
misconduct. The CJC is composed of faculty,
staff, and administrators who have undergone
training for their role.
Violation of the laws o f any jurisdiction,
whether local, state, federal, or (when studying
abroad) foreign, may, at the discretion of the
dean, subject a student to College disciplinary
action. A pending appeal of a conviction shall
not affect the application of this rule.

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

p. 50

The course advisers of first-year and sophomore
students normally are members of the faculty
appointed by the dean. For juniors and seniors,
the advisers are the chairs of their major
departments or their representatives.

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

7 Educational Program
Natural sciences a n d engineering : biology,
chemistry and biochemistry, computer science,
engineering, mathematics and statistics, physics
andastronomy, and psychology courses that
qualify for the natural sciences and engineering
practicum.
Social sciences: classics (ancient history),
economics, education, history, linguistics,
political science, psychology (other than natural
sciences and engineering practicum courses),
and sociology and anthropology.
Afew courses do not satisfy the divisional
distribution requirement. These are identified as
such in the catalog or the official schedule of
courses.
Writing courses: In addition to addressing fieldspecific substance, writing courses will focus
onthe development of the students’ expository
prose to ensure they can discover, reflect upon,
organize, and communicate their knowledge
effectively in written form.
NSEPscience laboratory requirement: Natural
sciences and engineering practicums (NSEPs)
have at least 18 hours per semester of scheduled
meeting time for laboratory, separate from the
scheduled lecture hours. How die laboratory
hours are scheduled varies with the nature of
the course and the types of laboratories
involved. Such meetings may entail weekly or
biweekly 3-hour sessions in a laboratory,
several all-day field trips, or several observation
trips.
Cross-listed courses: Courses that are crosslisted between two departments in different
divisions may, with the permission of the
instructors, departments, and divisions
involved, flilfill the divisional distribution
requirement in one of the following ways: (1) in
only one of the divisions so identified but not in
the other; (2) in either division (but not both),
depending on the departmental listing o f the
course on the academic record; (3) in neither of
the divisions. In certain cases, the course may
fulfill the distribution requirement according to
the nature of the work done in the course by the
individual student (e.g., a long paper in one of
the departmental disciplines). The division o f '
such courses is normally indicated in the
catalog description for each course. When
counting credits to determine a student’s
fulfillment of the 20-course-credit rule, crosslisted courses count (only) in the subject in
which they are listed on the student record.
Changing the subject listing of a cross-listed
course on the student record can be arranged,
depending on permissions, during or sometimes
“ter the course; there is a form for the purpose
lnffae Registrar’s Office.
First-year sem inars: All students are
encouraged to take a first-year seminar during
the fall or spring of their first year. First-year
seminars are offered across the curriculum and

P- 51
are designed to introduce students to a field of
study and to engage them in learning skills that
will support them throughout their college
experience. Each first-year seminar is limited to
12 first-year students. Many (but not all) firstyear seminars count as the prerequisite to
further work in the department in which they
are offered.
Foreign language: It is most desirable that
students include in their programs some work in
a foreign language, beyond the basic language
requirement (see section 10.1).
Mathematics: A student who intends to major
in one of the natural sciences, mathematics, or
engineering should take an appropriate
mathematics course in the first year. Students
intending to major in one of the social sciences
should be aware of the increasing importance of
mathematical background for these subjects.
.Physical education: Students are encouraged to
enjoy the instructional and recreational
opportunities offered by the department
throughout their college careers. As a
requirement for graduation, all students not
excused for medical reasons are required to
complete 4 units of physical education by the
end of their sophomore year. In addition, all
students must pass a survival swimming test or
complete a unit o f swimming instruction. Most
physical education courses are offered for a half
a semester and earn 1 unit toward the 4 units
required for graduation. A complete list of
physical education opportunities including how
many units each earns is available from the
Physical Education and Athletics Office. More
information can be found in the Physical
Education and Athletics section. To ensure that
all students complete the PE requirement and
swim test by the end of the second year,
students who fail to do so will not be eligible to
participate in the spring housing lottery and will
not be eligible to pre-register for courses.
Transfer students: Students who enter
Swarthmore as transfer students must fulfill
Swarthmore’s requirements for the first 2 years,
including the natural sciences and engineering
practicum. Transfer courses can be applied
toward these requirements if specifically
approved by the registrar. Transfer students
who enter Swarthmore with 8 credits of college
work are exempted from one of the three
required writing courses and have the credits-atSwarthmore requirement reduced from 2 in
each division to 1 in each division. Transfer
students who enter Swarthmore with, at most,
four semesters remaining to complete their
degree are exempted from two of the three
required writing courses and are exempted from
the requirement that in each division 2 credits
be taken at Swarthmore. Transfer students can
either apply transfer PE units toward the 4-unit
physical education requirement or opt for a

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

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

p. 52

that expand and deepen the student’s
perspective on the major.

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

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

p. 53
boundaries, or a comprehensive examination.
By extension, special majors may be formulated
as joint majors between two departments,
normally with at least 5 credits in each
department and 11 in both departments. The
departments involved collaborate in advising
and in the comprehensive examination. The
Registrar’s Office website has the required
application form and more information for
special majors. Students are not allowed to
pursue more than one individualized special
major.

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

7 Educational Program
used in the student’s special course major.
Normally the student must complete the
requirements for the Honors minor in that
department.
Honors Program preparations for both majors
and minors will be defined by each department,
program, and interdisciplinary major that
sponsors a major. In addition, minors may be
defined by any department or program.
Honors special majors who design their own
programs, not those in College-sponsored
programs such as biochemistry, will be required
to include four related preparations in the major
from at least two departments or academic
programs. Honors special major programs do
not include a separate minor. Honors special
majors must either (1) write a thesis drawing on
their cross-disciplinary work—the thesis will be
examined by examiners in different fields or (2)
have a panel oral examination that presents the
opportunity for cross-disciplinary discussion.
Honors special majors will follow the Senior
Honors Study (SHS) activity and portfolio
procedures of the various departments whose
offerings they use as preparations in their
programs. Individualized honors special major
programs require the approval of all
departments involved in the program and of the
honors coordinator.
All preparations will be graded by Swarthmore
instructors with the exception of theses and
other original work. Grades for theses and other
similar projects will be given by external
examiners. Except in the case of theses or other
original work, modes of assessment by the
external examiners will include written
examinations and/or other written assignments
completed in the spring of the senior year. In
addition, during honors week at the end of the
senior year, every honors candidate will meet
on campus with external evaluators for an oral
examination of each preparation. Specific
formats for preparations and for SHS are
available in each department office.
Students will normally include their intention to
prepare for honors in their “Plan of Study for
the Last 2 Years,” written in the spring of their
sophomore year. They must also submit a
formal application for a specific program of
honors preparation to the Registrar’s Office.
The 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 honors
quality. Students may also apply to enter honors
during their junior year. Any proposed changes
to the Honors Program must be submitted for
approval on a form for this purpose available
from the registrar. The decision of the
departments or interdisciplinary programs will

p. 54

depend on the proposed program of study and
the quality of the student’s previous work as
indicated by grades received and on the
student’s apparent capacity for assuming the
responsibility o f honors candidacy. The major
department or interdisciplinary program is
responsible for the original plan of work and for
keeping in touch with the candidate’s progress
from semester to semester. Normally, honors
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 of the senior
year except under extraordinary circumstances
and with the permission of the major and minor
departments and the Curriculum Committee.
Further information about honors policies may
be found in the Honors Handbook, which is
available in the Registrar’s Office.
At the end of the senior year, the decision of
whether to award the honors degree to the
candidates is entirely in the hands of the visiting
examiners. Upon their recommendation,
successful candidates are awarded the
bachelor’s degree with honors, with high
honors, or with highest honors.

7.6 Exceptions to the 4-Year
Program
Although the normal period of uninterrupted
work toward the bachelor of arts and bachelor
of science degrees is 4 years, graduation in 3
years is freely permitted when a student can
take advantage of Advanced Placement credits,
perhaps combining them with extra work by
special permission. In such cases, students may
qualify for advanced standing—they may
become juniors in their second year. To qualify
for advanced standing, a student must (1) do
satisfactory work in the first semester; (2)
obtain 14 credits by the end of the first year; (3)
intend to complete the degree requirements in 3
years; and (4) signify this intention when she or
he applies for a major by writing a sophomore
paper during the spring of the first year.
When circumstances warrant, a student may
lengthen the continuous route to graduation to 5
years by carrying fewer courses than the norm
of four, although College policy does not permit
programs of fewer than 3 credits for degree
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 5-year programs are
possible in music and studio arts for students
who are taking instruction off campus or who
wish to pursue studio or instrumental work
without full credit but with instruction and

7 Educational Program

p. 55

critical supervision. However, such programs
are possible only on application to, and
selection by, the department concerned, which
will look for exceptional accomplishment or
promise. In all cases where it is proposed to
reduce academic credit and lengthen the period
before graduation, the College looks
particularly to personal circumstances and to
careful advising and necessarily charges the
regular annual tuition (see the provisions for
overloads section 5.1). Full-time leaves of
absence for a semester or a year or more are
freely permitted and in some cases encouraged,
subject also to careful planning and academic
advising. Information about work and
internship opportunities for those taking a leave
is available through the Career Services Office.

credit. If it is taken in a later semester
(preferably the semester immediately
following), it may be done for either half or full
credit. This kind of work can be done on either
a small-group or individual basis. It is not
possible in all courses, but it is in most,
including some introductoiy courses. For firstyear students and sophomores, it is a way of
developing capacities for independent work.
For honors candidates, it is an alternative to
seminars as a preparation for papers. Students
who decide before the middle of the semester to
do a 0.5-credit attachment may, with
permission, withdraw from a regular course and
carry 3.5 credits in that term to be balanced by
4.5 credits in another term. Students may do as
many as two attachments each year.

7.7 Normal Course Load

7.8.1 Directed Reading and Independent
Study
Directed reading and independent study are
similar, but the faculty role in the former is
more bibliographical than pedagogical, and,
because they require somewhat less faculty
time, opportunities for directed reading are
more frequent in most departments than are
opportunities for independent study. In both
cases, substantial written work and/or written
examinations are considered appropriate, and it
is generally desirable that the work be more
specialized or more sharply focused than is
usually the case in courses or seminars. The
work may range from a course of reading to a
specific research project. Such work is available
primarily to juniors and seniors in accordance
with their curricular interests and as faculty
time permits.

The academic year at Swarthmore is 32 weeks
long, during which time students are expected
to complete 6 to 8 semester course credits of
work Normal progress toward the degree of
bachelor of arts or bachelor of science is made
byeight semesters’ work of four courses or the
equivalent each semester, although the object of
progress toward the degree is not the mere
accumulation of 32 credits. Students may and
frequently do vary this by programs of three or
five courses, with special permission. College
policy does not permit programs of fewer than 3
course credits within the normal eight-semester
enrollment. Programs of more than 5 credits or
fewer than 4 credits require special permission
(see section 5.1 on tuition and section 9.3 on
registration).
The definitions of upper-class levels are as
follows: Students become sophomores when
they have earned 6 to 8 semester course credits
toward their degree. Students become juniors
when they have earned 14 to 16 credits.
Students become seniors when they have earned
22 to 24 credits. Some offices on campus, such
as the Housing Office, may have additional
requirements in their definitions of the student
classes.

7.8 Formats of Instruction
Although classes and seminars are the normal
cumcular formats at Swarthmore, faculty
regulations encourage other modes as well.
These include various forms of individual
study, student-run courses, and a limited
amount of “practical” or off-campus work.
The principal forms of individual work are
attachments to courses, directed reading, and
tutorials. The faculty regulation on attachments
provides that a student may attach to an existing
course, with the permission of the instructor, a
project of additional reading, research, and
writing. If this attachment is taken concurrently
with the course, it is normally done for 0.5

7.8.2 Student-Run Courses
The faculty regulation on student-run courses
permits a group of students to propose a topic to
an instructor for 0.5 or 1 credit and to run their
own course with a reading list approved by the
instructor and a final examination or equivalent
administered by him or her but normally with
no further involvement o f faculty. In organizing
such a course, students obtain provisional
approval and agreement to serve as course
supervisor from a faculty member by Dec. 1
(for the spring semester) or May 1 (for the fall
semester) on the basis of an initial
memorandum emphasizing the principal subject
matter to be studied, the questions to be asked
about it, the methods of investigation, and
provision of a preliminary bibliography. The
course is then registered by its organizers with
the provost, who has administrative supervision
of such work and who may waive the foregoing
deadlines to recognize problems in the
organization of such courses. The course
supervisor consults his or her department and,
in the case of an interdepartmental course, any
other department concerned, whose
representatives together with the provost will

7 Educational Program
decide whether to approve the course. The
supervisor also reviews the course outline and
bibliography and qualifications and general
eligibility of students proposing to participate in
the course. After a student-run course has been
found acceptable by the appropriate department
(or departments) and the provost, the course
supervisor’s final approval is due 10 days
before the term begins, following which a
revised reading list and class list are given to
the librarian, and the course title and class list
are filed with the registrar. At the end of the
course, the supervisor evaluates and grades the
students’ work in the usual way or arranges for
an outside examiner to do so.
Student-run courses may vary in format and
content. In particular, they may be provisionally
proposed for 0.5 credit to run in the first half of
the semester, and at midterm, may be either
concluded or, if the participants and course
supervisor find the work profitable, continued
for the balance of the term for full credit.
Alternatively, student-run courses may be
started after the beginning of the semester (up
to midsemester) for 0.5 credit and then be
continued, on the same basis, into the following
term. Or they may be taken for 0.5 credit over a
full term. The role of the course supervisor may
go beyond planning and evaluation and extend
to occasional or regular participation. The only
essentials, and the purpose of die procedures,
are sufficient planning and organization o f the
course to facilitate focus and penetration. The
course planning and organization, both
analytical and bibliographical, are also regarded
as important ends in themselves, to be
emphasized in the review of proposals before
approval. Up to 4 of the 32 credits required for
graduation may be taken in student-run courses.
Many student-run courses are offered only on
the credit/no-credit basis.
Finally, as to applied or practical work, the
College may, under faculty regulations, grant
up to 1 course credit for practical work, which
may be done off campus when it can be shown
to lend itself to intellectual analysis and is likely
to contribute to a student’s progress in regular
coursework. The work is subject to four
conditions: (1) agreement of an instructor to
supervise the project; (2) sponsorship by the
instructor’s department and, in the case of an
interdisciplinary project, any other department
concerned, whose representatives together with
the provost will decide whether to grant
permission for the applied or practical work
before that work is undertaken; (3) a basis for
the project in some prior coursework; and (4)
normally, the examination of pertinent literature
and production of a written report as parts of
the project. This option is intended to apply to
work in which direct experience of the offcampus world or responsible applications of

p. 56
academic learning or imaginative aspects of the
practice of an art are the primary elements.
Because such work is likely to bear a loose
relation to organized instruction and the regular
curriculum, the College limits academic credit
for it while recognizing its special importance
for some students’ programs.

7.9 Interdisciplinary Work
The requirements of the major typically leave
room for significant flexibility in students’
programs, both within and outside the major.
This may be used to pursue a variety of
interests and to emphasize intellectual diversity.
It may also be used for the practical integration
of individual programs around interests or
principles supplementing the major. The
College offers interdepartmental majors in
Asian studies, medieval studies, and
comparative literature, and formal
interdisciplinary minors in black studies,
cognitive science, environmental studies, film
and media studies, gender and sexuality studies,
German studies, interpretation theory, Islamic
studies, Latin American studies, peace and
conflict studies, and public policy. The specific
requirements for these programs are outlined in
the relevant sections of the catalog.
It should be recognized that some departments
are themselves interdisciplinary in nature and
that a considerable number of courses are crosslisted between departments. Also, some courses
each year are taught jointly by members of two
or more departments, and departments
commonly recommend or require supporting
work for their majors in other departments.
Many other opportunities exist informally (e.g.,
in African studies, in American studies, in
religion and sociology and anthropology, in
engineering 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.
7.9.1 Guidelines on Scheduling Conflicts
Between Academics and Athletics
The following guidelines (adopted by the
faculty in May 2002) are affirmed to recognize
both the primacy of the academic mission at
Swarthmore and the importance of the
intercollegiate Athletics Program for our
students. The guidelines are meant to offer
direction with an appropriate degree of
flexibility. Where conflicts occur, students, the
faculty, and coaches are encouraged to work out
mutually acceptable solutions. Faculty members
and coaches are also encouraged to
communicate with one another about such
conflicts. Note that the guidelines make a firm
distinction between athletics practices and
competitive contests.

7 Educational Program
1. Regular class attendance is expected of all
students. Students who are participating in
intercollegiate athletics should not miss a class,
seminar, or lab for a practice.
2. Students who have a conflict between an
athletics contest and a required academic
activity, such as a class meeting or a lecture,
should discuss it and try to reach an
understanding with their coach and their
professor as soon as possible, preferably during
the first week of the semester and certainly in
advance of the conflict. When a mutually
agreeable understanding is not reached, students
should be mindful of the primacy of academics
at Swarthmore. Students should understand that
acceptable arrangements may not be feasible for
all classes, particularly seminars and
laboratories. [
3. Students should take their schedule of
athletics contests into account as they plan their
class schedules and may want to discuss this
with their academic advisers. Students should
also provide coaches with a copy of their
academic schedules and promptly inform them
of any changes.
4. Coaches should make every effort to
schedule practices and contests to avoid conflict
with classes and should collect their students’
academic schedules in an effort to coordinate
team activities and minimize conflict. Coaches
should instruct students not to miss class for
practice and should encourage students to work
out possible conflicts between classes and
contests as early as possible.
5. Faculty members should provide as complete
a description of scheduling requirements as
possible to their classes early each semester,
preferably before registration or during the first
week of classes. Both faculty members and
coaches should work with students to resolve
contest-related conflicts.
6. Both coaches and faculty should avoid lastminute scheduling changes, and faculty should
normally avoid scheduling extraordinary class
meetings. Where such meetings seem desirable,
students should be consulted and, as the
Handbookfo r Instructional Sta ff(see section
7.1.2) stipulates, the arrangement cleared with
the department chair and registrar. Where
possible, extraordinary sessions should be
voluntary or offered with a choice of sections to
attend. When a schedule is changed after
students have arranged their commitments, it is
important for the faculty member or coach to be
flexible.,
7. Classes will normally end each day by 4 p.m.
and at 5 p.m. on Fridays. Seminars will often
extend beyond 4 p.m. Afternoon laboratories
are usually scheduled until 4:15 p.m. or 4:30
p.m., and students who encounter difficulties
completing a lab may need to stay later than the
scheduled time. In all cases, students are

p. 57
expected to keep to their academic
commitments and then attend practices as soon
as possible.
8. Faculty members should recognize that
students usually set aside the time from 4:15 to
7 p.m. for extracurricular activities and dinner.
Late afternoon has also traditionally been used
for certain courses in the performing arts. Some
use of this time for other academic purposes
(such as department colloquia, lectures, etc.) is
appropriate, but departments are encouraged to
exercise restraint in such use, particularly with
respect to activities they judge important for the
full academic participation of students.

7.10 Health Sciences Advisory
Program
The function of the Health Sciences Advisory
Program is twofold: to advise students
interested in a career in the health professions
and to prepare letters of recommendation for
professional schools to which students apply.
The letters are based on faculty evaluations
requested by the student, the student’s academic
record, and nonacademic activities.
Students intending to enter a career in the health
professions, especially those applying to
medical, dental, or veterinary schools, should
plan their academic programs carefully to meet
the professional schools’ requirements as well
as the general College requirements. The
following courses fulfill die basic requirements
of most medical schools : BIOL 001,002;
CHEM 010, or CHEM 003 and 004,022,032,
038; PHYS 003,004; MATH 015 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
earlier. Students interested in these fields
should meet with the health sciences adviser to
plan their programs. Specific requirements for
each medical, dental, and veterinary school,
along with much other useful information, are
given in the following publications, which are
available in the Health Sciences Office:
Medical School Admission Requirements,
Official Guide to Dental Schools, and
Veterinary Medical School Admission
Requirements.
The work of the junior and senior years may be
completed in any major department of the
student’s choice. All required courses should be
taken on a graded basis after the first semester
of the first year.
The health sciences adviser meets periodically
with students interested in health careers and is
available to assist students in planning their
programs in cooperation with students’ own
academic advisers. The Health Sciences Office
publishes Guide to Premedical Studies at
Swarthmore College and Frequently Asked

7 Educational Program

p. 58

Preveterinary Questions to help new students
plan their academic program and understand
what schools look for in applicants. The Guide
fo r Applying to Medical Schoolfo r Swarthmore
Undergraduates and Alumni/ae contains
detailed information about the application
process.
Further information on opportunities,
requirements, and procedures can be obtained
from the health sciences adviser and from the
Health Sciences Office’s pages on the
Swarthmore College website at
www.swarthmore.edu/premed.xml.

Credit for domestic exchange is not automatic.
Students must follow the procedures for
receiving credit for work done elsewhere,
including obtaining preliminary approval of
courses and after-the-fact validation of credit by
the relevant Swarthmore department chairs.

7.11 Creative Arts
Work in the creative arts is available both in the
curricula of certain departments and on an
extracurricular basis. Interested students should
consult the departmental statements in Art,
English Literature (creative writing), Music and
Dance, and Theater.

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

7.13 Student Exchange
Programs
To provide variety and a broadened outlook for
interested students, the College has student
exchange arrangements with Harvey Mudd
College, Middlebury College, Mills College,
Pomona College, Rice University, and Tufts
University. With each institution, there are a
limited and matched number of exchanges.
Students settle financially with the home
institution, thus retaining during the exchange
any financial aid for which they are eligible.
Application for domestic exchange should be
made to the registrar. The application deadline
is Oct. 15 for exchange in the following spring
semester; the deadline is March 15 for
exchange in the following fall semester.
Selection is made from among applicants who
will be sophomores or juniors at the time of the
exchange. Exchange arrangements do not
permit transfer of participants to the institution
with which the exchange occurs.

7.14 Study Abroad
The College emphasizes the importance of
study abroad and encourages all students to
explore possibilities for doing so as integral
parts of their degree programs. The OffCampus Study Office will help all interested
students at every stage of the process: planning,
study abroad, and return.
To be accepted for credit toward the
Swarthmore degree, courses taken abroad must
meet Swarthmore academic standards, and with
proper planning, this condition normally is
readily met. Proper planning begins with
attendance at a general information meeting,
and then a study abroad advising appointment,
as early as possible in one’s college career.
Credit for study abroad is awarded according to
College regulations for accrediting work at
other institutions, and the process must be
completed within the semester following return
to the College.
To receive Swarthmore credit for study abroad,
students must participate in the College’s
Semester/Year Abroad Program and comply
with its payment plan. Students continue to pay
Swarthmore’s comprehensive fee for tuition,
room, and board. The College then pays for the
tuition fees, room and board costs, and the
round-trip travel of participating students.
Normally, financial aid is automatically applied
to study abroad.
Swarthmore College study abroad programs are
listed below. Please consult the Off-Campus
Study website at www.swarthmore.edu/ocs for
more information.
The Swarthmore Program in Grenoble, France,
was inaugurated in the fall of 1972. This
program, under the auspices of the Modem
Languages and Literatures Department, is open
to students from any department but especially
those in humanities and social sciences. The
number of participants is limited to 25 and
applications from students at other institutions
are accepted if places are available.
Students are integrated into the academic life at
the University of Grenoble through regular
courses, when their language competence
allows, or through special courses for foreign
students. Individual programs are arranged to
suit the needs and competencies of students.
Preparation of external examination papers is
possible in certain fields. The program is
designed primarily for juniors and secondsemester sophomores, but seniors can be
accommodated in special cases. A member of

7 Educational Program
the Modem Languages and Literatures
Department serves as the resident director and
teaches a course or a seminar.
For the following programs, see detailed
information under departmental listings.
-The Swarthmore Dance and Performing Arts
Program at the University of Ghana (Legon,
Ghana), (see Music and Dance)
-The Swarthmore Program in Dance in Bytom,
Poland, (see Music and Dance)
-The Swarthmore Program in Environmental
Science and Engineering in Krakow, Poland.
(see Environmental Studies)
-The Swarthmore Program in Environmental
Studies in Bmo, Czech Republic which
includes an internship at an environmental
NGO. (see Environmental Studies)
-Macalester, Pomona, and Swarthmore
Environmental Studies Program at the
University of Cape Town, South Africa, (see
Environmental Studies)
-The Swarthmore in Buenos Aires, Argentina
Program, (see Latin American Studies)
-The Northern Ireland Semester based in
Derry/Londonderry. (see Peace and Conflict
Studies)
’v
.
-The Cloud Forest School Program in Costa
Rica, (see Educational Studies)
The Off-Campus Studies office maintains direct
enrollment agreements with universities in
Australia, Chile, Ghana, Ireland, New Zealand,
and the United Kingdom.
The College has a special relationship or is a
member of a consortium with the following
programs:
-AIKOM, University of Tokyo
-Hamilton College Academic Year in Madrid
-HECUA - Higher Education Consortium for
Urban Affairs (Ecuador and Scandinavia and
Eastern Europe)
-ISLE - Intercollegiate Sri Lanka Educational
Program
-Siena School for Liberal Arts
-The Swedish Program
In addition to these programs, Swarthmore
students attend a number of excellent study
abroad programs throughout the world provided
by other institutions. The Off-Campus Study
Office, along with the academic departments
and programs of the College, will advise
students on these. The Off-Campus Study
Office is the on-campus clearinghouse for
information on study abroad, and normally is
the starting place for exploration and planning.

p. 59

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

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

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

p. 60
8.2.1 In Progress
IP (in progress) is the grade used when
normally everyone in a class continues working
on a project into the next semester. IP is given
at the end of the first semester. Final grades are
normally due at the end of the succeeding
semester.
8.2.2 Incompletes
Inc. means that a student’s work is incomplete
with respect to specific assignments or
examinations. The faculty has voted that a
student’s final grade in a course should
incorporate a zero for any part of the course not
completed by the date of the final examination
or the end of the examination period. However,
if circumstances beyond the student’s control
(e.g., illness, family emergency) preclude the
completion of the work by this date, a grade of
Inc. may be assigned with the permission of the
faculty instructor and the registrar. Note that
“having too much work to do” is not, in fairness
to other students, considered a circumstance
beyond the student’s control. A form for the
purpose of requesting an incomplete is available
from the Registrar’s Office and must be filled
out by the student and signed by the faculty
instructor and the registrar and returned to the
registrar no later than the last day of final
examinations. In such cases, incomplete work
must normally be made up and graded, and the
final grade recorded within 5 weeks after the
start of the following term. Except by special
permission of the registrar and the faculty
instructor, all grades of Inc. still outstanding
after that date will be replaced on the student’s
permanent record by NC (no credit). Waiver of
this provision by special permission shall in no
case extend beyond 1 year from the time the
Inc. grade was incurred.
8.2.3 Credit/No Credit
The only grades recorded on students’ official
grade records for courses taken during the first
semester of the first year are CR and NC. In the
balance of their work at Swarthmore, students
may exercise the option to take up to four more
courses for credit/no credit by informing the
Registrar’s Office within the first 9 weeks of
the term in which the course is taken, using the
form provided for this purpose. Repeated
courses normally may not be taken credit/no
credit (see section 9.2.4: Repeated Courses).
Courses only offered as credit/no credit do not
count in the four options. For first-year students
and sophomores, CR will be recorded for work
that would earn a grade of straight D or higher.
For juniors and seniors, that is, students in their
fifth semester or later, die minimum equivalent
letter grade for CR will be straight C.
Instructors are asked to provide the student and
the faculty adviser with an evaluation of the
student’s CR/NC work. The evaluation for first-

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

p. 61

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

8.4 Examinations
Any student who is absent from an examination
that is announced in advance must understand
that the exam may be rescheduled only by
special arrangement with the course instructor.
Examinations are not normally rescheduled to
accommodate travel plans.
8.4.1 Final Examinations
The final examination schedule specified in
official announcements directs the place and
time of all finals unless the instructor has made
other special arrangements. However, College
policy holds that students with three final
examinations within 24 hours are allowed to
reschedule one of these examinations in
consultation with the instructor, as long as the
consultation occurs in a timely manner.
By College policy, a student who is not in the
Honors Program but who is taking an honors

8 Faculty Regulations
written examination as a course final and has an
examination conflict should take the course
final examination and postpone the honors
written examination until the student’s next free
examination period. Conversely, a student in
the Honors Program who has a conflict with a
course final examination should take the honors
examination and postpone the course
examination in consultation with the professor.
In no case may a student take an honors
examination before the honors written
examination period for that examination.

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

p. 62

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

8 Faculty Regulations

p. 63

8.6 Summer School Work and
Other Work Done Elsewhere

education by the end of their sophomore year.
All students must pass a survival swimming test
or take up to one unit of swimming instruction.
For complete requirements, see Physical
Education and Athletics.

Students who wish to receive Swarthmore
College credit for work at another school must
obtain preliminary approval and after-the-fact
validation by the chair of the Swarthmore
department or program concerned. Preliminary
approval depends on adequate information
about the content and instruction of the work to
be undertaken and ensures the likelihood of the
work’s applicability toward the Swarthmore
degree as well as clarifies the amount of
Swarthmore credit likely. Preliminary approval
is tentative. Final validation of the work for
credit depends on evaluation of the materials of
the course, including syllabus, transcript,
written work, examinations, indication of class
hours, and so forth. Work in other programs,
especially summer school programs, may
sometimes be given less credit than work at
Swarthmore, but this will depend on the nature
of the program and the work involved.
Validation may include an examination, written
or oral, administered at Swarthmore. All
decisions are made on a case-by-case basis.
Credit for AP and similar work is discussed in
section 4.5.
An official transcript from the other school
must be received by the Registrar’s Office
before validated work can be recorded for
credit. By College policy, in order for work
done elsewhere to be granted Swarthmore
College credit, the grade for that work must be
the equivalent of a straight C or better, but a
better than C grade does not in itself qualify for
Swarthmore credit.
Students who wish to receive natural sciences
and engineering practicum (NSEP) credit for
courses taken elsewhere must obtain
preliminary approval for the course from the
department involved as well as final validation
as with other credit. The department can
approve NSEP credit if the course is
comparable with a Swarthmore NSEP course.
Generally, courses taken elsewhere that are not
comparable with a Swarthmore NSEP will not
receive NSEP credit; however, in exceptional
cases, if NSEP criteria are satisfied elsewhere,
the department chair may recommend NSEP
credit award to the Division of Natural Sciences
and Engineering for its final decision.
Requests for credit must be made within the
semester following the term in which the work
was done. Credit is lost if a student takes a
course at Swarthmore that essentially repeats
the work covered by the credit.

8.7 Physical Education
In the first and second years, all nonveteran
students not excused for medical reasons are
required to complete 4 units of physical

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

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

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

p. 64

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

10 The Corporation
May 7, 2010 to May 7,2011
Barbara W. Mather ’65, Chair
Pepper Hamilton LLP
Philadelphia PA
Neil R. Grabois ’57, Vice Chair
New York NY
Bennett Lorber ’64, Secretary
Temple University Hospital
Philadelphia PA

p. 65
Maurice G. Eldridge ’61, Assistant
Secretary
Swarthmore College
Swarthmore PA
Suzanne P. Welsh, Treasurer
Swarthmore College
Swarthmore PA
Lori Ann Johnson, Assistant Treasurer
Swarthmore College
Swarthmore PA

11 Board of Managers
Term Expires May 2011
Eric Adler ’86
The SEED Foundation
Washington DC
Jacob Krich ’00
Cambridge MA
Jane Lang ’67
Sprenger Lang Foundation
Washington DC
Bennett Lorber ’64
Temple University Hospital
Philadelphia PA
Christopher Niemczewski ’74
Washington DC
Catherine Rivlin ’79
California Attorney General’s Office
San Francisco CA
Term Expires May 2012
J. David Gelber ’63
CBS News Inc.
New York NY
Neil R. Grabois ’57
New York NY
Samuel L. Hayes III ’57
Harvard Business School
Boston MA
Harold Kalkstein ’78
Belmont CA
Giles K. Kemp ’72
Home Decorators Collection
Hazelwood MO
Elizabeth H. Scheuer ’75
Bronx NY
Salem D. Shuchman ’84
Entrepreneur Partners, LP
Philadelphia PA
Martha Spanninger ’76
New York NY
Term Expires May 2013
Jorge L. Aguilar ’05
Columbia University
New York NY
Richard Baraseli ’75
Universal American Financial Corp.
New York NY
Dulany Ogden Bennett ’66
White River Junction VT

James C. Hormel III ’55
Equidex, Inc.
San Francisco CA
Frederick W. Kyle ’54
Philadelphia PA
Susan Levine ’78
Marshfield Associates
San Francisco CA
Jorge Munoz ’84
The World Bank
Washington DC
John A. Riggs ’64
The Aspen Institute
Washington DC
Carl R. Russo ’79
Consigliare Management Co.
San Jose CA
Robin Shapiro ’78
Encore Financial Services Group
New York NY
David W. Singleton ’68
Wilmington DE
Thomas E. Spock ’78
Scalar Media Partners, LLC
New York NY
Danielle Toaltoan ’07
New York NY
Joseph Turner ’73
Golden CO
Term Expires May 2014
Jenny Hourihan Bailin ’80
Brooklyn NY
Rhonda Cohen ’76
Philadelphia PA
Janet S. Dickerson H’92
Princeton University
Princeton NJ
Lewis H. Lazarus ’78
Morris James LLP
Wilmington DE
Sibella Clark Pedder ’64
Surrey England
Gustavo R. Schwed ’84
London England

11 Board of Managers
Emeriti
Julie Lange Hall ’55
Winnetka IL
Jerome Kohlberg Jr. ’46
Kohlberg & Co.
Mt. Kisco NY
Elizabeth J. McCormack
Rockefeller Family & Associates
New York NY
' Marge Pearlman Scheuer ’48
New York NY
J. Lawrence Shane ’56
Newtown Square PA

p. 66

Ex officio
Rebecca Chopp
Swarthmore College
Swarthmore PA
Sabrina Martinez ’92
ConocoPhillips
Houston TX
Chairman o f the Board Emeritus
Eugene M. Lang ’38
Eugene M. Lang Foundation
New York NY

11.1 Committees of the Board
The chair of the Board is an ex officio member of every committee.
Executive
Barbara W. Mather, Chair
Neil R. Grabois, Vice Chair
Dulany Ogden Bennett
David Gelber
Giles K. Kemp
Eugene M. Lang *
Susan Levine
Bennett Lorber
Chris Niemczewski
John A. Riggs
David W. Singleton
Thomas E. Spock
Academic Affairs
Bennett Lorber, Chair
Jacob Krich, Vice Chair
Jorge Aguilar
Dulany Ogden Bennett
David Gelber
Neil R. Grabois
Sibella Clark Pedder
Catherine Rivlin
Elizabeth H. Scheuer
Marge Scheuer *
Martha Spanninger
Joseph Turner
Compensation
Barbara Mather, Chair
Neil R. Grabois, Vice Chair
Janet Dickerson
Susan Levine
Salem D. Shuchman
Thomas E. Spock
Development and Comn
Giles K. Kemp, Chair
Eric Adler, Vice Chair
Jorge Aguilar
Richard Barasch
Eugene M. Lang *
Susan Levine
Sabrina Martinez, ex officio

John A. Riggs
Robin Shapiro
Salem D. Shuchman
Martha Spanninger
Finance
Thomas E. Spock, Chair
Richard Barasch, Vice Chair
Dulany Ogden Bennett
Harold Kalkstein
Frederick W. Kyle
John A. Riggs
Elizabeth H. Scheuer
David Singleton
Joseph Turner
Audit Subcommittee
Richard Barasch, Chair
Harold Kalkstein
David Singleton
Thomas E. Spock, ex officio
Investment
Chris Niemczewski, Chair
Salem Shuchman, Vice Chair
Mark Crandall **
Ephriam Greenwall **
Mark M. Harmeling **
Samuel L. Hayes III ***
Eugene M. Lang *
Corey Mulloy **
Mark R. Pattis **
Thomas E. Spock
Nominating & Governance
John A. Riggs, co-Chair
Susan Levine, co-Chair
Eric Adler
Dulany Ogden Bennett
Giles K. Kemp
Frederick W. Kyle
Bennett Lorber

11 Board of Managers
Property

David Singleton, Chair
Catherine Rivlin, Vice Chair
Eric Adler
Richard Barasch
Samuel L. Hayes III
Harold Kalkstein
Giles K. Kemp
Jacob Krich
Susan Levine
Sabrina Martinez
Sibella Clark Pedder
John A. Riggs
Robin Shapiro
Thomas E. Spock
Danielle Toaltoan
Social Responsibility
David Gelber, Chair
Neil Grabois, Vice Chair
Dulany Ogden Bennett
James C. Hormel
Eugene M. Lang *
Jane Lang
Jorge Munoz
Tracey Patillo
Salem D. Shuchman
David W. Singleton
Student Affairs
Dulany Ogden Bennett, Chair
Janet Dickerson, Vice Chair
Jorge Aguilar
Neil R. Grabois
James C. Hormel
Eugene M. Lang *
Sabrina Martinez
Jorge Munoz
Tracey Patillo
Elizabeth H. Scheuer
Danielle Toaltoan
Joseph Turner
’Emeriti manager
**Non-board member
*** Senior Adviser

p. 67

12 Alumni Association
Officers and Alumni Council
The Alumni Relations Office is the primary
communication link between the College and its
alumni, enabling them to maintain an ongoing
relationship with each other. Some of the
office’s programs and activities include Alumni
Weekend, an Alumni College, alumni
gatherings all over the country, and alumni
travel. The Alumni Office also facilitates online
engagement with alumni and manages alumni
volunteers. They also hire students for general
office work and to help at alumni events on
campus.
The Alumni Office works closely with the
Career Services Office to facilitate networking
between students and alumni and among
alumni, to take advantage of the invaluable
experience represented among the alumni. The
Alumni Office also helps officers of the senior
class and alumni groups plan special events.
The Alumni Office gives staff support to the
Alumni Association, which was founded in
1882, and to the Alumni Council, the governing
body of the Alumni Association. The Alumni
Office also gives staff support to regional
alumni and parent groups, called Connections,
in Austin/San Antonio; Atlanta; Boston;
Chicago; Denver; Houston; London; Los
Angeles; Metro DC/Baltimore; Metro NYC;
Miami; New Haven; Paris; Philadelphia; San
Francisco; Seattle; and Tucson.
There are 19,295 alumni: 9,753 men, 9,541
women, with 2,598 married to each other,
giving substance to the College’s traditional
appellation, “Quaker matchbox.” The College
defines an alumnus/a as anyone who has
completed one semester.
Alumni Association Officers
Sabrina Martinez ’92, President
Delvin Dinkins ’93, Vice President
Amy Lansky Knowlton ’87, Vice President
Loring Ann Pfeiffer ’024, Vice President
Anne Cochran Sloan ’64, Secretary
Zone A
Delaware, Pennsylvania
Michael Davidson ’911
Philadelphia, PA
Deborah Smith Dempsey ’572
Philadelphia, PA
Joshua Father ’022
Pittsburgh, PA
Deboiah Willets Frazer ’691'4
Philadelphia, PA
Jove Graham ’96
Lewisburg, PA
Jaky Joseph ’063
Philadelphia, PA
Christina Paxson ’823
Morrisville, PA

P.68

Zone B
New Jersey, New York
Brian Hwang ’053
New York, NY
Stephen Kyle ’772
Lansing, NY
Danielle Moss Lee ’902
New York, NY
David Newman ’761
Brockport, NY
Catherine Salussolia ’041
South Setauket, NY
Rosita Samoff ’643
New York, NY
Zone C
Connecticut, Maine, Massachusetts, New
Hampshire, Rhode Island, and Vermont
Lulu Chen ’051
Boston, MA
David Jenemann ’933
Burlington, VT
Nina P. Paynter ’972
Jamaica Plain, MA
Elizabeth Thoenen ’833
Belmont, MA
Albert Williams I I I ’622
Woods Hole, MA
Zone D
D istrict o f Columbia, Maryland, and Virginia
Emily Aubrey ’892
Baltimore, MD
William Bradford ’664
Washington, DC
Debra Felix ’831,4
Kensington, MD
Anne Kolker ’081
Washington, DC
Thomas Kramer ’651
Bethesda, MD
Dominick Lowell ’081
Washington, DC
Rohit Malhotra ’952
Charlottesville, VA
Donald McMinn ’863
Washington, DC
Kevin Quigley ’744
Arlington, VA
Katharine Sturm-Ramirez ’943
Bethesda, MD
Zone E
Illinois, Indiana, Iowa, Kansas, Michigan,
Minnesota, Missouri, Nebraska, North Dakota,
Ohio, Oklahoma, South Dakota, Texas, West
Virginia, and Wisconsin
David Harrison ’891
Grinnell, LA
Susan Morrison ’811
Austin, TX

12 Alumni Association
Officers and Alumni Council
Susan Poser ’851
Lincoln, NE
Kristin Bergstrom Vessey ’613
Bowling Green, OH
Richard S. Wilson ’732
Green Bay, WI
Lynda Yankaskas ’992
Richmond, IN
Patrick Zweidler-McKay ’893
Houston, TX
Zone F
Alabama, Arkansas, Florida, Georgia,
Kentucky, Louisiana, Mississippi, North
Carolina, South Carolina, Tennessee,
territories, dependencies, and foreign countries
Julie Brill’851
Toronto, Ontario
Anita Cava ’75l
Coral Gables, FL
Michael Fields ’692
Atlanta, GA
Carol Church Holm-Hansen ’762
Vollen, Norway
Sara Orr Sello ’663
Hamburg, Germany
Roger Shott ’601
Anchorage, KY
Horatiu Stefan ’013
Seoul, Republic of Korea
Zone G
Alaska, Arizona, California, Colorado, Hawaii,
Idaho, Montana, Nevada, New Mexico, Oregon,
Utah, Washington, and Wyoming
Sohail Bengali ’79l
San Mateo, CA
Linda J. Bovard ’722
Eugene, OR
Mark Friedberg ’981
Santa Monica, CA
Deborah How ’893
Santa Monica, CA
David Ko ’922
San Mateo, CA
Helen Heusner Lojek ’661
Boise, ID
Robert Oye ’733
Los Angeles, CA
Members-at-Large
Robert Steelman ’922
Ridgewood, NJ
H.G. Chissel ’962
Bryn Mawr, PA
National Extern Program Coordinator
Joshua Green *94
Keauhou, HI

National Connection Chair
James J. Moskowitz ’88
Swarthmore, PA
Connection Representatives
Atlanta
Linda Valleroy ’72
Decatur, GA
Emily Nolte ’07
Atlanta, GA
Austin/San Antonio
Emily Albrink Hartigan ’68
Boeme, TX
Boston
David Wright ’69
Wellesley, MA
Chicago
Marilee Roberg ’73
Wilmette, IL
Central New Jersey
Timothy Johnson III ’07
Belle Mead, NJ
Denver
Erin Trapp ’92
Denver, CO
Durham
Julia Knerr ’81
Chapel Hill, NC
Houston
Susan Tapscott ’72
Houston, TX
Lester Tran ’03
Houston, TX
London
Abby Honeywell ’85
London, England
Los Angeles
Vincent Jones’98
Los Angeles, CA
Metro DC/Baltimore
Wuryati Morris ’04
Washington, DC
Arthur Zito J r ’81
Millersville, MD
Metro NYC
Reshma Pattai ’06
Brooklyn, NY
Win Ling Chia ’06
Brooklyn, NY
Miami
Ana Cortales ’97
Miami, FL
Jaime Raich ’97
Miami, FL
Paris
Anais Loizillon ’95
Paris, France

P.69

12 Alumni Association
Officers and Alumni Council
Philadelphia
James J. Moskowitz ’88
Swarthmore, PA
Pittsburgh
Barbara Sieck Taylor ’75
Pittsburgh, PA
San Francisco
Autumn Quinn-Elmore ’04
Mountain View, CA
Seattle
James Schembs ’01
Seattle, WA
Tucson
Laura Markowitz ’85
Tucson, AZ

Term ends 2011.
Term ends 2012.

Term ends 2013.
Nominating Committee.

p. 70

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

P- 71

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

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

P- 72

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

13.2 Faculty and Other
Instructional Staff
Tariq al-Jamil, B.A., Oberlin College; M.T.S.,
Harvard University; M.A., Ph.D., Princeton
University, Assistant Professor of Religion.
Elaine Allard, B.A., Swarthmore College.
Visiting Instructor, Educational Studies.
John Alston, B.M., Yankton College; M.M.,
University of Northern Iowa; Ph.D., Indiana
University, Associate Professor of Music.
Todd Anckaitis, B.A., Lafayette College; M.S.,
Smith College, Head Coach/Instructor, Physical
Education.
Diane Downer Anderson, B.A., Montclair
State College; M.S., Drexel University, Ph.D.,
University of Pennsylvania, Associate Dean for
Academic Affairs and Associate Professor of
Educational Studies.

13 Faculty and Other instructional Staff
Nathalie Anderson, B.A., Agnes Scott
College; M.A., Georgia State University; Ph.D.,
Emory University, Professor of English
Literature.
Diego Armus, B.A., University of Buenos
Aires; M.A., Ph.D., University of California,
Berkeley, Associate Professor of History.
Kim D. Arrow, B.S., Temple University;
M.F.A., New York University, Associate
Professor of Dance.
Aman Mahmoud Attieh, B.A., M.A.,
American University of Beirut; Ph.D., The
University of Texas at Austin, Assistant
Professor of Arabic.
Jodie A. Baird, A.B., Stanford University;
M.S., Ph.D., University of Oregon, Assistant
Professor of Psychology.
Alan R. Baker, B.A., University of Cambridge;
M.A., Ph.D., Princeton University. Associate
Professor of Philosophy.
Marcantonio Barone, B.Mus., Curtis Institute
of Music; Artist Diploma, Peabody
Conservatory, Associate in Performance
(Music).
Peter Baumann, M.A., Ph.D., University of
Gottingen, Professor of Philosophy.
Gabriel Quinn Bauriedel, B.A., Swarthmore
College; Certificate, École Internationale de
Théâtre Jacques Lecoq, Visiting Assistant
Professor of Theater.
Amanda Bayer, B.A., Williams College; M.A.,
M.Phil., Ph.D., Yale University, Associate
Professor of Economics.
Adrienne Bayton, B.A., Swarthmore College;
M.F.A., University of Iowa. Visiting Assistant
Professor of Studio Art.
Stephen P. Bensch, M.A., University of
Toronto; Ph.D., University of California,
Berkeley, Professor of History.
Benjamin Berger, A.B., Princeton University;
M.A., Ph.D., Harvard University, Associate
Professor of Political Science.
Deborah J. Bergstrand, B.S., Allegheny
College; M.S., Ph.D., University of Illinois,
Professor of Mathematics and Statistics.
Alan Berkowitz, B.A., University o f Vermont;
M.A., Ph.D., University of Washington, Susan
W. Lippincott Professor of Modem and
Classical Languages, Professor of Chinese.
Jean-Vincent Blanchard, B.A., M.A.,
Université de Montréal; Ph.D., Yale University,
Associate Professor of French.
John R. Boccio, B.S., Polytechnic Institute of
Brooklyn; Ph.D., Cornell University, Professor
of Physics.
Elizabeth Bolton, B.A., Middlebury College;
M.Phil., Ph.D., Yale University, Professor of
English Literature.

P- 73

Karen Borbee, B.S., University o f Delaware;
M.Ed., Widener University, Professor of
Physical Education.
Erin Todd Bronchetti, B.A., Miami
University; M.A., Ph.D., Northwestern
University, Assistant Professor of Economics.
Michael R. Brown, B.A., Pomona College;
Ph.D., Dartmouth College, Professor of
Physics.
Amy L.R. Bug, B.A., Williams College; Ph.D.,
Massachusetts Institute of Technology,
Professor of Physics.
Matthew Burdelski, B.A., University of
Michigan; M.A., University of Oregon; Ph.D.,
UCLA, Visiting Assistant Professor and Mellon
Postdoctoral Fellow in Japanese.
Timothy J. Burke, B.A., Wesleyan University;
M.A., Ph.D., Johns Hopkins University,
Professor of History.
Caroline A. Burkhard, B.S., M.S., University
of Delaware, Laboratory Instructor of
Chemistry.
Rachel Sagner Buurma, B.A., Swarthmore
College; Ph.D., University of Pennsylvania,
Assistant Professor of English Literature.
Aurora Camacho de Schmidt, B.A.,
Universidad Iberoamericana; M.A., Ph.D.,
Temple University, Associate Professor of
Spanish.
Garikai Campbell, B.A., Swarthmore College;
Ph.D., Rutgers University, Special Assistant to
the President, Associate Vice President for
Planning, and Associate Professor of
Mathematics.
Sydney L. Carpenter, B.F.A., M.F.A., Tyler
School of Art, Professor o f Studio Art.
Peter Carroll, B.S., M.A., Villanova
University, Head Coach/Instructor, Physical
Education and Athletics.
John P. Caskey, B.A., Harvard University;
Ph.D., Stanford University, Professor of
Economics.
Pailabi Chakravorty, B.A., Jadavpur
University; Ph.D., Temple University, Assistant
Professor of Dance.
Joy Charlton, B.A., University of Virginia;
M.A., Ph.D., Northwestern University,
Professor of Sociology and Director of the
Eugene M. Lang Center for Civic and Social
Responsibility.
Erik Cheever, B.S., Swarthmore College;
M.S.E., Ph.D., University of Pennsylvania,
Professor o f Engineering.
Linda Chen, A.B. Harvard College; Ph.D.,
University of Chicago, Assistant Professor of
Mathematics and Statistics.
Julia Chindemi Vila, B.A., Universidad de
Buenos Aires, Argentina; M.A., Temple
University, Visiting Lecturer o f Spanish.

13 Faculty and Other Instructional Staff
Yvonne P. Chireau, B.A., Mount Holyoke
College; M.T.S., Harvard University; Ph.D.,
Princeton University, Professor of Religion.
Rebecca S. Cbopp, B.A., Kansas Wesleyan
University; M.Div., St. Paul School of
Theology; Ph.D., University of Chicago,
President of the College and Professor of
Religion.
Harleigh Chwastyk, B.A., Trinity College;
M.S., Smith College, Head Coach/Instructor,
Physical Education and Athletics.
Renee Clarke, B.S., Rutgers UniversityDouglass College, Head Coach/Instructor,
Physical Education And Athletics.
David H. Cohen, B.A., Harvard University;
Ph.D., University of Wisconsin, Associate
Professor of Astronomy.
Peter J. Codings, B.A., Amherst College;
M.Ph., Ph.D., Yale University, Morris L.
Clothier Professor of Physics.
Michael W. Cothren, B.A., Vanderbilt
University; M.A., Ph.D., Columbia University,
Scheuer Family Professor of Humanities.
Catherine H. Crouch, A.B., Williams College;
A.M., Ph.D., Harvard University, Associate
Professor of Physics.
Andrew Danner, B.S., Gettysburg College;
M.S., Ph.D., Duke University, Assistant
Professor of Computer Science.
LaDeva Davis, B.M.Ed., Temple University,
Associate in Performance (Dance).
Susan P. Davis, B.S., Springfield College;
M.S., Smith College, Professor of Physical
Education.
Thomas S. Dee, B.A., Swarthmore College;
M.A., Ph.D., University of Maryland, Associate
Professor of Economics.
Shelley DePaul, B.S., East Stroudsburg
University; M.S., East Stroudsburg University,
Instructor of Linguistics.
Renee L. DeVarney, B.A., University of
Vermont; Teaching Certificate, George
Washington University, Head Coach/Instructor,
Physical Education And Athletics.
Alexander deVaron, B.A., Wesleyan
University; M.M., Indiana University; DM.A.,
Temple University, Visiting Assistant Professor
of Music.
Ni Luh Kadek Kusuma Dewi, Associate in
Performance (Dance).
Aaron J. Dinkin, A.B., Harvard University;
Ph.D., University of Pennsylvania, Visiting
Assistant Professor of Linguistics.
Allison Dorsey, B.A., University of San
Francisco; M.A., Ph.D., University of
California, Irvine, Associate Professor of
History.

p. 74

Bruce A. Dorsey, B.A., Biola University;
A.M., Ph.D., Brown University, Professor of
History.
Jason Downs, B.A., University of
Pennsylvania; Ph.D., Yale University, Visiting
Assistant Professor of Biology.
Robert S. DuPIessis, B.A., Williams College;
M.A., Ph.D., Columbia University, Isaac H.
Clothier Professor of History and International
Relations.
Frank H. Durgin, B.A., St. John’s College;
M.A., University of Pennsylvania; Ph.D.,
University of Virginia, Professor of
Psychology.
Eric Eaton, B.S., M.S., Ph.D., University of
Maryland, Visiting Assistant Professor of
Computer Science.
Allan Edmunds, B.F.A., M.F.A., Tyler School
of Art, Visiting Assistant Professor of Studio
Art.
Brahim El Guabli, B.A., M.A., Bordeaux III
University, Bordeaux, France, Lecturer in
Arabic.
Richard Eldridge, A.B., Middlebury College;
M.A., Ph.D., University of Chicago, Charles
and Harriett Cox McDowell Professor of
Philosophy.
Jacqueline A. Emery, B.A., Rutgers
University; M.A., University of Pennsylvania,
Visiting Instructor of English Literature.
Zachary T. Erwin, B.A., Emory University;
M.A., Duke University, Visiting Instructor of
Spanish.
Erich Carr Everbach, A.B., Harvard College;
M.S. in M.E., Ph.D., Yale University, Professor
of Engineering.
Philip J. Everson, B.A., Pomona College;
M.A., Ph.D., Harvard University, Associate
Professor of Statistics.
Stan Exeter, B.A., Lafayette College, Head
Coach/Instructor, Physical Education and
Athletics.
Randall L. Exon, B.F.A., Washburn
University; M.A., M.F.A., University of Iowa,
Professor of Studio Art.
Theodore B. Fernald, B.A., M.A., Ohio State
University; Ph.D., University of California,
Santa Cruz, Professor of Linguistics.
Sibelan Forrester, B.A., Bryn Mawr College;
M.A., Ph.D., Indiana University, Professor of
Russian.
Anthony Foy, B.A., University of California,
Los Angeles; M.A., Ph.D., Yale University,
Assistant Professor of English.
Daisy Fried, B.A., Swarthmore College,
Visiting Instructor of English Literature.
Sharon E. Friedler, B.A., Colby College;
M.F.A., Southern Methodist University,
Stephen Lang Professor of Performing Arts.

13 Faculty and Other Instructional Staff
Gregory Frost, B.A., University of Iowa,
Visiting Instructor of English Literature.
Lauren Fuchs, B.S., University of Connecticut,
Head Coach/Instructor, Physical Education and
Athletics.
William O. G ardner, B.A., Columbia
University; M.A., Ph.D., Stanford University,
Associate Professor of Japanese.
Charles S. G arrod, B.S., Harvey Mudd
College, M.S., Ph.D., Carnegie Mellon
University, Visiting Assistant Professor of
Computer Science.
Celia Gerard, B.A., Colgate University;
M.F.A., The New York Studio School, Visiting
Assistant Professor of Studio Art.
Farha Ghannam, B.A., M.A., Yarmouk
University; Ph.D., University of Texas at
Austin, Associate Professor of Anthropology.
Scott F. Gilbert, B.A., Wesleyan University;
M.A., Ph.D., Johns Hopkins University,
Howard A. Schneiderman Professor of Biology.
Jane E. Gillham, B.A., Princeton University;
Ph.D., University of Pennsylvania, Associate
Professor of Psychology.
Jill Gladstein, B.S., University of Wisconsin,
Madison; M.S.E.D., University of
Pennsylvania; Ph.D., University of
Pennsylvania, Associate Professor of English
Literature and Director of Writing Associates
Program.
Dolores Luis Gmitter, B.A., St. Francis
College; M.Ed., Temple University, Associate
in Performance (Dance).
Stephen S. Golub, B.A., Williams College;
M.A., Ph.D., Yale University, Franklin and
Betty Barr Professor of Economics.
William Gresh Jr., B.S., Allegheny College;
M.A., University of Pennsylvania, Laboratory
Instructor of Biology.
Pat Gress, B.S., Towson University, M.S.,
West Chester University, Head
Coach/Instructor, Physical Education And
Athletics.
Logan Grider, B.F.A., Art Institute of
Chicago; M.F.A., Yale University, Assistant
Professor of Studio Art. Swarthmore College.
Charles M. Grinstead, B.A., Pomona College;
M.A., Ph.D., University of California, Los
Angeles, Professor of Mathematics.
Daniel J. Grodner, S.B., Ph.D., Massachusetts
Institute of Technology, Assistant Professor of
Psychology.
Cheryl P. Grood, B.A., University of
Michigan; M.A., Ph.D., University of
Wisconsin, Associate Professor of
Mathematics.
Carl H. Grossman, B.S., Ph.D., University of
Pennsylvania, Associate Professor o f Physics.

p.75

Frank D. Grossman, B.A., California State
University, Northridge; Ph.D., Teachers
College, Columbia University, Assistant
Professor of Educational Studies.
Maria Luisa Guardiola, Licenciada,
Universität Autonoma de Barcelona; Ph.D.,
University of Pennsylvania, Associate Professor
of Spanish.
Alexandra Gueydan, Licence, Maîtrise de
Lettres Modernes, Université Jean Moulin,
Lyon III, M.A., M.Phil, Ph.D., Yale University,
Assistant Professor of French.
Julie Hagelin, B.A., Pomona College; Ph.D.,
University of New Mexico, Assistant Professor
of Biology.
Donna T. Halley, B.S., University of
Delaware, Laboratory Instructor of Chemistry.
Cynthia Perwin Halpern, B.A., Tulane
University; M.A., London School of
Economics; Ph.D., Princeton University,
Associate Professor of Political Science.
Janice Hamer, B.A., Harvard University;
M.M., Westminster Choir College; Ph.D., City
University of New York, Visiting Associate
Professor o f Music.
Joseph Hargadon, B.S., M.S., Ph.D., Widener
University, Visiting Professor of Economics.
Jessica Todd Harper, B.A., Bryn Mawr
College; M.F.A., Rochester Institute of
Technology, Visiting Assistant Professor of
Studio Art.
K. David Harrison, B.A., American
University; Magister, Jagiellonian University,
Poland; M.A., Ph.D., Yale University;
Associate Professor of Linguistics.
Heather Hassel-Finnegan, B.S., Juaniata
College; M.A., SUNY Stony Brook, Laboratory
Instructor of Biology.
Andrew D. Hauze, A.A., Simon’s Rock
College of Bard; B.A., Swarthmore College;
Diploma, Curtis Institute of Music; Associate in
Performance (Music).
Jim Heller, Head Coach, Physical Education
and Athletics.
Christopher Henkels, B.A., Hamilton College;
M.S., Cornell University; Ph.D., Duke
University, Visiting Assistant Professor of
Chemistry and Biochemistry.
Adam Hertz, B.A., University of Redlands;
M.Ed., Temple University, Marian Ware
Director of Physical Education and Athletics.
Sally Hess, B.A., Barnard College; M.Phil.,
Yale University, Associate Professor of Dance.
Sarah A. Hews, B.S., University of Michigan;
Ph.D., Arizona State University, Visiting
Assistant Professor of Mathematics and
Postdoctoral Teaching Fellow in
Biomathematics.

13 Faculty and Other Instructional Staff
Sara Hiebert Burch, B.S., University of St.
Andrews; Ph.D., University of Washington,
Professor of Biology.
Jeffrey Himpele, B.A., University o f Chicago;
Ph.D., Princeton University, Visiting Assistant
Professor of Anthropology.
Eleanor Holdridge, B.A., Sarah Lawrence
College, M.F.A., Yale University, Visiting
Assistant Professor of Theater.
Alison E. Holliday, B.Sc., Ph.D., Queens
University, Assistant Professor of Chemistry
and Biochemistry.
Robinson G. Hollister Jr,, B.A., Amherst
College; Ph.D., Stanford University, Joseph
Wharton Professor of Economics.
Steven P. Hopkins, B.A., M.A., University of
California, Santa Barbara; A.M., Ph.D.,
Harvard University, Professor of Religion.
Etsnko Hoshino-Browne, B.A., Ph.D.,
University of Waterloo, Assistant Professor of
Psychology.
Kathleen P. Howard, B.A., Princeton
University; Ph.D., Yale University, Associate
Professor of Chemistry and Biochemistry.
David Huffman, B.A., Oberlin College; M.A.,
Ph.D., University of California, Berkeley;
Assistant Professor of Economics.
Constance Cain Hungerford, B.A., Wellesley
College; M.A., Ph.D., University of California,
Berkeley, Provost and Mari S. Michener
Professor of Art History.
Thomas J. Hunter, B.S., University of
Chicago; Ph.D., Massachusetts Institute of
Technology, Associate Professor of
Mathematics.
Virginia M. Indivero, B.S., Elizabethtown
College; M.S., Villanova University, Senior
Lecturer in Chemistry and Biochemistry.
Denise Iris, B.A., Brown University; M.F.A.,
Columbia University, Visiting Assistant
Professor of Film and Media Studies.
Philip N. Jefferson, B.A., Vassar College;
M.A., Ph.D., University of Virginia, Professor
of Economics.
John B. Jenkins, B.S., M.S., Utah State
University; Ph.D., University of California, Los
Angeles, Isaac H. Clothier Jr. Professor of
Biology.
Eric L.N. Jensen, B.A., Carleton College;
M.S., Ph.D., University of Wisconsin,
Associate Professor of Astronomy.
Yoshiko Jo, B.A., Seiwa College,
Nishinomiya, Japan; B.A., North Central
College, Illinois; M.A., University of Illinois at
Urbana-Champaign, Lecturer in Japanese.
Michael Johns, B.A., New England
Conservatory; M.M. and Doctor o f Musical
Arts, Temple University, Associate in
Performance (Music).

p. 76

Aimee S.A. Johnson, B.A., University of
California, Berkeley; Ph.D., University of
Maryland, College Park, Associate Professor of
Mathematics.
Brian R. Johnson, B.A., Macalester College;
M.A., Ph.D., University of Wisconsin-Madison,
Assistant Professor of Russian.
Kendall Johnson, B.A., University of
Michigan; M.A., University of Pennsylvania;
Ph.D., University of Pennsylvania, Associate
Professor of English Literature.
Nora Johnson, B.A., University of California,
Los Angeles; M.A., Ph.D., University of
California, Berkeley, Professor of English
Literature.
Cheryl Jones-Walker, B.A., Wesleyan
University; Ph.D., University of Pennsylvania,
Assistant Professor of Black Studies and
Educational Studies.
Pieter M. Jndson, B.A., Swarthmore College;
M.A., Ph.D., Columbia University, Professor of
History.
Jason Kandybowicz, B.A., Rutgers University;
M.A., Ph.D., University of Califomia-Los
Angeles, Assistant Professor of Linguistics.
Wol A. Kang, B.A., Fu-Jen Catholic
University, Taipei, Taiwan; M.A., Peking
University, Beijing, China, Lecturer in Chinese.
Nicholas Kaplinsky, B.A., Reed College;
Ph.D., University o f California at Berkeley,
Assistant Professor of Biology.
Ayse Kaya, B.A. Wellesley College, MSc.,
Ph.D. London School o f Economics, Assistant
Professor of Political Science.
Charles F. Kelemen, B.A., Valparaiso
University; Ph.D., Pennsylvania State
University, Edward Hicks Magill Professor of
Computer Science.
Deborah G. Kemler Nelson, B.A., M.A.,
Ph.D., Brown University, Centennial Professor
of Psychology.
Gwynn Kessler, B.A., University of Florida;
M.A., Ph.D., The Jewish Theological Seminary
of America, Assistant Professor of Religion.
Mary Ann Klassen, B.A., Agnes Scott
College; M.S., University of Wyoming,
Lecturer in Physics and Astronomy.
Jonathan Kochavi, B.A., University of
Chicago; Ph.D., State University of New York,
Buffalo; Visiting Assistant Professor of Music.
Haili Kong, M.A., People’s University,
Beijing; Ph.D., University of Colorado at
Boulder, Professor of Chinese.
Lisa Kraus, B.A., Bennington College,
Associate in Performance (Dance).
Philip Kudish, B.A., M.S., Ph.D., University of
Delaware, Academic Coordinator, Science
Associate Coordinator, Laboratory Instructor of
Biology.

13 Faculty and Other Instructional Staff
Allen Kuharski, B.A., University of
Wisconsin-Madison; M.A., Ph.D., University
of California, Berkeley, Professor o f Theater.
Mark Kuperberg, B.A., Amherst College;
M.A., Ph.D., Massachusetts Institute of
Technology, Professor of Economics.
Elena Lahr-Vivaz, B.A., College of William
and Mary; M.A., Ph.D., University of
Pennsylvania, Visiting Assistant Professor in
Spanish.
George Lakey, B.S., Cheyney University;
M.A., University of Pennsylvania, Research
Fellow, Lang Center for Civic and Social
Responsibility, and Visiting Assistant Professor
of Peace and Conflict Studies.
Grace M. Ledbetter, B.A., Bryn Mawr
College; M.A., University of Virginia; Ph.D.,
Cornell University, Associate Professor of
Classics and Philosophy.
Jeremy Lefkowitz, B.A., University of North
Carolina at Chapel Hill; M.A., Washington
University in St. Louis; Ph.D., University of
Pennsylvania, Assistant Professor o f Classics.
Gerald Levinson, B.A., University of
Pennsylvania; M.A., Ph.D., University of
Chicago, Jane Lang Professor of Music.
Lillian M. Li, A.B., Radcliffe College; A.M.,
Ph.D., Harvard University, Sara Lawrence
Lightfoot Professor of History.
Margaret Inman Linn, B.S., M.Ed.,
University of Pittsburgh; Ph.D., University of
Pennsylvania. Visiting Assistant Professor of
Educational Studies.
Jeremy Loomis, B.A., University of Maryland;
M.S., Miami University, M.B.A., University of
Maryland, Head Coach/Instructor, Physical
Education And Athletics.
Tamsin Lorraine, B.A., Middlebury College;
Ph.D., University of Massachusetts, Professor
of Philosophy.
Jos^-Luis Machado, B.S., Universidad de Los
Andes, Bogota; M.S., University of Vermont;
Ph.D., University of Minnesota, Associate
Professor of Biology.
Nelson A. Macken, B.S., Case Institute of
Technology; Ph.D., University of Delaware.
Howard N. and Ada J. Eavenson Professorship
in Engineering.
Ellen B. Magenheim, B.A., University of
Rochester; M.A., Ph.D., University of
Maryland, Professor of Economics.
James Magruder, B.A., Cornell University;
M.A., M.F.A., D.F.A., Yale University,
Visiting Assistant Professor of Theater.
Jonathan Hart Makwaia, Certificate, Roy
Hart Centre, Visiting Instructor of Theater.
Baldrathi Mani, B.S.F.S., Georgetown
University; M.A., Jawaharlal Nehru University;
Ph.D., Stanford University. Associate Professor
of English Literature.

P- 77

Michael Marissen, B.A., Calvin College;
Ph.D., Brandéis University, Daniel Underhill
Professor of Music.
Luciano Martínez, Licenciado en Letras,
Universidad Nacional de Mar del Plata,
Argentina; M.A., Ph.D., University of
Pittsburgh, Assistant Professor of Spanish.
Louis Massiah, B.A., Cornell University; M.S.,
Massachusetts Institute of Technology, Eugene
M. Lang Professor for Issues of Social Change.
Jocelyne Mattei-Noveral, B.S., Orsay
University, Laboratory Instructor of Biology.
Stephen B. Maurer, B.A., Swarthmore
College; M.A., Ph.D., Princeton University,
Professor of Mathematics.
David M. McClendon, B.S., University of
North Carolina, Chapel Hill; Ph.D., University
of Maryland, College Park, Visiting Assistant
Professor of Mathematics.
Arthur E. McGarity, B.S., Trinity University;
M.S.E., Ph.D., Johns Hopkins University,
Henry C. and J. Archer Turner Professor of
Engineering.
Erin B. Mee, B.A., Harvard University; M.A.,
Ph.D., New York University, Assistant
Professor of Theater.
Lisa Meeden, B.A., Grinnell College; M.S.,
Ph.D., Indiana University, Professor of
Computer Science.
Rachel A. Merz, B.A., Western New Mexico
University; M.S., University o f Florida; Ph.D.,
University of Chicago, Professor of Biology,
Walter Kemp Professor in the Natural Sciences.
Brian A. Meunier, B.F.A., University of
Massachusetts-Amherst; M.F.A., Tyler School
o f Art, Temple University, Professor of Studio
Art.
Matthew Mewes, B.A., Concordia College;
M.S., Ph.D., Indiana University, Visiting
Assistant Professor of Physics.
Dale Mezzacappa, A.B., Vassar College,
Visiting Instructor of English Literature.
Janine Mileaf, B.A., Wesleyan University;
M.A., Ph.D., University of Pennsylvania,
Associate Professor of Art History.
Barbara Milewski, B.A., Bowdoin College;
M.A., State University of New York at Stony
Brook; M.F.A., Ph.D., Princeton University,
Associate Professor of Music.
Stephen T. Miller, A.B., Princeton University;
Ph.D., Harvard University, Associate Professor
of Chemistry and Biochemistry.
Shane Minkin, B.A., University of
Pennsylvania; M.A., Emoty University; Ph.D.,
New York University, Assistant Professor of
History.
Lynne A. Molter, B.S., B.A., Swarthmore
College; S.M., Sc.D., Massachusetts Institute of
Technology, Professor o f Engineering.

13 Faculty and Other Instructional Staff_____ p_78
Tali Moreshet, B.S., Technion, Israel Institute
of Technology; M.Sc., Ph.D., Brown
University, Assistant Professor of Engineering.
Jennifer M. Morton, A.B., Princeton
University, Visiting Assistant Professor,
Philosophy.
Frank A. Moscatelli, B.S., C.W. Post College;
M.S., Ph.D., New York University, Professor of
Physics.
Beata Anna Moskala-Gallaher, M.A., Herzen
State Pedagogical University of Russia, Saint
Petersburg, Russia; M.A. Humboldt University
of Berlin, Germany, Visiting Lecturer in
Russian.
George Moskos, B.A., Davidson College;
M.A., Ph.D., University of WisconsinMadison, Professor of French, James C. Hormel
Professor in Social Justice.
Michael L. Mullan, B.A., University of
California, Berkeley; M.Ed., Ph.D., Temple
University; Ph.D., University of Delaware,
Professor of Physical Education and Sociology.
Braulio Munoz, B.A., University of Rhode
Island; M.A., Ph.D., University of
Pennsylvania, Centennial Professor of
Sociology.
Rosaria V. Munson, Laurea in Lettere
Classiche, Università degli Studi, Milano;
Ph.D., University of Pennsylvania, Professor of
Classics.
James Murphy, B.F.A., State University of
New York at Albany, Visiting Instructor of
Theater.
Marjorie Murphy, B.A., Jersey City State
College; M.A., San Jose State University;
Ph.D., University of California, Davis,
Professor of History.
Matthew Murphy, B.A., Princeton University;
M.A., Georgetown University; Instructor of
Political Science.
Carol Nackenoff, A.B., Smith College; M.A.,
Ph.D., University of Chicago, Ritcher Professor
of Political Science.
Maya Nadkarni, B.A., M.A., Harvard
University; Ph.D., Columbia University,
Visiting Assistant Professor of Anthropology.
C. Kemal Nance, B.A., Swarthmore College;
M.Ed., Temple University, Associate in
Performance (Dance).
Donna Jo Napoli, B.A., M.A., Ph.D., Harvard
University, Professor of Linguistics.
Adam Neat, B.S., M.S., Northern Arizona
University. Lecturer in Physics and Astronomy.
Carole Netter, Maitrisse and DEA, University
of Paris, Lecturer in French.
Tia NewhaU, B.S.-SED, M.S., Ph.D.,
University of Wisconsin-Madison, Associate
Professor of Computer Science.

Maria Newport, B.A., College of the Holy
Cross; Ph.D., University of Florida, Lecturer in
Chemistry and Biochemistry.
Hans F. Oberdiek, B.S., Ph.D., University of
Wisconsin, Henry C. and Charlotte Turner
Professor of Philosophy.
Stephen A. O’Connell, A.B., Oberlin College;
Ph.D., Massachusetts Institute of Technology,
Professor of Economics.
Lizzie Olesker, B.A., Antioch College; M.F.A.,
New York University, Visiting Assistant
Professor of Theater.
Robert S. Paley, B.S., McGill University;
M.S., Ph.D., University of Michigan, Professor
of Chemistry and Biochemistry.
Bhavin Parikh, Head Coach, Physical
Education and Athletics.
Rachel Pastan, B.A., Harvard College; M.F.A.,
University of Iowa, Visiting Instructor of
English Literature.
Farnaz Perry, B.A., American University of
Beirut, Visiting Lecturer of Arabic.
Mary Phelan, B.S., College of Saint Rose;
M.A., University o f Wisconsin, Visiting
Assistant Professor of Studio Art.
Elke Piaxton, B.A., Brigham Young
University; M.A., University of Colorado,
Lecturer in German.
Helen Plotkin, B.A., Swarthmore College;
M.A., University of Michigan, Visiting
Instructor of Religion.
Jumatatu Poe, B.A., Swarthmore College;
M.F.A., Temple University, Assistant Professor
o f Dance.
Colin Purrington, B.A., Reed College; Ph.D.,
Brown University, Associate Professor of
Biology.
Paul R. Rabien, B.A., Haverford College;
M.A., Columbia University; Ph.D., Yale
University, Professor o f Chemistry and
Biochemistry.
Charles Raff, B.A., University of Rochester;
M.A., Ph.D., Brown University, Professor of
Philosophy.
Meredith Rainey, Associate in Performance
(Dance).
Michael J. Reay, B.A., Churchill College; M.
A. .University of Chicago; Ph.D., University of
Chicago, Assistant Professor of Sociology.
Keith Reeves, B.A., Swarthmore College;
Ph.D., University of Michigan, Associate
Professor of Political Science.
Bob Rehak, B.A., Eastern Michigan
University; M.A., University of North Carolina;
Ph.D., Indiana University, Assistant Professor
of Film and Media Studies.

13 Faculty and Other Instructional Staff
Patricia L. Reilly, B.A., University of
California; M.A., Bryn Mawr College; Ph.D.,
University of California, Associate Professor of
Art History.
Michele Reimer, B.A., Yale University;
M.S.W., Smith College School for Social
Work; Ph.D., Temple University, Assistant
Professor of Psychology.
K. Ann Renninger, B.A., University of
Pennsylvania; M.A., Ph.D., Bryn Mawr
College, Professor _of Educational Studies.
Micheline Rice-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.
Barbara Riebling, B.A., University of
Pennsylvania; M.A., University of
Pennsylvania; Ph.D., University of
Pennsylvania, Visiting Associate Professor of
English Literature.
Melvin Rogers, B.A., Amherst College; Ph.D.,
Yale University, Visiting Assistant Professor of
Political Science.
Marina Rojavin, B.A., Ukrainian Publishing
Institute, Kiev, Ukraine; Ph.D., A. Potebnia
Institute for Linguistics, National Academy of
Sciences of Ukraine, Visiting Assistant
Professor of Russian.
Ellen M. Ross, B.A., Princeton University;
M.A., Ph.D., University of Chicago, Associate
Professor of Religion.
Kevin J. Ross, B.S., M.S., Ph.D., University of
North Carolina at Chapel Hill, Visiting
Assistant Professor of Statistics.
Angela Rounsaville, B.A., M.A., University of
Colorado, Boulder, Visiting Instructor of
English.
Nathan Sanders, S.B., Massachusetts Institute
ofTechnology; M.A., Ph.D., University of
California, Santa Cruz, Visiting Assistant
Professor of Linguistics.
Tomoko Sakomura, B.A., Keio University;
M.A., Columbia University, Assistant Professor
ofArt History.
Elizabeth Sayre, B.S., Massachusetts Institute
ofTechnology; M.A., Duke University,
Visiting Instructor of Music.
Erin Schlag, B.A., Colgate University; M.S.,
University of Maryland; Laboratory Instructor
inBiology.
Peter J. Schmidt, B.A., Oberlin College; M.A.,
Ph.D., University of Virginia, Professor of
English Literature.
Alien M. Schneider, B.S., Trinity College;
Ph.D., Indiana University, Centennial Professor
ofPsychology.
Christine Schuetze, B.A., The Colorado
College; Ph.D., University of Pennsylvania,
Visiting Professor of Anthropology.

p. 79

Barry Schwartz, B.A., New York University;
M.A., Ph.D., University of Pennsylvania,
Dorwin P. Cartwright Professor of Social
Theory and Social Action, Professor of
Psychology.
Peggy Ann Seiden, B.A., Colby College; M.A.,
University of Toronto; M.L.I.S., Rutgers
University, College Librarian.
Sudharshan Senevirathe, B.A. Delhi
University; M.A., Ph.D., Jawaharlal Nehru
University, Julian and Virginia Cornell
Distinguished Visiting Professor.
Teya Sepinuck, B.A., Bennington College;
M.S., Villanova University, Associate in
Performance.
Andrew J. Shanefield, B.M., New York
University; M.S., Queens College CUNY;
M.M., West Chester University. Visiting
Associate in Performance (Music).
Helene Shapiro, B.A., Kenyon College; Ph.D.,
California Institute of Technology, Professor of
Mathematics.
Adriano Shaplin, B.A., Sarah Lawrence
College, M.A., University of California,
Berkeley. Visiting Instructor of Theater.
Kenneth E. Sharpe, B.A., Dartmouth College;
M.S., London School of Economics and
Political Science; Ph.D., Yale University,
William R. Kenan Jr. Professor of Political
Science.
Mimi Shelter, A.B., Harvard University; M.A.,
Ph.D., New School for Social Research,
Visiting Associate Professor o f Sociology.
Jon Sherman, B.A., Temple University,
Associate in Performance (Dance).
Don H. Shimamoto, B.S., Stanford University;
M.A., Ph.D., Brandeis University, Professor of
Mathematics.
Faruq M.A. Siddiqui, B.S., Bangladesh
University of Engineering and Technology;
M.S., Ph.D., University o f Pittsburgh, Professor
of Engineering.
Sunka Simon, M.A., Universitadt Hamburg;
Ph.D., Johns Hopkins University, Associate
Professor o f German.
Kathleen K. Siwicki, B.S., Brown University;
M.Phil., Cambridge University; Ph.D., Harvard
University, Professor of Biology.
Lee A. Smithey, B.A., Emory University;
M.A., Ph.D., University o f Texas at Austin,
Assistant Professor of Sociology.
Lisa Smulyan, B.A., Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Associate
Provost and Professor of Educational Studies.
Asali Solomon, B.A., Barnard College; M.F.A.,
University o f Iowa; M.A., Ph.D., University of
California at Berkeley; Visiting Instructor of
English Literature.

13 Faculty and Other Instructional Staff
Eric Song, B.A., Pomona College; M.A.,
University of Chicago; Ph.D., University of
Virginia; Assistant Professor o f English
Literature.
Lori Sonntag, B.A., Mount Holyoke College,
Laboratory Instructor of Chemistry and
Biochemistry.
Kirsten E. Speidel, B.A., Oberlin College;
M.A., Johns Hopkins University, Lecturer in
Chinese.
Leah Stein, B.A., Wesleyan University,
Associate in Performance (Dance).
Thomas A. Stephenson, B.S., Furman
University; Ph.D., University of Chicago,
James H. Hammons Professor of Chemistry and
Biochemistry.
Lynne Steuerle Schofield, B.A., Swarthmore
College; M.A., Ph.D., Carnegie Mellon
University, Assistant Professor of Statistics.
K. Elizabeth Stevens, B.A., Reed College;
M.F.A., Yale School of Drama, Assistant
Professor of Theater.
Walter R. Stromquist, B.A., University of
Kansas; M.A., Ph.D., Harvard University,
Visiting Associate Professor of Mathematics.
I Nyoman Suadin, Associate in Performance
(Music and Dance).
Atsuko Suda, B.A., Obirin University, Tokyo,
Japan; M.A., University o f Arizona, Lecturer in
Japanese.
Laila Swanson, B.A., Trondheim School of
Business, Trondheim, Norway; M.F.A., Temple
University, Assistant Professor of Theater.
Suzanne E. Takahashi, B.A., Barnard College;
M.A., New York University, Visiting Instructor
of Theater.
Janet C. Talvacchia, A.B., M.A., Bryn Mawr
College; Ph.D., University o f Pennsylvania,
Professor of Mathematics.
Malathi Thothathiri, B.Tech., Indian Institute
of Technology; M.S. Rensselaer Polytechnic
Institute; Ph.D., Harvard University, Visiting
Assistant Professor of Psychology.
Dominic Tierney, B.A., M.Phil., Ph.D., Oxford
University, Assistant Professor of Political
Science.
William N. Turpin, M.A., University of St.
Andrews; M.A., University of Toronto; Ph.D.,
Cambridge University, Professor of Classics.
Richard Valelly, B.A., Swarthmore College;
Ph.D., Harvard University, Claude C. Smith ’14
Professor of Political Science.
Elizabeth A. Vallen, B.A., Case Western
Reserve University; Ph.D., Princeton
University, Associate Professor of Biology.
Kristin T. Vander Lugt, B.A., University of
Rochester; M.A., Pennsylvania State
University; Ph.D., Indiana University, Visiting
Assistant Professor of German.

p. 80

Patricia Vargas, M.A., Inca Garcilaso de la
Vega University, Lima, Peru, Lecturer in
Spanish.
Amy Cheng Vollmer, B.A., William Marsh
Rice University; Ph.D., University of Illinois,
Professor of Biology.
Eric R. Wagner, B.A., Connecticut College;
M.Ed., Temple University, Head
Coach/Instructor, Physical Education and
Athletics.
Robin E. Wagner-Pacifici, B.A., Brown
University; M.A., Ph.D., University of
Pennsylvania, Gil and Frank Mustin Professor
of Sociology.
Mark I. Wallace, B.A., University of
California at Santa Barbara; M.Div., Princeton
Theological Seminary; Ph.D., University of
Chicago, Professor of Religion.
Steve C. Wang, B.S., Cornell University; M.S.,
Ph.D., University of Chicago, Associate
Professor o f Statistics.
Andrew H. Ward, A.B., Harvard University;
Ph.D., Stanford University, Associate Professor
o f Psychology.
Anna E. Ward, B.A., University of California
at Santa Cruz; Visiting Instructor of Gender and
Sexuality Studies.
Martin O. Warner, B.A., University of North
Carolina at Chapel Hill; M.A., Duke University,
Registrar.
Elizabeth Webster, B.A., Swarthmore College;
M.F.A. The Academy for Classical Acting at
the Shakespeare Theatre, Visiting Instructor of
Theater.
Robert E. Weinberg, B.S., Cornell University;
M.A., Indiana University; Ph.D., University of
California, Berkeley, Professor of History.
Philip M. Weinstein, B.A., Princeton
University; M.A., Ph.D., Harvard University,
Alexander Griswold Cummins Professor of
English Literature.
Kevin Welch, B.S., Gettysburg College; Ph.D.,
University of Virginia, Visiting Assistant
Professor o f Chemistry and Biochemistry.
Stephen Welsh, B.A., Swarthmore College;
M.F.A., Temple University, Associate in
Performance (Dance).
Hansjakob Werlen, M.A., University of Notre
Dame; Ph.D., Stanford University, Professor of
German.
Larry E. Westphal, B.A., Occidental College;
Ph.D., Harvard University, J. Archer and Helen
C. Turner Professor of Economics.
Patricia White, B.A., Yale University; Ph.D.,
University of California, Santa Cruz, Professor
of Film and Media Studies.
Tyrene White, B.A., Middle Tennessee State
University; M.A., Ph.D., Ohio State University,
Professor of Political Science.

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

p. 81

13 Faculty and Other Instructional Staff

p. 82

13.3 Divisions, Departments,
and Programs

Physics and Astronomy
Eric Jensen, Chair

13.3.1 Division o f the Humanities
Jean-Vincent Blanchard, Chair

Psychology
Andrew H. Ward, Chair

Art
Sydney Carpenter, Chair

13.3.3 Division o f the Social Sciences
John Caskey, Chair

Asian Studies
Alan Berkowitz, Chair

Economics
Ellen Magenheim, Chair

Classics
William Turpin, Chair

Educational Studies
K. Ann Renninger, Chair

English Literature
Peter J. Schmidt, Chair

Engineering
Lynne Molter, Chair

History
Bruce Dorsey, Chair

History
Bruce A. Dorsey, Chair

Mathematics and Statistics
Stephen B. Maurer, Chair

Linguistics
K. David Harrison, Chair

Modern Languages and Literatures
Sibelan Forrester, Chair

Mathematics and Statistics
Stephen B. Maurer, Chair

Music and Dance
Michael Marissen, Chair
Sharon Friedler, Director of Dance

Philosophy
Peter Baumann, Chair

Philosophy
Peter Baumann, Chair

Political Science
Cynthia Halpem, Chair (Fall 2010)
Rick Valelly, Acting Chair (Spring 2011)

Psychology
Andrew H. Ward, Chair

Psychology
Andrew H. Ward, Chair

Religion
Ellen Ross, Chair

Sociology and Anthropology
Sarah Willie-LeBreton, Chair

Theater
Allen Kuharski, Chair

Interdisciplinary Programs
Carol Nackenoff, Chair

13.3.2 Division o f the Natural Sciences
and Engineering
Don Shimamoto, Chair

Rose Maio, Administrative Coordinator for the
Divisions of Humanities, Social Sciences, and
Natural Sciences and Engineering

Biology
Sara Hiebert Burch, Chair

13.3.4 Interdisciplinary Programs
Carol Nackenoff, Chair

Chemistry and Biochemistry
Kathleen Howard, Chair

Asian Studies
Alan Berkowitz, Chair

Computer Science
Tia Newhall, Chair

Black Studies
Sarah Willie-LeBreton, Coordinator

Engineering
Lynne Molter, Chair

Cognitive Science
Theodore B. Femald, Coordinator

Linguistics
K. David Harrison, Chair

Comparative Literature
Hansjakob Werlen, Coordinator

Mathematics and Statistics
Stephen B. Maurer, Chair

Environmental Studies
Carol Nackenoff, Coordinator

Philosophy
Peter Baumann, Chair

Film and Media Studies
Patricia White, Coordinator

13 Faculty and Other Instructional Staff
Gender and Sexuality Studies
Luciano Martin&z, Coordinator
Interpretation Theory
Tatnsin Lorraine, Coordinator
Islamic Studies
Tariq al-Jamil, Coordinator
Latin American Studies
Diego Armus, Coordinator
Medieval Studies
Craig Williamson, Coordinator
Peace and Conflict Studies
Lee Smithey, Coordinator
Public Policy
Benjamin Berger, Coordinator

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

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

p. 83

14 Administration

p. 84

14.1 Administrative Structure
President
President
Vice President for College and Community
Relations and Executive Assistant to the
President
Special Assistant to the President and
Associate Vice President for Planning
Equal Opportunity Office
Eugene M. Lang Center for Civic and Social
Responsibility
Dean o f Admissions and Financial Aid
Admissions
Financial Aid
Vice Presidentfo r Communications and
Public Relations
News and Information Office
Publications Office
Vice Presidentfo r Development and Alumni
Relations
Advancement Services
Advancement Operations
Alumni and Gift Records
Alumni Relations
Development
Annual Giving
Capital Giving
Corporate, Foundation, and
Government Relations
Donor Relations
Event Planning
Gift Planning
Parents Programs
Research
Vice Presidentfo r Facilities and Services
Bookstore
Dining Services
Facilities Management
Environmental Services
Grounds
Maintenance
Planning and Construction
Lang Performing Arts Center
Occupational and Environmental Safety
Post Office
Public Safety
Scott Arboretum
Summer Programs
Vice Presidentfo r Finance and Treasurer
Controller
Business Office
Office Services
Student Accounts
Institutional Research
Investment Office
Risk Management

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

14 Administration
14.2 Admissions Office
James L. Bock III, B.A., Swarthmore College;
M.Ed., University of Virginia, Dean of
Admissions and Financial Aid.
Yvetta Moat, Administrative Coordinator.
Suzi Nam, B.A., The College of New Jersey;
M.A., University of Chicago, Director of
Admissions.
Lydia Degenais, B.A., Haverford College;
M.S., University of Pennsylvania, Associate
Dean of Admissions.
Christine Costello, B.A., Swarthmore College,
Assistant Dean of Admissions.
Joaquin Hamilton, B.A., Franklin & Marshall,
Assistant Dean of Admissions.
James Sawyer, B.A., York College of
Pennsylvania; M.A., Fairleigh Dickinson
University, Assistant Dean of Admissions.
David Thompson, B.A., Lehigh University,
Assistant Dean of Admissions.
Joanna Weinland, B.A., Kenyon College;
MA., University of Pennsylvania, Assistant
Dean of Admissions.
Daniel Chung, B.A., Swarthmore College,
Admissions Counselor.
Rachel White, B.A., Guilford College,
Admissions Counselor.
Wallace Ann Ayres, B.A., Swarthmore
College; Ed.M., Harvard University,
Admissions Officer.
Margaret T. Kingham, B.A., Mary
Washington College, Admissions Officer.
Carolyn Moir, Operations Coordinator.
Stephanie Berman; Demetria Hamilton;
Stacy Jordan; Mary Morley; Kathy
Schmick; Gail Scotti; Susan Wigo,
Administrative Assistants.
Beverly Atz; Sharon Hartley, A.A., Neumann
College, Receptionists.

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

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

p. 85
Jennifer Barrington, B.A., Gettysburg
College; M.Ed., University of Delaware,
Assistant Director, (job share).
Marissa Deitch, B.S., St. Joseph’s University;
M.S., Villanova University, Assistant Director,
Public Service and Internships.
Lisa Maginnis, Administrative Assistant.

14.5 Center for Social and
Policy Studies
Keith W. Reeves, B.A., Swarthmore College;
Ph.D., University of Michigan, Director.
Cathy Wareham, A.S., Wesley College,
Administrative Assistant.
Gudmund R. Iversen, M.A., University of
Michigan; Ph.D., Harvard University, Professor
Emeritus of Statistics, Former Director and
Resident Statistician.
Kyle Crawford ’12, Ben Francis ’12, Jenna
Zhu ‘12, Student Research Assistants.

14.6 Communications Office
Nancy Nicely, B.A., College of William and
Mary; M.S., University o f Pennsylvania, Vice
President for Communications and Public
Relations.
News and Information
Susan Clarey, B.A., Syracuse University,
Director of Advancement Communications.
Alisa Giardinelli, BA., Pennsylvania State
University; M.A., Temple University, Associate
Director, News and Information.
Stacey Kutish, A.B., Hamilton College,
Communications Associate.
Steven Lin, B.A., University of Maryland, Web
Designer.
John Word, B.A., San Francisco State
University, Multimedia Editor.
Susan Cousins Breen, B.A., Kean University;
M.A., Rosemont College, Assistant Director;
Class Notes Editor of the Swarthmore College
Bulletin.
Carol Brévart-Demm, B.A., University
College, London, Associate Director of
Publications for Editorial; Associate Editor of
the Swarthmore College Bulletin.
Eleftherios Kostans, A.S., Art Institute of
Philadelphia, Photographer.
Jeffrey Lott, B.A., Middlebury College;
M.A.T., Rhode Island School of Design, Senior
Publications Editor; Editor of the Swarthmore
College Bulletin.
Audree Penner, B.A., University of MissouriColumbia, Desktop Design Specialist.

14 Administration
Phillip Stern, B.A., Swarthmore College;
M.F.A., University of Pennsylvania, Associate
Director of Publications for Design.
Janice Merrill-Rossi, Administrative
Assistant.

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

14.8 Counseling and
Psychological Services
David Ramirez, B.A., M.A., Ph.D., University
of Texas, Director.
Paula S. Rosen, B.A., University of Rochester;
M.S.S., Bryn Mawr College; Ph.D., Bryn Mawr
College Graduate School of Social Work and
Social Research, Senior Clinical Social Worker.
Kim D. Grant, B.S., Purdue University; Ph.D.,
University of South Carolina, Clinical
Psychologist.
Joseph C. Hewitt, B.A., University of
Pennsylvania; D.O., University of Medicine and
Dentistry, New Jersey School of Osteopathic
Medicine; Fellow, Child and Adolescent
Psychiatry, Jefferson Medical College,
Consulting Psychiatrist.
Molly S. Appel, B.A., Temple University;
M.S.S., Bryn Mawr College Graduate School of
Social Work and Social Research, Post­
graduate Clinical Fellow.

p. 86
Karen Dias, B.A., M.A., University of British
Columbia, Vancouver, BC, Canada; M.A.,
Widener University Institute for Graduate
Clinical Psychology; Doctoral Candidate,
Widener University Institute for Graduate
Clinical Psychology, Clinical Psychology
Intern.
Margaret Flaget-Greener, B.S., University of
North Dakota; M.A., M.Ed.,Widener University
Institute for Graduate Clinical Psychology;
Doctoral Candidate, Widener University
Institute for Graduate Clinical Psychology,
Clinical Psychology Intern.
Jonathan Kirschner, B.A., New York
University; M.A., Psy.D., Widener University
Institute for Graduate Clinical Psychology;,
Post-doctoral Clinical Fellow.
Dan Livney, B.A., University of Pennsylvania;
M.S., Chestnut Hill College; Doctoral
Candidate, Chestnut Hill College, Psychology
Intern.
Theresa D. McGrath, Administrative
Assistant.

14.9 Dean’s Office
H. Elizabeth Braun, B.A., Mary Washington
College; M.A., Boston University, Dean of
Students.
Darryl M. Smaw, B.S., Delaware State
College; M.Div., Crozer Theological Seminary;
M.Th., Colgate Rochester/Bexley Hall/Crozer;
Ed.M., Harvard University; Ed.D., Harvard
University, Associate Dean for Multicultural
Affairs.
Diane Downer Anderson, B.A., Montclair
State College, M.S., Drexel University, Ph.D.,
University of Pennsylvania, Associate Dean of
Academic Affairs and Associate Professor.
Myrt Westphal, A.B., Occidental College;
Ed.M., Boston University, Associate Dean for
Student Life.
Rafael Zapata, B.A., Iona College, M.A.,
Arizona State University, Assistant Dean of the
College and Director of the Intercultural Center.
Karen M. Henry, B.A., Swarthmore College;
M.S.S., Bryn Mawr College Graduate School of
Social Work; Ph.D., Temple University,
Assistant Dean of the College and Gender
Education Adviser.
Rachel Head, B.S.W., Florida State University; I
Ed.M., University of South Florida, Assistant
Dean for Residential Life.
Angela “Gigi” Simeone, A.B., Wellesley
College; Ed.M., Boston University; Ph.D.,
University o f Pennsylvania, Health Sciences
Adviser and Pre-law Adviser.
Paury Flowers, B.A., Sarah Lawrence College, I
Assistant Coordinator of Student Activities.

14 Administration
Melissa Mandos, B.A., Wesleyan University;
Master of City and Regional Planning, Rutgers
University, Fellowships and Prizes Adviser.
Jennifer Marks-Gold, B.S., Drexel University,
Ed.M, Cabrini College, International Students
and Scholars Adviser.
Tracey Rush, B.S., University of Scranton,
M.S., St. Joseph’s University, Coordinator of
Learning Resources and Student Disability
Services.
Thomas J. Elverson, B.A., Swarthmore
College; M.A., Villanova University,
Counseling Associate.
Patricia A. Coyne, Administrative
Coordinator.
Betsy Durning; Ruthanne Krauss; Jennifer
Lenway, M.S.W. Portland State University;
Devonia “Bonnie” Lytle; Joanna K. Nealon,
A.B., Immaculata College; Diane E. Watson,
Administrative Assistants.

14.10 Development and Alumni
Relations
Stephen D. Bayer, B.A., Tufts University; J.D.,
Emory University School of Law, Vice
President for Development and Alumni
Relations.
Connie Baxter, Administrative Coordinator.
14.10.1 Advancement Services
Drusie Sheldon, B.A., University of Texas at
Austin, Director.
Advancement Operations
Mimi Weiler, Manager, Advancement
Information Systems.
Barbara Mann, B.S., West Chester University,
Manager, Advancement Data and Technology.
Alumni and Gift Records
Ruth Krakower, B.F.A., University of
Hartford, Hartford School of Art, Director.
Jane Pedrick, B.A., Franklin & Marshall
College, Records Information Specialist.
Trish Tancredi, Gift Specialist.
Marianne Kennedy, Gift Recorder.
Stephanie Specht, Alumni Recorder.
Catherine Powell, B.S., Rosemont College,
Alumni Recorder.
Theresa Rodriguez, Administrative Assistant.
14.10.2 Alumni Relations
Lisa Lee, B.A., Swarthmore College; M.Ed.,
Boston University, Director.
Astrid Devaney, Associate Director.
Geoff Semenuk, B.A., University of Delaware,
Associate Director.
Wendy Waltman, B.A., Lock Haven
University, Assistant Director.
Julie DiPietro, Administrative Assistant.

p. 87
14.10.3 Development
Donald R. Cooney, B. A. Gettysburg College,
Director.
Mary C arr, A.B.A., Keystone School of
Business, Administrative Assistant.
Annual Giving
Mary Beth Mills, B.A., Pennsylvania State
University; M.S., Drexel University, Director.
Dennis Archey, A.A., University of Maryland;
B.A., Pennsylvania State University, Assistant
Director.
Kara McDonald, B.S., Ohio University,
Assistant Director.
Fritz W ard, B.A., Eckerd College; M.F.A.,
University of North Carolina at Greensboro,
Marketing Manager.
Deborah J. Mulligan, Administrative
Assistant.
Capital Giving
Kay Fairs, B.A., University of Lancaster,
England, Director.
Anne Bonner, B.A., University of Wyoming;
M.A., University o f Washington, Senior
Associate Director, Capital Giving.
Susan Lathrop, B.A., Wellesley College;
M.Ed., Smith College; B.S., University of
Delaware, Associate Director.
Sandy Byers, Administrative Assistant.
Corporate, Foundation, and Government
Relations
Kenneth Dinitz, B.A., Swarthmore College;
M.A., New School for Social Research,
Director.
Nadine Kolowrat, B.F.A., New York
University Tisch School of the Arts, Associate
Director.
Tania Johnson, B.A., M.A., University of
Pennsylvania, Assistant Director.
Deborah L. Thompson, B.S., Kutztown
University, Administrative Assistant.
Donor Relations
Ellen L. Monsees, B.A. Swarthmore College,
M.S. Drexel University, Director.
Events Planning
Millie Dappollone, A.A.S., Community
College of Philadelphia, Administrative
Assistant.
Gift Planning
Michael Valoris, B.A., Pennsylvania State
University; J.D., Widener University School of
Law, Director.
Patti Bender, B.S., University of Minnesota;
M.A., St. Mary’s University, Associate
Director.
Amanda M. Hrincevich, B.A., Marist College;
J.D., Widener University School of Law,
Planned Giving Administrator.

14 Administration
Parents Programs
Danielle F. Shepherd, B.S., Georgetown
University, Director.
Melissa M. Pizarro, A.B., Lafayette College,
Associate Director.
Carol Stuart, Administrative Assistant.
Research
Florence Ann Roberts, B.A., Gettysburg
College; M.S., University of Pennsylvania,
Director.
Linda McCloskey, B.A., Widener University,
Research Associate/Writer.
Barbara Fleming, B.A., Tufts University,
Research Associate/Writer.
Kay Watson, A.A.S., Pennsylvania State
University, Research Specialist

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

14.12 Equal Opportunity Office
Sharmaine B. LaMar, B.S., St. Joseph’s
University; J.D., University o f Richmond,
Equal Opportunity Officer.

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

14.14 Facilities Management
Claire Ennis, Facilities Management
Coordinator.
Alice Balbierer, Assistant Director o f Facilities
Management, Director of Special Projects.

Patricia Maloney, B.A., Pennsylvania State
University, Facilities Coordinator and Director
of Summer Programs.
Steve Borger, Crew Leader, Support Services
Crew.
Environmental Services
Patti Shields, Director.
Don Bankston, Supervisor.
Brian Vazquez, Supervisor.
Alvin Miser, Supervisor.
Grounds
Jeff Jabco, B.S., Pennsylvania State
University; M.S., North Carolina State
University, Director of Grounds/Coordinator of
Horticulture.
Steve Donnelly, Athletic Fields Supervisor.
Paul Eriksen, B.S., University o f Delaware,
Garden Supervisor.
Chuck Hinkle, B.S., Temple University,
Garden Supervisor.
Bill Costello, A.S., Temple University and
A.S., Pennsylvania State University, I.P.M.
Coordinator/Gardener II.
Sue Stark, B.A., Lafayette College; M.L.A.,
University of Pennsylvania, Volunteer
Coordinator/Gardener II.
Maintenance
Ralph P. Thayer, Director of Maintenance.
Bill Maguire, Manager, Maintenance/Trades.
Carolyn Vance, Workbox Coordinator.
Planning and Construction
Janet M. Seniler, B.S., Pennsylvania State
University; M.S., Drexel University, Director of
Planning and Construction.
Michael Boyd, Senior Project Manager.
Tom Cochrane, Senior Project Manager for
Engineering Systems.
Woodford Frazier, A.S., Montgomery County
Community College, Facilities Information
Manager.

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

14.16 Financial Aid Office
James L. Bock III, B.A., Swarthmore College;
M.Ed., University of Virginia, Dean of
Admissions and Financial Aid.
Laura Talbot, B.A., Wheaton College,
Director of Financial Aid.

14 Administration
Kristin Moore, B.S., St. Francis University;
M.A., Indiana University of Pennsylvania,
Associate Director of Financial Aid.
Judith A. Strauser, B.S., B.A., Gannon
University, Associate Director of Financial Aid.
Erin McConnell, B.A. DePauw University,
Assistant Director of Financial Aid.
Joanne Barracliff, Loan Coordinator.
Catherine Custer, B.S., Lock Haven
University; Gina Fitts, Administrative
Assistants.

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

14.18 Health Services
Beth Kotarski, M.S.N., C.R.N.P.; University
ofPennsylvania, Nurse Practitioner, Director.
Suzie H. Long, M.S.N., C.R.N.P.; University
of Pennsylvania, Nurse Practitioner.
Constance C. Jones, R.N.C.; Diploma,
Hospital of the University of Pennsylvania.
Ethel Kaminski, R.N., B.S.N., Gwynedd
Mercy College; M.S.N., University of
Pennsylvania.
Barbara Krohmer, R.N.; A.S., Delaware
County Community College.
Eileen Stasiunas, R.N., B.S.N., Villanova
University.
Mari Clements, R.D.; B.S., Immaculata
College; M.H.Ed., St. Joseph’s University,
Nutrition Clinical Specialist.
Rima Himelstein, M.D.; B.S., University of
Pennsylvania; Consultant, Adolescent
Medicine.
Nancy Horvitz-Rist, M.D., B.S.N., University
of Delaware; M.D., Temple University School
of Medicine. Consultant, Internal Medicine.
Pei Ann Kong, M.D., M.D. B.S., Temple
University, College of Science and Technology,
Temple University School of Medicine.
Residency Wayne State University. Consultant,
Internal Medicine.
Barry Rinker, M.D.; B.S., Muhlenberg
College, M.S., University of Michigan, M.D.,
Jefferson Medical College, Consultant, Internal
Medicine.
Alan Zweben, M.D.; B.S., State University of
New York at Stony Brook; M.D., New York
Medical College, Consultant, Internal
Medicine.
Mary Jane Palma, Medical
Administrator/Insurance Coordinator.

p. 89

14.19 Human Resources
Melanie Young, B.A., Michigan State
University; M.C., Arizona State University,
Vice President, Human Resources.
Lee Robinson, B.A., Rhode Island College;
M.S., Villanova University, Employee
Relations Manager.
Carolyn Hatt, B.A., University of Delaware;
M.S., Widener University, Employment
Manager.
Theresa Handley, Benefits Administrator.
Janis Leone, Human Resources Coordinator.
Payroll
Karen Phillips, Payroll Director.
Susan Watts, Payroll Coordinator.
Catherine Wilson, Payroll/Human Resources
Assistant.

14.20 Information Technology
Services
Gayle R. Barton, A.B, Bryn Mawr College,
M.Ed. St. Lawrence University, Chief
Information Technology Officer.
Kelly A. Fitzpatrick, IT Coordinator.
Academic Technologies
Michael Bednarz, B.A., Pennsylvania State
University, Media Services Technician.
Eric Behrens, B.A., Swarthmore College,
Associate Chief Information Technology
Officer, Academic Technologies.
Michael Kappeier, B.A., Richard Stockton
College of New Jersey, Web Content
Coordinator.
Leslie Leach, B.S., University of Maine, Web
Developer.
David T. Neal Jr., B.A., Temple University,
Media Services Technician.
Michael Patterson, B.A., Temple University,
Media Services Manager.
Andrew Ruether, B.A., Swarthmore College;
M.Eng., Cornell University, Academic
Technologist.
Doug Willen, B.A., Princeton University;
Ph.D., University o f California, Academic
Technologist.
Administrative Applications Support
Katie Bourne, B.A., Lock Haven University;
M.S., Drexel University, Systems Analyst.
Robin Jacobsen, B.B.S., Temple University,
Systems Analyst.
Frank Milewski, B.S., St. John’s University,
Director, Administrative Information Systems.
Rhoni A. Ryan, B.S., Villanova University,
System Support Analyst.
Edward Siegle, B.A., West Chester University,
Senior Systems Analyst.

14 Administration
Client Services
Kenneth Collins, B.A., Temple University,
Client Services
Coordinator/Telecommunications
Administrator.
Mark CJ Davis Jr., A.S., CLC, B.S., Delaware
Valley College, Software Specialist.
Heather Dumigan, Client Services
Coordinator.
Seth Frisbie-Fulton, B.A., Antioch College,
Client Services Coordinator.
Barbara A. McKinnon, B.A., Eastern
University, HelpDesk Manager.
Aixa I. Pomales, B.A., Temple University,
Director, Client Services.
Michael Rapp, Hardware Support Technician.
Enterprise Services
Angela Andrews, A.A.S., Community College
of Philadelphia; B.S., Chestnut Hill College,
System Administrator.
Wenping Bo, B.A., Tianjin Foreign Languages
Institute; M.S., Lawrence Technological
University; M.S., Clemson University, System
Analyst.
Nicholas Hannon, B.S., Worcester Polytechnic
Institute, M.S., Syracuse University,
Information Security Analyst.
David Robinson, B.B.M., Widener University,
Computer Operator.
Jason Rotunno, B.S., Drexel University, Junior
Systems Administrator
R. Glenn Stauffer, B.B.A., Temple University,
Director, Enterprise Systems.
Donald Tedesco, B.A., Rutgers University,
Data Center Supervisor.
Patrick A. Treptau, B.S. College of
Heidenheim/Germany, Senior Systems
Administrator.
Networking and Telecommunications
Mark J. Dumic, B.A., M.B.A., University of
Rochester, Director, Networking and
Telecommunications.
Robert Velez, B.S., Liberty University,
Network Administrator.

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

p. 90

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

14.23 Lang Center for Civic and
Social Responsibility
Joy Charlton, B.A., University of Virginia;
M.A., Ph.D., Northwestern University,
Executive Director.
Cynthia Jetter, B.A., Swarthmore College,
Director for Community Partnerships and
Planning.
Debra Kardon-Brown, B.S., Pennsylvania
State University, Assistant Director for Student
Programs.
Jennifer Magee, B.A., M.A., Washington
College; Ph.D. Institute for Conflict Analysis
and Resolution, George Mason University,
Associate Director for Student Programs.
Delores Robinson, Administrative Assistant.

14.24 Lang Performing Arts
Center
James P. Murphy, B.F.A., State University of
New York at Albany, Managing Director.
Brady Gonsalves, Stage Manager, Actors’
Equity Association Member, Production
Supervisor.
David Todaro, B.A., DeSales University,
Production Assistant.
Jean R. Tierno, B.A., Widener University;
J.D., Widener University School of Law,
Administrative Assistant.

14.25 Libraries
14.25.1 College Library
Peggy Ann Seiden, B.A., Colby College; M.A.,
University of Toronto; M.L.I.S., Rutgers
University, College Librarian.
Annette Newman, B.A., Evergreen State
College, Assistant to the College Librarian.
Digital Initiatives
Kate Carter, B.F.A., New York University;
M.L.S., University of Pittsburgh, Digital
Initiatives Librarian.
Spencer Lamm, B.A., University of
Washington; M.L.I.S., University of
Washington, Digital Initiatives Librarian.

14 Administration
Reference and Bibliographic Instruction
Anne Garrison, B.A., Drew University; M.A.,
University of Washington; M.L.S., University
of Washington, Humanities Librarian.
Pam Harris, B.A., Mary Washington College;
M.L.S., Drexel University, Outreach,
Instruction, and Reference Services Librarian.
Melanie Maksin, B.A., Swarthmore College;
M.L.S. University of Pittsburgh, Social
Sciences Librarian.
Edward H. Fuller, B.A., Widener College;
M.L.S., Drexel University, Reference Librarian.
Technical Services
Barbara J. Weir, B.S., Pennsylvania State
University; M.L.S., Drexel University,
Associate College Librarian for Technical
Services & Digital Initiatives.
Amy McColl, B.A., University of Delaware;
M.L.S., Drexel University, Assistant Director
for Collections & TriCollege Consortium
Licensing Librarian.
Susan Dreher, B.A., Wesleyan University;
M.L.I.S., Drexel University, Digital Resources
i Digitization Coordinator.
So-Young Jones, B.A., Euha Women’s
University, Korea; M.L.S., Simmons College,
Technical Services Specialist.
Melinda Kleppinger, B.S., Lebanon Valley
College, Government Documents Specialist.
Mary Marissen, B.A., Calvin College; M.M^,
Catholic University of America, Technical
Services Specialist.
Danie Martin, B.A., B.S., Ohio State
University; M.L.S., Kent State University,
Technical Services Specialist.
Kerry McElrone, B.A., Saint Joseph’s
University, Interlibrary Loan Specialist.
Louise Petrilla, A.A., Delaware County
Community College, Technical Services
Specialist.
Sandra M. Vermeychuk, B.A., Swarthmore
College; M.S. in Ed., University of
. Pennsylvania, Interlibrary Loan Specialist.
Anna Headley, B.A., Swarthmore College,
Technical Services Specialist.
Access and Lending Services
Alison J. Masterpasqua, B.S., Millersville
State College, Access and Lending Services
Supervisor.
Linda Hunt, B.A., West Chester University,
Access and Lending Services Specialist.
Chris Gebert, B.A., University of Delaware,
Access and Lending Services Specialist.
¡Mary Ann Wood, B.S., Pennsylvania State
¡University; M.Ed., Temple University, Evening
Access and Lending Services Supervisor.
\TricollegeLibrary Consortium
Ken Watts, Book Van Driver.

____________________________________p. 91
14.25.2 Cornell Science and Engineering
Library
Meg E. Spencer, B.A., University of
Richmond; M.S., Drexel University, Head of
Cornell Library of Science and Engineering and
Science Librarian.
Teresa E. Heinrichs, B.A., Waynesburg
College, Cornell Access and Lending Services
Supervisor.
Margaret J. Brink, B.A., University of Iowa,
Serials and Access Specialist.
14.25.3 Underhill Music and Dance
Library
Donna Fournier, B.A., Connecticut College;
M.L.S., Southern Connecticut State University;
M.A., West Chester University, Music & Dance
Librarian.
14.25.4 Friends Historical Library
Christopher Densmore, B.A., Oberlin
College; M.A., University o f Wisconsin,
Curator.
Patricia Chapin O’Donnell, B.A., M.A.,
University o f Pennsylvania; M.A., University of
Delaware, Archivist.
Barbara E. Addison, B.S., University of
Wisconsin-Milwaukee; M.S.L., University of
Wisconsin-Madison, Technical Services
Coordinator.
Susanna K. Morikawa, B.A., Dickinson
College; M.F.A., Ph.D., Syracuse University,
Archival Specialist.
Charlotte A. Blandford, Administrative
Assistant.
Honorary Curators o f the Friends Historical
Library
Margaret Hope Bacon, Esther Leeds
Cooperman, Mary R. Dunlap (emerita),
Philip L. Gilbert, Valerie Gladfelter, James
E. Hazard, Howard T. Hallowell III
(emeritus), Adalyn Purdy Jones, Elizabeth H.
Moger (emerita), Robert C. Turner, Nancy V.
Webster, Signe Wilkinson, and Harrison M.
Wright.
14.25.5 Swarthmore College Peace
Collection
Wendy E. Chmieiewski, 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 of
Wisconsin-Madison, Librarian.
Mary Beth Sigado, B.M., Temple University,
M.S.W., Widener University, Technical
Services Specialist.
Anne Yoder, B.A., Eastern Mennonite College;
M.L.S., Kent State University, Archivist.

14 Administration
Advisory Council o f the Swarthmore College
Peace Collection
Harriet Hyman Alonso, Irwin Abrams
(emeritus), Kevin Clements, Hilary Conroy
(emeritus), John Dear, Donald B. Lippincott,
Hannah and Felix Wasserman.

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

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

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

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

14.30 Provost’s Office
Constance Cain Hungerford, B.A., Wellesley
College; M.A., Ph.D., University of CalifomiaBerkeley, Provost and Mari S. Michener
Professor of Art History.

p. 92
Lisa Smulyan, B.A. Swarthmore College;
M.A.T., Brown University; Ed.D., Harvard
Graduate School of Education, Associate
Provost and Professor of Educational Studies.
Marcia C. Brown, B.A., Villanova University;
M.Ed., University of Pennsylvania, Executive
Assistant to the Provost.
Cathy Pescatore, Administrative Coordinator.
Joanne Kimpel, Administrative Coordinator.

14.31 Public Safety
Owen Redgrave, B.S., West Chester
University; A.A.S., Delaware County
Community College, Director of Public Safety.
Herbert Barron, Lieutenant, B.A., Cheyney
State College.
Brian Harris, Dominick Martino, Patrol
Sergeants.
John Dukes, B.S., St. Joseph University; Joe
Forgacic, Patrol Corporals.
Jim Ellis; Bob Stephano; Kathy Agostinelli,
A.A.S., Delaware County Community College;
Tony Green; Tom Gallo; and Rob Warren,
Public Safety Officers.
George Darbes, Elbe Jamison, Terry
McGonigle, Communications Center.
Terri Narkin, Administrative Assistant.

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

14.33 The Scott Arboretum
Claire Sawyers, B.S., M.S., Purdue University;
M.S., University o f Delaware, Director.
Julie Jenney, B.A., University of Oregon,
Educational Programs Coordinator.
Andrew Bunting, A.A.S., Joliet Junior
College; B.S., Southern Illinois University,
Curator.
Jody Downer, A.A.S., Drexel University,
Administrative Assistant.
Jeff Jabco, B.S., Pennsylvania State
University; M.S., North Carolina State
University, Horticultural Coordinator.
Rhoda Maurer, B.A., University of
Washington, Collections Documentation and
Project Manager.

14 Administration
Rebecca Robert, B.S., M.S., Pennsylvania
State University, Member and Visitor Programs
Coordinator.
Jacqui West, Administrative Coordinator.

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

p. 93
Environmental Studies: Anita Pace,
Administrative Assistant.
Film and Media Studies: Carolyn Anderson,
Administrative Coordinator; Joanne Howard,
B.A., Rutgers University.
Gender and Sexuality Studies: Anna Everetts,
Administrative Assistant.
German Studies: Eleonore Baginski, B.S., St.
Joseph’s University, Administrative
Coordinator; Cassy Burnett, Administrative
Assistant.
History: Jennifer Moore, B.A., University of
Pennsylvania; M.S.Ed., University of
Pennsylvania, Administrative Assistant.
Interpretation Theory: Anna Everetts,
Administrative Assistant.
Islamic Studies: Anita Pace, Administrative
Assistant.
Latin American Studies: Anna Everetts,
Administrative Assistant.
Linguistics: Aaron J. Dinkin, A.B. Harvard
University, Phonetics Lab Coordinator;
Dorothy Kunzig, Administrative Assistant.
Mathematics and Statistics: Stephanie J.
Specht, Administrative Assistant; Kaitlyn E.
O’Neil, B.A., Merrimack College; M.A.
University at Buffalo, The State University of
New York, Academic Support Coordinator.
Modern Languages and Literatures:
Eleonore Baginski, B.S., St. Joseph’s
University, Administrative Coordinator; Cassy
Burnett, Administrative Assistant; Michael
Jones, B.A., State University of New York at
Buffalo, Language Resource Center Director.
Music and Dance: Bernadette Dunning,
Administrative Coordinator; Susan Grossi,
Administrative Assistant; Geoffrey Peterson,
Concert Manager, B.M., Cleveland Institute of
Music; Hans Boman, B.M., Philadelphia
College of Performing Arts, Dance Program
Accompanist.
Peace and Conflict Studies: Anna Everetts,
Administrative Assistant.
Philosophy: Donna Mucha, Administrative
Assistant.
Physical Education and Athletics: Christyn P.
Abaray, B.A., Washington University; M.A.,
University of North Carolina at Chapel Hill,
Associate Director of Athletics; Marian Fahy,
Sharon J. Green, Administrative Assistants;
Ray Scott, Larry Yannelli, Equipment/Facilities
Managers; Marie Mancini, A.T.C., B.S., West
Chester University; Jessica Lydon, M.S.,
A.T.C., West Chester University; Allison
Hudak, A.T.C., West Chester University.

14 Administration
Physics and Astronomy: Carolyn Warfel,
A.S., Widener University, Administrative
Assistant; James Haldeman,
Instrumentation/Computer Technician; Steven
Palmer, Machine Shop Supervisor; Timothy
Gray, B.A., Swarthmore College; Ph.D.,
Princeton University, Postdoctoral Research
Scientist.
Political Science: Gina Ingiosi; Deborah
Sloman, Administrative Assistants.
Psychology: Kathryn Timmons, Administrative
Coordinator; Julia L. Welbon, B.A., William
Smith College, Academic Coordinator.
Public Policy: Catherine Wareham, A.S.,
Wesley College, Administrative Assistant.
Religion: Anita Pace, Administrative Assistant.
Sociology and Anthropology: Rose Maio,
Administrative Coordinator.
Theater: Thomas Snyder, B.S., Pennsylvania
State University, Production Manager and
Technical Director; Jean Tiemo, B.A., Widener
University, J.D., Widener University School of
Law, Administrative Assistant; Tara Nova
Webb, B.A., Swarthmore College, M.A., New
York University, Arts Administration Intern
and Costume Shop Supervisor.

p. 94

15 Visiting Examiners 2010
Art
Anda Dubinskis, Drexel University
Ying Li, Haverford College
Sumi Maeshima, University o f Pennsylvania
Janice Merendino, Rosemont College
Art History
Julie Nelson Davis, University o f Pennsylvania
Christine Poggi, University o f Pennsylvania
Biology
Nancy Berner, University o f the South
Greg Davis, Bryn Mawr College
Amy Griffin, University o f Delaware
\Mark Haussmann, Bucknell University
MarkLubkowitz, St. M ichael’s College
Anna Mitchell, Case Western University
Spencer Nyholm, University o f Connecticut
Theodore Schurr, University o f Pennsylvania
Clint Springer, St. Joseph‘s University
Douglas Taylor, University o f Virginia
John Tudor, St. Joseph’s University
John Vandenbrooks, Arizona State University
Janice Voltzow, University o f Scranton
Chemistry and Biochemistry
Scott Garman, University o f M assachusettsAmherst
Scott Snyder, Columbia University
Michael Wedlock, Gettysburg College
Classics—Greek
Carolyn Dewald, Bard College
Classics—Latin
Peter White, University o f Chicago
Gareth Williams, Columbia University
Comparative Literature
Andrea Goulet, University o f Pennsylvania
Jeffrey Peters, University o f Kentucky
Economics
Jeffrey Carpenter, Middlebury College
Indradeep Ghosh, Haverford College
Jeffrey Hammer, Princeton University
Geoffrey Jehle, Vassar College
Saleha Jilani, Haverford College
Mina Kim, Independent Scholar
Melissa Mclnemey, The College o f William &
Mary
¡Elizabeth Ty Wilde, Columbia University
Educational Studies
pfflily Hannum, University o f Pennsylvania
poo Hong, Wellesley College
prin McNamara Horvat, Temple University
|Sara McClelland, University o f Michigan
pone Pomerantz, University o f Pennsylvania
Peter Smagorinsky, University o f Georgia
Elliot Weinbaum, University o f Pennsylvania
Engineering

Maurice Aburdene, Bucknell University

p. 95

English Literature
Jed Esty, University o f Pennsylvania
Elaine Freedgood, New York University
Priya Joshi, Temple University
Matthew Kozusko, Ursinus College
Edward Larkin, University o f Delaware
Brian McHale, The Ohio State University
Lauren Shohet, Villanova University
Leslie Wheeler, Washington & Lee University
Ivy Wilson, Northwestern University
Environmental Studies
Giovarina DiChiro, Five College Women's
Studies Research Center
Film & Media Studies
Timothy Corrigan, University o f Pennsylvania
Ken Hillis, University o f North CarolinaChapel H ill
History
Adam Kosto, Columbia University
Thomas Lekan, National Humanities Center
Maritza Maymi-Hemandez, University o f
Puerto Rico-Rio Piedras
Monica Patterson, Concordia University
Ethan Pollock, Brown University
Matthew Sommer, Stanford University
Timothy Stewart-Winter, Rutgers University /
Yale University
Kristen Stromberg Childers, University o f
Pennsylvania
Peter Winn, Tufts University
David Witwer, Pennsylvania State UniversityHarrisburg
Linguistics
Greg Anderson, Living Tongues Institute
Joe Errington, Yale University
Julie Ann Legate, University o f Pennsylvania
Miki Makihara, Queens College-City
University o f New York
Maud Mclnemey, Haverford College
Eric Raimy, University o f Wisconsin-Madison
Mathematics & Statistics
Michael Artin, Massachusetts Institute o f
Technology
Lynne Butler, Haverford College
Mark Hovey, Wesleyan University
Benjamin Kennedy, Gettysburg College
Weiwen Miao, Haverford College
Modern Language—Chinese
Jin Feng, Grinnell College
Julius Tsai, Temple University
Sujane Wu, Smith College
Modern Language—French
Koffi Anyinefa, Haverford College
Frieda Ekotto, University o f Michigan
Roxanne Lalande, Lafayette College
Brian Martin, Williams College

15 Visiting Examiners 2010
Modern Language—German
Mareike Herrmann, The College o f Wooster
Modern Language—Japanese
Noriko Horiguchi, University o f Pennsylvania
Ken’ichi Miura, Franklin and Marshall College
Mark Silver, Middlebury College
David Stahl, State University o f New YorkBinghamton
Modern Language—Russian
Olga Hasty, Princeton University
George Pahomov, Bryn Mawr CollegeEmeritus
Modern Language—Spanish
Christopher Maurer, Boston University
Music
Michael Klein, Temple University
Peace and Conflict Studies
Barbara Wien, American University-School o f
International Service
Philosophy
Janice Dowell, University o f Nebraska—Lincoln
Kristin Gjesdal, Temple University
David Sobel, University ofNebraska-Lincoln
Bharath Vallabha, Bryn Mawr College
Steven Wall, University o f Connecticut
Scott Weinstein, University o f Pennsylvania
Joel Yurdin, Haverford College
Physics and Astronomy
Paul Heiney, University o f Pennsylvania
Seth Major, Hamilton College
Elizabeth McCormack, Bryn Mawr College
Darrell Schroeter, Reed College
Ulysses Sofia, American University
Political Science
Marc Blecher, Oberlin College
Marcus Kreuzer, Villanova University
Joel Krieger, Wellesley College
Nicole Mellow, Williams College
Tamara Metz, Reed College
James Murphy, Dartmouth College
Julie Novkov, University o f Albany
Jayanti Owens, Princeton University
Arthur Schmidt, Temple University
Jessica Stanton, University of Pennsylvania
Dana Villa, University o f Notre Dame
Psychology
John Abela, Rutgers University
Dov Cohen, University o f Illinois-UrbanaChampaign
Adam Grant, University o f PennsylvaniaWharton School
Kathy Hirsh-Pasek, Temple University
Anna Papafragou, University o f Delaware
John Philbeck, George Washington University
Kenneth Short, New Jersey Medical School /
VA Medical Center

p. 96

Religion
Sarah Azaransky, University o f San Diego
Lori Lefkovitz, Reconstructionist Rabbinical
College
Terry Rey, Temple University
Joseph Thometz, New York University
Sociology and Anthropology
Betty Anderson, Boston University
Liam Buckley, James Madison University
J. Andrew Darling, Gila River Indian
Community
Mark Ellis, William Paterson University
Jennifer Germann-Molz, College o f the Holy
Cross
Robert Giegengack, University o f Pennsylvania
Jeffrey Himpele, Princeton University
Deborah Pellow, Syracuse University
Emilio Spadola, Colgate University
Theater
Walter Bildefback, The Wilma Theater
Henrik Borgstrom, Niagara University
Mark Lord, Bryn Mawr College
Kym Moore, Brown University
Thomas Sellar, Yale University
Karen Shimakawa, New York University-Tisch
School o f the Arts

16 Degrees Conferred

p. 97

May 30,2010

16.1 Bachelor of Arts
James Walter Abbott, Sociology and
Anthropology
Madeleine Rose Abromowitz, Special Major in
Robotics
Kathryn Marie Ackerman-Alexeeff, History
and Political Science
Margot Marie Adams, Psychology
Lauren Bernice Adderley, Special Major in
Black Studies and Literature
Rachel Michelle Adler, Psychology and Special
Major in Cognitive Science
Michael Jayho Ahn, A rt and Biology
Katherine Marie Aizpuru, Political Science
Jennifer Wolbrette Akchin, Special Major in
Educational Studies and Sociology and
Anthropology
Elizabeth Anne Albert-Bruninga, Biology
Gregory Scott Albright, Special Major in Film
and Media Studies
Matthew Charles Allen, History and Economics
Roy Henry Allen, Economics
Toby Altman, English Literature
Roshe Lynn Anderson, English Literature
Stephanie Abenaa Sarpong Appiah, Spanish
and Political Science
Sarah Bradlee Apt, Special Major in
Educational Studies and Spanish Literature
Wiley Hall Archibald, Biology
David Colburn Armstrongs Economics and
Political Science
Clara Eugenia Vidal Badimon, Special Major in
Educational Studies and History and French
Jacob Paul Ban, Special Major in Educational
Studies and Sociology and Anthropology
Kearney Louise Bangs, Asian Studies
Jessica Barajas, Special Major in Educational
Studies and Political Science
Mollie Elyse Barnard, Biology
Jake Arnold Baskin, Computer Science
Katherine Marie Becker, Psychology
Rachel Elizabeth Bell, Economics
Cory Donovan Benjamin, Biology
Kevin Crosby Bentley Jr., Political Science
Michael Robert Bemasek, Economics
Julia Bellows Berthet, Biology
Apolline Marie-Florence Berty, English
Literature
Keren Stephanie Bezner, Sociology and
Anthropology
James Tarek Bimey, Music
Keith Thomas Blaha, Economics and
Mathematics
Annika Mae Bockius-Suwyn, History
Johanna Maeve Bond, English Literature and
Psychology
John Stuar Boucard, Biology
Tyler Sidney Bradshaw, Economics and
Philosophy
Aaron Paul Brecher, History

David Mason Burgy, Political Science
Esther Miriam Liebow Burson, Psychology and
Special Major in Classical Languages and
Literature
Elizabeth Calvert-Kilbane, Special Major in
Educational Studies and History and Spanish
Ziqiao Cao, Religion
Selmaan Noah Chettih, Special Major in
Cognitive Science
Shaila Chhibba, Biology
Eric Chiang, Political Science and Biology
Nancy Yuen-fang Chu, Chinese and English
Literature
Daniel Wu Chung, English Literature and
Political Science
Alfredo Chuquihuara, Economics and Political
Science
Arthur Chyan, Asian Studies
Monica Rose Cody, Sociology and
Anthropology and Economics
Anne Harriet Lavine Coleman, Theater
Randall John Coll, Special Major in Film and
Media Studies
Rebecca Agnes Commito, French
Otis Nils Comorau, Political Science
Lynn Rebecca Conell-Price, Economics
Travis William Contreras, Philosophy
Annyika Corbett, Economics
Sunny Hazel Cowell, Sociology and
Anthropology
Elizabeth Davis Crow, Sociology and
Anthropology
Melissa Maria Cruz, Psychology and Religion
Ekin Dogus Cubuk, Physics
Myles Louis Dakan, Linguistics
Sara Jane Daley, Art History
Daniel Ayman Damen, Psychology
Neda Daneshvar, Psychology
Edward Ferreira Da Silva, Economics
Ashley Elizabeth Davies, Economics
Brigette Aliece Davis, Biology
Chelsea Marie Davis, English Literature
Marsha-Gail Kimberly Davis, Biology
Nathalie Thida Degaiffier, Biology
Daniel Manfred del Nido, Religion and
Philosophy
Margaret Gale DeLorme, Political Science
Lauren Patrice DeLuca, English Literature
Dermot Benedict Delude-Dix, Philosophy
Tamara Erin De Moor, Special Major in
Japanese
Jessica Leah Deutsch, Economics
Edward Harold Dewey, Mathematics
Elizabeth Ward Dickey, English Literature
Lacey Deigh Dickinson, Special Major in Black
Studies
Justin Gabriel diFeliciantonio, English
Literature
Austin Ross Dike, Economics

16 Degrees Conferred
Ellen Ann Donnelly, Political Science
Eileen Devlynn Earl, Psychology and
Economics
Meena Nalini Elanchenny, Biology and
Religion
Sami Alexander El-Dalati, History
Leigh Michelle Elko, Special Major in
Educational Studies and Psychology
Hannah Bitterbaum Epstein, Music
Eli Samuel Epstein-Deutsch, Special Major in
Modernism
Christine Qubain Ernst, Biology and Special
Major in Middle Eastern Studies
Nathaniel Avery Kidder Erskine, Chemistry
Alice Beall Evans, Comparative Literature
Jaymes Vincent Fairfax-Columbo, Psychology
and Political Science
Mariel Beth Feigen, Psychology
Emma Cassandra Moskow Ferguson, Theater
Meredith Anne Firetog, History
Erin Gillespie Floyd, Spanish
Simone Alanna Fried, Special Major in
Educational Studies and English Literature
Kevin Mark Friedenberg, History and English
Literature
Samantha Audrey Farthing Friedman,
Psychology and Theater
Daniel Friel, Linguistics and Mathematics
Bruno Salvatore Frustace, Psychology
Claire Lynn Galpem, Special Major in
American Studies
Diego Garcia Montufar Garcia, Philosophy
Arlyss Logan Gease, Philosophy and
Mathematics
Bevan Samuel Gerber-SifF, Physics
David Kenneth Getachew-Smith Jr., English
Literature
Charmaine Patrice Giles, Special Major in
Educational Studies and Sociology and
Anthropology
James Claude Gill, Political Science
Nia Alexandra Gipson, Biology
Eric Michael Keat Glickman, Asian Studies
Benjamin Harmar Good, Physics and
Mathematics
McFeely Samuel Goodman, Theater
Ramya Gopal, Economics and English
Literature
Anna Miriam Grant, Political Science
Seth Ariel Green, Political Science
Mattie Anne Gregor, Psychology
Allison Michelle Grein, Philosophy and
Political Science
Gina Lami Grubb, Special Major in
Educational Studies and Psychology
Ana Raquel Grullon Valdez, Special Major in
Educational Studies and Sociology and
Anthropology
Karen Guan, Psychology
Oscar Guzman Jr., Spanish
Sophie Seligman Hagen, Special Major in
Gender and Sexuality Studies
Emily Rebecca Hager, Physics

p. 98

1

Jamie Nicole Hansen-Lewis, Economics
Gary Robert Herzberg, Economics
Elizabeth Ann Hippie, Political Science
Alexander Jia Ho, Special Major in Film and
Media Studies
Dennis Matthew Hogan, Comparative
Literature
Eric Stefan Holzhauer, Latin and Theater
Andrew Earle Hoot, Economics
Helen Yang Hougen, Biology
Quang Chi Huynh, Biology
Andrew Hwang, Biology
Nabta Omer Idries, Religion
Alexander Imas, Political Science
Anjali Amelia Jaiman, Special Major in
Educational Studies and Sociology and
Anthropology
Louis Jargow, Theater
Megan Christina Jeffreys, Psychology
Xiaoyi Jiang, Economics
Jimmy Jin, Economics
Nishant Jacob Johnson, Psychology
Monica Lorene Joshi, Biology
Jeffrey C Kahn Jr., English Literature
Grace Kaissal, Sociology and Anthropology
Liana Katz, Latin and History
John Raymond Keefe, Psychology
Maria Danielle Kelly, Mathematics and
Computer Science
Shaun. Michael Kelly, Political Science
Taleah LaShay Kennedy, Spanish and
Economics
Andrew Ross Kerpelman, History
Rayan Adnan Khan, English Literature
Urooj Khan, Political Science
Ruhullah Khapalwak, Special Major in Middle
Eastern Studies
Maria Khim, French
David Eugene Kim, Mathematics
Eric Kim, Biology
Joan Kim, Political Science
Rosa Danielle Kim, English Literature
Christopher Michael Klaniecki, Theater and
Chinese
Markus Vinzenz Kliegl, Mathematics
Daniel Lewis Klothe, Computer Science
Clare Marie Somsel Kobasa, Art History and
History
Aikaterini Kontogouri, Economics
Macy Alessandra Kozar, Biology
Kimberly Jane Kramer, Biology
Anagha Krishnan, Political Science
Frances Julia Kvietok Duenas, Special Major in
Educational Studies and Sociology and
Anthropology
Kaitlin Kyi, Biology
Parth Rajendra Lakhani, Biology
Noah Joseph Lang, Special Major in Film and
Media Studies
Dylan Michael Langley, Psychology
Yannick Jacques Lanner-Cusin, Economics am
French
Nicholas Devon LaRacuente, Physics

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16 Degrees Conferred
Danny Lascano, Biology
Madeleine Claire Laupheimer, Chemistry
Jeffrey Marc Lazarus, Economics and History
Rachel Miki Lee, Computer Science
Stuart Leon, Political Science
Mark Christopher Lewis, Special Major in
Educational Studies and Linguistics
Tiffany Liao, English Literature
Janis LIbeks, Computer Science
Robin David Lipp, Economics and Political
Science
Kevin Martin Litchfield, Philosophy
Arielle Iman Littles, English Literature
Lizbeeth Lopez, Biology
Rodrigo Luger, Special Major in Astrophysics
| Christel Marie Lugo, English Literature and
Spanish
IMay Maani, Special Major in Educational
Studies and Sociology and Anthropology
IRobert Allen Manduca, Economics
Benjamin Louis Mazer, Biology and Linguistics
Lauren Ashley McBride, Economics and
Special Major in Film and Media Studies
¡Chase Tyler McCall, Economics and History
Jenna Kathryn McCreery, Linguistics
Eleanor Shriver McSherry, Art
Alvin Mathew Melathe, Political Science
Nadja Natasha Mencin, Art History
Lauren Amber Mendoza, English Literature
Anne Kathryn Miller, Psychology
Ashley Anne Miniet, Dance and Biology
[Ye Mo, Special Major in Biochemistry
¡Niccolo Aeed Moretti, Theater and Religion
Abbe Reed Muller, Psychology
Aurora Zuzeth Munoz, Sociology and
Anthropology
[Gavin Patrick Musynske, Economics
Robin Elizabeth Myers, English Literature
¡Cathy Kim-King Ng, Biology
¡Sarah Catherine Noble, Sociology and
Anthropology
[Chloe Margret Noonan, Special Major in
Educational Studies and English Literature
[Caitlin Moran O’Neil, Economics
¡Casey Ann Osborn, Sociology and
Anthropology and English Literature
Maithili Atul Parikh, Mathematics and
Economics
Lois Aareum Park, Biology
pregory Brandon Patrick Jr., Biology
pregoiy James Patton Jr., Political Science
¡Romane De Paul, Special Major in Educational
| Studies and Political Science
Rosario Matjorie Paz, Special Major in
I Educational Studies and Political Science
Michele Frances Perch, Economics
Anthony John Phalen, Political Science
Boa Hoang Pham, Psychology
pfara Carrol Phelan, Biology
aroline Elizabeth Pietsch, Special Major in
Cognitive Science and Psychology'
oss Andrew Pustell, Special Major in Film
and Media Studies

p. 99
Gabriel Eduardo Ramirez, Sociology and
Anthropology
Lorenzo Antonio Ramirez, Biology
Luke Marvin Rampersad, Psychology
Leah Britt Rethy, Philosophy
Phillip Gregory Rhinehart, Philosophy
Taylor Grace Rhodes, Political Science
David Dominick Riccardi, Biology
Kathryn Rosa Riley, Chemistry
Sergio Alberto Rivas, Chinese
Isabel Rivera, History
James David Robinson, Biology
Christopher Ward Roney, Philosophy
Erin Michele Ronhovde, Special Major in
Educational Studies and Psychology
Marissa Louise Roque, Asian Studies
Rebecca Jo Ryan, Special Major in Gender and
Sexuality Studies
Angelica Faith Saada, Religion and Biology
Caroline Alima Sacko, Special Major in
Educational Studies and Political Science
Sofia Saiyed, Economics and Sociology and
Anthropology
Gina Valeria Salcedo Mendoza, Economics
Lisa Cuevas Sambat, Special Major in
Educational Studies and Religion
Christopher William Sawyer, Political Science
James Craig Saxon, Political Science and
Physics
Erin Elizabeth Scanlon, Biology
Colin Philip Schimmelfing, Computer Science
and Special Major in Astrophysics
Markus Josiah Schlotterbeck, Political Science
and Special Major in Arabic Studies
Samuel Stem Schoenholz, Physics and
Mathematics
Kelly Michael Schoolmeester, Political Science
Lisa Rae Schumacher, Chemistry
Mai Schwartz, Sociology and Anthropology
Christopher Jonathan Seitz-Brown, Psychology
and Linguistics
Claudia McDonald Seixas, Art
Boryana Rosenova Sezanova, Economics and
Art
Scott Charles Shearouse, Mathematics and
Latin
Claire Victoria Shelden, Linguistics
Kristen Elizabeth Shonbom, History
Zachary Saul Sinemus, Philosophy and
Astronomy
Nicole Valerie Singer, Art
Joshua Kyle Skolfield, Mathematics
Philip Vasilievich Skorokhodov, History
Jeffrey Nelson Sloan, Biology
Erik Christopher Smith, Special Major in
Chemical Physics
Kaitlin Noel Smith, Sociology and
Anthropology
Roseanna Catherine Sommers, Psychology
Humzah Khan Soofi, Political Science
Julia Miller Soper, Russian
Jennifer Elizabeth Spindel, Biology
Michael Elliot Stem, Economics

16 Degrees Conferred
Anson Forest Stewart, Special Major in Urban
Studies
Arthur Maurice Stewart, Economics
Anthony William Michael Stigliani, Psychology
Cyrus Huang Stoller, Computer Science and
Mathematics
Christine Mary Stott, French
Helen Louise Stott, Linguistics
Jean Welles Strout, Special Major in Gender
and Sexuality Studies
Marcella Claire Sumaydeng-Bryan, Art History
Libin Sun, Computer Science and Mathematics
Joel Howard Swanson, Religion
Jackson Brooks Swearer, History
Kei Wen Bettina Tam, Art
Robbie Whiting Tame-Brooks, Political
Science
Samantha Eleanor Tanzer, Economics
Frances Olivia Taschuk, Biology
Marina Sara Tempelsman, Comparative
Literature
Jenna Keiko Teruya, Special Major in
Educational Studies and English Literature
Ama Yowisi Tettey-Fio, English Literature
Travis Nathaniel Thieman, Economics
Julian Scott Thomas, Political Science
Malcolm William Thomas, English Literature
Jessica Leigh Thomaston, Chemistry
Matthew Charles Thurm, Comparative
Literature
Sarah Walker Ting, Sociology and
Anthropology
Derek Thomas Tingle, Computer Science
Joel Marquis Tolliver, Computer Science
Jonathan Henry Tompkins, Economics
Keshia Charlene Toussaint, Biology
Shumpei Tse (Sha), Economics and Political
Science
Anne Christine Tucci, Psychology
Isaac Kazuo Uyehara, Biology
Andrew David VanBuren, Religion
Ariane May Vartanian, Special Major in
Biochemistry and Special Major in Film and
Media Studies
Valerie Elizabeth Vassor, Political Science
Julissa Ventura, Special Major in Educational
Studies and Political Science
Daniel Patrick Walker, Art
Ryan Charles Walker, Computer Science
Rachel Gabrielle Shere Wallwork, Psychology
Laura Cragin Wang, Chemistry and Asian
Studies
Yingjia Wang, Economics
Amber Michelle Wantman, Spanish
Lucy Warrington, History
Zachary Arthur Waterfire, Psychology
Jeffrey Broadman Weaver, Economics and
Mathematics
David John Maxwell Weeks, Asian Studies and
Political Science
Natasha Elise Weiser, Biology
Elizabeth Nicholas Wesson, Mathematics and
Physics

p. 100
Margaret Blum Weston, Political Science
Whitney Marie White, Asian Studies
Reid Verne Wilkening, Biology and History
Nicholas Hamilton Willett-Jeffries, History
Dianna Joy Williams, Economics
Maxwell Zane Wilson, Biology and Sociology
and Anthropology
Suzanne Elizabeth Winter, Biology and
Comparative Literature
Julia Sarah Wittes, Biology
Heidi Wong, Special Major in Cognitive
Science
Lena Ting Yi Wong, Special Major in Film and
Media Studies
Brendan Alejandro Work, Comparative
Literature
Julia Lynn Wrobel, Chemistry
Angela Wu, Mathematics
Mikalena Tamara Wymer, Psychology
Alice Xiang, Comparative Literature
Melinda Anna Yang, Biology and Sociology
and Anthropology
Ae Jin Yoon, Sociology and Anthropology
Carson Everhart Young, Philosophy and
Economics
Joslyn Sarles Young, Special Major in
Educational Studies and Sociology and
Anthropology
Anna Zalokostas, English Literature
Xiaoxia Zhuang, English Literature
Yimei Zou, Economics and Mathematics

16.2 Bachelor of Science
David Mason Burgy, Engineering
Peregrine John Carlson, Engineering
Rachel Ruth Cohen, Engineering
Pamela Rose Costello, Engineering
Ekin Dogus Cubuk, Engineering
Zachary Tyler Eichenwald, Engineering
Omari Faakye, Engineering
Ariel liana Horowitz, Engineering
Jeffrey C Kahn Jr., Engineering
John Burgess Leonardy, Engineering
Julia Cristina Luongo, Engineering
Tane Perry Remington, Engineering
Travis Paul Rothbloom, Engineering
Raul Santos Matsui, Engineering
Carl Robert Shapiro, Engineering
Anson Forest Stewart, Engineering
Bo Sun, Engineering

17 Distinctions, Awards, and Fellowships

p. 101

17.1 Honors Awarded by the
Visiting Examiners

17.2 Elections to Honorary
Societies

Highest Honors
Selmaan Noah Chettih, Daniel Manfred del
Nido, Edward Harold Dewey, Arlyss Logan
Gease, Benjamin Harmar Good, Markus
Vinzenz Kliegl, Ye Mo, Roseanna Catherine
Sommers, Jennifer Elizabeth Spindel, Joel
Howard Swanson, Lena Ting Yi Wong, Alice
Xiang

Phi Beta Kappa
Rachel Michelle Adler, Katherine Marie
Aizpuru, Jennifer Wolbrette Akchin, Roy
Henry Allen, Toby Altman, Esther Miriam
Liebow Burson, Selmaan Noah Chettih, Monica
Rose Cody, Chelsea Marie Davis, Tamara Erin
De Moor, Daniel Manfred del Nido, Justin
Gabriel diFeliciantonio, Ellen Ann Donnelly,
Meena Nalini Elanchenny, Emma Cassandra
Moskow Ferguson, Meredith Anne Firetog,
Simone Alanna Fried, Eric Michael Keat
Glickman, Benjamin Harmar Good, Anna
Miriam Grant, Karen Guan, Emily Rebecca
Hager, Megan Christina Jeffreys, Xiaoyi Jiang,
Liana Katz, Markus Vinzenz Kliegl, Macy
Alessandra Kozar, Frances Julia Kvietok
Duenas, Madeleine Claire Laupheimer, Mark
Christopher Lewis, Janis LIbeks, Robin David
Lipp, Rodrigo Luger, Robert Allen Manduca,
Robin Elizabeth Myers, Maithili Atul Parikh,
Caroline Elizabeth Pietsch, Samuel Stem
Schoenholz, Mai Schwartz, Erik Christopher
Smith, Roseanna Catherine Sommers, Jennifer
Elizabeth Spindel, Anthony William Michael
Stigliani, Christine Mary Stott, Bo Sun, Joel
Howard Swanson, Rachel Gabrielle Shere
Wallwork, Laura Cragin Wang, Jeffrey
Broadman Weaver, Elizabeth Nicholas Wesson,
Margaret Blum Weston, Angela Wu, Alice
Xiang

High Honors
Katherine Marie Aizpuru, Roy Henry Allen,
Toby Altman, Annika Mae Bockius-Suwyn,
Aaron Paul Breoher, Nancy Yuen-fang Chu,
Ekin Dogu§ (Jubuk, Elizabeth Ward Dickey,
I Justin Gabriel diFeliciantonio, Ellen Ann
Donnelly, Eli Samuel Epstein-Deutsch,
Christine Qubain Ernst, Nathaniel Avery
Kidder Erskine, Meredith Anne Firetog,
Simone Alanna Fried, Eric Michael Keat
Glickman, Seth Ariel Green, Gary Robert
Herzberg, Elizabeth Ann Hippie, Dennis
Matthew Hogan, Eric Stefan Holzhauer, Louis
Jargow, Liana Katz, John Raymond Keefe,
Urooj Khan, Anagha Krishnan, Nicholas Devon
LaRacuente, Madeleine Claire Laupheimer,
Mark Christopher Lewis, Tiffany Liao, Arielle
Iman Littles, Robert Allen Manduca, Isabel
Rivera, James David Robinson, Christopher
William Sawyer, Samuel Stem Schoenholz,
Anthony William Michael Stigliani, Christine
Mary Stott, Marina Sara Tempelsman, Julissa
Ventura, Jeffrey Broadman Weaver, Elizabeth
Nicholas Wesson, Margaret Blum Weston,
Nicholas Hamilton Willett-Jeffries, Angela Wu,
Melinda Anna Yang, Carson Everhart Young
Honors
Kathryn Marie Ackerman-Alexeeff, Elizabeth
Anne Albert-Bruninga, Rachel Elizabeth Bell,
Julia Bellows Berthet, Arthur Chyan, Travis
William Contreras, Sunny Hazel Cowell, Myles
Louis Dakan, Lauren Patrice DeLuca, Jaymes
Vincent Fairfax-Columbo, McFeely Samuel
Goodman, Allison Michelle Grein, Jamie
¡Nicole Hansen-Lewis, Helen Yang Hougen,
Andrew Hwang, Alexander Imas, Anjali
Amelia Jaiman, Megan Christina Jeffreys,
Jimmy Jin, David Eugene Kim, Joan Kim, May
jMaani, Lauren Amber Mendoza, Anne Kathryn
Miller, Niccolo Aeed Moretti, Christopher
Ward Roney, Marissa Louise Roque, Kelly
Michael Schoolmeester, Zachary Saul Sinemus,
Nicole Valerie Singer, Joshua Kyle Skolfield,
Philip Vasilievich Skorokhodov, Erik
Christopher Smith, Julia Miller Soper, Jackson
¡Brooks Swearer, Kei Wen Bettina Tam,
Malcolm William Thomas, Matthew Charles
Thurm, Jonathan Henry Tompkins, Shumpei
Tse (Sha), Natasha Elise Weiser, Yimei Zou

Sigma Xi
Margot Marie Adams, Rachel Michelle Adler,
Mollie Elyse Barnard, Cory Donovan
Benjamin, Julia Bellows Berthet, Johanna
Maeve Bond, David Mason Burgy, Esther
Miriam Liebow Burson, Selmaan Noah Chettih,
Melissa Maria Cruz, Ekin Dogu§ Cubuk, Myles
Louis Dakan, Daniel Ayman Damen, Neda
Daneshvar, Nathalie Thida Degaiffier, Eileen
Devlynn Earl, Zachary Tyler Eichenwald,
Leigh Michelle Elko, Nathaniel Avery Kidder
Erskine, Omari Faakye, Jaymes Vincent
Fairfax-Columbo, Samantha Audrey Farthing
Friedman, Bruno Salvatore Frustace, Eric
Michael Keat Glickman, Gina Lami Grubb,
Karen Guan, Helen Yang Hougen, Quang Chi
Huynh, Andrew Hwang, Megan Christina
Jeffreys, Nishant Jacob Johnson, John
Raymond Keefe, Markus Vinzenz Kliegl,
Nicholas Devon LaRacuente, Danny Lascano,
Janis LIbeks, Lizbeeth Lopez, Anne Kathryn
Miller, Ashley Anne Miniet, Ye Mo, Cathy
Kim-King Ng, Hoa Hoang Pham, Caroline
Elizabeth Pietsch, Lorenzo Antonio Ramirez,
Luke Marvin Rampersad, Kathryn Rosa Riley,
Erin Michele Ronhovde, Raul Santos Matsui,
James Craig Saxon, Colin Philip Schimmelfing,
Lisa Rae Schumacher, Erik Christopher Smith,
Roseanna Catherine Sommers, Jennifer
Elizabeth Spindel, Anthony William Michael

17 Distinctions, Awards, and Fellowships

p. 102

Awarded to Selmaan N. Chettih ’10 and
Roseanna C. Sommers ’10.
The Boyd Barnard Prize, established by Boyd
T. Barnard ’17 is awarded by the music faculty
each year to a student in the junior class in
recognition of musical excellence and
achievement. Awarded to SophiaUddin ’ll.
The James H. Batton 12 Award, endowed in
his memory by G. Isaac Stanley ’73 and Ava
Tau Beta Pi
Harris Stanley ’72, is awarded for the personal
Ekin Dogu§ Qubuk, Ariel liana Horowitz,
growth or career development of a minority
Anson Forest Stewart, Bo Sun
student with financial need. Awarded to
Emmanuel Affifa ’ll.
17.3 Pennsylvania Teacher
The Paul H. Beik Prize in History is awarded
Certification
each May for the best thesis or extended paper
Clara Eugenia Vidal Badimon, Mark
on a historical subject by a history major during
Christopher Lewis, Elizabeth Calvert-Kilbane,
the previous academic year. Awarded to Liana
Macy Alessandra Kozar, Kathryn Rosa Riley,
Katz ’10.
Erin Michele Ronhovde, Joslyn Sarles Young
The Bobby Berman ’05 Memorial Prize Fund
was established in 2008 in his memory, by his
17.4 Awards and Prizes
family. It is awarded by the Physics Department
to a graduating senior with a major in physics
The Adams Prize is awarded each year by the
who has shown achievement, commitment and
Economics Department for the best paper
leadership in the field. Awarded to Rodrigo
submitted in quantitative economics. Awarded
Luger ’10 and Emily Hager ’10.
to Roy Allen ’10.
The Tim Berman Memorial Award is presented
The Stanley Adamson Prize in Chemistry was
annually to the senior man who best combines
established in memory of Stanley D. Adamson
qualities of scholarship, athletic skill, artistic
’65. It is awarded each spring to a well-rounded
sensitivity, respect from and influence on peers,
junior majoring in chemistry or biochemistry,
courage, and sustained commrtment to
who, in the opinion of the department, gives the
excellence. Awarded to Jeff Lazarus ’10.
most promise of excellence and dedication in
the field. Awarded to Brian Ratcliffe ’ll.
The Black Alumni Prize is awarded annually to
honor the sophomore or junior minority student
The American Chemical Society Scholastic
who has shown exemplary academic
Achievement Award is given to the student
performance and community service. Awarded
whom the Department o f Chemistry and
to Jacqueline Bailey-Ross ’ 12.
Biochemistry judges to have the best
performance in chemistry and overall academic
The Brand Blanshard Prize honors Brand
achievement. Awarded to Madeleine
Blanshard, professor of philosophy at
Swarihmore from 1925 to 1945, and was
Laupheimer ’10.
The American Chemical Society Undergraduate established by David H. Scull ’36. The
Philosophy Department presents the award each
Award in Analytical Chemistry is awarded
year to the student who submits the best essay
annually to the student whom the Chemistry
on any philosophical topic. Awarded to Richard
and Biochemistry Department judges to have
Peter Stillman ’ll.
the best academic performance in analytical
chemistry and instrumental methods. Awarded
The Sophie and William Bramson Prize is
awarded annually to an outstanding student
to Patrick Hartnett ’ll .
The American Chemical Society Undergraduate majoring in sociology and anthropology. The
prize recognizes the excellence of the senior
Award in Organic Chemistry is awarded
thesis, in either the course or external
annually to the student whom the Chemistry
examinations program as well as the excellence
and Biochemistry Department judges to have
of the student’s entire career in the department.
the best academic performance in organic
The Bramson Prize is given in memory of the
chemistry. Awarded to John Nicoludis ’12.
parents of Leon Brainson, founding chairman or
The American Institute o f Chemists Student
Swarthmore’s Sociology and Anthropology
Honor Awards are given to students whom the
Department. Awarded to Monica Cody 10 and
Chemistry and Biochemistry Department judge
Anson Stewart ’10.
to have outstanding records in chemistry and
The Heinrich W. Brinkmann Mathematics Prize
overall academic performance. Awarded to
honors Heinrich Brinkmann, professor of
Laura Wang ’10 and Erik Smith ’10.
mathematics from 1933 to 1969, and was
The Solomon Asch Award recognizes the most
established by his students in 1978 in honor ot
outstanding independent work in psychology,
his 80th birthday. Awards are presented
usually a senior course or honors thesis.

Stigliani, Bo Sun, Frances Olivia Taschuk,
Derek Thomas Tingle, Anne Christine Tucci,
Isaac Kazuo Uyehara, Ariane May Vartanian,
Valerie Elizabeth Vassor, Rachel Gabrielle
Shere Wallwork, Laura Cragin Wang, Zachary
Arthur Waterfire, Natasha Elise Weiser, Reid
Veme Wilkening, Maxwell Zane Wilson, Julia
Sarah Wittes, Melinda Anna Yang

17 Distinctions, Awards, and Fellowships
annually by the Mathematics and Statistics
Department to the student or students who
submit the best paper on a mathematical
subject. Awarded to Jeffrey Weaver ’10.
The Chemistry and Biochemistry Department
Service Awards are given each year to the
students (usually one junior and one senior)
who have provided the department with the
greatest service during the preceding academic
year. Awarded to Neena Cherayil ’11 and Ye
Mo ’10.
The Susan P. Cobbs Scholarship is awarded to
the most outstanding student of classics in the
rising senior class. It was made possible by a
bequest of Susan P. Cobbs, who was dean and
professor of classics until 1969, and by
additional funds given in her memory. Awarded
to William Beck ’ll.
The Sarah Kaighn Cooper Scholarship,
founded by Sallie K. Johnson in memory of her
grandmothers, Sarah Kaighn and Sarah Cooper,
is awarded to the member of the junior class
who is judged by the faculty to have had the
best record for scholarship, character, and
influence since entering the College. Awarded
to Miriam Rich ’ll.
The CRC Press Freshman Chemistry
Achievement Award is awarded annually by the
Chemistry and Biochemistry Department to the
first-year student who achieves the highest
performance in the first-year chemistry
curriculum. Awarded to Nina Kogekar ’13.
The Alice L. Crossley Prize in Asian studies is
awarded annually by the Asian Studies
Committee to the student or students who
submit the best essays on any topic in Asian
studies. Awarded to Marissa Roque ’10 (first
prize) and Jing Yan ’11 (second prize).
The Deans' Awards are given to the graduating
seniors who have made significant and
sustained contributions to the Swarthmore
community. Awarded Stephanie Appiah, Wiley
I Archibald, Nathaniel Erskine, Omari Faakye,
I Meredith Firetog, Kevin Friedenberg,
I Charmaine Giles, Allison Grein, Lizbeeth
Lopez, Romane Paul, Roseanna Sommers,
Anson Stewart, Reid Wilkening, Carson Young.
The Dunn Trophy was established in 1962 by a
group of alumni to honor the late Robert H.
L’unn, a Swarthmore coach for more than 40
years. It is presented annually to the sophomore
male who has contributed the most to the
intercollegiate athletics program. Awarded to
MicahRose ’12.
Idle William C. Elmore Prize is given in
recognition of distinguished academic work. It
is awarded annually to a graduating senior
majoring in physics, astrophysics, or
astronomy. Awarded to Benjamin Good ’10.
The Lew Elverson Award is given in honor of
Lew Elverson, who was a professor of physical

p. 103

education for men from 1937 to 1978. The
award is presented annually to the junior or
senior man who has demonstrated commitment
and dedication to excellence and achieved the
highest degree of excellence in his sport.
Awarded to Jimmy Gill ’10.
The Flack Achievement Award, established by
Jim and Hertha Flack in 1985, is given to a
deserving student who, during his or her first
two years at the College, has demonstrated
leadership potential and a good record of
achievement in both academic and
extracurricular activities. Awarded to Miriam
Shoshanna Rich ’ll.
The Renee Gaddie Award. In memory of Renee
Gaddie ’93, this award is given by the music
faculty to a member of the Swarthmore College
Gospel Choir who is studying voice through the
Music Department (MUSI 048: Individual
Instruction) program. The award subsidizes the
entire cost of voice lessons for that semester.
Awarded to Marsha-Gail Davis ’10, Carolyn
Maughan ’12 and Shari Rutherford ’12.
The Dorothy Ditter Gondos Award was
bequeathed by Victor Gondos Jr. in honor of his
wife, Class of 1930. It is given every other year
by a faculty committee to a student of
Swarthmore College who submits the best
paper on the subject dealing with a literature of
a foreign language. The prize is awarded in the
spring semester. Preference is given to essays
based on works read in the original language.
The prize is awarded under the direction of the
Literature Committee. Not awarded this year.
The John Russell Hayes Poetry Prizes are
offered for the best original poem or for a
translation from any language. Awarded to
Nina Pelaez ’11 and Jessica Holler ’ll.
The Eleanor Kay Hess Award is given in honor
of “Pete” Hess, whose 33 years of service to
Swarthmore College and Swarthmore students
were exemplified by her love of athletics,
leadership, hard work, fairness, and objectivity.
This award is given to the sophomore woman
who best demonstrates those qualities and has
earned the respect and affection of her peers for
her scholarship and dedication through
athletics. Awarded to Genny Pezzola ’12.
The Philip M. Hicks Prizes are endowed by
friends of Philip M. Hicks, former professor of
English and chairman of the English Literature
Department. They are awarded to the two
students who submit the best critical essays on
any topic in the field of literature. Awarded to
Toby Altman ’10 and Justin diFeliciantonio
’ 10.
The History 091 Award is given each May to a
student for the best senior comprehensive
research paper on a historical subject by a
history major in the previous year. Not awarded
this year.

17 Distinctions, Awards, and Fellowships
The Jesse H. Holmes Prize in Religion was
donated by Eleanor S. Clarke ’18 and named in
honor of Jesse Holmes, a professor of history of
religion and philosophy at Swarthmore from
1899 to 1934. It is awarded by the Religion
Department to the student who submits the best
essay on any topic in the field of religion.
Awarded to Joel Swanson ’10.
The Gladys Irish Award is presented to the
senior woman who has best combined devotion
to excellence in athletic performance with
qualities of strong leadership and the pure
enjoyment of sports activities at Swarthmore.
Awarded to Anne Miller ’10.
The Ivy Award is made by the faculty each year
to the man of the graduating class who is
outstanding in leadership, scholarship, and
contributions to the College community.
Awarded to Anson Stewart ’10.
The Chuck James Literary Prize is awarded to
the graduating senior who has made the greatest
contribution to the literary life of the Black
Community. Awarded to Stephanie Appiah ’10.
The Michael H. Keene Award, endowed by the
family and friends of this member of the Class
of 1985, is awarded by the dean to a worthy
student to honor the memory of Michael’s
personal courage and high ideals. It carries a
cash stipend. Awarded in confidence to a
worthy member of the Class of 2010.
The Naomi Kies Award is given in her memory
by her classmates and friends to a student who
has worked long and hard in community service
outside the academic setting, alleviating
discrimination or suffering, promoting a
democratic and egalitarian society, or resolving
social and political conflict. It carries a cash
stipend. Awarded to Lois Park.’ 10.
The Kwink Trophy, first awarded in 1951 by the
campus managerial organization known as the
Society of Kwink, is presented by the faculty of
the Physical Education and Athletics
Department to the senior man who best
exemplifies the society’s five principles:
Service, Spirit, Scholarship, Society, and
Sportsmanship. Awarded to Matt Allen ’ 10.
The Lang Award was established by Eugene M.
Lang ’38. It is given by the faculty to a
graduating senior in recognition of outstanding
academic accomplishment. Awarded to
Benjamin Good ’10.
The Leo M. Leva Memorial Prize was
established by his family and friends and is
awarded by the Biology Department to a
graduating senior in biology whose work in the
field shows unusual promise. Awarded to
Jennifer Spindel ’10, Meena Elanchenny ’10,
Natasha Weiser ’10, Mollie Barnard ’10 and
Kazuo Uyehara ’10.

p. 104

The Linguistics Prizes were established in 1989
by contributions from alumni interested in
linguistics. Two awards are presented annually,
one for linguistic theory and one for applied
linguistics, to the two students who, in the
opinion of the program in linguistics, submit the
best senior papers or theses in these areas. The
Linguistics Prize in Applications o f Theory was
awarded to Mark Lewis ’10. The Linguistics
Prize in Linguistic Theory was awarded to
Brian Hsu (Haverford College) ’10.
The McCabe Engineering Award, founded by
Thomas B. McCabe ’ 15, is presented each year
to the outstanding engineering student in the
senior class. A committee of the Engineering
Department faculty chooses the recipient.
Awarded to Ekin Dogu§ Qubuk ’10.
The Norman Meinkoth Field Biology Award
was established by his friends and former
students to honor Dr. Norman A. Meinkoth, a
member of the College faculty from 1947 to
1978. It is awarded to support the essential
costs of the study of both naturalistic and
experimental biological studies in a natural
environment. The intent of this fund is to
facilitate the joint participation of Swarthmore
students and faculty in field biology projects,
with priority given to marine biology. The
awards are given annually by the Biology
Department. Awarded to Miriam Rich ’ll.
The Morris Monsky Prize in Mathematics was
established by a gift from the children of Morris
Monsky, who fell in love with mathematics at
Boys’ High and at Columbia University and
maintained the passion all his life. This prize in
his memory is awarded to a first-year student
who has demonstrated outstanding promise and
enthusiasm. Awarded to Atish Agarwala ’13.
The Kathryn L. Morgan Award was established
in 1991 in honor of Sara Lawrence Lightfoot
Professor Emerita of History Kathryn L.
Morgan. The award recognizes the
contributions of members of the African
American community at the College to the
intellectual and social well-being of African
American students. The Morgan fund also
supports acquisitions for the Black Cultural
Center Library. The fund is administered by the
Dean’s Office and the Black Cultural Center in
consultation with alumni. Awarded to Allison
Dorsey, associate professor of history and black
studies.
The Lois Morrell Poetry Award, given by her
parents in memory of Lois Morrell ’46, goes to
the student who has submitted the best original
poem in the annual competition for this award.
The fund also supports campus readings by
visiting poets. Awarded to Elizabeth Dickey
’ 10.

17 Distinctions, Awards, and Fellowships
The Morrell-Potter Summer Stipend in Creative
Writing, intended to enable a summer’s writing
project, is awarded by the English Literature
Department to a poet or fiction writer of
exceptional promise in the spring of the junior
year. Awarded to Lindsey Tiberi-Wamer ’ 11
and Nina Pelaez ’ll .
The A. Edward Newton Library Prize, endowed
by A. Edward Newton, to make permanent the
Library Prize first established by W.W. Thayer,
is awarded annually by the Committee of
Award to the undergraduate who shows the best
and most intelligently chosen collection of
books upon any subject. Particular emphasis is
laid not merely upon the size of the collection
but also on the skill with which the books are
selected and upon the owner’s knowledge of
their subject matter. Awarded to Meredith
Firetog ’10 (first prize), Myles Dakan ’10
(second prize), Ben Goossen ’13 (third prize).
The Oak L eafAward is made by the faculty
each year to the woman of the graduating class
who is outstanding in leadership, scholarship,
and contributions to the College community.
Awarded to Roseanna Sommers ’10.
The May E. Parry Memorial Award, donated by
the Class of 1925 of which she was a member,
is presented by the Physical Education and
Athletics Department faculty to the senior
woman who has made a valuable contribution
to the College by her loyalty, sportsmanship,
and skill in athletics. Awarded to Kathryn Riley
TO.
The Drew Pearson Prize is awarded by the dean
on the recommendation of the editors o f The
Phoenix, The Daily Gazette, and the senior
producers of War News Radio at the end of
each staff term to a member of those respective
organizations for excellence in journalism. The
prize was established by the directors o f The
Drew Pearson Foundation in memory of Drew
Pearson, Class of 1919. It carries cash stipends.
Awarded to Ramya Gopal TO, Emily Hager
TO, and Ameila Possanza T2.
The David A. Peele '50 Sportsmanship Award
is made to a tennis player after submission of a
written essay. It is endowed by Marla Hamilton
Peele in memory of her husband’s love and
advocacy of tennis and carries a cash stipend.
Awarded to Malik Mubeen T3.
The John W. Perdue Memorial Prize,
established in 1969 in memory of an
engineering student of the Class of 1969, is
awarded by the Engineering Department to the
outstanding student entering the junior class
with a major in engineering. Awarded to David
Benjamin Saltzman T2.
The William Plumer Potter Public Speaking
Fund and Prize in Fiction was established in
1927. It provides funds for the collection of
recorded literature and sponsors awards for the
best student short stories. The fund is also a

p. 105

major source of funds for campus appearances
by poets and writers. Awarded to Lindsey
Tiberi-Wamer ’ 11 (first prize), Sarah Bricault
’ 11 (second prize), and Sara Pearlstein-Levy
’ 11 (third prize).
The Ernie Prudente Sportsmanship Award is
given in honor of Ernie Prudente, a coach and
professor at Swarthmore College for 27 years,
to the male and female athletes that, through
their participation, have demonstrated the
characteristic exemplified by Ernie:
sportsmanship, love of the sport, and respect for
their teammates. Awarded to Omari Faakye TO
and Kearney Bangs TO.
The Dinny Rath Award is administered by the
Athletics Department and is given to a senior
woman who demonstrates the highest degree of
achievement, commitment to intercollegiate
athletics, high regard for fair play, and
awareness of the positive values of competition.
Awarded to Rachel Wallwork TO.
The Jeanette Streit Rohatyn '46 Fund is used to
grant the “Baudelaire Award” to a Swarthmore
student participating in the College Program in
Grenoble. The student must be considering a
major or a minor in French, and use the award,
which is granted on the recommendation of the
program director, to travel in metropolitan
France. Awarded to Alex Weintraub ’ll.
Judith Polgar Ruchkin Prize Essay is an award
for a paper on politics or public policy written
during the junior or senior year. The paper may
be for a course, a seminar, or an independent
project, including a thesis. The paper is
nominated by a faculty member and judged by a
committee of the Political Science Department
to be of outstanding merit based on originality,
power of analysis and written exposition, and
depth of understanding of goals as well as
technique. Awarded to Julissa Ventura ’ 10.
The Robert Savage Image Award recognizes
outstanding biological images taken by
Swarthmore biology students. The award is
supported by the Robert Savage Fund which
was established by students and colleagues to
honor Professor Robert E. Savage, the first
professor of Cell Biology at Swarthmore
College. Awarded to SusannaMitro ’ll ,
Natasha Weiser TO, Wiley Archibald TO and
Jennifer Spindel TO.
The Frank Solomon Jr. Student Art Purchase
Fund permits the Art Department to purchase
outstanding student art from the senior major
exhibitions. Awarded to Michael Ahn TO.
The Hally Jo Stein Award, endowed in her
memory by her brother Craig Edward Stein ’78,
is given to an outstanding student who the
dance faculty believes best exemplifies Hally
Jo’s dedication to the ideals of dance. It carries
a cash stipend. Awarded to Ashley Miniet ’ 10.

17 Distinctions, Awards, and Fellowships
The Karen Dvonch Steinmetz '76 Memorial
Prize, endowed in her memory by many friends
and family, is awarded annually to a
Swarthmore medical school applicant who
demonstrates a special compassion for others.
Awarded to Katherine Hicks-Courant ’09 and
Chengetai Mahomva ’ll.
The Pan American Award is administered by
Latin American Studies. Awarded to Isabel
Rivera ’10.
The Peter Gram Swing Prize is awarded by the
music faculty to an outstanding student whose
plans for graduate study in music indicate
special promise and need. The endowment for
the prize was established in the name of Ruth
Cross Barnard ’ 19. Not awarded this year.
The Melvin B. Troy Prize in Music and Dance
was established by the family and friends of
Melvin B. Troy ’48. Each year, it is given by
the Music and Dance Department to a student
with the best, most insightful paper in music or
dance or composition or choreography. This
award carries a cash stipend. Awarded to
Ameilia Kidd ’11 (Dance) and Leland Kustner
’l l (Music).
The Albert Vollmecke Engineering Service
Award was established in 1990 in memory of
Albert Vollmecke, father of Therese Vollmecke
’77. The Vollmecke Prize is awarded for
service to the student engineering community.
The Engineering Department administers the
fund. Awarded to Pamela Rose Costello ’10 and
Julia Cristina Luongo ’10.
The Eugene Weber Memorial Fund was
established in honor of the late Eugene Weber,
professor of German. The Weber Fund supports
study abroad by students of German language
and literature. Awarded to Alexandria Placido
’11 and Kathryn Stockbower ’ll.
The Jerome H. Wood Memorial Excellence and
Leadership Award was created in 1997 in honor
of the late Professor Jerry Wood and is awarded
annually. Awarded to Charmaine Giles ’10 and
Romane Paul ’10.

17.5 Faculty Award
The Flack Faculty Award is given for
excellence in teaching and promise in scholarly
activity by a member of the Swarthmore faculty
to help meet the expenses of a full year of leave
devoted to research and self-improvement. This
award acknowledges the particularly strong link
that exists at Swarthmore between teaching and
original scholarly work. The president gives the
award based upon the recommendation of the
provost and the candidate’s academic
department. This award is made possible by an
endowment established by James M. Flack and
Hertha Eisenmenger Flack ’38. Awarded to
Donna Jo Napoli, Professor of Linguistics.

p. 106

17.6 Fellowships
The Stanley Adamson Summer Internship fo r
Research in Chemistry is endowed in memory
of Stanley D. Adamson ’65 by his parents, June
and George Adamson. It provides funding for
the summer research of a well-rounded rising
student who, in the opinion of the Chemistry
and Biochemistry Department, gives great
promise of excellence and dedication in the
field. Awarded to Vivek Ananthan ’ll .
The Altman Summer Grant was created by
Shingmei Poon Altman ’76 in memory of her
husband, Jonathan Leigh Altman ’74. It is
awarded by the Art Department to a junior who
has strong interest and potential in studio arts. It
provides support for purposeful work in the
studio arts during the summer between junior
and senior year. Awarded to Christie Denizio
’ll .
John W. Anderson ’50 Memorial Internship was
created by his wife, Janet Ball Anderson ’51.
The Anderson internship supports students
teaching science to disadvantaged children,
with preference for students interested in
working with children in grades K-12. Awarded
to Erin Ronhovde ’10.
In 2005, Bernard Bailyn established The Lotte
Lazarsfeld Bailyn '51 Research Endowment in
honor of his wife, the T. Wilson Professor of
Management, emerita, at MIT. The fund
supports a student summer research fellowship
for a rising junior or senior woman majoring in
mathematics, science, or engineering who
intends to go into graduate studies in one or
more of these fields. Awarded to Rachael
Mansbach ’ll .
The David Baltimore/Broad Foundation
Endowment was established in 2007 by a grant
from the Broad Foundation at the request of
David Baltimore ’60. This fellowship is
awarded to a student doing summer research in
the natural sciences or engineering with a
preference given to a student engaging in
mentored off-campus laboratory research and
with letters of support from an on-campus
faculty mentor. Not awarded this year.
The Monroe C. Beardsley Research Fellowship
and Internship Fund was established in 2004 to
support students in the humanities by providing
grants to encourage and facilitate research,
original scholarship, and professional
development in the areas of art, classics
(literature), English literature, modem
languages and literature, music and dance,
philosophy, religion, and theater. Named after
renowned contemporary philosopher Monroe C.
Beardsley, a professor of philosophy at
Swarthmore for more than 20 years, the fund is
administered by the Division of the Humanities
and the Provost’s Office. Awarded to Eva
Amesse ’ 11, Youngin Chung ’11, Sara Forster
’l l , Camilia Kamoun ’l l , Laura Keeler ’ll,

17 Distinctions, Awards, and Fellowships
Amanda Klause ’12, DinaKopansky ’l l , Anna
Levine ’12, Carson Monetti ’l l , Hadley Roach
’ll, Camille Rogine ’ll , Asher Sered ’l l ,
Richard Stillman ’ 11 and Zachary Weinstein
’ll.
The Cilento Family Community Service
Internship was established in 2002 by
Alexander Cilento ’71 to support Swarthmore
College students who carry out community
service projects that benefit low-income
families in the area. The Swarthmore
Foundation administers the fund. Awarded to
Bridget Boakye ’12.
The Susan P. Cobbs Prize Fellowship is
awarded to one or more students to assist them
in the study of Latin or Greek or with travel for
educational purposes in Italy or Greece. It was
made possible by gifts from alumni, managers,
faculty members, and friends made in memory
of Susan P. Cobbs, who was dean and professor
of classics until 1969. Awarded to Amanda
Klause ’12 and Taylor Wuerker ’12.
The Hilde Cohn Student Fellowship Endowment
was established in 2007 by Walter H. Clark, Jr.
’54 to honor a former faculty member who
conveyed to her students her love of the
German language and literature. The fund shall
be used to support students participating in
academic study, internships, and research
fellowships in German-speaking countries or in
immersive German language programs. It will
be administered by the German Section of the
Modem Languages and Literatures Department.
Awarded to Matthew Goodman ’ 11 and Lauren
Ramanathan ’ll.
The Joel Dean Fellowships were established in
1982 and are supported by gifts from the Joel
Dean Foundation. These fellowships are
awarded for summer research in the social
sciences. Awarded to Linnet Davis-Stermitz
’1*2, Jonathan Erwin- Frank ’l l , Emily Evans
’11 Zachary Leonard ’l l , Jonathan Schaefer
’ll, Leland Kusmer ’l l , Amy Smolek ’11 and
Rebecca Woo ’ll.
The Deborah A. DeMott '70 Student Research
and Internship Fund was established by
Deborah A. DeMott ’70 in 2004. The fund is
awarded to students following their second or
third years on the recommendation of the
Provost’s Office in conjunction with an
advisory panel of faculty. The recommendation
is based on the caliber and potential of the
student project proposals. Awarded to Jong Lim
T2.
The Robert Enders Field Biology Award was
established by his friends and former students
to honor Dr. Robert K. Enders, a member of the
College faculty from 1932 to 1970. It is
awarded to support the essential costs of both
naturalistic and experimental biological studies
in a natural environment. The Biology
Department gives the field research award

p. 107

annually to Swarthmore students showing great
promise in biological field research. Awarded
to Molly Siegel ’12 and Erin Curtis ’13.
The Anne and Alexander Faber International
Travel Fund was established by family and
friends in honor of Anne Faber and in memory
of Alexander L. Faber, parents of three
Swarthmore graduates. It provides grants for
travel outside the United States and Canada for
students majoring in the humanities. Awarded
to Laura Keeler ’ll.
The David E. Fisher ’79—Arthur S. Gabinet '79
Summer Internship fo r Biological Sciences and
Public Service was established by Andrew H.
Schwartz ’79 and his wife, Dagmar Schwartz,
to honor Andy’s friends and classmates, David
E. Fisher ’79 and Arthur S. Gabinet ’79, and
supports students working in life sciences or
public service who exemplify Fisher’s and
Gabinet’s values, pursuing studies out of love
of learning and devotion to the improvement of
the human condition. Not awarded this year.
The Hannay Chemistry Fund was established
by a gift from the General Signal Corp. in honor
of N. Bruce Hannay ’42. The fund will provide
support for a student’s summer research in
chemistry. Brace Hannay was a research
chemist with Bell Laboratories and received an
honorary doctor of science degree from
Swarthmore in 1979. Awarded to Ames
Bielenberg ’12 and Noah Pang ’ll.
The Hay-Urban Prize in Religion is named in
honor of Stephen N. Hay ’51 and P. Linwood
Urban, professor emeritus of religion. Thanks to
a generous gift from Stephen Hay ’51, and
funds given in honor of Professor Urban’s
distinguished service as a Religion Department
faculty member, the Hay-Urban Prize assists in
supporting one student internship, summer
study, or research in the area of religion studies.
Awarded to Lauren Cardenas ’12 and Sydni
Adler ’13.
The Samuel L. Hayes III Award. Established in
1991 through the generosity of members of
Swarthmore Alumni in Finance, the Hayes
Award honors the contributions made by
Samuel L. Hayes III ’57, former member of the
Board of Managers and the Jacob Schiff
Professor of Business at the Harvard Business
School. The Economics Department
administers the award, which provides support
for student summer research in economics.
Awarded to Kim Hee Kim ’11 and Philip Yeres
’ll.
The Hopkins International Public Policy
Internship Endowment was established in 2005
to support student travel to Africa, Asia or
Europe for an internship dealing with policy
issues of global significance, working within a
public or non-profit organization. The
internship, for any appropriate interval, such as

17 Distinctions, Awards, and Fellowships
a summer or semester, shall be administered by
the Provost’s Office and the Public Policy
Program. Not awarded this year.
The William L. Huganir Summer Research
Endowment is awarded each spring by the
chairs of the Social Science Division based on
the academic interests o f a student or students
who wish to pursue summer research on global
population issues. Awarded to Zoe Hendrickson
’ll.
The Richard M. Hurd '48 Engineering
Research Endowment was created in 2000 in
memory of distinguished alumnus and former
member of the Board of Managers Richard M.
Hurd ’48. The fund supports students interested
in pursuing engineering research during the
summer. Awarded to Andreas Bastian ’12.
The Janney Fellowship, established through the
bequest of Anna Janney DeArmond ’32, is
named in honor of the donor’s grandmother,
Anna Canby Smyth Janney, the donor’s mother,
Emily Janney DeArmond (1904), and the
donor’s aunt, Mary Janney Coxe (1906). It is
awarded each year to a woman graduate of the
College, preferably a member o f the Religious
Society of Friends, to assist graduate study in
the humanities in this country or elsewhere.
This renewable fellowship is awarded annually
by the faculty to seniors or graduates of the
College for die pursuit of advanced work on the
basis of scholarship, character and need.
Applications must be submitted by April 20.
Awarded to Katherine Hagan ’09 and Lucy
VanEssen-Fishman ’08.
The Giles K. 72 and Barbara Guss Kemp
Student Fellowship Endowment was established
by Giles and Barbara Kemp in 2005 to support
student internships and research projects with a
preference for students whose fellowship
experience will be abroad. Awarded to Jane
Abell ’ll , William Beck ’11 and Clara Gordon
’ll.
The Olga Lamkert Memorial Fund is income
from a fund established in 1979 by students of
Olga Lamkert, professor of Russian at
Swarthmore College from 1949 to 1956. It is
available to students with demonstrated
financial need who wish to attend a Russian
summer school program in this country or
summer or semester programs in Russia.
Awards based on merit and financial need will
be made on the recommendation of the Russian
section of the Modem Languages and
Literatures Department. Awarded to Marcia
Archuleta ’ll , Rebekah Judson ’12, and Rachel
Lee ’10.
The Lande Research Fund was established in
1992 through a gift by S. Theodore Lande to
provide support for student research in field
biology both on and off campus. Grants are

p. 108

awarded at the direction of the provost and the
chair of the Biology Department. Awarded to
Jennifer Crick ’11 and Michael Duffy ’ll .
The Landis Community Service Fund was
established in 1991 by James Hormel and other
friends of Kendall Landis ’48 in support of his
18 years of service to the College. The fund
provides grants for students (including
graduating seniors) to conduct service and
social change projects in the city o f Chester.
The Eugene M. Lang Summer Initiative Awards
are made each spring to 15 students who are
selected by the provost in consultation with the
appropriate division heads to support facultystudent research (five awards), independent
student 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). Awarded to Alexander Breslow ’ll,
Jean Dahlquist ’l l , David D’Annunzio ’12,
Glenn Stott ’12, Benjamin Yelsey ’l l , Xingda
Zhai ’13.
The Genevieve Ching-wen Lee '96 Memorial
Fund was established in her memory by family
and friends and recognizes the importance of
mutual understanding and respect among the
growing number of ethnic groups in our society.
The fund supports an annual lecture by a
prominent scholar of Asian American studies
and/or an annual award to two students to assist
in projects pertaining to Asian American
studies. Not awarded this year.
The Hannah A. Leedom Fellowship was
founded by the bequest of Hannah A. Leedom.
This award is granted on recommendation of
the Committee on Fellowships and Prizes for a
proposed program of advanced study that has
the approval of the faculty. Applications must
be submitted by April 20. Awarded to Toby
Altman ’10, Jacob Ban ’10, Elena Chopyak ’08,
Nathalie Degaiffier ’10, and Anna Headley ’03.
The Lenfest Student Fellowship Endowment
was established in 2008 by Gerry and
Marguerite Lenfest. The firnd shall be used to
support student participation in research
fellowships, internships, and other summer
opportunities, and selection will be made by the
Provost’s Office and the Lang Center for Civic
and Social Responsibility. Awarded to Yilun
Dong ’ll.
The Joshua Lippincott Fellowship was founded
by Howard W. Lippincott, of the Class of 1875,
in memory of his father. This award is granted
on recommendation of the Committee on
Fellowships and Prizes for a proposed program
of advanced study that has the approval of the
faculty. Applications must be submitted by
April 20. Awarded to Lauren Kluz-Wisniewski
’08, Ben Mazer ’10, Maithili Parikh ’10,
Gabriel Ramirez ’ 10, and Joel Swanson ’10.

17 Distinctions, Awards, and Fellowships
The John Lockwood Memorial Fellowship was
founded by the bequest of Lydia A. Lockwood,
New York, in memory of her brother, John
Lockwood. It was the wish of the donor that the
fellowship be awarded to a member of the
Society of Friends. The Lockwood Fellowship
is renewable for a second year. This award is
granted on recommendation of the Committee
on Fellowships and Prizes for a proposed
program of advanced study that has the
approval of the faculty. Applications must be
submitted by April 20. Awarded to Mark
Kharas ’08, Lauren Richie ’09, and Troy
Wellington Smith ’05.
The Joanna Rudge Long '56 Conflict
Resolution Endowment was created in 1996 in
celebration of the donor’s 40th reunion. The
stipend is awarded to a student whose
meritorious proposal for a summer research
project or internship relates to the acquisition of
skills by elementary school or younger children
for the peaceful resolution of conflict. Awarded
JovannaHernandez ’13,DevonNovatnak ’ll ,
and Mariela Puentes ’12.
The Julia and Frank L. Lyman '43 Student
Summer Research Stipend was created in
February 2000. It is awarded each spring by the
provost upon receiving recommendations from
members of the faculty involved with peace and
conflict studies. Awarded to Samia Abbass ’ll.
The Thomas B. McCabe Jr. and Yvonne Motley
McCabe Memorial Fellowship. This fellowship,
awarded annually to graduates of the College,
provides a grant toward an initial year of study
at the Harvard Business School, or at other
business schools as follows: the University of
Chicago, Massachusetts Institute of
Technology, Northwestern University, the
University of Pennsylvania, or Stanford
University. The McCabe Fellowship is
renewable for a second year on the same
program. Yvonne and 11100338 B. McCabe Jr.
lived in Cambridge, Mass., for a time, and he
received an M.B.A. from Harvard and was a
visiting lecturer there. In selecting the recipient,
the Committee on Fellowships and Prizes
follows the standards that determine the
McCabe Achievement Awards, giving special
consideration to applicants who have
demonstrated superior qualities of leadership.
Young alumni and graduating seniors are
eligible to apply. Applications must be
submitted by April 20. Awarded to John Russell
Charles ’07, Nimrod Cohen ’06, Sonya Hoo
’05, Norense Iyahen ’03, Jennifer Ku ’04,
Robert McKeon ’07, Ben Munda ’07, and
Zachary Wright Ellison ’04.
The Norman Meinkoth Premedical Research
Fund was established in 2004 by Marc E.
Weksler ’58 and Babette B. Weksler ’58 to
honor Norman A. Meinkoth’s long service as a
premedical adviser to students at Swarthmore

p. 109

College, where he was professor of biology for
31 years and chairman of the department for 10
years. The funds are awarded on the basis of
scientific merit to a rising junior or senior
premedical student to allow the pursuit of
laboratory research in the sciences on or off
campus. The Provost’s Office administers the
fund. Awarded to Rachel Baumann ’ll ,
NicholeMachac ’l l , DanielPak ’12, Laura
Rodgers ’12.
Mellon Mays Undergraduate Fellowship
Program. The Andrew W. Mellon Foundation
has provided a grant to establish an
undergraduate fellowship program intended to
increase the number of minority students, and
others, who choose to enroll in doctoral
programs and pursue academic careers. The
foundation’s grant provides term and summer
stipends for students to work with faculty
mentors as well as a loan-forgiveness
component to reduce undergraduate
indebtedness for those fellows who pursue
graduate study. The fellowships are limited to
the humanities, a few of the social sciences, and
selected physical sciences. A faculty selection
committee invites nominations of sophomores
in February and awards the fellowships in
consultation with the dean and provost.
Awarded to Ross Adair ’12, Lauren Cardenas
’12, Brendan John ’12, Christine Obiajulu ’12,
Shari Rutherford ’12.
The James H. '58 and Margaret C. Miller
Internship fo r Environmental Preservation
enables a Swarthmore student to engage in
meaningful work directed toward the
preservation of the environment, including such
activities as environmental education,
environmental justice, habitat preservation and
restoration, issues dealing with environmentally
sustainable technologies and economies, and
relevant public policy. This may take the form
of an internship with an organization which is
committed to a sustainable future. The Nature
Conservancy, American Farmland Trust, and
Natural Resources Defense Council are current
examples of organizations engaging in such
work. The Award is intended to encourage a
student to explore a career in public policy
relating to preserving the environment for
future generations. The Lang Center for Civic
and Social Responsibility selects the internship
recipient. Awarded to Alfredo Chuquihuara ’10.
The Lucretia Mott Fellowship was founded by
the Somerville Literary Society and is sustained
by the contributions of Swarthmore alumnae. It
is awarded each year to a senior woman or
alumna who is to pursue advanced study in an
institution approved by the committee.
Applications must be submitted by April 20.
Awarded to Ami Belmont ’09, Meena
Elanchenny ’ 10, Meredith Firetog ’10, Grace
Chang ’09, Ei Yin Mon ’08, and Margaret
Weston ’10.

17 Distinctions, Awards, and Fellowships
MUSI 048 Special Awards. Endowed by Boyd
T. Barnard ’17 and Ruth Cross Barnard ’19,
grants are given by the music faculty to students
at the College who show unusual promise as
instrumentalists or vocalists. For more
information, please refer to Credit for
Performance—Individual Instruction (MUSI
048).
The John W. Nason Community Service
Fellowship. The John W. Nason Community
Service Fellowship celebrates the contributions
of Swarthmore’s eighth president by supporting
students pursuing off-campus community
service related to their academic program. The
Nason Fellowship was initiated by members of
the Class of 1945 in anticipation of their 50th
reunion. The Nason Fellowship is administered
by the Swarthmore Foundation. Awarded to
Alexander Frye ’l l , Rebecca Kerr ’l l ,
Vivienne Layne ’l l , Candice Nguyen ’ll ,
Benjamin Rachbach ’l l , Deivid Rojas ’ll ,
Shiran Shen ’12, Lauren Stem ’12, Mi Zheng
’ll , and Jenna Zhu ’12.
The Helen F. North Fund in Classics,
established in 1996 by Susan Willis Ruff ’60
and Charles F.C. Ruff ’60 to honor the
distinguished career of Helen F. North and her
enduring impact on generations of Swarthmore .
students, is awarded to support the program of
the Classics Department. At the discretion of
the department, it shall be used to fund annually
the Helen F. North Distinguished Lectureship in
Classics and, as income permits, for a
conference or symposium with visiting
scholars; summer study of Greek or Latin or
research in classics-related areas by students
majoring in the field; or study in Greece or Italy
in classics by a graduate of the department.
The Arthur S. Obermayer '52 Summer
Internship was established in 2005 and is
intended to broaden and enrich the experience
of a Swarthmore student. The grant shall be
awarded with preference to a domestic student
who is studying in a major that may not
inherently offer an international opportunity.
Awarded to Jing Yan ’11.
The Robert F. Pasternack Research Fellowship
was established in 2005 by a gift from the estate
of Thomas Koch, deceased husband of Jo W.
Koch and father of Michael B. Koch ’89. The
fellowship honors a beloved member of
Swarthmore’s Chemistry Department and
supports student summer research in chemistry.
The fellowship shall be administered by the
Provost’s Office. Not awarded this year.
The J. Roland Pennock Undergraduate
Fellowship in Public Affairs. The fellowship,
endowed by friends of Professor J. Roland
Pennock at his retirement in 1976 and in
recognition of his many years of distinguished
teaching of political science at Swarthmore,

p. n o

provides a grant to support a substantial
research project (which could include inquiry
through responsible participation) in public
affairs. The fellowship, for Swarthmore
undergraduates, would normally be held off
campus during the summer. Preference is given
to applicants from the junior class. Awarded to
Benjamin DeGolia ’ll , Jesse Marshall ’l l , and
David Stemgold ’ 12.
The Penrose International Service Fund
provides a stipend to support participation in a
project to improve the quality of life of a
community outside North America. The project
should involve direct interaction with the
affected community and be of immediate
benefit to them rather than action in support of
social change at a regional or national level.
The stipend will be available to a Swarthmore
student from any class for a project in any
country other than that o f his or her own
citizenship. The Lang Center for Civic and
Social Responsibility administers the Penrose
International Service Fund. Awarded to Arielle
Bernhardt ’12.
Phi Beta Kappa Fellowship. The Swarthmore
Chapter of Phi Beta Kappa (Epsilon of
Pennsylvania) awards a fellowship for graduate
study to a senior who has been elected to Phi
Beta Kappa and has been admitted to a program
of advanced study in some branch of the liberal
arts. Awarded to Lucy VanEssen-Fishman ’08.
The Simon Preisler Memorial Endowment was
established in 2006 by Richard A. Barasch ’75
and Renee Preisler Barasch to honor the
memory o f Simon Preisler. Mr. Preisler,
Renee’s father, was an Auschwitz survivor, and
with this endowment the Baraschs’s wish to
create a permanent memorial of the human
devastation that occurred during the Holocaust
and the lack of adequate global response to the
tragedy. The fund supports Ruach at
Swarthmore as well as student summer
internships and research fellowships in human
rights, conflict resolution, and the promotion of
peace and understanding. Preference will be
given to students pursuing internships and
research fellowships related to genocide and
other large-scale violent conflicts, projects
involving peaceful prevention or intervention,
non-violent resistance, or local peacemaking,
reconciliation, and healing initiatives. Not
awarded this year.
The Project Japan Fund is used to support one
student during the summer months to conduct
research in Japan on contemporary issues. Not
awarded this year.
The Public Policy Program Internship Funding.
The Public Policy Program provides travel (not
travel to home area) and living expense support
for students who minor in public policy
working at an internship that fulfills the

17 Distinctions, Awards, and Fellowships
program’s requirements. Awarded to Abraham
BaeMl, Dina Emam ’l l , Zachary Postone ’l l ,
Samuel Sellers ’ll.
The Anwural Quadir Summer Research
Fellowship was established in 2005 by Iqbal A.
Quadir ’81 to honor the memory of his father.
This fellowship will enable a Swarthmore
student to travel, conduct research, and/or
explore and problem solve on issues related to
Bangledesh and the student’s major.
Swarthmore’s first fund to support research
related to Bangladesh, this award will be
determined by the provost, the chair of the
interdisciplinary council, and the division chairs
from the humanities, social sciences, and
natural sciences and engineering. Awarded to
Faiza Siddiqui ’ll.
The Sager Fund of Swarthmore College was
established in 1988 by alumnus Richard Sager
’73, a leader in San Diego’s gay community. To
combat homophobia and related discrimination,
the fund sponsors events that focus on concerns
of the lesbian, bisexual, and gay communities
and promotes curricular innovation in the field
of lesbian and gay studies. The fund also
sponsors an annual three-day symposium. The
fhnd is administered by a committee of women
and men from the student body, alumni, staff,
faculty, and administration. In 2004, Richard
Sager created an “internship” to provide
funding for students in internships with
nonprofit organizations whose primary missions
address gay/lesbian/bisexual/transgender issues.
The Lang Center for Civic and Social
Responsibility administers the internship.
Awarded to Hilary Pomerantz ’12.
The James H. Scheuer Summer Internship in
Environmental and Population Studies
Endowment was established in 1990. The
Scheuer Summer Internship supports student
research in environmental and public policy
issues. The coordinators of the environmental
studies and public policy concentrations select
interns in alternate years. Awarded to Steven
Dean ’l l , Yaeir Heber ’l l , and Hongun Yun
’12.
The Somayyah Siddiqi '02 Economics Research
Fellowship, for economics research, is funded
by T-. Paul Schultz ’61 in memory of Somayyah
Siddiqi ’02. Not awarded this year.
The David G. Smith Internship in Health and
Social Policy, endowed by alumni, faculty,
friends, and former students of David G. Smith,
is to support an internship in the social services,
with priority for the field of health care, for a
Swarthmore undergraduate during the summer
or a semester on leave. Awarded to Richard
Peck’12.
Solodar Family Science and Engineering
Summer Research Fund was established in
2006. The fund supports a summer research
fellowship for a Swarthmore student of science

p. i n

or engineering, with a preference toward the
chemical sciences. Awarded to Harry Wang
’13.
The Starjield Student Research Endowment was
established by Barbara Starfield ’54 and Phoebe
Starfield Leboy ’57 in 2004. The fund supports
student summer research fellowships in social
justice with a preference for students pursuing
research in the areas of health services
delivery/health policy and social, demographic,
and geographic equity. Starfield and Leboy
established the fellowships to honor their
parents, Martin and Eva Starfield, educators
who instilled a love of learning and social
justice in their daughters. Awarded to Carlo
Felizardo ’11 and Jessica Schleider ’ 12.
The Surdna Fellowships were established in
1979 by a gift from the Surdna Foundation and
are awarded for summer research by
Swarthmore students in collaboration with a
faculty member in any department in the
Natural Sciences and Engineering Division.
Awarded to Jonah Bernhard ’l l , Ryan Carlson
’l l , Andrew Koontharana ’l l , Douglas Woos
’l l , and Andrew Zimmerman ’ll .
The Pat Tarble Summer Research Fund was
established in 1986 through the generosity of
Mrs. Newton E. Tarble. The Tarble Summer
Fund supports undergraduate research. The
Provost’s Office administers the fund. Awarded
to Kevin Labe ’ll.
The Martha E. Tyson Fellowship was founded
by the Somerville Literary Society in 1913 and
is sustained by the contributions of Swarthmore
alumnae. It is awarded each year to a senior
woman or alumna who plans to enter
elementary or secondary-school work. The
recipient of the award is to pursue a course of
study in an institution approved by the
committee. Applications must be submitted by
April 20. Awarded to Yvonne Marx Asher ’06,
and Charmaine Giles ’10.
The Hans Wallach Research Fellowship,
endowed in 1991 by colleagues and friends,
honors the eminent psychologist Hans Wallach
(1904-1998), who was a distinguished member
of the Swarthmore faculty for more than 60
years. The fellowship supports one outstanding
summer research project in psychology for a
rising Swarthmore College senior or junior,
with preference given to a project leading to a
senior thesis. Awarded to Amelia C. Kidd ’ll.

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

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

p. 112

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

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

p. 113
established in 1911 in honor of Alexander
Griswold Cummins, Class of 1889, by Morris
L. Clothier, Class of 1890.
The Howard N. and Ada J. Eavenson
Professorship in Engineering was established in
1959 by Mrs. Eavenson, whose husband
graduated in 1895.
The N eil R. Grabois '57 Professorship was
established in 2010 by Eugene M. Lang ’38 to
honor Neil Grabois, mathematician and
educator. This fund supports a professorship in
the division of natural sciences and engineering,
with a preference for a member of the
mathematics department. The James H.
Hammons Professorship was established in
1997 by Jeffrey A. Wolfson ’75, to recognize
the inspiring academic and personal guidance
provided by James H. Hammons, professor of
chemistry, who began his distinguished
teaching career at Swarthmore in 1964. The
professorship may be awarded in any division,
with preference given to the Chemistry
Department.
The James C. Hormel Professorship in Social
Justice, established in 1995 by a gift from
James C. Hormel ’55, is awarded to a professor
in any academic division whose teaching and
scholarship stimulate increased concern for and
understanding of social justice issues, including
those pertaining to sexual orientation.
The Howard M. and Charles F. Jenkins
Professorship o f Quakerism and Peace Studies
was endowed in 1924 by Charles F. Jenkins
H’26 and a member of the Board of Managers,
on behalf of the family of Howard M. Jenkins, a
member of the Board of Managers, to increase
the usefulness of the Friends Historical Library
and to stimulate interest in American and
Colonial history with special reference to
Pennsylvania. The fund was added to over the
years through the efforts of the Jenkins family
and by a 1976 bequest from C. Marshall Taylor
’04.
The Walter Kemp Professorship in the Natural
Sciences was established in 2006 by Giles K.
“Gil” ’72 and Barbara Guss Kemp. Gil and
Barbara wanted to honor Gil’s father, a retired
psychiatrist, who “has always been an
inspiration” and “a great believer in both
science and education.” The professorship is
awarded with particular regard for combining
professional engagement with excellence in
teaching.
The William R. Kenan Jr. Professorships were
established in 1973 by a grant from the William
R. Kenan Jr. Charitable Trust to “support and
encourage a scholar-teacher whose enthusiasm
for learning, commitment to teaching, and
sincere personal interest in students will
enhance the learning process and make an

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

p. 114
The Mari S. Michener Professorship was
created by the College in 1992 to honor Mrs.
Michener, wife of James A. Michener ’29, and
in recognition of his unrestricted gift.
The Gil and Frank Mustin Professorship was
established by Gilbert B. Mustin ’42 and Frank
H. Mustin ’44 in 1990. It is unrestricted as to
field.
The Richter Professorship o f Political Science
was established in 1962 by a bequest from Max
Richter at the suggestion of his friend and
attorney, Charles Segal, father of Robert L.
Segal ’46 and Andrew Segal ’50.
The Scheuer Family Chair o f Humanities was
created in 1987 through the gifts o f James H.
Scheuer ’42; Walter and Marge Pearlman
Scheuer ’44; and their children, Laura Lee ’73,
Elizabeth Helen ’75, Jeffrey ’75, and Susan ’78
and joined by a challenge grant from The
National Endowment for the Humanities.
The Howard A. Schneiderman '48
Professorship in Biology was established by his
wife, Audrey M. Schneiderman, to be awarded
to a professor in the Biology Department.
The Claude C. Smith '14 Professorship was
established in 1996 by members o f the Smith
family and friends of Mr. Smith. A graduate of
the Class of 1914, Claude Smith was an
esteemed lawyer with the firm of Duane, Morris
and Heckscher and was active at the College,
including serving as chairman of the Board of
Managers. This chair is awarded to a member
of the Political Science or Economics
departments.
The Henry C. and Charlotte Turner
Professorship was established in 1998 by the
Turner family. Henry C. Turner, Class of 1893
and J. Archer Turner, Class of 1905, served as
members o f the Board of Managers of
Swarthmore College, as officers of the
corporation, and as members of various
committees. Henry Turner was founder of the
Turner Construction Co.; his brother, J. Archer
Turner, was the firm’s president. Four
generations of Turners have had ties with the
College, and Sue Thomas Turner ’35, wife of
Robert C. Turner ’36 (son of Henry C. Turner),
is a board member emerita. Howard Turner ’33,
son o f J. Archer Turner, has also been very
active as a member of the Board o f Managers
over the years.
The J. Archer and Helen C. Turner
Professorship was established in 1998 by the
Turner family. Henry C. Turner, Class of 1893
and J. Archer Turner, Class of 1905, served as
members of the Board of Managers of
Swarthmore College, as officers of the
corporation, and as members of various
committees. Henry Turner was founder of the
Turner Construction Co.; his brother, J. Archer
Turner, was the firm’s president. Four

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

p. 115

19 Enrollment Statistics

p. 116

19.1 Enrollment of Students by Classes (Fall 2009)
Men
169
177
190
190
726
0
4
730

Seniors
Juniors
Sophomores
Freshmen
Graduate students
Special student
TOTAL

Women
195
190
190
204
779
0
16
795

Total
364
367
380
394
1505
0
20
1525

Note: These counts include 83 students studying abroad.

19.2 Geographic Distribution of Students (Fall 2009)
......... 6
......... 1

.......210
......... 26

Arizona........................ ......12
......... 5
.... 154
.......14
.......31
Delaware..................... ...... 23
......... 9
.......29
.......23
Hawaii......................... ......... 4
......... 3
.......29
.......10
......... 8
Kansas......................... ........ 5
......... 8
......... 3
.......15
.......74
.... 92
.......18
.......14
Mississippi................... ......... 1
.......10
......... 5
......... 6
Nevada......................... ......... 3
New Hampshire........... ......... 5
New Jersey .................... .... 145
New Mexico................ .........6

North Dakota............. ..........3
......... 29
........... 3
......... 13
Pennsylvania............. .......199
Puerto Rico............... ........... 1
........... 3
......... 10
...........1
Tennessee.................. ........... 8
.........43
Utah........................... ........... 2
......... 13
........... 3

Virginia..................... ........ 35
......... 29
........... 2
........... 8
........... 1
.... 1.414
........... 1

Canada ........................
Ecuador.......................
France........................
Germany......................

........... 1
........... 1
........... 1
........... 3
........... 2
........... 1
........... 5

..........3
.........1

Hong Kong................. ........ 7
.:.......<
.........1
.........1
Latvia.......................... .........1

1 ‘i
.........l
Netherlands................. .........l
.........l
......... 2
......... 4
Poland......................... .........1
.........1
i........1
....... 26
......... 1
......... 1
Turkey......................... ......... 5
.........1
United Kingdom......... ;........l
p j
.......... 1
... i n

GRAND TOTAL........ ...1525

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

p. 117

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

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

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

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

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

Footnote Key
1 Absent on leave, fall 2010.
2 Absent on leave, spring 2011.
3 Absent on leave, 2010-2011.
4 Absent on administrative leave,
2010- 2011.
5 Fall 2010.
6 Spring 2011.
7 Affiliated faculty.
8 Ex-officio.

9 Campus coordinator, Swarthmore Program
in Grenoble, fall 2010.
10 Campus coordinator, Swarthmore Program
in Grenoble, spring 2011.
11 Program director, Swarthmore Program in
Grenoble, fall 2010.
12 Program director, Swarthmore Program in
Grenoble, spring 2011.

Art

p. 118

SYDNEY L. CARPENTER, Professor of Studio Art and Chair
MICHAEL W. COTHREN, Professor of Art History1
RANDALL L. EXON, Professor o f Studio Art
CONSTANCE CAIN HUNGERFORD, Professor of Art History4
BRIAN A. MEUNIER, Professor of Studio Art3
JANINE MILEAF, Associate Professor of Art History2
PATRICIA L. REILLY, Associate Professor of Art History and Art History Coordinator
LOGAN GRIDER, Assistant Professor of Studio Art
TOMOKO SAKOMURA, Assistant Professor of Art History
ADRIENNE BAYTON, Visiting Assistant Professor of Studio Art (part time)
ALLAN EDMUNDS, Visiting Assistant Professor of Studio Art (part time)5
CELIA GERARD, Visiting Assistant Professor of Studio Art (part time)
JESSICA TODD HARPER, Visiting Assistant Professor of Studio Art (part time)
MARY PHELAN, Visiting Assistant Professor of Studio Art (part time)5
JUNE V. CIANFRANA, Administrative Assistant1234*6
1Absent on leave, fell 2010.:
2 Absent on leave, spring 2011.
3 Absent on leave, 2010-2011.
4 Absent on administrative leave, 2010-2011.
! Fall 2010.
6 Spring 2011.

•Why is having a keen visual intelligence so
crucial to a rewarding life?
•Why are museums one of the first places we go
to understand the culture and history of a
people?
•What goes on between the eye, mind, and hand
during the process of creating a work of art?
Art is a place where history, religion,
psychology, politics, and culture converge. The
Art Department at Swarthmore offers two
avenues of study: studio art and art history. In
both, students are introduced to basic skills of
visual analysis and expression and to the
conceptual frameworks necessary for applying
them across disciplines and professions.
The artists and art historians at Swarthmore
College consider visual intelligence to be
fundamental to a liberal arts education. The
department members believe that the ability to
understand works of art—either through
analysis or practice—is the key to a richer
understanding of the human experience. The
study of art is the most direct way of
developing a better understanding and
appreciation of the cultures and societies of our
contemporary world, the visual phenomena
found in it—both in nature and in society—and
the historical record of human development.
Artists have and continue to interpret their
experiences, and art historians have and
continue to interpret the objects made.
Students learn and create in a department that is
made up of a close-knit group of practitioners
aid art historians. This special environment
allows the kind of one-on-one relationship to
faculty and colleagues that enables students to
gain the skills they need to succeed in their

chosen paths. The proximity to Philadelphia,
New York, and Washington, D.C.; some of the
most important collections of art in the United
States; and a lively art scene puts Swarthmore
in a unique position compared with other liberal
arts colleges across the country.
List Gallery. The List Gallery was established
to enhance the art curriculum. Each year, the
gallery mounts four or five exhibitions of both
emerging and nationally known artists. April
and May feature a series of senior thesis
exhibitions by art majors, and an Alumni
Weekend exhibition takes place in June.
Together with the gallery director, the
Exhibition Committee selects exhibitions that
complement and strengthen the studio arts and
art history curriculum. Exhibiting artists come
to campus as visiting critics and lecturers,
giving students access to a broad range of
media and interpretation. Occasionally, the
gallery presents historical exhibitions that offer
art history students opportunities for direct
observation and analysis.
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
Eugene ’38 and Theresa Lang. The Phillip
Bruno Fine Art Fund supports work with the
permanent collection. The Ann Trimble Warren
Exhibition Fund and the List Gallery Fund
support List Gallery exhibitions.
Donald Jay Gordon Visiting Artist; Heilman
Lecture. Each year, the Art Department invites
distinguished artists to the College as the
Marjorie Heilman Visiting Lecturer or the
Donald Jay Gordon Visiting Artist. The work of
the invited artist is exhibited in the List Gallery,

Art
and while on campus, she or he gives a public
lecture, critiques work in the studios, and meets
with both majors and nonmajors.
Lee Frank Lecture: See section 2.5.
Benjamin West Lecture: See section 2.5.
Jonathan Leigh Altman Summer Grant: See
section 2.5.
Frank Solomon Jr. Student A rt Prize: See
section 17.4.

Requirements and
Recommendations
Prerequisites
Most art history courses are offered without
prerequisites. STUA 001 is the prerequisite for
all studio arts courses, even for seniors.
Students are advised that graduate work in art
history requires a reading knowledge of at least
German and French. The Art Department
approves a credit for Advanced Placement,
grade 5 in art history (on completion of an art
history course in the department) and studio arts
(with submission of a portfolio).
Study Abroad
The Art Department strongly encourages those
with an interest in art and its history to consider
incorporating study abroad—either during a
summer or a regular academic term—into their
Swarthmore program. Important examples of
art and architecture are scattered throughout the
world, and the encounter with works still
imbedded in their original context is vital to an
understanding of their historical and
contemporary significance. Past experience has
shown, however, that art courses in most studyabroad programs fall considerably below the
academic standards of comparable courses at
Swarthmore. Students who are interested in
bettering their chances of gaining a fall
Swarthmore credit for a course taken in a studyabroad program are advised to meet with either
the studio art coordinator and/or the art history
coordinator, before leaving the campus.
Note: Study abroad for junior studio art majors
should occur before the spring semester of the
junior year. Study abroad for junior art history
majors should take place in the fall of the junior
year because the required Junior Workshop
course is in the spring of the junior year.
Course Major in A rt History
Art history majors are required to take ARTH
002 (Western Art), ARTH 003 (East Asian
Art), ARTH 020 (Junior Workshop), one course
in studio arts, and 5 elective credits in art
history including at least one 2-credit seminar.
The comprehensive requirement will consist of
an examination given in the spring of the senior
year.

p. 119
Course Minor in A rt History
The course minor in art history will consist of 5
credits in art history, 4 of which must be taken
at Swarthmore. Studio art majors can complete
an art history minor with the completion of 3 art
history credits in addition to those required by
their studio art major.
Course Major in Art
The course major in art consists of four courses
in art history (including ARTH 002) and seven
courses in studio arts (including courses in
drawing, a three-dimensional medium, an
advanced credit). The comprehensive consists
of a senior exhibition and written artist
statement prepared during the fall and spring of
the senior year.
Course Minor in Art
Not offered.
Majors and Minors in the Honors
Program
Students may formulate Honors Programs as
either majors or minors, in either art history or
art. For details, consult guidelines available in
the department office.

Art History
ARTH 001C. First-Year Seminar: Making
A rt History
Are works of art direct extensions, pure
reflections, or unique expressions of an
individual artist’s genius, fragile by implication
and susceptible to destruction from
overanalysis? Or are works of art (as well as the
definition just offered) cultural artifacts
produced under specific material and social
conditions, and folly meaningful only under
extended analysis? Must we choose? And are
these questions themselves, and the talk they
generate or suppress, yet another manifestation
of the Western European and American
commodification of art, its production, and its
consumption? Such questions will underlie this
introduction to the goals, methods, and history
of art history. Focusing on works drawn from a
variety of cultures and epochs, as well as on the
art historical and critical attention those works
have attracted, students will learn to describe,
analyze, and interpret both images and their
interpretations and to convey their own
assessments in lucid writing and speaking.
Writing course.
1 credit.
Not offered 2010-2011. Cothren.
ARTH 001D. First-Year Seminar:
Architecture of Philadelphia
Virtually no other city in the Western
hemisphere provides a richer cross-section of
architecture over the past 350 years than

Art
Philadelphia. The city’s material culture tells
the story not just of ¿ is region but of our
nation, from William Penn’s utopian New
World, to America’s 19th-century economic
and artistic flowering, to Philadelphia’s
importance as a mid-twentieth-century crucible
of city planning and post-modern design. We
will explore the built environment on foot as
well as through photography, literature,
journalism, and film.
Writing course.
1 credit.
Not offered 2010-2011.
ARTH 001E. First-Year Seminar:
Michelangelo and Renaissance Culture
In this discussion-based first-year seminar, we
will study the sculptures, paintings,
architecture, poetry, drawings, and biographies
of the Renaissance artist Michelangelo. We will
investigate these in light of Michelangelo’s
patrons, audiences, and the larger cultural,
political, and religious contexts in which these
works were produced. We will also consider the
ways in which these works have been analyzed
over the centuries and how the biographies and
myths of Michelangelo have been created and
understood. In doing so, we will develop a
critical understanding of the methods and
terminology of the discipline of art history
itself. Course projects include convening as a
mock group of museum trustees to discuss
whether the museum should purchase a
sculpture that has recently been attributed to
Michelangelo.
Writing course.
1 credit.
Fall 2010. Reilly.
ARTH 001F. First-Year Seminar:
Interpreting Picasso
How should we understand the art of one of the
most significant artists of the 20th century?
Although long embraced by the history of art,
Picasso’s art still remains a challenge to its
interpreters. This course looks at the sets of
questions developed within the discipline of art
history to understand this protean artist.
Strategies addressed include formal analysis,
biography, iconography, semiotics, social
history, feminist critique, ethnography, and the
history of exhibition and display. Emphasis will
be placed on developing critical skills in oral
and written formats.
Writing course.
1 credit.
Not offered 2010-2011. Mileaf.

p. 120
ARTH 001K. First-Year Seminar:
Rembrandt and the Dutch Golden Age
Rembrandt van Rijn is considered by many to
be the most important artist of the golden age of
the Dutch Republic. In this discussion-based
course we will study the paintings, prints,
drawings, and correspondence of this
remarkable artist. Topics will include how
Rembrandt’s art engaged with the political and
social worlds o f 17th-century Netherlands and
Flanders, as well as how his art addressed
religion, gender, and the art market. We will
examine, too, how Rembrandt and his works
have been analyzed and mythologized over the
centuries. Through all of these investigations
we will also develop a critical understanding of
the methods and terminology of the discipline
of Art History.
Writing course.
1 credit.
Not offered 2010-2011. Reilly.
ARTH 001L. First-Year Seminar: From
Handscrolls to Comic Books: Pictorial
Narratives in Japan
Through examination of select pictorial
narratives produced in Japan between the 12th
century and the present, ¿ is first-year seminar
introduces students to ¿ e basics of art historical
research and analysis. We will look at the ways
in which handscrolls, folding screens, and
(comic) books employ image and text in
addressing subjects such as romances, miracles,
battles, and fantasies, and consider the roles and
functions performed by pictorial narratives in
society.
Writing course.
1 credit.
Fall 2010. Sakomura.
ARTH 002. Western Art
This course provides an introduction to
Mediterranean and European art from
prehistoric cave painting through the 19th
century. We will consider a variety of media—
from painting, sculpture, and architecture to
ceramics, mosaic, metalwork, prints, and
earthworks. The goal of this course is to
provide a chronology of the major works in the
Western tradition and to provide the vocabulary
and methodologies necessary to analyze these
works of art closely in light of the material,
historical, religious, social, and cultural
circumstances in which they were produced and
received. We will give attention to the use and
status of materials; the representation of social
relations, gender, religion, and politics; the

Art

p. 121

context in which works of art were used and
displayed; and the critical response these works
elicited.
1 credit.
Each semester. Cothren or Reilly.

architecture as propaganda; and the invention of
the ideal warrior, athlete, and maiden.
Writing course.
1 credit.
Not offered 2010-2011. Reilly.

ARTH 003. East Asian A rt
This course provides a thematic introduction to
the arts of China, Korea, and Japan from
prehistoric times to the present. Through
explorations of select works of calligraphy,
painting, prints, ceramics, sculpture, and
architecture, this course aims to familiarize
students with artistic vocabularies and
conventions, sociocultural contexts of
production and consumption, and tools of art
historical analysis. Particular focus will be
given to artistic exchanges among the three
cultures, and the interrelationships between art,
religion, philosophy, and literature.
1credit.
Fall 2010. Sakomura.

ARTH 014. Early Medieval A rt and
Architecture
In this introduction to European art and
architecture from late antiquity to the 12th
century, special attention will be given to the
“Romanization” of Christian art under
Constantine, the Celtic Christian heritage of the
British Isles and its culmination in the Book of
Kells, Justinianic Constantinople and Ravenna,
the Carolingian Renaissance, Romanesque
sculpture as ecclesiastical propaganda, and the
efflorescence o f monastic art under the Cluniacs
and Cistercians.
1 credit.
Not offered 2010-2011. Cothren.

ARTH 005. Modern Art
This course surveys European and American art
from the late 18th century to the present. It
introduces significant artists and art movements
in their social, political, and theoretical
contexts. Attention will also be given to
interpretive strategies that have been used to
write the history of this art. Issues to be
considered include definitions of modernism
and modernity, constructions of gender, the rise
of urbanism and leisure, the independent art
market, and questions of originality and
representation.
1 credit.
Fall 2010. Mileaf.
ARTH 012. The Architecture o f Frank
Lloyd Wright
Frank Lloyd Wright’s career straddled two
centuries and changed the course of
architecture. We will examine his buildings and
writings, from the time of his association with
Louis Sullivan to the design of the Guggenheim
museum and consider Wright’s work in relation
to the diverse currents of international
modernism. Special attention will also be given
to his houses and his influence on modem
American domestic life.
1 credit.
Not offered 2010-2011.

ARTH 013. Ancient Greek and Roman
Art
This chronological survey will begin with a
glance at the art of the Aegean and conclude
with a study of the art and architecture of late
Imperial Rome. We will consider issues such as
mythology in daily ritual; the religious, social,
«id political functions of sculpture; the use of

ARTH 019. Contemporary Art
This course takes a focused look at European
and American art from 1945 to the present, a
period during which most conventional
meanings and methods of art were challenged
or rejected. Beginning with the brushstrokes of
abstract expressionism and continuing through
to the bitmaps of today’s digital art, we
consider the changing status of artists, artworks,
and institutions. Emphasis will be placed on
critical understanding of the theoretical and
historical foundations for these shifts.
1 credit.
Not offered 2010-2011. Mileaf.
ARTH 020. Junior Workshop
This foundation colloquium for art history
majors will explore various approaches to the
historical interpretation of the visual arts.
Attention will be given to art historiography—
both theory and practice—through the critical
reading and analysis of some important
foundation texts of the discipline as well as
more recent writings that propose or challenge a
variety of old and new analytic strategies.
Central to the course will be the research and
writing of a paper interpreting a work of art or
architecture available in the Philadelphia area,
an exercise that will help majors develop a
clearer sense of the sorts of questions that are
central to their own interest in the historical
study of visual culture.
Writing course.
1 credit.
Spring 2011. Cothren.
ARTH 021. African-American A rt and
Identity
This course analyzes constructions of AfricanAmerican identity as related to visual works of

Art
art by and of African Americans, from early
colonial America to the present. The course
incorporates a variety of social and historical
issues, media and disciplines, and students are
encouraged to consider art and artists through
an interdisciplinary lens. Music, film, and
literary sources will be presented in lecture.
There is a special focus on art and artists from
the Philadelphia area.
1 credit.
Not offered 2010-2011.
ARTH 025. Native American Art
An overview of the arts o f native peoples across
the North American continent from the
archaeological records of prehistory to the
contemporary creations of painters and
sculptors working within an international “art
world.” Attention will be given to the
theoretical, political, and methodological
challenges inherent in the study o f these
indigenous arts and their interactions with other
cultures and cultural viewpoints, past and
present. Discussions will focus on issues of
identity and ritual, artists and their audiences,
archaeology and recovery, colonization and
tourism.
1 credit.
Not offered 2010-2011. Cothren.
ARTH 032. Crafting Nature: The Arts of
Japanese Tea Culture
This course explores the rich cultural practice
of chanoyu, the “Japanese tea ceremony,”
which emerged around the preparation of
powdered green tea. We will examine the ritual,
aesthetic, and institutional history of this
practice from the 12th century to the present
and consider the various cultural forms—
painting, calligraphy, ceramics, architecture,
garden design, religious ritual, performance,
food preparation, and flower arrangement—that
were integrated into and developed through
chanoyu. Discussions will include the place of
Zen Buddhism in the history of chanoyu, the
role of chanoyu in Japanese aesthetic discourse
and art collecting practices, and the impact of
chanoyu on contemporary productions of
architecture, lacquerware, metalware, and
ceramics. We will also learn the craft of tea
preparation and visit Shofuso, the Japanese
House and Garden in Fairmount Park,
Philadelphia.
Writing course.
1 credit.
Spring 2011. Sakomura.
ARTH 033. Famous Places and Sacred
Sites: The A rt of Landscape in East Asia
This course surveys the major traditions of
landscape art in East Asia. We will explore the
ways in which places and spaces are

p. 122
transformed into famous places and sacred sites
and consider the critical role played by visual
representation in this process. Major topics
include the relationship between landscape and
power, cultural memory, literature, mythology,
seasonality, travel, and literati culture. We will
examine the functions of landscape art in
various cultural, geographical, and temporal
contexts of East Asia and consider the complex
processes of cultural dissemination and
adaptation by looking at the reception of
Chinese landscape painting tradition in Korea
and Japan.
1 credit.
Spring 2011. Sakomura.
ARTH 034. East Asian Calligraphy
This course surveys the major calligraphic
traditions of China, Korea, and Japan from
1200 B.C.E. to the present. In addition to
analyzing the development and dissemination
of calligraphic styles and the works of
individual calligraphers, we will explore how
calligraphy conveys meaning, how the history
of calligraphy has been written, and how
calligraphy has been used as a powerful tool for
cultural and political commentary.
1 credit.
Not offered 2010-2011. Sakomura.
ARTH 039. Contemporary Japanese
Visual Culture
This course aims to familiarize students with
the visual culture of contemporary Japan and its
complex relationship to the traditional arts of
Japan as well as to Western culture. Topics
examined will include representations of
gender, nature, tradition, history, nation, city
and suburbia, tourism, food, commodity, and
fashion. We will closely analyze and critique
works in the print medium such as
advertisements, graphic design, photography,
magazines, and manga. We will also discuss
examples and trends in Japanese product design
and character design that have achieved global
recognition, such as MUJI and Hello Kitty.
1 credit.
Fall 2010. Sakomura.
ARTH 043. Islam and the West:
Architectural Cross-currents from the
Middle Ages to the 21st Century
From the Great Mosque at Cordoba, to Sinan’s
Istanbul, to 18th-century Budapest, to Antonio
Gaudi’s Barcelona, and even to Norman
Foster’s Masdar City in the United Arab
Emirates, the Islamic world has had an
enormously rich cross-fertilization with nonIslamic cultures and architectural traditions. We
will seek a deeper understanding of similarity
and difference, rivalry and inspiration, in

Art

p. 123

architecture, social priorities, cultural identity,
and international relations.
1 credit.
Not offered 2010-2011.

and other forces, and how they are being
achieved in current projects around the globe.
1 credit.
Not offered 2010-2011.

ARTH 045. Gothic
This course will examine the formation o f “The
Gothic” around 1140 and its development and
codification in the Ile-de-France to the middle
of the 13th century; monasteries, cathedrals,
and chapels; neo-platonism and the new
aesthetic; “court-style” and political ideology;
structural technology and stylistic change;
patronage and production; contextualizing
liturgy and visualizing dogma.
1 credit.
Not offered 2010-2011. Cothren.

ARTH 074. Studies in the History of
Photography
This course will consider the theoretical
implications of the invention of photography by
taking a focused look at select moments in the
history of this medium. What is meant by “the
photographic?” And how have practitioners of
photography asserted and/or challenged such a
concept? Essays by Walter Benjamin, Roland
Barthes, Susan Sontag, Rosalind Krauss,
Martha Rosier, and others will form a
foundation for discussions about specific artists,
movements, and techniques. The class is
organized around group discussions and is
driven by student contributions.
1 credit.
Fall 2010. Mileaf.

ARTH 051. Renaissance A rt in Florence
and Environs
An introduction to painting, sculpture,
drawings, prints, and architecture produced in
Florence and its environs from the late 14th to
the 16th century. We will consider a full range
of issues related to the production and reception
of these works, including the representation of
individuals, the state, and religion. We will also
examine the context in which these works were
used and displayed, art and anatomy, art and
gender, the critical responses these works
elicited, and the theories of art developed by
artists and nonartists alike.
1 credit.
Spring 2011. Reilly.
ARTH 065. Modern Architecture
The 20th century may have been the richest
architectural century in human history. This
course will study the modem built environment
from many perspectives, from city and regional
planning, to individual buildings, to their
interior design and furniture. In the spirit of
20th-century globalization, we will look at
developments on six continents: North and
South America, Europe, Africa, Asia, and
Australia.
1 credit.
Not offered 2010-2011.
ARTH 066. Designing with Nature:
Greenness and Sustainability in
Architecture.
This course will take up the challenges of
greenness and sustainability in the built
environment first by tracing the idea of
“designing with nature” from Vitruvius and
Alberti through the 20th century in Europe,
America, Asia, and the Islamic world. Then we
will unravel how these objectives are defined
for designers in our time through public
perceptions, tax incentives, LEED certification,

ARTH 076. The Body in Contemporary
Art
This course examines the use of the body as a
subject and medium in art of the past few
decades. While poking, prodding, fragmenting,
and displaying the bodies of themselves and
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, global identities
performance, masquerade, identity politics, and
technology. This course will require careful
reading of assigned texts, active participation in
regular discussions, and frequent writing
assignments.
1 credit.
Not offered 2010-2011. Mileaf.
ARTH 077. The A rt of Exhibition
This discussion-based course examines the art
exhibition as a vehicle for communication of
aesthetic, political, social, and theoretical
convictions. Theories o f exhibition and display
will be used as a framework for discussion of
recent and historical case studies such as
Sensation (The Brooklyn Museum, 1997);
Freestyle (Studio Museum in Harlem, 2001);
and Mirroring Evil (The Jewish Museum, 2002)
or the 1921 International Dada Fair in Berlin.
We will also consider how contemporary artists
have used the exhibition as a subject or medium
in their work. Class trips and speakers will draw
practical connections for students as they work
to organize their own exhibitions—either
virtual or actual.
1 credit.
Not offered 2010-2011. Mileaf.

Art
ARTH 096. Directed Reading
1 credit.
Staff.
ARTH 180. Thesis
A 2-credit thesis normally carried out in the fall
of the senior year. The topic must be submitted
and approved by the instructor in charge before
the end of the junior year.
2 credits.
Staff.

Seminars
Unless otherwise noted, the prerequisite for all
seminars is two courses in art history.
ARTH 136. Word and Image in Japanese
Art
This seminar explores the interrelationship
between text and image in Japanese art from the
Heian (794-1185) to the Edo (1615-1868)
periods, with an emphasis on major traditions in
the yamato-e (“Yamato” or Japanese painting)
style. We will examine the ways in which select
works of narrative tales and poetry are
visualized and explore the complex and
nuanced interactions of text, image, and
calligraphy. The relation between artistic
formats and conventions of pictorializing and
inscribing text will be considered through a
wide range of media, including handscrolls,
album books, folding screens, poem sheets,
woodblock prints, lacquerware boxes, textiles,
and fans. Topics will include visual reception of
literary classics and significance of court
culture through the ages. We will strive to
deepen our understanding of the function and
meaning of objects in their respective
sociocultural contexts.
2 credits.
Not offered 2010-2011. Sakomura.
ARTH 147. Visual Narrative in Medieval
Art
This seminar examines how and why
tendentious stories are told in pictures during
the European Middle Ages and the various
ways art historians have sought to interpret their
design and function. After introductory
discussions on narratology, the class focuses on
an intensive study of a few important and
complex works of art that differ in date of
production, geographic location, viewing
context, artistic tradition, and medium. In past
years, these have included the Bayeux
Embroidery of ca. 1070, the stained-glass
windows of the Parisian Sainte-Chapelle of ca.
1245, and Giotto’s frescos in the Arena Chapel
in Padua of 1303-1305.
2 credits.
Spring 2011. Cothren.

p. 124
ARTH 151. The Visual Culture of
Renaissance Rome
From the 14th to the 17th century, Rome was
transformed from a “dilapidated and deserted”
medieval town to a center of spiritual and
worldly power. This seminar will consider the
defining role that images played in that
transformation. In addition to studying the
painting, sculpture and architecture of artists
such as Fra Angelico, Bramante, Raphael, and
Michelangelo, we will study the creation and
use of objects such as banners, furniture, and
temporary festival decorations. Topics will
include papal reconstruction of the urban
landscape; the rebirth of classical culture, art
and the liturgy, private devotion and public
ritual, and the construction of the artist as
genius.
2 credits.
Not offered 2010—2011. Reilly.
ARTH 164. Modern Art
Current discussions from multiple theoretical
perspectives of artists such as Courbet, Manet,
Degas, Gauguin, Cezanne, Picasso, and Pollock
and the issue of “modernism” in 19th- and 20thcentury painting.
2 credits.
Not offered 2010-2011. Hungerford.
ARTH 166. Avant-Garde; History,
Theory, Practice
This seminar examines European and American
avant-garde art from the first half of the 20th
century. After theoretically and historically
situating avant-gardism as a concept, we will
focus on such early 20th-century movements as
cubism, futurism, constructivism, dada, and
surrealism. We will also consider historical
debates surrounding the significance and
legitimacy of avant-garde practice and
contemporary discussions regarding the
relevance—or even possibility—of avantgardism today. Of particular interest throughout
the term will be artists’ engagements with
politics, mass culture, technology, and social
change.
2 credits.
Fall 2010. Mileaf.
ARTH 168. Dada and Surrealism
Signing a name, going into a trance, collecting
dust, shopping in a flea market, dreaming,
scribbling, and playing a game—all of these
activities were investigated as methods of art
production by artists associated with Dada and
surrealism in the early decades of the 20th
century. This seminar examines not only these
new modes of making art but also the artists’
political, cultural, and theoretical reasons for
developing them. By carefully reading primary
and secondary texts, we consider the questions,

Art
aims, and desires of these revolutionary art
movements as well as the methods of art histoiy
that have been conceived to address them.
2 credits.
Not offered 2010-2011. Mileaf.

Studio Arts
STUA 001. Foundation Drawing
This course is designed as an introduction to
drawing as the basis for visual thinking and
perception. The class will focus on concepts
and practices surrounding the use of drawing as
a visual language rather than as a preliminary or
planning process. Whether students are
interested in photography, painting, pottery,
sculpture, installation or performance, the
ability to design and compose visually is
fundamental to their development. The course
follows a sequence of studies that introduces
students to basic drawing media and
compositional elements while they also learn to
see inventively.
This course is a prerequisite for all other
courses in studio art.
1credit.
Each semester. Staff.
STUA 001B. First-Year Seminar: Making
Art
This studio art experience is designed for firstyear artists in all media who have demonstrated
through a portfolio presentation their
knowledge of the elements of visual thinking,
design, and composition. This course is similar
in content to the foundation drawing class
STUA 001. However, it will be more in depth,
with more emphasis on individually designed
studio and research projects. Portfolios of actual
or photographed work must be submitted for
evaluation during the freshman advising week
prior to the start of the fall semester. Contact
the department for details.
1 credit.
Fall 2010. Grider.
STUA 005. Color Photography
This class is an introduction to the art and craft
of color photography using the tools that are
most widely practiced by artists today. Students
work toward a final project using either a film
or digital camera, processing images in
Photoshop and outputting them on a
professional-grade ink-jet printer. Weekly
critiques, photographer research projects, and at
least one field trip to look at art make up the
class. It is preferred, but not required, that
students take STUA 006: Black and White
Photography first.

p. 125
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Spring 2011. Harper.
STUA 006. Black and White
Photography
This class introduces students to the traditional
craft of silver wet dark-room photography.
Though black-and-white images can be created
digitally, enough visual and technical
complexity remains in silver gelatin printing
that many artists continue to work in this timehonored medium long after the “digital
revolution.” Students use film cameras, film,
and light-sensitive paper to create a final body
of work. Weekly critiques, photographer
research projects, and at least one field trip to
look at art make up the class.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2010. Harper.
STUA 007. Book Arts
Introduction to the art of the book. Included
will be an investigation into typesetting and
printing, binding, wood engraving, and
alternative forms of book construction and
design.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Spring 2011. Phelan.
STUA 008. Painting
Students will investigate the pictorial structure
o f oil painting and the complex nature of color.
A thorough study of texture, spacial
conventions, light, and atmosphere will be
included.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2010. Exon.
STUA 009. Life Sculpture
Working from the perceptual observation and
study of life forms, we will explore the
sculptural principles and practice of life
modeling in clay. Students will explore this
subject in a broad range of historical styles—
from the study of human anatomy to the more
contemporary use of various life forms as
source material towards abstraction. The earlier
projects are centered on the study of the human
figure through self-portraiture. The later
projects will encourage the explorations of
other life forms—plants and animals. Two trips
to local museums are scheduled as an integral
part o f the projects.

Art
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2010. Carpenter.
STUA 010. Life Drawing
Work in various media directed toward a
clearer perception of the human form. The class
is centered on drawing from the model and
within this context. The elements of gesture,
line, structure, and light are isolated for the
purpose of study.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2010. Bayton.
STUA 011. Watercolor
This course is a complete exploration of watersoluble media with an emphasis on transparent,
gum arabic-based watercolor. Other materials
and techniques will include ink wash, gouache,
silk colors, collage, handmade papers, matting,
and pen making, using reeds and quills. When
in the studio, the class will work from the figure
and still life. The central motif, however, will
be painting the landscape. Whenever possible,
we shall work outdoors. Occasional field trips
to locales other than the campus will be offered.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Offered occasionally.
STUA 012. Figure Composition
In this advanced course in painting and drawing
the human form, emphasis will be given to the
methods, thematic concepts, conventions, and
techniques associated with multiple figure
design and composition.
Prerequisite: STUA 008 and/or STUA 010.
1 credit.
Offered occasionally.
STUA 013. Sculpting Everyday Things
Covering a broad range of contemporary
sculptural concepts and techniques as they
apply to the making of the most common of
functional objects - chairs, tables, lamps, and
bowls. After study and drawing from trips to
area museums, students will design a
thematically related series of three functional
forms, with the use of found objects as a
starting point. Several different mediums may
be explored, including clay and epoxy
modeling, plaster casting, woodworking, fabric
work, and assemblage.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Not offered 2010-2011. Meunier.

p. 126
STUA 014. Landscape Painting
This course explores the vast array of
interpretive approaches, and practical methods
available to the artist interested in landscape
painting. Each student will be introduced to
methods and techniques that will be used in the
field while painting directly from nature. Topics
include atmospheric perspective, linear
perspective, viewpoint, compositional
structuring through shape and rhythm, and a
thorough study of light through changing
effects of color and tonality. Excursions into the
urban, suburban, and rural landscape of
southeastern Pennsylvania will be scheduled
weekly. Oil paints will be the central medium
of the class.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Not offered 2010-2011. Exon.
STUA 015. The Potter’s Wheel
This class focuses on a series of projects for the
wheel that assist in development of ideas and
technique. Most projects will involve the
functional container, but the option to explore
the wheel for nonfunctional form will also be
available. Five assigned projects will be
followed by the advanced series in which the
student will propose and concentrate on a series
of related objects for the remainder of the
semester. Critiques and in-class discussion are
an important component of this experience.
Students will be exposed to traditional and
nontraditional solutions to the wheel-thrown
container through slide lectures, videos, and a
guest artist. For beginners and advanced
students.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2010. Carpenter.
STUA 017. The Container as
Architecture
This clay class focuses on architecturally
imagined forms and ornamentation using basic
hand building processes of slab and coil
construction. Surface treatments include slip
and single fire solutions. Projects will explore
free-standing compositions and tile relief. Large
and moderately scaled, the projects will be
complimented with videos, demonstrations and
a guest artist TBA.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Spring 2011. Carpenter.

Art
STUA 018. Printmaking
The course will emphasize the manipulation of
various design elements in the rendering of
preferred subject matter of individual students
in woodblock, linoleum, collograph and
combinations of each process. History and
contemporary trends will be explored in
preparation for assignments. Occasional group
critiques will be conducted to foster the sharing
of ideas and skills. If the schedule permits, two
field trips to Philadelphia print shops or related
print exhibitions are planned.
Prerequisite: STUA 001 or consent of
instructor.
1 credit.
Fall 2010. Edmunds.
STUA 019. Sculpture: Materials and
Process
This course will cover traditional and
contemporary sculptural concepts with an
emphasis on three of the most primary of
sculptural materials: clay, plaster, and wood.
The processes will include clay construction
and modeling, plaster construction and casting
techniques, and wood construction and shaping.
During the first half of the semester, students
will design and build three small sculptures,
each in one of the mediums above. During the
second half of the course, students will build a
larger sculptural form incorporating all three
mediums.
Prerequisite: STUA 001 Foundation Drawing or
STUA 00IB FYS: Making Art
1 credit.
Spring 2011. Gerard.

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STUA 020. Advanced Studies
020A. Ceramics
020B. Drawing
020C. Painting
020D. Photography
020E. Sculpture
020F. Printmaking
These courses are designed to usher the
intermediate and advanced student into a more
independent, intensive study in one or more of
the fields listed earlier. A discussion of formal
issues generated at previous levels will
continue, with greater critical analysis brought
to bear on stylistic and thematic direction. All
students are expected to attend, throughout the
semester, a given class in their chosen medium
and must make sure at the time of registration
that the two class sessions will fit into their
schedules. In addition to class time, students
will meet with the professor for individual
conferences and critiques.
This series of courses also serves as the Junior
Workshop, a colloquium for junior studio art

p. 127
majors in the spring semester. Students will
produce work within the classes offered as
Advanced Studies. Regularly scheduled group
and individual critiques with other junior
majors and a faculty coordinator will occur
throughout the semester, culminating in a group
exhibition.
Note: Although this course is for full credit, a
student may petition the studio faculty for a 0.5credit semester.
Prerequisites: STUA 001 and at least one
previous course in the chosen medium.
1 credit.
Each semester. Staff.
STUA 025. Advanced Studies II
Continuation of STUA 020 on a more advanced
level. This series of courses also serves as the
Junior Workshop, a colloquium for junior
studio art majors in the spring semester.
Students will produce work within the classes
offered as Advanced Studies. Regularly
scheduled group and individual critiques with
other junior majors and a faculty coordinator
will occur throughout the semester, culminating
in a group exhibition.
025A. Ceramics
025B. Drawing
025C. Painting
025D. Photography
025E. Sculpture
025F. Printmaking
Prerequisite: STUA 020.
1 credit.
Each semester. Staff.
STUA 030. Senior Workshop I
This course is designed to strengthen critical,
theoretical, and practical skills on an advanced
level. Critiques by the resident faculty members
and visiting artists as well as group critiques
with all members of the workshop will guide
and assess the development of the students’
individual directed practice in a chosen field.
Assigned readings and scheduled discussions
will initiate the writing of the thesis for the
senior exhibition.
This course is required of senior art majors.
1 credit.
Fall 2010. Grider.
STUA 040. Senior Workshop II
This course is designed to further strengthen
critical, theoretical, and practical skills on a
more advanced level. During the spring
semester of the senior art major, students will
write their senior artist statement and mount an
exhibition in the List Gallery of the Eugene M.
and Theresa Lang Performing Arts Center. The
artist statement is a discussion of the

Art
development of the work to be exhibited. The
exhibition represents the comprehensive
examination for the studio art major. Gallery
exhibitions are reserved for studio art majors
who have passed the senior workshop and
fulfilled all requirements, including the writing
of the senior art major statement.
1 credit.
Spring 2011. Grider.

p. 128

Asian Studies

p. 129

Coordinator/

ALAN BERKOWITZ (Modem Languages and Literatures, Chinese)
Anna Everetts (Administrative Assistant)

Faculty:

Pallabi Chakravorty (Music and Dance)
William O. Gardner (Modem Languages and Literatures, Japanese)
K. David Harrison (Linguistics)
Steven P. Hopkins (Religion)*1
Haili Kong (Modem Languages and Literatures, Chinese)
Gerald Levinson (Music)
Lillian M. Li (History)
Bakirathi Mani (English Literature)
Erin Mee (Theater)
Tomoko Sakomura (Art History)
Tyrene White (Political Science)3
Thomas Whitman (Music)3

J 'Absent on leave, fall 2010.

I

I 3Absent on leave, 2010-2011.

The interdisciplinary Asian Studies Program
introduces students to the history, cultures, and
societies of Asia—including principally China,
Japan, and India. Courses are offered in the
departments of art, economics, English
literature, history, linguistics, modem languages
and literatures (Chinese and Japanese), music
and dance, political science, religion, sociology
and anthropology, and theater. Students may
choose to major or minor in Asian studies in
either the Course Program or the Honors
Program.
Studying Asia and gaining experience in the
Asian world are important to understanding the
global intersections of peoples, cultures,
technology, and business in today’s world.
Today—as the Asian American community
expands and diversifies, and as Asian cultural
and technological influences have become part
of American life—learning about Asia is not so
exclusively about the “other,” but often about
“self.” To study Asia, then, is to trace the
diverse strands of Asian cultures that have
originated in different regional, national, and
local traditions, but which have now become
increasingly intertwined with global life in the
twenty-first century.

Language Study and Study
Abroad
Students with majors in Asian studies are
strongly encouraged to consider studying an
Asian language and undertaking a period of
study in Asia. Swarthmore currently offers
Chinese and Japanese; other Asian languages
may be studied at the University of
Pennsylvania during the regular academic year,
in summer-language programs, or abroad. For
languages offered at Swarthmore, courses
above the first-year level count toward the
major. For Asian languages not offered at
Swarthmore, courses at the entry level may be

approved if at least the equivalent of 1.5 credits
is successfully completed in a program
approved by the Asian Studies Committee.
The Asian studies faculty can recommend
academically rigorous programs in several
Asian countries. Study abroad is the ideal arena
for intensive language study. Courses taken
abroad may be applied toward the major,
subject to the approval of the Asian studies
coordinator. However, at least half of the
credits in a student’s Asian studies major or
minor should be earned at Swarthmore.

Fellowship and Grant
Opportunities
The Alice L. Crossley Prize in Asian Studies is
awarded each spring to the student who submits
the best essay on any topic in Asian studies.
The Genevieve Ching-wen Lee ’96 Memorial
Fund supports a lecture each year in Asian
American studies. This fund also supports an
annual competition for summer research
support for projects related to Asian studies or
Asian American studies.

Requirements and
Recommendations
Course Major
The Asian Studies Program invites students to
make connections among courses that differ
widely in content and method. When
considering applicants to the major, the Asian
Studies Committee looks for evidence of
intellectual flexibility and independence.
Students must have completed at least two
Asia-related courses in different departments
with grades of B or better to be accepted into
the major.

Asian Studies
The major in Asian studies consists of a
minimum of 10 credits, with requirements and
distribution as follows:
1. Geographic breadth. Coursework concerning
more than one of the regions of Asia (East,
South, Southeast, Southwest, and Central). This
requirement can be accomplished by taking at
least two courses that are pan-Asian or
comparative in scope or by taking at least one
course on a country that is not the principal
focus of a student’s program.
2. Disciplinary breadth. Courses must be taken
in at least three different departments.
3. Core courses. At least 1 course must be
taken from the following list;
ARTH 003. East Asian Art
CHIN 016. Substance, Shadow, and Spirit in
Chinese Literature and Culture [LITR
016CH]
CHIN 023. Modem Chinese Literature: A
Novelistic Discourse [LITR 023CH]
HIST 009A. Chinese Civilization
HIST 009B. Modem China
HIST 075. Modem Japan
JPNS 017. Introduction to Japanese Culture:
The Cosmology of Japanese Drama (LITR
017J)
MUSI 008. Music of Asia
POLS 055. China and the World
RELG 008. Patterns of Asian Religions
RELG 009. The Buddhist Tradition
RELG 012 or RELG 013. History, Religion,
and Culture of India I and II
4. Intermediate and advanced work. A
minimum of 5 credits must be completed at the
intermediate or advanced level in at least two
departments.
5. Asian-language study. Asian-language study
is not required but is strongly recommended.
Up to 4 credits of language study may be
applied toward the major. For languages offered
at Swarthmore (Chinese and Japanese), courses
above the first-year level may count toward the
major. For Asian languages not offered at
Swarthmore, courses at the entry level may
count toward the major if at least the equivalent
of 1.5 credits are earned in an approved
program.
6. Culminating exercise. Asian studies course
majors have a choice of culminating exercises:
a.
Thesis option—A 1- or 2-credit thesis,
followed by an oral examination. The thesis
must be supervised by a member of the Asian
studies faculty. Students normally enroll for the
thesis (ASIA 096) in the fall semester of the
senior year. For more information about the
thesis, see www.swarthmore.edu/asianstudies or
the sophomore paper guidelines.

p. 130
b. Qualifying papers option—Students revise
and expand two papers they have written for
Asian studies courses in consultation with
Asian studies faculty members.
c. Honors seminar option—Students take a
2-credit honors seminar in an Asian studies
topic in either their junior or senior year. (Note:
A two-course combination or a course plus
attachment will not satisfy this requirement.)
7. Grade-point average requirement. A student
must have at least a C average in the course
major.
Course Minor
Students will be admitted to the minor after
having completed at least two Asian studies
courses in different departments with grades of
B or better. The Asian studies minor in course
consists of five courses, distributed as follows:
1. Geographic breadth. Coursework must cover
more than one region of Asia. This can be
accomplished by taking at least two courses that
are pan-Asian or comparative in scope or by
taking at least one full course on a country that
is not the principal focus of a student’s
program.
2. Disciplinary breadth. Asia-related courses
must be taken in at least two departments
outside of the disciplinary major. Only one
course may overlap the Asian studies minor and
the disciplinary major.
3. Core course. Students are required to include
at least one course from the list of core courses
(see earlier).
4. Intermediate or advanced work. At least 2
credits of work must be completed at the
intermediate or advanced level.
5. Asian-language study. Asian-language study
is not required, but courses in Asian languages
may count toward the course minor. Up to 2
credits of language study may be applied
toward the minor. For languages offered at
Swarthmore (Chinese and Japanese), courses
above the first-year level may count toward the
minor. For Asian languages not offered at
Swarthmore, courses at the entry level may
count toward the minor if at least the equivalent
of 1.5 credits are earned in an approved
program.
6. Grade-point average requirement. A student
must have at least a C average in the minor.
Honors Major
To be admitted to the honors major, students
should have completed at least two Asian
studies courses in different departments with
grades of B+ or better. The honors major in
Asian studies consists of a minimum of 10
credits (including four honors preparations).
The four preparations in an Honors Program

Asian Studies
must be drawn from at least two different
disciplines.
1. Geographic and disciplinary breadth
requirements. These are the same as those for
the course major (see earlier).
2. Core courses. Students are required to
include at least one course from die list of core
courses (see earlier).
3. Asian studies as an interdisciplinary major.
All four fields presented for external
examination must be Asian studies subjects.
The four preparations in an Honors Program
must be drawn from at least two different
disciplines.
4. Honors minor. An Asian studies honors
major need not declare a minor in another field.
However, a student may designate one of his or
her preparations as an honors minor. In that
case, the student must fulfill all the
requirements set by the relevant department or
program for the honors minor.
5. Senior honors study (SHS)fo r majors. Asian
studies does not have a Senior Honors Study
(SHS) requirement. Nonetheless, honors majors
must fulfill the requirements for the minor
(which may include an SHS) established by
each department in which an honors preparation
is done.
6. Grade-point average requirement. A student
must earn at least a B+ in ¿1 offerings applied
to the honors major.
Careful advance planning is essential to make
certain that the prerequisites and requirements
established by separate departments and
programs have been met. With the advance
approval of the Asian studies coordinator,
coursework or research done in study abroad
may be incorporated into the student’s program.
Honors Minor
To be admitted to the honors minor, students
should have completed at least two Asian
studies courses in different departments with a
grade of B+ or above. An honors minor in
Asian studies consists of a minimum of 5
credits, distributed as follows:
1. Geographic breadth. There are two tracks
within the minor.
a. Comparative Asian cultures—The
selection of courses and the honors preparation
should offer a comparative perspective on the
traditional or modem cultures of Asia.
Individual programs should be worked out in
close consultation with the Asian studies
coordinator. (Language study does not count
toward this track.)
b. Focus on a single country or region—All
courses in the program should focus on the
same region or country. One or 2 credits of
language study may be included.

p. 131
2. Disciplinary breadth. Asia-related courses
must be taken in at least two departments
outside of the disciplinary honors major. Only
one course may overlap die honors minor and
the disciplinary honors major.
3. Core course. Normally at least one of the
five courses should be a core course (see
earlier).
4. Asian-language study. Asian-language study
is not required, but courses in Asian languages
may count toward the honors minor. For
languages offered at Swarthmore (Chinese and
Japanese), courses above the second-year level,
but no more than 2 credits, count toward the
minor. For Asian languages not offered at
Swarthmore, courses at the entry level may be
counted if the equivalent of 1.5 credits are
earned in an approved program.
5. Honors preparation. One preparation,
normally a 2-credit seminar, will be submitted
for external examination.
6. SH Sfor minors. The student will fulfill the
requirements set for honors minors by the
department offering the honors preparation.
7. Grade-point average requirement. A student
must have at least a B+ in all courses applied to
the honors minor.

Courses
(See descriptions in individual departments to
determine offerings fo r each semester.)
A rt (Art History)
ARTH 001L. From Handscrolls to Comic
Books: Pictorial Narratives in Japan (W)
ARTH 003. East Asian Art
ARTH 032. Crafting Nature: The Arts of
Japanese Tea Culture
ARTH 033. The Art of Landscape in East Asia
ARTH 034. East Asian Calligraphy
ARTH 039. Contemporary Japanese Visual
Culture
ARTH 136. Word and Image in Japanese Art
Asian Studies
ASIA 093. Directed Reading
1 credit.
Staff.
ASIA 096. Thesis
Writing course
1 credit.
Staff.
ASIA 180. Honors Thesis
2 credits.
Staff.

Asian Studies
Chinese
CHIN 003B. Second-Year Mandarin Chinese
(fall)
CHIN 004B. Second-Year Mandarin Chinese
(spring)
CHIN 008. Reading Modem China Through
Literary and Cinematic Text (Cross-listed as
LITR008CH)
CHIN 009. Heaven, Earth, and Man: Ways of
Thought in Traditional Chinese Culture (FirstYear Seminar)
CHIN Oil. Third-Year Mandarin Chinese (fall)
CHIN 011 A. Third-Year Mandarin Chinese
Conversation (fall)
CHIN 012. Advanced Mandarin Chinese
(spring)
CHIN 012A. Advanced Mandarin Chinese
Conversation (spring)
CHIN 016. Substance, Shadow, and Spirit in
Chinese Literature and Culture (Cross-listed as
LITR016CH)
CHIN 017. Legacy of Chinese Narrative
Literature: The Story in Dynastic China (Crosslisted as LITR 017CH)
CHIN 018. The Classical Tradition in Chinese
Literature (Cross-listed as LITR 018CH)
CHIN 019. Singular Lives and Cultural
Paradigms in Early and Imperial China (FirstYear Seminar)
CHIN 020. Readings in Modem Chinese
CHIN 021. Topics in Modem Chinese
CHIN 023. Modem Chinese Literature (Crosslisted as LITR 023CH)
CHIN 025. Contemporary Chinese Fiction:
Mirror of Social Change (Cross-listed as LITR
025CH)
CHIN 027. Women Writers in 20th-Century
China (Cross-listed as LITR 027CH)
CHIN 033. Introduction to Classical Chinese
(Cross-listed as LING 033)
CHIN 035. Readings in Classical Chinese
CHIN 055. Contemporary Chinese Cinema
(Cross-listed as LITR 055CH)
CHIN 056. History of Chinese Cinema (19051995) (Cross-listed as LITR 056CH)
CHIN 063. Comparative Perspectives: China in
the Ancient World (Cross-listed as LITR
063CH)
CHIN 066. Chinese Poetry (Cross-listed as
LITR 066CH)
CHIN 069. Taste and Aesthetics in Chinese
Cultural Traditions (Cross-listed as LITR
069CH)
CHIN 071. Invaded Ideology and Translated
Modernity (Cross-listed as LITR 07ICH)

p. 132
CHIN 081. Transcending the Mundane: Taoism
in Chinese Literature and Culture (Cross-listed
asLITR081CH)
CHIN 091. Special Topics in Chinese Literature
in Translation (Cross-listed as LITR 091CH)
CHIN 092. Special Topics in Chinese Literature
and Culture in Chinese
CHIN 093. Directed Reading
CHIN 103. Lu Xun and His Legacy in 20thCentury Chinese Literature
CHIN 105. Fiction in Traditional China: People
and Places, Journeys, and Romances
CHIN 108. The Remaking of Cinematic China:
Zhang Yimou, Wong Kar-wai, and Ang Lee
CHIN 109. Daoism
Dance
DANC 021. History of Dance: Africa and Asia
DANC 025A. Dance and Diaspora (Cross-listed
as SOAN 020J)
DANC 028. Classical Indian Dance
DANC 046. Dance Technique: Kathak
DANC 049. Performance Kathak
DANC 072. Intercultural Performance Methods
DANC 079. Dancing Desire in Bollywood
Films
Economics
ECON 081. Economic Development*
ECON 181. Economic Development+
English Literature
ENGL 065. Introduction to Asian American
Literature
ENGL 075. South Asians in America:
Literature, Culture, Politics
ENGL 077. South Asians of Asian America
History
HIST 009A. Chinese Civilization
HIST 009B. Modem China
HIST 075. Modem Japan
HIST 077. Orientalism East and West
HIST 078. Beijing and Shanghai: Tale of Two
Cities
HIST 079. Women, Family, and the State in
China
HIST 144. State and Society in China, 17502000

Japanese
JPNS 003B. Second-Year Japanese (fall)
JPNS 004B. Second-Year Japanese (spring)
JPNS 005A. Japanese Conversation
JPNS 012. Third-Year Japanese (fall)
JPNS 012A. Japanese Conversation (fall)
JPNS 013. Third-Year Japanese (spring)
JPNS 013A. Readings in Japanese (spring)

Asian Studies
JPNS 017. The World of Japanese Drama
(Cross-listed as LITR 017J and THEA 017)
JPNS 018. Topics in Japanese Literary and
Visual Culture (Cross-listed as LITR 018J)
JPNS 021. Modem Japanese Literature (Crosslisted as LITR 021J)
JPNS 023. Manga and Anime: Socio-cultural
and Linguistic Perspectives
JPNS 024. Japanese Film and Animation
(Cross-listed as FMST 057)
JPNS 041. Fantastic Spaces in Modem
Japanese Literature (Cross-listed as LITR 041J)
JPNS 045. Japanese Language in Society
(Cross-listed as LING 047)
JPNS 051. Japanese Poetry and Poetics
JPNS 074. Japanese Popular Culture and
Contemporary Media (Cross-listed as LITR
074J)
JPNS 083. War and Postwar in Japanese
Culture (Cross-listed as LITR 083J)
Music
MUSI 008. The Music of Asia
MUSI 049A. Performance: Balinese Gamelan
Linguistics
LING 025. Language, Culture, and Society
LING 033. Introduction to Classical Chinese
(Cross-listed as CHIN 033)
LING 047. Japanese Language in Society
Political Science
POLS 055. China and the World
POLS 056. Patterns of Asian Development
POLS 058. Contemporary Chinese Politics
POLS 064. American-East Asian Relations*
POLS 073. Comparative Politics: Advanced
Topics in Chinese Politics
POLS 108. Comparative Politics: East Asia
Religion
RELG 008. Patterns of Asian Religions
RELG 009. The Buddhist Traditions of Asia
RELG 012B.The History, Religion and Culture
of India I
RELG 013. The History, Religion, and Culture
of India II
RELG 030B. The Power of Images: Icons and
Iconoclasts*
RELG 03 IB. Religion and Literature: From the
Song of Songs to the Hindu Saints*
RELG 108. Poets, Saints, and Storytellers:
Religious Literatures of South Asia
Theater
THEA 008A. Intercultural Performance
Methods
THEA 022. Production Ensemble: Hayavadana

p. 133
THEA 017. The World of Japanese Drama
(Cross-listed as JPNS 017 and LITR 017J)

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

Biology

p. 134

SCOTT F. GILBERT, Professor
SARA HIEBERT BURCH, Professor and Chair
JOHN B. JENKINS, Professor
RACHEL A. MERZ, Professor
KATHLEEN K. SIWICKI, Professor
AMY CHENG VOLLMER, Professor
JOSE LUIS MACHADO, Associate Professor
COLIN PURRINGTON, Associate Professor
ELIZABETH A. VALLEN, Associate Professor3
JULIE HAGELIN, Assistant Professor3
NICHOLAS KAPLINSKY, Assistant Professor
JASON DOWNS, Visiting Assistant Professor
WILLIAM GRESH JR., Laboratory Instructor
HEATHER HASSEL-FINNEGAN, Laboratory Instructor
PHILIP KUDISH, Academic Coordinator/Laboratory Instructor/Science Associate Coordinator
JOCELYNE MATTEI-NOVERAL, Laboratory Instructor
ERIN SCHLAG, Laboratory Instructor
DIANE FRITZ, Administrative Coordinator
3 Absent on leave, 2010-2011.

At all levels of the Biology curriculum, students
are engaged in learning about the functions and
evolution of diverse biological systems as well
as the methods by which biologists study
nature. While fillfilling the requirements for the
major, students are able to build a broad
biological background by taking courses
focused on different levels of biological
organization, while also being able to
concentrate on specialized areas of particular
passion if they choose.
Students are introduced to biology by enrolling
in BIOL 001 and BIOL 002, which serve as
prerequisites for all intermediate and advanced
biology courses. Intermediate courses are
numbered 010 to 040. Courses numbered
beyond 100 are advanced and may be used to
prepare for the Honors Program. Advanced
Placement (AP) 5 is accepted for placement in
some intermediate courses. See individual
instructors for permission.

Requirements and
Recommendations
Students electing to major in biology must have
a grade-point average of C in BIOL 001 and
BIOL 002 (or in the first two Swarthmore
biology courses) and a C average in all
Swarthmore College courses in the natural
sciences. The biology major must include the
following supporting subjects in addition to the
minimum of 8 biology credits composing either
the honors or the course major: Introductory
Chemistry, at least one semester of Organic
Chemistry, and two semesters of college
mathematics (not STAT 001 or MATH 003) or
the completion of Calculus II (MATH 023 or
025). One semester of statistics (STAT 011) is
strongly recommended.

Students majoring in biology must take BIOL
001 and BIOL 002 (or AP equivalent) and at
least one course or seminar in each of the
following three groups: Group I: Cellular and
Molecular Biology, Group II: Organismal
Biology, and Group III: Population Biology.
CHEM 038: Biological Chemistry may be
counted towards the major and as a Group I
course. Only one course numbered 003 to 009
is allowed to count toward the 8-credit
minimum. Course majors must take at least one
advanced course or seminar in biology
(numbered 110-139) and satisfy the general
college requirement of a comprehensive
experience and examination in biology by
participation in BIOL 097: Themes in Biology.
Students who wish to minor in biology must
take 6 credits, at least 4 of which are to be taken
at Swarthmore. The grade requirement to enter
the minor is the same as for the biology course
major. BIOL 001 and BIOL 002 (or AP
equivalent) are required. There are no
requirements for chemistry, math, or physics
and no distribution requirement within the
department. Only one course numbered BIOL
003 to 009 is allowed and only one credit in
either BIOL 093 or 094. CHEM 038: Biological
Chemistry may be counted as 1 of the 6 biology
credits.
Special majors in biochemistry, psychobiology,
and environmental science are also offered.
Additional information about these special
majors can be found on the Biology Department
website. We offer teacher certification in
biology through a program approved by the
state o f Pennsylvania. For further information
about the relevant set o f requirements, contact
the Educational Studies Department chair, the
Biology Department chair, or the Educational
Studies Department website.

Biology
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 examinations.
Qualified students will prepare for two external
examinations from the following areas: animal
physiology, behavioral ecology, biomechanics,
cell biology, developmental genetics, genomics
and systems biology, human genetics,
microbiology, neurobiology, plant physiology,
plant defense, and plant ecology. Students in
honors also will undertake a substantial
research project (BIOL 180) and participate in
senior honors study (BIOL 199). These efforts
will be evaluated by external examiners, who
will determine the level of honorific and grades
for BIOL 180 and BIOL 199.

Courses
Biology course numbers reflect study at
different levels of organization—General
Studies (001-009), intermediate courses in
Cellular and Molecular Biology (010-019),
Organismal Biology (020-029), Population
Biology (030-039), Seminars in Cellular and
Molecular Biology (110-119), Seminars in
Organismal Biology (120-129), and Seminars
in Population Biology (130-139).
General Studies
BIOL 001. Cellular and Molecular
Biology
An introduction to the study of living systems
illustrated by examples drawn from cell
biology, biochemistry, genetics, microbiology,
neurobiology, and developmental biology.
One laboratory period per week.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Fall 2010. Staff.
BIOL 002. Organismal and Population
Biology
Introduction to the study of organisms
emphasizing morphology, physiology,
behavior, ecology, and evolution of whole
organisms and populations.
One laboratory per week.
Natural sciences and engineering practicum.
Writing course.
1 credit.
Spring 2011. Staff.

p. 135
BIOL 006. History and Critique of
Biology
The 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: BIOL 001 and BIOL 002.
1 credit.
Fall 2010. Gilbert.
Group I: Cellular and Molecular Biology
(010-019)
BIOL 010. Genetics
This introduction to genetic analysis and
molecular genetics explores basic principles of
genetics, the chromosome theory of inheritance,
classical and molecular strategies for gene
mapping, strategies for identifying and isolating
genes, the genetics of bacteria and viruses,
replication, gene expression, and the regulation
of gene activity. Major concepts will be
illustrated using human and nonhuman
examples.
One laboratory period per week.
Prerequisite: BIOL 001 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Jenkins.
BIOL 014. Cell Biology
A study of the ultrastructure, molecular
interactions, and function of cell components,
focusing primarily on eukaryotic cells. Topics
include protein and membrane structure,
organelle function and maintenance, and the
role of the cytoskeleton.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002, and
previous or concurrent enrollment in CHEM
022; or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Next offered spring 2012. Vallen.
BIOL 016. Microbiology
This study of the biology of microorganisms
will emphasize aspects unique to prokaryotes.
Topics include microbial cell structure,
metabolism, physiology, genetics, and ecology.
Laboratory exercises include techniques for
detecting, isolating, cultivating, quantifying,
and identifying bacteria. Students may not take
both BIOL 016 and BIOL 017 for credit.
One laboratory period per week.

Biology

p. 136

Prerequisites: CHEM 022; BIOL 001 and BIOL
002 or by permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Vollmer.

One laboratory period per week.
Prerequisites: BIOL 001 and CHEM 010.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Siwicki.

BIOL 017. Microbial Pathogenesis and
the Immune Response
A study of bacterial and viral infectious agents
and of the humoral and cellular mechanisms by
which vertebrates respond to them. Laboratory
exercises include techniques for detecting,
isolating, cultivating, quantifying, and
identifying bacteria. Students may not take both
BIOL 016 and BIOL 017 for credit.
One laboratory period per week.
Prerequisites: CHEM 022; BIOL 001 and BIOL
002 or by permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Next offered spring 2012. Vollmer.

BIOL 024. Developmental Biology
This analysis of animal development will
combine descriptive, experimental, and
evolutionary approaches. Laboratories will
involve dissection and manipulation of
invertebrate and vertebrate embryos.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Gilbert.

Group II: Organismal Biology (020-029)
BIOL 020. Animal Physiology
An examination of the principles and
mechanisms of animal physiology, ranging
from the subcellular to the integrated whole
animal in its environment. Possible topics
include metabolism, thermoregulation,
endocrine regulation, nutrient processing, and
muscle physiology.
Prerequisites: BIOL 001 and BIOL 002. CHEM
010 is recommended.
Natural sciences and engineering practicum.
1 credit.
Next offered fall 2011. Hiebert Burch.
BIOL 021. Comparative Vertebrate
Anatomy
A system by system examination of vertebrate
morphology with an appreciation for the
variation offered by the diversity of vertebrate
forms. While morphology or physical form is
the focus, each anatomical system is presented
within a context of function and evolution.
Laboratory exercises will involve dissection.
One laboratory period or field trip per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Downs.
BIOL 022. Neurobiology
A comprehensive study of the basic principles
of neuroscience, ranging from the electrical and
chemical signaling properties of neurons and
their underlying cellular and molecular
mechanisms to the functional organization of
selected neural systems.

BIOL 025. Plant Biology
This course is an exploration of the diverse field
of plant biology. Topics will include growth
and development, reproduction, genetics and
genome biology, evolution and diversity,
physiology, responses to pathogens and
environmental stimuli, domestication,
agriculture, and applications of plant genetic
modification. Laboratories will introduce
organismal, cellular, molecular, and genetic
approaches to understanding plant biology.
One laboratory period per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Kaplinsky.
BIOL 026. Invertebrate Biology
The evolution, morphology, ecology, and
physiology of invertebrate animals.
One laboratory period per week; some all-day
field trips.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Merz.
Group III: Population Biology (030-039)
BIOL 030. Animal Behavior
An exploration of principles and mechanisms of
animal behavior using an evolutionary
approach, ranging from neurons and
development of individuals to groups
interacting in their natural environment.
Possible topics include: how genes and
environment affect behavior, antipredator
behavior, migration, mating systems, parental
care, human behavior.

Biology
One laboratory per week emphasizes
observation of live animals in field and at zoo;
one all day field trip possible.
Three to 6 hours of field work per week.
Prerequisite: BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Not offered 2010-2011. Hagelin.
BIOL 034. Evolution
This course focuses on how and why
populations change over time. Other topics,
such as evolutionary rates, speciation,
phylogeography, and extinction provide a
broader view of evolutionary processes.
One laboratory period or field trip per week.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Purrington.
BIOL 035. History o f Life
An exploration of the evolutionary history
responsible for the incredible diversity of
organisms on earth today. An understanding of
this history will be developed through study of
geological processes, reconstruction of
evolutionary relationships, and a familiarity
with the fossil record. Readings and discussion
of primary literature will supplement the course
material.
One laboratory per week.
Prerequisites: BIOL 001 and BIOL 002.
1 credit.
Spring 2011. Downs.
BIOL 036. Ecology
The goal of ecology is to explain the
distribution and abundance of organisms in
nature through an understanding of how they
interact with their abiotic and biotic
environments. Students will gain ecological
literacy and practice by studying processes that
operate within and between hierarchical levels
or organization such as individuals,
populations, communities, and ecosystems. All
this knowledge will be applied to understand
the current global changes occurring in nature
as a result of human activities.
Three to 6 hours of laboratory and/or fieldwork
in the Crum Woods per week, in addition to at
least one field trip per semester.
Prerequisites: BIOL 002 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Machado.

p. 137
BIOL 039. Marine Biology
Ecology of oceans and estuaries, including
discussions of physiological, structural, and
behavioral adaptations of marine organisms.
One laboratory per week; several all-day field
trips.
Prerequisites: BIOL 001 and BIOL 002.
Natural sciences and engineering practicum.
1 credit.
Next offered fall 2011. Merz.

Independent Studies
BIOL 093. Directed Reading
A program of literature study in a designated
area of biology not usually covered by regular
courses or seminars and overseen by a biology
faculty member.
0.5 or 1 credit.
Fall or spring semester. Staff.
BIOL 094. Research Project
Qualified students may pursue a research
program for course credit with the permission
of the department. The student will present a
written report to the biology faculty member
supervising the work.
0.5 or 1 credit.
Fall or spring semester. Staff.
BIOL 094A. Research Project:
Departmental Evaluation
Students carrying out a BIOL 094 research
project will present a written and oral report on
the project to the Biology Department.
0.5 credit.
Fall or spring semester. Staff.
BIOL 180. Honors Research
Independent research in preparation for an
honors research thesis.
Fall or spring semester. Staff.

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

Biology
biology. Serves as the senior comprehensive
and examination; it is required of all biology
majors in course.
Fall 2010. Staff.

Honors Study
BIOL 199 is not part of the 8-credit minimum
in biology.
BIOL 199. Senior Honors Study
An interactive, integrative program that allows
honors students to finalize their research thesis
spring semester.
1 credit.
Spring 2011. Staff.

Seminars
BIOL 110. Human Genetics
In this exploration of the human genome, the
topics to be discussed will include patterns of
human inheritance; classical and molecular
strategies for mapping and isolating genes; the
metabolic basis of inherited disease; the genetic
basis of cancer; developmental genetics;
complex-trait analysis; the genetic basis of
human behavior; and ethical, legal, and social
issues in human genetics.
Attendance at medical genetics rounds and
seminars at the University of Pennsylvania
School of Medicine is required.
Prerequisite: BIOL 010 or permission of the
instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2011. Jenkins.
BIOL 111. Developmental Genetics
This year’s topic will focus on ecological
developmental biology: how development is
constrained and managed by environmental
influences. Topics include phenotypic
plasticity, polyphenisms, developmental
syrobioses, endocrine disruption, and the
possible ways that such plasticity can generate
evolutionarily novel structures. The laboratory
will use molecular techniques to look at gene
expression in the developing turtle shell.
One laboratory per week.
Prerequisites: BIOL 024 or permission of the
instructor.
Natural sciences and engineering practicum.
2 credits.
Not offered 2010-2011. Gilbert.
BIOL 114. Symbiotic Interactions
This seminar will focus on the molecular basis
of plant-microbe, animal-microbe, and possibly
microbe-microbe symbioses. In addition to
studying specific systems, common themes and

p. 138
pathways will be analyzed and discussed
(nutrient exchange, suppression of the immune
response, specificity of host-symbiont
recognition, etc.). Readings will be primarily
from the research literature. Laboratory projects
will use molecular techniques and likely focus
on the sea anemone Aiptasia and its symbiotic,
photosynthetic dinoflagellate, Symbiodinium.
One laboratory per week.
Prerequisites: CHEM 022, and any Group I or
Group II biology course.
Natural sciences and engineering practicum.
2 credits.
Next offered fall 2011. Vallen.
BIOL 115E. Plant Molecular G e n e ticsBiotechnology
The course will investigate the technological
approaches that plant scientists are using to
address environmental, agricultural, and health
issues. Topics will include biofuels, nutritional
engineering, engineering disease and stress
resistance, bioremediation, and the production
of pharmaceuticals in plants. This course
consists of one discussion and one laboratory
per week. Laboratory projects will include
independent and ongoing research.
One laboratory per week.
Prerequisites: BIOL 001, BIOL 002, and BIOL
025 or permission of instructor.
Natural sciences and engineering practicum.
2 credits.
Fall 2010. Kaplinsky.
BIOL 116. Microbial Processes and
Biotechnology
A study of microbial mechanisms regulating
metabolism and gene expression in response to
natural and experimental stressors. Technical
and ethical applications of these concepts in
biotechnology will be addressed.
Independent laboratory projects.
Prerequisite: BIOL 016 or BIOL 017 or
permission of the instructor.
Natural sciences and engineering practicum.
Writing course.
2 credits.
Fall 2010. Vollmer.
BIOL 119. Genomics and Systems
Biology
Fundamental questions in biology are being
answered using revolutionary new technologies
including genomics, proteomics, metabolomics,
systems biology, modeling, and large scale
protein and genetic interaction screens. These
approaches have fundamentally changed how
scientists investigate biological problems and
allow us to ask questions about cells, organisms
and evolution that were impossible to address

Biology
even five years ago. Readings will include
animal, plant, fungal, and bacterial literature.
Laboratory projects will incorporate genomic
and molecular approaches.
One laboratory per week.
Prerequisite: BIOL 001 and BIOL 002 or the
equivalent and one Group I or Group II biology
course.
Natural sciences and engineering practicum.
2 credits.
Next offered fall 2011. Kaplinsky.
BIOL 123. Learning and Memory
Neural systems and cellular processes involved
in different types of learning and memory are
studied through reading and discussion of
research literature.
Independent laboratory projects.
Prerequisite: BIOL 022 or permission of the
instructor.
Natural sciences and engineering practicum.
2 credits.
Fall 2010. Siwicki.
BIOL 124. Hormones and Behavior
This course will focus on endocrine regulation
of animal behaviors, including reproduction,
aggression, stress, sickness, parental care, and
seasonality, with an emphasis on critical
reading of primary literature.
Independent laboratory projects.
Prerequisites: BIOL 001 and 002 or the
equivalent and one of the following: BIOL 020,
022, or permission of the instructor.
Natural sciences and engineering practicum.
2 credits.
Fall 2010. Hiebert Burch.
BIOL 126. Biomechanics
Basic principles of solid and fluid mechanics
will be explored as they apply to the
morphology, ecology, and evolution o f plants
and animals.
Prerequisites: BIOL 001 and 002 or the
equivalent and one other Group II or Group III
biology course.
Natural sciences and engineering practicum.
2 credits.
Spring 2011. Merz.
BIOL 134. Plant Evolution and
Adaptation
Plant evolution from the perspective of diverse
adaptations such as camivory, parasitism,
pollinator attraction, and light-seeking tropisms.
This seminar will also cover adaptations that
influence plant species’ abilities to respond to
human-induced change such as global wanning
and soil contaminants. Readings from the recent

p. 139
primary literature will be supplemented with
selections from Charles Darwin’s books on
botanical topics.
Independent laboratory and field projects.
Prerequisite: Any course numbered BIOL 025
or higher.
Natural sciences and engineering practicum.
2 credits.
Spring 2011. Purrington.
BIOL 137. Biodiversity and Ecosystem
Functioning
Can the current decline in global biodiversity
alter the functioning and stability of
ecosystems? The answer to this question can be
reached by evaluating the ecological
consequences of changing patterns in
biodiversity, through either extinction or
addition of species. We will review the relative
or specific role of extrinsic factors (climate,
disturbance, soils, etc.), genetic, taxonomic, and
functional diversity in ecosystem functioning
using both experimental and natural evidence.
Prerequisite: Any biology course numbered
BIOL 026 or higher. Students with preparation
outside biology should seek permission o f the
instructor.
Natural sciences and engineering practicum.
2 credits.
Spring 2011. Machado.

Black Studies

p. 140

Coordinator:

SARAH WILLIE-LeBRETON (Sociology and Anthropology)
Anna Everetts (Administrative Assistant)

Committee:

Timothy Burke (History)
Garikai Campbell (Mathematics and Statistics)
Sydney Carpenter (Studio Art)
Allison Dorsey (History)
Anthony Foy (English Literature)
Cheryl Jones-Walker (Educational Studies)*
3
Stephen O’Connell (Economics)
Micheline Rice-Maximin (Modem Languages and Literatures, French)1,10
Peter Schmidt (English Literature)

1Absent on leave, fall 2010.
3 Absent on leave, 2010-2011.
10 Campus Coordinator, Swarthmore Program in Grenoble, spring 2011.

The purpose of the Black Studies Program is
the following:
1. To introduce students to the history, culture,
society, and political and economic conditions
of black people in Africa, the Americas, and
elsewhere in the world.
2. To explore new approaches—in perspectives,
analyses, and interdisciplinary techniques—
appropriate to the study of the black experience.
Black studies has often stood in critical relation
to the traditional disciplines. Its scholars have
used traditional and nontraditional
methodological tools to pursue knowledge that
assumes the peoples and cultures of Africa and
the African diaspora are central to
understanding the world accurately. The
courses in the Black Studies Program at
Swarthmore enhance the liberal arts tradition of
the College, acknowledging positivist,
comparative, progressive, modernist and
postmodernist, postcolonial, and Afrocentric
approaches.
Students in any department may add an
interdisciplinary minor in the Black Studies
Program to their departmental major by
fulfilling the requirements stated subsequently.
Applications for admission to the
interdisciplinary minor should be made in the
spring semester of the sophomore year to the
coordinator of the program. All programs must
be approved by the Committee on Black
Studies.

Requirements and
Recommendations
All interdisciplinary minors in the Black
Studies Program are required to take BLST 015,
ordinarily during their first two years, and four
additional courses eligible for credit in black
studies (each 0.5 credit course counts as half a
course toward program requirements). O f these
four additional courses, at least one of them
must be outside of the student’s departmental

major, and no more than one of them can be
taken outside of Swarthmore. We strongly
advise students to take a course in African or
African diasporic history as one of their
additional courses.
Students may complete a 1-credit course thesis
(BLST 091) as part of a black studies minor or
special major. Permission will be granted only
after consultation with the Black Studies
Program committee and coordinator. Approval
must be secured by the spring of junior year.
Students must earn a grade-point average of 3.0
or above in black studies coursework in order to
be accepted into the program.
Honors Minor
All students participating in the Honors
Program are invited to define a minor in the
Black Studies Program. Honors minors in black
studies must complete a 2-credit preparation for
their honors portfolio to be submitted to
external examiners. The following two options
apply:
1. A 2-credit honors thesis written under
program supervision (counts as one course
toward program requirements), or
2. A 2-credit approved black studies honors
seminar.
Honors minors must meet all other
requirements of the interdisciplinary minor in
course.
The 2-credit honors thesis must include work
done for the interdisciplinary minor and should
entail some unifying or integrative principle of
coherence. In addition, an honors thesis must
also include substantial work (normally 50
percent or more) drawing on a discipline that is
outside of the student’s major. The Black
Studies Committee must approve the proposal
for the 2-credit honors thesis, normally during
the fall of the student’s senior year.
After consultation with the major department,
minors may draw on these preparations to

Black Studies
enhance or, where appropriate, to integrate their
completed or ongoing senior honors study for
the major. Work in the Black Studies Program
may be represented in the honors portfolio sent
to the external examiner by the inclusion of an
essay designed to enhance and/or integrate
work done in two or more courses, a revised
and enriched seminar paper or a term paper
from a Black Studies Program course, a video
or audio tape of a creative performance activity
in dance or music, or other approved creative
work.
Special Major
Students preferring more intensive work in
black studies are also welcome to design a
special major by consulting with the program’s
coordinator, usually during their sophomore
year. Special majors consist of at least 10
credits and normally of no more than 12 credits.

Courses
Courses in the Black Studies Program are listed
below. Courses of independent study, special
attachments on subjects relevant to black
studies, and courses offered by visiting faculty
that are not regularly listed in the catalog may
also qualify for credit in the program, subject to
the approval of the Black Studies Committee.
Students who wish to pursue these possibilities
should consult with the program coordinator.
The following courses may be counted for
credit in the Black Studies Program.
Descriptions of the courses can be found in
each department’s course listings in this
catalog.
Black Studies
BLST 015. Introduction to Black Studies
This course introduces students to the breadth
and depth of the discipline in the Black Studies
Program, using primary sources. It begins with
an examination of current debates that define
theory, method, and goals in black studies. It
also examines the movement from the more
object-centered Africana studies to subject- and
agentic-oriented black studies that occurred as a
result of the U.S. civil rights and anti-colonialist
movements in Africa, the Caribbean, and
Europe. The course examines the challenges
that were levied against traditional academic
disciplines with the rise of anti-racist
scholarship. It briefly examines the
conversation between American, Caribbean,
and African postcolonialists, and it allows
students to delve into some of black studies’
most current and exciting scholarship, with a
focus on the United States.
1credit.

Pall 2010. Willie-LeBreton.

p. 141
BLST 031. Documentary of Utility:
Documentary Filmmaking Approaches
in Africa and the African Diaspora
(Cross-listed as FMST 031)
When culture develops in direct relation to
political movements—which is often the case
for documentary film in Africa, the African
Diaspora, and the developing world—the idea
of “utility” can be as important a criterion as
“form” and “content.”
This course will provide an historical
examination of “the documentary of utility.”
We will analyze a range of works from Africa,
North America, the Caribbean, South Asia, and
Europe by exploring aesthetics and structure, as
well as by trying to understand the larger
context in which these works emerged.
1 credit
Fall 2010. Massiah.
BLST 032. Documentary Film Practicum
(Cross-listed as FMST 032)
1 credit.
Spring 2011. Massiah.
BLST 059. The Black Freedom Struggle:
From Civil Rights to Hip-Hop
(Cross-listed as HIST 059)
This course is devoted to the study of the black
efforts to achieve political, social and economic
equality within the United States through
protest. Students will investigate the links
between protest efforts in the era of World War
II, the nonviolent and radical phases of the
modem civil rights movement and the
development o f a new culture of protest in the
last quarter of the 20th century. In addition to
studying historical texts, students will analyze
various forms of protest media such as Black
Radio Days, cartoons, paintings and plays of
1960s Black Arts Movement and the poems,
lyrics, and graphic art of early hip-hop.
1 credit.
Spring 2011. A. Dorsey.
BLST 091. Thesis
1 credit.
Each semester. Staff.
BLST 093. Directed Reading
1 credit.
Each semester. Staff.
BLST 180. Honors Thesis
2 credits.
Each semester. Staff.
Art
ARTH 021. African-American Art and Identity
ARTH 023. African Art
STUA 018. Print Making in Color

Black Studies
Dance
DANC 009. Music and Dance of Africa
DANC 021. History of Dance: Africa and Asia
DANC 043. African Dance I
DANC 049. Performance Dance: Repertory,
Section 3: African
DANC 053. African Dance II
DANC 071. Afro-Caribbean Drumming Circle
DANC 078. Dance/Drum Ensemble
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 081. Economic Development .
ECON 082. The Political Economy of Africa
ECON 171. Labor and Social Economics
ECON 181. Economic Development
Educational Studies
EDUC 067. Identities and Education
EDUC 068. Urban Education
English Literature
ENGL 009S. Black Liberty, Black Literature
(First-Year Seminar)
ENGL 061, Fictions of Black America
ENGL 062. Black Autobiography
ENGL 063. Black Philadelphia
ENGL 068. Black Culture in a “Post-Soul” Era
ENGL 119. Black Cultural Studies Seminar
French
FREN 038. Littératures francophones et
cultures de l’Immigration en France
FREN 043. Fictions d’enfance
FREN 045. Etudes francophone
FREN 045C. Le monde francophone: Haitian
Literatures and Cultures
FREN 046. Poésies d’écritures françaises
FREN 054. Francophone Cinema:
Configurations of Space in Postcolonial Cinema
FREN 056. Ecritures au féminin
FREN 077. Prose Francophone: littérature et
société
FREN 091. Poétique de la mémoire caraïbe
FREN 110. Histories d’Isles
FREN 112. Ecritures francophones: fiction et
histoire dans le monde francophone
FREN 114. Théâtre d’écritures françaises
FREN 115. Paroles de femmes
History
HIST 007A. African American History, 1619—
1865
HIST 007B. African American History, 1865Present

p. 142

HIST 008A. West Africa in the Era of the Slave
Trade, 1500-1850
HIST 008B. Mfecane, Mines, and Mandela:
South Africa From 1650 to the Present
HIST 051. Race and Poverty in the United
States
HIST 053. Black Women in the Civil Rights
Movements
HIST 059. The Black Freedom Struggle: Civil
Rights to Hip Hop
HIST 085. African Cities and Their History
HIST 086. The Image of Africa
HIST 087. Development and Modem Africa:
Historical Perspectives
HIST 089. Environmental History of Africa
HIST 137. Slavery: 1550-1865
HIST 138. Black Communities in the United
States
HIST 140. The Colonial Encounter in Africa
Linguistics
LING 052. Historical and Comparative
Linguistics
Literatures
LITR 075F. Haiti, the French Antilles, and
Guyane in Translation
Music
MUSI 003. Jazz History
MUSI 003A. Jazz Today: USA, Europe and the
African Heritage
MUSI 005B. African Music in a
Transcontinental Context
MUSI 061. Jazz Improvisation
MUSI 071. Afro-Caribbean Dram Circle
Political Science
POLS 033. Race, Ethnicity, and Public Policy
POLS 034. Race, Ethnicity, Representation, and
Redistricting in America
Religion
RELG 010. African American Religions
RELG 024B. From Vodun to Voodoo: African
Religions in the Old and New Worlds
RELG 025B. Black Women and Religion
RELG 109. Afro-Atlantic Religions
Sociology and Anthropology
SOAN 003F. Culture and Religion in Africa
SOAN 007B. Introduction to Race and
Ethnicity in the United States
SOAN 007C. Sociology Through African
American Women’s Writing
SOAN 010P. Race and Ethnicity in the United
States
SOAN 020B. Urban Education

Black Studies
SOAN 033C. Political Cultures of Africa
SOAN 043D. Africa, Human Rights, and Social
Conflict
SOAN 127. Race Theories

p. 143

Chemistry and Biochemistry

p. 144

ROBERT S. PALEY, Professor
PAUL R. RABLEN, Professor1
THOMAS A. STEPHENSON, Professor
KATHLEEN P. HOWARD, Associate Professor and Chair
STEPHEN T. MILLER, Associate Professor
ALISON E. HOLLIDAY, Assistant Professor12
LILIYA A. YATSUNYK, Assistant Professor2
CHRISTOPHER H. HENKELS, Visiting Assistant Professor
KEVIN D. WELCH, Visiting Assistant Professor
VIRGINIA M. INDIVERO, Senior Lecturer
MARIA G. NEWPORT, Lecturer
CAROLINE A. BURKHARD, Laboratory Instructor
DONNA T. HALLEY, Laboratory Instructor
LORI P. SONNTAG, Laboratory Instructor
DAVID S. TRIMBLE, Instrument Coordinator
KATHRYN R. McGINTY, Administrative Assistant
1 Absent on leave, fell 2010.
2 Absent on leave, 2010-2011.

Our objective is to offer effective training in the
fundamental principles and basic techniques of
chemistry and biochemistry and to provide
interested students with the opportunity for
advanced work in the main subdisciplines of
modem chemistry and biochemistry.

Requirements and
Recommendations
Entry points
The normal route for entrance to the advancedlevel program in the department of Chemistry
and Biochemistry is to take the one-semester
general chemistry course CHEM 010. The twosemester general chemistry sequence CHEM
003 and CHEM 004 is intended for students
with no (or very weak) high school background
in chemistry. First year Swarthmore students
who took the Chemistry AP exam junior year in
high school or later and scored a 5 will be
invited to enroll in CHEM 01 OH.
Chemistry Major
The minimum requirement for a major in
chemistry is 9 credits in the department; CHEM
010/010H/004,022,032,038,043,044,045,
046, and one single-credit seminar. A minimum
of 5 of these credits must be earned at
Swarthmore. Students should note the
mathematics and physics prerequisites for
Physical Chemistry, which are PHYS 003 and
004 (or 003 and 004L or 007 and 008); MATH
015; one of MATH 025,025S, or 026; and one
of MATH 033,034, or 035. Those considering
a major in chemistry are urged to complete
these prerequisites by the end of the sophomore
year. In addition, all students must complete
CHEM 010/010H/004,022, and one semester
of physical chemistry (CHEM 044 or CHEM
045) before enrolling in a 100 level seminar
course.

Those students planning professional work in
chemistry or biochemistry should include at
least 2 additional credits in chemistry in their
programs. Certification by the American
Chemical Society can be useful for those who
intend to pursue a career in academics or the
chemical industry and requires a year of
independent research through CHEM 094,096,
or 180.
The 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 website.
Biochemistry Special Major
The Chemistry and Biochemistry Department
and the Biology Department collaborate to offer
a special major in biochemistry which allows
the student to gain a strong background in
chemistry with special emphasis on the
application of chemistry to biochemical and
molecular biological problems. The
requirements include CHEM 022,032,038,
043,044,045,046, and 108 or 110.
Biochemistry majors must also complete either
(1) a biochemically related, sophomore-level
biology course with a lab and a biochemically
related, advanced biology seminar with a lab; or
(2) two biochemically related, sophomore-level
biology courses (with labs). The term
biochemically 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
biology prerequisites for these courses, which
include PHYS 003 and 004 (or 003 and 004L or
007 and 008); MATH 015, MATH 025 (or

Chemistry and Biochemistry
025S or 026); and MATH 033 (or 034 or 035).
Those considering a major in biochemistry are
urged to complete these prerequisites by the end
of the sophomore year. In addition, all students
must complete CHEM 010/010H/004,022, and
one semester of physical chemistry (CHEM 044
or CHEM 045) before enrolling in a 100 level
seminar course. Research opportunities are
available in both the Biology and Chemistry
and Biochemistry departments.
Chemical Physics Special Major
The Chemistry and Biochemistry Department
collaborates with the Physics and Astronomy
Department to offer a special major in chemical
physics which allows the student to gain a
strong background in the study of chemical
processes from a microscopic and molecular
viewpoint. The special major combines
coursework in chemistry and physics at the
introductory and intermediate levels, along with
advanced work in physical chemistry and
physics, for a total of 10 to 12 credits.
Laboratory work at the advanced level in either
chemistry or physics is required. Mathematics
courses in linear algebra and multivariable
calculus are prerequisites to this work.
In preparation for a major in chemical physics,
students must complete: (1) CHEM 010/01 OH
and 022; (2) PHYS 005, 007 and 008 (PHYS
003,004 can substitute, but the 005,007 and
008 sequence is strongly recommended); (3)
further work appropriate to the major in either
chemistry (CHEM 044,045, and/or 043 or 046)
or physics (PHYS 014 and 050); and (4) MATH
027 (or 028) and 034 (or 035) by the end of
their sophomore year. An example of a major in
chemical physics is CHEM 022,043,044,045,
046, and 105; and PHYS 005,007,008,014,
050, 111, and 113. CHEM 096 can be used for
laboratory work at the advanced level, but if a
student should choose to opt out of the thesis
requirement associated with CHEM 096, this
credit must be replaced by either CHEM 043,
CHEM 046, or PHYS 082.
Chemistry Minor in Course
A chemistry minor in the Course Program is
also available. It is a 5-credit minor plus any
prerequisites. The chemistry credits must
include 010/010H/004,022, and 044 plus 2
other credits, one of which must be numbered
040 or higher. CHEM 001, CHEM 003, and
research credits (CHEM 094,096, and 180)
may not be used to fulfill this requirement. At
least 4 of the 5 credits must be obtained at
Swarthmore.

Honors Program
Fields Available for Examination
The fields offered by the Chemistry and
Biochemistry Department for examination as

p. 145

part of the Honors Program are Topics in
Organic Chemistry, Topics in Environmental
Chemistry, Topics in Bioinorganic Chemistry,
Quantum Chemistry and Spectroscopy, Topics
in Biochemistry, and Topics in Biophysical
Chemistry. The department will offer a
minimum o f three o f these preparations during
each academic year. In addition, a 2-credit
research thesis will be offered during each
academic year. All honors majors are required
to include a research thesis as one of their three
fields of study.
Preparation for a research thesis within an
Honors Program consists of enrollment in 2
credits of CHEM 180 during the senior year.
Preparations for each of the other five fields
consist of completion of the relevant singlecredit seminar and associated prerequisites. For
each o f the preparations, these prerequisites
include CHEM 010/010H/004,022, and one
semester of physical chemistry (CHEM 044 or
CHEM 045). Individual preparations carry
additional requirements and prerequisites, as
noted in their course descriptions below.
Chemistry Majors
Honors majors in chemistry will be required to
complete three preparations in chemistry, one
o f which must be the research thesis.
Regardless of the fields selected for external
examination, all chemistry honors majors are
required to complete CHEM 010/010H/004,
022.032.038.043.044.045, and 046.
Biochemistry Majors
The Honors Program in biochemistry will
consist of four preparations in at least two
departments as follows; (1) Topics in
Biochemistry (CHEM 108) or Topics in
Biophysical Chemistry (CHEM 110); (2) one
biochemically oriented preparation from the
Biology Department; (3) a 2-credit
biochemically oriented research thesis carried
out under the supervision 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 addition to the
academic credits that the Honors Program
comprises, biochemistry majors are required to
complete CHEM 010/010H/004,022,032,038,
043.044.045,
and 046. Students should note
the chemistry, biology, physics, and
mathematics prerequisites to these courses and
the seminars that are included in the Honors
Program.
Chemistry Minors
All of the fields available to chemistry and
biochemistry majors are available for students
who wish to minor in the Chemistry Honors

Chemistry and Biochemistry
Program, with the exception o f the research
thesis. All honors minors must meet the same
prerequisite requirements for seminars
established by the department for chemistry and
biochemistry majors.

Courses
CHEM 001. Chemistry in Context:
Applying Chemistry to Society
This course covers a series of real-world issues
with significant chemical content. Topics will
be drawn from areas such as environmental
chemistry, energy sources, materials, and
human health. The course seeks to develop in
students the ability to make informed decisions
about issues that intersect with technology.
Students may not receive credit for CHEM 001
if they have previously received credit for
CHEM 010 or CHEM 010H.
One laboratory period every second week.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Welch.
CHEM 003. General Chemistry (two
semesters), Part I
A study of the general concepts and basic
principles of chemistry, including atomic and
molecular structure, bonding theory, molecular
interactions, and the role of energy in chemical
reactions. The two-semester general chemistry
sequence CHEM 003 and CHEM 004 is
intended for students with no (or very weak)
high school background in chemistry and offers
an alternative entry point to CHEM 010. Note
that CHEM 003 is a spring-semester offering
and delays entry into the organic chemistry
sequence by one year. CHEM 003 does not
include a laboratory component and thus does
not count as a natural sciences and engineering
practicum. If CHEM 010 is taken in addition to
CHEM 003, the credit for CHEM 003 will be
reduced to 0.5 credit.
1 credit.
Spring 2011. Staff.
CHEM 004. General Chemistry (two
semesters), Part II
A continuation of CHEM 003. The CHEM
003/004 combination can stand in place of
CHEM 010 for meeting the requirements of the
major. CHEM 004 is offered in lecture format
plus one laboratory period per week. If CHEM
010 is taken in addition to CHEM 004, the
credit for CHEM 004 will be reduced to 0.5
credit.
One laboratory period weekly.

p. 146

Prerequisite: CHEM 003.
Natural sciences and engineering practicum.
1 credit.
Not offered Fall 2010.
CHEM 010. General Chemistry
A study of the general concepts and basic
principles of chemistry, including atomic and
molecular structure, bonding theory, molecular
interactions, and the role o f energy in chemical
reactions. Applications will be drawn from
current issues in fields such as environmental,
biological, polymer, and transition metal
chemistry. CHEM 010 is the normal point of
entry for the chemistry and biochemistry
curriculum.
One laboratory period weekly.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Stephenson.
Spring 2011. Staff, (class size limited)
CHEM 010H. General Chemistry Honors
Course
Topics will be drawn from the traditional
general chemistry curriculum but discussed in
greater detail and with a higher degree of
mathematical rigor. Special emphasis will be
placed on the correlation of molecular structure
and reactivity, with examples drawn from such
fields as biological, transition metal, organic,
polymer, and environmental chemistry. Some
familiarity with elementary calculus concepts
will be assumed.
Open to first-year students only.
One laboratory period weekly.
Prerequisite: A score of 5 on the Advanced
Placement Chemistry Examination taken junior
year in high school or later, a score of at least 6
on the International Baccalaureate advanced
(higher level) chemistry examination or by
performance on the departmental placement
examination given the week prior to the start of
classes of a student’s first-year at Swarthmore.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Miller.
CHEM 022. Organic Chemistry I
An introduction to the chemistry of some of the
more important classes of organic compounds;
nomenclature, structure, physical and
spectroscopic properties; methods of
preparation; and reactions of aliphatic and
aromatic hydrocarbons, halides, and
monofunctional oxygen compounds, with an
emphasis on ionic reaction mechanisms.
One laboratory period weekly.
Prerequisite: CHEM 010/010H/004 or the
equivalent.

Chemistry and Biochemistry
Natural sciences and engineering practicum.
1credit.
Spring 2011. Rablen.
CHEM 032. Organic Chemistry II
Acontinuation of CHEM 022 with emphasis on
more advanced aspects of the chemistry of
monofunctional and polyfunctional organic
compounds, multistep methods of synthesis,
and an introduction to bio-organic chemistry.
One laboratory period weekly.
Prerequisite: CHEM 022.
Natural sciences and engineering practicum.
1credit.
Fall 2010. Paley.
CHEM 038. Biological Chemistry
An introduction to the chemistry of living
systems: protein conformation, principles of
biochemical preparation techniques, enzyme
mechanisms and kinetics, bioenergetics,
intermediary metabolism, and molecular
genetics.
One laboratory period weekly.
Prerequisite: CHEM 032.
Natural sciences and engineering practicum.
1credit.
Spring 2011. Miller.
CHEM 043. Analytical Methods and
Instrumentation
An introduction to the techniques and
instrumentation used for the separation,
identification, and quantification of chemical
species. Special emphasis will be placed on the
means to select a technique and how to interpret
and evaluate the resulting data. Topics will
include sampling, statistical analysis,
spectroscopy, mass spectrometry, and
separation methods.
One laboratory period weekly.
Prerequisites: CHEM 022 plus two more
semesters of college-level laboratory work in
chemistry; at the discretion of the instructor, a
semester of laboratory work in another
discipline may substitute for one of the required
semesters of chemistry laboratory.
Natural sciences and engineering practicum.

1credit.

p. 147

gas-phase single molecules to condensed-phase
macromolecular assemblies.
One laboratory period weekly.
Prerequisites: CHEM 010/010H/004; MATH
015.025 (or 025S or 026); and PHYS 003 and
004 (or 003,004L, or 007,008). Prior
enrollment in MATH 033 or 034 or 035 is
recommended.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Howard.
CHEM 045. Physical Chemistry: Energy
and Change
A quantitative approach to the role that energy
and entropy play in chemical and biochemical
systems. Topics include states of matter, the
laws of thermodynamics, chemical equilibria,
electrochemistry, the thermodynamics of
solutions and phases and chemical
kinetics/dynamics. Examples will be drawn
from both real and ideal systems in chemistry
and biochemistry.
One laboratory period weekly.
Prerequisites: CHEM 010/010H/004; MATH
015.025 (or 025S or 026), 033 (or 034 or 035);
and PHYS 003,004 (or 003,004L, or 007,
008).
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Stephenson.
CHEM 046. Inorganic Chemistry
A study of the structure, bonding, and reactivity
of inorganic compounds with emphasis on the
transition metals. Included in the syllabus are
discussions of crystal and ligand field theories,
organometallic chemistry, and bioinorganic
chemistry. The laboratory component
emphasizes the synthesis, spectroscopy, and
magnetic properties of transition metal
complexes including organometallic substances
and ones of biochemical interest.
One laboratory period weekly.
Prerequisite: Four semesters of college
chemistry with laboratory.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Welch.

Not offered 2010-2011.

CHEM 044. Physical Chemistry: Atoms,
Molecules and Spectroscopy
Aquantitative approach to the description of
structure in chemical and biochemical systems.
Topics will include introductory quantum
mechanics, atomic/molecular structure, a range
of spectroscopic methods and statistical
mechanics. Systems of interest will range from

Seminars
The following single-credit seminars may be
taken for credit toward a degree in course or for
preparations in the External Examination
Program. All students should note that CHEM
010/010H/004,022, and one semester of
physical chemistry (CHEM 044 or CHEM 045)
constitute a minimum set of prerequisites for

Chemistry and Biochemistry
enrollment in any Chemistry and Biochemistry
Department seminar. Individual seminars carry
additional prerequisites, as listed here.
CHEM 102. Topics in Organic Chemistry
This course will address selected advanced
topics of current interest in the field o f synthetic
organic chemistry. Material will largely be
drawn from the current research literature and
will likely include such topics as the
applications of stoichiometric and catalytic
organometallic chemistry, the control of relative
and absolute stereochemistry, the use of
“organocatalysts,” and carbohydrates. The total
synthesis of architecturally challenging natural
products will serve to highlight the application
of these technologies.
Additional prerequisite: CHEM 032.
1 credit.
Spring 2011. Paley.
CHEM 103. Topics in Environmental
Chemistry
This course will focus on the use of
fundamental chemical principles to understand
the source, distribution, impact, and possible
remediation of anthropogenic pollutants in the
environment. Discussions will center on
environmental issues raised in both popular
media and current scientific literature. Topics
may include air pollution, greenhouse gases,
ozone depletion, acid rain, and water and soil
pollutants, such as heavy metals and pesticides.
Additional prerequisite: CHEM 043.
1 credit.
Not offered 2010-2011.
CHEM 105. Quantum Chemistry and
Spectroscopy
Advanced consideration of topics in quantum
mechanics including the harmonic oscillator,
angular momentum, perturbation theory, and
electron spin. These concepts, along with
molecular symmetry and group theory, will be
applied to the study of atomic and molecular
spectroscopy.
Additional prerequisite: CHEM 044, MATH
033 (or 034 or 035). Some familiarity with
linear algebra will be useful.
1 credit.
Spring 2011. Stephenson.
CHEM 106. Topics in Bioinorganic
Chemistry
This seminar will start with a brief review of
the basic principles of inorganic and biological
chemistry as well as an overview of relevant
biophysical techniques. Materials will be drawn
largely from the primary literature. Students
will be challenged to read and evaluate
scientific papers critically. The main topics of
this course will have to do with the function and

p. 148

coordination of metals in biological systems:
important cofactors and metal clusters that carry
out catalysis and electron transfer reactions,
metal homeostasis, metals in medicine, and the
importance of inorganic model compounds to
understand the function of biological systems.
Additional prerequisites: CHEM 038, CHEM
046, and BIOL 001.
1 credit.
Not offered 2010-2011.
CHEM 108. Topics in Biochemistry
Physical methods used to study high-resolution
biomacromolecular structure will be discussed,
using examples from the primary literature.
Techniques used to measure the forces
stabilizing intramolecular and intermolecular
interactions and their application to proteins
will be included.
Recent developments in the rational design of
ligands for biological receptors, based on
results from the physical methods described
previously, will be used to highlight the
importance of diverse approaches to the study
of biomolecular recognition.
Additional prerequisites: CHEM 038. (Prior or
concurrent enrollment in BIOL 001 andfBIOL
010,014,016, or 017 is recommended, as is
CHEM 045).
1 credit.
Fall 2010. Henkels.
CHEM 110. Topics in Biophysical
Chemistry
An introduction to the interdisciplinary field of
biophysical chemistry in which biological
systems are explored using the quantitative
perspective of the physical scientist.
Prerequisite: CHEM 038.
1 credit.
Not offered 2010-2011.

Student Research
All students who enroll in one or more research
courses during the academic year are required
to participate in the department’s colloquium
series and present the results of their work at a
poster session during the spring semester.
CHEM 094. Research Project
This course provides the opportunity for
qualified students to participate in research with
individual staff members. Students who propose
to take this course should consult with the staff
during the preceding semester concerning
problem areas under study. This course may be
elected more than once.
0.5 or 1 credit.
Each semester. Staff.

Chemistry and Biochemistry
CHEM 096. Research Thesis
Chemistry and biochemistry majors will be
provided with an option of writing a senior
research thesis in lieu of taking comprehensive
examinations. Students are strongly urged to
participate in on-campus research during the
summer between their junior and senior years.
The student will form an advisory committee to
consist of (but not be limited to) two members
of the Chemistry and Biochemistry Department,
one of whom will act as the student’s research
mentor. A minimum of 2 credits of CHEM 096
must be taken during the last three semesters of
the student’s residence at Swarthmore.
1credit
Each semester. Staff.
CHEM 180. Honors Research Thesis
An opportunity for students in the External
Examination Program to participate in research
with individual staff members. The thesis topic
must be chosen in consultation with a member
of the faculty and approved early in the
semester preceding the one in which the work is
to be done. A minimum of 2 credits of CHEM
180 must be taken during the last three
semesters of the student’s residence at
Swarthmore.
I credit.
Each semester. Staff.

p. 149

Classics

p. 150

ROSARIA V. MUNSON, Professor2
WILLIAM N. TURPIN, Professor and Chair
GRACE M. LEDBETTER, Associate Professor
JEREMY LEFKOWITZ, Assistant Professor
DEBORAH SLOMAN, Administrative Assistant
2Absent on leave, spring 2011.

Classics is the study of the ancient Greeks and
Romans: their languages, literatures,
philosophies, cultures, and histories. The
Classics Department offers majors and minors
in Greek, Latin, and ancient history; only the
minor in ancient history requires no work in
either 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 college. Those who begin a language at
Swarthmore start to read ancient authors such ,
as Plato and Catullus by the end of their first
year. After two or three more semesters,
students are usually prepared for 2-credit
seminars, which cover significant quantities of
text (e.g., all of the Odyssey or the Aeneid), and
discuss them in some depth.
Greek and Latin are studied in courses
numbered from 001 to 019 and in seminars
numbered 102 to 114; they count for
distribution credit in humanities. Courses listed
as Classics (designated CLAS and numbered
020 and higher) are taught entirely in English
and require no knowledge of Greek or Latin.
Classics courses (CLAS) listed as Literature in
Translation courses count for distribution credit
in humanities. Classics courses listed as ancient
history courses count for distribution credit in
social sciences; they can also fulfill a
requirement in the History Department, and
they can be counted as part of a major in that
department.
The Classics Department encourages students
to spend a semester, usually during their junior
year, at the Intercollegiate Center for Classical
Studies in Rome, where students can study
Latin, Greek, Italian, art history, and the ancient
city; they also take field trips in Rome,
Pompeii, and Sicily. Classics students are
eligible for the Susan P. Cobbs Scholarship, the
Susan P. Cobbs Prize Fellowship, and several
other opportunities to pay for study abroad or
for intensive language study in the summer.
The Classics Department participates in the
Medieval Studies Program, the comparative
literature major, and interpretation theory.

Requirements and
Recommendations
Major and Minor
Greek, Latin, or ancient history may be a
student’s major or minor subject in either the
course or the Honors Program.
A major in Greek normally consists of at least 8
credits in Greek beyond GREK 001-002
including at least three seminars. A major in
Latin normally consists of at least 8 credits in
Latin beyond LATN 001-002 including at least
three seminars. A major in ancient history
consists of four ancient history courses (CLAS
031,032,038,042,044, or 056); a 1-credit
attachment to any of those history courses;
another attachment to a second course or else
any other course in ancient history or classical
civilization; and a Latin or Greek seminar,
preferably LATN 102, LATN 105, or GREK
113.
Admittance to seminars is based on the
student’s ability to read Greek or Latin with the
needed speed and comprehension. Those who
intend to major or minor in Greek or Latin, or
to major in ancient history, should complete the
appropriate language courses numbered 011
and 012 (or their equivalent) as soon as
possible.
In their last semester, majors who are not in the
Honors Program take a comprehensive
examination, including written final
examinations in three fields (usually
corresponding to seminars taken) and an oral
examination. Course majors in ancient history
will take written examinations on Greek and
Roman history; the oral examination will be
based on these seminars 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. Minors are strongly encouraged
to take more than one seminar. A course minor
in ancient history will consist of four courses in
ancient history and an attachment to one of
them. That attachment will be presented to
members of the department for evaluation and
oral examination.

Classics

p. 151

Advanced Placement
One credit in Latin (and thus humanities) is
awarded for one or more Advanced Placement
examinations with a grade of 5 or for
comparable results on an International
Baccalaureate examination or the equivalent.
This credit may also be counted toward a major
or minor in Latin.

Students who start in the GREK 001-002
sequence must pass GREK 002 to receive credit
for GREK 001.
Humanities. 1.5 credits.
Year course.
Fall 2010. Turpin/Munson. Spring 2011.
Lefkowitz/Ledbetter.

Honors Program
For a major in Greek or Latin, preparation for
honors examinations will normally consist of
three seminars (students may take more
seminars in the major but not for external
examination). A student minoring in Greek or
Latin will take one external examination based
on one seminar. Minors are, however, strongly
encouraged to take more than one seminar, to
be adequately prepared for the examination.
For a major in ancient history, one o f the three
preparations for honors must be a Greek or
Latin seminar; the other two will both normally
be course plus attachment (this differs from the
requirements for the major itself). Students
minoring in ancient history will take three
courses in ancient history and add an
attachment to one o f them. That course plus
attachment will be the preparation for the
external examination. No ancient language is
required for this minor.
Students using seminars for honors preparation
will select one paper from each seminar to be
sent to the external examiner for that seminar.
The student is free to submit the paper with
minor or major revisions or no revisions at all.
The department suggests a word limit of 1,500
to 2,500 words as an appropriate guideline,
although there are no absolute limits (except the
senior honors studies [SHS] limit of 4,000
words). SHS is not required when an honors
preparation is a course with an attachment.
The portfolio sent to examiners will contain the
seminar papers, together with syllabi and
related materials, if any, from the instructors. A
combination of (3-hour) written and oral
examinations will be the mode of external
assessment for seminars. Students preparing a
course with an attachment will take only an oral
examination.

GREK 010. Greek Prose Composition
Extensive translation of English into Greek.
Meets 1 hour per week.
Humanities. 0.5 credit.
Not offered 2010-2011.

Greek
GREK 001-002. Intensive First-Year
Greek
Students learn the basics of the language and
are introduced to the culture and thought of the
Greeks. The course typically ends with a short
dialogue of Plato. The course meets four times
a week and carries 1.5 credits each semester.
There is no assumption that students have
studied Latin.

GREK 011. Plato and Socratic Irony
This course will focus on the Socratic dialogues
of Plato. Emphasis will be placed on the
development of skill in reading and composing
Greek but also on analysis of the characteristics
and techniques of the Platonic dialogue form
and Plato’s philosophy. We will split our time
between critical reading of sections of the
dialogues; grammar, syntax, and vocabulary
review; and discussion of topics touched on in
the texts. GREK 011 is normally taken after
GREK 002.
Humanities. 1 credit.
Fall 2010. Munson.
GREK 012. Homer’s Ilia d
This course examines the literary, historical,
and linguistic significance of Homer’s Iliad
Selections from the poem are read in Greek and
the entire poem is read in translation.
Humanities. 1 credit.
Spring 2011. Ledbetter.
GREK 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

Latin
LATN 001-002. Intensive First-Year Latin
Students learn the basics of the language, begin
reading major classical writers, and are
introduced to the culture and thought of the
Romans. The course meets four times a week
and carries 1.5 credits each semester.
Students who start in the LATN 001-002
sequence must pass LATN 002 to receive credit
for LATN 001.
Humanities. 1.5 credits each semester.
Year course. Fall 2010. Munson/Turpin. Spring
2011. Ledbetter/Lefkowitz.

Classics
LATN 009. Latin Prose Composition
Extensive translation of English into Latin.
Meets 1 hour per week.
Humanities. 0.5 credit.
Not offered 2010-2011.
LATN 011. Catullus and His World
After a review of grammar, students read and
discuss some of the major poets of the Golden
Age of Roman literature, primarily Catullus.
The course emphasizes both language skills and
literary criticism, focusing on the special
characteristics and concerns of Roman poetry.
Prerequisite: Normally taken after LATN 002
or 3 to 4 years of high school Latin.
Humanities. 1 credit.
Fall 2010. Lefkowitz.
LATN 013. Tradition and Transformation
in the Roman Empire
Selected readings by the poet Ovid. Topics will
include the range of poetic genres in which
Ovid wrote, the characteristics of his writing
that remain stable across these different genres,
and Ovid’s relationship to the history and
culture of the time in which he lived.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit.
Not offered 2010-2011.
LATN 014. Medieval Latin
Readings are chosen from the principal types of
medieval Latin literature, including religious
and secular poetry, history and chronicles,
saints’ lives, satire, philosophy, and romances.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit.
Not offered 2010-2011.
LATN 015. Pleasure and Virtue in Rome
Selected readings in the Latin poetry of love
and death. Authors may include Propertius,
Tibullus, Sulpicia, and Ovid as well as some of
the later elegists.
Prerequisite: LATN 011 or its equivalent.
Humanities. 1 credit.
Fall 2010. Staff.
LATN 017. Latin Poetry and the
Modernists
This course explores Latin poems influential in
the creation of the modernist verse of, in
particular, Ezra Pound and T.S. Eliot. The Latin
texts are read in the original, for their own sake
and in their own context. But we also explore
the readings given them by the modernists, in
an attempt to assess the uses and importance of
their common literary tradition.
Prerequisite: LATN Oil or its equivalent.
Humanities. 1 credit.
Not offered 2010-2011.

p. 152
LATN 019. Roman Imperial Literature
This course will consider selected poetry or
prose from the Roman imperial period. Authors
may include Vergil, Ovid, Seneca, Juvenal,
Tacitus, or others. The course is appropriate for
students who have done at least one college
Latin course at the intermediate level and for
some students who have done college-level
Latin in high school. Students with no previous
Latin courses at the college level should consult
the department chair before enrolling.
Humanities. 1 credit.
Spring 2011. Turpin.
LATN 021. Republican and Augustan
Latin Literature
We will read selections from Latin prose
authors, particularly those associated with the
civil war and the rise of the Augustan
principate. Typical authors include Cicero,
Caesar, Sallust, Livy, and Augustus himself.
The course will view its texts in the context of
both political and literary history.
Humanities. 1 credit.
Not offered 2010-2011.
LATN 022. The Nature o f Things
Close reading of selections from Lucretius’ De
Rerum Natura. We will also give attention to
Lucretius’ philosophical predecessors
(primarily Epicurus) and his contemporary
relevance, as well as to the poetic and
imaginative resources that enable Lucretius to
transform physics into poetry.
Humanities. 1 credit.
Not offered 2010-2011.
LATN 023. The Roman Novel
This course focuses on Petronius Satyricon
and/or Apuleius Golden Ass, the most
prominent novel writers in Latin during the
classical period. Besides reading extensively
from the works themselves, we will consider
what the genre “novel” means in Latin, what
these works have to tell us about contemporary
society and language, and various other topics
arising from the novels and from contemporary
scholarship about them.
1 credit.
Not offered 2010-2011.
LATN 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

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

Classics
CLAS 031. The Greeks and the Persian
Empire
This course studies the political and social
history of Greece from the Trojan War to the
Persian Wars. We will examine the connections
between Greeks and non-Greeks and their
perceptions of mutual differences and
similarities. Readings include Homer, Hesiod,
the lyric poets (including Sappho), and
Herodotus and Near Eastern documents.
Social sciences. 1 credit.
Fall 2010. Turpin.
CLAS 032. The Roman Republic
This course studies Rome from its origins to the
civil wars and the establishment of the
principate of Augustus (753-27 B.C.E.). Topics
include the legends of Rome’s foundation and
of its republican constitution; the conquest of
the Mediterranean world, with special attention
to the causes and pretexts for imperialism; the
political system of the Late Republic, and its
collapse into civil war.
Writing course.
Social sciences. 1 credit.
Not offered 2010-2011.
CLAS 042. Democratic Athens
Using diverse primary sources (Thucydides’
Histories, tragedy, comedy, and others), this
course explores several aspects of classical
Athenian culture: democratic institutions and
ideology, social structure, religion, intellectual
trends, and the major historical events that
affected all of these and shaped the Greek world
inthe fifth and early fourth centuries B.C.E.
Social sciences. 1 credit.
Not offered 2010-2011.
CLAS 044. The Early Roman Empire
Adetailed study of the political, economic,
social, and cultural history of the Roman world
from the fall of the Republic through the
Antonine Age (50 B.C.E.-C.E. 192). Ancient
authors read include Petronius; Apuleius;
Suetonius; and, above all, Tacitus.
Writing course.
Social sciences. 1 credit.
Spring 2011. Turpin.
CLAS 056. Pagans and Christians in the
Roman Empire
This course considers the rise of Christianity
and its encounters with the religious and
political institutions of the Roman Empire. It
examines Christianity in the second and third
centuries of the Common Era and its
relationship with Judaism, Hellenistic
philosophies, state cults, and mystery religions
and concentrates on the various pagan
responses to Christianity from conversion to
persecution. Ancient texts may include

p. 153
Apuleius, Lucian, Marcus Aurelius, Porphyry,
Justin, Origen, Lactantius, Tertullian, and the
Acts o f the Christian Martyrs.
No prerequisite exists, though CLAS 044 (Early
Roman Empire) and RELG 004 (New
Testament and Early Christianity) provide
useiul background.
Writing course.
Social sciences. 1 credit.
Not offered 2010-2011.
CLAS 066. Rome and Late Antiquity
This course will consider the history of the
Roman Empire from its near collapse in the
third century C.E. through the “conversion” of
Constantine and the foundation of
Constantinople to the sack of Rome by Alaric
the Visigoth in 410 C.E. Topics will include the
social, political, and military aspects of this
struggle for survival as well as the religious and
cultural conflicts between pagans and the
Christian church and within the Church itself.
Principal authors will include Eusebius,
Athanasius, Julian the Apostate, Ammianus
Marcellinus, Ambrose, and Augustine.
Writing course.
Social sciences. 1 credit.
Not offered 2010-2011.
CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

Literature in Translation
CLAS 011. First-Year Seminar:
Persuasion and Power in Ancient
Greece
This course studies the craft of public speaking
in ancient Greece and its role in the formation
of a civic identity, democratic deliberation, and
judicial proceedings. Readings will include the
authoritative utterances of Homeric heroes
(Achilles in the Iliad), rhetorical displays of
sophists and politicians (Gorgias, Antiphon,
Pericles in Thucydides, Demosthenes), and
court speeches (Lysias). We will also examine
the first theoretical formulations by Plato,
Aristotle, and others of the goals and
instruments of rhetoric. We will also explore
ancient exemplars in the light of modem
political discourse.
Writing course.
Humanities. 1 credit.
Not offered 2010-2011.
CLAS 013. First-Year Seminar:
Mythology
This course examines selected myths in such
major works of Greek and Latin literature as
Homer’s Iliad and Odyssey, the tragedies of

Classics

p. 154

Aeschylus, Sophocles, and Euripides, Virgil’s
Aeneid, and Ovid’s Metamorphoses. Specific
texts and images are treated both as individual
stories and in relation to other texts and images
that tell the same mythological tale. Primary
texts are supplemented by modem theoretical
readings in gender, psychology, and literary
theory.
Writing course.
Humanities. 1 credit.
Not offered 2010-2011.

Plato betrayed his teacher, Socrates. In this
course, we will view Plato through the lens of
various modem and postmodern interpretations
(e.g., Nietzsche, Heidegger, Foucault, Irigaray,
Rorty, Murdoch, Nussbaum, Vlastos) alongside
a close analysis of ethical, metaphysical, and
epistemological issues as they arise in the
dialogues themselves.
Writing course.
1 credit.
Not offered 2010-2011.

CLAS 014. First-Year Seminar: Mystery
Religions and the Greek Philosophers
What do ancient mystery religions teach us
about spiritual transformation and contact with
the divine? What were the secret rites of these
religions? How do their mythological themes
have universal value? Why are the language
and themes of mystery traditions so central to
the philosophical thought of Parmenides,
Empedocles, and Plato? This seminar will study
texts associated with Orphism, Pythagoreanism,
the Eleusinian and Dionysian mystery cults, Isis
and Osiris, and Presocratic and Platonic
philosophy. Readings may include The Homeric
Hymn to Demeter, Euripides’ Bacchae;
fragments of Parmenides and Empedocles; the
Derveni Papyrus; Plato’s Phaedo, Symposium,
and Phaedrus', and Apuleius’ Golden Ass.
Topics discussed will include cosmology,
mystical knowledge/ascent; philosophical
method; allegorical interpretation; immortality
of the soul; archetypal figures of
mother/daughter and rebirth.
Writing course.
Humanities. 1 credit.
Not offered 2010-2011.

CLAS 025. Greek Myth and Opera
Greek myths have provided the subject matter
for some of the most important and pivotal
works in the history of opera and ballet. Just as
Greek myth informs these arts, so too, opera
and ballet transform these myths and the way
they are viewed by modem audiences. New and
daring productions of classical operas continue
to transform both Greek mythology and its
operatic incarnations. George Balanchine’s
Neoclassicism modernized ballet radically in
the 20th century by drawing largely on Greek
myth and classical aesthetic structures. In this
course, we will study the relevant primary
classical sources for operas and ballets such as
Handel’s Xerxes, Gluck’s Orfeo ed Euridice,
Berlioz’s Les Troyens, Strauss’s Electra,
Stravinsky’s Oedipus Rex, Balanchine’s Apollo,
Agon, and Orpheus. At the same time, we will
study the operas and ballets themselves in their
cultural context, and in the course of their
performance history, paying special attention to
recent productions.
Humanities. 1 credit.
Not offered 2010-2011.

CLAS 015. First-Year Seminar: Dante
With Virgil, Beatrice, and Dante-poet as guides,
we shall follow the Pilgrim on a journey of
despair, hope, and redemption. We shall read
the Divine Comedy in its entirety, teasing out
the poem’s different levels of meaning and
reconstructing Dante’s world view in the
context of Medieval culture: his thought on life,
death, love, art, politics', history and God.
Writing course.
Humanities. 1 credit.
Not offered 2010-2011.
CLAS 020. Plato and His Modern
Readers
(Cross-listed as PHIL 020)
Modem thinkers have ascribed to Plato some of
the fundamental good and ills of modem
thought. It has been claimed, for example, that
Socrates and Plato distorted the entire course of
Western philosophy, that Plato was the greatest
political idealist, that Plato was the first
totalitarian, that Plato was a feminist, and that

CLAS 036. Classical Mythology
Greek myths are central to the study of the
ancient world and have had an enormous
influence on subsequent literature and other
arts. This course examines selected myths in the
works of major authors of Greek literature,
including Homer, Aeschylus, Sophocles, and
Euripides. The course will also cover several
modem theoretical approaches to the study of
myth.
Writing course.
Humanities. 1 credit.
Not offered 2010-2011.
CLAS 040. Visions of Rome
This course provides an overview of cinematic
responses to the idea of Rome, ancient and
modem, city and empire, place and idea, from
the silent era to the present day. We will spend
some time comparing films set in Rome to
ancient and modem representations of the
eternal city in literary and other visual media.
But our primary focus will be on the ways in
which cinematic visions of Rome reflect

Classics
evolving cultural, political, and social
conditions on both sides of the Atlantic.
Specific topics to be explored include the
popularity of classical themes in early silent
films; Rome on screen during the rise and fall
of fascism; neorealism and the shifting
landscape of the city; the politics of Hollywood
epics; and the dialectic between conceptions of
antiquity and modernity as reflected in cinema.
Screenings of films by major Italian and
Anglophone filmmakers, including Pastrone,
DeMiile, Rossellini, Visconti, Wyler, Pasolini,
Fellini, Virzl, and other major directors.
Readings of texts by Petronius, Juvenal, Byron,
Hawthorne, Dickens, Freud, Yourcenar,
Rohmer, Calvino, and Barthes.
1 credit.
Spring 2011. Lefkowitz.
CLAS 060. Dante and the Classical
Tradition
This course explores the ways in which Dante
and other 14th-century Italian authors
reinterpreted the classical tradition to create
revolutionary works of immense influence for
later times. The entire Divine Comedy is read in
English.
Humanities. 1 credit.
Not offered 2010-2011.
CLAS 091. Capstone Seminar: The
Classical in A rt and Literature
Layers of representation, interpretation, and
theoretical frameworks filter our view o f GrecoRoman antiquity, and continually reconfigure
the meaning of the “classical.” This seminar
will examine the histories, texts, and works of
art through which the classical tradition
continues to anchor, undermine, legitimize,
modernize, or mythologize art and literature.
We will consider the ways that the history and
theory of art, translations, opera, dance,
feminism, psychoanalysis, anthropology,
philosophy, and literature have employed and
reshaped Greco-Roman texts, subject matter,
and aesthetic structures. Topics and authors will
include: Greek mythology in contemporary art
and fiction, the figure of Oedipus (Sophocles,
Freud, Girard, Stravinsky, Pasolini), classicism
in the history of art and architecture
(Michelangelo, Palladio, Jacques-Louis David,
Thomas Jefferson, Picasso), constructions of
the classical as western vs. eastern,
postmodernism and the classics (Irigary,
Foucault, Derrida), and classical myth in opera
(Gluck, Strauss).
1 credit.
Spring 2011. Ledbetter, Reilly.

p. 155
CLAS 093. Directed Reading
Independent work for advanced students under
the supervision of an instructor.
1 credit.

Seminars
LATN 102. The Roman Emperors
This seminar explores Latin authors of the first
and second centuries, with particular attention
to their responses to the social and political
structures of the period. Expressed attitudes
toward the emperors range from adulation to
spite, but the seminar concentrates on authors
who fall somewhere in between, writing
skeptically or subversively. Both prose writers
(e.g., Tacitus, Suetonius, and Pliny) and poets
(e.g., Lucan, Seneca, and Juvenal) may be
included.
2 credits.
Not offered 2010-2011.
LATN 103. Latin Epic
This seminar usually focuses on Vergil’s
Aeneid, although it may include other major
Latin epics.
2 credits.
Fall 2010. Lefkowitz.
LATN 104. Ovid’s Metamorphoses
This seminar is devoted to the Metamorphoses,
which is read against the background of Ovid’s
Roman and Greek literary predecessors.
2 credits.
Not offered 2010-2011.
LATN 105. The Fall o f the Roman
Republic
This seminar examines Latin texts from the
traumatic period of the Late Republic (70-40
B.C.E.). It focuses on the social and political
crisis of the period as well as its connections
with the artistic and philosophical achievements
of the first great period o f Latin literature.
Authors may include Lucretius, Catullus,
Caesar, Cicero, and Sallust.
2 credits.
Not offered 2010-2011. '
LATN 106. Tacitus
The seminar will read extensive excerpts from
the Annals of Tacitus, usually including at least
one complete book. Additional readings from
the Histories and the Agricola, may also be
included. The principal questions addressed will
include: Tacitus’ accuracy and objectivity as a
historian, the importance of rhetorical
techniques on Tacitus’ language and narrative,
and the question of his attitude to particular
emperors (Augustus, Tiberius, Claudius, Nero,
Vespasian, and Domitian). Above all we will
consider the question of Tacitus’ ideas about

Classics
the imperial system of government: to what
extent did he think Romans should resist
monarchy or tyranny, and to what extent should
they adjust their morality to accommodate it?
2 credits.
Spring 2011. Turpin.
LATN 107. Horace
The seminar emphasizes the Odes and Epodes
and their place in the tradition of Greek and
Roman lyric poetry. Attention is also given to
the Satires and Epistles, including the Ars
Poetica, and to their importance for the history
of satire and literary criticism. An effort is
made to grasp the totality of Horace’s
achievement in the context of the Augustan
Age.
2 credits.
Not offered 2010-2011.
LATN 108. Roman Comedy
This seminar is devoted to Plautus and Terence,
whose adaptations of Greek plays are among
the oldest surviving works of Latin literature.
The primary focus will be on close study of the
language and structure of the plays, but students
will also become familiar with a range of
critical and theoretical approaches to comedy.
Specific topics to be explored include the
production and performance of ancient drama;
the Roman appropriation of Greek literary
genres; representations of slaves, prostitutes,
and other marginal figures on the comic stage;
and the influence of Roman Comedy on postclassical European drama.
2 credits.
Not offered 2010-2011.
GREK 111. Greek Philosophy and
Religion
It has been said that, with the rise of Greek
philosophy, change and revolution were finally
seen to irrupt into the static structures of Greek
religion. What exactly is the relationship
between Greek philosophy and religion? Do the
philosophers attempt to destroy traditional
religion, or should we view them instead as
transforming it? This seminar will study how
thought about the divine develops in the
Presocratics, Socrates, Plato, and Aristotle and
how the philosophers’ views more generally
might be considered “religious.” Topics will
include theology, cosmology, eschatology,
morality, and the good life; the tradition of the
holy man; and philosophical schools as
religious communities.
2 credits.
Not offered 2010-2011.

p. 156
GREK 112. Greek Epic
This seminar studies either the entirety of
Homer’s Odyssey in Greek or most of the Iliad.
2 credits.
Spring 2011. Lefkowitz.
GREK 113. Greek Historians
This seminar is devoted to a study o f Herodotus
and Thucydides, both as examples of Greek
historiography and as sources for Greek history.
2 credits.
Not offered 2010-2011.
GREK 114. Greek Drama
This seminar usually focuses on one play by
each of the major tragedians—Aeschylus,
Sophocles, and Euripides. Other plays are read
in translation. Thè works are placed in their
cultural setting and are discussed as both drama
and poetry.
2 credits.
Not offered 2010-2011.
GREK 115. Greek Lyric Poetry
This seminar will focus on the development of
archaic Greek elegy (Archilochus, Tyrtaeus,
Solon, Xenophanes, Semonides, Theognis)
monodie lyric (Sappho, Alcaeus, Anacreaon,
and Simonides) and choral lyric (Pindar and
Bacchylides), paying particular attention to
lyric’s dialogue with the epic tradition, the socalled rise of the individual, political and
performative contexts, and modem interpretive
approaches.
2 credits.
Fall 2010. Ledbetter.

Cognitive Science

p. 157

Coordinator:

THEODORE B. FERNALD (Linguistics)

Committee:

Alan Baker (Philosophy)
Frank Durgin (Psychology)
Lisa Meeden (Computer Science)

The minor in cognitive science has been
developed to guide the programs of those who
are interested in the interdisciplinary study of
the mind, brain, and language, with emphases
on formal structure, biological information
processing, and computation. The Cognitive
Science Program is designed to emphasize
guided breadth across various disciplines that
contribute to cognitive science as well as depth
within a chosen discipline.
A student may have many reasons for deciding
to minor in cognitive science. Perhaps the
simplest is to indicate and explore a particular
interest in cognitive science. Whatever your
major, a minor in cognitive science indicates a
kind of specialized interest and developing
expertise. It is our hope that this interest will be
integrated with your major area of study, and
we hope to help you formulate a plan o f studies
that sensibly achieves the requirements of the
minor.
We conceive of cognitive science as a loose
federation of six specific disciplines. The
disciplines included are neuroscience, computer
science (including computer engineering),
linguistics, mathematics and statistics,
philosophy, and cognitive psychology. To
demonstrate breadth, students minoring in
cognitive science are required to complete at
least 5 credits across three of these six
disciplines (see details and the list o f courses).
Students who wish to use 2 credits in
mathematics and statistics as one of their
disciplines for a cognitive science minor must
choose 2 credits from a single sub-area of
mathematics and indicate its relevance to at
least one of the two other disciplines chosen for
the minor. Minors must also show a particular
strength or depth in one of the six disciplines.

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

discipline (even if some of those courses are not
directly related to cognitive science).
Alternative curricular and extracurricular ways
of fulfilling the depth requirement may be
discussed with the coordinator.
Honors Minor
To complete an honors minor in cognitive
science, students must complete all
requirements listed above. The honors
preparation for the minor will normally be a 2credit unit approved by the relevant department
from courses listed for the minor. The minor
preparation must be within a discipline that is
not the student’s honors major. Students are
encouraged to develop an appropriate
preparation in consultation with the coordinator.
Special Major
A special major is possible. Please consult with
the program coordinator to develop a special
major plan.
All minors and special majors must normally
take COGS 001: Introduction to Cognitive
Science.
Research
Minors who wish to get formal research
experience may choose to complete a 1-credit
thesis in cognitive science during their senior
year. Non-honors theses in cognitive science
will normally be examined by Cognitive
Science Committee members from within at
least two different departments.

Courses
COGS 001. Introduction to Cognitive
Science
An introduction to the science of the mind from
the perspective of cognitive psychology,
linguistics, neuroscience, philosophy, and
artificial intelligence. The course introduces
students to the scientific investigation of such
questions as the following: What does it mean
to think or to have consciousness? Can a
computer have a mind? What does it mean to
have a concept? What is language? What kinds
of explanations are necessary to explain
cognition?
1 credit.
Spring 2011. Harrison.
COGS 090. Senior Thesis
The 1-credit thesis project can be supervised by
any of a number o f faculty members associated

Cognitive Science
with the departments in the program but should
be approved in advance by the program
coordinator. A thesis may be used to establish
depth in an area and is normally a required
component of a special major in cognitive
science.
1 credit.
Each semester. Staff.
The remaining 5 required credits are to be
distributed evenly among three different
disciplines of cognitive science. That is, 2
credits of listed courses from each of three of
the six disciplines must be completed, with the
exception that in one—and only one—of the
three disciplines, a single “focus” course* may
be used to meet the breadth requirement. The
list of courses currently approved as cognitive
science courses is rather selective because it is
intended to focus students on the most essential
cores of cognitive science within each
discipline. For disciplines where there are
courses designated as focus courses, at least one
focus course must be taken to include that
discipline in the minor. Many more courses,
taught on campus, are closely relevant to
cognitive science; this list is subject to periodic
re-evaluation.
Computer Science/Computer
Engineering
CPSC 063. Artificial Intelligence {focus course)
CPSC 065. Natural Language Processing
CPSC 081. Adaptive Robotics (focus course)
ENGR 028. Mobile Robotics
Linguistics
LING 040/108. Semantics (focus course)
LING 043/106. Morphology and the Lexicon
LING 045/105. Phonology (focus course)
LING 050/109. Syntax (focus course)
LING 06X. Structure of a non-Indo-European
Language
Mathematics and Statistics
The sub-areas of mathematics and their eligible
seminars and courses are the following:
Algebra: MATH 057/077,058,067, and 102.
Analysis: MATH 034,044,053/073,054,063,
101, and 103.
Discrete Mathematics: MATH 029,046,
059/079, and 069.
Geometry: MATH 055/75 and 106.
Statistics: STAT 011,031, and 061; MATH
105 andSTAT 111.
Topology: MATH 104.
Neuroscience
BIOL 022. Neurobiology (focus course)
BIOL 123. Learning and Memory

p. 158
PSYC 030. Physiological Psychology
PSYC 031. Cognitive Neuroscience (focus
course)
PSYC 091. Advanced Topics in Behavioral
Neuroscience
PSYC 130. Physiological Seminar
Philosophy
PHIL 012/031. Logic/Advanced Logic (focus
course)
PHIL 024/113. Theory of Knowledge
PHIL 026/116. Language and Meaning
PHIL 086/118. Philosophy of Mind (focus
course)
Psychology
PSYC 032. Perception (focus course)
PSYC 033. Cognitive Psychology (focus
course)
PSYC 034/134. Psychology of
Language/Psycholinguistics (focus course)
PSYC 039. Developmental Psychology
PSYC 042. Human Intelligence
PSYC 133. Perception, Cognition, and the
Embodied Mind
* Focus courses are concerned with issues most
central to cognitive science and are normally
taught with this objective in mind.

Comparative Literature

p. 159

Coordinator:

HANSJAKOB WERLEN (Modem Languages and Literatures, German)

Committee:

Alan Berkowitz (Modem Languages and Literatures, Chinese)
Jean-Vincent Blanchard (Modem Languages and Literatures, French)
Elizabeth Bolton (English Literature)
Sibelan Forrester (Modem Languages and Literatures, Russian)
William O. Gardner (Modem Languages and Literatures, Japanese)
Maria Luisa Guardiola (Modem Languages and Literatures, Spanish)1
Alexandra Gueydan (Modem Languages and Literatures, French)
Kendall Johnson (English Literature)
Haili Kong (Modem Languages and Literatures, Chinese)
Allen Kuharski (Theater)
George Moskos (Modem Languages and Literatures, French)9,10
Rosaria V. Munson (Classics)7*910
Philip M. Weinstein (English Literature)

1Absent on leave, fall 2010.
2 Absent on leave, spring 2011.
9Campus coordinator, Swarthmore Program in Grenoble, fall 2010.
10Campus coordinator, Swarthmore Program in Grenoble, spring 2011.

The comparative literature major is
administered by a Comparative Literature
Committee made up of the coordinator and
faculty representing the Classics, English
Literature, Modem Languages and Literatures,
and Theater departments. TTie basic requirement
for the major is work in two literatures in the
original language.
The major in comparative literature is designed
for those students who have a love for literature
and a strong desire to write and are interested in
literary critical research. Not for everyone, this
major assumes a fair degree of discipline,
independence, and self-motivation on the part
of the student, especially in the development
and writing of the thesis.
In planning a comparative literature major,
students should look at course listings in the
Classics, English, and Modem Languages and
Literatures departments. O f courses in the
Classics and Modem Languages and Literatures
departments, only courses in the original
language numbered 011 or above are counted as
constituents of the comparative literature major.
Of English courses numbered ENGL 008A-Z
and 009A-Z, only one may be counted for the
major.
Students applying for the major will submit to
the comparative literature coordinator a
proposal of integrated study that sets forth the
courses and/or seminars to be taken and the
principle of coherence on which the program of
study is based. The student will also submit a 6to 10-page writing sample from a previously
completed course. The committee will review
the proposal and the essay and advise the
student.

Note: In lieu of a regular course, the
Comparative Literature Committee will
consider proposals for one or more research
papers written as course attachments as well as
proposals to substitute an extended research
paper for course credit.
The program awards the The Dorothy D itter
Gondos Award each year, please see section
17.4 for more information.

Requirements and
Recommendations
Major in Course
1. Ten credits in two or more literatures in the
original languages, including a substantial
concentration of work—normally four or five
courses—in each of the literatures. The thesis
(described later) does not count toward these 10
credits.
Students working entirely in languages other
than English may propose one course in
translation as a part of their program, as long as
it is deeply relevant to their plan of study.
Students working in English and any language
other than Arabic, Chinese, and Japanese must
do all of their work in the original languages.
Because of the special demands of Arabic,
Chinese, and Japanese language and literature,
students working in those languages may
propose a program based on attachments (in
those languages) to literature courses taught in
translation.
2. A 1 -or 2-credit thesis (35 to 40 pages for the
one-credit thesis, 60 to 70 pages for the twocredit thesis) covering work in at least two
languages, planned in the spring of the junior

Comparative Literature
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 o f a literature
studied other than English.
3. An oral comprehensive examination, 1 to 1.5
hours in length, at the end of the senior year,
based on the thesis and courses and seminars
that the major comprises.
Major or Minor in the Honors Program
Major
Four 2-credit preparations in at least two
literatures in the original language, one of
which is a thesis. One of the preparations may
be used as an independent minor (in Russian or
German studies, for instance) if the minor’s
departmental requirements have been met.
Minors requiring unrelated preparations such as
biology or psychology are not allowed. All four
honors preparations are necessary components
of the comparative literature honors major.
M inor
A 2-credit thesis of 60 to 70 pages, integrating
preparations that have been done in two
literatures in the original language.
Prerequisite fo r Admission Into the Honors
Program
Successful completion of an advanced course in
literature in each of the literatures of the
student’s program of study. A minimum grade
of a B is required.
Mode o f Examination
For each preparation, a 3-hour written
examination prepared by the external examiner
and a 30-minute oral based on the contents of
the written examination.
Proceduresfo r A ll Majors
All majors will meet with members of the
Comparative Literature Committee before the
end of the junior year to review and assess the
student’s program. At this time, both course and
honors majors will submit thesis proposals and
propose faculty advisers.
The courses and seminars that compose the
comparative literature major’s formal field of
study will naturally differ with each major. To
give some sense of the range of possibilities
available, a series of sample programs is
offered.

p. 160

Sample: Comparative Literature
Course Major
Focus: The Black Atlantic
Courses
ENGL 009S. First-Year Seminar: Black
Liberty, Black Literature
ENGL 054. Core Course: Faulkner, Morrison,
and the Representation of Race
ENGL 061. Core Course: Fictions of Black
America
ENGL 062. Black Autobiography
FREN 012. Introduction aux études littéraires et
culturelles françaises et francophones
FREN 045. Le monde francophone
FREN 057. Prose Francophone: Littérature et
société
FREN 071. French Cultural and Critical Theory
FREN 110. Histoires d’iles
2-credit thesis.

Sample: Comparative Literature
Honors Major
Focus: Modernism
Courses
ENGL 045. Core Course: Modem British
Poetry
ENGL 053. Core Course: Modem American
Poetry
GMST 020. Introduction to German Studies:
Topics in German Literature and Culture
GMST 091. Special Topics in German Studies
Seminars
ENGL 115. Modem Comparative Literature
ENGL 116. American Literature
GMST 109. Rise of the Modem German Novel
2-credit thesis.

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

Computer Science

p. 161

CHARLES F. KELEMEN, Professor
LISA MEEDEN, Professor
TLA NEWHALL, Associate Professor3
ANDREW DANNER, Assistant Professor
RICHARD WICENTOWSKI, Associate Professor and Chair
CHARLIE GARROD, Visiting Assistant Professor
JEFFREY KNERR, System Administrator
BRIDGET M. ROTHERA, Administrative Assistant
BETSY HORNER, Academic Support Coordinator
3Absent on leave, 2010-2011.

Computer science is the study of 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 of the properties
of algorithms, computing systems, and their
interrelationship.
The computer science program is designed
to provide students with a flexible set of
computing choices that can be tailored to
satisfy various interests and depths of study.
All courses emphasize the fundamental
concepts of computer science, treating
today’s languages and systems as current
examples of the underlying concepts. The
computer science laboratory provides up-todate software and hardware facilities.

Recommendations
CPSC 021: Introduction to Computer
Science will present fundamental ideas in
computer science while building skill in
software development. No previous
experience with computers is necessary.
This course is appropriate for all students
who want to write programs. It is the usual
first course for computer science majors and
minors. Students with Advanced Placement
credit or extensive programming experience
may be able to place out of this course.
CPSC 033: Computer Organization
assumes that the student has completed
CPSC 021 or its equivalent. It is the best
entry point for students intending to be
computer science majors or minors who
already have extensive computing
experience.
CPSC 035: Data Structures and Algorithms
assumes that the student has completed
CPSC 021 or its equivalent. It is an
appropriate entry point for students with
extensive computing experience who want
to improve their programming skills.
Students who think they may qualify for

CPSC 033 or CPSC 035 and have not taken
CPSC 021 should see the instructor or

department chair. Students or advisers who
want more advice on placement in computer
science courses should feel free to contact
any computer science faculty member by
phone or in person.
The Computer Science Department offers
course majors and minors and honors
majors and minors. Students interested in
any of these options are encouraged to meet
with the chair of the Computer Science
Department as early as possible in their
college career. Students who are interested
in a computer science major or minor are
encouraged to take CPSC 021, CPSC 033
and CPSC 035 sometime in their first four
semesters at Swarthmore. The minor in
computer science is designed for students
who desire a coherent introduction to the
core topics in the field but cannot afford the
number of courses required of a major.
Students completing die minor will possess
intellectual skills that are useful in many
disciplines.

Requirements
Major
The following are the requirements for a
major in computer science:
1. Nine courses in computer science:
a. CPSC 021,'CPSC 035, and CPSC
097. (If exempted from CPSC 021, one of
the following courses: CPSC 041, CPSC
045, or CPSC 075 must be taken in place of
CPSC 021.)
b. One of CPSC 033 or CPSC 052.
c. One of CPSC 037 or CPSC 075.
d. One o f CPSC 041 or CPSC 046.
e. Three of the following (must be
different than the choices in parts, b, c and
d): CPSC 040, CPSC 041, CPSC 044,
CPSC 045, CPSC 046, CPSC 052, CPSC
063, CPSC 065, CPSC 067, CPSC 072,
CPSC 075, CPSC 081, CPSC 082, CPSC
085, CPSC 087, CPSC 091, CPSC 093.
2. Two mathematics courses at the level of
Linear Algebra or above (Discrete Math and
Linear Algebra are recommended).

Computer Science
Successful completion of at least two
computer science courses including CPSC
035 is ordinarily required to be admitted as
a computer science major.
Minor
The minor in computer science provides
students with a well-rounded background in
computer science sufficient to develop
significant, creative applications and to
keep up with the rapid changes in the field.
The following are the requirements for a
minor in computer science:
1. Six courses in computer science.
a. CPSC 021 and CPSC 035. (If
exempted from CPSC 021, one of the
following courses: CPSC 041, CPSC 045 or
CPSC 075 must be taken in place of CPSC
021.)
b. One of CPSC 033 or CPSC 052.
c. One of CPSC 037 or CPSC 075.
d. One of CPSC 041 or CPSC 046.
e. One of the following (must be
different than the choices in part b, c, and
d): CPSC 040, CPSC 041, CPSC 044,
CPSC 045, CPSC 046, CPSC 052, CPSC
063, CPSC 065, CPSC 067, CPSC 072,
CPSC 075, CPSC 081, CPSC 082, CPSC
085, CPSC 087, CPSC 091, CPSC 093.
2. One mathematics course at the level of
Linear Algebra or above (Discrete Math
recommended).
Successful completion of at least two
computer science courses including CPSC
035 is ordinarily required to be admitted as
a computer science minor.
Honors Program
Honors majors and minors in computer
science are available.
Honors Major
An honors major in computer science will
consist of two 2-credit preparations, one 2credit research report or thesis, and a minor
preparation.
The following will be submitted to external
examiners for evaluation:
1. Two 2-credit preparations to be selected
from the combinations of courses listed
under Approved Preparations. Each of these
2- credit preparations will be examined by a
3- hour written examination and an oral
examination.
The two 2-credit preparations must include
four distinct courses. In certain
circumstances, the Computer Science
Department may be willing to consider
other groupings of courses, seminars, or
courses with attachments. If the required

p. 162
courses and preparations would not satisfy a
course major, additional computer science
courses must be taken to meet course major
requirements. In all cases, the Computer
Science Department must approve the
student’s plan of study.
2. One research report or thesis to be read
by an external examiner and examined in an
oral examination.
At a minimum, this will involve a review of
scholarly papers from the primary literature
of computer science and the writing of a
scholarly, scientific paper. The paper will
report on a research experience involving
the student and faculty (here or elsewhere).
It is expected that most of the research or
scholarly groundwork will be completed
before the fall semester of the senior year,
either by 1 credit of work in the spring
semester of the junior year or full-time
summer work. Students will register for at
least 1 credit of thesis work to complete the
work and write the paper in the fall of the
senior year. It is recommended that the
paper be completed by the end o f the fall
semester.
To be eligible for mi honors major in
computer science, students must complete
the following:
1. Have a B+ average in all computer
science courses completed by the end of
junior year. These must include CPSC
021and CPSC 035, and at least two of
CPSC 033, CPSC 037, CPSC 052, CPSC
075, CPSC 041 or CPSC 046.
2. Have demonstrated proficiency in
mathematical argument and reasoning by
the end of the junior year. Ordinarily, this
proficiency will be assumed if the student
has done one o f the following:
a. Passed Discrete Mathematics and
Linear Algebra with a grade of B+ or better
b. Passed Linear Algebra Honors with a
grade of B or better
c. Completed Introduction to Real
Analysis or Introduction to Modem Algebra
with a grade of B- or better
3. Complete by the end of the senior year a
set of courses that would qualify for an
ordinary computer science major as well as
CPSC 180 (Thesis).
Honors Minor
To be eligible for an honors minor in
computer science, a student must satisfy
course requirements for a regular minor in
computer science and in addition:
1. Have a B+ average in all computer
science courses completed by the end of the
junior year.

Computer Science

p. 163

2. Take one 2-credit preparation to be
selected from the combinations of courses
listed under Approved Preparations. An
examiner will set both a 3-hour written
examination and an oral examination for the
preparation.

Approved Preparations
The following are the approved preparations for the Honors Program. These may not all be
available to all students because of the faculty’s schedules.
Preparation
Course Combinations
Algorithms and Theory
CPSC 041. Algorithms
CPSC 046. Theory of Computation
Intelligent Systems
CPSC 081. Adaptive Robotics
CPSC 063. Artificial Intelligence
Compiler Design and Theory
CPSC 046. Theory o f Computation
CPSC 075. Compiler Design and Construction
Parallel and Distributed Systems
CPSC 045. Operating Systems
CPSC 087. Parallel and Distributed
Computing
Systems
CPSC 052. Computer Architecture
CPSC 045. Operating Systems
Natural Language Models
CPSC 063. Artificial Intelligence
CPSC 065. Natural Language Processing
Robotics
CPSC 081. Adaptive Robotics
CPSC 082. Mobile Robotics
Language Processing
CPSC 065. Natural Language Processing
CPSC 067. Information Retrieval
Programming Languages
CPSC 037. Structure and Interpretation of
Computer Programs
CPSC 075. Compiler Design and Construction

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

on the student’s interests and should be
made in consultation with the chair o f the
Computer Science Department. Other
majors are also reasonable for students with
special interests. For example, a major in
linguistics or psychology might be
appropriate for a student interested in
artificial intelligence or cognitive science.
In such cases, students should consult with
the chair of the department as early as
possible to ensure that they take the
necessary mathematics and computing
courses for graduate work in computer
science.

Graduate Study

Courses

Students interested in graduate study in
computer science will be well prepared with
a computer science major. Some graduate
programs will also accept students who
have majored in mathematics or
engineering and completed a sufficient
number and selection of computer science
courses. The choice of the appropriate
major and computing courses will depend

CPSC 021. Introduction to Computer
Science
This course will present fundamental ideas
in computer science while building skill in
software development. Algorithms will be
implemented as programs in a high-level
programming language. Object-oriented
programming and data structures will be

Computer Science
introduced to construct correct,
understandable, and efficient algorithms. A
deeper coverage of these topics will be
presented in CPSC 033 and CPSC 035.
CPSC 021 is appropriate for all students
who want to be able to write programs. It is
the usual first course for computer science
majors and minors. Students with Advanced
Placement credit or extensive programming
experience may be able to place out of this
course. Students who think that they may
fall into this latter category should consult
with any computer science faculty member.
Lab work required, programming intensive.
No prerequisites.
Natural sciences and engineering practicum.
1 credit.
Each semester. Staff.
CPSC 033. Computer Organization
This course takes a bottom-up approach to
answering the question of how a computer
works. Topics include theoretical models of
computation, bits, bytes and data
representations, operations on data, digital
logic structures, computer memory,
assembly and machine code, hardware
components, the stack, the operating
system, compilers, and the C programming
language. We examine the hardware and
software components required to go from a
program expressed in a high-level
programming language like Java or C to the
computer actually running the program.
Prerequisites: CPSC 021 or equivalent.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Kelemen.
CPSC 035. Data Structures and
Algorithms
This course completes the broad
introduction to computer science begun in
CPSC 021. It provides a general
background for further study in the field.
Topics to be covered include objectoriented programming in Java, advanced
data structures (priority queues, trees, hash
tables, graphs, etc.) and algorithms, and
software design and verification. Students
will be expected to complete several
programming projects illustrating the
concepts presented.
Prerequisite: CPSC 021 or permission of
the instructor. Discrete Mathematics is
recommended.

p. 164
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Each semester. Staff.
CPSC 037. Structure and
Interpretation o f Computer Programs
This course is a serious introduction to the
study o f computer programs and, through
programs, some central ideas in computer
science. By studying programs that make
repeated and deep use of abstraction,
students will learn how to generate precise
specifications from vaguely formulated and
perhaps partially understood descriptions.
Topics to be covered include programming
idioms and paradigms, recursion,
information retrieval, binding and scope,
interpreters, and compilers.
Prerequisite: CPSC 035.
Lab work required.
1 credit.
Spring 2012.
CPSC 038. Fundamentals o f Digital
Systems
(See ENGR 015)
Prerequisite: At least 1 credit in engineering
or computer science or permission of the
instructor.
Lab work required. Offered in the fall
semester every year.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Zucker.
CPSC 040. Computer Graphics
(Cross-listed as ENGR 026)
Computer graphics deals with the
manipulation and creation of digital
imagery. We will cover drawing algorithms
for two-dimensional (2-D) graphics
primitives, 2-D and three-dimensional (3-D)
matrix transformations, projective
geometry, 2-D and 3-D model
representations, clipping, hidden surface
removal, rendering, hierarchical modeling,
shading and lighting models, shadow
generation, special effects, fractals and
chaotic systems, and animation techniques.
Labs will focus on the implementation of a
3-D hierarchical modeling system that
incorporates realistic lighting models and
fast hidden surface removal.
Prerequisites: CPSC 035, or the permission
of the instructor. Mathematics background
at the level of Calculus and Linear Algebra
Honors is strongly recommended.

Computer Science
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Danner.
CPSC 041. Algorithms
The study of algorithms is useful in many
diverse areas. As algorithms are studied,
considerable attention is devoted to
analyzing formally their time and space
requirements and proving their correctness.
Topics to be covered include abstract data
types, trees (including balanced trees),
graphs, searching, sorting, NP complete
optimization problems, and the impact of
several models of parallel computation on
the design of algorithms and data structures.
Prerequisites: CPSC 035. Discrete
Mathematics is strongly recommended.
1 credit.
Fall 2010. Kelemen.
CPSC 044. Database Systems
This course provides an introduction to
relational database management systems.
Topics covered include data models (ER
and relational model); data storage and
access methods (files, indices); query
languages (SQL, relational algebra,
relational calculus, QBE); query evaluation;
query optimization; transaction
management; concurrency control; crash
recovery; and some advanced topics
(distributed databases, object-relational
databases). A project that involves
implementing and testing components o f a
relational database management system is a
large component of the course.
Prerequisite: CPSC 035 required. One of
CPSC 033 or CPSC 052 is recommended.
Lab work required.
1 credit.
Next offered when staffing permits.
CPSC 045. Operating Systems
(Cross-listed as ENGR 022)
This course is an introduction to the theory,
design, and implementation of operating
systems. An operating system is the
software layer between user programs and
the computer hardware. It provides
abstractions of the underlying hardware that
are easier to program, and it manages the
machine’s resources. The following topics
will be covered: processes (including
synchronization, communication, and
scheduling); memory (main memory
allocation strategies, virtual memory, and

p. 165
page replacement policies); file systems
(including naming and implementation
issues); I/O (including devices, drivers,
disks, and disk scheduling); and security.
Prerequisite: CPSC 035 required. One of
CPSC 033 or CPSC 052 is recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Fall 2011. Newhall.
CPSC 046. Theory of Computation
(Cross-listed as MATH 046)
This study of various models of
computation leads to a characterization of
the kinds of problems that can and cannot
be solved by a computer. Solvable problems
will be classified with respect to their
degree of difficulty. Topics to be covered
include formal languages and finite state
devices; Turing machines; and other models
of computation, computability, and
complexity.
Prerequisite: CPSC 035. Discrete
Mathematics is strongly recommended.
Lab work required.
1 credit.
Spring 2012.
CPSC 052. Principles o f Computer
Architecture
(See ENGR 025)
Prerequisites: One of ENGR 015, CPSC 33,
CPSC 035.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Moreshet.
CPSC 063. Artificial Intelligence
Artificial intelligence (AI) can be defined as
the branch of computer science that is
concerned with the automation of intelligent
behavior. Intelligent behavior encompasses
a wide range of abilities; as a result, AI has
become a very broad field that includes
game playing, automated reasoning, expert
systems, natural language processing,
modeling human performance (cognitive
science), planning, and robotics. This
course will focus on a subset of these topics
and specifically on machine learning, which
is concerned with the problem o f how to
create programs that automatically improve
with experience. Machine learning
approaches studied will include neural
networks, decision trees, genetic
algorithms, and reinforcement techniques.

Computer Science
Prerequisites: CPSC 035.,
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Fall 201 l.Meeden.
CPSC 065. Natural Language
Processing
(Cross-listed as LING 020)
This course is an introduction to the
fundamental concepts in natural language
processing, the study of human language
from a computational perspective. The
focus will be on creating statistical
algorithms used in the analysis and
production of language. Topics to be
covered include parsing, morphological
analysis, text classification, speech
recognition, and machine translation. No
prior linguistics experience is necessary.
Prerequisite: CPSC 035.
Lab work required.
1 credit.
Fall 2010. Wicentowski.
CPSC 067. Information Retrieval
This course will explore methods for
searching and retrieving information from
digital text sources. We will design and
evaluate algorithms for automating
document retrieval, document clustering,
mail filtering, relevance feedback, data
mining on the Web, Web robots, search
engines, information extraction, question
answering, and document summarization.
Prerequisite: CPSC 035.
Lab work required.
1 credit.
Spring 2011. Wicentowski.
CPSC 072. Computer Vision
(See ENGR 027)
Prerequisites: ENGR 015 or CPSC 035.
MATH 027 or 28(S) is strongly
recommended.
Natural sciences and engineering practicum.
1 credit.
Next offered when staffing permits.
CPSC 075. Principles o f Compiler
Design and Construction
(Cross-listed as ENGR 023)
This course introduces the design and
construction of language translators for
imperative, procedure-oriented
programming languages. Topics covered
include formal grammars, lexical analysis
and finite automata, syntax analysis and
pushdown automata, LL and LR parsing,
semantic analysis and table handling, error

p. 166
detection and recovery, code generation and
optimization, and compiler writing tools.
Prerequisite: CPSC 035 required. One of
CPSC 033 or CPSC 052 is recommended.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Meeden.
CPSC 081. Adaptive Robotics
This course addresses the problem of
controlling robots that will operate in
dynamic, unpredictable environments.
Students will work in groups to program
robots to perform a variety of tasks such as
navigation to a goal, obstacle avoidance,
and vision-based tracking in a laboratory
session. In lecture/discussion sessions,
students will examine the major paradigms
of robot control through readings with an
emphasis on adaptive approaches.
Prerequisite: CPSC 035 or permission of
the instructor.
Lab work required.
Natural sciences and engineering practicum.
1 credit.
Next offered when staffing permits.
CPSC 082. Mobile Robotics
(See ENGR 028)
Prerequisites: ENGR 015 or CPSC 035.
MATH 027 or 28(S) is strongly
recommended.
Natural sciences and engineering practicum.
1 credit.
Next offered when staffing permits.
CPSC 087. Parallel and Distributed
Computing
This course covers a broad range of topics
related to parallel and distributed
computing, including parallel and
distributed architectures and systems,
parallel and distributed programming
paradigms, parallel algorithms, and
scientific and other applications of parallel
and distributed computing. In
lecture/discussion sections, students
examine both classic results as well as
recent research in the field. The lab portion
of the course includes programming
projects using different programming
paradigms, and students will have the
opportunity to examine one course topic in
depth through an open-ended project of
their own choosing. Course topics may
include: multi-core, SMP, MPP, clientserver, clusters, clouds, grids, peer-to-peer
systems, GPU computing, scheduling,
scalability, resource discovery and

Computer Science
allocation, fault tolerance, security, parallel
I/O, sockets, threads, message passing, MPI,
RPC, distributed shared memory, data
parallel languages, MapReduce, parallel
debugging, and parallel and distributed
applications
Prerequisites: CPSC 035 required. One of
CPSC 033 or CPSC 052 is recommended.
Lab work required.
1credit.
Spring 2012. Newhall.
CPSC 091. Special Topics in
Computer Science
Subject matter for CPSC 091 is generally
dependent on group need or individual
interest. The course is normally restricted to
upper-level students and offered only when
staff interests and availability make it
practicable to do so.
Lab work required.
1credit.
Staff.
CPSC 093. Directed Reading and/or
Research Project
A qualified student may undertake a program of extra reading and/or a project in
an area of computer science with the
permission of a staff member who is willing
to supervise.
CPSC 097. Senior Conference
This course provides honors and course
majors an opportunity to delve more deeply
into a particular topic in computer science,
synthesizing material from previous
courses. Topics have included computer
perception (2009), computational geometry
and geographic information systems (2006,
2007), computer security (2005), natural
language processing (2004); advanced
algorithms (2003); networking (2001 and
2002); distributed computing (2000);
evolutionary computation (1998 and 1999);
complexity, encryption, and compression
(1996); and parallel processing (1995).
CPSC 097 is the usual method used to
satisfy the comprehensive requirement for a
computer science major and die senior
honors study requirement for a computer
science honors major.
Writing course.
Lab work required.
1 credit.

Fall 2010. Garrod.
CPSC 180. Thesis
CPSC 199. Senior Honors Study

p. 167

Economics

p. 168

JOHN P. CASKEY, Professor
STEPHEN S. GOLUB, Professor1
ROBINSON G. HOLLISTER JR., Professor
PHILIP N. JEFFERSON, Professor
MARK KUPERBERG, Professor
ELLEN B. MAGENHEIM, Professor and Chair
STEPHEN A. O’CONNELL, Professor
LARRY E. WESTPHAL, Professor
AMANDA BAYER, Associate Professor
THOMAS S. DEE, Associate Professor*3
ERIN TODD BRONCHETTI, Assistant Professor3
DAVID HUFFMAN, Assistant Professor3
JOSEPH HARGADON, Visiting Professor (part time)
NANCY CARROLL, Administrative Assistant
1Absent on leave, fall 2010.
3 Absent on leave, 2010-2011.

Economics is the study of how scarce resources
are allocated and the implications of such
allocations. Because scarcity is a fundamental
fact of social life, an understanding of
economics is relevant 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 distributional
equity. Economics does not provide definitive
answers to these questions, but it does give the
student the tools needed to formulate and
evaluate such answers.

Requirements and
Recommendations
ECON 001 or its equivalent is a prerequisite for
all other work in the department In addition, all
majors in economics must satisfy a theory
requirement by taking ECON Oil (Intermediate
Microeconomics) and ECON 021 (Intermediate
Macroeconomics). They must also satisfy a
statistics requirement. This is typically done by
taking ECON 031 (Introduction to
Econometrics), but the statistics requirement
can alternatively be satisfied by taking ECON
035 (Econometrics) or STAT 111
(Mathematical Statistics II) or by combining
STAT 061 with either STAT 011 or STAT 031.
A knowledge of elementary calculus is
extremely useful for reading the economics
literature critically. The department strongly
recommends that students take MATH 015 and
either MATH 023 (appropriate as a terminal
course in calculus) or MATH 025 (preferred if
the student is considering further work in
mathematics). Students intending to focus on
the more technical aspects of economics will
find linear algebra (MATH 027,028, or 028S),
multivariable calculus (MATH 033,034, or
035), and differential equations (MATH 043 or

044) particularly valuable. Students who plan to
attend graduate school in economics should
seriously consider taking additional
mathematics courses, including real analysis
(Math 063).
To graduate as majors, students must have at
least 8 credits in economics; have taken the
three core courses, ECON Oil, ECON 021, and
ECON 031 (or its equivalent); and have passed
the comprehensive examination given to seniors
early in the spring semester (course students) or
the honors examinations given at the end of the
spring semester (honors students). To be
prepared for the comprehensive examination,
course students are very strongly advised to
complete the core courses before the second
semester of their senior year.
Students who are contemplating a major in
economics should consult Economics at
Swarthmore: Department Handbook (available
in the department office and on the
department’s website) for additional
information regarding the details of the
program.
Economics majors can complete the
requirements for teacher certification through a
program approved by the state of Pennsylvania.
For further information about the relevant set of
requirements, contact the Educational Studies
Department chair, the Economics Department
chair, or the Educational Studies Department
website at
www.swarthmore.edu/educationalstudies.xml.
The Economics Department does not offer a
minor in economics except in the Honors
Program.

Courses
ECON 001. Introduction to Economics
Covers the fundamentals of microeconomics
and macroeconomics: supply and demand,

Economics
market structures, income distribution, fiscal
and monetary policy in relation to
unemployment and inflation, economic growth,
and international economic relations. Focuses
on the functioning of markets as well as on the
rationale for and the design of public policy.
Prerequisite for all further work in economics.
1credit.

Each semester. Staff.
ECON 002. First-Year Seminar: Greed
In 1776, Adam Smith wrote in The Wealth o f
Nations, “It is not from the benevolence of the
butcher, the brewer, or the baker, that we expect
our dinner, but from their regard to their own
interest.... The individual intends only his own
gain, and he is in this, as in many other cases,
led by an invisible hand to promote amend
which was no part of his intention. Nor is it
always worse for society that it was no part of
it. By pursuing his own interest he frequently
promotes that of the society more effectually
than when he really intends to promote it.” This
seminar investigates the degree to which selfinterest should be the organizing principle of
economic and social organization.
This course counts as 1 of the 8 economics
credits needed to fulfill an economics major,
but it does not take the place of ECON 001. It,
therefore, cannot be used to fulfill the ECON
001 prerequisite for further work in the
Economics Department.
Writing course.
1credit.
Not offered 2010-2011.

ECON 005. Savage Inaccuracies: The
Facts and Economics o f Education in
America
(Cross-listed as EDUC 069)
This course investigates the relationship
between issues of resource allocation and
educational attainment. It examines the facts
about student achievement, educational
expenditure in the United States, and the
relationship between them. It studies such
questions as: Does reducing class size improve
student achievement? Does paying teachers
more improve teacher quality and student
outcomes? The course also investigates the
relationship between educational attainment and
wages in the labor market. Finally, it analyzes
the effects of various market-oriented education
reforms such as vouchers and charter schools.
Eligible for PPOL credit.
Prerequisites: Any statistics course (or the
consent of the instructor). EDUC 014 is
strongly recommended.
1credit.

Not offered 2010-2011.

p. 169
ECON 011. Intermediate
Microeconomics
Provides a thorough grounding in intermediatelevel microeconomics. The standard topics are
covered: behavior of consumers and firms,
structure and performance of markets, income
distribution, general equilibrium, and welfare
analysis. Students do extensive problem solving
to facilitate the learning o f theory and see
practical applications.
1 credit.
Fall 2010. Magenheim.
ECON 012. Game Theory and Strategic
Behavior
How should you bargain for a used car or
mediate a contentious dispute? This course is an
introduction to the study of strategic behavior
and the field of game theory. We analyze
situations o f interactive decision making in
which the participants attempt to predict and to
influence the actions of others. We use
examples from economics, business, biology,
politics, sports, and everyday life.
Eligible for PEAC credit.
1 credit.
Spring 2011. Bayer.
ECON 021. Intermediate
Macroeconomics
The goal of this course is to give the student a
thorough understanding of the actual behavior
of the macroeconomy and the likely effects of
government stabilization policy. Models are
developed of the determination of output,
interest rates, prices, inflation, and other
aggregate variables such as fiscal and trade
surpluses and deficits. Students analyze
conflicting views of business cycles,
stabilization policy, and
inflation/unemployment trade-offs.
Prerequisite: Freshmen need the consent of the
professor.
1 credit.
Spring 2011. Kuperberg.
ECON 022. Financial Economics
This course analyzes the ways that firms
finance their operations. It discusses the
organization and regulation of financial markets
and institutions. It examines theories explaining
asset prices and returns, and it discusses the
function and pricing of options and futures
contracts.
Prerequisite: ECON 031, STAT 031, or STAT
061.
1 credit.
Spring 2011, Caskey.

Economics
ECON 031. Introduction to Econometrics
This course provides an introduction to the
theory and practice of applied quantitative
analysis in economics. Following a brief
discussion of probability, statistics, and
hypothesis testing, this course emphasizes using
regression analysis to understand economic
relationships and to test their statistical
significance. Computer exercises provide
practical experience in using these quantitative
methods.
Recommended: STAT Oil (or a score of 4 or 5
in AP Statistics).
1 credit.
Each semester. Hollister.
ECON 032. Operations Research
(See ENGR 057)
1 credit.
Fall 2010. McGarity.
ECON 033. Financial Accounting
This course is designed to provide students with
an intermediate level study o f corporate
accounting theory and practice as it falls within
the framework of United States generally
accepted accounting principles (GAAP). A
major focus of the course is how accounting
provides information to various user groups so
that they can make more informed decisions. In
particular, students will learn the steps in the
accounting cycle leading up to the preparation
and analysis of corporate financial statements.
Students are also exposed to some of the
fundamental differences between federal tax
rules and external financial reporting
requirements and are made aware of the
organizations that influence and contribute to
the body of knowledge in financial accounting.
Finally, ethical issues that may be confronted
by the accountant are also discussed throughout
the course. (This course cannot be used to
satisfy the College’s distribution requirements.)
1 credit.
Spring 2011. Hargadon.
ECON 035. Econometrics
Quantitative methods used in estimating
economic models and testing economic theories
are studied. Students learn to use statistical
packages to apply these methods to problems in
business, economics, and public policy.
Prerequisite: ECON 031 or STAT 061.
1 credit.
Fall 2010. Jefferson.
ECON 041. Public Economics
This course focuses on government
expenditure, tax, and debt policy. A major part
of the course is devoted to an analysis of
current policy issues in their institutional and
theoretical contexts. The course will be of most

p. 170
interest to students having a concern for
economic policy and its interaction with
politics.
Eligible for PPOL credit.
Recommended: ECON Oil.
1 credit.
Fall 2010. Kuperberg.
ECON 042. Law and Economics
The purpose of this course is to explore the
premises behind the use of utilitarian constructs
in the analysis of public policy issues. In
particular, the appropriateness of the growing
use of economic methodology will be examined
through an intensive study of issues in property,
tort, contract, and criminal law.
Eligible for PPOL credit.
Recommended: ECON 011.
1 credit.
Fall 2010. Kuperberg.
ECON 044. Urban Economics
The topics covered in this course include the
economic decline of central cities,
transportation policies, local taxation, theories
of urban growth patterns, local economic
development initiatives, and the economics of
land use and housing.
Prerequisite: ECON 031, STAT 031, or STAT
061.
1 credit.
Fall 2010. Caskey.
ECON 051. The international Economy
This course surveys the theory of trade
(microeconomics) and of the balance of
payments and exchange rates
(macroeconomics). The theories are used to
analyze topics such as trade patterns, trade
barriers, flows of labor and capital, exchangerate fluctuations, the international monetary
system, and macroeconomic interdependence.
Eligible for PPOL credit.
Prerequisites: ECON Oil and ECON 021.
1 credit.
Spring 2011. Golub.
ECON 054. Global Capitalism Since 1920
This course will study global capitalism over
the last century, focusing on the interplay
between events, economic theories and policies.
The issues to be examined include: financial
market booms and busts; business cycles;
inequality; the social welfare state;
technological change and economic growth;
and international trade and financial
arrangements. The time period covers: the
Roaring Twenties; the Great Depression, the
post war Golden Age (1945-1973); the
stagflation of the 1970s; the Thatcher-Reagan-

Economics
Greenspan-Bush era of market liberalization
(1980-2007); and the financial crisis and Great
Recession o f2007—2010. Economic theories
include: the classical laissez-faire view;
Schumpeter’s theory of “creative destruction”;
Keynes and the “neo-classical synthesis”
advocating a mixed economy; Minsky’s theory
of financial instability; Friedman, the efficientmarkets hypothesis, and the “new classical”
critiques of government interventions; and
emerging ideas in response to the present crisis.
The course will chronicle and compare
economic policy and performance of the United
States, Europe, Japan, and the developing world
(Asia, Latin America, Africa).
1credit.

Spring 2011. Golub.
ECON 063. Public Policies in Practice:
Establishing What Works and fo r Whom
Participants in this course will examine research
on specific policy interventions designed to
change outcomes for individuals, corporations,
and communities. Particular focus will be on
attempts to establish whether such policy
interventions can cause changes in outcomes for
individuals, corporations, or communities. In
recent decades, random
assignment/experimental designs have
increasingly been applied to estimate the impact
of changes in policies on employment, welfare,
housing, education, policing, public health, and
community development. Social policy
experiments and alternative methods to
examine cause and effect will be covered, with
emphasis on actual examples from the
previously mentioned fields. Specific issues in
design, implementation of such studies, the
analysis of results, and translation to the policy
context will be reviewed. Students will meet
with selected analysts who carry out these types
of studies. Students will do some analysis of
data generated from quantitative studies of what
works and for whom.
1credit.

Spring 2011. Hollister.
ECON 067. Experimental Economics
This course will cover some of the main
research topics in economics that have been
studied with laboratory and field experiments,
such as behavior in competitive markets,
provision of public goods, biases in individual
decision-making, neural underpinnings of
economic choice, and preferences regarding
risk, time, and fairness. Students will be
introduced to techniques for conducting
economic experiments, and will design their
own experiment as part of course assignments.
Prerequisites: ECON 031, or STAT 011, or a
score of 4 or 5 in AP Statistics.

p. 171
Recommended: ECON Oil.
1 credit.
Not offered 2010-2011.
ECON 073. Race, Ethnicity, and Gender
in Economics
This course focuses on the role o f difference in
economic systems. In this course, we learn how
to apply the theoretical and empirical tools of
economics to analyze the economic status of
women and of various racial and ethnic groups
in the United States, and we explore the various
sources of, and solutions to, persistent
economic inequality. We also examine the roles
o f race, ethnicity, and gender in the
development of economic theory and policy.
Eligible for BLST, GSST, or PPOL credit.
Recommended: ECON 011 and ECON 031.
1 credit.
Fall 2010. Bayer.
ECON 075. Health Economics
This course applies the tools of microeconomic
analysis to the health care industry. We will
analyze the determinants of demand for and
supply of health care, including the relationship
between demographic variables, health status,
and health care consumption. The structure and
behavior of the major components o f the supply
side will be studied, including physicians,
hospitals, and insurance companies. The variety
of ways in which the government intervenes in
the health care sector—regulation, antitrust,
social insurance, and direct provision—will be
considered. Finally, we will study some more
specialized topics, including the intersection of
bioethics and economics, mental health
economics, and international health system
comparisons. Students will write a series of
short papers, examining medical, economic, and
policy considerations related to a health
problem or issue.
Writing course.
1 credit.
Not offered 2010-2011.
ECON 076. Environmental Economics
Introduction to basic concepts and methods
used in evaluating environmental benefits and
costs and in assessing mechanisms for
allocating environmental resources among
present and future uses, with due attention to
seemingly noneconomic concerns. Specific
topics include pollution and environmental
degradation; use of exhaustible and renewable
resources; management of air, water, and
energy resources; sustainable economic growth;
and international resource management.
Eligible for ENVS or PPOL credit.
1 credit.
Not offered 2010-2011.

Economics
ECON 081. Economic Development
A survey covering the principal theories of
economic development and the dominant issues
of public policy. Topics include the
determinants of economic growth and income
distribution, the role of the agricultural sector,
the acquisition of technological capability, the
design of poverty-targeting programs, the
choice of exchange rate regime, and the impacts
of international trade and capital flows
(including foreign aid).
Eligible for ASIA, BLST, PEAC, or PPOL
credit.
1 credit.
Fall 2010. O’Connell.
ECON 082. Political Economy of Africa
A survey of the post-independence
development experience of Sub-Saharan Africa.
We study policy choices in their political and
institutional context, using case-study evidence
and the analytical tools of positive political
economy. Topics include development from a
natural resource base, conflict and nation
building, risk management by firms and
households, poverty-reduction policies,
globalization and trade, and the effectiveness of
foreign aid.
Eligible for BLST, PEAC, or PPOL credit.
1 credit.
Spring 2010. O’Connell.
ECON 099. Directed Reading
With consent of a supervising instructor,
individual, or group study in fields of interest
not covered by regular course offerings.
Fall or spring semester. Staff.

Seminars
ECON 101. Advanced Microeconomics
Subjects covered include consumer and
producer theory, optimization and duality,
general equilibrium, risk and uncertainty,
asymmetric information, and game theory.
Prerequisites: ECON 011 and multivariable
calculus (MATH 033,034, or 035).
2 credits.
Spring 2011. Bayer.
ECON 102. Advanced Macroeconomics
Subjects covered include microfoundations of
macroeconomics, growth theory, rational
expectations, and New Classical and New
Keynesian macroeconomics. Extensive problem
solving, with an emphasis on the qualitative
analysis of dynamic systems.
Prerequisites: ECON 011, ECON 021, and
multivariable calculus (MATH 033,034 or 035,
or MATH 023 with permission of the
instructor).

p. 172
Recommended: MATH 043 or 044.
2 credits.
Not offered 2010-2011.
ECON 122. Financial Economics
This seminar analyzes the ways that firms
finance their operations. It discusses the
organization and regulation of financial markets
and institutions. It examines theories explaining
asset prices and returns, and it discusses the
function and pricing of options and futures
contracts.
Prerequisites: ECON Oil, ECON 031 or ECON
035, and MATH 023 or higher calculus.
2 credits.
Spring 2011. Caskey.
ECON 135. Advanced Econometrics
Quantitative methods used in estimating
economic models and testing economic theories
are studied. Students learn to use statistical
packages to apply these methods to problems in
business, economics, and public policy.
Students will also evaluate studies applying
econometric methods to major economic issues.
An individual empirical research project is
required.
Prerequisites: ECON 035 and linear algebra
(MATH 027,028 or 028S).
1 credit.
Spring 2011. Jefferson.
ECON 141. Public Economics
This seminar focuses on the analysis of
government expenditure, tax, and debt policy.
A major part of the seminar is devoted to an
analysis of current policy issues in their
institutional and theoretical contexts. The
seminar will be of most interest to students
having a concern for economic policy and its
interaction with politics.
Eligible for PPOL credit.
Prerequisite: ECON Oil.
Recommended: ECON 021 and ECON 031 (or
its equivalent).
2 credits.
Not offered 2010-2011.
ECON 145. The Labor Economics of
Inequality in America
This seminar applies the tools of labor
economics to study the determinants and
consequences of economic inequality in the
United States. Topics to be discussed include
causes of and trends in U.S. earnings inequality,
the economics of the family and household
labor supply decisions, executive pay, lowwage labor markets, immigration, and
discrimination. The course will also consider
the role of progressive taxation and anti-poverty

Economies
policies including welfare reform, public safety
nets, and labor market training programs.
Prerequisites: ECON Oil andECON 031.
2 credits.
Not offered 2010-2011.
ECON 151. International Economics
Both microeconomics and macroeconomics are
applied to an in-depth analysis of the world
economy. Topics include trade patterns, trade
barriers, international flows of labor and capital,
exchange-rate fluctuations, the international
monetary system, financial crises,
macroeconomic interdependence, the roles of
organizations such as the World Trade
Organization and International Monetary Fund,
and case studies of selected industrialized,
developing, and transition countries.
Eligible for PPOL credit.
Prerequisites: ECON Oil and ECON 021.
2 credits.
Not offered 2010-2011.
ECON 165. Behavioral Economics
Economic theory is based on assumptions
regarding the form of individuals’ preferences,
ability to optimize, weighting of probabilities in
risky choice, and belief formation. This course
is an introduction to behavioral economics, a
field focused on making these behavioral
assumptions more realistic. Strategies for
improving realism include drawing on the
relevant literature in psychology, conducting
new experiments, or using existing field data.
The course will cover, at an advanced level,
topics in economics where research in
behavioral economics has led to revision or
questioning of aspects of standard economic
theory, and to a better description of actual
economic behavior. For example, we will
discuss the role of self-control problems in
savings behavior, and the relevance of
preferences for fairness for explaining the
functioning of labor markets.
Prerequisites: ECON 011, ECON 031, and
MATH 015 (or a score of 5 in AP Calculus)
Recommended: Multivariable calculus (MATH
033,034, or 035).
2 credits.
Not offered 201 0 - 2 0 1 1 .

ECON 171. Labor and Social Economics
Students discuss such topics as the organization
ofwork within firms, labor market operations,
unions and labor relations, unemployment and
macroconditions, economic analysis education,
health care, housing, and discrimination,
determinants of income inequality, and
govermnent policies with respect to health,
education, and welfare.
Eligible for BLST or PPOL credit.

p. 173
Recommended: ECON 011.
2 credits.
Fall 2010. Hollister.
ECON 181. Economic Development
The economics of long-run development in
Africa, Asia, and Latin America. We cover the
leading theories of growth, structural change,
income distribution, and poverty, with
particular attention to development strategies
and experience since World War II. Topics
include land tenure and agricultural
development, rural-urban migration,
industrialization, human resource development,
poverty targeting, trade and technology policy,
aid and capital flows, macroeconomic
management, and the role of the state. Students
write several short papers examining the
literature and a longer paper analyzing a
particular country’s experience.
Eligible for ASIA, BLST, or PPOL credit.
Prerequisites: ECON 011 and ECON 021.
Recommended: ECON 031 (or its equivalent).
2 credits.
Fall 2010. O’Connell.
ECON 198. Thesis
With consent of a supervising instructor, honors
majors may undertake a senior thesis for double
credit.
Each semester. Staff.

Educational Studies

p. 174

K. ANN RENNINGER, Professor and Chair
LISA SMULYAN, Professor
DIANE DOWNER ANDERSON, Associate Professor
FRANK D. GROSSMAN, Assistant Professor
CHERYL JONES-WALKER, Assistant Professor
Elaine Metherall Brenneman, Visting Assistant Professor (part time)
MARGARET INMAN LINN, Visiting Assistant Professor (part time)
ELAINE ALLARD, Visiting Instructor
KAE KALWAIC, Administrative Assistant
The Educational Studies Department has three
purposes: to introduce students to issues in
education from a variety of disciplinary
perspectives; to provide a range of field
experiences for students who wish to explore
their aptitude and interest in teaching,
counseling, or research in an educational
setting; and to prepare students for public
school teacher certification, in accordance with
the requirements of Pennsylvania Chapters 354
and 49—certification that is reciprocal with 48
states.
The department’s most important goal is to help
students learn to think critically and creatively
about the process of education and the place of
education in society. To this end, both its
introductory and upper-level courses draw on
psychology, sociology, anthropology, political
science, economics, and history. With the
exception of EDUC 016: Practice Teaching and
EDUC 017: Curriculum and Methods Seminar,
all education courses include many students
who will pursue fields such as clinical
psychology, educational research, law,
medicine, public policy, social work, and so
forth, as well as those who will teach. Because
students major in a variety o f disciplines,
courses in educational studies offer both an
opportunity to apply the particular skills of a
chosen field to a new domain and interaction
with other students whose disciplinary
approaches may differ significantly. There is a
limit of 4 field-based education credits
(currently EDUC 016 and EDUC 091 A) that
can be counted toward graduation. EDUC 014:
Introduction to Education is generally
considered a prerequisite for further work in the
department.

Special Majors
There is no major in educational studies, but
special majors with history, linguistics,
mathematics, political science, psychology,
sociology and anthropology, and English
literature are regularly approved, and special
majors with other fields such as art, computer
science, engineering, modem languages, music,
and biology have also been designed. Special
majors involving education usually include 10
to 12 credits, at least 5 o f which must be in
educational studies. A thesis or a

comprehensive examination integrating work in
the two fields is required. Both departments
collaborate in advising students pursuing
special majors.

Honors Program
Students may pursue the Honors Program in
educational studies either as a part of a special
major or as a minor. Special major Honors
Programs consist of 2.5 preparations in
educational studies and 1.5 preparations in the
other discipline (or vice versa), including an
integrative, 2-credit thesis that receives 1 credit
from both departments. Educational studies
minors in the Honors Program take a 2-credit
seminar, a course and an attachment, or write a
2-credit thesis to prepare for the external
examination. All honors special majors and
minors write an intellectual autobiography that
is submitted to the honors examiner as part of
their senior honors study.

Course Minors
Educational studies supports two kinds of
minors: (1) a teaching and field-based minor
and (2) an educational studies minor.
Teaching and field-based minor. Students
complete at least 5 educational studies credits
that focus on educational practice and the
integration of theory and practice in school
placements. This minor will normally be
undertaken in conjunction with teacher
certification. The credits included in this minor
are EDUC 021: Educational Psychology,
EDUC 017: Curriculum and Methods Seminar
(2 credits), EDUC 016: Practice Teaching (2
credits), and one of the following: EDUC 042:
Educating the Young Learner, EDUC 023:
Adolescence, or EDUC 121: Psychology and
Practice.
Educational studies minor. Students take at
least 5 credits in discipline-based educational
studies courses. For this minor, students
identify a focus and describe how two or more
of the courses or seminars they propose for the
minor are related to this. Possible foci include,
but are not limited to, educational policy,
educational psychology, environmental
education, gender and education, literacy,
school and society, special education, and urban

Educational Studies
education. EDUC 016 and EDUC 017 will not
count toward an educational studies minor

Study Abroad
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 EDUC 014:
Introduction to Education at Swarthmore
College. The Swarthmore course may be taken
before study abroad or subsequent to it. Credit
will be granted once Introduction to Education
has been completed. In addition to granting
credit for education courses and fieldwork in a
range of study abroad programs, the
Educational Studies Department provides
students with the opportunity to complete a
one-semester internship at the Cloud Forest
School in Monteverde, Costa Rica, through the
College’s Off-Campus Study Program. More
information about this program is available on
the department website.

Teacher Certification
Swarthmore offers a competency-based teacher
preparation program for students who seek
secondary certification from the
Commonwealth of Pennsylvania, certification
that is accepted in 48 states. Competency is
judged by an interdisciplinary committee of the
faculty whose members include educational
studies faculty and faculty from the majors in
which students are certified. The Teacher
Education Committee has established criteria
for certification in biology, chemistry,
citizenship education, English, French, German,
mathematics, physics, Spanish, social science,
and social studies that meet the state’s “General
Standards” and “Specific Program Guidelines
for State Approval of Professional Education
Programs.” Individual student programs are
designed in conjunction with departmental
representatives and members of the educational
studies faculty. All students seeking
certification must meet Swarthmore College’s
distribution requirements in the humanities,
natural sciences, and social sciences and the
requirements for a major or special major.
Students are formally admitted to the Teacher
Certification Program in the spring semester of
their sophomore year. All students seeking
teacher certification must meet grade-point
averages for entry and exit from the program as
specified in PA 354 and must complete 6 credit
hours of college-level math and English or meet
the requirements for waivers before being
admitted to the program. They must also pass
the specific PRAXIS examinations required by
the state of Pennsylvania for their certification
area, either before or after they complete the
teacher education course requirements at the
College. A full description of teacher education

p. 175
requirements (in education and in specific
content fields/majors) is available on the
Educational Studies Department website.
Ninth-semester option. Students who have
completed all the requirements for certification
in their discipline and in educational studies,
except for Practice Teaching (EDUC 016) and
Curriculum and Methods Seminar (EDUC 017),
may apply to return following graduation to
complete the Teacher Certification Program
during a ninth semester. During this semester,
they take EDUC 016 (2 credits) and EDUC 017
(2 credits), and they pay for a total of one
course of tuition and student fees. They are not
eligible for campus housing. Further
information on the ninth-semester option is
available in the educational studies office.

Requirements for Secondary
Teacher Certification
Students who plan to seek secondary
certification typically take EDUC 014:
Introduction to Education by the end of their
sophomore year and enroll for EDUC 016:
Practice Teaching (a double-credit course) and
EDUC 017: Curriculum and Methods Seminar
(a double-credit seminar) in their senior year or
during a ninth semester. In addition, they must
complete courses specific to the disciplinary
content o f certification (see the Educational
Studies Department website) and the following
educational studies courses:
EDUC 021. Educational Psychology
EDUC 023. Adolescence
EDUC 023A. Adolescents and Special
Education (see note)
EDUC 026. Special Education Issues and
Practice (see note)
EDUC 053. Language Minority Education (see
note)
Note: Beginning with the class of 2013,
students are required to take EDUC 023A:
Adolescents and Special Education, EDUC 026:
Special Education Issues and Practice, and
EDUC 053: Language Minority Education.
Students graduating with the class of 2012 are
encouraged to take EDUC 023 A, 026, and 053;
if they have not taken these courses, they
should take at least one additional course in
educational studies.
Students will be admitted to the certification
program after submitting their sophomore paper
and taking EDUC 014: Introduction to
Education. To student teach, students must be
recommended by their major department, by
their cooperating teacher in Introduction to
Education, and by members of the educational
studies faculty who have taught the student.
Placement of students for practice teaching is
contingent on successful interviews with the

Educational Studies
chair of the Educational Studies Department
and appropriate secondary school personnel.
Elementary Certification Option
Swarthmore College does not offer certification
in elementary education. However, if students
complete the Swarthmore courses listed
subsequently and enroll for two summer
courses at Eastern University (Communication
Arts for Children and Teaching of Reading),
they can receive elementary certification
through Eastern University. The required
Swarthmore courses for elementary certification
are EDUC 014: Introduction to Education;
EDUC 021: Educational Psychology; PSYC
039: Developmental Psychology; EDUC 042:
Teaching Diverse Young Learners; EDUC 026
Special Education; EDUC 053 Language
Minority Education; EDUC 016: Practice
Teaching; EDUC 017: Curriculum and Methods
Seminar.

Title II Teacher Education
Report
As required by Title II of the Higher Education
Act, Swarthmore College has submitted data to
the Pennsylvania Department of Education
regarding the cohorts of students who have
completed the Teacher Certification Program
since 1999. Swarthmore College’s secondary
certification program completers have had a
100 percent pass rate on all of the required
Reading, Writing, and Math PRAXIS tests in
every year since reporting has begun. There has
also been a 100 percent pass rate on all subject
specialty tests, but these could not be officially
reported because fewer than 10 people take the
tests in any of the subject areas. All o f the
Swarthmore College elementary certification
candidates who participated in the joint
program with Eastern College also passed all of
the required PRAXIS tests. All of the
Swarthmore College graduates who have been
certified and desired employment as a teacher
held teaching positions in the academic year
following certification. Many choose to teach in
the Philadelphia metropolitan area, although in
a typical year, many Swarthmore teacher
education graduates also accept positions
throughout the country.

Courses
EDUC 001C. The Writing Process:
Pedagogy and Practice
(See ENGL 001C)
Fall 2010. Gladstein.
EDUC 014. Introduction to Education
This course provides a survey of issues in
education within an interdisciplinary
framework. In addition to considering the
theories of individuals such as Dewey, Skinner,

p. 176
and Bruner, the course explores some major
economic, historical, psychological, and
sociological questions in American education
and discusses alternative policies and programs.
Topics are examined through readings,
software, writing, discussion, and hands-on
activity. Fieldwork is required. This course
fulfills the prerequisite for further course work
in educational studies and provides an
opportunity for students to explore their
interests in educational policy, student learning,
and teaching.
Writing course.
1 credit.
Each semester. Staff.
EDUC 014F. First-Year Seminar:
Introduction to Education
This seminar will draw on materials from the
disciplines of psychology, sociology,
philosophy, history, and political science to
address questions about American education.
Topics are examined through readings,
software, writing, discussion, and hands-on
activity. Fieldwork is required. This course
fulfills the prerequisite for further coursework
in educational studies and provides an
opportunity for students to explore their
interests in educational policy, student learning,
and teaching.
Writing course.
1 credit.
Fall 2010. Staff.
EDUC 016. Practice Teaching
This course involves supervised full-time
teaching in either secondary or elementary
schools. Students pursuing certification must
take EDUC 017 concurrently. (Single-credit
practice teaching may be arranged for
individuals not seeking certification.)
2 credits.
Spring 2011. Smulyan.
EDUC 017. Curriculum and Methods
Seminar
This seminar is taken concurrently with EDUC
016. Readings and discussion focus on the
applications o f educational research and theory
to classroom practice. Course content covers:
lesson planning; classroom management;
inquiry-oriented teaching strategies;
questioning and discussion methods; literacy;
the integration of technology and media;
classroom-based and standardized assessments;
instruction of special needs populations; topics
in multicultural, nonracist, and nonsexist
education; and legislation regarding the rights
of students and teachers. As part of the seminar,

Educational Studies
students take a series of special methods
workshops in their content area.
2 credits.
Spring 2011. Smulyan.
EDUC 021. Educational Psychology
(Cross-listed as PSYC 021)
This course focuses on issues in learning and
development that have particular relevance to
understanding student thinking. Research and
theoretical work on student learning and
development provide the core readings for the
course. In addition, students participate in a
laboratory section that involves consideration of
learning and motivation in an alternative public
school classroom and provides an introduction
to research methods.
Prerequisite: EDUC 014 or permission of the
instructor.
1 credit.
Fall 2010. Renninger.
EDUC 023. Adolescence
(Cross-listed as PSYC 023)
In this course, students examine adolescent
development from psychological, sociological,
and life-span perspectives, reading both
traditional theory and challenges to that theory
that consider issues of race, class, gender,
ethnicity, and sexual orientation. During the
first part of the term, students explore various
aspects of individual development (e.g.,
cognitive, affective, physiological, etc.). The
second part of the semester focuses on the
adolescent’s experience in a range of social
contexts (e.g., family, peer group, school, etc.).
Prerequisite: EDUC 014 or permission of the
instructor.
1 credit.
Spring 2010. Brenneman.
EDUC 023A. Adolescents and Special
Education
In this half credit attachment to EDUC23,
Adolescence, students will focus on meeting the
needs of diverse adolescent learners. In
particular, students will examine the unique
psycho-social interactions between adolescents
receiving special education services, their
parents and the educators who work with them.
Students will also explore strategies for
addressing specific cognitive and academic
needs of these adolescents in literacy, content
area learning, and transitions out of school.
Fieldwork is optional. Required for students
pursuing secondary teacher certification.
Prerequisite: EDUC 026/PSYCH 026 or
permission of the instructor.

p. 177
EDUC 23 can be taken prior to or concurrently
with EDUC 023A. Available as credit/no credit
only.
0.5 credit
Spring 2010. Brenneman.
EDUC 025. Counseling: Principles and
Practice
(Cross-listed as PSYC 022)
In this course, students critically examine
counseling theories and techniques used within
the context of school and community-based
counseling agencies. Students will develop and
practice counseling skills through case studies,
role plays, and other modeling exercises.
1 credit.
Not offered 2010-2011.
EDUC 026. Special Education: Issues
and Practice
(Cross-listed as PSYC 026)
This course is designed to provide students with
a critical overview of special education,
including its history, the classification and
description of exceptionalities, and its legal
regulation. Major issues related to
identification, assessment, educational and
therapeutic interventions, psychosocial aspects,
and inclusion are examined. Course includes a
field placement.
Prerequisite: EDUC 014.
1 credit.
Spring 2011. Linn.
EDUC 041. Educational Policy
This course explores issues in the design,
implementation, and evaluation of educational
policy at the federal, state, and local levels in
light o f the ongoing historical and cultural
debates over educational policy. It will examine
a range of current policy topics, including
school finance, issues o f adequacy and equity,
the standards movement, systemic reform,
testing and accountability, varieties of school
choice, early childhood education, immigrant
and bilingual education, and special education
from the perspectives of several social science
disciplines and political perspectives. Fieldwork
in a policy-related educational organization is
required.
Prerequisite: EDUC 014.
1 credit.
Spring 2011. Grossman.
EDUC 042. Teaching Diverse Young
Learners
This course explores the ways children learn in
classrooms and construct meaning in their
personal, community, and academic lives. The
course is framed by theories of learning as

Educational Studies
transmissionist, constructivist, and
participatory. Students will draw on
ethnographies, research, their own learning
histories, classroom observations, and
positioning as novice learners to create optimal
learning environments for diverse learners
including but not limited to English-language
learners, socioeconomically disadvantaged
populations, culturally non-mainstream
students, students with learning differences and
disabilities, and students with socioemotional
classifications. Fieldwork is required. Required
for elementary certification.
Prerequisite: EDUC 014.
Writing course.
1 credit.
Fall 2010. Linn.
EDUC 045. Literacies and Social
Identities
This course explores the intersections of
literacy practices and identities of gender, race,
class, religion, ethnicity, and sexual orientation
within communities of practice. It includes but
is not limited to school settings. Students will
work with diverse theory and analytical tools
that draw on educational, anthropological,
historical, sociological, linguistic, fictional,
visual, popular readings and “scenes of
literacy” from everyday practice. Fieldwork
includes a Learning for Life partnership,
tutoring, or community service in a literacy
program.
Prerequisite: EDUC 014 or permission of the
instructor.
Writing course.
1 credits.
Not offered 2010-2011.
EDUC 053. Language Minority Education
(Cross-listed as LING 053)
This course examines the multifaceted issues
facing English learners in U.S. schools. Course
topics include theories of second language
acquisition and bilingualism, the history of
bilingual education in the United States,
educational language policies and the impact of
the English-only movement, and practical
approaches to teaching linguistic minority
students. Course readings draw from relevant
literature in sociolinguistics, language policy,
language acquisition, educational anthropology,
and language pedagogy. Through fieldwork and
small group projects, students have the
opportunity to explore issues particular to a
language minority population of their choice.
Prerequisite: EDUC 014 or permission of the
instructor.
1 credit.
Fall 2010. Allard.

p. 178
EDUC 054. Oral and Written Language
(See LING 054)
Prerequisite: LING 001,040,045, or 050.
1 credit.
Not offered 2010-2011.
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
gender influences the experiences of teaching
and learning and how schools both contribute to
and challenge social constructions o f gender.
Prerequisite: EDUC 014 or permission of the
instructor.
Writing course.
1 credit.
Not offered 2010-2011.
EDUC 064. Comparative Education
This course examines key issues and themes in
education as they play out in schools and
nations around the world. We will explore the
roles of local, national, and international actors
and organizations in the construction of
educational goals and practice, using case
studies and country studies to look for the
interplay between local context and globalized
movements in education. Topics will include
immigration and schooling, equity, literacy,
curriculum goals and constructs, teachers and
teaching, and education in areas of conflict.
Prerequisite: EDUC 014.
1 credit.
Not offered 2010-2011.
EDUC 065. Environmental Education
This course will explore the developments in
environmental education, earth education, and
watershed programs from practical, curricular,
and philosophical perspectives. We will assess
the possibility o f making environmental
education a central part of the curriculum.
Students will survey current programs,
curricula, and research and consider the role of
formal education in generating environmental
awareness in light of global ecological crises.
Fieldwork is required.
Prerequisite: EDUC 014.
1 credit.
Not offered 2010-2011.
EDUC 068. Urban Education
(Cross-listed as SOAN 020B)
This course examines issues of practice and
policy, including financing, integration,
compensatory education, curricular innovation,
parent involvement, bilingual education, highstakes testing, comprehensive school reform,
governance, and multiculturalism. The special
challenges faced by urban schools in meeting

Educational Studies

p. 179

the needs of individuals and groups in a
pluralistic society will be examined using the
approaches of education, psychology,
sociology, anthropology, political science, and
economics. Current issues will also be viewed
in historical perspective.
Prerequisite: EDUC 014.
1credit.
Fall 2010. Grossman.

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

EDUC 069. Savage Inaccuracies: The
Facts and Economics o f Education in
America
(See ECON 005)
EDUC 014 is required to receive Educational
Studies Department credit for this course.
1 credit.
Not offered 2010-^2011.

EDUC 091C. Special Topics (Music
Education)
(See MUSI 091C)
Available as a credit/no credit course only.
0.5 credit.
Each semester. Whitman.

EDUC 070. Outreach Practicum
This course is offered in conjunction with the
Lang Center for Civic and Social
Responsibility. It is designed to support
students involved in educational and
community-based outreach in urban settings.
Students’ volunteer experiences will provide
text and case material for course work.
Historical grounding in the construction of
cities in general, and Chester, PA, in particular,
will be provided. Criteria for effective practices
will be identified for the range of volunteer
roles in community service projects.
Prerequisite: EDUC 014 recommended.
0.5 or 1 credit.
Not offered 2010-2011.

EDUC 071. Introduction to Performing
Arts Education: Music
(See DANC 091 and MUSI 091)
EDUC 014 is required to receive Educational
Studies Department credit for this course.
1 credit.
Not offered 2010-2011.

EDUC 072.Foreign Language Teaching
and Pedagogy
(See Modem Languages and Literatures)
0.5 credit.
Each semester.

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

0.5 or 1 credit.
Each semester. Staff.

EDUC 096-097. Thesis
1 or 2 credits, normally in conjunction with a
special major.
Each semester. Staff.
EDUC 098. Psychology and Educational
Studies Thesis
1 or 2 credits, normally in conjunction with a
special major.
Each semester. Renninger.

Seminars
Honors seminars are open to all students.
Priority is given to honors majors and minors.
EDUC 121. Psychology and Practice
This seminar focuses on general developmental
principles revealed in and applicable to contexts
o f practice as well as practical applications of
research and theory in developmental
psychology. Seminar foci include: (1) use of the
literatures in developmental, educational, and
social psychology and learning and cognitive
science to identify key indicators for assessing
changed understanding and motivation; (2)
preparation of literature reviews on a topic of
each student’s choice; and (3) collaborative
work on an evaluation research project
addressing a “live” issue or problem identified
by a local teacher, school, or community
organization.
Prerequisites: EDUC 014 and 021.
Writing course.
2 credits (or 1 credit with permission of the
instructor).
Not offered 2010-2011.
EDUC 131. Social and Cultural
Perspectives on Education
In this seminar, students examine schools as
institutions that both reflect and challenge
existing social and cultural patterns of thought,
behavior, and knowledge production. Seminar

Educational Studies
participants study and use qualitative methods
of research and examine topics including the
aims of schooling, parent/school/community
interaction, schooling and identity development,
and classroom and school restructuring.
Prerequisites: EDUC 014 and an additional
course in the 060s.
Writing course.
2 credits.
Fall 2010. Smulyan.
EDUC 151. Literacy Research
This seminar explores theories and methods in
the design and implementation of qualitative
studies of literacy, evaluation of literacy
programs and pedagogy, and study of literacy
policies. Students review relevant literature and
participate in a field-based collaborative
research project or program, evaluation.
Prerequisites: EDUC 014 and an additional
course in the 040-060s. Either EDUC 042 or
045 is highly recommended.
Writing course.
2 credits.
Spring 2011. Anderson.
EDUC 162. Sociology o f Education
(Cross-listed as SOAN 162)
This course explores the countless connections
between schooling and society. The course will
look at educational policy and practice,
applying prominent sociological perspectives to
a broad array of educational and social
problems. The course will examine schools as
socializing institutions, the ways in which
schooling influences social stratification, social
mobility, and adult socioeconomic success.
Topics will include unequal access to
education, what makes schools effective,
dropping out and persisting in school at various
levels, ability grouping and tracking, and school
restructuring. Fieldwork is required.
Theory course.
Prerequisite: EDUC 014 or permission of the
instructor.
2 credits.
Not offered 2010-2011.
EDUC 167. Identities and Education:
Intersections and Interactions
This course explores intersections between
identities of race, class, gender, sexual
orientation and public education in the United
States. Readings will draw on the fields of
anthropology, legal studies, and cultural studies.
Two central frameworks, Cultural Production
and Critical Race Theory will guide
consideration of how social structures inform
the realities of schooling and how racial, classbased, gendered and sexual identities are
formed with in the context of schools.

p. 180
Prerequisites: EDUC 014 and EDUC 068.
2 credits.
Not offered 2010-2011.
EDUC 180. Honors Thesis
A 2-credit thesis is required for students
completing special honors majors including
education. The thesis may be counted for 2
credits in education or for 1 credit in
educational studies and 1 credit in the other
discipline in the student’s Honors Program.
2 credits.
Each semester. Staff.

Engineering

p. 181

ERIK CHEEVER, Professor2
ERICH CARR EVERBACH, Professor
NELSON A. MACKEN, Professor
ARTHUR E. McGARITY, Professor
LYNNE ANN MOLTER, Professor and Chair
FARUQ M.A. SIDDIQUI, Professor
TALI MORESHET, Assistant Professor1
MATTHEW A. ZUCKER, Assistant Professor
HOLLY CASTLEMAN, Administrative Assistant
EDMOND JAOUDI, Electronics, Instrumentation, and Computer Specialist
GRANT SMITH, Mechanician12
1Absent on leave, fall 2010.
2Absent on leave, spring 2011.

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

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

Objectives
Graduates with the bachelor of science degree
in engineering are prepared to:
• Be flexible and resourceful, leam and apply
new knowledge, and adapt successfully to
novel circumstances and challenges.
• Communicate and work effectively with
people with a broad variety of backgrounds at
both a technical and nontechnical level.
• Apply engineering principles and
methodology to the design and analysis of
systems and to the solution of a wide variety
of problems.
• Consider scientific, technologic, ethical,
societal, economic, political and/or
environmental issues in a local or global
context.
Our departmental major program is accredited
by the Engineering Accreditation Commission
of ABET, 111 Market Place, Suite 1050,
Baltimore, MD 21202-4012, telephone: (410)
347-7700.
The structure o f the department’s curriculum
permits engineering majors to devote as much
as three-eighths of their course work to the
humanities and social sciences. Within their 4year course of study, over two thirds of our
majors pursue either a minor or a double major,
often leading to two degrees: the bachelor of
science in engineering and a bachelor o f arts in
a second academic discipline.
The department’s physical facilities include
laboratories for general instruction and
individual student projects in electronics,
electromagnetism, optics, systems dynamics
and control, communications, solid and
structural mechanics, fluid mechanics, thermal
energy conversion, acoustics, nonlinear
dynamics, and environmental water and air
pollution control. The laboratories contain a
wide variety of modem measurement
equipment configured for computer-assisted
data acquisition and process control. The
department’s facilities also include a
workstation laboratory with industry-standard

Engineering
engineering design, analysis, and graphics
software. Electronics, metal, and woodworking
shops that support our courses and laboratories
are also available for student use.
Courses Readily Available to Students
Not Majoring or Minoring in Engineering
High-Performance Composites (001), Exploring
Acoustics (002), Problems in Technology
(003), and Art and Science of Structures (007),
and How Do Computers Work? (008) are
designed for students contemplating only an
introduction to engineering. Mechanics (006) is
primarily for prospective majors, but other
interested students, particularly those preparing
for careers in architecture or biomechanics, are
encouraged to enroll. Introduction to
Environmental Protection (004A), Operations
Research (057), Solar Energy Systems (035),
Water Quality and Pollution Control (063),
Swarthmore and the Biosphere (004B),
Environmental Systems (066), and
Environmental Policy and Politics (004C)
appeal to many students majoring in other
departments, particularly those pursuing an
environmental studies minor. Students
interested in computers, including computer
science majors or minors, may wish to consider
Fundamentals of Digital Systems (015),
Principles of Computer Architecture (025),
Computer Graphics (026), Computer Vision
(027), and Mobile Robotics (028). Students
majoring in the physical sciences or
mathematics may enroll routinely in advanced
engineering courses. Department faculty
members 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, Art and Science of
Structures, Introduction to Environmental
Protection, Swarthmore and the Biosphere, and
Environmental Policy and Politics are not
admissible as technical electives within an
engineering major or minor but may be taken as
free electives subject to the 20-course rule.
Course Major
Engineering majors must complete
requirements from two categories: (1) 12
engineering credits and (2) 8 credits in math
and science, normally 4 in math and 4 in
science. No courses taken at Swarthmore and
intended to satisfy these departmental
requirements, except those taken fall semester
in the first year, may be taken credit/no credit.
The requirements are detailed below, with math
and science discussed separately.
Math requirement. To fulfill the math
requirement for the engineering major, students
must receive from the Mathematics and
Statistics Department either placement or credit

p. 182
for: Elementary Single Variable Calculus
(MATH 015); Further Topics in Single Variable
Calculus or Advanced Topics in Single
Variable Calculus (MATH 025 [025S] or 026);
Several-Variable Calculus (MATH 033,- 034, or
035); and Differential Equations (MATH 043 or
044). We recommend that all students take
Linear Algebra (MATH 027 or 028),
particularly those with placement or credit for
one or more math courses. Students are
normally required to complete 4 credits in
mathematics. The exception to this requirement
is a student with fewer than 4 credits who has
received credit for Linear Algebra (MATH 027
or 028), Several-Variable Calculus (MATH
033,034, or 035) and Differential Equations
(MATH 043 or 044). Such a student may take a
fifth science course in lieu of the fourth math
credit.
Science requirement. To fulfill the science
requirement for the engineering major, students
must receive credit for four science courses, and
each one must be a natural sciences and
engineering practicum. These courses should
complement the student’s overall program of
study and must include (a) 1 credit in
biochemistry, biology, or chemistry; and (b)
placement or credit for 1 year of physics (PHYS
003/PHYS 004, PHYS 007/PHYS 008, or the
equivalent). To count toward the engineering
major, the unspecified science credit(s) can
come from astronomy, biology, (bio) chemistry,
computer science, or physics, and must be
acceptable for credit toward a minimal major in
the offering department. A student may include
PHYS 005, ASTR 005 or CPSC 021 as part of
the science requirement only if that course is
taken in the first year.
Engineering requirement. Students majoring in
engineering are required to take seven
engineering core courses; Mechanics (ENGR
006), Electric Circuit Analysis (ENGR 011),
Linear Physical Systems Analysis (ENGR 012),
Experimentation for Engineering Design
(ENGR 014), Fundamentals of Digital Systems
(ENGR 015), Thermofluid Mechanics (ENGR
041) and Engineering Design (ENGR 090).
Mechanics is usually taken in the spring of the
first year. Electric Circuit Analysis is usually
taken in the fall of the sophomore year. Linear
Physical Systems Analysis and Experimentation
for Engineering Design are usually taken in the
spring of the sophomore year. Fundamentals of
Digital Systems can be taken in the fall of the
sophomore, junior or senior year. Thermofluid
Mechanics can be taken in the fall of the junior
or senior year. Engineering Design (ENGR
090) is the culminating experience for
engineering majors and must be taken by all
majors in spring of senior year. Submission and
oral presentation of the final project report in
Engineering Design constitutes the

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

p. 183
3. Mechanical engineering group. Mechanics
of Solids, Engineering Materials, Fluid
Mechanics, Heat Transfer, Thermal Energy
Conversion, Solar Energy Systems, or Control
Theory and Design.
4. Civil and environmental 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 include Operations
Research and Environmental Systems for those
interested in the environment or urban planning,
or Structural Theory and Design II for those
interested in architecture or construction. Other
recommended courses include Solar Energy
Systems, and Fluid Mechanics.
Course Minor
Academic advising. Students interested in
pursuing a minor must find a faculty member
within the Engineering Department to advise
them. If possible, this faculty member should
have interests that overlap the area of the minor.
Students who encounter difficulties in
identifying an adviser should seek the
assistance of the chair o f the Engineering
Department. Students who plan to minor in
engineering should regularly consult their
engineering advisers. The sophomore papers of
engineering minors should indicate the plan to
minor and the courses chosen to fulfill the
minor.
Requirements. A minimum of 5 credits in
engineering is required, of which at least 2 but
not more than 3 must be core courses (ENGR
006,011,012,014,015, or 041, but not ENGR
090). The remainder will be selected from
elective course offerings within the department.
Only those electives that count toward an
engineering major can be counted toward a
minor.
At most one Swarthmore course taught by a
faculty member outside the Engineering
Department can count as one of the 5
engineering credits required for the minor.
• Supporting work in mathematics, physics,
chemistry, and computer science is necessary
only when designated as a prerequisite to an
individual engineering course.
• No directed readings may be used as one of
the 5 credits for the minor.
• A maximum of 1 transfer credit that is
preapproved by the Engineering Department
will be accepted as partial fulfillment of the
minor requirements. Transfer credits will not
count for one of the two courses used to
fulfill the core course requirement of the
minor. Students should be aware that most
lecture courses at other institutions carry only
0.75 Swarthmore credits, unless they include
a full lab sequence. Students who want to use
study abroad or domestic exchange work in

Engineering
partial fulfillment of the requirements for the
minor should consult their academic advisers
and the chair of the Engineering Department
as early as possible to ensure that all
requirements are met.
• No culminating experience will be required.
Only students pursuing the major in
engineering may enroll in ENGR 090.
Areas o f study. Although packaged selections of
courses will be suggested as options for those
interested in an engineering minor, students
may tailor their programs to meet individual
needs and interests in consultation with their
advisers.
Honors Program
Students with a B+ average among courses in
the Division of Natural Sciences and
Engineering may apply for an honors major in
engineering. This B+ average must be
maintained through the end o f the junior year to
remain in the Honors Program. A listing of
preparations supported by existing engineering
courses is appended. Credits from approved
attachments or special topics courses may
substitute for not more than 1 credit within any
preparation.
Honors Major
Honors majors must complete the same
requirements 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. The preparations may
include ENGR 090 and/or one other core
course.
• The minor preparation must comprise at least
2 credits of work approved by any
department or program outside engineering.
• Each major candidate must accumulate 12
credits in engineering, including ENGR 090,
and the same number of science and math
credits as required of course majors.
• If one of the major preparations includes
ENGR 090, it must be paired with an
appropriately related upper-level engineering
elective or a 1-credit honors thesis to be
completed in the fall semester of senior year.
Honors thesis credit may not substitute for
any 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. The two additional major
preparations must each comprise two related,
upper-level engineering electives. A précis of
not more than 12 pages (including tables and
figures) of each candidate’s ENGR 090
project must be submitted by the end of the

p. 184
10th week of the spring semester for mailing
to the relevant honors examiner. The final
ENGR 090 report will not be mailed to any
examiner but may be brought to the oral
examinations.
• Senior honors study by engineering majors is
not required.
Honors Minor
• Senior honors study is required for all
engineering honors minors, except those who
are also engineering course majors. For those
not majoring in engineering, the senior
honors study is the culminating experience.
Course majors will not take senior honors
study because ENGR 090 serves as the
culminating experience.
• Every engineering honors minor preparation
must include two related upper-level
engineering electives for which all
prerequisites must be satisfied. If the student
is not also an engineering course major, then
senior honors study is also required. Credits
from official attachments or special topics
courses in engineering may substitute for not
more than one of the two upper-level courses
within an engineering minor preparation.
• Prerequisites to upper-level engineering
electives may be waived by the department,
depending on the student’s documentation of
equivalent work in another department at the
time of application.
• Formats of examination will follow those
appropriate for the engineering major.
Prospective engineering majors and minors
receive more specific information about Course
and Honors Programs from the department each
December. Additional information is also
available on the Engineering Department
website.
Poland Study Abroad Program
A program of study is available, normally in the
spring of the junior year, at the Technical
University of Krakow, Poland, for students
interested in an engineering study abroad
experience in a non-English-speaking country.
Students take courses taught in English
consisting of two engineering electives and a
survey course Environmental Science and
Policy in Central and Eastern Europe plus an
intensive orientation course on Polish language
and culture provided by the Jagiellonian
University. Coordinator: McGarity.

Courses
ENGR 002. Exploring Acoustics
This course exposes students to basic scientific
and engineering principles through an
exploration of the acoustics of musical
instruments, the human voice, structures, and
the environment. Hands-on analysis is

Engineering
emphasized, with a minimum use of
mathematics. This course is for students not
majoring in engineering and includes a
laboratory.
Writing course.
1 credit.
Not offered 2010-2011.
ENGR 003. Problems in Technology
For students not majoring in science or
engineering, this course will concentrate on the
automobile and its impact on society. Class
time will cover the principles of operation of
vehicles and student lead discussions on related
technical, political, social, and economic issues.
Possible laboratory topics include evaluating
alternative power systems (e.g., solar,
hydrogen, and electric); investigating
alternative fuels; and understanding existing
automotive components. Enrollment is limited.
Writing course.
Natural sciences and engineering practicum.
1 credit.
Not offered 2010-2011.

004: Environmental Courses for
Nonmajors
Courses numbered ENGR 004A-004Z serve all
students interested in environmental science,
technology, and policy. Indicated courses may
be used to satisfy the writing course and natural
sciences and engineering practicum
requirements. Some may also meet
requirementsfo r minors in environmental
studies or public policy and special majors in
environmental science or environmental policy
and technology. Similar courses are available
through the College's study abroad programs
in Poland and Ghana, West Africa. These
courses may not be used to satisfy requirements
for the major or minor in engineering.
ENGR 004A. Introduction to
Environmental Protection
This course covers fundamentals of analysis for
environmental problems in the areas of water
pollution, air pollution, solid and hazardous
wastes, water and energy supply, and resource
depletion, with an emphasis on technological
solutions. Topics include scientific concepts
necessary to understand local and global
pollution problems, pollution control and
renewable energy technologies, public policy
developments related to regulation of
pollutants, and methods of computer-based
systems analysis for developing economically
effective environmental protection policies.
I This course counts toward distribution credit in
the Division of Natural Sciences and
[ Engineering and satisfies the environmental
science/technology component Of the

p. 185
environmental studies minor. Normally offered
in the spring semester.
1 credit.
Not offered 2010-2011.
ENGR 004B. Swarthmore and the
Biosphere
An interdisciplinary seminar-style investigation
of the role of Swarthmore College and its
community within the biosphere, including an
intensive field-based analysis of one major
aspect of Swarthmore’s interaction with its
environment such as food procurement, waste
disposal, or energy use. Student project groups
explore the selected topic from various
perspectives, and the class proposes and
attempts to implement solutions. Faculty from
various departments provide background
lectures, lead discussions of approaches
outlined in the literature, and coordinate project
groups. This course is cross-listed in the
instructors’ departments and does not count
toward distribution requirements.
1 credit.
Not offered 2010-2011.
ENGR 004E. Introduction to Sustainable
Systems Analysis
This course covers definitions of sustainability
and sustainable development. Topics include
quantitative indicators for evaluating
sustainable policy, projects, technology,
products, and education; interactions between
ecology, society, and economy; alternatives to
economic valuation, including energy and
energy analysis; dematerialization and
recycling; life-cycle analysis; sustainable
industrial production; waste minimization;
clean technologies; sustainable habitation and
communities; and sustainable international,
national, and local policies. Includes a
laboratory, computer-based simulation
exercises, field trips, and international Internet
discussion groups. This course counts toward
distribution credit in the Division of Natural
Sciences and Engineering and satisfies the
environmental science/technology component
of the environmental studies minor.
Natural sciences and engineering practicum.
1 credit.
Offered when demand and staffing permit.
ENGR 005. Engineering Methodology
A course for those interested in engineering,
presenting techniques and tools that engineers
use to define, analyze, solve, and report on
technical problems, and an introduction to
department facilities. Designed for students
who are potential majors as well as those
interested only in an introduction to
engineering. Although ENGR 005 is not
required of prospective engineering majors, it is
strongly recommended. This course is not to be

Engineering
used to fulfill the requirements for the
engineering major or minor. Offered in the fall
semester.
0.5 credit.
Fall 2010. Everbach.
ENGR 006. Mechanics
This course covers fundamental areas of statics
and dynamics. Elementary concepts of
deformable bodies are explored, including
stress-strain relations, flexure, torsion, and
internal pressure. Laboratory work includes a
MATLAB workshop, experiments on
deformable bodies, and a truss-bridge team
design competition. Offered in the spring
semester.
Prerequisite: PHYS 003 or the equivalent.
1 credit.
Spring 2011. Siddiqui, Everbach.
ENGR 007. A rt and Science of
Structures
This introduction to the basic principles of
structural analysis and design includes an
emphasis on the historical development of
modem structural engineering. It is suitable for
students planning to study architecture or
architectural history, or who have an interest in
structures. This course includes a laboratory
and is designed for students not majoring in
engineering.
1 credit.
Spring 2011. Siddiqui.
ENGR 008. How Do Computers Work?
This course combines technical basics of digital
systems and computer organization with a less
technical overview of a range of topics related
to computers. Class time will include a
combination of lectures, student presentations
and discussions, and hands-on design. Some of
the topics covered include clusters and
networks such as the Internet, file sharing
programs such as iTunes and YouTube, and the
history and future of computers. For students
not majoring in engineering, no prerequisites.
1 credit.
Spring 2011. Moreshet.
ENGR 011. Electrical Circuit Analysis
The analysis of electrical circuits is introduced,
including resistors, capacitors, inductors, opamps, and diodes. The student will learn to
develop equations describing electrical
networks. Techniques are taught to solve
differential equations resulting from linear
circuits. Solutions will be formulated both in
the time domain and in the frequency domain.
There is a brief introduction to digital circuits
and a laboratory. Offered in the fall semester.

p. 186
Prerequisites: MATH 025/026 or its equivalent,
or permission of the instructor. PHYS 004 is
recommended.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Molter, staff.
ENGR 012. Linear Physical Systems
Analysis
Engineering phenomena that may be
represented by linear, lumped-parameter
models are studied. This course builds on the
mathematical techniques learned in ENGR 011
and applies them to a broad range of linear
systems, including those in the mechanical,
thermal, fluid, and electromechanical domains.
Techniques used include Laplace Transforms,
Fourier analysis, and Eigenvalue/Eigenvector
methods. Both transfer function and state-space
representations of systems are studied. The
course includes a brief introduction to discrete
time systems and includes a laboratory. Offered
in the spring semester.
Prerequisite: ENGR 011 or the equivalent or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Molter, Everbach.
ENGR 014. Experimentation for
Engineering Design
Students are introduced to measurement
systems, instruments, probability, statistical
analysis, measurement errors, and their use in
experimental design, planning, execution, data
reduction, and analysis. Techniques of
hypothesis testing, confidence intervals, and
single and multivariable linear and nonlinear
regression are covered. This course includes a
laboratory and is offered in the spring semester.
Prerequisite: ENGR OIL
Natural sciences and engineering practicum.
Writing course.
1 credit.
Spring 2011. Macken, McGarity.
ENGR 015. Fundamentals o f Digital
Systems
(Cross-listed as CPSC 038)
The course will introduce students to digital
system theory and design techniques, including
Boolean algebra, binary arithmetic, digital
representation of data, gates, and truth tables.
Digital systems include both combinational and
sequential logic—consisting of flip-flops, finite
state machines, memory, and timing issues.
Students will gain experience with several
levels of digital systems, from simple logic
circuits to a hardware description language and
interface programming in C. This course
includes a laboratory.

Engineering
Prerequisites: At least 1 credit in engineering or
computer science or permission of the
instructor.
Natural sciences and engineering practicum.
1credit.
Fall 2010. Zucker.
ENGR 022. Operating Systems
(See CPSC 045)
Lab work required.
Prerequisite: ENGR 015, CPSC 035, experience
in C or C++ (usually satisfied by completing
CPSC 025 or 033). CPSC 025 or CPSC 033
recommended.
1 credit.
Not offered 2010-2011.
ENGR 023. Principles o f Compiler
Design and Construction
(See CPSC 075)
Lab work required.
Prerequisite: ENGR 015, CPSC 035, experience
in C or C++ (usually satisfied by completing
CPSC 025 or 033). CPSC 025 or CPSC 033
recommended.
1credit.
Not offered 2010-2011.
ENGR 024. VLSI Design
This course is an introduction to the design,
analysis, and modeling of digital integrated
circuits, with an emphasis on hands-on chip
design using CAD tools. The course will focus
on CMOS technology and will cover both full
custom and synthesis VLSI design. A
laboratory is included.
Prerequisite: ENGR 015 or permission of the
instructor.
Natural sciences and engineering practicum.
1credit.
Spring 2011. Moreshet.
ENGR 025. Principles o f Computer
Architecture
(Cross-listed as CPSC 052)
This course covers the physical and logical
design of a computer. Topics include current
microprocessors, CPU design, RISC and CISC,
pipelining, superscalar processing, caching,
virtual memory, assembly and machine
language, and multiprocessors. Labs cover
performance analysis via simulation and
microprocessor design using CAD tools.
Prerequisites: One of ENGR 015, CPSC 035,
CPSC033.
Natural sciences and engineering practicum.
1credit.
Spring 2011. Moreshet.

p. 187
ENGR 026. Computer Graphics
(See CPSC 040)
Prerequisite: ENGR 015 or CPSC 035. MATH
027 or 28(S) is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Danner.
ENGR 027. Computer Vision
(Cross-listed as CPSC 072)
Computer vision studies how computers can
analyze and perceive the world using input
from imaging devices. Topics include line and
region extraction, stereo vision, motion
analysis, color and reflection models, and object
representation and recognition. The course will
focus on object recognition and detection,
introducing the tools of computer vision in
support of building an automatic object
recognition and classification system. Labs will
involve implementing both off-line and real­
time object recognition and classification
systems. Offered in the fall semester, twice
every 4 years.
Prerequisites: ENGR 015 or CPSC 035. MATH
027 or 28(S) is strongly recommended.
1 credit.
Spring 2011. Zucker.
ENGR 028. Mobile Robotics
(Cross-listed as CPSC 082)
This course addresses the problems of
controlling and motivating robots to act
intelligently in dynamic, unpredictable
environments. Major topics will include
mechanical design, robot perception, kinematics
and inverse kinematics, navigation and control,
optimization and learning, and robot simulation
techniques. To demonstrate these concepts, we
will be looking at mobile robots, robot arms and
positioning devices, and virtual agents. Labs
will focus on programming robots to execute
tasks and to explore and interact with their
environment.
Prerequisites: ENGR 015 or CPSC 035. MATH
027 or 28(S) is strongly recommended.
Natural sciences and engineering practicum.
1 credit.
Not offered 2010-2011.
ENGR 035. Solar Energy Systems
Fundamental physical concepts and system
design techniques of solar energy systems are
covered. Topics include solar geometry,
components of solar radiation, analysis of
thermal and photovoltaic solar collectors,
energy storage, computer simulation of system
performance, computer-aided design
optimization, and economic feasibility
assessment. This course includes a laboratory.
Offered in the fall semester of alternate years.

Engineering
Prerequisites: PHYS 004, MATH 015, or the
equivalent or the permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2010-2011.
ENGR 041. Thermofluid Mechanics
This course introduces macroscopic
thermodynamics: first and second laws,
properties of pure substances, and applications
using system and control volume formulation.
Also introduced is fluid mechanics:
development of conservation theorems,
hydrostatics, and the dynamics of one­
dimensional fluid motion with and without
friction. A laboratory is included. Offered in the
fall semester.
Prerequisites: ENGR 006 and ENGR 011 or the
equivalent.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Macken, Everbach.
ENGR 057. Operations Research
(Cross-listed as ECON 032)
This course introduces students to mathematical
modeling and optimization to solve complex,
multivariable problems such as those relating to
efficient business and government operations,
environmental pollution control, urban
planning, and water, energy, and food
resources. Introduction to die AMPL computer
modeling language is included. A case study
project is required for students taking the course
as a Natural sciences and engineering practicum
(ENGR 057). The project is optional for
students taking the course as ECON 032.
Prerequisite: familiarity with matrix methods,
especially solution of simultaneous linear
equations, i.e., elementary linear algebra; but a
full course in linear algebra is not required.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. McGarity.
ENGR 058. Control Theory and Design
This introduction to the control of engineering
systems includes analysis and design of linear
control systems using root locus, frequency
response, and state space techniques. It also
provides an introduction to digital control
techniques, including analysis of A/D and D/A
converters, digital controllers, and numerical
control algorithms. A laboratory is included.
Offered in the spring semester.
Prerequisite: ENGR 012 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Staff.

p. 188
ENGR 059. Mechanics o f Solids
Internal stresses and changes of form that occur
when forces act on solid bodies or when
internal temperature varies are covered as well
as state of stress and strain, strength theories,
stability, deflections, photoelasticity, and elastic
and plastic theories. A laboratory is included.
Offered in the fall semester.
Prerequisite: ENGR 006 or the equivalent.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Siddiqui.
ENGR 060. Structural Theory and
Design I
This course covers fundamental principles of
structural mechanics, statically determinate
analysis of frames and trusses, approximate
analysis of indeterminate structures, virtual
work principles, and elements of design of steel
and concrete structural members. A laboratory
is included. Offered in the fall semester of
alternate years.
Grade of B or better in ENGR 006, ENGR 059
as a corequisite, or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2010-2011.
ENGR 061. Geotechnical Engineering:
Theory and Design
Soil and rock mechanics are explored, including
soil and rock formation, soil mineralogy, soil
types, compaction, soil hydraulics,
consolidation, stresses in soil masses, slope
stability, and bearing capacity as well as their
application to engineering design problems. A
laboratory is included. Offered in the fall
semester of alternate years.
Grade of B or better in ENGR 006, ENGR 059
as a corequisite, or permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. 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 of steel
and concrete structures. A laboratory is
included. Normally offered in the spring
semester in alternate years.
Prerequisite: ENGR 060.
Natural sciences and engineering practicum.
1 credit.
Not offered 2010-2011.

Engineering
ENGR 063. Water Quality and Pollution
Control
Students will study elements of water quality
management and treatment of wastewaters
through laboratory and field measurements of
water quality indicators, analysis of wastewater
treatment processes, sewage treatment plant
design, computer modeling of the effects of
waste discharge, stormwater, and nonpoint
pollution on natural waters, and environmental
impact assessment. Offered in the fall semester
of alternate years.
Prerequisites: CHEM 010, MATH 025 or 026,
or the equivalent or consent of the instructor.
Natural sciences and engineering practicum.
1credit.
Fall 2010. McGarity.
ENGR 066. Environmental Systems
Students will explore mathematical modeling
and systems analysis of problems in the fields
of water resources, water quality, air pollution,
urban planning, and public health. Techniques
of optimization including linear and integer
programming are used as frameworks for
modeling such problems. Dynamic systems
simulation methods and a laboratory are
included. Offered in the spring semester of
alternate years.
Recommended: ENGR 057 or the equivalent, or
the consent of instructor.
Natural sciences and engineering practicum.
1credit.
Spring 2011. McGarity.
ENGR 071. Digital Signal Processing
Students will be introduced to difference
equations and discrete-time transform theory,
the Z-transform and Fourier representation of
sequences, and fast Fourier transform
algorithms. Discrete-time transfer functions and
filter design techniques are also introduced.
This course introduces the architecture and
programming of digital signal processors. A
laboratory is included.
Prerequisite: ENGR 012 or permission of the
instructor.
Natural sciences and engineering practicum.
1credit.
Not offered 2010-2011.

ENGR 072. Electronic Circuit
Applications
This course is of interest to a broad range o f
*n
“ iences. The student will learn
*e fundamentals of electronic circuit design
starting with a brief survey of semiconductor
devices including diodes and bipolar and field
effect transistors. The course continues with opamp applications, including instrumentation and
liter design. The use of digital logic is also

p. 189
explored. Throughout the course, practical
considerations of circuit design and
construction are covered. This course includes a
laboratory. Offered in the fall semester.
Prerequisite: ENGR 012 or permission o f the
instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Cheever.
ENGR 073. Physical Electronics
Topics include the physical properties of
semiconductor materials and semiconductor
devices; the physics of electron/hole dynamics;
band and transport theory; and electrical,
mechanical, and optical properties of
semiconductor crystals. Devices examined
include diodes, transistors, FETs, LEDs, lasers,
and pin photo-detectors. Modeling and
fabrication processes are covered. A laboratory
is included. Offered in the spring semester of
alternate years.
Prerequisite: ENGR 011 or PHYS 008 or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Not offered 2010-2011.
ENGR 075, 076. Electromagnetic Theory
I and II
The static and dynamic treatment of
engineering applications of Maxwell’s
equations will be explored. Topics include
macroscopic field treatment o f interactions with
dielectric, conducting, and magnetic materials;
analysis of forces and energy storage as the
basis of circuit theory; electromagnetic waves
in free space and guidance within media; plane
waves and modal propagation; and polarization,
reflection, refiaction, diffraction, and
interference.
ENGR 076 will include advanced topics in
optics and microwaves, such as laser operation,
resonators, Gaussian beams, interferometry,
anisotropy, nonlinear optics, modulation and
detection. Laboratories for both courses will be
oriented toward optical applications using
lasers, fiber and integrated optical devices,
modulators, nonlinear materials, and solid-state
detectors.
ENGR 075.
Prerequisite: ENGR 012, PHYS 008, or
permission of the instructor.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Molter.
ENGR 076.
Prerequisite: ENGR 075 or a physics
equivalent.

Engineering
Natural sciences and engineering practicum.
1 credit.
Not offered 2010-2011.
ENGR 078. Communication Systems
Theory and design principles of analog and
digital communication systems are explored.
Topics include frequency domain analysis of
signals; signal transmission and filtering;
random signals and noise; AM, PM, and FM
signals; sampling and pulse modulation; digital
signal transmission; PCM; coding; and
information theory. Applications to practical
systems such as television and data
communications are covered. A laboratory is
included. Offered in the spring semester of
alternate years.
Prerequisite: ENGR 012 or permission of the
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Molter.
ENGR 081. Thermal Energy Conversion
This course covers the development and
application of the principles of thermal energy
analysis to energy conversion systems,
including cycles and solar energy systems. The
concepts of availability, ideal and real mixtures,
and chemical and nuclear reactions are
explored. A laboratory is included. Offered in
the spring semester of alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit.
Not offered 2010-2011.
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,
momentum, and energy are covered along with
applications to the study of inviscid and
viscous, incompressible, and compressible
fluids. A laboratory is included. Offered in the
spring semester of alternate years.
Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Macken.
ENGR 084. Heat Transfer
Students are introduced to the physical
phenomena involved in heat transfer. Analytical
techniques are presented together with
empirical results to develop tools for solving
problems in heat transfer by conduction, forced
and free convection, and radiation. Numerical
techniques are discussed for the solution of
conduction problems. A laboratory is included.
Offered in the fall semester of alternate years.

p. 190

Prerequisite: ENGR 041.
Natural sciences and engineering practicum.
1 credit
Fall 2010. 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 o f their
choice in an area of interest to them under the
guidance of a faculty member. A
comprehensive written report and an oral
presentation are required. Offered in the spring
semester. This class is available only to
engineering majors.
Writing course.
1 credit.
Spring 2010. Staff.
ENGR 091. Special Topics
Subject matter dependent on a group need or
individual interest. Normally restricted to
seniors.
1 credit.
Offered when demand and staffing permit.
ENGR 093. Directed Reading or Project
Qualified students may do special work with
theoretical, experimental, or design emphasis in
an area not covered by regular courses with the
permission of the department and a willing
faculty supervisor.
1 credit.
Offered with only department approval and
faculty supervision.
ENGR 096. Honors Thesis
In addition to ENGR 090, an honors major may
undertake an honors thesis in the fall semester
of the senior year with approval of the
department and a faculty adviser. A prospectus
o f the thesis problem must be submitted and
approved not later than the end of junior year.
1 credit.
Offered with only department approval and
faculty supervision.
ENGR 199. Senior Honors Study
Senior honors study is available only for
engineering minors and must include at least
0.5 credit as an attachment to one of the courses
in the engineering preparation. This course may
be taken only in the spring of the senior year.
0.5 or 1 credit.
Offered when demand and staffing permit.

Preparation for Honors
Examinations
The department will arrange honors
examinations in the following areas to be
prepared for by the combinations of courses

Engineering
indicated. Other preparations are possible by
mutual agreement.

p. 191
Visual Information Systems
Computer Graphics
Computer Vision

Communications and Electromagnetic
Fields
Communication Systems
Electromagnetic Theory

Water Quality and Fluid Mechanics
Water Quality and Pollution Control
Fluid Mechanics

Communications and Signal Processing
Communication Systems
Digital Signal Processing

Water Quality and Supply Systems
Water Quality and Pollution Control
Environmental Systems

Computer Architecture
Fundamentals of Digital Systems
Principles of Computer Architecture
Electromagnetic Theory
Electromagnetic Theory I
Electromagnetic Theory II
Electronics
Electronic Circuit Applications
Physical Electronics
Environmental Systems
Operations Research
Environmental Systems
Heat Transfer and Fluid Mechanics
Heat Transfer
Fluid Mechanics
Integrated Electronics
Electronic Circuit Applications
VLSI Design
Materials Engineering
Mechanics of Solids
Engineering Materials
Mobile Robotics and Machine Vision
Computer Vision
Mobile Robotics
Signals and Systems
Control Theory and Design
Digital Signal Processing
Solar Thermal Systems
Solar Energy Systems
Thermal Energy Conversion or Heat Transfer
Structural Analysis and Design
Structural Theory and Design I and II
Structures and Soil
Structural Theory and Design I
Geotechnical Engineering: Theory and Design
Thermal Energy Conversion and Heat
Transfer
Thermal Energy Conversion
Heat Transfer

English Literature

p. 192

NATHALIE ANDERSON, Professor3
ELIZABETH BOLTON, Professor
NORA JOHNSON, Professor
PETER J. SCHMIDT, Professor and Chair
PHILIP M. WEINSTEIN, Professor
PATRICIA WHITE, Professor of Film and Media Studies
CRAIG WILLIAMSON, Professor
JILL GLADSTEIN, Associate Professor and Director o f Writing Associates Program
KENDALL JOHNSON, Associate Professor3
BAKIRATHIMANI, Associate Professor
RACHEL BUURMA, Assistant Professor
ANTHONY FOY, Assistant Professor
ERIC SONG, Assistant Professor
BARBARA RIEBLING, Visiting Associate Professor (part time)
ANGELA ROUNSAVILLE, Visiting Instructor
DAISY FRIED, Visiting Instructor (part time)*5
GREGORY FROST, Visiting Instructor (part time)
DALE MEZZACAPPA, Visiting Instructor (part time)5
CAROLYN ANDERSON, Administrative Coordinator
JOANNE HOWARD, Administrative Assistant (part time)
3 Absent on leave, 2010-2011.
5Fall 2010.

This department offers courses in English
literature, American literature, Native American
literature, African and Caribbean literatures,
Asian and Asian American literatures, gay and
lesbian literatures, drama, film, some foreign
literatures in translation, creative writing,
critical theory, and journalism. The
departmental curriculum includes the intensive
study of works of major writers, major periods
of literary history, and the development of
literary types; it also provides experience in
several critical approaches to literature and
dramatic art and explores certain theoretical
considerations implicit in literary study, such as
the problematics of canon formation and the
impact of gender on the creation and reception
of literary works.

Requirements and
Recommendations
First-Year Seminars and Core Courses
The Department of English Literature offers
two kinds of first-year seminars. There are firstyear seminars in composition and first-year
seminars in literature. ENGL 001F is a firstyear seminar in composition (academic
writing.) These count as Humanities W courses
but do not count towards a major or minor in
English literature. All first-year seminars (both
in composition and in literature) are limited to
12 students. First-year seminars in English
literature are numbered ENGL 008A-Z and
ENGL 009A-Z. These literature seminars are
designed to emphasize in-depth study o f literary
texts from a variety of perspectives, with
careful attention to writing and maximum

opportunity for class discussion. All first-year
seminars in English count as humanities W
courses. Students may take only one first-year
seminar in literature from the English
Department, but they are welcome to take a
first-year seminar in composition and a firstyear seminar in English literature.
We also offer core courses (CC), which are
especially recommended for first- and secondyear students, though they are open to all. CCs
pay special attention to one or more of the
following: close reading, historical context,
secondary (i.e., theoretical or critical) readings,
or genre. They are distinguished by their
pedagogical emphasis rather than by course
topic per se. 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. Students are welcome to take more
than one CC.
Requirements fo r Admission to the
English Major
A first-year seminar in literature from English,
followed by any other upper-level course except
070A-070K, or a W course in any department,
followed by two other English courses except
070A-070K.
3rerequisites fo r Admission to an
Jpper-Division Course (Nonmajors or
’ respective Majors)
Students with Advanced Placement (AP) scores
jf 4 to 5 in English literature and/or English
anguage receive credit toward graduation. Only
he credit for English literature may count
»ward the major or minor requirements. AP

English Literature
credit does not satisfy the prerequisite for
upper-level courses. Scores of 6 or 7 on the
International Baccalaureate are treated in the
same way.
Students considering a major in English are
strongly urged to take a first-year seminar in
literature and one or two additional English
courses during the sophomore year. Students
need at least two literature courses from English
to apply for the major. A Core Course or
another mid-level English literature course is
especially recommended. English 070A070K
courses will not suffice as the second course
when applying for a major. Majors and
prospective majors should consult a member of
the English Department for information about
courses in other departments complementary to
their work in English; work in foreign
languages is especially recommended. Students
who plan to do graduate work, to follow a
course of professional training, or to seek
teacher certification in English should see a
member of the department for early help in
planning their programs, as should students
who plan to include work in English literature
in a special or cross-disciplinary major or in a
program with a concentration. We offer English
certification through a program approved by the
state of Pennsylvania. For further information
about the relevant set of requirements, contact
the Educational Studies Department or English
Department chairs or visit the Educational
Studies Department website.
Students who wish to study abroad should
consult 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
toward a major or minor, the department will
rely both on its experience in evaluating the
work of students returning from these programs
and on careful examination of course
descriptions, syllabi, and schedules. Students
may sometimes undertake preparations for
examination in the Honors Program while
studying abroad but should consult carefully in
advance with the appropriate department
faculty. For further details concerning
department policies for study abroad, consult
me department statement filed with the OffCampus Study Office.
Course Major
The major in course consists of a minimum of 9
units of credit >n the department, including
nglish 099 and at least 3 units in literature
Witten before 1830 (such courses are marked
wth a *) and 3 in literature written after 1830.
irst-year seminars and creative writing and
c'asses d° not count as pre~ or postw classes. Majors are encouraged but not
required to take one or more core courses.

p. 193
Courses marked with a *** may be counted as
pre-1830 or post-1830 but not both.
Course Minor
The minor in course consists of a minimum of 5
units of literature credit in the department,
including at least 1 unit in literature written
before 1830 (such courses are marked with a *)
and one in literature written after 1830. Minors
are encouraged but not required to take core
courses. First-year seminars and creative
writing and journalism classes do not count as
pre- or post-1830 classes.
Honors Major
Majors in English who seek a degree with
honors will, in the spring of their sophomore
year, propose for external examination a
program consisting of four fields: three in
English and one in a minor. The three
preparations in the major (constituting 6 units
of credit) will be constituted as follows: All
three preparations will normally be done
through seminars (if approved by the
department, one preparation may be a thesis or
creative writing project); the program must
include at least one Group I and one Group II
seminar. Students may also take courses in
Romanticism as a two-course honors
preparation. Honors majors, as part of their
overall work in the department, must meet the
general major requirement o f 3 units o f credit in
literature written before 1830 and 3 units of
credit in literature written after 1830. First-year
seminars and creative writing and journalism
classes do not count as pre- or post-1830
classes. 9 units of credit are required for the
English major. Honors majors are encouraged
but not required to take core courses. The
Honors Program requirements are described in
detail in the departmental 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 number
o f these ventures the department can sponsor
each year is limited. Students who propose
creative writing projects will normally be
expected to have completed at least one writing
workshop as part of, or as a prelude to, the
project; the field presented for examination will
thus normally consist of a 1-credit workshop
plus a 1-credit Directed Creative Writing
Project. For further information, including
deadlines for Directed Creative Writing
proposals, see rubric under ENGL 070K.
Honors Minor
Minors must do a single, 2-credit preparation in
the department, normally by means of a seminar
(or under special circumstances, a creative
writing project). Minors are required to do a
total of at least 5 units of work in English

English Literature
(including their honors preparation), with at
least one pre- and one post—1830 credit. Firstyear seminars and creative writing and
journalism classes do not count as pre- or post1830 classes. Honors minors are encouraged
but not required to take core courses.
Students interested in pursuing honors within a
faculty-approved interdisciplinary major,
program, or concentration that draws on
advanced English courses or seminars should
see the chair for early help in planning their
programs.
Double Major
Students may, with the department’s
permission, pursue a double major either as part
of the Course or Honors Program. Double
majors must fulfill all the major requirements in
both departments. For a double major in honors,
one of die majors is used as the honors major,
and the other is often used as the honors minor.
See the chair for further details.
Special Major
Designed by the student. If English is the
central department, you must fulfill most of the
regular requirements and have a minimum o f 5
English Department credits as part of the
special major. At least one of the 5 credits must
be a pre-1830 course and one a post-1830
course. Students must consult with the various
departments or programs involved in the special
major and have all approve the plan of study.
Only one integrative comprehensive exercise is
required. Students may now also do a special
honors major with four related preparations in
different departments.
Creative W riting 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
departmental requirements of pre- and post1830 units. The creative-writing credits will
normally consist of either three workshops
(ENGL 070A-E or G) or two workshops and
ENGL 070K: Directed Creative-Writing
Projects. Students may count toward the
program no 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. Creative writing
and journalism classes do not count as pre- or
post-1830 classes. The Emphasis is not
available to non-majors. English 070A, B, C, K,
and M are graded credit/no credit.

p. 194

Curriculum
The English Department courses are grouped
together by historical period, genre, or course
level as follows:
001-003 A, B, C, etc.:
Academic writing courses and
seminars that do not count toward
the major
008 and 009 A, B, C,etc.:
First-Year Seminars (counted as
W courses)
Advanced courses including core
010-096:
courses
Survey Courses in British
010,011:
Literature
Medieval
014-019:
Renaissance and 17th Century
020-029:
Restoration, 18th Century, and
030-039:
Romantic
Victorian to Modem
040-049:
American (including African
050-069:
American, Asian American, and
Native American)
070 A, B, C, etc.:
Creative Writing and Journalism
Workshops
071 A, B, C, etc.:
Genre Studies
Comparative Literature/Literature
072-079:
in Translation
Critical Theory, Film, and Media
080-096:
Studies
Independent Study and
097-099:
Culminating Exercises
Honors Seminars, Theses, etc.
Over 100:
(open to juniors and seniors with
approval of the department chair
only)

001-003: Academic Writing
Courses
These courses are writing-intensive courses
that count toward graduation credit but not
toward the English major. They may not be
substituted fo r a prerequisite course in English.
ENGL 001 A. Insights Into Academic
Writing
This course is open to all students and offers
them an opportunity to develop their skills as
college writers. Through frequent practice, class
discussion, and in-class activities, students will
become familiar with all aspects of the writing
process and will develop their ability to write
for an academic audience. A variety of writing
assignments, given throughout the course, wi
offer students an opportunity to work with
different genres of writing and for different

English Literature
audiences. Readings have been selected to serve
as an impetus for critical reading, writing, and
thinking. Students will also participate in
conferences with the instructor to discuss
writing related to the course as well as other
academic assignments.
Meets distribution requirements but does not
count toward the major.
Writing course.
1credit.
Spring 2011. Rounsaville.
ENGL 001C. Writing Pedagogy
(Cross-listed as EDUC 001C)
This seminar serves as the gateway into the
Writing Associates Fellowship Program.
Students are introduced to the theory and
pedagogy of composition studies and the
concept of reflective practice. The seminar asks
students to connect theory with practical
experience when assessing how best to engage
with different student writers and different
forms of academic prose. Students will interact
with the complexity of their new positions as
peer mentors while learning how to be a
professional within this role. Topics covered
include: the ethics of peer mentoring, active
listening, development of written arguments,
learning styles, and conferencing. This course is
open only to those selected as WAs. It is a
credit/no credit course.
Meets distribution requirements but does not
count toward the major.
Writing course.
I credit.
Fall 2010. Gladstein.
ENGL 001D. Writing Tutorial
Students enrolled in English 001A or 00IF in
consultation with the professor of these courses
nay enroll in the tutorial. Students will set up
anindividual program to work with the
professor and/or a Writing Associate on writing
forthe course or other courses. Students take
the tutorial in conjunction with English 001A or
English 00IF, or they may take it a subsequent
semester.
0.5 credit.
Spring 2011. Rounsaville.
ENGL 001F. First-Year Seminar:
Transitions to College Writing
This class, limited to 12, introduces students to
thedifferent genres of writing required at the
College. Through assignments and class
fadings students learn what they might need to
transition from writing in high school to writing
at Swarthmore. The content for this course
overlaps with ENGL 001A; therefore, students
“»y take either ENGL 001A or ENGL 001F.

p. 195
Meets distribution requirements but does not
count toward the major. Students may take
ENGL 00IF and an English Literature first-year
seminar (ENGL 008 A-Z and 009A-Z).
Writing course.
1 credit.
Fall 2010. Rounsaville.
ENGL 002A. Argument and Rhetoric
Across the Disciplines
This course examines the questions of rhetorical
analysis in different academic genres. Through
the reading o f academic journal articles,
popular press pieces, and texts on rhetoric and
argument, students will both deconstruct and
construct academic arguments as they are
presented in different disciplines. The course
will explore such topics as ethos, pathos, and
logos; intended audience and how to use
evidence to persuade that audience; what
constitutes evidence and how evidence is
utilized; the use of numbers to support or
respond to an argument.
Meets distribution requirements but does not
count toward the major.
Writing course.
1 credit.
Fall 2010. Gladstein.
ENGL 003A. Independent Study and
Directed Reading in Writing Studies
Students who plan an independent study or a
directed reading must consult with the
appropriate instructor and submit a prospectus
for such work before the beginning of the
semester during which the study is actually
done. The course is available only if a professor
is free to supervise the project.
0.5 or 1 credit.
Staff.

008 and 009: First-Year
Seminars In English Literature
These courses are limited to 12first-year
students only. No student may take more than
one. A ll count as Writing courses.
ENGL 009B. First-Year Seminar: Old
Worlds, New Worlds
This course investigates the long written history
of European travel to (and conquests of) “new”
worlds, Eastern and Western. Texts include the
fantastical but influential Travels of Sir John
Mandeville, More’s fictional Utopia,
Columbus’s accounts of his explorations,
Shakespeare’s The Tempest, and Milton’s
Paradise Lost. Geopolitical and literary histories
intersect: forms of writing govern the
imagination of exploration, and vice versa. The
course concludes with Robinson Crusoe and
Equiano’s abolitionist autobiography.

English Literature
Writing course.
1 credit.
Fall 2011. Song.
ENGL 009D. First-Year Seminar: Nation
and Migration
Drawing on novels, short stories, film, and
poetry produced by immigrant writers from
South Asia, Africa, and the Caribbean, this
course explores the ways in which identity and
community is shaped in the modem world. How
does the migrant/diasporic writer rewrite the
English language to reflect questions of race
and power, nationhood and citizenship, and
histories of the past and present? Authors
include Salman Rushdie, Nadine Gordimer,
Hanif Kureishi, and Michael Ondaatje.
Writing course.
1 credit.
Spring 2011. Mani.
ENGL 009E. First-Year Seminar:
Narcissus and the History o f Reflection
We’ve all used the term “narcissist,” perhaps to
accuse ourselves as much as others. Narcissism
seems at once reprehensible and an unavoidable
part of personhood. This course investigates
how, for centuries, the story of Narcissus has
been reworked to understand creative reflection
and how we see ourselves in relation to others.
At stake are questions of desire, gender, racial
identities, and language. Authors include Ovid,
Milton, Wilde, Freud, and Fanon; also visual art
and film.
Writing course.
1 credit.
Fall 2010 and spring 2011. Song.
ENGL 009G. First-Year Seminar:
Comedy
This course covers a range of comic dramas and
comic performances. It will introduce key
theories about comedy as a genre and comic
performance as a cultural practice. We will also
work intensively on expository writing and
revision. Likely texts include films, plays by
Plautus, Shakespeare, Behn, Wilde, and
Churchill; and materials on minstrelsy, genre
theory, gender, and performance studies.
Writing course.
1 credit.
Spring 2011. N. Johnson.
ENGL 009K. First-Year Seminar: The
Philadelphia Story
This seminar considers representations of
Philadelphia in literature and film. The reading
will span three centuries, from William Penn’s
First Proprietors, to the bicentennial celebration
in the aftermath of the Vietnam War. As we
discuss novels, poems, movies, and legal

p. 196
documents, we will reach to understand the
broader national history of revolution and
reconstitution that mark the city in our day.
Authors may include Benjamin Franklin, Edgar
Allan Poe, Fanny Kemble, William Still,
Harriet Jacobs, Theodore Dreiser, David
Goodis, Daniel Hoffman, and John Edgar
Wideman.
Writing course.
1 credit.
Not offered 2010-2011.
ENGL 009M. First-Year Seminar: Jane
Austen, Cultural Critic
Mingling stylistic precision with an uncanny
eye for social foibles, Austen’s novels offer a
useful entry point into the study of literature
and the ways literature reflects and refracts
social conditions. We’ll read Austen’s six major
novels along with the 18th-century fiction,
politics, and philosophy to which she was
responding; we’ll also consider recent critical
views on Austen and the ways films of the
1990s through the present engaged Austen’s
style and social critique. At the same time,
students will engage the genre o f the academic
essay by writing and revising several kinds of
literary essays: several close readings; analysis
of a novel’s use of source material or a film’s
use of an Austen novel; and a research paper
addressing one or more of the novels in a
broader historical or stylistic context.
Writing course.
1 credit.
Fall 2010. Bolton.
ENGL 009Q. First-Year Seminar:
Subverting Verses
Once history, biography, fiction, philosophy,
and even science could be written in verse
without seeming peculiar or affected, but today
the line between poetry and prose is sharply
drawn. Or is it? This course will examine
unconventional forms and uses of poetry—from
Seneca’s Oedipus to Rita Dove’s Darker Face
o f the Earth, from Geoffrey Chaucer’s Tales to
Vikram Seth’s Golden Gate, from Bob
Perelman’s verse essays to Carolyn Forche’s
prose poems—to explore our assumptions about
the nature of genre.
Writing course.
1 credit.
Fall 2011. Anderson.
ENGL 009S. First-Year Seminar: Black
Liberty, Black Literature
How have African American writers told stones
of freedom, and how have they tried to tell them
freely? How has the question of freedom
shaped the development of, and debates over,
an African American literary tradition?

English Literature
Drawing upon fiction, poetry, personal
narratives, and critical essays, we will examine
freedom as an ongoing problem of form,
content, and context in black literature from
antebellum slavery to the present.
Eligible for BLST credit.
Writing course.
1credit.
Fall 2010 and spring 2011. Foy.
ENGL 009T. First-Year Seminar: The
Poetics o f Power
This course explores ideas about the problems
power raises in texts ranging from ancient
Greece to the modem era and from the context
of those who are traditionally empowered and
those who learn power “from the bottom up.”
Through voices of those who feel power’s
effects and inequities most acutely, we will
consider such questions as: What is power?
Where does it originate? How does it differ
from “authority,” “right,” and “sovereignty”?
What are its effects on race, gender, and class?
On 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 circumstance, distance, and time.
Among others, writers include Sophocles,
Shakespeare, Frederick Douglass, and Virginia
Woolf.
Writing course.
1credit.
Spring 2011. Riebling.
ENGL 009W. First-Year Seminar:
Colonial/Postcolonial Encounters
This course will explore what occurs—on the
ground, in the mind, in the heart—during
encounters between Western colonizers and
those they colonize. Drawing on texts that
represent colonial experience and its later,
postcolonial fallout, the course will attend
equally to European empire and American
domination. Our authors give voice to a wide
range of perspectives: white European (Conrad,
Forster), black African (Achebe, Emecheta),
white American (Faulkner), black American
(Morrison), and Native American (Erdrich). We
will also read theoretical texts that shed light on
the dynamics and reverberations of these
encounters.
Writing course.
1credit.
Fall 2010. Weinstein.

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010-096: Advanced Courses
These courses are open to freshmen and
sophomores who have successfully completed
the necessary prerequisites and to juniors and
seniors without prerequisite.
Core Courses
Prerequisite fo r core courses: A Writing course
from any department on campus. Forfuller
descriptions, see the following:
ENGL 010. Core Course: Survey I: Beowulf to
Milton*
ENGL 019. Core Course: Chaucer and
Shakespeare*
ENGL 035. Core Course: The Rise of the
Novel***
ENGL 044. Core Course: The 20th-Century
Novel
ENGL 052A. Core Course: U.S. Fiction, 19001950
ENGL 052B. Core Course: U.S. Fiction, 1945
to the Present
ENGL 053. Core Course: Modem American
Poetry
ENGL 054. Core Course: Faulkner, Morrison,
and the Representation of Race
ENGL 061. Core Course: Fictions of Black
America
ENGL 066. Core Course: American Literature
Survey I*
ENGL 07ID. Core Course: The Short Story in
the United States
ENGL 080. Core Course: Critical and Cultural
Theory
010-011: Survey Courses in British
Literature
ENGL 010. Core Course: Survey I:
Beowulf to Milton*
A historical and critical survey of poetry, prose,
and drama from Beowulfto Milton. This will
include British literature from the following
periods: Anglo-Saxon, Middle English,
Renaissance, and 17th century.
1 credit.
Fall 2010. Williamson.
014-019: Medieval
ENGL 014. Old English/History of the
Language*
(Cross-listed as LING 014)
A study of the origins and development of
English—sound, syntax, and meaning—with an
initial emphasis on learning Old English.
Topics may include writing and speech, a
history o f morphology, the changing phonology
from Old to Middle English, Shakespeare’s
puns and wordplay, a history of sounds and

English Literature
spellings, modem coinages, and creoles. We
range from Beowulfto Cummings, from
Chaucer to Chomsky.
This course may be taken without the usual
prerequisite course in English; however, it may
not serve in the place of a prerequisite for other
advanced courses.
Counts as humanities distribution credit under
this listing.
1 credit.
Spring 2011. Williamson.
ENGL 019. Core Course: 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 ethnicity
in The Merchant o f Venice and The Prioress's
Tale? How do heroines like Kate, Alice, and
Viola struggle against or reinvent ideas of
gender? What is the sense of (selfjconsciousness rising in The Merchant's Tale
and Hamlet? How do Chaucer’s and
Shakespeare’s Cressidas “converse” across
time?
1 credit.
Fall 2011. Williamson.
020-029: Renaissance and 17th Century
ENGL 020. Shakespeare*
This course is a general survey of
Shakespeare’s work that focuses especially on
the interrelation of social and political issues
within their historical contexts. Beginning with
texts that display primarily “domestic”
concerns, we will explore early modem gender
roles, problems with love and marriage, and
conflicts between parents and children. Next,
we will read texts that display primarily
“dynastic” concerns such as conflicts over
succession, tyranny, rebellion, and regicide.
Finally, we will attempt to collapse the
distinction between domestic and dynastic by
analyzing plays where these social and political
issues are deeply enmeshed. Among the works
we will study are: selected sonnets, Romeo and
Juliet, A Midsummer Night’s Dream, Othello,
Julius Caesar, Richard II, Hamlet, and Macbeth
1 credit.
Fall 2010. Riebling.
ENGL 022. Core Course: Literature of
the English Renaissance *
Although nearly every age in English history
could lay claim to being a period of significant
transformation, the 16th and 17th centuries in
England were especially tumultuous. By
examining literary and select non-literary texts
in their historical contexts, we will focus on

p. 198
several key areas of conflict and change during
this period: Religion; Politics and Social
Mobility; and Issues Surrounding Gender, Sex,
and Sexuality. Among others, our topics will
include the persecution of heresy and the
English Reformation; royal absolutism,
resistance theories, and nascent republicanism;
the enclosure crisis, class mobility, and the
inflation of honors; female rule, sexual
practices, and marital conduct. We will study
such authors as Askew, Bacon, Donne,
Elizabeth I, Herbert, Marlowe, Marvell, Milton,
More, Spenser, Shakespeare, Tyndale, Waller,
Winstanley, Webster, and Wyatt.
1 credit.
Spring 2011. Riebling.
ENGL 023. Renaissance Sexualities*
The study of sexuality allows us to pose some
of the richest historical questions we can ask
about subjectivity, the natural, the public, and
the private. This course will explore such
questions in relation to Renaissance sexuality,
examining several sexual categories—the
homoerotic, chastity and friendship, marriage,
adultery, and incest—in a range of literary and
secondary texts.
1 credit.
Spring 2011. N. Johnson.
ENGL 027. Tudor-Stuart Drama*
A survey of plays and masques written by
Christopher Marlowe, Ben Jonson, Thomas
Middleton, Thomas Dekker, John Webster,
Elizabeth Cary, John Ford, and others. The
course will consider historical, sociopolitical,
and literary contexts; just as important, we will
look at how the plays have been and continue to
be performed.
1 credit.
Spring 2012. N. Johnson.
ENGL 027B. Performing Justice on the
Renaissance Stage*
Courtroom spectacles—tragic injustices or the
satisfying punishment of villains—have become
familiar sources of entertainment. This course
will examine how Shakespeare, Jonson, and
their contemporaries turn repeatedly to the law
for dramatic energy. Their plays compel a
number of questions: what does it mean to take
pleasure in injustice? What is the relationship
between human and divine justice? These
questions often demand historical answers, and
our class will examine how dramatic works
think through specific developments in legal
thinking and practice.
1 credit.
Fall 2010. Song.

English Literature
ENGL 028. Milton*
Study of Milton’s poetry and prose with
particular emphasis on Paradise Lost.
1 credit.
Fall 2010. Song.
030—039: Restoration, 18th Century,
and Romantic
ENGL 035. Core Course: The Rise o f the
Novel***
In this course we will examine the development
of the novel, from its origins in a multiplicity of
diverse literary genres to its Victorian
incarnation as a “realist” and middle-class form
through the appropriation of the novel as high
art by Modernist writers and its subsequent
return to multi-genre roots later in the 20th
century. We will trace changes in the novel’s
formal features as they relate to its treatment of
themes such as publicity and privacy, the role
of gender and sexuality in social life, the
significance of monetary exchange, and the
proper relation between the author and his or
her text. First surveying the main critical
narratives of the novel’s “rise” or development,
we will move on to see how the material form
of the novel might offer us a counter-narrative
to more conventional interpretations of the
genre’s origins.
1credit.
Fall 2010. Buurma.
ENGL 038. Regency Skepticism, 18121832*
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, among others. Indeed, Regency writers,
pursuing formal and psychological integrity
within a period of complex social changes,
transform a certain wry cynicism into both an
art form and a tool of inquiry. We’ll start by
considering the varieties of theatricality (and its
counterpart, sincerity) operating in works like
Austen’s Mansfield Park, Byron’s Manfred,
Hazlitt’s reviews, and popular plays like
Lover’s Vows. Next, we’ll explore the different
visions of power at work in such diverse texts
as Austen’s Emma, Percy Shelley’s “Mont
Blanc” and Prometheus Unbound, Mary
Shelley’s Frankenstein, and Hemans’ Records
of Women. 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.
1credit.
Spring 2012. Bolton.

p. 199
ENGL 039. Staging the Nation: The
Drama of Romanticism*
In the Romantic period, theater critics
repeatedly described the stage as a state in
political tumult, while politicians invoked
theater as a model for politics both good and
bad. We’U consider both sides of the theatrical
analogy, reading the Parliamentary debates that
informed popular drama of the period and
considering the way political show trials drew
on the norms of contemporary theatrical
display. We’ll also consider responses to theater
that helped define the more canonical Romantic
poets. Authors include: Inchbald, Cowley,
Colman, Baillie, Byron, Shelley, Moncrieff.
1 credit.
Fall 2011. Bolton.
040-049: Victorian to Modern
ENGL 046. Tolkien and Pullman and
Their Literary Roots***
A study of the fantastic trilogies—Tolkien’s
Lord o f the Rings and Pullman’s His Dark
Materials—in the context of their early English
sources. For Tolkien, this will include Beowulf,
Old English riddles and elegies, and Middle
English Pearl, Sir Orfeo, and Sir Gawain and
the Green Knight (all in Tolkien’s translations).
For Pullman, this will include Biblical stories of
the Creation and Fall, Milton’s Paradise Lost,
and selected Blake poems. Some film versions
will be included.
1 credit.
Spring 2012. Williamson.
ENGL 048. Contemporary Women's
Poetry
“Merely the private lives of one-half of
humanity.” Thus Carolyn Kizer defines the
20th-centuiy revolution through which women
poets give voice to the previously unspeakable
and explore the political implications of the
supposedly personal. This course considers a
variety of poetic styles and stances employed
by women writing in English today—feminist
or womanist, intellectual or experiential, lesbian
or straight, and mindful of ethnic heritage or
embracing the new through artistic
experimentation.
1 credit.
Spring 2012. Anderson.
050-069: American (Including African
American, Asian American, and Native
American)
ENGL 050. Literatures of Native
American and Euro-American Cultural
Encounter*
Through historical analysis of literary form
(autobiography, novels, poetry, storytelling,
images, film, as well as the law), we will

English Literature
examine the competing definitions of writing,
selfhood, and nation with which “Indians” and
“pioneers” tried to shape their world. We will
read both white writers who depicted “Indians”
and Native authors who resisted and/or
reinforced claims of Manifest Destiny. Authors
may include John Smith, William Bradford,
James Fenimore Cooper, Black Hawk, Simon
Ortiz, Luci Tapahonso, Leslie Marmon Silko,
and Sherman Alexie.
1 credit
Not offered 2010-2011.
ENGL 052B. Core Course: U.S. Fiction,
1945 to the Present
Major authors and emerging figures, with an
emphasis on the novel, key works from each
decade of the postwar era, and relations
between the U.S. and global events as
represented in fiction. The reading load will be
heavy, averaging a novel a week.
1 credit.
Spring 2011. Schmidt.
ENGL 053. Core Course: Modern
American Poetry
A study of selected U.S. poets beginning with
Whitman and Dickinson but with the primary
focus on major and minor poets of the 20th
century.
1 credit.
Fall 2010. Schmidt.
ENGL 054. Core Course: Faulkner,
Morrison, and the Representation of
Race
This course has two abiding aims. One is to
explore in depth—and back to back—the fiction
of (arguably) the two major 20th-century
novelists concerned with race in America. The
other is to work toward evaluative criteria that
might be genuinely attentive to both the
intricacies of race and the achievements of
form. A particular challenge will be the
following: how to focus on race (and
secondarily gender) yet keep the two writers’
distinctive voices from disappearing into
“white/male” and “black/female.” Faulkner
readings will include some short stories as well
as The Sound and the Fury, Light in August,
and Absalom, Absalom!. Morrison readings will
include Playing in the Dark as well as Sula,
Song o f Solomon, Beloved, and A Mercy.
1 credit.
Fall 2010. Weinstein.
ENGL 058. The American Sublime*
How does one stand to behold the sublime?
This course explores the intersection of visual
art and literature in the late 18th- and early

p. 200
19th-century United States. We will consider
authors who appeal to sight; landscapes; and
aesthetic ideals of the beautifid, sublime, and
picturesque. We will examine how writers
blended science and art to illustrate the world
and its democratic potential. Authors/texts may
include Anne Bradstreet, L Kant, Thomas
Jefferson, Washington Irving, George Catlin,
Emerson, E.A. Poe, Melville’s Moby-Dick,
Hawthorne, Louis Agassiz, Whitman, Jacob
Riis, and Kubrick’s 2001: Space Odyssey.
1 credit.
Not offered 2010-2011.
ENGL 061. Core Course: Fictions of
Black America
A survey of significant novels and short fiction
produced by black writers in the past century.
We will examine the textual practices, cultural
discourses, and historical developments that
have informed the evolution of a black literary
tradition, paying close attention to the dynamic
interaction between artist, culture, and
community.
Eligible for BLST credit.
1 credit.
Spring 2011. Foy.
ENGL 062. Black Autobiography
The personal narrative has been central African
American culture, and this course introduces
students to this rich tradition, emphasizing the
significance of the autobiography as an act of
representation, not simply a document of
experience. What strategies do black narrators
employ to represent themselves, and why? How
do their textual strategies and contextual
concerns change over time? In a society
structured in dominance, how do black
autobiographers engage the politics of race,
class, gender, and nation?
Eligible for BLST credit.
1 credit.
Fall 2010. Foy.
ENGL 065. Asian American Literature
How does Asian American literature function as
the site of key debates about ethnic and national
identity? This course explores Asian American
cultural production over the past 50 years,
beginning with Flower Drum Song (1961), the
first Hollywood film starring an all-Asian
American cast, and ending with the Pulitzer
Prize-winning author Jhumpa Lahiri’s short
stories. We will also read a number of major
Asian American novelists and literary scholars
in order to explore topics such as Asian

English Literature
American racial formation, gendered narratives
of immigration, and the changing face (and
space) of Asian America.
1 credit.
Spring 2012. Mani.
ENGL 066. Core Course: American
Literature Survey I*
This is a survey of American literature from
1492 to before the Civil War. Through our
reading of literary texts (journals, sermons,
poems, novels, eulogies, and federal
documents), we will consider the social
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
writing by Columbus, Harriot, Bradford,
Bradstreet, Wigglesworth, Rowlandson,
Edwards, DeCrevecouer, Jefferson, Franklin,
Freneau, Foster, Cooper, Emerson, Child,
Thoreau, Stowe, Douglass, Hawthorne,
Melville, and Whitman.
1 credit.
Not offered 2010-2011.
ENGL 067. Literatures o f the American
Civil War
Through fiction, poetry, nonfiction, and film,
we will consider the causes and legacy o f the
American Civil War (1861-1865). How did the
war affect the ways in which people understood
the nation, life and death, and the literary form
through which they portrayed their sorrows and
the promise of reconciliation? Authors/texts
may include founding documents, David
Walker, Emerson, Thoreau, Frederick
Douglass, Harriet Jacobs, Fanny Kemble, Frank
Webb, Harriet Beecher Stowe, Thomas
Wentworth Higginson, Walt Whitman, Emily
Dickinson, Henry James, Stephen Crane, James
Weldon Johnson, Birth o f a Nation, Gone With
the Wind, and Toni Morrison.
1credit.
Not offered 2010-2011.
ENGL 068. Black Culture in a “ PostSoul” Era
With such terms as “new black aesthetic,”
“post-soul,” and even “post-black,”
commentators in recent years have sought to
characterize contemporary African American
culture. This course takes up the challenge of
this current moment by exploring the work of
black writers who have emerged since the
1960s, examining complementary
developments in popular music and visual

p. 201
culture and considering some o f the social and
political circumstances of the period.
1 credit.
Spring 2011. Foy.
070: Creative Writing and Journalism
Workshops
Regular creative writing workshops are limited
to 12 and require the submission o f writing
samples in orderfo r students to apply fo r them.
Workshops marked with a # combine a balance
ofsubstantial literary analysis o f models along
with creative writing exercises geared to the
models; these workshops are limited to 15 and,
do not require the submission o f manuscripts.
Students may normally take only one workshop
at a time. ENGL 070A and 070B may normally
be taken only once. Creative writing and
journalism classes do not count as p re- or
post-1830 classes.
ENGL 070A. Poetry Workshop
A class, limited to 12, in which students write,
read, translate, and talk about poetry. We will
emphasize the discovery and development of
each individual’s distinctive poetic voice,
imagistic motifs, and thematic concerns, within
the context of contemporary poetics. Students
should submit three to five pages of poetry for
admission, due during the week after fall break.
The workshop will meet once a week for 4
hours. Readings by well-known writers (outside
of regular class hours) will provide additional
perspectives. Admission and credit are granted
at the discretion of the instructor.
Graded credit/no credit.
No prerequisite.
1 credit.
Spring semester each year.
Spring 2011. Williamson.
Spring 2012. Anderson.
ENGL 070B. Fiction Writers’ Workshop
We’ll approach the challenge of constructing
compelling narratives through a series of formal
exercises and experiments. Students will read
and comment on each other’s writing as they
work to hone their own style and clarify their
central thematic concerns. Attendance at
readings by well-known writers (outside of
regular class hours) will provide additional
perspectives. Twelve students are admitted to
the class on the basis of a writing sample, due
during the week after fall break.
Graded credit/no credit.
No prerequisite.
1 credit.
Spring semester each year.
Spring 2011. Bolton.

English Literature
ENGL 070C. Advanced Poetry Workshop
Intensive volumes of poetry often represent
their authors’ conscious statements, made
through selection, organization, and graphic
presentation. This course—in which students
design and complete volumes of their own
work—is normally intended as an advanced
workshop for students who have taken the
Poetry Workshop (ENGL 070A), or—with the
instructor’s permission—students who have
taken ENGL 070D, 070E, or 070G. Limited to
12. Readings by well-known writers (outside of
regular class hours) will provide additional
perspectives. Admission and credit are granted
at the discretion of the instructor.
Graded credit/no credit.
1 credit.
Fall 2010. Fried.
ENGL 070E. Lyric Encounters#
Matthew Arnold called it “a criticism of life”
and Dylan Thomas “a naked vision.” Emily
Dickinson defined it as a blow: “If I feel
physically as if the top o f my head were taken
off, I know that it is poetry.” Students will
examine varieties of the lyric and then shape
their own criticisms, visions, cerebral
explosions in response.
1 credit.
Fall 2011. Anderson.
ENGL 070F. Journalism Workshop
This course is an introduction to the basics of
news gathering, news writing, and news values.
Students will come away from it with a clear
sense of how news is covered: how to collect
facts, find sources, conduct interviews, cover
beats, make choices about daily coverage and
conceive and execute longer projects. Guest
speakers, including top area journalists, will
discuss their careers and advise students on
stories. Readings will include the best examples
of contemporary journalism. It counts as a
general humanities credit but not as a Writing
course, nor as a credit toward a major or minor
in English literature.
1 credit.
Fall 2010. Mezzacappa.
ENGL 070G. Writing Nature: Digital
Storytelling#
This course uses the Crum woods as a
laboratory setting for the production of
multimedia poems and brief memoirs. Digital
stories combine spoken words with images,
sound, and sometimes video to create powerful
short movies. We’ll spend time grappling with
some of the stories inherent in the Crum woods
ecosystem as well as the multifaceted story of
our relationship to the woods. In addition to
producing one or two brief memoirs, we’ll work
with a series of poetic forms, including some

p. 202
combination of prose poems, question poems,
the Persian ghazal, sonnets and linked haiku.
The class will conclude with a public screening
of work produced.
1 credit.
Fall 2010. Bolton.
ENGL 070K. Directed Creative-Writing
Projects
Students—whether course or honors majors—
who plan a directed writing project in fiction or
poetiy 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
beginning of the semester during which the
project is actually done. The number of these
ventures the department can sponsor each year
is limited. Deadlines for the written applications
for the Directed Creative Writing Projects are
the Mondays immediately following the fall and
spring breaks. Normally limited to juniors and
seniors who have taken an earlier workshop in
the department.
For creative writing projects in the Honors
Program, the 2-credit field will normally be
defined as a 1-credit workshop (ENGL 070A,
070B, or 070C) paired with a 1-credit Directed
Creative-Writing Project (ENGL 070K). The
approximate range of pages to be sent forward
to the examiners will be 20 to 30 pages of
poetry or 30 to 50 pages of fiction. There will
be no written examination for the creative
writing project; the student’s portfolio will be
sent directly to the examiner, who will then
give the student an oral examination during
honors week. For purposes of the transcript, the
creative writing project will be assigned a grade
corresponding to the degree of honors awarded
it by the external examiner. Students are
advised that such independent writing projects
must normally be substantially completed by
the end of the fall semester of the senior year as
the spring semester is usually the time when the
senior honors study essay must be written.
Graded credit/no credit.
1 credit.
Staff.
ENGL 070M. Advanced Fiction
Workshop
Students in the Advanced Fiction Workshop
will not only continue to focus on honing the
basic elements of their fiction, including
character development, dialogue, plot and prose
style, but will focus much of their efforts on
revision and the process of “finishing” a story.
Other central themes of the course, which
includes workshop and discussion, will be
finding a form for the story you want to write,
and developing a distinctive voice. Instead of

English Literature
using a survey approach to different writers,
both contemporary and canonical, we will
immerse ourselves in conventional and more
experimental short story collections, novellas
and a novel or two. Students will also read and
respond to published work of their own
choosing. Readings by well-known writers
(outside of regular class hours) will provide
additional perspectives.
Prerequisites: ENGL 070B, D, G or by
permission of the instructor.
Graded credit/no credit.
1 credit.
Fall 2011. Staff.
ENGL 071: Genre Studies
ENGL 071C. The Short Story
As we read widely in the 19th- and 20thcentury short story, we’ll focus on technical
developments as well as certain recurring
preoccupations of the genre: fragmentation and
reconstruction, the staging of an encounter
between the ordinary and the extraordinary, and
the refutation of time and mortality.
1 credit.
Spring 2012. Bolton.
ENGL 071G. Sacred and Profane Desires
in the Renaissance Lyric*
Lyric poetry articulates, in condensed form, the
intensity of inner lives. In Renaissance lyric,
much of this intensity stems from a complicated
interplay between religious and erotic impulses.
Far from being simple opposites, sacred and
profane desires mirror or blend into each other
in ways that engage theological, philosophical,
and (perhaps most surprisingly) political
controversies. This course will examine these
dynamics in the writings of Spenser, Donne,
Herbert, Philips, and Behn, among others.
1 credit.
Spring 2012, Song.
072-079: Comparative
Literature/Literature in Translation
ENGL 073. Modernism: Theory and
Fiction
Drawing on a range of theorists and novelists,
this course will explore some of the most
compelling energies and problems that drive
Western modernism (from the 1840s through
the 1940s). Focus will be on modernism’s
concern 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
Fear and Trembling, to be followed by
Nietzsche’s Genealogy o f Morals and some of

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Freud’s major essays. Fiction readings begin
with Dostoevsky’s Notes From Underground as
a prelude to more sustained inquiry into Kafka
(stories, The Trial), Proust (selections from In
Search o f Time Lost), and Woolf (Mrs.
Dalloway). The course will conclude by
attending to Benjamin’s essays and Beckett’s
Molloy and Krapp’s Last Tape.
1 credit.
Spring 2012. Weinstein.
ENGL 074. Modern Epic: Tolstoy, Joyce,
and Garcia-Marquez
This course will examine three “encyclopedic”
texts ( War and Peace, Ulysses, One Hundred
Years o f Solitude) that rehearse and interrogate
inherited paradigms of cultural identity,
purpose, and destiny. Through sustained
attention to formal and ideological tenets of
these specific texts, we will also seek to identify
some of the salient procedures of realist,
modernist, and postcolonial narrative.
1 credit.
Spring 2011. Weinstein.
ENGL 076. Core Course: The World, the
Text, and the Critic
In his collection of essays, The World, The
Text, and the Critic (1983), the literary critic
Edward Said argues, “The point is that texts
have ways of existing that even in their most
rarefied form are always enmeshed in
circumstance, time, place, and society—in
short, they are in the world, and hence
worldly.” This core course explores the
“worldliness” of literary texts that are shaped
by colonial and postcolonial histories. We will
explore the relationship between reader and
writer; between the writer and the text; and
between ourselves as critics and the worldviews
we bring to bear on so-called “non-western”
literatures. The class will survey a range of late
20th-century novels and essays in English, and
will introduce students to a variety of critical
approaches in contemporary global literatures.
Authors include Zadie Smith, White Teeth-,
Arundhati Roy, The God o f Small Things-, and
V.S. Naipaul, The Enigma o f Arrival.
1 credit.
Fall 2011. Mani.
ENGL 077. South Asians in Asian
America
Throughout the 20th century, South Asian
Americans have been mistakenly labeled as
“Hindoos” or “Asian Indians” in the U.S.
census, and as “model minorities” or
“terrorists” in U.S. popular culture. This class
focuses on a centuiy of migration from the
Indian subcontinent to the U.S., beginning with
the influx of Punjabi laborers to the U.S. west
coast in the 1920s and ending in the aftermath

English Literature
of hate crimes committed against Muslim
Americans after 9/11. What ties together South
Asians across differences of religion and class,
national origin and language, gender and
sexuality? Do South Asians also identify as
Asian American? Focusing on contemporary
fiction, film, visual and performance art by
first- and second-generation South Asians, we
will explore the new racial and cultural
landscape created by this immigrant group.
Throughout the semester, we will examine how
diasporic communities produce and embody
notions of transnational citizenship.
1 credit.
Spring 2011. Mani.
080-096: Critical Theory, Film, and
Media Studies
Please see the film and media studies section
for additional course listings.
ENGL 080. Core Course: Critical and
Cultural Theory
An introduction to texts and contexts in
contemporary critical theory and cultural
studies. We will read narrative, psychoanalytic,
Marxist, poststructuralist, feminist, queer, and
postcolonial theory, raising questions of
subjectivity, difference, ideology,
representation, methodology, and cultural
politics.
1 credit.
Fall 2010. White.
ENGL 082. Transnational Feminist
Theory
(Cross-listed as GSST 020)
This class introduces perspectives from
domestic United States and global contexts in
order to ask: How do the contributions of
women of color in the United States and of
feminist movements in the “Third World”
radically reshape the form and content of
feminist and queer politics? Through critical
inquiry into major texts in transnational
feminist and queer studies, the course
dynamically reconceptualizes the relationship
between women and nation; between gender,
sexuality and globalization; and between
feminist/queer theory and practice.
1 credit.
Fall 2010. Mani.
ENGL 090. Queer Media
(Cross-listed as FMST 046)
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
appropriations of lesbian and gay culture, we

p. 204
will examine lesbian and gay aesthetic
strategies and modes of address in contexts
such as the American and European avantgardes, AIDS activism, and diasporan film and
video movements.
1 credit.
Fall 2011. White.
ENGL 091. Feminist Film and Media
Studies
(Cross-listed as FMST 045)
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production contexts,
and styles: mainstream and independent,
narrative, documentary, video art, and
experimental. Readings will address questions
of authorship and aesthetics, spectatorship and
reception, image and gaze, race, sexual, and
national identity, and current media politics.
1 credit.
Spring 2011. White.
097-099: Independent Study and
Culminating Exercises
ENGL 097. Independent Study and
Directed Reading
Students who plan an independent study or a
directed reading must consult with the
appropriate instructor and submit a prospectus
to the department by way of application for
such work before the beginning of the semester
during which the study is actually done.
Deadlines for the receipt o f written applications
are the second Monday in November and the
first Monday in April. Normally limited to
juniors and seniors and available only if a
professor is free to supervise the project.
0.5 or 1 credit.
Staff.
ENGL 098, 098A. Senior Thesis
Course majors in the department may pursue a
thesis of their own choosing under the
supervision of a member of the department. The
thesis may be for 1 (40-50 pages) or 2 (80-100
pages) credits. A brief prospectus for the project
must be submitted for approval by the
department in April of the junior year. Before
submitting this prospectus, course majors
should consult with the department chair and
with the department member who might
supervise the project. This work must be
separate from that of the senior culminating
essay, required of every course major for
graduation. Available only if a professor is free
to supervise the project.
1 or 2 credits.
Staff.

English Literature
ENGL 099. Senior Course Majors
Colloquium***
This colloquium, open only to senior English
literature course majors and required for them
to take, offers a structured and supportive
environment for students writing their senior
essays. The course will feature a mix of
literature, criticism, theory, and methodology,
plus guest visits by other members of the
English Literature Department and possibly
others, with the opportunity for students to
discuss central issues in the field of literary and
cultural history in preparation for their research
and writing. We will use as critical touchstones
short essays by Campbell, Freud, Kristeva, and
Bhabha as we explore the topics of alienation,
otherness, the uncanny, projection, and the
foreigner within. Several short papers and other
assignments may be featured in the early part of
the course. Nearing the end of the semester,
students will research and write a longer essay
(10-20 pages) on a topic of their own choice
approved by the department, with the chance to
present drafts of their work in progress to the
colloquium for revision advice. Students are
expected to complete their senior essays by the
end of the term in which English 099 is offered.
Note: This colloquium may count as either a
pre- or a post-1830 credit, depending on the
final essay topic. ENGL 099 will be offered for
seniors every fall.
1 credit.
Fall 2010. Williamson.
ENGL 099W. Senior Course Majors
Colloquium***
Only senior English majors who need one more
W (writing) credit should enroll in this section
of the course. The work will be the same as
ENGL 099, but the writing requirements will
include more revision work.
Prior approval from the professor is needed
before enrolling in ENGL 099W.
1 credit.
Fall 2010. Williamson.

Seminars
Honors seminars are open to juniors and seniors
only and require approval of the department
chair. Priority is given to honors majors and
minors.
ENGL 101. Shakespeare*
Study of Shakespeare as a dramatist. The
emphasis is on the major plays, with a more
rapid reading of much of the remainder of the
canon. Students are advised to read widely
among the plays before entering the seminar

p. 205
(pre-1830). Students who have taken ENGL
020 may take this seminar for 2 credits.
2 credits.
Fall 2010. N. Johnson.
ENGL 102. Chaucer and Medieval
Literature*
A survey of English literature, primarily poetry,
from the 8th through the 15th centuries with an
emphasis on Chaucer. Texts will include
Beowulf, Sir Gawain and the Green Knight, The
Canterbury Tales, Troilus and Criseyde, Pearl,
Piers Plowman, selected medieval plays,
Arthurian materials, and Margery Kempe’s
autobiography. Chaucer will be read in Middle
English; other works will be read in translation
or modernized versions (pre-1830). Some
modem retellings such as John Gardner’s
Grendel will be included.
2 credits.
Fall 2011. Williamson.
ENGL 110. Romanticism*
We’ll read the women poets of the period
(Smith, Robinson, Baillie, Wordsworth,
Hemans, and L.E.L.) alongside their more
famous male contemporaries (Blake,
Wordsworth, Coleridge, Byron, Shelley, and
Keats) in order to explore issues of concern to
both: formal innovation, colonial expansion,
(counter) revolutionary politics (pre-1830).
Eligible for GSST credit.
2 credits.
Spring 2010. Bolton.
ENGL 111. Victorian Literature and
Culture
This research-intensive seminar focuses on the
Victorian novel as both a genre and a material
object in its print cultural context, setting this
approach within the broader world of Victorian
literature and culture in order to examine the
ways in which the novel was both product and
producer of its historical moment. Readings
will include novels by authors like George
Eliot, Anthony Trollope, Elizabeth Gaskell,
Wilkie Collins, George Meredith, Thomas
Hardy, Bram Stoker, and Margaret Oliphant as
well as readings in novel theory and cultural
and literary criticism.
2 credits.
Spring 2011. Buurma.
ENGL 113. “ American Studies” ***
This seminar considers methods of analyzing
and interpreting “American literature” that
reach to engage the social and historical

English Literature
contexts in which the nation was formed. We
will read authors (Mary Rowlandson, Benjamin
Franklin, James Fenimore Cooper, Ralph
Waldo Emerson, Frederick Douglass, Harriet
Beecher Stowe, and Nathaniel Hawthorne) who
have been central to the development of
national American identity. We will also
consider the different ways contemporary
literary critics have interpreted these texts to
define and understand the American experience
(pre-or post-1830).
2 credits.
Spring 2011. Staff.
ENGL 115. Modern Comparative
Literature
The semester will focus on Modernism: theory
and fiction. Drawing on a range o f authors
writing between the 1840s and the 1940s, this
seminar will attend to the conceptual
underpinnings of European modernism and will
seek to come to terms with several of its most
salient texts. Primary readings will be drawn
from among the following writers: Kierkegaard,
Marx, Dostoevsky, Nietzsche, Freud, Rilke,
Kafka, Proust, Joyce, Woolf, Benjamin, and
Beckett. Secondary readings will include essays
by Adomo, Lukács, Bakhtin, Canetti, De
Certeau, and others. Students should have read
Joyce’s Portrait o f the Artist as a Young Man
prior to taking this seminar (post-1830).
Students who have taken ENGL 073 should
confer with the professor before enrolling in
ENGL 115; they will receive 1 credit for this
seminar.
2 credits.
Spring 2011. Weinstein.
ENGL 116. American Literature
Advanced work in U.S. literary history, with
special focus on contemporary fiction. Prior
work in U.S. literature and/or history is
recommended (post-1830).
2 credits.
Fall 2010. Schmidt.
ENGL 117. Theories and Literatures of
Globalization
This seminar examines the literary and cultural
dimensions of globalization. Defining
globalization as a social, economic and political
phenomenon, the seminar foregrounds the
productive intersection between literature and
contemporary cultural theory. Pairing novels
and short stories by major national and
diasporic writers (including Salman Rushdie,
J.M. Coetzee, and Orhan Pamuk) with
ethnographic and historical texts (by theorists
such as Homi Bhabha, Aijun Appadurai,
Gayatri Spivak), we will examine the
relationship between colonialism and
postcolonialism; modernity and globalization;

p. 206
racial formation and the nation-state. By
developing a critical engagement with theories
of identity and difference, we will explore the
ways in which global literatures engender, often
in complex and difficult ways, new politics of
nationalism, race, and sexuality (post-1830).
2 credits.
Fall 2010. Mani.
ENGL 118. Modern Poetry
A study of the poetry and critical prose of
Yeats, Eliot, Stevens, and H.D., in an effort to
define their differences within the practice of
“modernism” and to assess their significance
for contemporary poetic practice (post-1830).
2 credits.
Fall 2011. Anderson.
ENGL 119. Black Cultural Studies
For readers, writers, and critics of black
literature, what difference has race made, and
how has it intersected with other modes of
identity, such as class and gender? How have
writers represented, and theorists theorized, the
tensions between sound and vision, between
roots and routes, between culture and capital?
Focusing on black fiction, poetry, and
autobiography-published since World War II,
we will examine approaches to this literature
that are historical, political, and theoretical,
drawing upon key thinkers in Black Cultural
Studies.
Eligible for BLST credit.
2 credits.
Spring 2012. Foy.
ENGL 122. Film Studies
(Cross-listed as FMST 100)
What will be the nature and role of film, a
medium bom with the 20th century, in the 21st?
The academic discipline of film studies,
established in the wake of theoretical and
political challenges to culture and knowledge in
the 1960s, has since evolved to address
historical and philosophical questions,
feminism and postmodernism, electronic and
digital media, and the globalization of film
culture. Placing weekly screenings in cultural
and historical context, this seminar engages key
thinkers and texts of classical and contemporary
film studies. Students should have taken at least
one film, critical theory, or cultural studies
course (post-1830).
2 credits.
Spring 2011. White.
ENGL 180. Thesis
A major in the Honors Program may, with
department permission, elect to write a thesis as
a substitute for one seminar. The student must
select a topic and submit a plan for department
approval no later than the end of the junior year.

English Literature
Normally, the student writes the thesis of 80 to
100 pages, under the direction of a member of
the department, during the fall of the senior
year.
2 credits.
Staff.

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

p. 207

Environmental Studies

p. 208

Coordinator:

CAROL NACKENOFF (Political Science)
Anita Pace, Administrative Assistant

Committee:

Elizabeth Bolton (English Literature)
Timothy Burke (History)
Peter Collings (Physics and Astronomy)
Erich Carr Everbach (Engineering)
Alison Holliday (Chemistry)3
Eric Jensen (Physics and Astronomy)
Jose-Luis Machado (Biology)
Arthur McGarity (Engineering)
Rachel Merz (Biology)
Hans Oberdiek (Philosophy)
Colin Purrington (Biology)
Richard Valelly (Political Science)
Mark Wallace (Religion)

3 Absent on leave, 2010-2011.

Profound anthropogenic changes are occurring
in the land, water, and air around us, and
education needs to respond to these changes.
Swarthmore’s heritage of social concern
compels us to educate students so that they are
well informed about vital, current issues and
capable of full political participation. The
College has a responsibility to provide means
for the study of environmental problems and to
encourage students to develop their own
perspectives on these problems. The
Interdisciplinaiy Environmental Studies
Program is one way the College meets these
responsibilities.
Environmental studies is truly interdisciplinary
and offers numerous opportunities for rigorous
interdisciplinary work because environmental
issues have scientific, engineering, social,
political, economic, literary, and philosophical
dimensions that must be addressed. Therefore,
our program is structured as an interdisciplinary
minor. This program helps guide students to the
many academic fields that afford a perspective
on environmental problems and enables them to
explore questions most compelling to them
from the vantage point of various disciplines in
the natural and social sciences, engineering, and
the humanities.

Requirements and
Recommendations
An interdisciplinary course minor in
environmental studies is available to all
students, consisting of an integrated program of
five courses plus a capstone seminar, taken in
addition to a regular major. Students may also
apply for the honors minor, which has similar
requirements plus an external examination on
an approved topic that links together two of the
courses and a senior honors study paper that
explores the connections between the two
courses.

Students minoring in environmental studies
must take five courses selected from the lists
that follow, including at least one course in
environmental science/technology, at least one
course in environmental social
science/humanities, and at least one more from
either of these two groups for a minimum of
three courses from the list designated
environmental courses in specific disciplines.
Up to two o f the five required courses may be
chosen from the list designated adjunct and
interdisciplinary courses. At least three of the
five selected courses must be outside the major
and, if it exists, a second minor, so that when
the capstone seminar is added, the College
policy requiring at least four courses outside the
major or any other minor will be satisfied.
Students should regularly check the program’s
website for additions 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 Faculty Committee on
Environmental Studies to have courses taken at
other institutions fulfill some of these
requirements. One of the courses may be
independent work or a field study (in the United
States or abroad) supervised by a member of the
committee (ENVS 090). In addition to the five
courses, each concentrator will participate in
the capstone seminar in environmental studies
(ENVS 091) during the spring semester of the
senior year. The capstone seminar will involve
advanced interdisciplinary work on one or more
issues or problems in environmental studies.
Leadership of the capstone seminar rotates
among the members of the Faculty Committee
on Environmental Studies.
Any student may request credit in
environmental studies for interdisciplinary
environmental courses taken at other

Environmental Studies

p. 209

institutions (domestic and foreign). Application
forms for credit evaluations are available on the
program’s website. Swarthmore College
sponsors environmental study abroad programs
in Cape Town, South Africa (see
www.swarthmore.edrj/x20601.xml) and Eastern
Europe (see
www.swarthmore.edu/x20600.xml).

HIST 0S9. Environmental History of Africa
POLS 043. Environmental Policy and Politics
RELG 022. Religion and Ecology
SOAN 023C. Anthropological Perspectives on
Conservation

Environmental Courses in
Specific Disciplines

Students may take at most two o f these courses.
The following are courses that are relevant to
environmental studies that can be included in
the five courses required for the minor but are
not central enough to justify their inclusion in
the preceding groups:
BIOL 016. Microbiology
BIOL 017. Microbial Pathogenesis and Immune
Response
BIOL 020. Animal Physiology
BIOL 025. Plant Biology
BIOL 026. Invertebrate Biology
BIOL 034. Evolution
BIOL 116. Microbial Processes and
Biotechnology
BIOL 130. Behavioral Ecology
CHEM 043. Analytical Chemistry
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
LING 120. Anthropological Linguistics:
Endangered Languages
LITR 022G. Food Revolutions: History,
Politics, Culture
MATH 056. Modeling
PHYS 002E. First-Year Seminar: Energy
PHYS 020. Principles o f The Earth Sciences
POLS 048. The Politics of Population
SOAN 006C. Forest of Symbols (First-Year
Seminar)

Environmental studies minors must take at least
three o f the designated environmental courses
in specific disciplines.
Courses in Environmental
Science/Technology
Students must take at least one o f these courses.
The environmental science/technology category
includes courses that emphasize techniques and
methodologies of the sciences and engineering
and whose subject is central to environmental
studies. Therefore, all concentrators will be
familiar with a body of scientific knowledge
and scientific approaches to environmental
problems.
BIOL 036. Ecology
BIOL 039. Marine Biology
BI0L115E. Plant Molecular Genetics—
Biotechnology
BIOL 137. Biodiversity and Ecosystem
Function
CHEM 001. Chemistry in the Human
Environment
CHEM 103. Topics in Environmental
Chemistry
ENGR 004A. Introduction to Environmental
Protection
ENGR 063. Water Quality and Pollution
Control
ENGR 066. Environmental Systems
GEOL 103. Environmental Geology (Bryn
Mawr College)
PHYS 024. The Earth’s Climate and Global
Warming
Courses in Environmental Social
Sciences/Humanities
Students must take at least one o f these courses.
The environmental social sciences/humanities
category includes courses that are central to
environmental studies and focus on values, their
social contexts, and their implementation in
policies. Thus, all concentrators will have
studied the social context in which
environmental problems are created and can be
solved.
ECON 076. Environmental Economics
EDUC 065. Environmental Education
ENGL 070G. Writing Nature

Adjunct and Interdisciplinary
Courses

ENVS 002. Human Nature, Technology,
and the Environment
This course examines the relationships among
the environment, human cultures, and the
technologies they produce. The continually
accelerating pace of technological change has
had effects on both the local and global
environment. Although technology may be
responsible for environmental degradation, it
may also serve as an important societal
mechanism that can help us evolve toward a

Environmental Studies
sustainable society. This course investigates
how humans evolved, what tools they
employed, and what the consequences of new
technologies were for human kind and the
surrounding environment. Special attention is
given to how the problems of the 21st century
relate to circumstances of the past.
1 credit. Not offered 2010-2011.
ENVS 091. Capstone Seminar
1 credit.
Spring 2011. Everbach.

Study Abroad Programs
Eastern European Environmental
Studies Study Abroad Programs
Swarthmore College operates two
environmental programs in Eastern Europe
through agreements with host institutions in
Poland (Krakow University of Technology) and
the Czech Republic (Masaryk University in
Bmo.) Students spend one semester in
residence at one of these universities. The
Poland program primarily involves
environmental science and engineering whereas
the Czech program primarily involves
environmental social sciences and humanities.
Courses are available in both programs that
satisfy the requirements of the environmental
studies minor as well as requirements for
certain majors. Coursework in the language and
culture of the host country is a required
component of both programs. For more
information, see the website
www.swarthmore.edu/envs_poland.xml. The
host institutions also support relevant websites
Poland: www.wastewater.pl/swarthmore/,
Czech: www.muni.cz/231600.
The Czech program offers an optional
internship with one of two Czech
Environmental NGOs: Hnuti Duha
(www.hnutiduha.cz/english/), the Czech branch
of the international organization “Friends of the
Earth,” and Ekologicky Institut VERONICA
(www.veronica.cz/index_eng.php?id=12). We
expect to initiate this program in the spring of
2011 and anticipate that academic credit will be
granted for the internship. The program
coordinator at Swarthmore is Arthur McGarity.
Capetown South Africa Consortium:
Globalization and the Natural
Environment
A junior year environmental study abroad
program is also available, developed by the
Macalester-Swarthmore-Pomona consortium in
collaboration with the University of Cape
Town, South Africa. Students from the three
consortium schools, as well as those schools
under consortium agreements with the three
schools, may apply for the January-June
semester. More information is available on the

p. 210
program generally via
www.swarthmore.edu/envs_south_africa.xml.

Film and Media Studies

p. 211

Coordinators:

PATRICIA WHITE, Professor
DENISE IRIS, Visiting Assistant Professor
LOUIS MASSIAH, Lang Professor of Social Change
BOB REHAK, Assistant Professor*3
SUNKA SIMON, Associate Professor1
Carolyn Anderson, Administrative Coordinator

Committee:

Timothy Burke (Histoiy)
William Gardner (Modem Languages and Literatures, Japanese)
Haili Kong (Modem Languages and Literatures, Chinese)
Tomoko Sakomura (Art History)
Carina Yervasi (Modem Languages and Literatures, French)

1Absent on leave, fall 2010.
3Absent on leave, 2010-2011.

Moving images have been one of the most
distinctive innovations and experiences of the
past century. In today’s media-dependent
culture, developing a critical understanding and
a historical knowledge of media forms is vital.
Film and media studies provides an
interdisciplinary understanding of the history,
theory, language, and social and cultural aspects
of film, television, and new media; introduces
research and analytical methods; and
encourages cross-cultural comparison of media
forms, histories, audiences, and institutions.
The Program in Film and Media Studies offers
core courses in critical studies and production
and cross-lists courses with English Literature
and Modem Languages and Literatures, and it
draws on offerings from other departments.
Students may add a minor in film and media
studies to any major, and students in the Honors
Program may designate a minor in film and
media studies. Students interested in majoring
should review the guidelines for proposing a
special major and consult with the coordinator.
All students interested in incorporating film and
media studies into their programs must submit a
proposal as part of their sophomore paper or
apply by submitting a modified plan of study in
thejunior year or early in the senior year. This
proposal should be developed in consultation
with advisers from the Film and Media Studies
Committee and is subject to approval.

Requirements and
Recommendations
Minor

All 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, Haverford, or the University of
Pennsylvania, when the work is approved by
jhe committee. All students are required to take
Fm ST 001: Introduction to Film and Media
Studies, preferably at the beginning of their
work in the program, and either FMST 092:

Film Theory and Culture, FMST 100: Film
Studies, or a designated equivalent. Additional
courses in history, national/regional cinemas,
media studies, video production, and other
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.
Honors Minor
Students in the Honors Program may minor in
film and media studies by meeting the
requirements for the minor and by preparing for
and taking one external exam. The preparation
normally consists of FMST 100 when offered,
or FMST 092 plus a 1-credit honors attachment
092A. The minor may incorporate a 1- or 2credit thesis or project or other course
combination or seminar work with the approval
of the film and media studies committee. At
least 2 credits of the work in the honors minor
must be in a department or field outside the
student’s honors major. Senior honors study
(SHS) consists of a revised essay submitted for
a course or seminar in the preparation. No SHS
is required for a thesis.
Special Major
Pending approval of a college major in Film
and Media Studies, interested students should
apply for a special course or honors major using
the special major application form available
from the Registrar’s Office. Proposals must be
approved by the Film and Media Studies
Committee and by any department from which
the applicant intends to draw 2 or more credits
for the program. Students must take a minimum
of 10 credits. FMST 001; an approved course in
world cinema or a national/regional cinema;
and FMST 092, FMST 100, or a designated
equivalent incorporating a senior culminating
exercise are required. Students are encouraged
to take FMST 002 or another film/video/media
production course (such courses offered at other
institutions may be considered). Remaining

Film and Media Studies
courses and seminars offered by the program or
other departments should be selected from the
following lists and approved by the Film and
Media Studies Committee. Senior majors who
wish to write a thesis or undertake a creative
project should consult with the film and media
studies coordinator in their junior year.

Courses
FMST 001. Introduction to Film and
Media Studies
Provides groundwork for further study in the
discipline and is recommended before taking
additional FMST courses. Introduces students
to concepts, theories, and histories of film and
other moving-image media, treating cinema as a
dominant representational system that shapes
other media forms. Topics include the formal
analysis of image and sound, aesthetics,
historiography, genres, authorship, issues of
gender, race, ethnicity, and nation, economics,
technology, and reception and audience studies.
Emphasis is on developing writing, analytical,
and research skills. Required weekly evening
screenings of works from diverse periods,
countries, and traditions.
1 credit.
Fall semester. White.
FMST 002. Digital Film Fundamentals
This course introduces students to the
expressive possibilities and rigors of the film
medium while offering a sound technical
foundation in digital production and post­
production. We will explore documentary,
experimental, and narrative modes and also
consider the opportunities and limitations, both
practical and aesthetic, of producing work for
different platforms, from multiplex to mobile
phone. Emphasis will be on using the formal
and conceptual palette introduced in the course
to develop one’s own artistic vision.
Coursework includes short assignments,
discussions, screenings, and a final project.
Limited to 12 students.
Prerequisite: FMST 001.
1 credit.
Spring semester. Iris.
FMST 005. First-Year Seminar in Special
Effects and Film Spectacle
A first-year seminar focusing on the history,
industry, and theory of special and visual
effects, this course introduces students to the
basics of studying and writing about film and
other media through an exploration of “movie
magic.” Related topics include the relationship
of film style and technology; formal and
narrative principles of “showstoppers” such as
musical numbers, fight scenes, and car chases;
and questions of realism and illusion in the

p. 212
cinematic apparatus. Required weekly
screenings.
1 credit.
Spring 2012. Rehak.
FMST 011. Advanced Production
Workshop: Narrative Fiction Film
As movie lovers in a media saturated world, we
are all highly film literate, yet it is surprisingly
difficult to make a narrative film that keeps the
audience engaged. So what does a director’s
skill consist of? How do you stage the action,
use the camera as narrator, and manipulate
cinematic time and space so that viewers can
follow the story and get emotionally involved?
This course is an immersive experience in the
art of narrative film, combined with advanced
technical instruction in cinematography, sound,
and editing. Coursework includes directing
exercises, in-class critiques, viewing film clips,
and the production of a digital short film.
Limited to 12 students.
Prerequisites: FMST 001 and FMST 002 or
equivalent production background, with
instructor’s approval.
1 credit.
Fall 2010. Iris.
FMST 012. Special Production
Workshop: Web Series
The serialized short format brought about by
the emergence of the Internet offers rich
opportunities for experiments with film form,
from alternative narrative structures to crossgenre pollinations. Working in groups, students
develop web series and produce several
episodes which will be uploaded to the
college’s website. Topics might include
character development in a serialized
environment, multiple protagonists, diaristic
practices, circular/flashback/flashforward
narrative, and strategies borrowed from
documentary. Special emphasis on advanced
post-production techniques for Internet
delivery. Limited to 12 students.
Prerequisites: FMST 001 and FMST 002 or
demonstrated production experience.
1 credit.
Spring 2011. Iris.
FMST 015. Screenwriting
This course introduces students to the
fundamentals o f screenwriting while enabling
them to explore their unique sensibility as
writers. We consider how screenplays differ
from other dramatic forms and understand what
makes good cinematic storytelling. By looking
at short and feature-length scripts and films, we
examine issues of structure, character
development, effective use of dramatic tension
and dialogue, tone, and theme. Through in-class
exercises and discussions, students flesh out

Film and Media Studies

p. 213

their ideas and grapple with their writing in a
supportive workshop atmosphere. Coursework
includes screenings, short assignments, and the
completion of several drafts of a short
screenplay. Limited to 12 students. By
application only. No previous writing
experience required.
1credit.
Fall 2010. Iris.

industries; and online networking. Screenings
include serial and episodic television, camp and
“trash” cinema, and fan-generated content.
Counts toward the Gender and Sexuality
Studies Program if all papers and projects are
focused on GSST topics.
1 credit.
Spring 2012. Rehak.

FMST 021. American Narrative Cinema
Considers film as narrative form, audiovisual
medium, industrial product, and social practice,
emphasizing the emergence and dominance of
classical Hollywood as a national cinema, with
some attention to independent narrative
traditions such as “race movies.” Genres such
as the western, the melodrama, and film noir
express aspirations and anxieties about race,
gender, class and ethnicity in the United States.
Auteurist, formalist, Marxist, feminist, and
psychoanalytic methods will be explored.
1credit.
Not offered 2010-2012.

FMST 042. Animation and Cinema
This course examines the forms, technologies,
and history of animation in American narrative
cinema and television. Screenings include
short- and feature-length animated films,
narrative and experimental animation from the
U.S. and other countries, and animation in
television and digital media. Emphasis is on
framing animation in relation to an array of
cultural and economic forces and theoretical
perspectives, including performance, gender,
the body, media evolution, taste, symbolism
and realism, and the avant-garde. Required
weekly evening screenings.
1 credit.
Not offered 2010-2012.

FMST 031. The Documentary of Utility:
Documentary Filmmaking Approaches
in Africa and the African Diaspora
(Cross-listed as BLST 031)
When culture develops in direct relation to
political movements—which is often the case
for documentary film in Africa, the African
diaspora, and the developing world—the idea of
“utility” can be as important a criterion as
“form” and “content.” This course will provide
an historical examination of the “documentary
ofutility.” We will analyze a range of works
fromAfrica, North America, the Caribbean,
South Asia and Europe by exploring aesthetics
and structure, as well as by trying to understand
the larger context in which these works
emerged.
1credit.
Fall 2010. Massiah.
FMST 032. Documentary Filmmaking
Practicum
(Cross-listed as BLST 032)
Instructor’s permission required.
1credit.
Spring 2011. Massiah.
FMST 041. Fan Culture
This course explores the history, philosophy,
and impact of fandom in film, television, and
new media. Drawing on methodologies
«eluding reception ethnography, feminism,
performance, cultural studies, and convergence
theory, we will consider topics such as cults of
celebrity; the creation of fan fiction and videos;
gendered and queer identities in fan culture;
adaptive responses of media texts and

FMST 043. Conspiracy
Investigate conspiracy and the paranoid
imagination both within film and television
narratives and as a mode o f skepticism and
mistrust toward media themselves. Focusing on
a period from the Cold War to the present day,
the course constructs an archeology of screen
and print media to explore the shifting
meanings of conspiracy in response to
technological, political, and social change.
Topics include the structural affinities among
conspiracy, narration, and seriality; recurring
tropes such as biological contagion, corporate
and patriarchal menace, and supernatural
forces; and the role of digital media in both
spreading and debunking conspiracies.
Required weekly screenings.
1 credit.
Spring 2012. Rehak.
FMST 045. Feminist Film and Media
Studies
(Cross-listed as ENGL 091)
This course focuses on critical approaches to
films and videos made by women in a range of
historical periods, national production contexts,
and styles: mainstream and independent,
narrative, documentary, video art, and
experimental. Readings will address questions
of authorship and aesthetics, spectatorship and
reception, image and gaze, race, sexual, and
national identity, and current media politics.
1 credit.
Spring 2011. White.

Film and Media Studies
FMST 046. Queer Media
(Cross-listed as ENGL 090)
The history of avant-garde and experimental
media has been intertwined with that of gender
non-conformity and sexual dissidence, and even
the most mainstream media forms have been
queered by subcultural reception. This course
reads queer theory in conjunction with the work
of lgbtq artists and audiences.
1 credit.
Fall 2011. White.
FMST 050. What on Earth Is World
Cinema?
Is there such a thing as world cinema? What is
the relationship between “world cinema” and
national cinemas? What is “national” about
national cinemas? This course introduces
students to theoretical debates about the
categorization and global circulation of films,
film style, authorship, and audiences through
case studies drawn from Iranian, Indian, East
Asian, Latin American, European, and U.S.
independent cinemas presented at required
weekly evening screenings.
1 credit.
Fall 2011. White.
FMST 052. Postwar France: French New
Wave
(Cross-listed as LITR 073F)
We will focus on French novels and films as
they reflect, reinforce, and critique French
society from the early 1950s through the end of
the 1960s. We will study these texts in relation
to modernization, decolonization, and the
growing discontent of youth culture in the
1960s. Close readings will allow us to draw
conclusions about the relationship of new
cultural and social movements—postwar
consumer culture, radical political movements,
and the women’s movement— to France and
French society. (Writers and directors include
Lefebvre, Godard, Truffaut, Melville,
Etcherelli, Rochefort, Varda, Akerman).
1 credit.
Spring 2011. Yervasi.
FMST 054. German Cinema
(Cross-listed as GMST 054)
This course is an introduction to German
cinema from its inception in the 1890s until the
present. It includes an examination of early
exhibition forms, expressionist and avant-garde
films from the classic German cinema of the
Weimar era, fascist cinema, postwar rubble
films, DEFA films from East Germany, New
German Cinema from the 1970s, and post 1989
heritage films. We will analyze a cross-match
of popular and avant-garde films while
discussing mass culture, education, propaganda,

p. 214

and entertainment as identity- and nationbuilding practices.
1 credit.
Spring 2011. Simon.
FMST 055. Contemporary Chinese
Cinema
(Cross-listed as CHIN 055)
Cinema has become a special form o f cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. The course will
develop a better understanding of changing
Chinese culture by analyzing cinematic texts
and the new wave in the era of globalization.
1 credit.
Fall 2010. Kong.
FMST 057. Japanese Film and Animation
(Cross-listed as JPNS 024)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context of Japanese
film, including how films address issues of
modernity, gender, and national identity.
Through our readings, discussion, and writing,
we will explore various approaches to film
analysis, with the goal of developing a deeper
understanding of formal and thematic issues. A
separate unit will consider the postwar
development of Japanese animation (anime)
and its special characteristics. Screenings will
include films by Ozu, Mizoguchi, Kurosawa,
Imamura, Kitano, and Miyazaki.
1 credit.
Spring 2012. Visiting faculty.
FMST 059. Re-Envisioning Diasporas
This new co-taught course will address the
historical, cultural, representational, and
theoretical specificities of Diasporas through
examining how French and Francophone,
Spanish and Latin American, and German
visual and literary productions deal with
questions of race and ethnicity, gender and
sexuality, nationality and globalization from a
perpetual state of “elsewhere.” How does this
experience mark the conceptualization,
aesthetics, and politics of the artistic process
and textuality? What role do language, body
memories, and visualization/projection play in
the works we will discuss? How do virtual and
real-life diasporic communities interact with
their imagination and reception? Students are
encouraged to do work in their first and
secondary languages.
Seminar-style class taught in English. No
prerequisites.
1 credit.
Spring 2012. Martinez, Simon, and Yervasi.

Film and Media Studies
FMST 086. Theory and History of
Videogames
Explores video and computer games through
historical, cultural, and formal perspectives,
mapping the medium’s emergence and
evolution from its roots in hacker culture of the
1960s and 1970s to the commercial boom and
bust of the arcades, the rise of home console
and personal computer systems, and the role of
the internet in creating multiplayer
environments. Other topics include game
genres, avatars, player subcultures, and
transmedia entertainment. Readings and
lectures emphasize multiple methodologies
including anthropology, psychology, ludology,
narratology, ideology, gender, and performance.
Although not a programming course, some
opportunities for design and play may be
involved.
1credit.

Fall 201 l.Rehak.
FMST 092. Film and Media Studies
Capstone
Explores major paradigms and debates in the
field as well as research methodology,
preparing students for a final research project.
Required for majors and minors.
1credit.

Spring 2012. White.
FMST 097. Independent Study
Students must apply for pre-registration
approval in writing.

0.5 to 1 credit.
FMST 098. Thesis
For students completing a special major, either
a written thesis or a production project.
Requires committee approval.

Writing course.
1credit.

FMST 099. Senior Creative Project
Requires committee approval.
1credit.

FMST 100. Film Studies
(Cross-listed as ENGL 122)
What is the nature and role of film, a medium
bom with the 20th century, in the 21st? The
academic discipline of film studies, established
in the wake of theoretical and political
challenges to culture and knowledge in the
1960s, has since evolved to address historical
and philosophical questions, electronic and
digital media, and the globalization o f film
culture. Placing weekly screenings in cultural
context, this seminar engages key thinkers and
texts of classical and contemporary film theory
and current debates and research
methodologies. English majors must have taken

p. 215
at least one film, critical theory, or cultural
studies course.
2 credits.
Spring 2011. White.
FMST 180. Honors Thesis
For students completing a special major in
honors. Requires committee approval.
Writing course.
2 credits.

Other Courses and Seminars
Approved for Credit
For descriptions of the following courses
offered in other departments, please consult the
appropriate section o f the course catalog:
CLAS 040. Visions of Rome (Lefkowitz)
CHIN 108. Remaking of Cinematic China
(Kong)
HIST 086. The Image of Africa (Burke)
SOAN 002E. Anthropology of Mass Media
(Nadkami)
SOAN 121. Visual Ethnography and
Documentary Film (Himpele)

Gender and Sexuality Studies______________ p.2i<
Coordinator:

LUCIANO MARTINEZ (Modem Languages and Literatures, Spanish)
Anna Everetts (Administrative Assistant)

Committee:

Diane Downer Anderson (Educational Studies)
Jean-Vincent Blanchard (Modem Languages and Literatures, French)
Amy L.R. Bug (Physics)
Sibelan Forrester (Modem Languages and Literatures, Russian)
Farha N. Ghannam (Sociology and Anthropology)*3
Gwynn Kessler (Religion)
Tamsin Lorraine (Philosophy)
Bakirathi Mani (English Literature)
Sunka Simon (German Studies, Film and Media Studies) 1
Anna Ward (Gender and Sexuality Studies)
Patricia White (Film and Media Studies)

1Absent on leave, fall 2010.
3 Absent on leave, 2010-2011.

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

Requirements and
Recommendations
Course Minor
To achieve a course minor in gender and
sexuality studies, students must take a
minimum of 5 credits in the program. The
courses (or seminars) must be selected from at
least two different divisions. Only one course
counted for gender and sexuality studies may
overlap with the student’s major. With the
approval of the coordinator, students may elect
to write a 1 -credit thesis or pursue an

independent study as a substitute for regular
coursework. Students may also, with the
approval of the coordinator, include in their
program relevant courses offered by Bryn
Mawr and Haverford colleges and the
University of Pennsylvania as well as those
offered by study abroad programs. If the
institution in which the course was offered has a
Women’s Studies or Gender and Sexuality
Studies Program, the proposed course must be
part of that program to be accepted as a gender
and sexuality studies course at Swarthmore.
As of the Class of 2011, all GSST minors and
special majors are required to complete GSST
001: Introduction to Gender and Sexuality
Studies, GSST 020: Theory and Methodology
(preferably in sophomore or junior year); and
GSST 091: Senior Seminar in GSST (in the
spring of senior year).
Honors Minor
Students in the Honors Program may minor in
gender and sexuality studies by completing 6
gender and sexuality studies credits and
completing the written and oral external
examinations at the end of their senior year.
The examination preparation for the honors
minor consists of GSST 091: Seminar in
Gender and Sexuality Studies. I
Special Major
Students preferring more intensive work in
gender and sexuality studies are welcome to
design a special major by consulting with the
program’s coordinator, usually during the
sophomore year. Special majors consist of at
least 1 0 credits and normally no more than 12
credits.
Guidelines fo r Courses Taken Outside
of Swarthmore
Students may elect, with the approval of the
GSST Coordinator, to include in their program
courses in the Feminist and Gender Studies

Gender and Sexuality Studies
Program at Bryn Mawr and Haverford, and in
the Women’s Studies Program at the University
of Pennsylvania. To receive academic credit for
courses on women and gender taken at other
colleges and universities in the U.S., students
must first apply for credit through the
appropriate Swarthmore department, and then
apply to the Gender and Sexuality Studies
Program to have the course included in their
program. If the institution that offers the course
has a Women’s Studies, Gender and Sexuality
Studies Program, or similar program the course
inquestion must be part of that program in
order to be approved as a gender and sexuality
studies course at Swarthmore.

Study Abroad
The Gender and Sexuality Studies Program
grants academic credit for course work relevant
to the academic program taken while studying
abroad. To receive credit, a course must be
preapproved. When the student returns to
campus, the Gender and Sexuality Studies
Coordinator will evaluate the work (syllabus,
exams, papers, and class notes) and assign the
appropriate amount of credit. Students may
apply no more than one credit of work done
abroad to meet their gender and sexuality
studies requirements.

Courses
The program offers the following courses and
seminars:
GSST 001. Introduction to Gender and
Sexuality Studies
This interdisciplinary core course is an
introduction to key concepts, questions, and
analytical tools developed by scholars of
feminist and queer studies in diverse fields.
Students will work in thematically organized
reading groups responsible for developing and
maintaining a Blackboard
mformation/discussion forum and one in-class
presentation.
Required for all GSST minors and special
majors.
■ \-n,u -4,: .. ■. v:. <>,* r, :.
I credit.
Spring 2011. Ward.
GSST 015. Current Topics in Gender and
Sexuality Studies: Theories and
Representations o f Orgasms
This course will examine theories and
representations of orgasm through an
interdisciplinary perspective, analyzing fields
across the natural sciences, the social sciences,
and the humanities. How is orgasm described,
explained, measured, visualized, and
performed? How has the representation of
orgasm shifted historically and why? What do

p. 217

understandings of orgasm illuminate in terms of
how we conceptualize gender, sexuality, and
embodiment?
Topics will include medical and technological
interventions into the orgasmic body, images of
orgasm in popular films and novels, legal
notions of obscenity and its ability to arouse,
and the politics of orgasm, including feminist
and queer interventions.
1 credit.
Fall 2010. Ward.
GSST 020. Theory and Methodology:
Transnational Feminist Theory
(Cross-listed as ENGL 082)
This course introduces perspectives in feminist
theory from domestic U.S. and global contexts
in order to ask: how do the contributions of
women of color in the United States and of
feminist movements in the “Third World”
radically reshape the form and content of
feminist politics? Through critical inquiry into
major texts in transnational feminist studies,
this class dynamically reconceptualizes the
relationship between women and nation;
between gender, sexuality and globalization;
and between feminist theory and practice.
Required for all GSST minors and special
majors.
1 credit.
Fall 2010. Mani.
GSST 091. Seminar in Gender and
Sexuality Studies
This capstone seminar examines how
epistemologies of gender and sexuality are
created across disciplines. By exploring a
variety of social and cultural texts, we will
examine the shifting terrain of feminist and
queer movements. This seminar emphasizes
independent research in order to foreground
how gender and sexuality studies in the 2 1 st
century is redefined through its engagement
with local and global relations of power.
GSST 091 is required of, and normally limited
to, students with minors or special majors in the
Gender and Sexuality Studies Program. GSST
091 must be taken by GSST minors and special
majors in the senior year and cannot be used to
fulfill distribution requirements.
2 credits.
Spring 2011. Martinez.
GSST 092. Thesis
1 credit.
Each semester. Staff.
GSST 093. Directed Readings
1 credit.
Each semester. Staff.

Gender and Sexuality Studies
GSST 192A and GSST 192B. Thesis
For students completing a special major in
honors ( 1 credit must be taken in each semester
of the senior year).
2 credits. Staff.
The following departmental courses have been
approved for credit towards the Gender and
Sexuality Studies Program:
A rt History
ARTH 076. The Body in Contemporary Art
Biology
BIOL 006. History and Critique of Biology
BIOL 093. Directed Reading in Feminist
Critiques of Biology
Dance
DANC 025A. Dance and Diaspora
DANC 028. Politics and Aesthetics of Classical
Indian Dance
DANC 035. Women Choreographers and
Composers
DANC 036. Dancing Identities
DANC 079. Dancing Desire in Bollywood
Economics
ECON 073. Race, Ethnicity, and Gender in
Economics
Education
EDUC 045. Literacies and Social Identities*
EDUC 061. Gender and Education
English Literature
ENGL 009M. Jane Austen, Cultural Critic
ENGL 009P. Women and Popular Culture:
Fiction, Film, and Television
ENGL 023. Renaissance Sexualities
ENGL 024. Witchcraft and Magic
ENGL 033. The Romantic Sublime
ENGL 036. The Age of Austen
ENGL 040B. The 19th-Century Novel
ENGL 048. Contemporary Women’s Poetry
ENGL 071J. Cherchez la femme: The
“Mystery” of Woman in the Mystery Genre
ENGL 071K. Lesbian Novels Since World
W arll
ENGL 077. South Asians in Asian America
ENGL 082. Transnational Feminist Theory
ENGL 091. Feminist Film and Media Studies
ENGL 110. Romanticism
ENGL 112. Women and Literature
Film and Media Studies
FMST 041. Fan Culture*
FMST 046. Queer Media
FMST 081. German Cinema
FMST 091. Feminist Film and Media Studies

p. 218

French
FREN 037. Littératures Francophones
FREN 051. Odd Couplings: Writings and
Readings Across Gender Lines
FREN 056. Ecritures au feminine
FREN 115. Paroles de Femmes
German Studies
GMST 056. Populârliteratur
GMST 108. Wien und Berlin
History
HIST 001C. Sex and Gender in Western
Traditions
HIST 00IK. Engendering Culture
HIST 00IV. Witches, Witchcraft, and Witch
Hunts
HIST 016. Sex, Sin, and Kin in Early Europe
HIST 029. Sexuality and Society in Modem
Europe
HIST 052. The History of Manhood in
America, 1750-1920
HIST 053. Black Women in the Civil Rights
Movement
HIST 054. Women, Society, and Politics
HIST 055. Social Movements in the 20th
Century
HIST 079. Women, Family, and the State in
China
HIST 131. Gender and Sexuality in America
Linguistics
LING 005. Linguistic Underpinnings of Racism
and Bias
Literatures
LITR 015R. East European Prose in Translation
LITR 072SA. The Testimonial Literature of
Latin American Women
LITR 076SA. Latino and Latin American
Sexualities
LITR 077S. The Gender of Latin American
Modernity
LITR 078SA. Seditious Bodies: Latina and
Latin American Transgender Subjectivities
Philosophy
PHIL 045. Futures of Feminism
PHIL 145. Feminist Theory Seminar
Physics
PHYS 029. Seminar on Gender and (Physical)
Science
Political Science
POLS 013. Feminist Political Theory
POLS 031. Difference, Dominance, and the
Struggle for Equality
POLS 032. Gender, Politics,, and Policy in
America

Gender and Sexuality Studies
Religion
RELG 007B. Women and Religion
RELG 009B. Women’s Life in Islam:
Perceptions of Her Body, Sexuality,
Spirituality, and Autonomy
RELG 025B. Black Women and Religion in the
United States
RELG 053. Gender, Sexuality, and the Body in
Islam
RELG 103. Women in Dark Times:
Philosophical and Theological Radicals
RELG 128. Gender and Genesis: A Seminar
Russian
RUSS 015. East European Prose in Translation
RUSS 079. Russian Women Writers
RUSS 111. Tsvetaevá and Mayakovsky
RUSS 112. The Acmeists
Sociology and Anthropology
SOAN 002D. Culture and Gender
SOAN 007C. Sociology Through African
American Women’s Writing
SOAN 010J. War, Sport, and the Construction
of Masculine Identity
SOAN 049B. Comparative Perspectives on the
Body
Spanish
SPAN 066. Escritoras españolas: Una voz
propia
SPAN 070. Género y sexualidad en
Latinoamérica*
*AU papers and projects must focus on gender
and sexuality studies.

p. 219

History

p. 220

STEPHEN P. BENSCH, Professor“
TIMOTHY J. BURKE, Professor
BRUCE DORSEY, Professor and Chair
ROBERT S. DUPLESSIS, Professor
PIETER M. JUDSON, Professor23
LILLIAN M. LI, Professor
MARJORIE MURPHY, Professor
ROBERT E. WEINBERG, Professor“
DIEGO ARMUS, Associate Professor
ALLISON DORSEY, Associate Professor
SHANE MINKIN, Assistant Professor
JEN MOORE, Administrative Assistant
2 Absent on leave, spring 2011.
3 Absent on leave, 2010-2011.

Swarthmore’s History Department gives
students the intellectual and analytical skills to
think critically about the past and the
contemporary world. It is part of a journey of
self-discovery, and crucial to the kind of liberal
arts education offered at Swarthmore, because it
asks students to question critically the
assumptions, values, and principles that guide
them in their daily lives. History encourages us
to have respect for other cultures and peoples.
The study of history is not limited to learning
events, dates, and names. History is a method of
analysis that focuses on the contexts in which
people have lived, worked, and died. Historians
seek to go beyond their descriptive abilities and
to wrestle with the essential questions of “how”
and “why” change occurs over time. They
interpret the past and are in constant dialogue
with what other historians have written about it.
For example, although there may be agreement
that Adolf Hitler became chancellor of
Germany in 1933, historians have debated and
will continue to debate the origins of Nazism,
the rise of Hitler to power, and the causes of
World War II and the Holocaust. Historical
scholarship enables us to not only know what
occurred in the past but also to understand the
thoughts and actions of people living in other
times and places, allowing us to uncover the
continuities and disruptions of patterns that
characterized life before our time.
Each faculty member in the History Department
has a regional focus as well as expertise in a
particular kind of historical inquiry. Some study
social, cultural, and political movements; others
examine the impact of religion or explore the
rise of capitalism. They all share a commitment
to a global and comparative approach to the
study of history and a common pedagogical
concern for promoting a critical understanding
of the past.
Students are encouraged to hone their skills as
historians by using the rich collections of the
Swarthmore College Peace Collection and
Friends Historical Library, both located in

McCabe Library. The Peace Collection is
unparalleled as a depository of antiwar and
disarmament materials, housing the papers of
many leading social activists. The Friends
Library possesses one of the richest collections
of manuscripts and printed source material on
Quaker history. The holdings of other
institutions in the greater Philadelphia area,
such as the Historical Society of Pennsylvania,
the Hagley Museum and Library (Wilmington,
Del.), the Library Company of Philadelphia,
and the American Philosophical Society, are
also accessible to the student-researcher.
Students are eligible to apply for grants that will
enable them to spend a summer conducting
research on a historical topic of their choosing.
In the past, students have used these grants to
immerse themselves in materials found in
libraries and archives around the United States,
Europe, and Latin America, collecting materials
that formed the basis of their senior research
papers. Topics of recent senior theses include
the record industry and Southern music; an
African American community in rural
Pennsylvania; integration of schools in
Charlotte, N.C.; 19th-century baseball and
racial equality; and consumer culture in
Argentina.
With strong analytical, writing, and research
skills, history majors are prepared for a wide
range of occupations and professions.
Swarthmore College history majors can be
found pursuing a broad range of career paths,
ranging from government service to the world
o f medicine, from elementary and high schools
to trade unions and public interest foundations,
from journalism and publishing to consulting,
and from the private to the public sector. Many
find that studying history is excellent
preparation for law school and business. And
others have gone onto graduate school in
history and now teach at universities and
colleges in the United States and overseas.
Students who intend to continue the study of
history after graduation should bear in mind

History
that a reading knowledge of one or two foreign
languages is generally assumed for admission to
graduate school.

Course Offerings and
Prerequisites
Swarthmore’s history curriculum introduces
students to historical methods and the
fundamentals o f historical thinking, research,
and writing. Faculty members expose students
to the contested nature of the discipline,
cultivating the skills historians employ to
understand and interpret the past. Students learn
to assess critically the evidence of the past
through first-hand exposure to primary sources.
They also develop the ability to evaluate the
respective arguments of historians. In all
courses and seminars, the department strives to
involve students in the process of historical
discovery and interpretation, emphasizing that
all historians are engaged in the constant sifting
of old and new evidence.
Courses and seminars offered by the History
Department are integral to most
interdisciplinary programs, such as the Black
Studies Program, the Gender and Sexuality
Studies Program, the Interpretation Theory
Program, the Islamic Studies Program, the Latin
American Studies Program, the Peace and
Conflict Studies Program, and the Public Policy
Program, as well as to the majors in the Asian
Studies Program and the Medieval Studies
Program. Students interested in these programs
should consult the appropriate statements of
requirements and course offerings. In addition,
we encourage students who wish to obtain
teaching certification to major in history. (See
the section on teacher certification for more
information.)
The History Department offers a focus on cities
and history, which includes a colloquium open
to students and faculty. We invite students to
think about focusing their courses on the theme
ofthe history of cities. During the academic
year 2 0 1 0 - 2 0 1 1 , the following courses are part
of this focus: HIST 018: Cities of the Middle
East; HIST 047: The Politics of Education:
Class & Race in Urban America, 19541996;
and HIST 135: Labor and Urban History.
First-Year Seminars
First-year seminars (HIST 001A-001Z; 1
credit) explore specific historical issues or
periods in depth in a seminar setting; they are
open to first-year students only and are limited
12 students. Students who are not admitted to
first-year seminars in the fall will receive
priority for seminars in the spring.
Survey Courses
Survey courses provide broad chronological
coverage of a particular field of history. Survey

p. 221

courses (0 0 2 - 0 1 0 ; 1 credit) are open to all
students without prerequisites and are designed
to offer a general education in the field as well
as provide preparation for a range of upperlevel courses. Although these entry-level
courses vary somewhat in approach, they
normally focus on major issues of
interpretation, the analysis of primary sources,
and historical methodology.
Upper-Division Courses
Upper-division courses (HIST 011-099; 1
credit) are specifically thematic and topical in
nature and do not attempt to provide the broad
coverage that surveys do. They are generally
open to students who have fulfilled one of the
following: ( 1 ) successfully completed one of
the courses numbered 0 0 1 - 0 1 0 ; (2 ) received an
Advanced Placement score of 4 or 5 (or a 6 or 7
IB score) in any area of history; (3) successfully
completed one of the following Classics
courses: 031,032,042, 044,056, or 066; or (4)
received the permission of the instructor.
Exceptions are courses designated “not open to
first-year students” or where specific
prerequisites are stated.
Double-Credit Seminars
Admission to these seminars is selective and
based on an evaluation of the student’s potential
to do independent work and to contribute to
seminar discussions. A minimum grade of B+
in at least two history courses taken at
Swarthmore and a record of active and
informed participation in class discussions are
required of all students entering seminars. In
addition, recommendations from department
faculty members who have taught the student
are solicited.
Sophomores hoping to take history seminars in
their junior and senior years should give special
thought to the seminars that they list in their
sophomore papers. Seminar enrollments are
normally limited to 10. If you are placed in a
seminar at the end of your sophomore year, you
will be one of 1 0 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.

Requirements
The Department of History offers a Course
Major and Minor, Honors Major and Minor,
and several Special Majors.
Major and Minor
Admission to the department as a major or
minor normally requires a B average in at least
two history courses taken at Swarthmore and a
satisfactory standard of work in all courses. In

History
addition, admission to double-credit seminars
and the Honors Program as either a major or
minor requires a B+ average in at least two
Swarthmore history courses, a record of active
and informed participation in class discussions,
and recommendations from History Department
faculty members. Courses in Greek and Roman
history offered by the Classics Department
count toward this prerequisite. Students who
intend to continue the study of history after
graduation should bear in mind that a reading
knowledge of one or two foreign languages is
generally assumed for admission to graduate
school.
All majors in history must take at least 9 credits
in history that fulfill the following
requirements:
1. They complete at least 6 of their 9 credits at
Swarthmore.
2. They take at least one course or seminar at
Swarthmore from each of the following
categories: (a) before 1750 (including CLAS
031,032,042,044,056, and 066) and (b)
outside Europe and the United States,
specifically Africa, Asia, Latin America, and
the Near East. This distribution requirement
encourages students to explore various fields of
history and engage in comparative historical
analysis. Students must use different courses or
seminars to fulfill this requirement. A list o f
these distribution courses is on file in the
department office.
Course Major
In addition to the two points above, course
majors must complete the Senior Research
Seminar (HIST 091) in which students write a
research paper based on primary sources. This
course is only offered during the fall semester.
The department encourages students to suggest
possible research topics in their sophomore
papers and to select topics by the end o f their
junior year.
Course Minor
Complete five (5) history credits at Swarthmore
College (AP, transfer credit, and courses taken
abroad do not count). Two (2) of the five (5)
credits must be from courses above the
introductory level, and one ( 1 ) credit may be in
a history course offered by (he Classics
Department.
Thesis
A student who wishes to write a thesis should
state her or his intention by submitting a
proposal no later than the beginning of the
senior year. The department must approve the
topic before the student can enroll in HIST 092
(Thesis). The thesis should be a work o f about
10,000 to 15,000 words (50-75 pages), and a
brief oral examination will be conducted upon
completion of the thesis. Students wishing to

p. 222

write an honors thesis (HIST 180) should
submit a proposal to the department for
approval by May 1 of their junior year.
Major and Minor in the Honors Program
(External Examination Program)
Seminars are the normal mode of preparation
for students majoring in history in the Honors
Program. Majors in the Honors Program will
complete at least nine (9) total credits. Six (6 )
of these credits will be three (3) double-credit
seminars; Honors Majors must also have a pre1750 course and a non-USA/Europe course.
Honors Majors will revise one (1) paper per
seminar for their portfolio submitted to external
examiners. Revised papers will not be graded
but will be included in the portfolio to provide
examiners a context for the evaluation of the
written examination taken in the spring of the
senior year. Students may substitute Honors
Thesis (HIST 180) for one (1) of their seminars.
The thesis and revised seminar papers are due
by April 29.
Minors in the Honors Program will complete
one ( 1 ) double-credit seminar in addition to
three (3) credits taken at Swarthmore (AP,
transfer credit, and courses taken abroad do not
count; one ( 1 ) approved history course in the
Classics Department may count) and include
one ( 1 ) revised paper from that seminar in their
portfolio. This revised seminar paper is due by
April 29.
Seminars are a collective, collaborative, and
cooperative venture among students and faculty
members designed to promote self-directed
learning. Active participation in seminars is,
therefore, required of all students. Evaluation of
performance in the seminar will be based on the
quality of seminar papers and comments during
seminar discussions, in addition to the written
examination. Because the seminar depends on
the active participation o f all its members, the
department expects students to live up to the
standards of honors. These standards include
attendance at every seminar session, submission
of seminar papers according to the deadline set
by the instructor, reading o f seminar papers
before coming to the seminar, completion of all
reading assignments before the seminar, respect
o f the needs of other students who share the
reserve readings, and eagerness to engage in a
scholarly discussion of the issues raised by the
readings and seminar papers.
Students in seminars take a 3-hour written
examination at the end of each seminar and
receive a grade from the seminar instructor for
their overall performance in the seminar,
including the written examination. Seminar
instructors will not normally assign grades
during the course of the seminar, but they will
meet periodically with students on an individual

History
basis during the course of the semester to
discuss their progress.
The department reminds students that the
responsibility for earning honors rests squarely
on the students’ shoulders and will review on a
regular basis their performance in the program.
¡Failure to live up to the standards outlined
| previously may disqualify students from
continuing in die Honors Program. Students
earn double-credit for seminars and should be
prepared to work at least twice as hard as they
do for single-credit courses.
The revised seminar papers are written in two
stages. During the first stage, students confer
with their seminar instructor about what paper
to prepare for honors and what revisions to plan
for these papers. Seminar instructors will offer
advice on how to improve the papers with
additional readings, structural changes, and
further development of arguments. The second
stage occurs when the student revises the papers
independently. Faculty members are not
expected to read the revised papers at any stage
of the revision process. Each revised paper must
be from 2,500 to 4,000 words and include a
brief bibliography. Students will submit them to
the department office by April 29. Students
who fail to submit their revised papers by the
deadline will not complete the Honors
Program.
The department encourages students to form
their own study groups to prepare for the
external examinations. Although faculty
members may, at their convenience, attend an
occasional study session, students are generally
expected to form and lead the study groups, in
keeping with the department’s belief that
honors is a collaborative, self-learning exercise
that relies on the commitment of students.
Special Major in History and Educational
Studies
Students designing a special major in history
and educational studies must take six courses in
history, including one course in a field other
than the United States or Europe. One o f those
history credits may be an AP or IB credit, or
another Tri-College history course. One of
those history courses must be HIST 091
(fulfilling the senior comprehensive
requirement), or, with permission of both
departments, students can complete a twosemester, two-credit thesis. Students will work
with both an educational studies faculty
member and the HIST 091 instructor to
complete their one-credit senior research paper.

p. 223
language as well as immerse themselves in a
foreign culture and society. To receive
Swarthmore credit for history courses taken
during study abroad, a student must have
departmental preapproval and have taken at
least one history course at Swarthmore
(normally before going abroad). Students who
want to receive credit for a second course taken
abroad must take a second history course at
Swarthmore. Students must receive a grade of C
or higher to receive history credit at
Swarthmore.
The History Department does not grant credit
for any history courses taken at other U.S.
colleges and universities except courses at Bryn
Mawr, Haverford, and the University of
Pennsylvania while a registered Swarthmore
student.

Advanced Placement/
International Baccalaureate
The History Department will grant one (1)
credit to students who have achieved a score of
four (4) or five (5) in the U.S., European, or
World History Advanced Placement
examinations (or a score of six (6 ) or seven (7 )
in the International Baccalaureate
examinations) once they have completed any
history course number HIST 001 to HIST 010
and earned a grade of C or higher. Students who
want credit for a second Advanced
Placement/Intemational Baccalaureate
examination (in a different area of history) must
take a second history course at Swarthmore
(any course number, including CLAS 031,032,
042,044,056, or 066) and earn a grade of C or
higher. TTie History Department will grant up to
two (2) credits for Advanced Placement/
International Baccalaureate work.
A score of four (4) or five (5) for Advanced
Placement (or a score o f six (6 ) or seven (7) for
International Baccalaureate) allows students to
take some upper-division courses in the History
Department.
Advanced Placement/Intemational
Baccalaureate 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.

Language Attachment

Study Abroad

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.

The History Department encourages students to
Pursue the study of history abroad and grants
S * * r such study as appropriate. We believe
that history majors should master a foreign

History majors can complete the requirements
for teacher certification through a program

Teacher Certification

History
approved by the state of Pennsylvania. For
further information about the relevant set of
requirements, contact the Educational Studies
Department or see the Educational Studies
Department website at www.swarthmore.edu/
educationalstudies.xml.

Courses
HIST 001A. First-Year Seminar: The
Barbarian North
The seminar will explore how Germanic and
Celtic societies emerged and solidified their
identities as they came into contact with Roman
institutions and Latin Christendom.
Eligible for MDST credit.
Writing course.
1 credit.
Fall 2010. Bensch.
HIST 001E. First-Year Seminar: The SelfImage o f Latin America: Past, Present,
and Future
Latin America as it was discussed and
perceived by Latin American intellectuals and
political actors vis-à-vis agendas for social,
national, and regional change.
Eligible for LASC credit.
1 credit.
Not offered 2010-2011.
HIST 001F. First-Year Seminar:
“ Foreigners” in the Middle East
This class asks questions about belonging,
exploring the “Others” o f the Middle East. We
will focus on the relationships between
national, ethnic, religious, gender and/or socio­
economic affiliations in creating and
concretizing foreignness and minorities in the
Arab Middle East and today’s Turkey during
the late Ottoman and colonial eras. We will
look at what categorized a community or person
as “foreign,” when and how these categories
changed, and how “foreign” communities and
individuals influenced the changing political,
economic and cultural landscapes of the Middle
East.
Eligible for ISLM credit.
Writing course.
1 credit.
Fall 2010. Minkin.
HIST 001J. First-Year Seminar: A New
History of the Cold War Era
The opening of the former Soviet Union
archives created a firestorm of historical debate
concerning the politics of the Cold War. This
seminar focuses on that debate and the
scholarship introduced into the hotly contested

p. 224
issues of McCarthyism; isolationism and
containment; the Korean War; Truman’s
issuance o f the Loyalty Oath; Eisenhower’s
leadership; the Central Intelligence Agency’s
role in Guatemala, Iran, Cuba, and Nicaragua;
Détente; and Reagan.
Writing course.
1 credit.
Not offered 2010-2011.
HIST 001K. First-Year Seminar:
Engendering Culture
A seminar focused on the way in which
American culture is infused with gender; how
culture is constructed and reconstructed to
replicate gender roles; the iconography of the
industrial worker, gender in WPA art in public
spaces, New York night life, John Wayne
movies and the masculine West; and suffrage in
consumer culture, militarism and pacificism,
jobs, and gender.
Eligible for GSST or INTP credit.
Writing course.
1 credit.
Spring 2011. Murphy.
HIST 001M. First-Year Seminar: History
o f Food in North America
This seminar introduces first year students to
the history of competing food cultures,
agricultural production, trade, marketing, and
animal husbandry, which produced the diet of
the United States in the centuries before the
American Civil War.
1 credit.
Fall 2010. A. Dorsey.
HIST 001Q. First-Year Seminar: Angels
o f Death: Russia Under Lenin and Stalin
This seminar focuses on the history of Russia
from the Revolution of 1917 through the death
of Stalin.
Writing course.
1 credit.
Not offered 2010-2011.
HIST 001R. First-Year Seminar:
Remembering History
Explores the relationship between the creation
of personal and collective memory and the
production of history.
Writing course.
1 credit.
Not offered 2010-2011.
HIST 001S. First-Year Seminar: The
American West
An introduction to the history of the American
West, this course is designed to challenge the

History
myths and legends associated with the role of
the West in the history of the United States.
1 credit.
Not offered 2010-2011.
HIST 001T. First-Year Seminar: Cross
and Crescent: Muslim-Christian
Relations in Historical Perspective
The course will selectively explore the
interaction of Muslim and Christian
communities from the emergence of Islam to
contemporary Bosnia.
Eligible for ISLM or MDST credit.
Writing course.
1 credit.
Not offered 2010-2011.
HIST 001U. First-Year Seminar: The
Making of an Atlantic World
Between the 15th and 19th centuries, the
Atlantic basin was the site of mass migration
and colonization, intense intercultural
exchange, enslavement and emancipation,
rebellion, revolution, and independence. Within
and across imperial, geographic, and socio­
cultural frontiers, diverse populations
restructured long-accepted ideas, identities, and
practices. Using contemporary writings and
images, as well as recent scholarship, this
course examines the hybrid cultures, innovative
societies, and globalizing economic networks
that emerged in this multiethnic new world.
1 credit.
Fall 2010. DuPlessis.
HIST 001V. First-Year Seminar: Witches,
Witchcraft, and Witch-Hunts
Examination of beliefs, doctrines, and practices
from late antiquity through the 18th century.
Eligible for GSST credit.
Writing course.
1 credit.
Not offered 2010-2011.
HIST 001X. First-Year Seminar: Crime
and Punishment in America
From bucket shops to the Sopranos, this course
will focus on America’s fascination with crime.
This course will delve into the economic,
social, and cultural history of the criminal
underworld.
1 credit.
Not offered 2010 - 2 0 1 1 .

HIST 001Y. First-Year Seminar: The
History of the Future
In this seminar, we will trace the history of the

p. 225
idea of “the future,” concentrating on 19th- and
experience.
1 credit.
Spring 2011. Burke.
2 0 th-century

HIST 002A. Medieval Europe
The course will explore the emergence of
Europe from the slow decline of the Roman
world and the intrusion of new Germanic and
Celtic peoples (third to the 15th centuries).
Eligible for MDST credit.
1 credit.
Not offered 2010-2011.
HIST 002B. Early Modern Europe
Using primary sources, art, recent scholarship,
and film, this course explores the origins o f die
modem world in Europe and its colonies
between the 15th and 18th centuries.
1 credit.
Spring 2011. DuPlessis.
HIST 003A. Modern Europe, 1789 to
1918: The Age o f Revolution and
Counterrevolution
A survey that covers the impact of the French
revolution on European politics, society, and
culture during the 19th and early 2 0 th centuries.
1 credit.
Fall 2010. Weinberg.
HIST 003B. Modern Europe, 1890 to the
Present: The Age o f Democracy and
Dictatorship
Major developments in Europe since 1890.
1 credit.
Not offered 2010-2011.
HIST 004. Latin American History
A survey on Latin American history from preColumbian times to the present. It draws on
literature, cinema, newspapers, cartoons, music,
official documents, and historical essays in
order to examine the colonial incorporation of
the region into the Atlantic economy; the
emergence of independent and peripheral
nation-states and their diverse and also
convergent historical paths; gender, class,
ethnic and religious issues; domestic and
international migrations; revolutionary and
reformist agendas of change, and popular and
elite culture.
Eligible for LASC credit.
1 credit.
Spring 2011. Armus.
HIST 005A. The United States to 1877
A thematic survey of American culture and
society from the colonial era through the
American Civil War and Reconstruction.

History
Recommended for teacher certification.
1 credit.
Not offered 2010-2011.
HIST 005B. The United States from 1877
to the Present
American society, culture, and politics from
Reconstruction to the recent past.
Recommended for teacher certification.
1 credit.
Fall 2010. Murphy.
HIST 006A. The Formation o f the Islamic
Near East
This introduction to the history of the Near East
from the seventh to the 15th centuries will
examine the life of Muhammad; the political
dimensions of Islam; and the diversification of
Islamic culture through the law, mysticism,
philosophy, and the religious sciences.
Eligible for ISLM or MDST credit.
1 credit.
Not offered 2010-2011.
HIST 006B. The Modern Middle East
This course surveys the history of the Middle
East with a focus on political and economic
trends. Topics covered include the late Ottoman
Empire, European colonialism, the rise of
nationalism and nation-states, Zionism and the
Arab-Israeli conflict, oil, political Islam and the
role of the U.S. in the region.
Eligible for ISLM credit.
1 credit.
Spring 2011. Minkin.
HIST 007A. African American History,
1619 to 1865
This survey of the social, political, and
economic history of African Americans from
the 1600s to the Civil War focuses on slavery
and resistance, the development of racism, the
slave family (with special emphasis on women),
and the cultural contributions o f people of
African descent.
Eligible for BLST credit.
1 credit.
Fall 2010. A. Dorsey.
HIST 007B. African American History,
1865 to Present
Students study the history of African Americans
from Reconstruction through the present.
Emancipation, industrialization, cultural
identity, and political activism are studied
through monographs, autobiography, and
literature.
Eligible for BLST credit.
1 credit.
Not offered 2010-2011.

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HIST 008A. West Africa in the Era o f the
Slave Trade, 1500 to 1850
This survey course focuses on the origins and
impact of die slave trade on West African
societies and on processes of state formation
and social change within the region during this
era.
Eligible for BLST credit.
1 credit.
Not offered 2010-2011.
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 2 0 th centuries.
Eligible for BLST credit.
1 credit.
Spring 2011. Burke.
HIST 008C. From Leopold to Kabila:
Central Africa’s Bad 20th Century
A survey of central African history from the
coming of Belgian colonial rule to recent
conflicts in the Congo and Rwanda.
1 credit.
Not offered 2010-2011.
HIST 009A. Chinese Civilization
The history of Chinese civilization and culture
from prehistoric times until the early 19th
century, 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 include literature, philosophy,
anthropology, and other historical materials.
Eligible for ASIA credit.
1 credit.
Fall 2010. Li.
HIST 009B. Modern China
The course examines the tumultuous changes in
China from the early 19th century until the
present. Topics include the Opium War, the
treaty ports and imperialism, the Taiping and
Boxer uprisings, the reform movement, the
communist revolution, and the post-Mao era.
Emperors, scholar-officials, rebels, peasants,
Maoists, and intellectuals are the figures in this
tale.
Eligible for ASIA credit.
1 credit.
Spring 2011. Li.

History
HIST 012. Chivalric Society: Knights,
Ladies, and Peasants
The emergence of a new knightly culture in the
1 1 th and 1 2 th centuries will be explored
through the Peace of God, crusades, courtly
love, lordship, and seigneurialism.
Eligible for MDST credit.
1 credit.
Not offered 2010-2011.
HIST 014. Friars, Heretics, and Female
Mystics
An exploration of radical movements of
Christian perfection, evangelical poverty,
heresy, and female mystics that emerged in
Europe from the 11th to the 15th century.
Eligible for MDST credit.
1 credit.
Not offered 2010-2011.
HIST 015. Medieval Towns
The course will explore the emergence of
Western towns from the “post-nuclear” world
of the early Middle Ages to the 15th century.
Were medieval towns the seedbeds of
capitalism?
Eligible for MDST credit.
1 credit.
Not offered 2010-2011.
HIST 016. Sex, Sin, and Kin in Early
Europe
This course will explore the transformation of
attitudes regarding sexuality, kinship,
structures, marriage, and inheritance from Late
Antiquity to the early modem period. The
course will explore two issues. Because
Christianity maintained an ambivalent attitude
towards the perpetuation of the world, how did
it become so involved with sexuality and
marriage? To what extent did it transform or
modify the different traditions inherited from
the Romans and early Germanic and Celtic
peoples?
Eligible for GSST or MDST credit.
I credit.
Fall 2010. Bensch.
HIST 017. Cultural History of the Modern
Middle East
This class explores the connections between
historical narrative and cultural production in
modem Middle Eastern history.
Eligible for ISLM credit. http://www.
swarthmore.edu/cc_islamicstudies.xml
1 credit.
Not offered 2010-2011.

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HIST 018. Cities o f the Middle East
This class asks questions about the evolution of
Middle Eastern cities from the 18th century to
the present. We will investigate these cities
from a variety of angles, including studies of
public and private space, geography, built
environment, the emergence of the “modem”
city, trade and social service networks,
indigenous and foreign migrations and more.
Eligible for ISLM credit.
1 credit.
Fall 2010. Minkin.
HIST 019. The Italian Renaissance
The development of new cultures, societies, and
polities in the city-states of Italy between the
14th and 16th centuries.
1 credit.
Not offered 2010-2011.
HIST 024. Transitions to Capitalism
The complex, protracted, uneven, and contested
emergence of a new economic and social order
in early modem Europe.
1 credit.
Not offered 2010-2011.
HIST 025. Colonialism and Nationalism
in the Modern Middle East
This class will explore the nascent nationalisms
of the Middle East in the late 19th and 20th
centuries under colonial and postcolonial mle.
It uses an historiographical approach to ask
questions about the different experiences o f the
various Middle Eastern states through lenses
such as gender relations, socio-economic
divisions, racial understandings and more. The
class will focus on a series of case studies, such
as Egypt under British mle, Syria under the
French mandate, Palestine under the British
mandate, and/or the Hashemite kingdoms of
Jordan and Iraq.
Eligible for ISLM or PEAC credit.
1 credit.
Spring 2011. Minkin.
HIST 026. History of Modern Egypt.
This class will explore the history of Egypt
from the 18th to 21st centuries. We will both
use and dismpt a chronological history of this
most populous Arab state, asking ourselves how
we can understand what constitutes a “modem”
Egypt. Throughout the semester we will learn
not only about the internal domestic realm of
the state, but also about pan-Arab trends, ArabIsraeli conflict and the United States’ role
within the modem Middle East.
Eligible for ISLM credit.
1 credit.
Spring 2011. Minkin.

History
HIST 028. Nations and Nationalism in
Eastern Europe, 1848 to 1998
The historical and often violent construction of
national communities and self-proclaimed
nation-states out of multi-ethnic communities in
Eastern Europe since the 19th century.
Optional language attachment: German.
Eligible for PEAC credit.
1 credit.
Not offered 2010-2011.
HIST 029. Sexuality and Society in
Modern Europe
The historical constructions of sex and sexual
identities in Western societies since 1700.
Eligible for GSST or INTP credit.
Writing course.
1 credit.
Not offered 2010-2011.
HIST 031. Revolutionary Iconoclasm:
Tearing Down the Old, Building the New
Students undertake a comparative study of
efforts by revolutionaries since 1789 to
transform their societies and cultures.
1 credit.
Not offered 2010-2011.
HIST 032. A History o f Jewish
Nationalisms: History, Religion, and
Politics
This course focuses on the political expression
of Jewish identity since the emergence of
Zionism in the late 19th century.
1 credit.
Not offered 2010-2011.
HIST 034. Anti-Semitism Through the
Ages
This course explores the religious, social,
economic, political, and intellectual roots of
history of anti-Semitism from late antiquity to
the present.
1 credit.
Not offered 2010-2011.
HIST 035. From Emancipation to
Extermination: European Jewry’s
Encounter With Modernity
This course focuses on the fate of European
Jewry from the beginning of emancipation in
the late 18th century to the Holocaust.
Eligible for PEAC credit and toward the social
science or humanities distribution requirements.
1 credit.
Not offered 2010-2011.

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HIST 036. Modern Germany
German politics, society, and culture in the 19th
and 2 0 th centuries.
Optional language attachment: German.
1 credit.
Not offered 2010-2011.
HIST 037. History and Memory:
Perspectives on the Holocaust
This course explores the roots of Nazism, the
implementation of the Final Solution, and the
legacy of the Holocaust through an
interdisciplinary approach relying on primary
sources, historical scholarship, memoirs, music,
painting, and film.
Eligible for PEAC credit.
1 credit.
Not offered 2010-2011.
HIST 038. Russia in the 20th Century
This course focuses on the Bolshevik seizure of
power, the consolidation of communist rule, the
rise of Stalin, de-Stalinization, and the collapse
of the Soviet Union.
1 credit.
Not offered 2010-2011.
HIST 040. Native American History
This course explores the long history of the
indigenous peoples o f the western hemisphere
from the pre-Columbian period to the 19th
century. Changes and continuities in Native
American political organization, social
structure, and cultural expression will be
analyzed using primary sources, images, film,
and recent scholarship. Emphasizing
Amerindian agency, topics to be considered
include socio-cultural diversity and congruence
in the pre-colonial era, varieties of initial
contacts with Europeans, evolving commercial,
religious, and political relations, adaptation and
opposition to colonial expansion, strategies for
communal survival and renewal.
1 credit.
Spring 2011. DuPlessis.
HIST 041. The American Colonies
A history of European colonies in North
America from 1600 to 1760.
1 credit.
Not offered 2010-2011.
HIST 042. The American Revolution
Revolutionary developments in British North
America between 1760 and 1800.
1 credit.
Not offered 2010-2011.

History
HIST 044. American Popular Culture
The history of entertainment and cultural
expression in the United States from early
America to the contemporary era.
1 credit.
HIST 045. The United States Since 1945
Not just the Vietnam War, but also includes
topics such as the Cold War and McCarthyism;
domestic politics from Truman to Clinton;
suburbanization, technological change and mass
society; the New Left and the counterculture;
Civil Rights and Black Power; women’s
liberation; Watergate and the Imperial
Presidency; the revival of the Right; Gulf War;
Iraq.
1 credit.
Not offered 2010-2011.
HIST 046. The American Civil War
The social, cultural, and political history of the
event often called the “second American
Revolution.” This course examines the sectional
I conflict that prompted the Civil War, the
secession crisis, the war years, and
Reconstruction. Thè central themes of
American history emerge - freedom, equality,
I self-determination, racial justice and injustice,
I and economic and class conflict. This course
will also explore the various meanings and
expressions of the Civil War in American
memory and popular culture up to the present.
I I credit.
I Spring 2011. B. Dorsey.

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factory worker in Fall River, Mass., in 1833.
Topics include gender, sexuality,
industrialization, religious revivalism, mental
illness, and popular politics.
Writing course.
1 credit.
Spring 2011. B. Dorsey.
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.
Eligible for PEAC or PPOL credit.
1 credit.
Not offered 2010-2011.
HIST 050. The Making o f the American
Working Class
Work, community, race, and gender are
examined in the context o f class relations in the
United States from early America to the
present.
Eligible for PPOL credit.
1 credit.
Not offered 2010-2011.
HIST 052. History of Manhood in
America
Constructions of masculine identity in America
between the 18th and 2 0 th centuries.
Eligible for GSST credit.
1 credit.
Not offered 2010-2011.

HIST 047. The Politics o f Education;
Class and Race in Urban America, 19541996
This is a research workshop aimed at exploring
the history of educational reform in urban
America. Elements of the course include:
Teachers Unions, African-American
perspectives on educational reform, the
economics and politics of urban life, Black
mayors and school reform, Race riots and
neighborhood dynamics, class relations in
school reform, and the debates over public and
private education. This course is largely based
on original research, historical documents, and
archival material.
1 credit.
Spring 2011. Murphy.

HIST 053. Black Women in the Civil
Rights Movement
This study of black women in the modem civil
rights movement (1945-1975) explores black
women’s experiences in the straggle for equal
rights in mid-2 0 th century.
Eligible for BLST or GSST credit.
1 credit.
Not offered 2010-2011.

HIST 048. Murder in a Mill Town: A
Window on Social Change During the
Early Republic
Explores topics in the social and cultural history
of the United States between the American
Revolution and the Civil War by examining
primary source documents concerning the trial
of a Methodist minister for murdering a female

HIST 055. Social Movements in the 20th
Century
Students will examine large-scale grassroots
movements for social change in the United
States since the 1890s.
Eligible for GSST or PEAC credit.
1 credit.
Fall 2010. Murphy.

HIST 054. Women, Society, and Politics
This course analyzes the history of American
women from the colonial period to the present.
Eligible for GSST or PPOL credit.
1 credit.
Not offered 2010-2011.

History
HIST 056. The Modern American West
1850 to the Present
This mid-level course explores the modem
American West in units which will address the
history of: Native Americans from the 1887
Dawes Act to 1973 Wounded Knee rebellion,
the agricultural and environmental
transformation of the west, the expansion of
federal power and expenditure of federal
resources in the west and lastly, the role of
corporations in guiding the economy and the
politics of the west. The course will also
highlight the diversity of traditions in the West,
including the experiences and contributions of
Asian Americans, Mexican Americans, African
Americans and immigrant populations.
Prerequisite: An introductory history course.
1 credit.
Fall 2010. A. Dorsey.
HIST 059. The Black Freedom Struggle:
From Civil Rights to Hip-Hop
This course is devoted to the study of the black
efforts to achieve political, social and economic
equality within the United States through
protest. Students will investigate the links
between protest efforts in the era of World War
II, the nonviolent and radical phases o f the
modem civil rights movement and the
development of a new culture of protest in the
last quarter of the 20th century. In addition to
studying historical texts, students will analyze
various forms of protest media such as black
radio productions, cartoons, paintings and plays
of 1960s Black Arts Movement, and the poems,
song lyrics, and graphic art of early hip-hop.
This course is not open to first year students.
Eligible for BLST credit.
1 credit.
Spring 2011. A. Dorsey.
HIST 062. History o f Reading
This course examines the historical evolution of
reading, literature, and books from their origins
to the present day, but focuses on the postGutenberg era, after 1450.
1 credit.
Not offered 2010-2011.
HIST 063. Voices o f the Past: Between
Oral History and Memory
An examination of the possibilities and
limitations of oral history in the reconstruction
of the past. After an in-depth discussion of key
works in the field and an initial exposure to
specific methodologies, each student will
develop his/her oral history research project.
1 credit.
Fall 2010. Armus.

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HIST 064. Migrants and Migrations:
Europeans and Asians in Latin America
and Latinos in the United States
The course will explore the interaction between
global forces and local and individual
circumstances in the migration experience. It
will focus on those who emigrated from
Europe, Asia, and the Middle East to Latin
America, and Latin Americans who moved to
the United States and are becoming Latinos.
Eligible for LASC credit.
1 credit.
Not offered 2010-2011.
HIST 065. Past and Present in the
Andean World
This course examines changes and continuities
in the Andean world from pre-Columbian times
to the present.
Eligible for LASC credit.
1 credit.
Not offered 2010-2011.
HIST 066. Disease, Culture, and Society
in the Modern World: Comparative
Perspectives
Examine the ways scholars discuss certain
diseases in specific places and periods. Topics
include public health strategies in colonial and
neocolonial contexts; disease metaphors in
media, cinema, and literature; ideas about
hygiene, segregation and contagion; outbreaks
and the politics of blame; the medicalization of
society; and alternative healing cultures.
Eligible for INTP, LASC, or PPOL credit.
1 credit.
Fall 2010. Armus.
HIST 067. Peripheral Modernities: Latin
American Cities in the 20th Century
An exploration of the socio-cultural, economic,
and political processes that have shaped the
modem experience in Buenos Aires (Argentina)
and Lima (Peru), two peripheral cities with as
many similarities as differences.
Eligible for LASC credit.
1 credit.
Not offered 2010-2011.
HIST 070. History of the Caribbean
Using contemporary documents and images,
film, and recent scholarship, this course
explores common features and distinctive
attributes of West Indian cultures and societies
from the pre-Columbian era to the 20th century.
Among the topics to be examined are
indigenous cultures, European colonization, the
emergence of the plantation system, slavery and
abolition, revolution and independence,
decolonization and post-colonial societies,
dictatorship and democratization, radical

History
challenges to United States regional hegemony,
and changing representations of the Caribbean
and histories.
1 credit.
Spring 2011. DuPlessis.
HIST 075. Modern Japan
A study of the transformation of Japan from a
feudal society to a modem nation-state from the
early 19th to the late 2 0 th centuries.
Eligible for ASIA credit.
1 credit.
Not offered 2010-2011.
HIST 077. Orientalism East and West
From Arabian Nights to Lawrence of Arabia,
from Marco Polo to Madame Butterfly, from
Silk Road explorers to Pearl Buck, Westerners
have held views of Asians that have ranged
from fantastic to demonic. The course will
consider how and why “Orientalists” have
constructed the “Orient.”
Prerequisite: Any history course taken at
Swarthmore or permission of the instructor.
Not open to first-year students.
Eligible for ASIA credit.
1 credit.
Spring 2011. Li.
HIST 078. Beijing and Shanghai: Tale of
Two Cities
The history of China’s two major cities since
the 19th century: Beijing, the imperial and
present-day capital, and Shanghai, China’s most
modem city. The second half of the course is
devoted to writing a research paper using
English-language primary and secondary
sources.
This course is open to all students above the
first year who have met the history prerequisite
or have permission of the instructor. History
majors anticipating HIST 091 or 092 and Asian
studies majors developing thesis topics may
find this to be a useful preparation, but the
course is suitable for all students in history,
urban history, and Asian studies.
Eligible for ASIA credit.
1 credit.
Not offered 2 0 1 0 - 2 0 1 1 .
HIST 079. Women, Family, and the State
in China
This course considers the history of women and
families in Chinese society from the late
imperial period to the present. Topics include
the Confucian family system, marriage and
social status, footbinding, peasant and elite
differences, women’s rights and marriage law,
birth control and the one-child policy.
Eligible for ASIA or GSST credit.

p. 231
Open to all interested students. No
prerequisites.
1 credit.
Fall 2010. Li.
HIST 080. The Whole Enchilada: Debates
in World History
Students will discuss various ongoing scholarly
debates in the field of world history, as well as
the evolution of world history as a genre of
historical writing.
1 credit.
Not offered 2010-2011.
HIST 081. The History of Food in the
Modern Era
This mid-level course explores the
transformation o f the American diet from the
end of the Civil War to the present day.
Students will study industrial developments
including advances in technology relating to
food preservation, the growth of corporations,
increased governmental involvement in
agricultural production and booming
immigration that contributed to the abundance
of American food choices.
1 credit.
Not offered 2010-2011.
HIST 083. What Ifs and Might-HaveBeens: Counterfactual Histories
“What i f ’ histories, attempts to study and
describe possible histories which did not
happen, such as “What if the South had won the
American Civil War?”, are a popular genre of
writing about the past. The course will focus on
debates about and within the writing of
counterfactual histories. Students will be
expected to research and write a substantial
counterfactual study of their own over the
course of the semester.
1 credit.
Spring 2011. Burke.
HIST 086. The Image o f Africa
This course focuses on the representation of
Africa in mass media, official documents, and
other materials from 1500 to the present day.
Students will consider both how European
colonizers depicted and imagined Africa and
Africans and how African-Americans have
imagined and encountered Africa.
Eligible for BLST, FMST, or INTP credit.
1 credit.
Fall 2010. Burke.
HIST 087. Development and Modern
Africa: Historical Perspectives
This course examines the idea and practice of
“development” in the last century of African
life through its intellectual, institutional, and
economic history.

History
Prerequisite: A prior course in the social
sciences.
Eligible for BLST credit.
1 credit.
Not offered 2010-2011.
HIST 089. The Environmental History of
Africa
This course examines African history from an
ecological and environmental perspective.
Eligible for ENVS credit.
1 credit.
Not offered 2010-2011.
HIST 091. Senior Research Seminar
Students write a 25-page paper based on
primary sources.
Required of all course majors.
Writing course.
1 credit.
Fall 2010. Weinberg.
HIST 092. Thesis
A single-credit thesis, available to all majors in
their senior year, on a topic approved by the
department. Students may not register for HIST
092 credit/no credit.
1 credit.
Fall 2010 and spring 2011. Staff.
HIST 093. Directed Reading
Individual or group study in fields of special
interest to the student not dealt with in the
regular course offerings requires the consent of
the department chair and o f the instructor.
HIST 093 may be taken for 0.5 credit as HIST
093A.

Seminars
HIST 111. Christians, Muslims, and Jews
in the Medieval Mediterranean
The course will examine the interchange and
friction among Byzantium, Islam, and Latin
Christendom cultures as the sea passed from
Islamic to Christian control from the 7th to the
14th centuries.
Eligible for MDST credit.
2 credits.
Not offered 2010-2011.
HIST 116. The Italian Renaissance
Topics in the history of Italian Renaissance
states, societies, and cultures between the 14th
and 16th centuries.
2 credits.
Not offered 2010-2011.

p. 232
HIST 117. State and Society in Early
Modern Europe
Comparative analysis of state formation,
economic development, and social change from
the 16th to the 18th centuries.
2 credits.
Not offered 2010-2011.
HIST 122. Revolutionary Europe, 1750 to
1871
Selected topics in the social, economic, and
political history of Europe from the French
Revolution to the Paris Commune will be
considered.
2 credits.
Not offered 2010-2011.
HIST 125. Fascist Europe
This seminar studies European fascism in the
context of societies tom by world war, class
conflict, and economic depression. It focuses on
fascist movements, regimes, and cultural
politics in Italy and Germany, France, and
Romania.
2 credits.
Not offered 2010-2011.
HIST 128. Russia in the 19th and 20th
Centuries
This course focuses on the social, economic,
political, and intellectual forces leading to the
collapse of the autocracy and the rise of Stalin.
Particular attention is devoted to the dilemmas
of change and reform, and the problematic
relationship between state and society.
Writing course.
2 credits.
Fall 2010. Weinberg.
HIST 130. Early America in the Atlantic
World
The “new world” of European and Indian
encounter in the Americas, along with the
African slave trade, British North American
colonies, and the American Revolution.
2 credits.
Fall 2010. B. Dorsey.
HIST 131. Gender and Sexuality in
America
A social and cultural history o f gender and
sexuality in the United States from the early
republic to the present.
Eligible for GSST credit.
2 credits.
Not offered 2010-2011.
HIST 134. U.S. Political and Diplomatic
History II: The Rise of Globalism
Nation building, national identity, and political
ideologies and movements; covers the period

History
from the American Revolution through the rise
of globalism.
Eligible for PEAC credit.
2 credits.
Not offered 2010-2011.
HIST 135. Labor and Urban History
A seminar that focuses on history from the
bottom up, on working-class people as they
build America and struggle to obtain political,
social, and economic justice. Topics include
urbanization and suburbanization,
republicanism and democracy, racism and the
wages of Whiteness, gender and work, class
and community, popular culture, the politics of
consumption, industrialism and the managerial
revolution, and jobs and gender.
2 credits.
Spring 2011. Murphy.
HIST 137. Slavery, 1550 to 1865
This seminar focuses on slavery in the United
States between 1550 and the end of the Civil
War, emphasizing the link between black
enslavement and the development of
democracy, law, and economics. Topics
addressed include the Atlantic slave trade, the
development of the Southern colonies, black
cultural traditions, and slave community.
Eligible for BLST credit.
2 credits.
Spring 2011. A. Dorsey.
HIST 138. Black Urban Communities,
1800 to 2000
This seminar is focused on the study of the
black community in the United States from the
end of the American Revolution to the end of
the 20th century. This course investigates the
linkbetween racial identification and
community formation, the strengths and
weaknesses of the concept of community
solidarity, and the role class and gender play in
challenging group cohesiveness.
Eligible for BLST credit.
2 credits.
Not offered 2010 - 2 0 1 1 .

HIST 140. The Colonial Encounter in
Africa

Students focus on the social, economic, and
cultural dimensions of the colonial era in
modemAfrica.
Eligible for BLST credit.
2 credits.
fall 2010. Burke.
HIST 144.

State and Society in China,
1750 to 2000
This seminar examines the Chinese state and
society in three periods: the mid-Qing (1750-

p. 233
1850), late Qing and Republic (1850-1950),
and the People’s Republic of China (19502000). Topics include: the last emperors, the
bureaucracy and examination system, law,
women and family, local elites, cities and
merchants, popular religion and rebellions,
political reform and revolution.
Eligible for ASIA credit.
2 credits.
Spring 2011. Li.
HIST 148. Issues and Debates in Modern
Latin America
Explores major problems and challenges Latin
American nations have been confronting since
the last third of the 19th century onward. Topics
include the neocolonial condition of the region;
nation- and state-building processes;
urbanization; industrialization; popular and elite
cultures; Latin American modernities; and race,
class, and gender conflicts.
Eligible for LASC credit.
2 credits.
Spring 2011. Annus.
HIST 180. Honors Thesis
credits.
Fall2010andspring2011. Staff.
2

Interpretation Theory

p. 234

Coordinator:

TAMSIN LORRAINE (Philosophy)
Anna Everetts (Administrative Assistant)

Committee:

Jean-Vincent Blanchard (Modem Languages and Literatures, French)
Timothy Burke (History)
Rachel Buurma (English Literature)
Michael Cothren (Art History)
Richard Eldridge (Philosophy)
Sibelan Forrester (Modem Languages and Literatures, Russian)
Cynthia Halpem (Political Science) 3
Braulio Muñoz (Sociology and Anthropology)
Patricia Reilly (Art History)
Robin Wagner-Pacifici (Sociology and Anthropology)
Mark Wallace (Religion)
Patricia White (English Literature)
Philip Weinstein (English Literature)

3 Absent on leave, 2010-2011.

The interdisciplinary minor in interpretation
theory provides students and faculty with a
forum for exploring the nature and politics of
representation. Work done in the program
reaches widely across the disciplines and
reflects a long-standing drive to understand the
world through the constructs of its interpretive
propositions. Students use their programs to
develop a flexible, deeply historical grasp of
what is thought of today as critical and cultural
theory. They also sharpen their skills in critical
reading and intellectual analysis.
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 thenprogram to the coordinator.
Students who minor take a total of six courses
that build on a combination of classic and
current hermeneutic methods. Each year,
graduating seniors enroll in the Capstone
Seminar that provides a structured investigation
into an inherently interdisciplinary problem.
Faculty team-teach the course as a way of
drawing out multi-disciplinary concerns in both
theory and practice.

Requirements and
Recommendations
Minor Requirements
Students complete 6 credits toward the minor.
Three rules guide course selection:
1. Students must complete a 1-credit capstone
seminar, team-taught by two faculty members
from different departments. Students complete
the capstone in the spring of senior year.
2. The remaining courses are elective but must
draw on at least 3 different departments. At

least 4 of the 6 interpretation theory credits
must be outside the major.
3. A minimum B average is required for all
minors in their junior and senior years.
Honors Minor
All students participating in the Honors
Program are invited to define a minor in
interpretation theory. Students must complete
one preparation for external examination. This
2 -credit preparation can be the seminar and a
reading attachment or a thesis, a combination of
two courses in different departments, a 2 -credit
thesis, or a combination of a thesis and a
course. Any thesis must be multidisciplinary.
The proposed preparation must be approved by
the Interpretation Theory Committee. Honors
minors must meet all other requirements of the
interdisciplinary minor in course.

Courses
Currently offered courses relevant to the
program include the following:
INTP 090. Directed Reading
1 credit.
Each semester. Staff.
INTP 091. Capstone Seminar: The
Classical in A rt and Literature
Layers of representation, interpretation, and
theoretical frameworks filter our view of GrecoRoman antiquity, and continually reconfigure
the meaning of the “classical.” This seminar
will examine the histories, texts, and works ot
art through which the classical tradition
continues to anchor, undermine, legitimize,
modernize, or mythologize art and literature.
We will consider the ways that the history ana
theory of art, translations, opera, dance,
feminism, psychoanalysis, anthropology,
philosophy, and literature have employed ana

Interpretation Theory
reshaped Greco-Roman texts, subject matter,
and aesthetic structures. Topics and authors will
include: Greek mythology in contemporary art
and fiction, the figure of Oedipus (Sophocles,
Freud, Girard, Stravinsky, Pasolini), classicism
in the history of art and architecture
(Michelangelo, Palladio, Jacques-Louis David,
Thomas Jefferson, Picasso), constructions of
the classical as western vs. eastern,
postmodernism and the classics (Irigary,
Foucault, Derrida), and classical myth in opera
(Gluck, Strauss).
1 credit.
Spring 2011. Ledbetter, Reilly.
INTP 092. Thesis
2 credits.
Each semester. Staff.
Art History
ARTH 166. Avant-Gardes in History, Theory,
and Practice (Mileaf)
I ARTH 168. Dada and Surrealism (Mileaf)
Biology

BIOL 006. History and Critique of Biology
| (Gilbert)
Classics

CLAS 036. Classical Mythology (Beck,
Munson)
English

ENGL 073. Modernism: Theory and Fiction
(Weinstein)
ENGL 080. Critical and Cultural Theory
(White)
ENGL 081. Theory of the Novel (Buurma)
ENGL 082.Transnational Feminist Theory
(Mani)
ENGL 091. Feminist Film and Media Studies
(White)
ENGL 115. Modem Comparative Literature
(Weinstein) (counts toward INTP in the spring
only)
ENGL 120. Critical and Cultural Theory
(White)
:
'
Film and Media Studies
FMST 046. Queer Media (White)
| FMST 087. American Narrative Cinema
(White)
FMST 091. Feminist Film and Media Studies
|(White)
FMST 092. Film Theory and Culture (White)
French

FREN044. Tyrants and Revolutionaries
(Blanchard)

FREN051. Odd Couplings: Writing and
Reading Across Gender Lines (Moskos)

p. 235
FREN 056. Ecritures au féminin (RiceMaximin)
FREN 079. Scandal in the Ink: Queer
Traditions in French Literature (Moskos)
FREN 116. La critique littéraire (Blanchard)
History
HIST 001K. Engendering Culture (Murphy)
HIST 029. Sexuality and Society in Modem
Europe (Judson)
HIST 066. Disease, Culture, and Society in the
Modem World (Armus)
HIST 086. The Image of Africa (Burke)
HIST 088. Social History of Consumption
(Burke)
Literatures
LITR 07IF. French Cultural and Critical
Theory (Blanchard)
LITR 076S. Latino and Latin American
Sexualities (Martinez)
Philosophy
PHIL 016. Philosophy of Religion (Berger)
PHIL 017. Aesthetics (Eldridge)
PHIL 019. Philosophy of Literature (Eldridge)
PHIL 026. Language and Meaning (Eldridge)
PHIL 039. Existentialism (Lorraine)
PHIL 045. Futures of Feminism (Lorraine)
PHIL 048. German Romanticism (Eldridge)
PHIL 049. Marx, Nietzsche, and Freud
(Lorraine)
PHIL 079. Poststructuralism (Lorraine)
PHIL 106. Aesthetics and Theory of Criticism
(Eldridge)
PHIL 114. 19th-Century Philosophy (Eldridge)
PHIL 139. Phenomenology, Existentialism, and
Poststructuralism (Lorraine)
PHIL 145. Feminist Theory Seminar (Lorraine)
Physics
PHYS 029. Seminar on Gender and (Physical)
Science (Bug)
Political Science
POLS Oil. Ancient Political Theory(Halpem)
POLS 012. Modem Political Theory (Berger)
POLS 013. Political Psychology and Moral
Engagement (Berger)
POLS 039. Marx, Nietzsche, Freud (Lorraine)
POLS 100. Ancient Political Theory (Halpem)
POLS 101. Modem Political Theory (Halpem)
Religion
RELG 004. New Testament and Early
Christianity (Wallace)
RELG 005. Introduction to Christianity
(Wallace)

Interpretation Theory
RELG 015B. Philosophy of Religion (Wallace)
RELG 112. Post-modern Religious Thought
(Wallace)
Russian
RUSS 047. Russian Fairy Tales (Forrester)
RUSS 070. Translation Workshop (Forrester)
RUSS 079. Russian Women Writers (Forrester)
Sociology and Anthropology
SOAN 006B. Symbols and Society (WagnerPacifici)
SOAN 026B. Discourse Analysis (WagnerPacifici)
SOAN 026C. Power, Authority, and Conflict
(Wagner-Pacifici)
SOAN 033C. Political Cultures of Africa
(Hultin)
SOAN 044B. Colloquium: Art and Society
(Muñoz)
SOAN 044D. Colloquium: Critical Social
Theory (Muñoz)
SOAN 044E. Colloquium: Modem Social
Theory (Muñoz)
SOAN 046B. Social Inequality (WagnerPacifici)
SOAN 049B. Comparative Perspectives on the
Body (Ghannam)
SOAN 056B. Standoffs, Breakdowns, and
Surrenders (Wagner-Pacifici)
SOAN 101. Critical Modem Social Theory
(Muñoz)
SOAN 111. Human Rights and Social Theory
(Hultin)
SOAN 114. Political Sociology (WagnerPacifici)
Spanish
SPAN 051. Textos híbridos: crónicas
periodísticas y novellas de no-ficción
(Martinez)
SPAN 068. Seducciones literarias/traiciones
filmicas (Martinez)

Note: This list is revised annually; any courses
attached to the program at the time taken will
be counted. For the most up-to-date, semesterby-semester list of courses, please consult the
program website at
www.swarthmore.edu/intp.xml.
Other courses may be considered on petition to
the Interpretation Theory Committee. These
may include relevant courses offered at Bryn
Mawr and Haverford colleges and the
University of Pennsylvania.

p. 236

Islamic Studies

p. 237

Coordinator:

TARIQ al -JAMIL (Religion)
Anita Pace (Administrative Assistant)

Committee:

Stephen Bensch (History) 2
Farha Ghannam (Sociology and Anthropology) 3
Steven Hopkins (Religion)
Shane Minkin (History)

2Absent on leave, spring 2011.
5Absent on leave,*2010-2011.

Swarthmore’s interdisciplinary Islamic Studies
Program focuses on the diverse range o f lived
experiences and textual traditions of Muslims as
they are articulated in various countries and
regions throughout the world. It draws on a
variety of fields, including religion, sociology
andanthropology, history, and Arabic language
andliterature to shed light on the multiple
expressions of Islam as a religious tradition, the
role of Islamic civilization as a force in global
history, and the importance of Islamic
discourses in the contemporary world. The
Islamic Studies Program serves a crucial
function in the liberal arts curriculum by
providing a framework for students to develop a
meaningful understanding of the multiple ways
inwhich Islam has shaped human experience
bothpast and present.

Requirements and
Recommendations
Course Minor
Students interested in Islamic studies are invited
toconsult with members of the Islamic Studies
Committee before developing a proposal for a
minor. The proposal should outline and
establish how a minor in Islamic studies relates
tothe student’s overall program of
undergraduate study and should provide a list of
thecourses to be taken. The minor is open to
students of all divisions.
Students will be admitted to the minor after
having completed at least two Islamic studies
courses at Swarthmore in different departments
withgrades of B or better.
All students must take a minimum of 5 Islamic
Studies Program credits to complete the
following requirements:
1; These 5 courses must cross at least 3
different academic departments.
2. Only 1 of the total 5 credits required by the
Islamic studies minor may overlap with the
student’s major.
T Students must successfully complete Arabic
W (and its prerequisites) or the equivalent.
Inis requirement is waived for native speakers
° Arubic and for students who demonstrate
sufficient competence by passing an

equivalency exam. Alternate fulfillment of the
language requirement may also be approved by
the Islamic Studies Committee if a student
demonstrates competence in another language
that is relevant to the study of a Muslim society
and is directly related to the student’s academic
program. Only Arabic courses beginning at the
level of Arabic 004B or its equivalent will
count toward the total 5 credits in Islamic
studies required for the minor.
4. Students must complete a 1-credit thesis that
will count toward the minimum of 5 credits
required for the interdisciplinary minor. The
thesis must be supervised by a member o f the
Islamic Studies Program faculty. Students
normally enroll for the thesis (ISLM 096) in the
fall semester of the senior year.
To supplement classes offered at Swarthmore,
students are encouraged to explore and take
classes at other nearby colleges, especially Bryn
Mawr, Haverford, and the University of
Pennsylvania.
Honors Minor
To complete an Honors minor in Islamic
studies, a student must have completed all the
course requirements for the interdisciplinary
minor. Students are encouraged to take a 2credit honors seminar in an Islamic studies
topic in either their junior or senior year.
Honors students are required to complete a 2credit thesis under program supervision that
will count toward the minimum of 5 credits
required for the interdisciplinary minor. The
Honors examination will address the 2-credit
thesis.
Special Major
Students are invited to consider a Special Major
in Islamic studies in consultation with members
o f the Islamic Studies Committee. The proposal
should include the above requirements and
should provide a list of the courses to be taken.

Courses
ISLM 096. Thesis
1 credit.
Staff.

Islamic Studies
ISLM 180. Honors Thesis
credits.
Staff.
Courses currently offered in Islamic studies (see
catalog sections for individual departments to
determine specific offerings in 2 0 1 0 - 2 0 1 1 ):

2

A rt History
ARTH 043. Islam and the West: Architectural
Cross-currents from the Middle Ages to the
2 1 st century
Dance
DANC 046. Dance Technique: Kathak
History
HIST 001F. “Foreigners” in the Middle East
(First-Year Seminar)
HIST 00IT. Cross and Crescent: MuslimChristian Relations in Historical Perspective
(First-Year Seminar)
HIST 006A. Formation of the Islamic Near East
HIST 006B. The Modem Middle East
HIST 017. Cultural History of the Modem
Middle East
HIST 018. Cities of the Middle East
HIST 025. Colonialism and Nationalism in the
Arab Middle East
HIST 026. History of Modem Egypt
Modern Languages and Literatures,
Arabic
ARAB 004. Intermediate Modem Standard
Arabic II
ARAB 011. Advanced Arabic I
ARAB 012. Advanced Arabic II
ARAB 013A. Foreign Language Teaching and
Pedagogy
ARAB 027. Writing Women in Modem Arabic
Fiction
ARAB 045. Contemporary Thought in the
Arabic World
Modern Languages and Literatures,
French
FREN 045B. Le monde francophone: France
and the Maghreb: Postcolonial Writing in a
Transnational Context
Religion
RELG 001B. First-Year Seminar: Salient Issues
in Islam
RELG 008B. The Qur’an and Its Interpreters
RELG 009B. Women’s Life in Islam:
Perceptions of Her Body, Sexuality,
Spirituality, and Autonomy
RELG 01 IB. The Religion of Islam: The
Islamic Humanities

p. 238
RELG 013. The History, Religion, and Culture
of India II: Muslim, Hindu, Sikh, and Dalit in
North Africa
RELG 053. Gender, Sexuality, and the Body in
Islamic Discourses
RELG 054. Power and Authority in Modem
Islam
RELG 100. Holy War, Martyrdom, and Suicide
in Christianity, Judaism, and Islam
RELG 119. Islamic Law and Society
Sociology and Anthropology
SOAN 009C. Cultures o f the Middle East
SOAN 123. Culture, Power, Islam

Latin American Studies

p. 239

Coordinator:

DIEGO ARMUS (History)
Anna Everetts (Administrative Assistant)

Committee:

Aurora Camacho de Schmidt (Modem Languages and Literatures, Spanish)
Jose Luis Machado (Biology)
Luciano Martinez (Modem Languages and Literatures, Spanish)
Braulio Muñoz (Sociology and Anthropology)
Kenneth Sharpe (Political Science)

Swarthmore’s Latin American Studies Program
explores the rich diversity—as well as the
similarities—among and within Latin American
countries and cultures. Participants in the
program engage with a variety of disciplines to
consider what defines “Latin America.” Spoken
language, literature, pre-colonial, colonial and
modem history, native and immigrant
experiences, politics, socioeconomic conditions,
religion, social structures, architecture, and
political borders are all considered in this farranging and inclusive course of study.

Requirements and
Recommendations
Interdisciplinary Minor
Students in any major may add a minor in Latin
American studies or, with the support of faculty
mentors students may design a special major in
the field. Courses from anthropology, art
history, history, modem languages and
literatures, political science, religion, and
sociology contribute to this lively
interdisciplinary program. Diverse topics such
ascontemporary social movements; children’s
literature; the past and present of cities;
international migrations; politics, gender and
sexualities; and disease and public health are
considered in coursework relevant to the
program. Other courses focus attention on the
historical and contemporary immigration
experiences of Latin Americans in the U.S. as
well as the making of Latino communities.
Students may also take Spanish-language
courses that include interpretations of the
narrative visions of writers such as Jorge Luis
Borges and Carlos Fuentes.
All students must complete the following
requirements:
language. The Latin American Studies
Programrequires the successful completion of
SPAN004 or its equivalent. This requirement is
waived for native speakers of Spanish or
Portuguese and for students who demonstrate
sufficient competence in either one of these
languages. Latin American studies credit is not
offered for language courses.
Courses. Students must take a minimum o f 5
credits in Latin American studies, which may
include approved courses and seminars
(counting as one credit for Latin American

studies). These five credits must span the two
divisions (Humanities and Social Sciences). To
give students a basic introduction to Latin
America, all students are expected to take either
HIST 004: Introduction to Latin American
History or SPAN 010: En busca de
Latinoamérica. Only one introductory course
(HIST 004 or SPAN 010) may count toward
fulfillment of the 5-course requirement. O f the
total 5 credits required by the Latin American
studies minor, only 1 course may overlap with a
student’s major or other minor.
Study abroad. Students are required to spend a
minimum of one semester abroad in a program
approved by both the Latin American Studies
Program and the Off-Campus Study Office. The
experience of living and studying abroad in any
Spanish or Portuguese-speaking country is
strongly encouraged by Latin American studies
faculty. By extending learning beyond the
traditional classroom, students have distinctive
opportunities for enriching intellectual
experiences and unique opportunities for
personal growth. Swarthmore College hosts a
study abroad program in Buenos Aires,
Argentina. Students are also welcome to choose
from a selection of approved programs
Available in other locations throughout Latin
America.
Study abroad must be pursued in Spanish or
Portuguese. This requirement may be waived
for students who have lived and studied in Latin
America for a number of years, but they must
apply for this waiver at the time of being
considered for the minor In order to receive
Latin American studies credit for courses taken
abroad, they must have a Latin American focus.
Students can transfer 2 courses taken abroad
with the approval of the Latin American studies
coordinator. Course pre-approval is strongly
recommended. Language courses are not
eligible for credit.
Only in exceptional cases, with the support of a
faculty member and approval of the Latin
American Studies Committee, will a semester’s
internship or a community-service project in
Latin America fulfill the requirement for study
abroad.
Honors Minor
To complete an honors minor in Latin
American studies, students must have

Latin American Studies

p. 240

completed all requirements for the
interdisciplinary minor. From within these
offerings, they may select for outside
examination a seminar taken to fulfill the
interdisciplinary minor’s requirements.
However, the chosen seminar may not be an
offering within their major department. Note:
Seminars only count as one credit.

LITR 076S. Latino and Latin American
Sexualities
LITR 077S. The Gender of Latin American
Modernity
LITR 078S. Seditious Bodies: Latina and Latin
American Transgender Subjectivities
LITR 079S. The New Latin American Cinema

Special Major
Students preferring more intensive work in
Latin American studies are welcome to design a
special major by consulting with the program’s
coordinator during the sophomore year. Special
majors consist of at least 1 0 credits and
normally no more than 1 2 credits.

Music
MUSI 031. Musics of Central and South
American and the Caribbean

Courses

Religion
RELG 109. Afro-Atlantic Religions

The following courses may be counted toward a
minor or special major in Latin American
studies:
A rt History
ARTH 024. Architectures of Mexico
History
HIST 001E. First-Year Seminar: The SelfImage of Latin America: Past, Present, and
Future
HIST 004. Latin American History
HIST 051. Race and Poverty in the United
States
HIST 063. Voices of the Past: Oral History and
Memory
HIST 064. Migrants and Migrations: Europeans
in Latin America and Latinos in the U.S.
HIST 065. Past and Present in the Andean
World
HIST 066. Disease, Culture, and Society in the
Modem World: Comparative Perspectives
HIST 067. Peripheral Modernities: Latin
American Cities in the 20th Century
HIST 148. Issues and Debates in Modem Latin
America
Linguistics
LING 021. Language, Race, and Identities in
the USA
Literatures
LITR 015S. Children in Latin American
Literature (first-year seminar)
LITR 057S. The Persistent Power of Central
American Literature
LITR 070S. The Persistent Power of Central
American Literature
LITR 07IS. Latin American Society Through
Its Novel
LITR 072S. The Testimonial Literature of Latin
American Women

Political Science
POLS 057. Latin American Politics
POLS 109. Comparative Politics: Latin
America

Sociology and Anthropology
SOAN 002C. Introduction to Latinos in the
United States
SOAN 02IK. Language, Race, and Identities in
the USA
SOAN 022D. Latin American Urbanization
SOAN 022G. Social Movements in Latin
America
SOAN 024B. Latin American Society and
Culture
SOAN 024C. Latin American Society Through
Its Novel
SOAN 124. The Americas: Cultural Politics
and Social Movements
Spanish
SPAN 010. En busca de Latinoamérica (writing
course)
SPAN 023. Introducción a la literatura
latinoamericana (writing course)
SPAN 050. Objetos del deseo en el Caribe
hispano
SPAN 055. El cine mexicano y la identidad
nacional
SPAN 070. Género y sexualidad en
Latinoamérica
SPAN 072. Seducciones literarias—traiciones
filmicas
SPAN 073. El cuento latinoamericano
SPAN 075. El relato policial latinoamericano
SPAN 076. La novela latinoamericana
SPAN 077. Desaparecidos: literatura, cine y
dictadura
SPAN 081. Movimientos sociales y literatura
en México
SPAN 082. A Century of Song: Contemporary
Latin American Poetry
SPAN 083. El tirano latinoamericano en la
literatura

Latin American Studies
SPAN 084. Los niños en la literatura
latinoamericana
SPAN 085. La Edad del Tiempo: La obra de
Carlos Fuentes
SPAN 106. Visiones narrativas de Carlos
Fuentes
SPAN 108. Jorge Luis Borges
SPAN 109. Elena Poniatowska la hija de
México
SPAN 110. Política y póetica: los mundos de
Pablo Neruda, Octavio Paz y Ernesto Cardenal

p. 241

Linguistics

p. 242

THEODORE B. FERNALD, Professor
DONNA JO NAPOLI, Professor2
K. DAVID HARRISON, Associate Professor and Chair
•
JASON KANDYBOWICZ, Assistant Professor (Tri-College)
NATHAN SANDERS, Visiting Assistant Professor
AARON J. DINKIN, Visiting Assistant Professor (part time) & Phonetics Lab Coordinator
SHELLEY DEPAUL, Instructor
... . '
DOREEN KELLEY, Instructor
DOROTHY KUNZIG, Administrative Assistant
;, „ .vot tdAS
2 Absent on leave, spring 2011.

<
L
I
t

e

The discipline of linguistics is the study of
language. On the most general level, it deals
with the internal structure of language, the
history of the development of language, the
information language can give us about th e '
human mind, and the roles language plays in
influencing the entire spectrum o f human
activity.
The relevance of linguistics to the fields of
anthropology, cognitive science, language
study, philosophy, psychology, and sociology
has been recognized for a long time.
It is an increasingly valuable tool in literary
analysis and is fundamental to an understanding
of communication skills. 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
many types. Language is both the principal
medium that human beings use to communicate
with each other and the bond that links people
together and binds them to their culture. The
study of language is the study of the very fabric
of our humanity.
Two majors are offered in the Course Program
administered through the Linguistics
Department. These are linguistics (LING) and
the special major in linguistics and languages
(LL).
Two honors majors are administered through
the Linguistics Department: LING and the
special honors major LL.
All LING and LL majors (honors or course)
must take one course or seminar from each of
the following three lists:
1. Sounds: LING 045
2. Forms: LING 050
3. Meanings: LING 026,040, and 116
All LING and LL majors (honors or course)
must take the structure of a non-Indo-European
language (such as LING 061,062,064 or 065).

All LING and LL majors (honors or course)
^
must write a thesis in the fall of the senior year.
^
For course students, this course is LING 100.
For honors students, this course is LING 195.
Students are encouraged to study abroad, and
all departmentally approved courses taken in
linguistics abroad can be used to fulfill
^
requirements for the major or minor.
We also call your attention to additional
\
offerings in the tricollege system, such as
| j
Computational Linguistics (BMC),
j
Psycholinguistics (HC), and Structure of
^
Chinese (HC). Such courses are often approved
for requirements for the major or minor.
^

Requirements

“

ai

bi

Linguistics (Honors and Course)
This major consists of 8 credits in linguistics,
where the student may or may not choose to
count LING 001 as part o f the major.

Linguistics and Languages (Honors and ii
Course)
p p:
The student may combine the study of
gi
linguistics with the serious study of two foreign I Ll
languages. The languages can be modem or
w
ancient. For this major, precisely 6 credits in
re
linguistics and 3 credits in each of the two
T|
languages, for a total of 1 2 credits, are required, th
For a modem language taught by the
®
Department of Modem Languages and
Literatures, there must be one composition and
diction course (typically numbered 004 or
above) and two other courses (typically
^
numbered Oil or above) or a seminar.
, .
For a classical language taught by the Classics
^
Department, there must be one intermediatelevel course (numbered 011-014) and one
^
seminar.
‘
"
.
res
Some work in each foreign language included j 0f
in the major must be done in the student’s
wii
junior or senior year. Work on the thesis can
satisfy this requirement.
*
If one or both of the foreign languages is
j °
modem, the student must study abroad for at
j
least one semester in an area appropriate for one
of the foreign languages.

Linguistics

p. 243

Students at Bryn Mawr College or
Haverford College
Any student from the tricollege community is
welcome to major in linguistics. Haverford and
Biyn Mawr students need only talk with their
home campus dean and the chair of linguistics
at Swarthmore College to arrange a major plan.
Students from Haverford and Bryn Mawr can
also do honors in linguistics. The honors
portfolio and its preparation are identical to
those for Swarthmore honors students, except
that the examiners will be internal rather than
external., .

requirements are normally satisfied with the
following:
1. Theory: LING 040,045, and 050 plus any 2
other credits in linguistics.
2. Phonology/Morphology: LING 043,045, and
025 or 044 or 052 plus any 2 other credits in
linguistics.
3. Syntax/Semantics: LING 040,043, and 050
plus any 2 other credits in linguistics.
4. Individualized: The student may choose five
courses in linguistics and provide justification
as to why they form a coherent minor.

Linguistics Honors Major Portfolio
The thesis and two research papers will
constitute the portfolio for honors.
The thesis may be on any topic in linguistics
and need not be related to coursework. It will be
written in fall of the senior year in LING 195.
Work may be Collaborative with at most one
other student at the discretion of the faculty.
The examination will consist of a 1-hour
discussion with the external reader.
The research papers will be on topics selected
froma list prepared by the external readers and
will be on core areas of linguistics and directly
related to coursework the student has taken. The
areas will be selected from any combination or
blend of the following: phonetics, phonology,
morphology, syntax, semantics, and historical
linguistics.
The student will prepare for these research
papers by taking at least 4 credits of coursework
(2credits in each of the research paper areas).
The students will work independently on these
papers, without collaboration and faculty
guidance in the spring of the senior year in
TING 199 (SHS) for 1 credit. The examination
will consist of a 30-minute discussion with the
reader for each paper.
The Linguistics Program puts no restrictions on
the minors that can be combined with this
major.

Honors Minor Portfolio
Students doing a double major who do a course
major in linguistics may count linguistics for
the minor in the Honors Program. In that case,
the portfolio for honors will consist of a 2 -credit
thesis written in fall of the senior year in LING
195.
For all other students, a single research paper
will constitute the portfolio for honors. This
research paper will have the same topics and
guidelines for preparation and examination as
the research papers described earlier for the
majors. In addition, honors minors doing a
research project must take LING 199 (SHS) in
the spring of the senior year for 0.5 credit,
which is beyond the 5 credits required for all
minors.
The Linguistics Program puts no restrictions on
the majors that can be combined with this
minor.

Linguistics and Languages Special
Honors Major Portfolio
Theportfolio for this special major will consist
ma 2 -credit thesis and three research papers
that follow the same guidelines as those noted
®der the honors major in linguistics, with the
proviso that one of the relevant language
departments will administer one of those
research papers. The examination will consist
ofa single 90- to 120-minute panel discussion
with all four external readers.
Minors (Honors or Course)
our minors are administered through the
mguistics Department, each of which can be
one in the course or the Honors programs. The

Courses
LING 001. Introduction to Language and
Linguistics
Introduction to the study and analysis of human
language, including sound systems, lexical
systems, the formation of phrases and
sentences, and meaning, both in modem and
ancient languages and with respect to how
languages change over time. Other topics that
may be covered include first-language
acquisition, sign languages, poetic metrics, the
relation between language and the brain, and
sociological effects on language.
Writing course.
1 credit.
Fall 2010. Kandybowicz. Spring 2011. Femald.
LING 004. First-Year Seminar: American
Indian Languages
At least 300 languages were spoken in North
America before the first contact occurred with
Europeans. Most of the surviving languages are
on the verge of extinction. Students will learn
about language patterns and characteristics of
language families, including grammatical
classification systems, animacy effects on

Linguistics
sentence structure, verbs that incorporate other
words, and evidential. Topics include how
languages in contact affect each other, issues of
sociolinguistic identity, language endangerment
and revitalization efforts, and matters of secrecy
and cultural theft.
1 credit.
Fall 2010. Femald.
LING 006. First-Year Seminar: Language
and Deafness
This course will look at many issues connected
to language and people with hearing loss in the
United States, with some comparisons to other
countries. We will consider linguistic matters in
the structure of American Sign Language (ASL)
as well as societal matters affecting users of
ASL, including literacy and civil rights. A onehour language drill outside of class is required.
All students are welcome to do a community
service credit in LING 095.
1 credit.
Not offered 2010-2011.
LING 007. Hebrew fo r Text Study I
(See RELG 057)
This course counts for distribution in
humanities under the religion rubric and in
social sciences under the linguistics rubric.
1 credit
Fall 2010. Plotkin.
LING 008A. Russian Phonetics
(See RUSS 008A)
0.5 credit.
Spring 2011. Moskala-Gallaher.
LING 010. Hebrew fo r Text Study II
(See RELG 059)
1 credit.
Spring 2011. Plotkin.
LING 014. Old English/History of the
Language
(See ENGL 014)
This course counts for distribution in
humanities under the English rubric and in
social sciences under the linguistics rubric.
1 credit.
Spring 2011. Williamson.
LING 015. Introduction to the Lenape
Language
Students will gain a working knowledge of the
structure of the Lenape Language. The course
covers conversation, grammar, and usage, as
well as discussion of the conceptual elements
inherent in this Algonquian language. Topics

p. 244
will include some elements of Lenape culture,
songs in the language, and discussion of the
current status of Lenape as an endangered
language.
1 credit.
Fall 2010. DePaul
LING 016. History of the Russian
Language
(See RUSS 016)
This course counts for distribution in
humanities under the Russian rubric and in
social sciences under the linguistics rubric.
1 credit.
Not offered 2010-2011.
LING 019. Lenape Language Study
Students will work on advanced elements of the
Lenape Language, such as analyzing and
rewriting text samples according to current
spelling conventions, providing phonetic
renditions of vocabulary and text, writing and
speaking original works, and developing
projects and resources in the language. Students
will also have the opportunity to volunteer for
fieldwork teaching the language in the Lenape
community. Topics for discussion will include
elements of Lenape culture, herbology, and the
current status of the Lenape people today.
Prerequisite: Introduction to the Lenape
Language.
1 credit.
Spring 2011. DePaul.
LING 020. Computational Linguistics:
Natural Language Processing
(See CPSC 065)
Prerequisites: CPSC 035 (or the equivalent).
1 credit.
Fall 2010. Wicentowski.
LING 024. Discourse Analysis
(See SOAN 026B)
1 credit.
Spring 2011. Wagner-Pacifici.
LING 025. Language, Culture, and
Society
(Cross-listed as SOAN 040B)
This course is an introduction to
sociolinguistics and the study of language
variation and change, with a focus on variation
in North American English. Topics to be
examined include the following: How do social
factors such as age, gender, ethnicity, and
socioeconomic class influence the way people
use language? How do individual speakers use
language differently in different situations?
How do regional dialects differ from each other,
and why? How does language change spread
within a community and between communities.

Linguistics
In learning the answers to these questions,
students will carry out sociolinguistic field
projects to collect and analyze data from reallife speech.
1 credit.
Fall 2010. Dinkin.
LING 026. Language and Meaning
(See PHIL 026)
This course counts for distribution in
humanities under the philosophy rubric and in
social sciences under the linguistics rubric.
1 credit.
Not offered 2010-2011.
LING 033. Introduction to Classical
Chinese
(See CHIN 033)
This course counts for distribution in
humanities or social sciences under either
rubric.
1 credit.
Fall 2010. Berkowitz.
LING 034. Psychology of Language
(See PSYC 034)
1 credit.
Not offered 2010-2011.

LING 040. Semantics
(Cross-listed as PHIL 040)
In this course, we look at a variety of ways in
which linguists, philosophers, and psychologists
have approached meaning in language. We
address truth-functional semantics, lexical
semantics, speech act theory, pragmatics, and
discourse structure. What this adds up to is an
examination of the meaning of words, phrases,
and sentences in isolation and in context.
This course counts for distribution in
humanities under the philosophy rubric and in
social sciences under the linguistics rubric.
Writing course.
1 credit.
Fall 2010. Lee-Schoenfeld.
Spring 2011. Femald.
UNG 043. Morphology and the Lexicon
This course looks at word formation and the
meaningful ways in which different words in
the lexicon are related to one another in the
world’s languages.
Prerequisite: LING 001,030, or 045.
1 credit.
Spring 2011, Lee-Schoenfeld.

UNG 045. Phonetics and Phonology
honetics explores the full range of sounds
produced by humans for use in language and
the gestural, acoustic, and auditory properties

p. 245
that characterize those sounds. Phonology
investigates the abstract cognitive system
humans use for representing, organizing, and
combining the sounds of language as well as
processes by which sounds can change into
other sounds. This course covers a wide
spectrum of data from languages around the
world and focuses on developing analyses to
account for the data. Argumentation skills are
also developed to help determine the underlying
cognitive mechanisms that are needed to
support proposed analyses.
1 credit.
Fall 2010. Lee-Schoenfeld.
LING 047. Japanese Language in
Society
(see JPNS 045)
1 credit.
Fall 2010. Burdelski.
LING 050. Syntax
We study the principles that govern how words
make phrases and sentences in natural
language. Much time is spent on learning
argumentation skills. The linguistic skills
gained in this course are applicable to the study
of any modem or ancient natural language. The
argumentation skills gained in this course are
applicable to law and business as well as
academic fields.
Writing course.
1 credit.
Fall 2010. Napoli.
Spring 2010. Lee-Schoenfeld.
LING 052. Historical and Comparative
Linguistics
This course is an introduction to the study of
linguistic history in the following sense: (i) The
languages we are speaking are constantly
changing. Over longer periods of time, these
small changes build up to significant changes,
(ii) As groups of speakers whose ancestors once
spoke the same language become separated,
their languages diverge. This leads to a split
into separate daughter languages, which often
end up being mutually incomprehensible. The
question is, how is it possible to figure out and
reconstruct the changes and splits that occurred
in the distant past in languages that are no
longer spoken and were perhaps never
recorded? The method applied by historical
linguists to solve this problem, the main focus
of this course, is called the ‘comparative
method.’ We will draw on material from a wide
range of languages, focusing mainly on sound
change and morphological analogy.

Linguistics
Prerequisite: LING 001,030, or 045 or
permission of the instructor.
1 credit.
Fall 2010. Lee-Schoenfeld.
LING 053. Language Minority Education
in the U.S.: Issues and Approaches
(See EDUC 053)
1 credit.
Fall 2010. Allard.
LING 054. Oral and Written Language
(Cross-listed as EDUC 054) (Studio course)
This course examines children’s dialogue and
its rendering in children’s literature. Each
student will pick an age group to study. There
will be regular fiction-writing assignments as
well as primary research assignments. This
course is for linguists and writers of children’s
fiction and anyone else who is strongly
interested in child development or reading
skills. It is a course in which we learn through
doing.
All students are welcome to do a communityservice credit in LING 096.
Prerequisite: LING 001,043, or 045 and LING
040 or 050. Can be met concurrently.
Writing course.
1 credit.
Not offered 2010-2011.
LING 055. Writing Systems and
Decipherment
We will discuss the typology and history of the
writing systems of the world. The modem
decipherment 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.
Prerequisite: LING 001 or permission of the
instructor.
1 credit.
Not offered 2010-2011.
LING 061. Structure o f Navajo
Navajo is an Athabaskan language spoken more
commonly than any other Native American
language in the United States. This course is an
examination of the major phonological,
morphological, syntactic, and semantic
structures of Navajo. The morphology of this
language is legendary. This course also
considers the history of the language and its
cultural context.
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
1 credit.
Not offered 2010-2011.

p. 246
LING 062. Structure of American Sign
Language
In this course, we look at the linguistic
structures of ASL: phonetics, phonology,
morphology, syntax, semantics, and history. We
also discuss issues of culture, literacy, and
politics pertinent to people with hearing loss.
All students are required to participate in a
rudimentary introduction to ASL for an
additional 0.5 credit. Sign up for LING 062A.
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
All students are welcome to do a communityservice project in LING 095.
Writing course.
1 credit (plus 0.5 credit under LING 062A).
Fall 2010. Napoli.
LING 064. Structure o f Tuvan
Tuvan belongs to the Turkic branch of the
Altaic language family and is spoken in Siberia
and Mongolia by nomadic herders. It has
classically agglutinating morphology and
curious phenomena such as vowel harmony,
converbs, and switch reference. It has rich
sound syrhbolism, a tradition of oral (unwritten)
epic tales, riddles, and world-famous song
genres (“throat singing”). We will investigate
the sounds, structures, oral traditions, and
ethnography of Tuvan, using both printed and
digital media.
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
1 credit.
Not offered 2010-2011.
LING 065. Structure o f Twi
Twi is a Kwa language of the Niger-Congo
language family spoken in Ghana. It is the
principle language of the Akan ethnic group
and the most widely spoken non-colonial
language in the country. Twi is a tone language
with a rich system of vowel harmony and an
abundance of labialization. Syntactically, Twi
has rich and distinctive verb phrase structures,
among them, serial verb and predicate cleft
constructions. We will investigate the sounds
and grammar of Twi, utilizing published
literature, field recordings and consultations
with native speaker consultants.
Prerequisites: LING 050 and 045 or 052 or
permission of the instructor.
1 credit.
Spring 2011. Kandybowicz.

Linguistics
LING 070R. Translation Workshop
(See LITR 070R and RUSS 070)
This course counts for distribution in
humanities under the literature rubric and in
social sciences under the linguistics rubric.
1credit.
Fall 2010. Forrester.
LING 075. Field Methods
This course affords a close encounter with a
language, direct horn the mouths of native
speakers. Students develop inference techniques
for eliciting, understanding, analyzing, and
presenting complex linguistic data. They also
gain practical experience using state-of-the-art
digital video, annotation, and archiving for
scientific purposes. A different (typically nonIndo-European) language will be investigated
each time the course is taught.
Prerequisite: LING 001.
1credit.
Not offered 2010-2011.
LING 094. Research Project
With permission, students may elect to pursue a
research program.
1credit.
Fall or spring. Staff.
LING 095. Community-Service Credit:
Literacy and Hard-of-Hearing o r Deaf
People
This course offers credit for community service
work. Students may work with children on
literacy skills in a mainstream environment or a
bilingual-bicultural program, locally or in the
greater Philadelphia area. Students will be
required to keep a daily or weekly journal of
experiences and to write a term paper (the
essence of which would be determined by the
student and the linguistics faculty mentor).
Prerequisites: LING 045; LING 006 or 062;
permission of the directors of both the
Linguistics and Educational Studies programs;
and the agreement of a faculty member in
linguistics to serve as a mentor through the
project.
Fall or spring. Staff.
LING 096. Community-Service Credit:
Literacy
This course offers credit for community service
work. The prerequisites are LING/EDUC 054,
the permission of the directors of both the
Linguistics and Education programs, and the
agreement of a faculty member in linguistics to
mentor students through the project. Students
will be required to keep a daily or weekly
journal of experiences and to write a term paper

p. 247
(the essence of which would be determined by
the student and the linguistics faculty mentor).
1 credit.
Fall or spring. Staff.
LING 097. Field Research
This course offers credit for field research on a
language. Prerequisites are the permission of
the chair of linguistics and the agreement of a
faculty member in linguistics to serve as a
mentor through the project.
1 credit.
Fall or spring. Staff.
LING 100. Research Seminar
All course majors in linguistics and
linguistics/Ianguage must write their senior
thesis in this seminar. Only seniors are
admitted.
2 credits.
Fall 2010. Femald, Harrison, Kandybowicz.
LING 195. Senior Honors Thesis
All honors majors in linguistics and honors
minors who are also course majors must write
their thesis in this seminar.
2 credits.
Fall 2011. Femald, Harrison, Kandybowicz.
LING 199. Senior Honors Study
Honors majors may write their two research
papers for 1 credit in this course. Honors
minors may take this course for 0.5 credit.
Fall 2010 or spring 2011. Harrison.

Seminars
LING 105. Seminar in Phonology:
Contact and Change
This seminar studies language contact and its
results; the relation between internal and
external linguistic change; dialects and koine
formation; and pidgins and creoles.
Prerequisite: LING 001,045, or 050, or
permission of the instructor.
1 or 2 credits.
Not offered 2010-2011.
LING 106. Seminar in Morphology
This seminar will consider recent developments
in the theory of morphology. Topics vary.
Prerequisite: LING 043.
1 or 2 credits.
Not offered 2010-2011.
LING 107. Seminar in Syntax
Prerequisite: LING 040 or 050.
1 or 2 credits.
Not offered 2010-2011.

Linguistics
LING 108. Seminar in Semantics
This seminar will consider recent developments
in the theory of semantics. Topics vary.
Prerequisite: LING 040.
1 or 2 credits.
Not offered 2010-2011.
LING 116. Language and Meaning
(See PHIL 116)
This seminar counts for distribution in HU
under the philosophy rubric and in SS under the
LING rubric.
2 credits.
Fall 2010. Baumann.
LING 119. Evolution, Culture, and
Creativity
(See SOAN 119)
2 credits.
Not offered 2010-2011.
LING 120. Anthropological Linguistics:
Endangered Languages
(Cross-listed as SOAN 080B)
In this seminar, we address some traditional
issues of concern to both linguistics and
anthropology, framed in the context of the
ongoing, precipitous decline in human linguistic
diversity. With the disappearance of languages,
cultural knowledge (including entire
technologies such as ethnopharmacology) is
often lost, leading to a decrease in humans’
ability to manage the natural environment.
Language endangerment thus proves relevant to
questions of the language/ecology interface,
ethnoecology, and cultural survival. The
seminar also addresses the ethics of fieldwork
and dissemination of traditional knowledge in
the Internet age.
Prerequisite: One course in linguistics or
anthropology or permission of the instructor.
1 credit.
Spring 2011. Harrison.
LING 134. Psycholinguistics Seminar
(See PSYC 134)
1 credit.
Spring 2011. Grodner.

p. 248

Mathematics and Statistics

p. 249

DEBORAH J. BERGSTRAND, Professor (part time)
CHARLES M. GRINSTEAD, Professor
STEPHEN B. MAURER, Professor and Chair
HELENE SHAPIRO, Professor (part time)
DON H. SHIMAMOTO, Professor
JANET C. TALVACCHIA, Professor
GARIKAI CAMPBELL, Associate Professor*
PHILIP J. EVERSON, Associate Professor
CHERYL P. GROOD, Associate Professor
THOMAS J. HUNTER, Associate Professor1
AIMEE S.A. JOHNSON, Associate Professor1
2
STEVE C. WANG, Associate Professor
WALTER R, STROMQUIST, Visiting Associate Professor (part time)
LINDA CHEN, Assistant Professor
LYNNE STEUERLE SCHOFIELD, Assistant Professor
SARAH A. HEWS, Visiting Assistant Professor
DAVID M. MCCLENDON, Visiting Assistant Professor
KEVIN J. ROSS, Visiting Assistant Professor
KAITLYN E. O’NEIL, Academic Support Coordinator
STEPHANIE J. SPECHT, Administrative Assistant
1Absent on leave, fall 2010.
2 Absent on leave, spring 2011.
4Absent on administrative leave, 2010-2011.

Mathematics and Statistics are among the great
achievements of human intellect and at the
same time powerful tools. As Galileo said, the
book of the universe “is written in the language
of mathematics.” The goal of the department is
to enable students to appreciate these
achievements and use their power. To that end,
students in the department receive a firm
foundation in pure mathematics and the
opportunity to apply it—to statistics, physical
science, biological science, computer science,
social science, operations research, education,
and finance—the list grows. All courses in the
department also have as a general goal the
continuing development of various
mathematical skills, among them:
• Reasoning skills: logical argument and
abstraction
• Formulation skills: developing mathematical
models
• Communication skills: expressing
mathematical ideas and information clearly
and precisely on paper, orally, and
electronically
• Computation skills: mental, hand, and
machine computations, as appropriate
Graduates of the department follow many
career paths, leading them after graduation to
graduate school, in mathematics, statistics, or
other fields, or to professional schools or the
workplace.

Requirements and
Recommendations
First-Year Courses
Most first-year students entering Swarthmore
have had calculus while in high school and
place out of at least one semester of
Swarthmore’s calculus courses, whether they
continue with calculus or decide, as is often
best, to try other sorts of mathematics. See the
discussion of placement in the following
section. However, some entering students have
not had the opportunity to take calculus or need
to begin again. Therefore, Swarthmore offers a
beginning calculus course (MATH 015) and
several courses that do not require calculus or
other sophisticated mathematics experiences.
These courses are STAT 001 (Statistical
Thinking, both semesters), MATH 003
(Introduction to Mathematical Thinking, spring
semester), and STAT 011 (Statistical Methods,
both semesters). MATH 003 is a writing course.
MATH 029 (Discrete Mathematics, both
semesters) also does not require any calculus
but is a more sophisticated course; thus, some
calculus is a useful background for it in an
indirect way. Once one has had or placed out of
two semesters of calculus, many other courses
are available, especially in linear algebra and
several-variable calculus.
Placement Procedure
To gain entrance to mathematics or statistics
courses at any time during one’s Swarthmore
years, students are expected to take at least one
o f the following exams: the Advanced
Placement (AP) or International Baccalaureate

Mathematics and Statistics
(IB) exams, Swarthmore’s Calculus Placement
Exam, or Swarthmore’s Math/Stat Readiness
Exam. Students who do take AP or IB exams
may be required to take the departmental exams
as well, or parts thereof. Versions of the
Calculus Placement Exam and the Readiness
Exam are sent to entering first-year students
over the summer, along with detailed
information about the rules for placement and
credit.
Advanced Placement and Credit Policy
Placement and credit mean different things.
Placement allows students to skip material they
have learned well already by starting at
Swarthmore in more advanced courses. Credit
confers placement as well but also is recorded
on the student’s Swarthmore transcript and
counts toward the 32 credits needed for
graduation.
The Swarthmore Calculus Placement Exam is
used for placement only, not credit. Credit is
awarded on the basis of the AP and the IB
exams, as follows:
• 1 credit (for STAT O il) for a score of 4 or 5
on the Statistics AP Test of the College
Board.
• 1 credit (for MATH 015) for a score of 4 on
the AB or BC Calculus AP Test o f the
College Board (or for an AB subscore of 4 on
the BC Test) or for a score of 5 on the Higher
Level Mathematics Test of the IB.
• 1.5 credits (for MATH 015 and the first half
of MATH 025) for a score of 5 on the AB
Calculus AP Test (or for an AB subscore of 5
on the BC Test) or a score of 6 or 7 on the
higher-level IB. Students who receive this
credit and want to continue calculus take
MATH 026.
• 2 credits (for MATH 015 and 025) for a main
score of 5 on the BC Calculus AP Test.
Alternatively, any entering student who places
out of MATH 015 or 025 may receive credit for
those courses by passing the final exams in
these courses with a grade of straight C or
better. These exams must normally be taken
during the student’s first semester at
Swarthmore, at the time when the final exam is
given for the course. Students who wish to take
these exams must arrange to do so with the
departmental placement coordinator and should
do so during their first semester at Swarthmore.
Students who are eligible on entrance for credit
for a course, but who take the course anyway,
will lose the entrance credit.
First-year students seeking advanced placement
and/or credit for calculus taken at another
college or university must normally validate
their work by taking the appropriate external or
Swarthmore placement examination, as
described earlier. The department does not

p. 250

grant credit directly for college courses taken
while a student is in high school. For work
beyond calculus completed before entering
Swarthmore, students should consult the
departmental placement coordinator to
determine the Swarthmore courses into which
they may be placed and additional materials
they may need to present for this placement.
The department will not normally award credit
for work above the first-year calculus level
completed before entering Swarthmore.
Introductory Statistics
Students who do not know calculus can take
STAT 001 or 011. STAT 001 shows how
statistics is used to gain an understanding of the
world around us and to prepare students to
critically interpret and evaluate statistical
claims. STAT 011 is a practical course for
students who expect to analyze data in their
own work. Any students who think they might
ever need to do statistical analyses (not just
critically interpret statistical claims in the
media) should take STAT 011, not STAT 001.
STAT 011 leads to STAT 031 on data analysis
and visualization. Students with a strong
background in mathematics can begin with the
theoretical course STAT 061 and continue with
the 1-credit seminar STAT 111.
Requirements fo r a Major in
Mathematics
Students apply for a major in the middle of the
second semester of the sophomore year. By the
end of the sophomore year, an applicant should
have received credit for, or placement out of, at
least four of the following five course groups:
Elementary Single-Variable Calculus (MATH
015); Further Single-Variable Calculus (MATH
025, or 026); Linear Algebra (MATH 027,028,
or 028S); Discrete Mathematics (MATH 029);
and Several-Variable Calculus (MATH 033,
034, or 035). All majors must complete Linear
Algebra and Several-Variable Calculus by the
end of the first semester of the junior year.
In addition, a candidate should have a gradepoint average in mathematics and statistics
courses of at least C+. This should include at
least one grade at the B level. In some cases,
applicants may be deferred, pending successful
work in courses to be designated by the
department.
By graduation, a mathematics major must have
at least 10 credits in mathematics and statistics
courses. At least 5 o f the credits counted in the
10 must be for courses numbered over 40.
(Courses numbered under 10 do not count
toward the major in any event.) Furthermore,
every major is required to obtain credit for, or
place out of, each of the following course
groups: MATH 015; MATH 025, or 026;
MATH 027,028, or 028S; MATH 033,034, or
035; MATH 063; and MATH 067. The two

Mathematics and Statistics
upper-level core courses, MATH 063
(Introduction to Real Analysis) and MATH 067
(Introduction to Modem Algebra), will be
offered at least every fall semester. At least one
of these two should be taken no later than the
fall semester of the junior year. Majors are
expected to complete both Math 63 and 67
before the spring semester of the senior year;
permission to delay taking either course until
the senior spring must be requested in writing
as early as possible but in any event no later
than the beginning of the fall semester of the
senior year. Finally, course majors must satisfy
the departmental comprehensive requirement by
passing MATH 097, Senior Conference.
Normally, at least 3 of the 5 credits for courses
numbered over 040 must be taken at
Swarthmore, including MATH 097 and at least
one of the core courses MATH 063 and 067.
Mathematics majors are urged to study in some
depth a discipline that makes use of
mathematics and to acquire some facility with
computers and software. Students bound for
graduate work in mathematics 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 (MATH 063); (2) Mathematical
Statistics I (STAT 061); (3) Probability (MATH
105) or Mathematical Statistics II (STAT 111);
(4) Data Analysis and Visualization (STAT
031); and (5) another mathematics course
numbered over 40. Students are encouraged but
not required to select the core algebra course
(MATH 067) if they choose this emphasis.
When a student does an emphasis in statistics,
STAT 031 counts as if it were numbered over
40.
Students interested in mathematics and
computer science should consider a
mathematics major with a minor in computer
science or an Honors Program with a
mathematics major and a computer science
minor. Details on these options are in the
catalog under computer science.
Students thinking of graduate work in social or
management science, or a master’s in business
administration, should consider the following
options. Basic courses: single-variable calculus
(two semesters), one or more practical statistics
courses (STAT 061 and 031), linear algebra,
discrete math, several-variable calculus, and
introductory computer science; advanced
courses: (1) Modeling (MATH 056); (2) at least
one of Probability (MATH 105), Mathematical

p. 251

Statistics I (STAT 061), and possibly
Mathematical Statistics II (STAT 111); (3) at
least one of Combinatorics (MATH 069) or
Operations Research (ENGR 057); (4) the two
required core courses (MATH 063 and MATH
067); and (5) Differential Equations (MATH
043 or 044). Because this program is heavy
(one who hopes to use mathematics in another
field must have a good grasp both of the
relevant mathematics and of the intended
applications), one of the core course
requirements may be waived with permission of
the department.
Students thinking of graduate work in
operations research should consider the
following options. Basic courses: same as
previous paragraph. Advanced courses: (1) the
two required core courses (MATH 063 and
MATH 067); (2) Combinatorics (MATH 069)
and Topics in Discrete Mathematics (MATH
059 or 079); (3) Mathematical Statistics (STAT
061); and (4) at least one of Number Theory
(MATH 058), Modeling (MATH 056), or
Probability (MATH 105).
Teacher Certification
Swarthmore offers teacher certification in
mathematics through a program approved by
the state of Pennsylvania and administered by
the College’s Educational Studies Department.
In addition to meeting the general certification
requirements, students seeking certification in
mathematics have two choices. Either they
complete a mathematics major and must include
among their electives:
• One semester of computer science (CPSC

021) ft
• One semester of discrete mathematics
(MATH 029,059,069, or 079)
• One semester o f geometry (MATH 055 or
075)
• One semester of statistics or probability
(STAT 011,031,061, 111 or MATH 105)
or they do a special major in mathematics and
education. Such a major must include the
general certification requirements, 7 credits in
mathematics, including MATH 063 or 067, one
other course numbered over 044, and a
mathematical education thesis. See the
Educational Studies Department for more
details. Either way, students seeking
certification are strongly advised to take further
mathematics or statistics courses emphasizing
modeling and applications and/or to take at
least one course in the natural or social sciences
in which mathematics or statistics is
significantly used. They are also highly
encouraged to work as a tutor in the math clinic
or to do individual tutoring for a semester. To
receive certification, a student must receive a
grade of C or better in all mathematics courses.

Mathematics and Statistics
The special major in mathematics and education
is available even if one does not seek teacher
certification.
Mathematics Course Minor
By graduation, a mathematics course minor
must have 6 credits in mathematics or statistics.
Furthermore, every mathematics course minor
is required to obtain credit for, or place out of,
each of the following subjects: single-variable
calculus (two semesters), linear algebra, and
several-variable calculus. In addition, every
mathematics course minor must obtain at least 2
credits in mathematics or statistics courses
whose numbers are greater than 044. (Note the
difference from the requirement for majors,
which requires 5 credits for courses over 040.)
At least 1 of these 2 credits must be for MATH
063 or 067. Also, at least 1 of these 2 credits
must be taken at Swarthmore. A student may
not minor in both mathematics and statistics.
Statistics Course Minor
By graduation, a statistics course minor must
have 6 credits in mathematics or statistics.
Furthermore, every statistics course minor is
required to obtain credit for, or place out of,
each of the following subjects: single-variable
calculus (two semesters), linear algebra, and
several-variable calculus. In addition, every
statistics course minor must obtain credit for, or
place out of, STAT 031 and STAT 061. At least
one of STAT 031 and STAT 061 must be taken
at Swarthmore. A student may not minor in
both mathematics and statistics.
Honors Program
Requirements for acceptance as a mathematics
major in the Honors Program are more stringent
than those for the course major and include a
grade-point average in mathematics and
statistics courses of B+ or better. Potential
honors majors may want to consider including
in the sophomore year a course that emphasizes
theory and provides an opportunity for writing
proofs. Department faculty members can give
advice on appropriate courses.
The program for an honors major in
mathematics consists of preparations for
external examination in three fields of 2 credits
each. For each field chosen, the courses or
seminars are specified by the department. For
the honors major, one preparation shall be in
algebra (MATH 067 and 102) and one in
analysis (MATH 063 and either 101 or 103).
Each student may select the third preparation
from discrete mathematics, geometry,
probability, statistics, and topology.
Students who wish to complete an honors minor
in mathematics must have credit for, or place
out of, single-variable calculus (two semesters),
linear algebra, and several-variable calculus.

p. 252

For the honors portion of their program, minors
must complete one preparation chosen from
those in the previous paragraph.

Courses
Note 1: For courses numbered under 100, the
ones digit indicates the subject matter, and the
other digit indicates the level. In most cases, a
ones digit o f 1 means statistics, 2 to 6 means
continuous mathematics, and 7 to 9 means
noncontinuous mathematics (algebra, number
theory, and discrete math). Courses below 10
do not count for the major, from 10 to 39 are
first- and second-year courses, from 40 to 59
are intermediate, in the 60s are core upper-level
courses; from 70 to 89 are courses that have one
or more core courses as prerequisites, and in the
90s are independent reading courses.
Note 2: There are several sets of courses below
where a student may not take more than one of
them for credit. For instance, see the
descriptions of MATH 033,034 and 035. In
such cases, if a student does take more than one
of them, each group is treated for the purpose of
college regulations as if they have the same
course number. See the Repeated Course Rule
in section 8.2.4.
STAT 001. Statistical Thinking
Statistics provides methods for collecting and
analyzing data and generalizing from their
results. Statistics is used in a wide variety of
fields, and this course provides an
understanding of the role of statistics in these
fields and in everyday life. It is intended for
students who want an appreciation of statistics,
including the ability to interpret and evaluate
statistical claims critically but who do not
imagine they will ever need to carry out
statistical analyses themselves. (Those who may
need to carry out statistical analyses should take
STAT 011.) This course cannot be counted
toward a major in mathematics, is not a
prerequisite for any other course, and cannot be
taken for credit after or simultaneously with any
other statistics course, including AP Statistics
and ECON 031.
Prerequisite: Four years of traditional high
school mathematics (precalculus).
1 credit.
Each semester.
Fall 2010. Everson. Spring 2011. Everson.
MATH 003. Introduction to Mathematical
Thinking
Students will explore the world of mathematical
ideas by sampling logic, number theory,
geometry, infinity, topology, probability, and
fractals, while we emphasize the thinking and
problem-solving skills these ideas stimulate.
Class meetings will involve presentation of new
material; group work on problems and puzzles,

Mathematics and Statistics
and lively, maybe even passionate discussions
about mathematics. This course is intended for
students with little background in mathematics
or those who may have struggled with math in
the past. It is not open to students who already
have received credit on their Swarthmore
transcripts for mathematics, Advanced
Placement credit included, or who concurrently
are taking another mathematics course, or who
have placed out of any Swarthmore
mathematics course. (See “Placement
Procedure” earlier.) Students planning to go on
to calculus should consult with the instructor.
This course does not count toward a major in
mathematics.
Writing course.
1 credit.
Spring 2011. Staff.
MATH 007. Elementary Topics in
Mathematics in Applied Contexts
This course is offered occasionally and is
interdisciplinary in nature. It provides an
introduction to some area of mathematics in the
context of its use in another discipline. In Fall
2010 this will be a course in biomathematics. It
will cover mathematical techniques used to
understand such topics as sustainable fisheries,
invasive species, and viral infections. A wide
range of mathematics will be covered at an
elementary level with students learning why the
mathematical techniques are used, how to
interpret the results, and how math can be used
to explore complex biological problems.
Mathematical knowledge at the calculus level
and beyond will add to the experience but is not
required. This class counts towards the biology
major and towards the natural science
distribution requirements but not towards the
mathematics major.
1 credit.
Fall 2010. Hews.
STAT 011. Statistical Methods
STAT 011 prepares students to carry out basic
statistical analyses with the aid of computer
software. Topics include basic summary
statistics and graphics, design of surveys and
experiments, one and two-sample t-tests and
tests of proportions, chi-square tests, and an
introduction to linear regression and analysis of
variance. The course is intended for students
who want a practical introduction to statistical
methods and who intend to do, or think they
may eventually do, statistical analysis,
especially in the biological and social sciences.
Students who receive credit on entrance for the
Statistics AP Exam should not take this course;
they have placed out of it and will lose their AP
credit if they take it. Note that STAT 011

p. 253

overlaps considerably with ECON 031; both
courses cover similar topics, although ECON
031 focuses more on economic applications
while STAT Oil draws examples from a variety
of disciplines.
Prerequisite: Four years of traditional high
school mathematics (precalculus).
1 credit.
Each semester.
Fall 2010. Everson, Schofield.
Spring 2011. Wang.
MATH 015. Elementary Single-Variable
Calculus
A first-semester calculus course with emphasis
on an intuitive understanding of the concepts,
methods, and applications. Graphical and
symbolic methods will be used. The course will
mostly cover differential calculus, with an
introduction to integral calculus at the end.
Applications to biological science and social
science will receive special attention.
Prerequisite: Four years of traditional high
school mathematics (precalculus) and
placement into this course through
Swarthmore’s Math/Stat Readiness
Examination or Calculus Placement
Examination (see “Placement Procedure”
section earlier).
1 credit.
Fall 2010. Grood.
MATH 025. Further Topics in SingleVariable Calculus
The continuation of MATH 015, this course
covers the fundamental theorem, integration,
geometric series, Taylor polynomials and
series, and an introduction to differential
equations.
Prerequisites: MATH 015 or placement by
examination (see “Advanced Placement and
Credit Policy” section).
1 credit.
Each semester.
Fall 2010. McClendon. Spring 2011. Staff.
MATH 026. Advanced Topics in SingleVariable Calculus
For students who place out of the first half of
MATH 025. This course goes into more depth
on sequences, series, and differential equations
than does MATH 025 and includes power series
and convergence tests. This course, or MATH
025, is required of all students majoring in
mathematics, physics, chemistry, or
engineering. Students may not take MATH 026
for credit after MATH 025 without special
permission.

Mathematics and Statistics
Prerequisite: Placement by examination (see
“Advanced Placement and Credit Policy”
section).
1 credit.
Fall 2010. Grinstead, McClendon.
MATH 027. Linear Algebra
This course covers systems of linear equations,
matrices, vector spaces, linear transformations,
determinants, and eigenvalues. Applications to
other disciplines are presented. Students may
take only one of MATH 027, MATH 028, and
MATH 028S for credit.
Prerequisite: A grade o f C or better in some
math course numbered 025 or higher or
placement by examination (see “Advanced
Placement and Credit Policy” section).
1 credit.
Each semester.
Fall 2010. Bergstrand, Shapiro.
Spring 2011. Staff.
MATH 028. Linear Algebra Honors
Course
More theoretical, abstract, and rigorous than
MATH 027. The subject matter will be equally
as valuable in applied situations, but
applications will be emphasized less. MATH
028 is intended for students with exceptionally
strong mathematical skills, especially if they are
thinking of a mathematics major. Students may
take only one of MATH 027, MATH 028, and
MATH 028S for credit.
Prerequisite: A grade of B or better in some
math course numbered 025 or higher, or
placement by examination, including both
placement out of calculus and placement into
this course via Part IV of Swaithmore’s
Calculus Placement Exam (see “Placement
Procedure” section).
1 credit.
Fall 2010. Shimamoto. Spring 2011. Staff
MATH 028S. First-Year Seminar: Linear
Algebra Honors Seminar
MATH 028S covers the same material as the
lecture-based MATH 028 but uses a seminar
format (maximum 12 students) with additional
meetings. Hands-on student participation takes
the place of most lectures. Students may take
only one of MATH 027, MATH 028, and
MATH 028S for credit.
Prerequisite: Placement by examination,
including both placement out of calculus and
placement into this course via Part IV of
Swarthmore’s Calculus Placement Exam (see
“Placement Procedure” section).
1 credit.
Fall 2010. Maurer.

p. 254

MATH 029. Discrete Mathematics
An introduction to noncontinuous mathematics.
The key theme is how induction, iteration, and
recursion can help one discover, compute, and
prove solutions to various problems—often
problems of interest in computer science, social
science, or management. Topics will include
algorithms, graph theory, counting, difference
equations, and finite probability with special
emphasis on how to write mathematics. While it
does not use any calculus, MATH 029 is a more
sophisticated course; thus, some calculus is a
useful background in an indirect way.
Prerequisite: Strong knowledge of at least
precalculus, as evidenced by taking another
mathematics course numbered 15 or above, or
through our placement examinations (see
“Placement Procedure” section). Familiarity
with some computer language is helpful but not
necessary.
Writing course.
1 credit.
Fall 2010. Stromquist.
MATH 029B. Discrete Mathematics and
Biology
Like MATH 029 described above, this spring
course will treat the key mathematical topics
(induction, counting, graphs) that make
Discrete Mathematics a prerequisite for our
higher level discrete courses (MATH 059,069,
079). However, in MATH 029B essentially all
the applications will be to biology. Prerequisite:
Strong knowledge of at least precalculus, as
evidenced by taking another mathematics
course numbered 15 or above, or through our
placement examinations (see “Placement
Procedure” section). Familiarity with some
computer language is helpful but not necessary.
Writing course.
1 credit.
Spring 2011. Hews.

STAT 031. Data Analysis and
Visualization
This course will study methods for exploring
|
and modeling relationships in data. We
introduce modem techniques for visualizing
trends and formulating hypotheses. We will
j
also discuss methods for modeling structure and
patterns in data, particularly using multiple
regression and related methods. The format of
the course emphasizes writing assignments and
interactive problem solving using real datasets. ^
Prerequisites: Credit for AP Statistics, STAT
j,
011, STAT 061, or ECON 031; or STAT 001
s
and permission of the instructor.
11 ft
c:
P
0:

Mathematics and Statistics

p. 255

Writing course.
1 credit.
Fall 2010. Wang.
Spring 2011 (if offered). Schofield.

out of linear algebra, permission o f the
departmental placement coordinator.
1 credit.
Fall 2010. Talvacchia. Spring 2010. Staff.

MATH 033. Basic Several-Variable
Calculus
This course considers differentiation and
integration of functions of several variables
with special emphasis on two and three
dimensions. Topics include partial
differentiation, extreme value problems,
Lagrange multipliers, multiple integrals, line
and surface integrals, Green’s, Stokes’, and
Gauss’ theorems. The department strongly
recommends that students take MATH 034
instead, which provides a richer understanding
of this material by requiring linear algebra
(MATH 027 or 028) as a prerequisite. Students
may take only one of MATH 033, MATH 034,
and MATH 035 for credit.
Prerequisite: MATH 025, or 026 or placement
by examination (see “Advanced Placement and
Credit Policy” section). Students who have
taken linear algebra at Swarthmore or elsewhere
may not take MATH 033 without the
instructor's permission.
1 credit.
Each semester.
Fall 2010. Johnson. Spring 2011. Staff.

STAT 041. Topics in Statistics: Data
Analysis Projects in Public and Social
Policy
In spring 2011 this will be a Community-Based
Learning project course in data analysis.
Students will work in teams on a semester-long
data analysis problem. Projects will be drawn
from data from local organizations in order to
attempt to answer questions of direct
importance to them. A key objective of the
course is to expose students to the variety of
challenges faced by the data analyst. Topics
may include multiple regression, analysis of
variance, analysis of covariance, and other
related methods. Students will research the
scientific background of their problem and
consult with the local organizations from which
their data came. If there is sufficient interest in
Spring 2011, two sections will be offered; if
not, one section will be offered and one section
o f STAT 031.
Prerequisite: STAT 011, or permission of the
instructor.
1 credit.
Spring 2011. Schofield.

MATH 034. Several-Variable Calculus
Same topics as MATH 033 except in more
depth using the concepts of linear algebra. The
department strongly recommends that students
take linear algebra first so that they are eligible
for this course. Students may take only one of
MATH 033, MATH 034, and MATH 035 for
credit.
Prerequisite: MATH 025, or 026; and MATH
027,028, or 028S.
1 credit.
Each semester.
Fall 2010. Shimamoto. Spring 2011. Staff.
MATH 035. Several-Variable Calculus
Honors Course
This version of MATH 034 will be more
theoretical, abstract, and rigorous than its
standard counterpart. The subject matter will be
equally as valuable in applied situations, but
applications will be emphasized less. It is
intended for students with exceptionally strong
mathematical skills and primarily for those who
have completed MATH 028 or 028S
successfully. Students may take only one of
MATH 033, MATH 034, and MATH 035 for
credit.
Prerequisite: A grade of C or better in MATH
028 or 028S, or permission of the instructor, or
in the fall for entering students who have placed

MATH 043. Basic Differential Equations
This course emphasizes the standard techniques
used to solve differential equations. It will
cover the basic theory of the field with an eye
toward practical applications. Standard topics
include first-order equations, linear differential
equations, series solutions, first-order systems
of equations, Laplace transforms,
approximation methods, and some partial
differential equations. Compare with MATH
044. Students may not take both MATH 043
and 044 for credit. The department prefers
majors to take MATH 044.
Prerequisites: Several-variable calculus or
permission of the instructor.
1 credit.
Spring 2011. Staff.
MATH 044. Differential Equations
An introduction to differential equations that
has a more theoretical flavor than MATH 043
and is intended for students who enjoy delving
into the mathematics behind the techniques.
Problems are considered from analytical,
qualitative, and numerical viewpoints, with an
emphasis on the formulation of differential
equations and the interpretations of their
solutions. This course does not place as strong
an emphasis on solution techniques as MATH
043 and thus may not be as useful to the more
applied student. Students may not take both

Mathematics and Statistics
MATH 043 and 044 for credit: The department
prefers majors to take MATH 044.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Spring 2011. Staff.
MATH 046. Theory of Computation
(See CPSC 046)
1 credit.
Spring 2012.
MATH 053. Topics in Analysis
Course content varies from year to year
depending on student and faculty interest.
Recent topics have included financial
mathematics, dynamical systems, and Fourier
analysis. Prerequisites: Linear algebra and
several-variable calculus.
1 credit.
Spring 2011. Staff.
MATH 054. Partial Differential Equations
The first part of the course consists of an
introduction to linear partial differential
equations of elliptic, parabolic, and hyperbolic
type via the Laplace equation, the heat
equation, and the wave equation. The second
part of the course is an introduction to the
calculus of variations. Additional topics depend
on the interests of the students and instructor.
Prerequisites: Linear algebra, several-variable
calculus, and either MATH 043, MATH 044,
PHYS 050, or permission of the instructor.
1 credit.
Alternate years.
Not offered 2010-2011.
MATH 055. Topics in Geometry
Course content varies from year to year. In
recent years, the emphasis has been on
introductory differential geometry. See also
MATH 075.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Alternate years.
Fall 2010. Talvacchia.
MATH 056. Modeling
An introduction to the methods and attitudes of
mathematical modeling. Because modeling in
physical science and engineering is already
taught in courses in those disciplines,
applications in this course will be primarily to
social and biological sciences. Various standard
methods used in modeling will be introduced:
differential equations, Markov chains, game
theory, graph theory, and computer simulation.

p. 256

The emphasis, however, will be on how to
apply these subjects to specific modeling
problems, not on their systematic theory. The
format of the course will include projects as
well as lectures and problem sets.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Alternate years.
Not offered 2010-2011.
MATH 057. Topics in Algebra
Course content varies each year, depending on
student and faculty interest. Recent offerings
have included coding theory, groups and
representations, finite reflection groups, and
matrix theory. See also MATH 077.
Prerequisites: Linear algebra.
1 credit.
Alternate years.
Not offered 2010-2011.
MATH 058. Number Theory
The theory of primes, divisibility concepts, and
multiplicative number theory will be developed.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
1 credit.
Alternate years.
Fall 2010. Shapiro.
MATH 059. Topics in Discrete
Mathematics
Topics vary each year. Past topics have
included combinatorial matrix theory, graph
theory, combinatorial algorithms, number
theoretic algorithms, and representation theory
using combinatorial structures and techniques.
See also MATH 079.
Prerequisites: MATH 029 and at least one
higher-numbered mathematics course.
1 credit.
Alternate years.
Not offered 2010-2011.
STAT 061. Probability and Mathematical
Statistics I
This course introduces the mathematical theory
of probability, including density functions and
distribution functions, joint and marginal
distributions, conditional probability, and
expected value and variance. It then develops
the theory of statistics, including parameter
estimation and hypothesis testing. The emphasis
is on proving results in mathematical statistics
rather than on applying statistical methods.

Mathematics and Statistics
Students needing to learn applied statistics and
data analysis should consider STAT 011 or 031
in addition to or instead of this course.
Prerequisites: MATH 033 or 034 or permission
of the instructor.
1 credit.
Fall 2010. Ross.
MATH 063. Introduction to Real Analysis
This course concentrates on the careful study of
the principles underlying the calculus of real
valued functions of real variables. Topics
include continuity, compactness,
connectedness, uniform convergence,
differentiation, and integration. Required
additional meetings.
Prerequisites: Linear algebra and severalvariable calculus or permission of the
instructor.
Writing course.
1 credit.
Fall 2010. Grinstead.
MATH 067. Introduction to Modern
Algebra
This course is an introduction to abstract
algebra and will survey basic algebraic
systems—groups, rings, and fields. Although
these concepts will be illustrated by concrete
examples, the emphasis will be on abstract
theorems, proofs, and rigorous mathematical
reasoning. Required additional meetings.
Prerequisite: Linear algebra or permission of
the instructor.
Writing course.
1credit.
Fall 2010. Grood, Shimamoto.
Spring 2011. Staff.
MATH 069. Combinatorics
This course continues the study of
noncontinuous mathematics begun in MATH
029. The topics covered include three broad
areas: counting theory, graph theory, and design
theory. The first area includes a study of
generating functions and Polya counting. The
second area is concerned with relations between
certain graphical invariants. Topics such as
extremal graph theory and Ramsey theory may
be introduced. The third area introduces
combinatorial structures such as matroids,
codes, and Latin squares.
Prerequisites: MATH 029 and at least one other
course in mathematics.
1credit.
Alternate years.
Fall 2010. Chen.

p. 257

MATH 073. Advanced Topics in Analysis
An advanced version of MATH 053, sometimes
offered instead, and requiring the core course in
analysis. In Spring 2011, this is likely to be a
course in Functional Analysis, given by a
professor from Bryn Mawr College.
Prerequisites: Linear algebra and MATH 063.
1 credit.
Spring 2011. Staff.
MATH 075. Advanced Topics in
Geometry
An advanced version of MATH 055, sometimes
given instead, and typically requiring MATH
063,067, or both.
Prerequisites: See the instructor.
1 credit.
Not offered 2010-2011.
MATH 077. Advanced Topics in Algebra
An advanced version of MATH 057, sometimes
given instead, and requiring the core course in
algebra.
Prerequisites: Linear algebra and MATH 067.
1 credit.
Not offered 2010-2011.
MATH 079. Advanced Topics in Discrete
Mathematics
An advanced version of MATH 059, sometimes
offered instead of MATH 059.
Prerequisites: MATH 029 and 069.
1 credit.
Not offered 2010-2011.
MATH 093/STAT 093. Directed Reading
MATH 096/STAT 096. Thesis
MATH 097. Senior Conference
This course is required of all senior
mathematics majors in the Course Program and
must be taken at Swarthmore. It provides an
opportunity to delve more deeply into a
particular topic agreed on by the student and the
instructor. This focus is accomplished through a
written paper and either an oral presentation or
participation in a poster session.
0.5 credit.
Fall 2010. Chen.

Seminars
MATH 101. Real Analysis II
This seminar is a continuation of Introduction
to Real Analysis (MATH 063). Topics may
include the inverse and implicit function
theorems, differential forms, calculus on
manifolds, and Lebesgue integration.

Mathematics and Statistics
Prerequisite: MATH 063.
1 credit.
Spring. Staff.
MATH 102. Modern Algebra II
This seminar is a continuation of Introduction
to Modem Algebra (MATH 067). Topics
covered usually include field theory, Galois
theory (including the insolvability of the
quintic), the structure theorem for modules over
principal ideal domains, and a theoretical
development of linear algebra. Other topics
may be studied depending on the interests of
students and instructor.
Prerequisite: MATH 067.
1 credit.
Fall 2010. Bergstrand. Spring 2010. Staff.
MATH 103. Complex Analysis
A brief study of the geometry of complex
numbers is followed by a detailed treatment of
the Cauchy theory of analytic functions of a
complex variable: integration and Cauchy’s
theorem, power series, residue calculus,
conformal mapping, and harmonic functions.
Various applications are given, and other
topics—such as elliptic functions, analytic
continuation, and the theory o f Weierstrass—
may be discussed.
Prerequisite: MATH 063.
1 credit.
Alternate years.
Not offered 2010-2011.
MATH 104. Topology
An introduction to point-set, combinatorial, and
algebraic topology: topological spaces,
classification of surfaces, the fundamental
group, covering spaces, simplicial complexes,
and homology (including related algebra).
Prerequisites: MATH 063 and 067.
2 credits.
Alternate years.
Not offered 2010-2011.
MATH 105. Probability
Advanced topics in probability theory. Topics
may include branching processes, card
shuffling, the Central Limit Theorem,
generating functions, the Laws of Large
Numbers, Markov chains, optimal stopping
theory, percolation, the Poisson process,
renewal theory, and random walks.
Prerequisite: STAT 061.
1 credit.
Alternate years.
Spring 2011. Ross.

p. 258

MATH 106. Advanced Topics in
Geometry
The course content varies from year to year
among differential geometry, differential
topology, and algebraic geometry. In 2011, the
topic expected to be advanced differential
geometry.
Prerequisites: MATH 055 and 063 or
permission of the instructor.
1 credit.
Alternate years.
Spring 2011. Talvacchia.
STAT 111. Mathematical Statistics II
This seminar is a continuation of STAT 061. It
deals mainly with statistical models for the
relationships between variables. The general
linear model, which includes regression,
variance, and covariance analysis, is examined
in detail. Topics may also include
nonparametric statistics, sampling theory, and
Bayesian statistical inference.
Prerequisite: Linear algebra and a grade of C+
or better in STAT 061.
1 credit.
Spring 2011. Everson.

Medieval Studies

p. 259

Coordinator:

CRAIG WILLIAMSON (English Literature)

Committee:

Tariq al-Jamil (Religion)
Stephen P. Bensch (History)12
Michael W. Cothren (Art History)1
Steven Hopkins (Religion)1
Michael Marissen (Music)
Rosaria V. Munson (Classics)2
Ellen M. Ross (Religion)
William Turpin (Classics)

1Absent on leave, fall 2010.
2Absent on leave, spring 2011.

Swarthmore’s Medieval Studies Program offers
students the opportunity to study in an
interdisciplinary and cross-cultural fashion a
variety of often interrelated medieval
civilizations—European, Mediterranean,
Middle Eastern, Islamic, South and West
Asian—from the 4th to the 15th centuries. The
program draws upon a variety of critical and
cross-disciplinary approaches to explore
medieval cultures, their distinctive qualities and
historical connections, their material and
spiritual productions, their artistic creations,
and their relation to earlier and later cultures.
The medieval period is best understood through
an interdisciplinary approach which includes
art, classics, literature, history, music, and
religion. Students may major or minor in
medieval studies in either the course or Honors
Program.

Requirements and
Recommendations
Students who major or minor in medieval
studies must satisfy distribution requirements
by taking medieval courses (see below) from
the following areas:

Art history
History
Music
Literature (classics or English literature)
Religion or philosophy

Course Major
1. Distribution requirements: at least one
medieval course in four of the five areas (must
include history).

2. Senior comprehensive examinations. Each
major in course is required to complete the
senior comprehensive written and oral
examinations (normally taken at the end of the
second semester of senior year). These
examinations are planned as a culminating
exercise to facilitate the review and integration
of the medieval courses the student has taken.
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
medieval subjects and/or a thesis written during
the first semester of the senior year.)
Course Minor
1. Distribution requirements: at least one
medieval course in three of the five areas (must
include history).
2. A minor in medieval studies will consist of 5
credits in medieval studies. Students may take
only 1 of the 5 credits in the department o f their
major.
Honors Major
1. Distribution requirements: at least one
medieval course in four of the five areas (must
include history).
2. The four preparations for the Honors
Program should reflect the interdisciplinary
nature of this major and must include work in
three of the five distribution areas. The
preparations may be constituted by some
combination of the following: seminars,
preapproved two-course combinations, courses
with attachments, or a thesis. A medieval
studies honors major need not declare a minor
in another field. However, a student may apply
one o f his or her preparations toward an honors
minor. In such a case, the student must fulfill all
the requirements set by the relevant department
or program for the honors minor.
3. Senior honors study for majors in medieval
studies will follow the policies of the individual
departmental preparations used in the program.
Majors will have a 90- to 120-minute oral panel
with all four examiners present.
Honors Minor
1. Distribution requirements: at least one
medieval course in three of the five areas (must
include history).
2. The one preparation for the Honors Program
should reflect the interdisciplinary nature of this
minor and may be satisfied by one of the
following: one seminar, a preapproved twocourse combination, or one course with an

Medieval Studies
attachment. The minor preparation must be in a
department distinct from the student’s major.
3. Senior honors study for minors in medieval
studies will follow the policies of the individual
departmental preparations used in the program.
Minors will have the regular individual oral for
the single preparation.

Courses
The following medieval studies courses are
currently offered at Swarthmore (see catalog
sections for individual departments to
determine specific offerings in 2010-2011).
Majors and minors are also allowed to include
medieval courses from Bryn Mawr, Haverford,
and the University of Pennsylvania in their
curriculum.
ARTH 014. Medieval Survey
ARTH 045. Gothic Art and Architecture
ARTH 047. Special Topics in Medieval Art
CLAS 060. Dante and the Classical Tradition
LATN 014. Medieval Latin
ENGL 010. Survey I: Beowulfto Milton
ENGL 014 (LING 014). Old English/History of
the Language
ENGL 016. Chaucer
ENGL 019. Chaucer and Shakespeare
ENGL 046. Tolkien and Pullman and Their
Literary Roots
HIST 001A. The Barbarian North
HIST 00IT. Cross and Crescent: MuslimChristian Relations in Historical Perspective
HIST 002A. Medieval Europe
HIST 006A. The Formation of the Islamic Near
East
HIST 012. Chivalric Society: Knights, Ladies,
and Peasants
HIST 014. Friars, Heretics, and Female
Mystics: Religious Turmoil in the Middle Ages
HIST 015. Medieval Towns
HIST 016. Sex, Sin, and Kin in Early Europe
MUSI 020. Medieval and Renaissance Music
MUSI 045. Performance (early music
ensemble)
RELG 01 IB. The Religion of Islam: The
Islamic Humanities
RELG 014B. Christian Life and Thought in the
Middle Ages
RELG 015B (PHIL 016). The Philosophy of
Religion
RELG 020B. Prophets and Visionaries:
Christian Mysticism Through the Ages
RELG 030B. The Power of Images: Icons and
Iconoclasts
RELG 03 IB. Religion and Literature: From the
Song of Songs to the Hindu Saints

p. 260
RELG 053. Gender, Sexuality and the Body in
Islam
MDST 096. Thesis
MDST 180. Senior Honors Thesis

Seminars
ARTH 147. Visual Narrative in Medieval Art
ENGL 102. Chaucer and Medieval Literature
HIST 111. Medieval Mediterranean
RELG 100. Holy War, Martyrdom, and Suicide
in Christianity, Judaism, and Islam
RELG 108. Poets, Saints, and Storytellers: The
Poetry and Poetics of Devotion in South Asian
Religions
RELG 114. Love and Religion
RELG 119. Islamic Law and Society
RELG 127. Heresy and Secrecy

Modern Languages and Literatures (MLL)
SIBELAN FORRESTER, Professor and Chair
ELEONORE BAGINSKI, Administrative Coordinator
CASSY BURNETT, Administrative Assistant
Arabic
AMAN ATTIEH, Assistant Professor
BRAHIM EL GUABLI, Lecturer
FARNAZ PERRY, Visiting Lecturer
Chinese
ALAN BERKOWITZ, Professor
HAILI KONG, Professor
LALA ZUO, Assistant Professor
WOL A. KANG, Lecturer
KIRSTEN E. SPEIDEL, Lecturer
French
GEORGE MOSKOS, Professor*110
JEAN-VINCENT BLANCHARD, Associate Professor
MICHELINE RICE-MAXIMIN, Associate Professor*1' 12
CARINA YERVASI, Associate Professor11
ALEXANDRA GUEYDAN, Assistant Professor
CAROLE NETTER, Lecturer
German Studies
HANSJAKOB WERLEN, Professor
SUNKA SIMON, Associate Professor1
KRISTIN VANDER LUGT, Visiting Assistant Professor
ELKE PLAXTON, Lecturer
Japanese
WILLIAM O. GARDNER, Associate Professor
MATTHEW BURDELSKI, Visiting Assistant Professor and Mellon Postdoctoral Fellow
YOSHIKO JO, Lecturer
ATSUKO SUDA, Lecturer
Russian
SIBELAN FORRESTER, Professor and Chair
BRIAN JOHNSON, Assistant Professor
MARINA ROJAVIN, Visiting Assistant Professor
BEATA ANNA MOSKALA-GALLAHER, Visiting Lecturer
Spanish
AURORA CAMACHO DE SCHMIDT, Associate Professor
MARÍA LUISA GUARDIOLA, Associate Professor1
LUCIANO MARTÍNEZ, Assistant Professor
ELENA LAHR-VIVAZ, Visiting Assistant Professor
ZACHARY T. ERWIN, Visiting Instructor
JULIA CHINDEMI VILA, Visiting Lecturer
PATRICIA VARGAS, Lecturer
Language Resource Center
MICHAEL JONES, Language Resource Center Director
JOHN WORD, Language Resource Center Technologist
1Absent on leave, fall 2010.
2Absent on leave, spring 2011.
3Absent on leave, 2010-2011.
9Campus coordinator, Swarthmore Program in Grenoble, fall 2010.
Campus coordinator, Swarthmore Program in Grenoble, spring 2011.
1Program director, Swarthmore Program in Grenoble, fall 2010.
Program director, Swarthmore Program in Grenoble, spring 2011.

P261

Modern Languages and Literatures (MLL)
Academic Program
Our courses balance traditional objects of study
with emerging interdisciplinary projects on
topics such as urban modernity, gender and
sexuality, and media representations and
manipulations of cultural values. Our
curriculum engages the classics o f world
literature while also adapting to reflect the latest
redefinitions and debates occurring within the
Humanities. The linguistic knowledge students
acquire in our courses enables them to speak
and write confidently about texts and contexts,
to go abroad and encounter the world and its
residents in very different, more informed and
meaningful ways.
Along with demonstrated competence in the
language, a foreign literature major will
normally complete a minimum of 8 credits in
courses in advanced language, literature, or
culture, and a culminating exercise such as a
thesis, an oral or written comprehensive
examination, or Honors examinations.
Depending on the program, one or more courses
for the major may be taken in English. The
department encourages interdisciplinary
approaches and pertinent special majors.
Students interested in more than one literature
are encouraged to consider a major in
comparative literature. Students with strong
interest in learning languages and their
mechanics should also take note of the related
major in Linguistics and Languages. The
department collaborates with educational
studies to help students who wish to get
teaching certification.

The Language Requirement
To receive the degree of Bachelor of Arts or
Bachelor of Science, candidates must fulfill a
foreign language requirement. The foreign
language requirement can be fulfilled by:
(a) Successfully studying 3 years or the “block”
equivalent of a single foreign language in
grades 9 through 12 (work done before grade 9
cannot be counted, regardless of the course
level);
(b) Achieving a score of 600 or better on a
standard achievement test of a foreign
language;
(c) Passing either the final term of a collegelevel, yearlong, introductory foreign language
course or a semester-long intermediate foreign
language course; or
(d) Learning English as a foreign language
while remaining demonstrably proficient in
another.
If you have fulfilled your language requirement,
the Department encourages you to use your
time at Swarthmore to become truly proficient
in that language, or to discover a new one.

p. 262

If your placement recommendation is above the
language sequence, you should consider taking
introductory and/or advanced courses, many of
which fulfill the College’s Writing requirement.
Are you planning to begin a new language at
Swarthmore? In order to have useful
proficiency in that language, be sure to enroll in
the beginning classes during your first year. If
you discovered a new language only after your
freshmen year, talk with us about how you
could catch up during the summer or while
studying abroad.
Placement Tests
• Arabic and Japanese placement tests are
taken on the first day o f classes.
• Chinese: the test is offered on the Wednesday
of orientation. When incoming students arrive
in the fall, they will need to check the
Orientation schedule for the precise times and
places these tests will be given.
• French, German, and Spanish placement
tests are offered online.
- Freshmen students must login to
“mySwarthmore” from Swarthmore’s student
web page and click on the Placement test tab
for access and detailed instructions. It is
important that students complete the language
survey that appears at the beginning of the test.
Upon completion of the test, students can
register in the designated course during the
registration period, unless an oral interview is
required.
- Upper-classmen interested in taking
placement test should contact Michael Jones in
the Language Resource Center for information
and instructions (mjonesl, 610.328.8036).
- Students who have Frencb/German/Spanish
AP/IB are also required to take the online
placement test.
- For French only, first-year students with a 531
or higher on their online French placement test
are required to take the written literature/culture
essay placement test on Wednesday of
orientation week to be correctly placed in a
French class.
- Note: the French/German/Spanish Online
Placement Test is not a substitute for an official
standard achievement test of a foreign language
(such as the College Board exam or the
International Baccalaureate). Therefore, it does
not serve as proof of achievement for the
purpose of fulfilling the language requirement.
This test is only intended to assist instructors in
placing students in the appropriate Swarthmore
course.
- For additional information on placement visit
each program’s website.
• Russian students are asked to consult with the
Russian Section Head if they need placement.

Modern Languages and Literatures (MLL)
Advanced Placement and International
Baccalaureate Credit
The department will grant 1 credit for incoming
students who achieved a score of 4 or 5 on
Advanced Placement Chinese, French, German,
Japanese, Russian or Spanish examinations
once they have successfully completed a 1credit course in that language at the College.
The department will grant 1 credit for incoming
students who have achieved a score o f 6 or 7 in
a foreign language on the International
Baccalaureate once they have successfully
completed a 1-credit course in that language at
the College.
Students who took an AP or IB exam should
consult the Department Administrative
Coordinator, Eleonore Baginski (ebaginsl).
Note: Students with French/German/Spanish
AP-IB scores are nonetheless required to take
the online placement test.
Explanatory Note On First- And SecondYear Language Courses
Courses numbered 001-002,003, and, in some
languages also 004, carry 1.5 credits per
semester. Four semesters in this sequence are
equivalent to two or sometimes more years of
work at the college level.
These courses encourage development of
communicative proficiency through an
interactive task-based approach, and provide
students with an active and rewarding learning
experience as they strengthen their language
skills and develop their cultural competency:
These courses meet alternately as sections for
grammar presentation and small groups for oral
practice and may also require work in regular
scheduled tutorials or in the Language Resource
Center.
Students who start in the 001-002 sequence
must complete 002 to receive credit for 001.
However, students placing directly in 002 can
receive 1.5 semester credits for that course.
Please note that students must register for both
parts of the course in the 001-004 sequence.

Teaching Certificate
We offer teacher certification in modem
languages (French, German, and Spanish)
through a program approved by the state of
Pennsylvania. For fhrther information about the
relevant requirements, please contact the
Educational Studies Department director, the
Modem Languages Department chair, or see the
Educational Studies Department website:
www.swarthmore.edu/educationalstudies.xml.

p. 263

Explanatory Note Of Foreign Language
Teaching And Pedagogy Courses
The Foreign Language Teaching and Pedagogy
program is a service-teaching program designed
to bring early foreign language learning to
school age children and to give Swarthmore
students practice teaching in their target
language. Swarthmore students teach their
foreign languages to local elementary school
students in an after-school program that meets
two times per week. Swarthmore students
prepare goal-oriented lesson plans and study
foreign language acquisition in a pedagogy
session that meets concurrently with the service
(teaching) component of the program. The goal
of the program is help young children expand
their comprehension of the world around them
and bring them to a closer understanding and
acceptance of cultures other than their own. At
the end of the 6-week session the children
should have developed an awareness of targeted
cultural perspectives and practices, and be able
to engage in interpersonal communication by
exchanging simple spoken information in the
target language and utilizing cultural references
where appropriate. Courses are listed under the
teaching target language. See ARAB 013A,
CHIN 013A, FREN 024, GMST 024, JPNS
014A, RUSS 012A, and SPAN 024, which are
cross-listed with EDUC 072. Each course
carries 0.5 credits per semester.

Study Abroad
Students on financial aid may apply that aid to
designated programs of study abroad.
Study abroad is particularly encouraged for
students of Arabic; academic credit (full or
partial) is generally approved for participation
in programs of varying duration in different
Arab countries that are recommended by the
Arabic section. These include but are not
limited to universities and programs in Egypt,
Jordan, Lebanon, Morocco, Oman, Syria,
Tunisia, and Yemen.
Study abroad is particularly encouraged for
students of Chinese; academic credit (full or
partial) is generally approved for participation
in several programs of varying duration in the
People’s Republic of China and in Taiwan,
recommended by the Chinese section. In the
People’s Republic these include, but are not
limited to, the Inter-University Board (IUB)
Program at Tsing-hua University, the
Associated Colleges in China (ACC) Program,
the CET Program in Harbin and the Middlebury
program in Kunming. In Taiwan, these include
the International Chinese Language Program
(ICLP), the Mandarin Training Center in Taipei
and the Chinese Language Center, National
Cheng Kung University in Taiwan.
All French/Francophone studies majors and
minors are required to complete a study abroad

Modern Languages and Literatures (MLL)
program in a French-speaking country.
Linguistically qualified students of French are
encouraged to 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 majors in the humanities
and the social sciences.
Students of German studies are strongly
encouraged to spend at least a semester in a
German-speaking country. There are several
excellent opportunities to participate in an
approved program, such as the Columbia
Consortium Program in Berlin, the Macalester
College German Study Program in
Berlin/Vienna, or the Dickinson college
program in Bremen. Students should consider
going abroad in the spring semester. This will
enable them to participate fully in the semester
schedule of German and Austrian Universities.
Students of Japanese are strongly encouraged
to participate in study abroad programs.
Swarthmore College participates in a regular
exchange program with Tokyo University (the
AIKOM program), and the Japanese Section
has prepared a carefully selected list of other
recommended programs in Kyoto, Nagoya, and
elsewhere. Students interested ip study abroad
should consult with the head of the Japanese
Section for more information.
Students in Russian are strongly encouraged to
spend at least one semester in the A.C.T.R.,
C.I.E.E., or Middlebury programs or at the
Smolny Institute through Bard College, among
others in Russia.
All Spanish majors and minors are required to
complete a study abroad program in a Spanish speaking country. Swarthmore College offers
students interested in studying abroad several
programs listed in the Spanish website
www.swarthmore.edu/x20060.xml. To ensure
full immersion, all courses taken abroad must
be taken in Spanish. We strongly suggest that
majors and minors as well as non-specialists
meet with a Spanish faculty member to discuss
the possibilities and find the program that best
suits their academic needs and interests.
Students who plan to do graduate work are
reminded that, in addition to the language of
specialization, a reading knowledge o f other
languages is often required for admission to
advanced studies.
The department also certifies credit for study
abroad of languages that are not taught at
Swarthmore, such as Catalan, Czech, Farsi,
Hungarian, Italian, Polish, and so on.

p. 264

Funds and Awards For Students
The Hilde Cohn Student Fellowship
Endowment
This fund was established in 2007 by Walter H.
Clark, Jr. ’54 to honor a former faculty member
who conveyed to her students her love of the
German language and literature. The fund,
administered by the German Studies section of
the Modem Languages and Literatures
Department, is used to support students
participating in academic study, internships,
and research in German-speaking countries or
in immersive German language programs.
The Project Japan Fund
The Project Japan Fund will support one
student during the summer months to conduct
research in Japan. The grant will be used for
exploring contemporary issues that challenge
Japan and seeking possible ways to address
those issues, potentially drawing upon
American experience. Students must have some
mastery of the Japanese language and requisite
coursework preparation to conduct their
research. Awards based on merit of the proposal
will be made on the recommendation of an
interdisciplinary faculty committee coordinated
by the Japanese Section of the Modem
Languages and Literatures Department.
The Olga Lamkert Memorial Fund
Income from a fund established in 1979 by
students of Olga Lamkert, professor of Russian
at Swarthmore College from 1949 to 1956, is
available to students with demonstrated
financial need who wish to attend a Russian
summer school program in this country or
summer or semester programs in Russia.
Awards based on merit and financial need will
be made on the recommendation of the Russian
section of the Modem Languages and
Literatures Department.
The Jeanette Strelt Rohatyn ’46 Fund
The income is used to grant the “Baudelaire
Award” to a Swarthmore student participating
in the College Program in Grenoble. The
student must be considering a major or a minor
in French/Francophone studies, and use the
award, which is granted on the recommendation
of the program director, to travel in
metropolitan France.
The Eugene M. Weber Memorial Fund
This fund was established in 1986 to honor the
memory of Eugene M. Weber, professor of
German at Swarthmore College from 1973 to
1986. Grants are awarded to students who plan
to attend an academic program in a Germanspeaking country and/or work there on researcn
projects or in internships. Awards based on
merit and financial need will be made on the

MLL: Literatures in Translation
recommendation of the German Studies section
of the Modem Languages and Literatures
Department.

Literatures in Translation
Students who are already acquainted with a
particular foreign language are urged to select
an appropriate literature/culture course taught in
the original language. LITR courses provide
students with the opportunity to study cultural
material that they cannot read in the original
and often to study literature in a comparative
context.
In most language programs, these courses
cannot be substituted for the introductory
course sequence between 010 and 020 to satisfy
departmental prerequisites for a major or minor
in the original languages, but many of these
courses can satisfy the 8 credit requirement o f a
foreign literature/studies major as each section
specifies.
LITR 008CH. First-year Seminar: Literary
and Cinematic Presentation of Modern
China
(Cross-listed as CHIN 008)
This course will explore modem China through
carefully chosen texts in both literary and
cinematic forms, with a focus on the issues
concerning the nation, family, and self in a fast­
changing society. Through intensive reading
and discussion, students will get a better
understanding of modem China as well as how
China has been presented in literature or on
screen. All readings are in translation and films
with English subtitles. No prerequisites and no
knowledge of Chinese or of China are required.
1credit.
Not offered 2010-2011.

LITR 009CH. First-Year Seminar:
Heaven, Earth, and Man: Ways of
Thought in Traditional Chinese Culture
(Cross-listed as CHIN 009)
This introductory course explores the most
influential currents of thought and culture in
traditional China, through directed readings and
discussions of original sources in translation.
No prerequisites and no knowledge of Chinese
or of China are required.
1credit.
Not offered 2010-2011.

LITR 013R. The Russian Novel
(Cross-listed as RUSS 013)

The Russian novel represents Russia’s most
fundamental contribution to world culture. This
course surveys classic authors and experimental
works from the 19th and 20th centuries.
Students in the course will deepen their
understanding of the context for writers,
including Dostoevsky and Tolstoy. They will

p. 265

gain familiarity with literary movements and
genres including romanticism, realism, the
psychological novel, the picaresque novel,
modernism, and the postmodern as they
developed in Russia. We will highlight issues
including the relationship of Russia to the West,
national identity, and the complex relationship
of literature and politics.
No prerequisite.
Writing course.
1 credit.
Fall 2010. Johnson.
LITR 015G. First-Year Seminar: Between
Appetite and Aesthetics: A Cultural
History of Food
This course examines literary and other texts,
works of visual art, and films that focus on food
and taste in their gustatory and metaphoricalsymbolic representations. Topics discussed are
food and knowledge, the physiology/metaphor
of taste, food and memory, eroticism and food
(“eye candy,” oral pleasures), food/religion,
anthropophagy/communion, production/
consumption, and hospitality/sacrifice. The
reading list includes, among others, Walter
Benjamin, Georg Simmel, Marcel Proust, Franz
Kafka, Vladimir Nabokov, Sigmund Freud,
Claude Lévi-Strauss, Stanley Ellin, F.T.
Marinetti, Roland Barthes, Elias Canetti, Emile
Zola, and Tanja Blixen.
1 credit.
Not offered 2010-2011.
LITR 015R. First-Year Seminar: East
European Prose in Translation
(Cross-listed as RUSS 015)
Novels and stories by the most prominent 20thcentury writers of this multifaceted and
turbulent region. Analysis of individual works
and writers with the purpose of appreciating the
religious, linguistic, and historical diversity of
Eastern Europe in an era of war, revolution,
political dissent, and outstanding cultural and
intellectual achievement. Readings, lectures,
writing and discussion in English; qualified
students may do some readings in the original
language(s). Writing-intensive course limited to
15 students.
Writing course.
1 credit.
Not offered 2010-2011.
LITR 015S. First-Year Seminar: Children
in Latin American Literature
How does the world look from the perspective
of a Latin American child? The social sciences
tell us that children are not defined by what
they cannot yet understand, say, or do, and that
they learn at a fabulous speed. Children are
observers, always making sense of their
surroundings, while they are relatively

MLL: Literatures in Translation
unencumbered by the biases, worries, and hurts
that come from experience. Regrettably, they
are not free from fear. Is the child narrator a
privileged storyteller? How does literature
represent transforming events, the separation,
and death of loved ones, war, displacement, or
joy through the voice of a child? What are a
child’s narrative strategies? Because boys and
girls do not generally write to publish, what is
the role of an adult memory in reconstructing a
textual childhood? The course includes
masterful Latin American and Latino works of
fiction and autobiography, complemented by
poetry, film and essays. No prerequisites.
Eligible for LASC credit.
1 credit.
Spring 2012. Camacho de Schmidt.
LITR 016CH. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as CHIN 016)
This course will explore the literary and
intellectual world of traditional Chinese culture,
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and
the contouring of Chinese culture; immortality,
wine, and allaying the mundane; and the
religious dimension, disengagement, and the
appreciation of the natural world. The course
also will address cultural and literary
formulations of conduct and persona and the
expression of individualism in an authoritarian
society.
No prerequisites.
1 credit.
Spring 2011. Berkowitz.
LITR 017CH. The Legacy of Chinese
Narrative Literature; The Story in
Dynastic China
(Cross-listed as CHIN 017)
This course explores the development of
diverse genres of Chinese narrative literature
through readings of original writings in
translation. Readings include tales of the
strange, biographies and hagiographies, moral
tales, detective stories, literary jottings, drama,
novellas and novels, and masterworks of the
Chinese literary tradition throughout the
centuries of imperial China.
No prerequisites and no knowledge of Chinese
or of China are required.
1 credit.
Not offered 2010-2011.
LITR 017J. First-Year Seminar: The
World o f Japanese Drama
(Cross-listed as JPNS 017 and THEA 017)
This first-year seminar will explore the unique
dramatic traditions of Japan from diverse

p. 266

angles, including a study of dramatic texts,
videos of performance, and films based on
famous dramatic works. Our seminar will focus
on the three great dramatic traditions of Noh
masked drama, Bunraku puppet theater, and
Kabuki. We will also examine the cultural
background of these dramatic forms, including
the influence of Buddhism, Shintô, and
shamanism, as well as the philosophical
background and methodology o f training and
performance. Open to all first year students: no
previous knowledge of performance or
Japanese language, history, or culture is
required.
1 credit.
Fall 2010. Gardner.
LITR 017R. First-Year Seminar: Love and
Sex in Russian Literature
(Cross-listed as RUSS 017)
Best known for political priorities and
philosophical depth, Russian literature has also
devoted many works to the eternal concern,
love and sex. We will read significant and
provocative works from traditional folk tales
through the 20th century to discuss their
construction of these most “natural” impulses—
and how they imagine the relationship of
human attraction to politics and philosophy.
Writing course.
1 credit.
Not offered 2010-2011.
LITR 018CH. The Classical Tradition in
Chinese Literature
(Cross-listed as CHIN 018)
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 o f China are required.
1 credit.
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MLL: Literatures in Translation
1credit.
Spring 2011. Berkowitz.
LITR 020G. Expressions o f Infinite
Longing: German Romanticism and its
Discontents
In this course, we will first read works by the
young Goethe that demonstrate a radical
reshaping of subjectivity in the later part of the
18th century. This modem subjectivity is at the
center of writings by early German romantics,
texts that mark the beginning of a revolutionary
period in German literature whose critical
recastings of aesthetic, philosophical, and social
questions are still echoed in modem literary
criticism. After the failed enlightenment view
of history as human progress, the search for
novel poetic representations created a new
mythology intended to fiise “poetry and prose,
originality and criticism, the poetry of art and
the poetry of nature” (F. Schlegel). The second
part of the course will focus on writers
struggling with the failures of that promise and
the disenchantment of the romantic world.
Authors read include Friedrich Schlegel, Johann
Ludwig Tieck, Novalis, Friedrich Hölderlin,
Heinrich von Kleist, E.T.A. Hoffmann, and
Wilhelm Müller. In English.
1credit.
Not offered 2010-2011.

LITR 021J. Modern Japanese Literature
(Cross-listed as JPNS 021)
An introduction to Japanese fiction from the
Meiji Restoration (1868) to the present day,
focusing on how literature has been used to
express the personal voice and to shape and
critique the concept of the modem individual.
We will discuss the development of the mode of
personal narrative known as the “I novel” as
well as those authors and works that challenge
this literary mode. In addition, we will explore
how the personal voice in literature is
interwoven with the great intellectual and
historical movements of modem times,
including Japan’s encounter with the West and
rapid modernization, the rise of Japanese
imperialism and militarism, World War II and
its aftermath, the emergence of an affluent
consumer society in the postwar period, and the
impact of global popular culture and the
horizon of new transnational identities in the
21st century. All readings and discussions will
he in English.
1credit.
Not offered 2010-2011.

LITR 021R. Dostoevsky (in Translation)
(Cross-listed as RUSS 021)
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one of the great writers of the
modem age. His work inspired Nietzsche,
Freud, Woolf, and others and continues to exert

p. 267

a profound influence on thought in our own
society to the present. Dostoevsky confronts the
“accursed questions” of truth, justice, and free
will set against the darkest examples of human
suffering: murder, suicide, poverty, addiction,
and obsession. Students will consider artistic,
philosophical, and social questions through
texts from throughout Dostoevsky’s career.
Students with knowledge of Russian may read
some or all of the works in the original.
1 credit.
Not offered 2010-2011.
LITR 022G. Food Revolutions: History,
Politics, Culture
Behind our current unsustainable system of
industrialized food production lies a long
history of technical and market innovations,
political exigencies, and shifts in consumer
culture, beginning with the Industrial
Revolution of the 18th century and leading to
today’s globalized market structures dominated
by Northern oligopolies. In our class, we will
focus on key moments that set this chain of
events in motion, including: the French
revolution, Napoleon’s food requirements for
LaGrande Armée, slavery and colonial food
production, nutritional welfare for the emerging
proletariat, technological breakthroughs
(canning, freezing), the homogeneization of
taste, and the convergence of military and
agricultural production methods (mechanization
of scale) after WWII.
As the social and environmental costs of a
commodified food system only interested in
profit maximation become more and more
evident, a great number of resistance centers to
these exploitative practices have emerged,
especially in the Global South. An emphasis on
sustainable, biodiverse, and local agriculture
that restores the frayed social fabric of rural
communities and serves human needs instead of
corporate interests is the main characteristic of
these diverse movements—all of which stress
the rights of indigenous peoples and women. In
our course, we will discuss the social, ethical,
and ecological aspects of these movements, and
reflect on possibilities of our own involvement
in this important “food fight.” The class will
make an excursion to meet with food producers
who own successful sustainable and local food
businesses. No prerequisites.
Eligible for ENVS credit.
1 credit.
Not offered 2010-2011.
LITR 023CH. Modern Chinese Literature:
A New Novelistic Discourse (1918-1948)
(Cross-listed as CHIN 023)
Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas

MLL: Literatures in Translation
underlying 20th-century Chinese history. The
class will discuss fundamental issues of
modernity and new literary developments under
the impact of the May Fourth Movement. No
previous preparation in Chinese required.
1 credit.
Not offered 2010-2011.
LITR 024J. Japanese Film and
Animation
(Cross-listed as JPNS 024/FMST 057)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context of Japanese
film, including how films address issues of
modernity, gender, and national identity.
Through our readings, discussion, and writing,
we will explore various approaches to film
analysis, with the goal of developing a deeper
understanding of formal and thematic issues. A
separate unit will consider the postwar
development of Japanese animation (anime)
and its special characteristics. Screenings will
include films by Ozu, Mizoguchi, Kurosawa,
Imamura, Kitano, and Miyazaki. Previous
coursework in Japanese studies of film and
media studies is not required.
1 credit.
Not offered 2010-2011.
LITR 024R. Russian and East European
Cinema
(Cross-listed as RUSS 024)
This course will introduce students to cinema
from the “other Europe.” We will begin with
influential 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 considering the particular
cultural, national, and political forces shaping
the work of filmmakers in this “other Europe”
from the early 20th to the early 21st century.
No prerequisite.
1 credit.
Not offered 2010-2011.
LITR 025CH. Contemporary Chinese
Fiction: Mirror o f Social Change (19492005)
(Cross-listed as CHIN 025)
Contemporary Chinese literary texts created
after 1949 up to the present mirror a series of
political, social, cultural, and ideological
dilemmas of China. The class will discuss
fundamental issues of ideology, politics,
morality, and new literary developments

p. 268

resulting from the drastic social transformation
during this period. All texts as well as lectures
and discussions are in English, and no previous
preparation in Chinese is required.
1 credit.
Not offered 2010-2011.
LITR 025R. The Poet and Power
(Cross-listed with RUSS 025)
This course will explore Russian literature in its
cultural and historical contexts. In Russia, a
poet has always been a voice, a herald of
freedom or non-conformism, if not an envoy of
the regime. The poet is also a philosopher and a
thinker. Students will read Russian literary texts
from the early 18th century through the
beginning of the 21st century. The circle will
begin with Lomonosov, whose poetry glorified
the Tsarinas. We will continue with censored
works by Pushkin, Griboedov, Chaadaev,
Gogol, Akhmatova, Chukovskaya, Solzhenitsyn
and others who underwent political or social
censure from the Russian or Soviet state. The
circle comes to an end with postmodernist
Pelevin, who was neither harassed nor arrested
for his prose—we will face a new phenomenon
for Russia, where during the last decade
literature exists independently from power, in a
parallel world. We will also read excerpts from
Russian thinkers whose philosophical and
literary works shaped the role of the poet:
Chaadaev’s First Philosophical Letter,
Belinsky’s Letter to Gogol, Dostoyevsky’s
Grand Inquisitor, Solovyov’s What is Russia?
These texts raise and discuss in particular the
problems of Christianity, Russia’s uniqueness
and her place in the world, and Russian identity.
1 credit.
Not offered 2010-2011.

LITR 026R. Russian and East European
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Science Fiction
(Cross-listed as RUSS 026)
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Science fiction enjoyed surprisingly high status j ,
in Russia and Eastern Europe, attracting such
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prominent mainstream writers as Karel Capek,
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Mikhail Bulgakov, and Evgenii Zamiatin. In the ,
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official Socialist Realism for authors like
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Stanislaw Lem and the Strugatsky brothers.
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science fiction (translated from Czech, Polish,
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No prerequisites.
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MLL: Literatures in Translation
LITR 027CH. Women Writers in 20thCentury China
(Cross-listed as CHIN 027)
This course will be a close study of the
literature written by Chinese women,
particularly focusing on social, moral, political,
cultural, psychological, and gender-related
issues through their texts as well as on their
writing styles and literary contributions to
modem Chinese literature. The chosen women
writers will include those from Mainland,
Taiwan, Hong Kong, and overseas expatriate
Chinese writers as well as from different social
and political groups. All the readings are in
English translation. No previous preparation in
Chinese is required.
1 credit.
Not offered 2010-2011.
LITR 028R. Tolstoy
(Cross-listed as RUSS 028)
Novelist, Christian philosopher, pacifist, and
educator, Leo Tolstoy’s monumental thought
inspired communities o f ‘Tolstoyans” and
influenced Gandhi, Martin Luther King, Jr., and
Nelson Mandela. Tolstoy’s treatment of moral
and historical issues in literature continues to
inspire and provoke readers today. This course
will examine Tolstoy’s major novels (War and
Peace, Anna Karenina), along with earlier and
later works, and explore his context in the
culture, literature, and history of the time.
1 credit.
Spring 2011. Johnson.
LITR 033R. Terror in Russia: Method,
Madness, and Murder
j (Cross-listed as RUSS 033)
i In the 19th century, the Russian Empire saw a
rise of political terrorism sponsored by leftist
and anarchist political factions plus a new legal
system with juries likely to acquit. After a
central role in the 1917 Revolution, political
terror underwent further transformation in the
20th century, turned against Soviet citizens
under Stalin and erupting on both sides of the
| ongoing conflict in Chechnya. Poetry, prose,
Lfilm, and journalism.
1 credit.
Not offered in 2010-2011.
LITR 040R. Bulgakov
(Cross-listed as RUSS 040)
I Doctor, dramatist, and dissident, Mikhail
Bulgakov is one of the most significant authors
of the Soviet period. His writings embody
scrupulous honesty; recognition of moral
complexity; deeply thoughtful awareness of
political, religious, and philosophical traditions;
and the life-affirming force of humor. In
addition to his masterpiece Master and
Margarita, we will study his short stories and

p. 269

dramatic works, and explore his oeuvre in the
context of Soviet society. Class projects may
include a performance.
1 credit.
Spring 2011. Johnson.
LITR 041J. Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as JPNS 041)
As Japanese society has transferred rapidly in
the 20th century and beyond, a number of
authors have turned to the fantastic to explore
the pathways of cultural memory, the
vicissitudes of interpersonal relationships, the
limits of mind and body, and the nature of
storytelling itself. In this course, we will
consider the use of anti-realistic writing genres
in Japanese literature from 1900 to the present,
combining readings of novels and short stories
with related critical and theoretical texts.
Fictional works examined will include novels,
supernatural tales, science fiction, and cyber­
fiction by authors such as Tanizaki Junichiro,
Abe Kobo, Kurahasi Yumiko, and Murakami
Haruki.
Readings will be in English; no previous
experience in Japanese studies is required.
Writing course.
1 credit.
Not offered 2010-2011.
LITR 041R. War and Peace in Russian
Literature and Culture
(Cross-listed as RUSS 041)
This course explores Russian literary and
cinematic responses to the ravages of war and
revolution, heroic and bloody conflicts that
repeatedly devastated the country throughout its
tumultuous history. We will read a variety of
texts dealing with wars in the Middle Ages, the
Napoleonic invasion, the Revolution o f 1917,
the Civil War, World War II, and the presentday conflict in Chechnya and explore how
individual writers portrayed the calamity of war
and its devastating effect on people’s lives,
while expressing hope for ever-elusive peace
and prosperity. Works to be read include
Tolstoy’s War and Peace, Bulgakov’s White
Guard, Grossman’s Life and Fate, Babel’s Red
Cavalry, and Akhmatova’s Poem Without a
Hero. Films include Alexander Nevsky,
Battleship Potemkin, Ballad o f a Soldier, My
Name Is Ivan, and Prisoner o f the Mountains.
All readings and discussion will be in English.
All films will be screened with English
subtitles.
1 credit.
Not offered 2010-2011.

MLL: Literatures in Translation
LiTR 045A. Contemporary Thought in
the Arab World
(Cross-listed as ARAB 045)
This survey course will trace some of the main
themes, problems and issues debated among
Arab thinkers and intellectuals since the latter
part of the 19th century. The course will start
with the 19th century but emphasize discussions
following the military defeat of 1967 and the
ensuing cultural and political crisis. Within this
discussions related to “turath” (Islamic tradition
or heritage), the different strategies of its
reading and interpretation, and the possibilities
of using these readings of Islam to confront the
contemporary challenges of a globalized world
will be the center of attention in the course.
Readings for the course will comprise three
types of texts: historical and social background,
translations of texts by the different thinkers
under discussion, and articles and essays that
interpret and critique these thinkers.
1 credit.
Not offered 2010-2011.
LITR 045R. Poetry in
Translation/Translating Poetry
(Cross-listed as RUSS 045)
This course will study the history, practice, and
politics of poetic translation from antiquity to
the present, including work from Arabic,
Chinese, French, German, Greek, Hebrew,
Irish, Japanese, Latin, Polish, Russian, Sanskrit,
and Spanish. The course has a strong practical
component: All students will work on
translations of their own throughout the
semester (from languages they know or with
native speakers or literal versions), and the final
project may include a portfolio of translations.
Especially suitable for students interested in
comparative literature,
1 credit.
Not offered 2010-2011.
LITR 047R. Russian Fairy Tales
(Cross-listed as RUSS 047)
Folk beliefs are a colorful and enduring part of
Russian culture. This course introduces a wide
selection of Russian fairy tales in their esthetic,
historical, social, and psychological context.
We will trace the continuing influence of fairy
tales and folk beliefs in literature, music, visual
arts, and film. The course also provides a
general introduction to study and interpretation
of folklore and fairy tales, approaching Russian
tales against the background of the Western
fairy-tale tradition (the Grimms, Perrault,
Disney, etc.).
No fluency in Russian is required, although
students with adequate language preparation

p. 270

may do some reading, or a course attachment,
in the original.
1 credit.
Not offered 2010-2011.
LITR 049S. Quixotic Fictions
Come explore the marvelously quixotic
adventures and the fabulously fantastic follies
of the most famous knight errant of all time,
Don Quixote de la Mancha. We will delve into
the fertile imagination of Miguel de Cervantes’
indelible creation, Don Quixote, as he journeys
through an almost surreal world of grotesque
giants, enchanted castles, damsels in distress,
wicked wizards, and chaotically over crowded
inns—and that’s just the first twenty chapters.
We will examine the literary, theoretical, social,
and political issues of Cervantes’ times that
contributed to his creation of the first modem
novel. Readings, assignments, and class
discussion will be in English.
1 credit.
Spring 2011. Staff.
LITR 051G. European Cinema
The course introduces post-war directors
(Bergman and Fellini), British and French New
Waves, Eastern European Cinema (Tarkovsky,
Wajda), Post-New Wave Italian auteurs,
Spanish cinema after Franco (Erice, Saura,
Almodovar), New German cinema (Fassbinder,
Hetzog, Wenders), British cinema after 1970
(Roeg, Leigh, Loach, Greenaway) and Danish
Cinema: Dogme 95 and others. The course
addresses key issues and concepts in European
cinema such as realism, authorship, art cinema,
and political modernism, with reference to
significant films and filmmakers and in the
context of historical, social, and cultural issues.
1 credit.
Not offered 2010-2011.
LITR 051J. Japanese Poetry and Poetics
(Cross-listed as JPNS 051)
Japanese poetic forms such as haiku, renga, and
tanka have had a great impact on modem poetry
across the world, and have played a central role
in the development of Japanese literature and
aesthetics. This course will examine Japanese
poetry from its roots in ancient oral tradition
though the internet age. Topics include the role
of poetry in courtship, communication, religion,
and ritual; orality and the graphic tradition; the
influence of poetic models from China and the
West; social networks and game aesthetics in
renga linked poetry; and haiku as a worldwide
poetic form. Course projects will include
translation and composition in addition to
analytical writing. Readings will be in English,
and there are no language requirements or other
prerequisites; however, the course will include
a close examination of Japanese poetic sound,

MLL: Literatures in Translation
syntax, meter, and diction, or how the poems
“work” in the original language.
1credit.
Spring 2011. Gardner.
LITR 054G. German Cinema
(Cross-listed as GMST 054/FMST 054)
This course is an introduction to German
cinema from its inception in the 1890s until the
present. It includes an examination o f early
exhibition forms, expressionist and avant-garde
films from the classic German cinema of the
Weimar era, fascist cinema, postwar rubble
films, DEFA films from East Germany, New
German Cinema from the 1970s, and post 1989
heritage films. We will analyze a cross-match
ofpopular and avant-garde films while
discussing mass culture, education, propaganda,
and entertainment as identity- and nation­
building practices. Taught in English. Fulfills
national cinema requirement for FMST
majors/minors.
1credit.
Spring 2011. Simon.
LITR 055CH. Contemporary Chinese
Cinema: The New Waves (1984-2005)
(Cross-listed as CHIN 055/FMST 055)
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. The course will
develop a better understanding of changing
Chinese culture by analyzing cinematic texts
and the new wave in the era of globalization.
1credit.
Fall 2010. Kong.
LITR 056CH. History of Chinese Cinema
(1905-2005)
(Cross-listed as CHIN 056)
This course investigates Chinese cinema in its
90-year development throughout different
political regimes and cultural milieus.
Cinematic texts, from silent film to the post­
fifth-generation filmmaker’s films, will focus
on the issues related to nationhood, gender, and
modernity, along with the development of the
cinematic discourse in China.
1credit.
Not offered 20 1 0 - 2 0 1 1 .

LITR 59FGS. Re-envisioning Diasporas
This co-taught course will address the
historical, cultural, representational, and
theoretical specificities of Diasporas through
examining how French and Francophone,
Spanish and Latin American, and German
visual and literary productions deal with
questions of race and ethnicity, gender and
sexuality, nationality and globalization from a
perpetual state of “elsewhere.” How does this

p. 271

experience mark the conceptualization,
aesthetics, and politics of the artistic process
and textuality? What role do language, body
memories, and visualization/projection play in
the works we will discuss? How do virtual and
real-life diasporic communities interact with
their imagination and reception? Students are
encouraged to do work in their first and
secondary languages.
Seminar-style class taught in English. No
prerequisites.
1 credit.
Spring 2012. Martinez, Simon, Yervasi.
LITR 063CH. Comparative Perspectives:
China in the Ancient World
(Cross-listed as CHIN 063)
Topics to be explored include obligation to self
and society, individualism and the role of
withdrawal, the heroic ethos, the individual and
the cosmos, and the individual and gender roles.
No prerequisites, no knowledge of Chinese is
required.
1 credit.
Not offered 2010-2011.
LITR 066CH. Chinese Poetry
(Cross-listed as CHIN 066)
This course explores Chinese poetry and
Chinese poetic culture, from early times to the
present. While readings and discussion will be
in English, and no knowledge of Chinese will
be expected, an integral component of the class
will be learning how to read a Chinese poem
and learning a number of poems in the original.
1 credit.
Not offered 2010-2011.
LITR 066G. History of German Drama
This course will focus on the history of German
drama from Lessing to contemporary
playwrights like Elfriede Jelinek. We will read
representative plays of important genres and
examine the texts from historical, literarycritical, and theoretical perspectives. Plays read
will include Nathan the Wise (Lessing), Faust
(Goethe), Maria Stuart (Schiller), Danton 's
Death (Büchner), Maria Magdalene (Hebbel),
The Rats (Hauptmann), Spring Awakening
(Franz Wedekind), Mother Courage (Brecht),
Tales From the Vienna Woods (Odön von
Horvath), The Firebugs (Frisch), Marat/Sade
(Weiss), Kaspar Hauser (Handke), The Task
(Müller), A Sport Play (Jelinek), and
Amphitryon (Hacks).
No prerequisites. Taught in English.
1 credit.
Not offered 2010^2011.

MLL: Literatures in Translation
LiTR 067R. Jews in Russia: Culture,
Film, Literature
(Cross-listed as RUSS 067)
As the Russian Empire expanded over time, it
absorbed territories with large Jewish
populations. Jews have played crucial roles in
Russian and Soviet history and culture, be it as
political radicals and revolutionaries, as moral
thinkers and philosophers, or as some of the
world’s best poets, artists, and film directors.
We will read Shalom Aleichem’s tales of Tevye
the Milkman, Babel’s stories about the Jewish
mafia in Odessa Soviet underground writer and
dissident Sevela. We will watch movies about
the life of Soviet Jews and the Holocaust.
Secondary readings and guest lectures will
emphasize the historical background. This
interdisciplinary course has no prerequisites.
1 credit.
Fall 2010. Rojavin.
LITR 069CH. Taste and Aesthetics in
Chinese Cultural Traditions
(Cross-listed as CHIN 069)
This course will explore various dimensions of
taste and aesthetics in traditional Chinese
culture, from the earliest times into the recent
past. Broader aspects of the course will include
concept, form, and substance in classical
literary, and philosophical formulations; ritual
practice and ceremonial performance; and
continuities and disjunctures in private vs.
public and individual vs. societal taste. More
focused readings and discussions will concern
food, alcohol, tea, and the culinary arts;
appreciation, aesthetics, and poetics in music,
painting, calligraphy, literature, sculpture, and
theater; the harmony of the human body and the
evaluation of beauty and suitability in men and
women; landscape appreciation and visions of
the natural world; leisure and the passa tempo
pursuits of Go, flower and tree arrangement and
elegant gatherings.
No prerequisites, no knowledge of Chinese
required; all readings in English.
Not offered 2010-2011.
LITR 070R. Translation Workshop
(Cross-listed as LING 070R and RUSS 070)
This workshop in literary translation
concentrates on translation theory and practice,
working in poetry, prose, and drama as well as
editing. Students will participate in an
associated series of bilingual readings and will
produce a substantial portfolio of work.
Students taking the course for LING credit will
write a final paper supported by a smaller
portfolio of translations/
No prerequisites, but excellent knowledge of a
language other than English (equivalent to a
004 course at Swarthmore or higher) is highly

p. 272

recommended or, failing that, access to at least
one very patient speaker of a foreign language.
1 credit.
Fall 2010. Forrester.
LITR 071CH. Invaded Ideology and
Translated Modernity: A Comparative
Study of Modern Chinese and Japanese
Literatures at Their Formative Stages
(1900-1937)
(Cross-listed as CHIN 071)
This course will study selected Chinese and
Japanese literary texts from the late 19th
century up to 1937 that illustrate the political,
social, ideological, and cultural dilemmas
underlying the modernization of the two
neighboring nations. The focus of the course is
on shared concerns, such as the clash between
tradition and modernity at both national and
personal levels; and on the transformative
cultural interchanges between China and Japan
during this era of modernization.
All readings will be in English.
1 credit.
Not offered 2010-2011.
LITR 071F. French Cultural and Critical
Theory
We will read key texts in French critical and
cultural theory (from M. Foucault, J. Lacan, J.
Derrida, J. Baudrillard, G. Deleuze, among
many others) to formulate specific questions
about how subjects come about through their
use o f language and other forms of discourse.
There are no prerequisites for the course, as it
aims first and foremost to be an introduction to
the topic. This course is taught in English.
Eligible for INTP credit.
1 credit.
Spring 2012. Blanchard.
LITR 071S. Latin American Society
Through Its Novel
(Cross-listed as SOAN 024C)
From an interdisciplinary framework, we will
explore the relationship between society and its
representation in the Latin America novel. The
course will also help us understand the links
between fiction and reality, and the role of
literature as a form of cognition. Selected works
by Carlos Fuentes, Mario Vargas Llosa, Gabriel
García Márquez, Isabel Allende, Luisa
Valenzuela, Laura Restrepo, Elena
Poniatowska, and others. Readings,
assignments, and class discussions are in
English. No prior knowledge of Spanish
necessary.
Eligible for LASC credit.
1 credit.
Spring 2011. Martínez, Muñoz.

MLL: Literatures in Translation
LITR 073F. Postwar France: The French
NewWave (French and Francophone
Literature and Film in Translation)
Wewill focus on French novels and films as
theyreflect, reinforce, and critique French
society in postwar Europe. Close readings of
these texts will allow us to draw conclusions
about the relationship of new cultural and social
movements to France and French society,
including postwar consumer culture, political
movements, new filmmaking practices and
esthetics. There is no prerequisite for this
course. This course is taught in English.
Eligible for FMST credit.
1credit.
Spring 2011. Yervasi.
LITR 074F. Youth and Resistance
(French and Francophone Film)
This course explores youth’s dynamic
relationship to changes in modem and
contemporary French and Francophone
societies. We will focus our discussions on
représentions of youth and how youth culture is
depicted in mainstream and independent films
fromthroughout the French-speaking world:
Belgium, Burkina Faso, Cameroon, Congo,
France, Senegal, Switzerland. Directors will
include Dardenne brothers, Akerman, Kouyaté,
Bekolo, Ngangura, Touré, Cantet, Tanner. This
course is taught in English.
1credit.
Not offered 2010-2011.

LITR 075F. Haïti, the French Antilles,
and Guyane in Translation
Close reading and discussion of Caribbean
fiction written in French. We will examine
these texts as literary works rewriting and
rerighting of the local histories. Parallel
readings of theoretical (CLR James, PriceMars, Fanon, A. Césaire, Glissant, Leiris, etc.),
filmic and historical documents as they relate to
questions of post-colonialism vis-à-vis Europe,
Africa and the USA. Authors will include
Roumain, Chauvet, Ollivier, J.J. Dominique,
Damas, A. and I. Césaire, Zobel, Glissant,
Tirolien, Schwarz-Bart, Condé, Maximin, etc.
Taught in English.
Eligible for BLST credit.
1credit.
Not offered 2010-2011.
LITR 075FA. French Language
Attachment to Haiti, the French Antilles,
and Guyane in Translation
1credit.
Not offered 2010-2011.

UTR 075R. Comedy, Satire, Humor
(Cross-listed as RUSS 075)

p. 273

Laughter is one of the basic human experiences,
but in different theories and manifestations it
can mean aggression, festivity, freedom, a
release of nervous tension, or complicity. This
new course will concentrate on some of the
funniest literature from the Russian tradition, be
it light-hearted or scathing, fantastic or downto-earth. Besides the pleasures of laughter, we
will explore what you need to know to get the
joke and what this humor means.
1 credit.
Not offered 2010-2011.
LITR 078F. Francophone Cinema
This course is an introduction to Francophone
African film. We will concentrate on films from
West Africa: Senegal, Cameroon, The
Democratic Republic of Congo, and Burkina
Faso. We begin by familiarizing ourselves with
the colonial and postcolonial history of this
region, before taking on in-depth film analyses
of each film. The course will focus on a study
of the representations of West African culture
and will help students develop their ability to
read films.
Eligible for BLST credit.
1 credit.
Noroffered 2010-2011.
LITR 079F. Scandal in the Ink: Queer
Traditions in French Literature
In this course, we will use contemporary
lesbian/gay/queer theory to reconsider French
literary traditions. Writers will include Nicole
Brossard, Colette, Michel Foucault, Jean Genet,
André Gide, Hervé Guibert, Guy
Hocquenghem, Violette Leduc, Marcel Proust,
Monique Wittig, Christiane Rochefort, Renée
Vivien, and others.
1 credit.
Not offered 2010-2011.
LITR 081CH. Transcending the
Mundane: Taoism in Chinese Literature
and Culture
(Cross-listed as CHIN 081)
Chinese civilization has been imbued with
Taoism for some two and one-half millennia,
from popular belief and custom to intellectual
and literary culture. In addition to consideration
of the texts and contexts of both philosophical
and religious Taoism, the class will examine the
articulation and role of Taoism in Chinese
literature and culture and the enduring
implications of the Taoist ethos. All readings
will be in English.
Prerequisite: One introductory course on
Chinese culture or religion or permission of the
instructor.
1 credit.
Not offered 2010-2011.

MLL: Arabie
LITR 083J. War and Postwar in
Japanese Culture
(Cross-listed as JPNS 083)
What was the Japanese experience of the World
War II and the Allied Occupation? We will
examine literary works, films, and graphic
materials (photographs, prints, advertisements,
etc.), together with oral histories and historical
studies, to seek a better understanding of the
prevailing ideologies and intellectual
strugglesof wartime and postwar Japan as well
as the experiences of individuals living through
the cataclysmic events of midcentury. Issues to
be investigated include Japanese nationalism
and imperialism, women’s experiences of the
war and home front; changing representations
and ideologies of the body, war writing and
censorship, the atomic bombings of Hiroshima
and Nagasaki, Japanese responses to the
occupation, and die war in postwar memory.
The course readings and discussions will be in
English.
Prerequisite: HIST 075 or permission of the
instructor.
1 credit.
Not offered 2010-2011.
LITR 091CH. Special Topics in Chinese
Literature and Culture in Translation
(Cross-listed as CHIN 091)
No prerequisite and no knowledge of China
required; all readings in English.
1 credit.
Not offered 2010-2011.

Arabic
The Arabic program at Swarthmore College
contributes to the interdisciplinary program in
Islamic studies and to student work in programs
in Anthropology, Comparative Literature,
History, Linguistics, Religion, and Sociology.
Study of Arabic language through the third year
and study abroad are particularly recommended
for students who want to develop proficiency
for research in the field or in archives in the
Humanities or the Social Sciences. Students
should begin studying Arabic language as soon
as possible so as to have time for study abroad
at a useful level of language mastery.
First-year, second-year and third-year Arabic
are offered every year; first-year Arabic has no
prerequisites and is open to everyone except
native speakers. Native or heritage speakers of
Arabic should request a placement test to find
out which level to register for. Courses in
literature in translation, culture, and film are
also open to all students. Students of Arabic
language are urged to take these courses as well
as other courses related to the Arab world in
Islamic Studies, Sociology and Anthropology,
History, Political Science and Religion to gain

p. 274

perspective on classical and contemporary
Arabic culture.
Introductory and Intermediate Arabic are
intensive courses that carry 1.5 credits per
semester. Study abroad is particularly
encouraged for students of Arabic; academic
credit (full or partial) is generally approved for
participation in several programs of varying
duration in different Arabic countries,
recommended by the Arabic section. These
include universities and programs in Egypt,
Jordan, Lebanon, Morocco, Oman, Syria,
Tunisia, and Yemen. Currently this program
does not offer a regular course major or minor.
Special Major and Honors Special Major
in Arabic Studies
Students may arrange to do a special major or
an honors special major in Arabic after
consultation with Professor Attieh and the
department chair. Work abroad will be
incorporated when appropriate. Independent
study or courses at Bryn Mawr or U Penn will
usually be necessary for this special major.

Courses
ARAB 001-002. Intensive Elementary
Modern Standard Arabic
Students tvho start in the 001-002 sequence
must complete 002 to receive creditfor 001.
The purpose of this course is to develop
students’ proficiency and communication in
modem standard Arabic in the four basic
language skills: listening, speaking, reading
(both oral and comprehension), and writing.
Cultural aspects are built into the course. This
course as well as subsequent Arabic-language
courses helps students to advance rapidly in this
language and prepares them for more advanced
work on literary Arabic, as well as to work,
travel, or study abroad. By the end of this
course, the majority of students should be
expected to reach a level of intermediate low,
according to the ACTFL proficiency rating.
ARAB 001.
1.5 credits.
Fall 2010. Attieh, El Guabli, Perry.
ARAB 002.
1.5 credits.
Spring 2011. Attieh, El Guabli, Perry.
\RAB 003. Intermediate Modern
Standard Arabic I
rhis course builds on skills in comprehension,
istening, reading and writing developed in
earlier courses. Students will gain increased
/ocabulary and understanding of more complex
grammatical structures. They will begin to
ipproach prose, fiction, and non-fiction written
in the language. Students will also increase their
nroficiencv in Arabic script and sound system,

MLL: Arabic
widen their working vocabulary, learn key
grammatical concepts, and practice
conversation and dictation.
1.5 credits.
Fall 2010. Attieh, El Guabli.
ARAB 004. Intermediate Modern
Standard Arabic II
This course is the continuation of Arab 003.
Because the material covered in this course
hinges heavily on the previous course, students
are expected to review and be familiar with the
previous lessons they took in Arab 001,002 and
003.

1.5 credit.
Prerequisites: Arabic 003 or equivalent or
permission of the department.
Spring 2011. Attieh, El Guabli.
Arabic 005A. Arabic Conversation
A0.5-credit conversation course concentrating
on the development of intermediate skills in
speaking and listening through texts and
multimedia materials in Modem Standard
Arabic. The aim of the course is for the student
to acquire well-rounded communication skills
and socio-cultural competence. The selected
materials seek to stimulate students’ curiosity
and engagement with the ultimate goal of
awakening a strong desire to express
themselves in the language. Students are
required to read chosen texts (including Internet
materials) and prepare assignments for the
purpose of generating discussion in class.
Moreover, students have to write out skits or
reports for oral presentation in Arabic before
they present them in class. The class is
conducted entirely in Arabic. The class may be
divided into smaller groups if needed to
facilitate conversation.
Prerequisite: For students presently or
previously in Arabic 003 or Arabic 004 or the
equivalent.
0.5 credit.
Spring 2011. Perry.
Arabic 006A. Advanced Arabic
Conversation
A0.5-credit conversation course concentrating
on the development of advanced skills in
speaking and listening through texts and
multimedia materials in Modem Standard
Arabic. The aim of the course is for students to
acquire well-rounded communication skills and
socio-cultural competence. The selected
materials seek to stimulate students’ curiosity
and engagement with the ultimate goal of
awakening a strong desire to express
themselves in the language. Students are
required to read chosen texts (including Internet
materials) and prepare assignments to generate
discussion in class. Moreover, students have to

p. 275
write out skits or reports for oral presentation in
Arabic before they present them in class. The
class is conducted entirely in Arabic. The class
may be divided into smaller groups if the need
arises to facilitate conversation.
Prerequisite: For students presently or
previously in Arabic 011 or above.
0.5 credit.
Spring 2011. El Guabli.
ARAB 011. Advanced Arabic I
This course will: (1) conduct a quick review of
the basic structures, grammar, and the 1000
most frequent words of Modem Standard
Arabic (MSA) learned in earlier courses, (2)
introduce the next 750 high frequency words in
a variety of contexts with strong cultural
content, (3) drill students in the more advanced
grammatical structures of MSA, and (4) train
students in developing reading skills that will
assist them in comprehending a variety of MSA
authentic reading passages of various genres
and performing reading tasks ranging from
Intermediate to Intermediate High on the
ACTFL scale. Prerequisites: Successful
completion of Arabic 004 and consent of the
instructor.
1 credit.
Spring 2011. El Guabli.
ARAB 012. Advanced Arabic II
This course will: (1) conduct a quick review of
the basic structures, grammar, and the first 1750
most frequent words of Modem Standard
Arabic (MSA) learned in earlier courses, (2)
introduce the next 750 high frequency words in
a variety of contexts with strong cultural
content, (3) drill students in the more advanced
grammatical structures of MSA, and (4) train
students in developing reading skills that will
assist them in comprehending a variety of MSA
authentic reading passages of various genres
and performing reading tasks ranging from
Intermediate to Intermediate High on the
ACTFL scale.
Prerequisites: Successful completion of Arabic
011 and consent of the instructor.
1 credit.
Fall 2010. El Guabli.
ARAB 013A. Foreign Language
Teaching and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an after­
school program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week (M/W or T/Th).
During the evening pedagogy sessions held on

MLL: Chinese
campus, we will discuss writing weekly lesson
plans, foreign language acquisition in children,
teaching methodologies and approaches. We
use a common goal-oriented curriculum among
all the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit.
Fall 2010. Rojavin. Spring 2011. Lahr-Vivaz.
ARAB 045. Contemporary Thought in
the Arab World
(Cross-listed as LITR 045A)
This survey course will trace some of the main
themes, problems and issues debated among
Arab thinkers and intellectuals since the latter
part of the 19th century. The course will start
with the 19th century but emphasize discussions
following the military defeat of 1967 and the
ensuing cultural and political crisis. Within this
discussions related to “turath” (Islamic tradition
or heritage), the different strategies of its
reading and interpretation, and the possibilities
of using these readings of Islam to confront the
contemporary challenges of a globalized world
will be the center of attention in the course.
Readings for the course will comprise three
types of texts: historical and social background,
translations of texts by the different thinkers
under discussion, and articles and essays that
interpret and critique these thinkers.
1 credit.
Not offered 2010-2011.
ARAB 054. Cinema in the Arab World
1 credit.
Not offered 2010-2011.
ARAB 093. Directed Reading
Attieh.

Chinese
First- to fourth-year Chinese language courses
are offered each year, as is an introductory
course on reading classical Chinese. First-year
Chinese and the Introduction to Classical
Chinese have no prerequisites and are open to
the entire student community. Literature,
culture, and film courses in translation also are
offered each year and are open to all students.
Students of Chinese are particularly urged to
take these classes as a means of gaining
perspective on traditional and modem Chinese
literature and culture over more than 2
millennia, from early times into the
contemporary world.
Majoring and Minoring in Chinese
Students may major or minor in Chinese in both
the Course and Honors Programs. The Chinese
major contains components of language,

p. 276

literature, and culture. Study abroad is strongly
encouraged and supported and contributes
directly to a major or minor in Chinese.
Students of Chinese also may choose a special
major in interdisciplinary Chinese studies (see
below) or a major in Asian studies (see under
Asian studies), where Chinese language courses
above the first-year level as well as Chinese
literature and culture courses and credit for
study abroad normally may be counted toward
the major.
Students interested in majoring or minoring in
Chinese should consult with the section head of
Chinese as soon as possible.
Course Major in Chinese
1. A minimum of 9 credits in courses numbered
003B and above.
2. Mandatory completion of the following
courses: 020,021,033, or equivalents; at least
one course or seminar on modem Chinese
literature/film in translation and at least one
course or seminar on premodem
literature/culture in translation.
3. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
major.
4. Minimum of 6 credits of work must be
completed at Swarthmore.
5. A culminating exercise, honors seminar or
thesis.
Course Minor in Chinese
1. A minimum of 5 credits of work in courses
numbered 004B and above.
2. At least two courses in classical or modem
literature, culture, or film.
3. A minimum o f 3 credits of work must be
completed at Swarthmore.
4. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
minor.
Honors Major in Chinese
Requirements for the honors major in Chinese
essentially are the same as those for the course
major, excepting the culminating exercise. An
honors major in Chinese will consist of
examinations in Chinese language, literature,
and culture. Work done abroad may be
incorporated where appropriate. Honors
preparations in Chinese consist of a 2-credit
seminar, designated pairs of courses (or a 1credit attachment), or a 2-credit thesis. Senior
honors study is mandatory and normally is done
in the spring semester of the senior year. Work
is arranged on an individual basis, and
candidates may receive up to 1 credit for
completion of the work. Honors examinations
normally will consist of three 3-hour written

MLL: Chinese
examinations and a 30-minute oral for each
examination.
Honors students of Chinese may also consider a
special major in interdisciplinary Chinese
studies that is coordinated by the section head
of Chinese or an honors major in Asian studies
(see under Asian studies).
Honors Minor in Chinese
It is possible to prepare for an honors minor in
Chinese in either Chinese language or in
Chinese literature in translation. Requirements
for the honors minor in Chinese are essentially
the same as those for the course minor. The
honors preparation will consist of a 2-credit
seminar or a designated pair of courses (or a 1credit attachment to a designated 1-credit
course). Senior honors study is mandatory and
normally is done in the spring semester of the
senior year; work is arranged on an individual
basis, and candidates will have the option of
receiving 0.5 credit for completion o f the work.
The honors examination normally will consist
of one 3-hour written examination and a 30minute oral examination.
Students of Chinese may also consider an
honors minor in Asian studies (see under Asian
studies).
Special Major in Interdisciplinary
Chinese Studies
1. A minimum of 10 credits in courses
numbered 003B and higher.
2. Must complete the following courses: 012 or
higher; at least three additional courses on
language/literature/culture/film, at least one
concerning the modem period, and at least one
the pre-modem period.
3. Study abroad in a program approved by the
section is strongly recommended; transferred
credits normally may be counted toward the
major.
4. A minimum of 6 credits of work must be
completed at Swarthmore.
5. At least 1 and up to 3 credits must be earned
from other departments on China-related
subjects with the approval of the Chinese
section.
f>. Culminating exercise, honors seminar, or
thesis.

Courses
CHIN 001B-002B. Introduction to
Mandarin Chinese
Students who start in the 00IB-002B sequenc
must complete 002B to receive creditfo r 0011
An intensive introduction to spoken and writte:
Mandarin Chinese, with emphasis on oral
practice. Designed to impart an active
command of basic grammar. Introduces 350 to

p. 277
400 characters and develops the ability to read
and write in simple modem Chinese.
1.5 credits.
CHIN 001B.
Fall 2010. Speidel, Kang.
CHIN 002B.
Spring 2011. Speidel, Kang.
CHIN 003B, 004B. Second-Year
Mandarin Chinese
Designed for students who have mastered basic
grammar and 350 to 400 characters. Combines
intensive oral practice with writing and reading
in the modem language. Emphasis is on rapid
expansion of vocabulary, idiomatic expressions,
and thorough understanding of grammatical
patterns. Prepares students for advanced study
at the College and in China.
1.5 credits.
CHIN 003B.
Fall 2010. Zuo, staff.
CHIN 004B.
Spring 2011. Zuo, staff.
CHIN 005. Chinese fo r Advanced
Beginners I
Designed for students of Chinese heritage who
are able to communicate in Chinese on simple
daily life topics and perhaps read Chinese with
a limited vocabulary (about 100 characters). An
intensive introduction to spoken and written
Mandarin Chinese, with emphasis on the
development of reading and writing ability.
Prepares students for advanced studies at the
College and in China.
Prerequisite: Permission of the instructor.
1 credit.
Fall 2010. Staff.
CHIN 006. Chinese fo r Advanced
Beginners II
Designed for students of Chinese heritage who
are able to communicate in Chinese with a
command of basic grammar and a vocabulary
(about 800 characters). An intensive
introduction at the intermediate level to
Mandarin Chinese, with emphasis on the
development of reading and writing ability.
Prepares students for advanced studies at the
College and in China.
Prerequisite: Chinese 005, or Chinese 002B, or
equivalent language skills.
1 credit.
Spring 2011. Staff.

MLL: Chinese
CHIN 008. First-year Seminar: Literary
and Cinematic Presentation of Modern
China
(Cross-listed as LITR 008CH)
This course will explore modem China through
carefully chosen texts in both literary and
cinematic forms, with a focus on the issues
concerning the nation, family, and self in a fast­
changing society. Through intensive reading
and discussion, students will get a better
understanding of modem China as well as how
China has been presented in literature or on
screen. All readings are in translation and films
with English subtitles.
No prerequisites and no knowledge of Chinese
or of China are required.
1 credit.
Not offered 2010-2011.
CHIN 009. First-Year Seminar: Heaven,
Earth, and Man: Ways o f Thought in
Traditional Chinese Culture
(Cross-listed as LITR 009CH)
This introductory course explores the most
influential currents of thought and culture in
traditional China, through directed readings and
discussions of original sources in translation.
No prerequisites and no knowledge of Chinese
or of China are required.
1 credit.
Not offered 2010-2011.
CHIN 011. Third-Year Chinese
Concentrates on strengthening and further
developing skills in reading, speaking, and
writing modem Chinese, through a diversity of
materials and media.
Classes are conducted in Chinese, with precise
translation also a component.
Prerequisite: CHIN 004B or equivalent
language skills.
1 credit.
Fall 2010. Zuo.
CHIN 011 A. Third-Year Chinese
Conversation
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
selected movies and clips). Students are
required to read chosen texts (including Internet
materials and short stories) and prepare
assignments for the purpose of generating
discussion in class. Moreover, students will
write out skits or reports for oral presentation in
Chinese before they present them in class. The
class is conducted entirely in Chinese.

p. 278

Prerequisite: CHIN 004B or equivalent
language skills.
0.5 credit.
Fall 2010. Kang.
CHIN 012. Advanced Chinese
A multimedia course concentrating on greatly
expanding skills in understanding and using
modem Chinese in a broad variety of cultural
and literary contexts, through a diversity of
authentic materials in various media, including
the Internet.
Prerequisite: CHIN 011 or equivalent language
skills.
1 credit.
Spring 2011. Zuo.
CHIN 012A. Advanced Chinese
Conversation
This 0.5-credit course meets once a week for 75
minutes and concentrates on the further
development of skills in speaking and listening
through multimedia materials (including movies
and clips). Students are required to read chosen
texts (including Internet materials and short
stories) and prepare assignments for the purpose
of generating discussion in class. Moreover,
students will write out skits or reports for oral
presentation in Chinese before they present
them in class.
The class is conducted entirely in Chinese.
Prerequisite: CHIN Oil and/or 011A or
equivalent language skills.
0.5 credit.
Spring 2011. Kang.
CHIN 013A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an after­
school program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week (M/W or T/Th).
During the evening pedagogy sessions held on
campus, we will discuss writing weekly lesson
plans, foreign language acquisition in children,
teaching methodologies and approaches. We
use a common goal-oriented curriculum among
all the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit.
Fall 2010. Rojavin. Spring 2011. Lahr-Vivaz.

MLL: Chinese
CHIN 016. Substance, Shadow, and
Spirit in Chinese Literature and Culture
(Cross-listed as LITR 016CH)
This course will explore the literary and
intellectual world of traditional Chinese culture
through original writings in English translation,
including both poetry and prose. Topics to be
discussed include Taoism, Confucianism, and
the contouring of Chinese culture; immortality,
wine, and allaying the mundane; and the
religious dimension, disengagement, and the
appreciation of the natural world. The course
also will address cultural and literary
formulations of conduct and persona, and the
expression of individualism in an authoritarian
society.
No prerequisites.
I credit.

Spring 2011. Berkowitz.
CHIN 017. The Legacy of Chinese
Narrative Literature: The Story in
Dynastic China
(Cross-listed as LITR 017CH)
This course explores the development of
diverse genres of Chinese narrative literature
through readings of original writings in
translation. Readings include tales of the
strange, biographies and hagiographies, moral
tales, detective stories, literary jottings, drama,
novellas and novels, and masterworks of the
Chinese literary tradition throughout the
centuries of imperial China.
1credit.
Not offered 2010-2011.

CHIN 018. The Classical Tradition in
Chinese Literature
(Cross-listed as LITR 018CH)
Exploration of major themes, ideas, writings,
and literary forms that have contributed to the
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.
1credit.
Not offered 201 0 - 2 0 1 1 .

CHIN 019. First-Year Seminar: Singular
Lives and Cultural Paradigms in Early
ana Imperial China
(Cross-listed as LITR 019CH)
In this course we will read accounts of a
number of the foremost persons in Chinese
Mstory whose lives delineated the contour of
hinese civilization through the ages. Through
a contextualized biographical approach, we will
see how the acts, conduct, and writings of
particular individuals contributed to the

p. 279
formulation of traditional Chinese culture. No
prerequisites and no knowledge of Chinese or
of China are required.
1 credit.
Spring 2011. Berkowitz.
CHIN 020. Readings in Modern Chinese
This course aims to perfect the student’s
Mandarin Chinese skills and at the same time to
introduce a few major topics concerning
Chinese literature and other types of writing
since the May Fourth Movement. All readings,
writing, and discussion are in Chinese.
Prerequisite: Three years of Chinese or the
equivalent.
1 credit.
Fall 2010. Kong.
CHIN 021. Topics in Modern Chinese
Reading and examination of individual authors,
selected themes, genres, and periods, for
students with strong Chinese-language
proficiency. All readings, writings, and
discussions are in Chinese.
Prerequisite: CHIN 020 or its equivalent.
Writing course.
1 credit.
Spring 2011. Kong.
CHIN 023. Modern Chinese Literature: A
New Novelistic Discourse (1918-1948)
(Cross-listed as LITR 023CH)
Modem Chinese literary texts created between
1918 and 1948, presenting a series of political,
social, cultural, and ideological dilemmas
underlying 20th-century Chinese history. The
class will discuss fundamental issues of
modernity and new literary developments under
the impact of the May Fourth Movement. No
previous preparation in Chinese is required.
1 credit.
Not offered 2010-2011.
CHIN 025. Contemporary Chinese
Fiction: Mirror of Social Change (19492005)
(Cross-listed as LITR 025CH)
Contemporary Chinese literary texts created
after 1949 up to the present mirror a series of
political, social, cultural, and ideological
dilemmas of China. The class will discuss
fundamental issues of ideology, politics,
morality, and new literary developments
resulting from the drastic social transformation
during this period. All texts as well as lectures
and discussions are in English, and no previous
preparation in Chinese is required.
1 credit.
Not offered 2010-2011.

MLL: Chinese
CHIN 027. Women Writers in 20thCentury China
(Cross-listed as LITR 027CH)
This course will be a close study of the
literature written by Chinese women,
particularly focusing on social, moral, political,
cultural, psychological, and gender-related
issues through their texts as well as on their
writing styles and literary contributions to
modem Chinese literature. The 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. All the
readings are in English translation. No previous
preparation in Chinese is required.
1 credit.
Not offered 2010-2011.
CHIN 033. Introduction to Classical
Chinese
(Cross-listed as LING 033)
Open to all, with no prerequisites. This is an
introductory course on reading one of the
world’s great classical languages. Classical
Chinese includes both the language of China’s
classical literature as well as the literary
language used for writing in China for well over
2 millennia until earlier this century.
Complemented with readings in English about
Chinese characters and classical Chinese, this
course imparts the principal structures of the
classical language through an analytical
presentation of the rudiments of the language
and close reading of original texts. It is not a
lecture course and requires active, regular
participation on the part of the student, with
precise translation into English an integral
component. The course is conducted in English.
The course is open to all interested students and
has no prerequisites; no previous preparation in
Chinese is required.
1 credit.
Fall 2010. Berkowitz.
CHIN 035. Readings in Classical
Chinese
In this class, we will read some fantastic,
enduring writings from Classical China, all in
the original. Readings will cover many genres,
including stories, biographies, history,
philosophy, and poetry, and will range over the
centuries of ancient and imperial China.
Prerequisite: one semester of Classical Chinese
or permission of the instructor.
1 credit.
Not offered 2010-2011.

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CHIN 055. Contemporary Chinese
Cinema: The New Waves (1984-2005)
(Cross-listed as LITR 055CH/FMST 055)
Cinema has become a special form of cultural
mirror representing social dynamics and drastic
changes in mainland China, Hong Kong, and
Taiwan since the mid-1980s. The course will
develop a better understanding of changing
Chinese culture by analyzing cinematic texts
and the new wave in the era of globalization.
1 credit.
Fall 2010. Kong.
CHIN 056. History of Chinese Cinema
(1905-2005)
(Cross-listed as LITR 056CH)
This course investigates Chinese cinema in its
100-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
intellectual reaction, both collectively and
individually, in a changing era.
1 credit.
Not offered 2010-2011.
CHIN 063. Comparative Perspectives:
China in the Ancient World
(Cross-listed as LITR 063CH)
Topics to be explored include obligation to self
and society, individualism and the role of
withdrawal, the heroic ethos, the individual and
the cosmos, and the individual and gender roles.
No prerequisites; no knowledge of Chinese is
required.
1 credit.
Not offered 2010-2011.
CHIN 066. Chinese Poetry
(Cross-listed as LITR 066CH)
This course explores Chinese poetry and
Chinese poetic culture, from early times to the
present.
While readings and discussion will be in
English, and no knowledge of Chinese will be
expected, an integral component of the class
will be learning how to read a Chinese poem
and learning a number of poems in the Original.
1 credit.
Not offered 2010-2011.
CHIN 069. The Art of Living: Taste and
Aesthetics in Chinese Cultural
Traditions
(Cross-listed as LITR 069CH)
This course will explore various dimensions of
taste and aesthetics in traditional Chinese
culture—from the earliest times into the recent
past. Broader aspects of the course will include
concept, form, and substance in classical
literary, and philosophical formulations; ritual

MLL: Chinese
practice and ceremonial performance; and
continuities and disjunctives in private vs.
public and individual vs. societal taste. More
focused readings and discussions will concern
food, alcohol, tea, and the culinary arts;
appreciation, aesthetics, and poetics in music,
painting, calligraphy, literature, sculpture, and
theater; the harmony of the human body and the
evaluation of beauty and suitability in men and
women; landscape appreciation and visions of
the natural world; leisure and the passa tempo
pursuits of Go, flower and tree arrangement,
and elegant gatherings.
No prerequisites, no knowledge of Chinese
required; all readings in English.
1credit.

Not offered 2010-2011.
CHIN 071. Invaded Ideology and
Translated Modernity: A Comparative
Study of Modern Chinese and Japanese
Literatures at Their Formative Stages
(1900-1937)
(Cross-listed as LITR 071CH)
This course will study selected Chinese and
Japanese literary texts from the late 19th
century up to 1937 that illustrate the political,
social, ideological, and cultural dilemmas
underlying the modernization of the two
neighboring nations. The focus of the course is
on shared concerns, such as the clash between
tradition and modernity at both the national and
personal levels; and on the transformative
cultural interchanges between China and Japan
during this era of modernization.
All readings will be in English.
1credit.
Not offered 2010-2011.

CHIN 081. Transcending the Mundane:
Taoism in Chinese Literature and
Culture
(Cross-listed as LITR 081CH)
Chinese civilization has been imbued with
Taoism for some 2.5 millennia, from popular
belief and custom to intellectual and literary
culture. In addition to consideration of the texts
I and contexts of both philosophical and religious
Taoism, the class will examine the articulation
and role of Taoism in Chinese literature and
culture and the enduring implications of the
Taoist ethos. All readings will be in English.
Prerequisite: One introductory course on
Chinese culture or religion or permission of thé
instructor.
1credit.
Not offered 2010 - 2 0 1 1 .

p. 281
CHIN 090. Practicum in Bridging
Swarthmore and Local Chinese
Communities
Students will engage in directed projects in
local Chinese communities under the
supervision of the instructor. The projects will
concern tutoring and translation or other social
services within the immigrant groups.
Fieldwork will be tied to theoretical and applied
academic learning and will foster intercultural
understanding and intellectual growth. A final
written project will be required for credit.
Speakers of any Chinese language/dialects are
particularly welcome, as are students of
Chinese language and others who wish to
develop their interest in this area. Credit is
awarded CR/NC.
1 credit.
Spring 2011. Staff.
CHIN 091. Special Topics in Chinese
Literature and Culture in Translation:
(Cross-listed as LITR 091CH)
No prerequisite and no knowledge of Chinese
required; all readings in English.
1 credit.
Not offered 2010-2011.
CHIN 092. Special Topics in Chinese
Literature and Culture in Chinese
This course will concentrate on selected
themes, genres, or critical problems in Chinese
literature.
All readings are in Chinese.
Prerequisite: Four years of Chinese or the
equivalent.
1 credit.
Spring 2011. Kong.
CHIN 093. Directed Reading
CHIN 096. Thesis
CHIN 099. Senior Colloquium

Seminars
CHIN 103. Lu Xun and His Legacy in
20th-Century China
This seminar is focused on topics concerning
modernity, political/social change, gender, and
morality through close examination of
intellectuals’ responses to the chaotic era
reflected in their literature writings in 20thcentury China. Literary forms, styles, and
changing aesthetic principles are also included
for discussion. Literary texts, chosen from Lu
Xun to Gao Xingjian, will be analyzed in a
social and historical context.
2 credits.
Not offered 2010-2011.

MLL: French and Francophone Studies
CHIN 104. Chinese Poetry
This seminar will explore Chinese poetry
throughout ancient and imperial China. We will
read and discuss a good many of the most
renowned poems and poets, and trace the
immutable role of poetry in Chinese traditional
culture. We will learn how to read a Chinese
poem, investigate predominant styles and
genres, and trace texts and writers in context.
And we will follow the development and
significance of themes and imagery, examine
the formulation of a literary aesthetics, and
savor the telling of stories and the expression of
feeling and philosophy through the medium of
poetry. Readings will be in English, with many
poems also explicated through the original
Chinese. No knowledge of Chinese is required,
but previous background in some aspect of
Chinese literature, history, and culture will be
helpful.
2 credits.
Not offered 2010—2011.
CHIN 105. Fiction in Traditional China:
People and Places, Journeys, and
Romances
In this seminar, we will explore the most
celebrated and influential examples of
novelistic literature in traditional, premodem
China. We will look at these extended,
elaborate writings in terms of overt structure
and content as well as backgrounded literary
and cultural material, and we will address their
production and consumption in literati and
popular contexts. We also will consider these
writings in terms of the formulation of enduring
cultural contours of allegory and lyricism,
individual and society, aesthetics and emotion,
imagination and realism, heroism and valor.
All readings will be in English translation.
2 credits.
Fall 2010. Berkowitz.
CHIN 106. Seminar in Traditional
Chinese Literature
2 credits.
Not offered 2010—
2011.
CHIN 108. The Remaking of Cinematic
China: Zhang Yimou, Wong Kar-wai, and
Ang Lee
The seminar focuses on three leading
filmmakers, Zhang Yimou, Wong Kar-wai, and
Ang Lee, and their cinematic products, which
have not only won international praises but also
fundamentally reconstructed the national
cinemas. We will explore their impact on the
formation of the new wave of Chinese-language
cinemas since the mid-1980s and its recent new

p. 282

developments by examining all possible aspects
in the context of social and cultural change.
2 credits.
Spring 2011. Kong.
CHIN 109. Daoism
This seminar will look at the texts and contexts
of both philosophical and religious Daoism,
from intellectual and literary culture to popular
belief and custom. It will explore the ways of
Daoism from early into modem times: texts and
contexts; sectarian religion and individual
praxis; cultural taproot and personal mindset;
cosmology and alchemy; gods, saints, priests,
and recluses; aesthetics and the arts.
All readings will be in English.
Eligible for ASIA credit.
2 credits.
Not offered 2010-2011.
CHIN 199. Senior Honors Study

French and Francophone
Studies
The purpose of the major is to introduce
students to important periods and principal
figures of literatures written in French and to
the diversity of French-speaking cultures. It is
intended to develop an appreciation of literary
and cultural values, to provide training in
critical analysis, and to foster an understanding
of the socio-historical forces underlying these
various literatures and cultures.
Majoring and Minoring in French and
Francophone Studies
French and Francophone studies may be offered
as a major or minor in the Course Program or as
a major or minor in the Honors Program. (See
later for Honors Program.) Prerequisites for
both course and honors students are as follows.
004,012, the equivalent, or evidence of special
competence.
All majors, including students preparing a
secondary school certificate, are required to
spend at least one semester abroad in the
Grenoble Program. Programs of study in other
French-speaking countries may be substituted
on request and with the approval of the French
section.
Majors in the course and Honors programs, as
well as minors in the Honors Program, are
expected to be sufficiently proficient in spoken
and written French to do all of their work in
French (i.e., discussions and papers in courses
and seminars, and all oral and wntten
examinations, including oral defense of the
senior paper and honors examinations).

MLL: French and Francophone Studies
Course Major in French and
Francophone Studies
Course majors are required to:
1. Complete eight advanced courses numbered
004 or above for a minimum of 8 credits. Note
that Advanced Placement credits will not count
toward the major.
2. Study at least one semester in a Frenchspeaking country, preferably with the
Swarthmore Grenoble Program. In most cases
only one credit from study abroad other than
Grenoble may count toward the major.
3. Complete one advanced course with a
Francophone component.
4. Complete “Senior Colloquium” (FREN 091)
inthe fall semester of senior year, which
includes writing an original, independent
research paper of 20 to 30 pages on a topic
chosen in a discussion with the senior
colloquium professor and adviser or one other
professor in the section. The defense of the
paper with the entire French faculty occurs at
the end of the fall semester.
The department also offers courses in French
literature in translation, but no more than one
such course may count to satisfy the
requirements in the major.
Courses with a Francophone component are
marked with a #.
Course Minor in French and
Francophone Studies
Course minors are required to:
*• Complete 5 credits in courses or seminars
numbered 004 or above. Four of these credits
must be completed on the Swarthmore campus.
Note that Advanced Placement credits will not
count toward the minor.
2. Complete at least a 6-week program of study
ina French-speaking country. It is strongly
recommended that minors spend at least one
semester abroad in the Grenoble program. In
*y case, only 1 credit from this study abroad
■Mycount toward the minor. (Under certain
circumstances, students may petition to have
more than 1 credit from abroad count toward
the minor.)
3. Complete “Senior Colloquium” (FREN 091)
mthe fall semester of senior year, which
mcludes writing an original, independent
research paper of 15 to 20 pages on a topic
chosen in a discussion with the senior
colloquium professor and adviser or one other
professor in the section.
Honors Program in French and
Francophone Studies
Requirements
Majors and minors in the Honors Program are
expected to be sufficiently proficient in spoken
F
French to complete all their work in
rench (i.e., discussions and papers and all oral

p. 283

and written assignments). All majors in honors
must complete at least one semester of study
abroad in a French-speaking country. Minors in
honors must complete at least a 6-week
program of study in a French-speaking country.
It is strongly recommended that they spend at
least one semester abroad in Grenoble. Majors
and minors must take FREN 091: Senior
Colloquium in the fall semester of senior year,
which includes the writing of an original,
independent research paper of 20 to 30 pages on
a topic chosen in a discussion with the senior
colloquium professor and adviser or one other
professor in the section. The defense of the
paper with the entire French faculty occurs at
the end of the fall semester.
Candidates are expected to have a B average in
coursework both in the department and at the
College and to have demonstrated interest in
and aptitude for the study of literature or culture
in the original language.
Prerequisites
To demonstrate the linguistic and analytical
abilities necessary for seminar work, students
must take the following before taking a
seminar:
1. Major. At least one advanced course in
literature or culture above FREN 012.
2. Minor. At least two advanced courses in
literature or culture above FREN 012.
Preparations
1. Majors in the Honors Program must do three
preparations (consisting of 6 units of credit).
Two of the preparations must be done through
seminars. The third preparation may be a
seminar, a 2-credit thesis, or two paired courses
chosen from a list available from the
department.
2. Minors must complete a single 2-credit
seminar. Under certain circumstances, minors
may use two paired courses chosen from a list
available from the department.
Senior Honors Study (SHS)
(FREN 199: SHS is optional.)
1. Seminar preparation. At the end of the fall
term, students will be given a list of questions
related to the seminar. They will choose one
question for each seminar and prepare a 2,500to 4,000-word paper in French in response to
that question. The preparation of this essay will
not be supervised by members of the faculty.
Conversation among students preparing these »
essays is encouraged, but each student must
produce an independent, original essay of his or
her own. The essays must be submitted to the
department the first day of the written
examination period, to be forwarded to the
examiner. The paper will form part of the
student’s portfolio.

MLL: French and Francophone Studies
2. Paired course preparation. A one-page
prospectus on a topic that addresses and
integrates the two courses in a meaningful way
must be approved by the instructor of each of
the courses by the end of the fall semester.
Once the prospectus has been approved, the
essay will not be supervised by members of the
faculty. Conversation among students preparing
these essays is encouraged, but each student
must produce an independent, original essay of
his or her own. The essays must be submitted to
the department the first day of the written
examination period, to be forwarded to the
examiner. The paper will form part of the
student’s portfolio.
Portfolio
1. The syllabus of the seminar or paired
courses.
2. The SHS paper if the student chooses to
complete SHS.
Mode o f Examination
A 3-hour written examination and a 0.5-hour
oral examination, both in French, will be
required for each preparation.

Courses
Not all advanced courses are offered every
year. Students wishing to major or minor in
French/Francophone studies should plan their
program in consultation with the department.
# = Francophone
FREN 001-002, 003. Intensive French
Students who start in the 001-002 sequence
must complete 002 to receive creditfo r 001.
For students who begin French in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
literary and expository prose.
1.5 credits.
FREN 001. Intensive First Year of French
Fall 2010. Moskos, staff.
FREN 002. Intensive First Year of French
Spring 2011. Gueydan, Moskos, staff.
FREN 003. intensive Intermediate
French
Fall 2010. Blanchard, Gueydan, staff.
FREN 004. Advanced French: La France
Contemporaine: Culture et Société
Transformation in culture and society in the
Francophone World will be explored primarily
through literary texts and also films and
historical documents. Particular attention will
be paid to perfecting analytical skills in written
and spoken French.

P284

Writing course.
1 credit.
Fall 2010. Netter. Spring 2011. Blanchard.
FREN 004A. Advanced French
Workshop: The Art and Style of Writing
and Speaking French
This course offers supplemental communicative
and grammar sessions for students in courses
FREN 004 and above. Communication focuses
on developing conversational speaking and
listening skills and includes audio exercises for
phonetics. Grammar and writing section will
consist of formal grammatical explanations,
pinpointed exercises for learning grammatical
structures, and writing assignments, which
include composition and creative writing.
Prerequisite: Concurrent enrollment in FREN
004 or above.
0.5 credit.
Fall 2010. Netter. Spring 2011. Netter.
FREN 007. French Conversation
A 0.5-credit conversation course concentrating
on the development of the students’ ability to
speak French. May be repeated once for credit,
but can only count once to fulfill major/minor
credit requirement.
Prerequisite: For students previously in FREN
004 or the equivalent Placement Test score.
0.5 credit.
Each semester. Staff.
FREN 012. Introduction aux études
littéraires et culturelles françaises et
francophones
This course offers students the opportunity to
develop skills in textual and cultural analysis
through the study of literary works (including
prose, poetry, and theater), films, and other
documents (articles, essays, and images) from
France and the Francophone World.
Prerequisite: FREN 004, the equivalent
Placement Test score, 5 on the AP examination,
or the equivalent with permission.
Writing course.
1 credit.
Fall 2010. Moskos. Spring 2011. Yervasi.
Note: FREN 012 is required to take any other
French literature or culture courses.
FREN 020. Panorama de la littérature
This course is designed to provide students with
a broad knowledge of French literature, from
the Renaissance to the present. A m o n g the
authors included on the syllabus are. Mo îere,
Rousseau, Balzac, Proust, and Yourcenar.
Students will read works in their entirety,
discuss their significance in class, and listen

MLL: French and Francophone Studies
short lectures to situate the readings in a
historical and cultural context.
1credit.
Not offered 2010-2011.
FREN 022. Panorama du cinéma
français et francophone#
This course provides the groundwork for
studying the histories and cultures of French
and Francophone film. It introduces students to
important historical developments in
filmmaking, film movements, questions of
auteur, postcolonial cinema criticism and
theory, and the economics of production and
co-production. In order to study individual
films, w e will focus on formal analysis of
image and sound, aesthetics, and genres. Films
will most likely be selected from among the
following Francophone countries of production:
Algeria, Belgium, Burkina Faso, Cameroon,
Congo, Côte d’Ivoire, France, Mali, Morocco,
Senegal, Switzerland, and Tunisia. All
coursework and class discussion will be in
French. N o previous preparation or experience
in Film and Media studies are required.
Students must attend weekly screenings.

1credit.
Not offered 2010-2011.

FREN 024. Foreign Language Teaching
and Pedagogy
, (Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an afterschool program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week (M/W or T/Th).
During the evening pedagogy sessions held on
campus, we will discuss writing weekly lesson
plans, foreign language acquisition in children,
± teaching methodologies and approaches. We
’ I use a common goal-oriented curriculum among
all the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit.
Fall 2010. Rojavin. Spring 2011. Lahr-Vivaz.
FREN 043. Fictions d’enfance#

':
IStudy o f the experiences of writers of French
nth expression, as reflected in various coming-of-

¡age texts from Africa, France, the Caribbean,
and Vietnam. We will examine the role played
J
specific experiences in the construction
0 . e literary identity and subjectivity of the
wnter/narrator.

p. 285

Texts by J-P. Sartre, N. Sarraute, J. Zobel, M.
Ferraoun, M. Condé, D. Maximin, E. Dongala,
N. Bouraoui among others.
Eligible for BLST credit.
1 credit.
Not offered 2010-2011.
FREN 044. Tyrants and Revolutionaries
How can one write when facing political
adversity? Must historical accounts be read as
literary texts? Do books cause revolutions? In
this course, we will answer these questions by
studying the work of Molière and Voltaire,
among others, and the writings of historical
figures such as Robespierre. We will also
examine the symbolic significance of the
French Revolution in contemporary French
culture, notably through a comparative analysis
of films.
Eligible for INTP credit.
1 credit.
Fall 2010. Blanchard.
FREN 045A. Le monde francophone:
Postcolonial cities in the Francophone
World#
As a physical and imaginary space, the city is a
privileged stage for political and social
upheaval. Within cities, cultural and racial
divisions are constantly questioned and remade;
the local is unavoidably confronted with the
global. Francophone cities, in particular,
mediate past and on-going conflicts between
France and its ex-colonies, and manifest the
tensions between local/global cultures and the
French colonial legacy.
This interdisciplinary course examines the
complexity of the Francophone experience in
Francophone metropolises as portrayed in
literature, films, artwork, and journalistic
articles. Themes examined will include: the
aesthetics of the city, the city vs. the nation,
racial relations in the urban space, the global
village, pop culture and slang in the city.
1 credit.
Not offered 2010-2011. Gueydan.
FREN 045B. Le monde francophone:
France and the Maghreb: Postcolonial
Writing in a Transnational Context#
This course examines the relationship between
France and the Maghreb, two cultural spaces
that are simultaneously united and divided by
their common violent colonial history. Through
the study of novels, films, art work and
theoretical texts, we will trace the evolution of
this conflicted relationship from the 1950’s to
present times. We will focus, in particular, on
the following topics: colonialism/postcolonialism and nationalism, diglossia and
Francophonie, gender in Islam, exile/
transculturation and globalization.

MLL: French and Francophone Studies

p. 286

Eligible for ISLM credit.
1 credit.
Spring 2011. Gueydan.

Eligible for GSST credit.
1 credit.
Not offered 2010-2011.

FREN 045C. Le monde francophone:
Haitian literatures and culture#.
Studying the literary traditions in Haiti will be
the point of departure to examine the culture
and history of the first independent black
Republic, with particular attention to relations
with the French
Départements d’Outre-Mer such as Martinique
and Guadeloupe. Students will read works from
various authors, many of whom will be on
campus to participate in the First Regional Haiti
Conference (March 29-April 1,2012).
Eligible for BLST credit.
1 credit.
Spring 2012. Rice-Maximin.

FREN 052. Le Romantisme
The trauma of the Revolution of 1789 gave
birth to the individual even as it put the very
concept of individual agency into question. We
will interrogate the theater, poetry, and prose of
this period as imaginary, sometimes almost
magical, solutions to cultural, political, and
personal dislocations. Eligible for GSST or
INTP credit.
1 credit.
Not offered 2010-2011.

FREN 046. Poésies d’écritures
françaises#
Study of poetical texts and songs of authors of
French expression from the Middle Ages to the
present time. Our approach is a thematic one
that will allow us to see the place of, among
other topics, the social, the political and the
personal, in writings from Africa, the
Caribbean, the Indian Ocean, France and
Québec. We will read Villon, Ronsard, La
Fontaine, Baudelaire, Hugo, Apollinaire,
Eluard, Ponge, Dambury, Niger, Tirolien,
Maximin, Glissant, Césaire, Damas,
Monchoachi, Roumain, Boni, Tadjo, Tati
Loutard, Senghor, Diop, Rabéarivélo,
Gainsbourg, Brassens, Ferré, Prévert, etc ...
Taught in French.
Eligible for BLST credit.
1 credit.
Not offered 2010-2011.
FREN 048. Littératures francophones et
cultures de l’immigration en France
Eligible for BLST credit.
1 credit.
Not offered 2010-2011.
FREN 050. Le Roman du XIXe siècle
A study of the main themes and technical
innovations in narrative fiction as it reflects an
age of great sociopolitical change. Based
primarily on novels of Stendhal, Balzac,
Flaubert, and Zola.
1 credit.
Spring 2011. Moskos.
FREN 051. Odd Couplings: Writing and
Reading Across Gender Lines
This comparative study of texts by 19th-century
male authors and 20th-century female authors
interrogates the role played by gender-identity
construction in writing and reading.

FREN 053. Littérature et cinéma: La
pensée géographique
We will explore the ideas of Rajchman’s
“geography of living”; Deleuze and Guattari’s
“nomadic thought”; and Bakhtin’s
“chronotopes” through French and Francophone
literature and film.
1 credit.
Fall 2011. Yervasi.
FREN 054. Cinéma Français: Jeunesse
et Résistance
This course explores youth’s dynamic
relationship to changes in modem and
contemporary French and Francophone
societies. We will focus our discussions on
representations of youth and how youth culture
is depicted in mainstream and independent
films from throughout the French-speaking
world. Films will most likely be selected from
among the following Francophone countries of
production: Belgium, Burkina Faso, Cameroon,
Congo, France, Mali, Senegal, and Switzerland.
All coursework and class discussion will be in
French. No previous preparation or experience
in Film and Media studies are required.
Students must attend weekly screenings.
1 credit.
Not offered 2010-2011.
FREN 056. Ecritures au fe’minin#
A study of the work of women from Africa, the
Caribbean, France, and Vietnam. Material will
be drawn from diverse historical periods and
genres.
Eligible for BLST or GSST credit.
1 credit.
Not offered 2010-2011.
FREN 057. Prose Francophone:
Littérature et société#
Close reading and discussion of works from the
first and the new generations of writers from the
Francophone world. Study of the impact to the
oral tradition, aesthetics, politics, identity

MLL: French and Francophone Studies
formation and the role of the writer among
other topics.
1credit.
Not offered 2010-2011.
FREN 058. The Representation of
Alterity in French Literature and Cinema
This course examines differing constructions of
alterity in relationship to French national
identity as it took shape from the time of the
Crusades up through the 21st century. Focusing
our attention on the concepts of race, gender,
Orientalism, religious difference and narrative
authority, we will analyze how French writers
have used alterity as a mirror for self-reflection,
as an example for social change, and as the
locus of a threat to cultural homogeneity.
Selected literary texts, paintings and films
include works by Montaigne, Montesquieu,
Voltaire, Balzac, Delacroix, Matisse,
Baudelaire, Gide, Camus, Claire Denis, Didier
van Cauwelaert and Matthieu Kassovitz.
^credit.
Not offered 2010-2011.
FREN 059. Le Roman français du XXe et
XIXe siècles
This course exainines the French novel from
literary, thêoretical, and historical perspectives.
We will focus on both major and minor
novelists who participate in important literary
movements from the early 20th century to the
present, but we will also study writers who
work outside or alongside these movements and
those who write for a popular culture audience.
The course will emphasize the history and
culture of the novel in France. All coursework
and class discussion will be in French.
1credit.
Not offered 2010-2011.

FREN 075A. French Language
Attachment to Haïti, the French Antilles,
and Guyane in Translation#
0.5 credit.
Not offered 2010-2011.

FREN 091. Senior Colloquium:
This course will be dedicated to discussions of
the various topics chosen by majors and minors
for their senior thesis. Although this course is
required of French/Francophone majors and
minors, it is open to other advanced students.
Writing course.
1credit.
Fall 2010. Gueydan. Fall 2011. Yervasi.
FREN 093. Directed Reading
FREN 096. Thesis

p. 287

Seminars
FREN 102. Le Monde Comique de
Molière
The seminar is designed to acquaint students
with the major works of Molière and 17thcentury French culture. We will investigate his
political relationship with Louis XIV at
Versailles, the discourse on early modem
feminism of the précieuses and femmes
savantes; the critique of religious hypocrisy,
and the influence of early modem notions of
anthropology (most notably medicine) on
Molière’s representation of identity. These
aspects will be brought forward through close
attention to the poetics of comedy and court
spectacles.
2 credits.
Spring 2011. Blanchard.
FREN 104. Le Roman du XIXe siècle
A study of the main themes and technical
innovations in narrative fiction as it reflects an
age of great sociopolitical change. This course
is based primarily on the novels of Stendhal,
Balzac, Flaubert, and Zola.
2 credits.
Not offered 2010-2011.
FREN 106. La Modernité
In this course, we will examine poetry of
modernity and the city. We will examine how
the city’s complexities—its development,
cultures, revolutions, and inhabitants—
contribute to a poetic vision that is reflected in
the texts of 19th- and 20th-century major and
minor writers of the French-speaking world.
Poets include Baudelaire, Rimbaud,
Apollinaire, and the Surrealists, among others.
2 credits.
Not offered 2010-2011.
FREN 108. Littérature et cinéma
moderne et contemporain: La question
de représentation
From realism to the nouveau roman to
experimental writing and filming, from Proust
to Pennac and Méfiés to Mnouchkine, this
course looks at the interconnections between
history, writing, visual culture, and theoretical
questions of representation. Discussions will
center on thematic developments of these
intersections, and readings and films will be
taken from a wide selection of French and
Francophone writers and filmmakers.
2 credits.
Spring 2012. Yervasi.
FREN 109. Le Romantisme
The trauma of the Revolution of 1789 gave
birth to the individual even as it put the very
concept of individual agency into question. We
will interrogate the theater, poetry, and prose of

MLL: French and Francophone Studies
this period as imaginary, sometimes almost
magical, solutions to cultural, political, and
personal dislocations. Particular attention will
be paid to questions of gender and power.
2 credits.
Not offered 2010-2011.
FREN 110. Histoires d’îles#
Through the study of poetry; prose, theater;
nonfictional texts; and films from and about the
French Antilles, Guyane, and Haïti, we will
examine the rewriting and rerighting of the
French colonial narratives. 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 former colonial
power; the poetics of memory and the identity
quest; the styles and techniques used by writers
to translate the complexity of the new
Caribbean consciousness; and the dialogue with
Africa, France, and the Americas.
2 credits.
Not offered 2010-2011.
FREN 111. Espaces francophones#
2 credits.
Not offered 2010-2011.
FREN 112. Ecritures francophones:
fiction et histoire dans le m onde.
francophone#
Historical and literary examination of texts
from Africa, the Caribbean, and Vietnam.
Eligible for BLST credit.
2 credits.
Not offered 2010-2011.

p. 288

FREN 115. Paroles de femmes#
Close study of texts of women writers from
Africa, France, the French Antilles, and
Vietnam. Love relationships being one common
theme, we will particularly focus on their
cultural, geographical, historical,
feminist/womanist, aesthetic, and literary
aspects. The question of identity formation in a
post-/neo-colonial setting will also be studied.
Texts covered are by Mme. de la Fayette, G.
Sand, M. Duras, M. Ba, S. Schwarz-Bart, K.
Lefèvre, L. Lê, V Tadjo, among others.
Eligible for BLST or GSST credit.
2 credits.
Not offered 2010-2011.
FREN 116. La Critique littéraire: Racine,
Rousseau, Baudelaire, Proust
This seminar’s first and principal goal is to
foster a direct and in-depth discussion of the
works of four major figures of French literature.
Readings include Racine’s Phèdre, the
autobiography of Rousseau titled Les
Confessions, Baudelaire’s poetic masterpiece
Les Fleurs du mal, and the first tome of A la
Recherche du temps perdu. We will also define
the principal strands of thought in French
literary criticism by supplementing the core
readings with a selection of crucial studies on
these four authors.
2 credits.
Not offered 2010-2011.
FREN 180. Honors Thesis
FREN 199. Senior Honors Study

FREN 114. Théâtre d’écritures
françaises#
Courses with a Francophone component are
A close examination of plays in French, from
marked with a #.
and beyond the Hexagon. Topics discussed will
include representation of collective
consciousness, myths and politics in
post/neocolonial situations, theater and therapy,
rituals and subversion, 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. SchwarzBart, and collateral readings by Shakespeare
and Sophocles, and theoretical texts by Fanon,
Césaire, Ashcroft, Glissant, Ha, Ubersfeld, and
others.
Eligible for BLST credit.
2 credits.
Not offered 2010-2011.

MLL: German Studies
German Studies
Core Faculty
Hansjakob Werlen, Professor, Coordinator
Sunka Simon, Associate Professor1
Kristin Vander Lugt, Visiting Assistant
Professor of German
Elke Plaxton, Lecturer
Affiliated Faculty
Janine Mileaf, Assistant Professor (Art)2
Pieter Judson, Professor (History)1
Robert Weinberg, Professor (History)2
Michael Marissen, Professor (Music)
Thomas Whitman, Associate Professor (Music)3
Peter Baumann, Professor (Philosophy)
Richard Eldridge, Professor (Philosophy)
Tamsin Lorraine, Associate Professor
(Philosophy)
Braulio Muñoz, Professor (Sociology and
Anthropology)
1Absent on leave, fall 2010
2Absent on leave, spring 2011.
3Absent on leave, 2010-2011.

The German Studies Program offers students a
wide variety of courses in language, literature,
film and culture taught in German, as well as
classes in anthropology and sociology, history,
music, philosophy, and political science.
Stressing the interrelatedness of linguistic
competency and broad cultural literacy, German
studies classes cover a wide range of literary
periods, intellectual history, and film and visual
culture. The diverse approaches to German
culture(s) prepare students for graduate work in
several academic disciplines, as well as for a
variety of international careers. German studies
can be pursued as course major or minor or as a
major and minor in the Honors Program.
Students are expected to be sufficiently
proficient in the German language to use it for
written and oral work. To this end, we strongly
advise students to spend an academic
semester—preferably spring semester—in a
German-speaking country before their senior
year.
Not all advanced courses or seminars are
offered every year. Students wishing to major
or minor in German studies should plan their
program in consultation with the program
coordinator. All German studies courses
numbered 050 and above are open to students
after German Studies 20. Seminars in German
are taught in fall semesters only and are open to
students with advanced skills in reading and
writing German. For seminar enrollment in our
affiliated departments, please consult the
guidelines for each department and the German
studies coordinator.

p. 289
Course Major in German Studies
Requirements
• Completion of a minimum of 8 credits in
courses numbered 3 and above.
• Majors in course and honors are required to
take GMST 091: Special Topics in their senior
spring and enroll in at least one seminar taught
in German in their junior or senior year. (See
the note above on enrolling in seminars)
• Three of the 8 credits may be taken in English
from among the courses relevant to German
studies listed in the catalog under Literature in
Translation (e.g., LITR 054G or LITR 066G) or
from those courses listed as eligible for German
studies (see list below).
• Comprehensive requirement: Senior course
majors are required to submit a bibliography of
20 works to form the basis of a discussion and
an extended, integrative paper (approximately
15 double-spaced pages in length) on a topic
agreed to by the program coordinator. This
paper, due before the date for the
comprehensive examination, is complemented
by a discussion of the paper with members of
the program, in German.
• Students are strongly encouraged to spend a
semester in Germany or at least participate in a
summer program in a German-speaking
country. O f the classes taken abroad, a
maximum of 2 credits will normally count
toward the major. In cases of double majors,
this number might be increased in consultation
with the German studies chair. After studying
abroad, majors must take two additional
German studies classes.
Typical Course o f Study:
Minimum of 5 credits taught in German above
GMST 001 and GMST 002:
GMST 003
GMST 015
GMST 020
GMST 091
German Studies Seminar (GMST 104 and
above, 2 credits)
Maximum of 3 credits taught in English from
LITR, such as:
LITR 020G: Expressions of Infinite Longing:
German Romanticism and its Discontents
LITR 051G: European Cinema
LITR 054G: German Cinema
LITR 066G: History of German Drama
Or the equivalent, taught in English, and from
List of Courses eligible for German Studies
(taught in English in other departments, e.g.
HIST 035 and PHL 049 or SOAN 101)
Course Minor in German Studies
Requirements
• Students must complete a minimum o f 5
credits in courses and seminars, at least 3 of
which are taught in German and numbered 3 or

MLL: German Studies

p. 290

above. O f these courses, GMST 015, GMST
020 and GMST 091: Special Topics are
required.
• Up to 2 credits can come from courses eligible
for German studies numbered 15 or above.
• Students are strongly encouraged to spend a
semester in Germany or at least participate in a
summer program in a German-speaking
country. Of the classes taken abroad, a
maximum of 2 credits will normally count
toward the minor. In case of double majors, this
number can be increased in consultation with
the German studies chair.
Typical Course o f Study:
Note: German 1 and 2 do not count toward the
minor
German 3
German Studies 15
German Studies 20
German Studies 91
1-2 advanced courses or 1 seminar taught in
English from List of Courses eligible for
German studies (from LITR or from an
affiliated department, e.g. HIST 036 and MUSI
035 or PHIL 137)

requirements. All Honors Minors must take one
seminar taught in German for their honors
preparation and complete Senior Honors Study
(described below). (Total: 5 credits)
Senior Honors Study (SHS) and Mode o f
Examination
For SHS, students are required to present an
annotated bibliography of criticism—articles or
books—concerning at least five of the texts in
each seminar offered for external examination.
Students are required to meet with the
respective instructor(s) of the seminars being
examined by Feb. 15 to discuss their planned
bibliography and to meet with the instructors
for a second time when the approved
bibliography is handed in by May 1. The
annotated bibliography, which carries no credit,
will be added to course syllabi in the honors
portfolio. The honors examination will take the
form of a 3-hour written examination based on
each seminar and its SHS preparation as well as
a 1-hour oral panel examination based on the
three written examinations for majors or a 30to 45-minute oral examination for minors.

Honors Program in German Studies
Requirements
Majors and minors in the Honors Program are
expected to fulfill the minimum requirements
for course majors above and be sufficiently
proficient in spoken and written German to
complete all their work the language. All
majors and minors in honors are strongly
advised to spend at least one semester of study
in a German-speaking country. Candidates are
expected to have a B average in coursework
both in the department and at the College.
Preparations
Honors Major: The Honors Major
requirements are identical to the Course Major
requirements. All Honors Majors must include
GMST 020 and GMST 091 in their course of
study. In addition:
1. Honors Majors in German studies take three
seminars, two taught in German and one taught
in English from an affiliated program. In
consultation with the German studies chair, two
advanced courses in German studies (such as
GMST 054 and a second special topics course,
German Studies 91) may be taken in lieu of one
seminar.
2. Honors Majors participate in the external
examination process required of all Swarthmore
honors students and the Senior Honors Study
process explained below. (Total: Minimum of 8
credits - 6 credits for seminars + 1 credit for
GMST 091 + 1 credit for GMST 020)
Honors Minor: Honors Minors prepare for
their examination in German studies by
following the minimum course minor

Not all advanced courses or seminars are
offered every year. Students wishing to major
or minor in German should plan their program
in consultation with the section. All courses
numbered 050 and above are open to students
after GMST 020. (See note on enrolling in
seminars.)

Courses

GMST 001-002, 003. Intensive German
Students who start in the 001—002 sequence
must complete 002 to receive creditfor 001.
For students who begin German in college.
Designed to impart an active command of the
language. Combines the study of grammar with
intensive oral practice, writing, and readings in
expository and literary prose. See the
explanatory note on language courses earlier.
Normally followed by 015, or 020.
1.5 credits.
GMST 001. Intensive Elementary
German
Fall 2010. Werlen, Plaxton.
GMST 002. Intensive Elementary
German
Spring 2011. Werlen, Plaxton.
GMST 003. Intensive Intermediate
German
Fall 2010. Werlen, Plaxton.
GMST 005. German Conversation
A 0.5-credit conversation course, concentrating
on the development of the students’ speaking
skills.

MLL: German Studies
Prerequisite: GMST 015 in a current or a
previous semester or the equivalent Placement
Test score.
0.5 credit.
Each semester. Plaxton.
GMST 015. Texts in Contexts: Topics in
German Culture and Society from the
Reformation until Today
German 15 is a 4th semester course integrating
the continued work on advancing the students’
linguistic skills with the acquisition of cultural,
historical, and literary content about German­
speaking countries. This course is the gateway
to all upper level courses in the German studies
curriculum. Topics alternate every year. Taught
in spring semesters.
Prerequisite: Placement Test Score or German 3
1credit.
Spring 2011. Vander Lugt.
GMST 020. Introduction to German
Studies: Topics in German Literature
and Culture
German Studies 20 serves as the introduction to
the interdisciplinary field of German studies.
What is German “culture,” how has it been
defined, which narratives, theories, and events
have shaped the national imaginary from the
18th century to today? Students will develop
speaking and writing skills through short
assignments and presentations intended to
familiarize them with the vocabulary of literary
and cultural analysis in German. Topics change
every year. Taught in fall semesters.
Prerequisite: Placement Test Score or GMST
015.
1 credit.
Fall 2010. Staff.
Topic for Fall 2010: Friendships, Love,
Selfhood: Youth Cultures in German
Literature
This introduction to German literature from the
late 18th century to the present will focus on the
theme of “Youth Cultures” - love, friendship
and the formation of the self in various periods
of genres. How does the young generation
define itself against their elders, what are the
specific, often oppositional self-understandings
of young persons over the last two centuries?
These and other questions will be discussed in
this class.
1 credit.
Fall 2010. Vander Lugt.
GMST 024. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore

p. 291
community by teaching a foreign language to ,
local elementary school students in an afterschool program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week
(Monday/Wednesday (M/W) or
Tuesday/Thursday (T/Th). During the evening
pedagogy sessions held on campus, we will
discuss writing weekly lesson plans, foreign
language acquisition in children, teaching
methodologies and approaches. We use a
common goal-oriented curriculum among all
the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit.
Fall 2010. Rojavin. Spring 2011. Lahr-Vivaz.
GMST 054. German Cinema
(Cross-listed as LITR 054G/FMST 054)
This course is an introduction to German
cinema from its inception in the 1890s until the
present. It includes an examination of early
exhibition forms, expressionist and avantgarde
films from the classic German cinema of the
Weimar era, fascist cinema, postwar rubble
films, DEFA films from East Germany, New
German Cinema from the 1970s, and post 1989
heritage films. We will analyze a cross-match
of popular and avantgarde films while
discussing mass culture, education, propaganda,
and entertainment as identity- and nation­
building practices. Taught in English. Fulfills
national cinema requirement for FMST
majors/minors.
1 credit.
Spring 2011, Simon.
GMST 091. Special Topics
Advanced literature and culture course in
German required for all German majors and
minors. For honor students, this class together
with an attachment counts as an honors
preparation.
Topics change each year and include (partial
list):
• Der neue deutsche Krimi
• Die Romantik
• Die deutsche Postmodeme
• Gegenwartsliteratur
• Heinrich Von Kleist and E.T.A. Hoffmann
• Popularliteratur
Topic for Spring 2011: The Brothers Mann:
German literary, cultural, and political history
1900-1950. The epic and acrimonious dispute
between Heinrich and Thomas Mann goes far
beyond a family fight about aesthetics and
politics. The conflict of the brothers Mann
allows exemplary insights into an urgent and

MLL: Japanese
long-raging debate about the essence of German
culture and civilization in the first decades of
the 20th century and about the place of
Germany in Europe. Readings in the course will
include literary works and political essays, as
well as letters and dairy entries that help
illuminate the ideological and artistic reasons
for one of the most bitter sibling rivalries in
German letters.
1 credit.
Spring 2011. Werlen.
GMST 093. Directed Reading

Seminars
Five German seminars are normally scheduled
on a rotating basis. Preparation of topics for
honors may be done by particular courses plus
attachments only when seminars are not
available.
Note. Students enrolling in a seminar are
expected to have done the equivalent of at least
one course beyond the GMST 020 level.
GMST 104. Goethe und seine Zeit
This seminar familiarizes students with
arguably the greatest German writer whose
literary works revolutionized German poetry,
drama, and the novel. Often regarded as the
founder of German classicism, Goethe’s literary
writings, spanning over six decades, defy easy
categorization. Texts read in the seminar
include the early drama Götz von Berlichingen
and the influential epistolary novel The Sorrows
o f Young Werther, the classical drama Iphigenie
a u f Tauris, the novels Wilhelm Meisters
Lehrjahre and Die Wahlverwandtschaften, early
essays on Shakespeare and Gothic architecture,
poetry from all periods of his life, and, of
course, Faust. We will also look at Goethe’s
scientific ideas (morphology of plants and
theory of optics) in his philosophical and
economic world view.
2 credits.
Fall 2010. Werlen.
GMST 105. Die deutsche Romantik
Romanticism as the dominant movement in
German literature, thought, and the arts from
the 1790s through the first third of the 19th
century. Focus on Romantic aesthetics and
poetics, including the influence of German
Idealism.
2 credits.
Not offered 2010-2011.
GMST 108. Wien und Berlin
Between 1871 and 1933, Vienna and Berlin
were two cultural magnets drawing such diverse
figures as Sigmund Freud, Ludwig
Wittgenstein, Gustav Klimt, Gustav Mahler,
Leon Trotsky, Gerhard Hauptman, Käthe

p. 292
Kollwitz, Rainer Maria Rilke, Bertolt Brecht,
Kurt Tucholsky, Else Lasker-Schuler, Richard
Strauss, Arnold Schonberg, and Adolf Hitler.
This course will examine the multiple tensions
that characterized “fin-de-si6cle” Vienna and
Berlin, such as the connection between gender
and the urban landscape, the pursuit of pleasure
and the attempt to scientifically explore human
sexuality, and the conflict between avant-garde
experimentation and the disintegration of
political liberalism.
2 credits.
Not offered 2010-2011.
GMST 110. German Literature After
World War II
The aim of the seminar is to acquaint students
with literary developments in the German­
speaking countries after the end of World War
II. The survey of texts will address questions of
“Vergangenheitsbewaltigung” and social
critique in the 1950s, the politicization of
literature in the 1960s, the “Neue Innerlichkeit”
of the 1970s, and literary postmodemity of the
1980s. We will also study the literature of the
German Democratic Republic and texts dealing
with post-wall, unified Germany. Authors
included are Boll, Eich, Grass, Frisch,
Bachmann, Handke, Bernhard, Jelinek, Strauss,
Wolf, Delius, Plenzdorf, Siiskind, and Menasse.
2 credits.
Not offered 2010-2011.
GMST 111. Genres
This seminar will explore in depth a particular
genre of literary and media production.
Scheduled topics include the following:
• Deutsche Lyrik
• Popularliteratur
• Der deutsche Film
• Das deutsche Drama
• Der deutsche Roman
GMST 199. Senior Honors Study

Japanese
Courses in Japanese language, literature, and
culture may be combined with courses taken at
Haverford, Bryn Mawr and with study abroad
toward a special major or a minor in Japanese
or may be counted toward a major or minor in
Asian studies (see Asian studies). Interested
students should consult with the section head of
Japanese or with the chair of Asian studies.
Students may construct a special major in
Japanese, featuring intensive study in Japanese
language, literature, and culture. Japanese
special majors will complete their coursework
through a combination of study at Swarthmore,
Haverford, Bryn Mawr and study abroad.
Students interested in a Japanese special major

MLL:Japanese
or minor should consult with the section head of
Japanese as soon as possible.
Students seeking a broader exposure to East
Asian society and culture may consider a
Japanese concentration within the Asian studies
major. Students who wish to concentrate on
linguistics rather than Japanese literature and
culture may construct a special major in
Japanese language and linguistics, with a
combination of advanced language study at
Haverford and Bryn Mawr, study abroad, and
courses and seminars in the Linguistics
Department at Swarthmore College. Students
wishing to pursue this possibility should consult
with the Japanese section head.
Minor in Japanese Language, Literature,
and Culture
A minimum of 5 credits numbered 004 and
above is required for the course minor. At least
one credit must be taken in Japanese literature,
film or culture in translation, either in
coursework offered by the Japanese section or
its equivalent in coursework outside of
Swarthmore, with the approval of the section. A
minimum of 3 credits should be taken at
Swarthmore.
The section strongly encourages study abroad in
a section-approved program; transferred credits
normally may be counted toward the minor.
One credit may be earned from another
department on a Japan-related subject with the
approval of the section.
Special Major in Japanese Language,
Literature, and Culture
At least 10 total credits starting with 001,'
including at least one credit outside the
department, are required for a special major in
Japanese. Special majors should complete at
least six semesters of Japanese language
training or its equivalent. Japanese special
majors are strongly encouraged to study abroad
in a program approved by the section; transfer
credits normally may be counted toward the
special major.
Special majors should complete at least two
courses on Japanese culture of level 015 and
higher and at least two additional courses of
level 30 and higher or their equivalent in
coursework outside the department. Students
are encouraged to combine their study of
Japanese literature and culture with coursework
in Japanese history, anthropology and
sociology, religion, art, music, economics,
political science, education, comparative
literature, and other related fields within the
tricollege consortium. At least two courses on
Japanese literature and culture should normally
be taken within the department.
All special majors will complete a culminating
project.

p. 293
Honors Special Major and Honors Minor
in Japanese Language, Literature, and
Culture
Honors study for qualified students may be
substituted for the culminating project in the
special major. Students are encouraged to
consult with the Japanese section head to
discuss honors special majors and honors
minors.

Courses
JPNS 001-002. Introduction to Japanese
Students who start in the 001-002 sequence
must complete 002 to receive credit for 001.
This intensive introduction to Japanese
develops the four language skills of speaking,
writing, listening, and reading. The spoken
component will cover both formal and casual
forms of speech; the written component will
introduce the hiragana and katakana syllabaries;
and about 200 kanji characters.
1.5 credits.
JPNS 001.
Fall 2010. Jo, Suda.
JPNS 002.
Spring 2011. Jo, Suda.
JPNS 003-004. Second-Year Japanese
Combines intensive oral practice with writing
and reading in the modem language. The course
attempts to increase students’ expressive ability
through the introduction of more advanced
grammatical patterns and idiomatic expressions.
Introduces students to authentic written texts
and examples of Japanese expression through
several media. The course will introduce
approximately 300 new kanji characters in
addition to the 200 covered in JPNS 001-002.
1.5 credits.
JPNS 003.
Fall 2010. Gardner, Jo.
JPNS 004.
Spring 2011. Gardner, Jo.
JPNS 012-013. Third-Year Japanese
These 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
application of language skills in diverse
linguistic contexts. They will combine oral
practice with reading, viewing, and discussion
of authentic materials including newspaper
articles, video clips, and literary selections.
Students will continue to develop their
expressive ability through use of more
advanced grammatical patterns and idiomatic
expressions, and will gain practice in
composition and letter writing. These courses

MLL: Japanese
will introduce approximately 300 new kanji
characters in addition to approximately 500
covered in first- and second-year Japanese.
Prerequisite: Completion of JPNS 004 or
demonstration of equivalent language skills.
These courses are intended to be taken together
with JPNS 012A in the fall semester and JPNS
013A in the spring semester, which will provide
additional opportunities for application and
extension Of newly acquired skills.
1 credit (1.5 credits when taken with JPNS
012A and JPNS 013A).
Fall 2010. Suda.
Spring 2011. Suda.
JPNS 012A. Japanese Conversation
This course attempts to improve students’
command of spoken Japanese at the
intermediate level. It meets for 90 minutes each
week. Can be repeated for credit.
0.5 credit (when taken with JPNS 012).
Fall 2010. Suda.
JPNS 013A. Readings in Japanese
This course aims to improve students’
intermediate-advanced reading skills, while
introducing them to the world of Japanese
literature in the original. We will examine texts
in various genres, such as personal essays, short
stories, folk tales, manga, haiku, and ftee-verse
poetry, and discuss the distinctive features of
each genre as well as the cultural context for
each work. Readings and discussion will be in
Japanese. The course may be repeated in 2
consecutive years.
Prerequisite: completion or concurrent
enrollment in JPNS 013, or instructor’s
permission.
0.5 credits.
Spring 2011. Staff.
JPNS 014A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an after­
school program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week (M/W or T/Th).
During the evening pedagogy sessions held on
campus, we will discuss writing weekly lesson
plans, foreign language acquisition in children,
teaching methodologies and approaches. We
use a common goal-oriented curriculum among
all the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.

p. 294
0.5 credit.
Fall 2010. Rojavin. Spring 2011. Lahr-Vivaz
JPNS 017. First-Year Seminar: The
World o f Japanese Drama
(Cross-listed as LITR 017J/THEA 017)
This first-year seminar will explore the unique
dramatic traditions of Japan from diverse
angles, including a study of dramatic texts,
videos of performance, and films based on
famous dramatic works. Our seminar will focus
on the three great dramatic traditions of Noh
masked drama, Bunraku puppet theater, and
Kabuki. We will also examine the cultural
background of these dramatic forms, including
the influence of Buddhism, Shint6, and
shamanism, as well as the philosophical
background and methodology of training and
performance. Open to all first year students: no
previous knowledge of performance or
Japanese language, history, or culture is
required.
1 credit.
Fall 2010. Gardner.
JPNS 019. Topics in Japanese
This fourth-year level advanced Japanese
course aims to develop students’ language
proficiency in reading, writing, listening, and
speaking, through examination and discussion
of a variety of authentic materials on selected
topics such as literature, language, history,
education, and society. Readings and discussion
will be in Japanese.
Prerequisite: completion of JPNS 013 or
equivalent.
1 credit.
Not offered 2010-2011.
JPNS 021. Modern Japanese Literature
(Cross-listed as LITR 021J)
An introduction to Japanese fiction from the
Meiji Restoration (1868) to the present day,
focusing on how literature has been used to
express the personal voice and to shape and
critique the concept of the modem individual.
We will discuss the development of the mode of
personal narrative known as the “I novel” as
well as those authors and works that challenge
this literary mode. In addition, we will explore
how the personal voice in literature is
interwoven with the great intellectual and
historical movements of modem times,
including Japan’s encounter with the West and
rapid modernization, the rise of Japanese
imperialism and militarism, World War II and
its aftermath, the emergence of an affluent
consumer society in the postwar period, and the
impact o f global popular culture and the
horizon of new transnational identities in the

MLL:Japanese
21st century. All readings and discussions will
be in English.
1credit.

Not offered 2010-2011.
JPNS 023. Anime, Gender and Culture
Anime (Japanese animation) is a robust site for
the reproduction and representation of norms of
society. In this course we will focus on gender
and language in anime, including central
themes and frameworks as they relate to
Japanese culture including hierarchy,
politeness, emotion, and uchi/soto
(inside/outside) relationships. We will also
explore notions such as cuteness,
commensality, nature, and technology in anime
and discuss continuity and change over sociohistorical time. Readings will be in English.
Class will be conducted in a seminar format that
includes lectures and discussions. Student
research and presentations will comprise a
central part of the course. Previous coursework
in Japanese is not required.
1credit.
Spring 2011. Burdelski.
JPNS 024. Japanese Film and Animation
(Cross-listed as LITR 024J/FMST 057)
This course offers a historical and thematic
introduction to Japanese cinema, one of the
world’s great film traditions. Our discussions
will center on the historical context of Japanese
film, including how films address issues of
modernity, gender, and national identity.
Through our readings, discussion, and writing,
we will explore various approaches to film
analysis, with the goal of developing a deeper
understanding of formal and thematic issues. A
separate unit will consider the postwar
development of Japanese animation (anime)
and its special characteristics. Screenings will
include films by Ozu, Mizoguchi, Kurosawa,
Imamura, Kitano, and Miyazaki. Previous
coursework in Japanese studies of film and
media studies is not required.
1 credit.
Not offered 201 0 - 2 0 1 1 .

JPNS 041. Fantastic Spaces in Modern
Japanese Literature
(Cross-listed as LITR 041J)
As Japanese society has transformed rapidly in
the 20th century and beyond, a number of
authors have turned to the fantastic to explore
the pathways of cultural memory, the
vicissitudes of interpersonal relationships, the
limits of mind and body, and the nature of
storytelling itself. In this course, we will
consider the use of anti-realistic writing genres
m Japanese literature from 1900 to the present,
combining readings of novels and short stories
with related critical and theoretical texts.

p. 295
Fictional works examined will include novels,
supernatural tales, science fiction, and cyber­
fiction by authors such as Tanizaki Junichirô,
Abe Kôbô, Kurahashi Yumiko, and Murakami
Haruki.
Readings will be in English; no previous
experience in Japanese studies is required.
Writing course.
1 credit.
Not offered 2010-2011.
JPNS 045. Japanese Language in
Society.
(Cross-listed as LING 047)
In this course we will discuss the Japanese
language as used in society to construct
identity, including gender, in-group and out­
group relationships, and hierarchy. Through
readings, class discussions, and viewing of real
world data, we will examine the ways language
is used across time and place. How do speakers
and writers convey the feeling of “cuteness” in
post-modem and pre-modem contexts? Classes
will be conducted in a seminar format that
includes lectures and discussions. Student
research and presentations will comprise a part
of the course. Previous coursework in Japanese
is not required.
1 credit.
Fall 2010. Burdelski.
JPNS 051. Japanese Poetry and Poetics
(Cross-listed as LITR 051J)
Japanese poetic forms such as haiku, renga, and
tanka have had a great impact on modem poetry
across the world, and have played a central role
in the development of Japanese literature and
aesthetics. This course will examine Japanese
poetry from its roots in ancient oral tradition
though the internet age. Topics include the role
of poetry in courtship, communication, religion,
and ritual; orality and the graphic tradition; the
influence of poetic models from China and the
West; social networks and game aesthetics in
renga linked poetry; and haiku as a worldwide
poetic form. Course projects will include
translation and composition in addition to
analytical writing. Readings will be in English,
and there are no language requirements or other
prerequisites; however, the course will include
a close examination of Japanese poetic sound,
syntax, meter, and diction, or how the poems
“work” in the original language.
1 credit.
Spring 2011. Gardner.
JPNS 074. Japanese Popular Culture
and Contemporary Media
(Cross-listed as LITR 074J)
Japanese popular culture products such as
manga (comics), anime (animation), television,

MLL: Russian
film, and popular music are an increasingly
vital element of 21st-century global culture,
attracting ardent fans around the world. In this
course, we will critically examine the postwar
development of Japanese popular culture,
together with the proliferation of new media
that have accelerated the global diffusion of
popular cultural forms. Engaging with
theoretical ideas and debates regarding popular
culture and media, we will discuss the
significance of fan cultures, including the
“otaku” phenomenon in Japan and the United
States, and consider how national identity and
ethnicity impact the production and
consumption of popular cultural products. We
will also explore representations o f technology
in creative works, and consider the global and
the local aspects of technological innovations,
including the internet, mobile phones, and other
portable technology. Readings and discussion
will be in English. The course will be
conducted in a seminar format with student
research and presentations comprising an
important element of the class. Previous
coursework in Japanese studies or media studies
is recommended but not required.
1 credit.
Not offered 2010-2011.
JPNS 083. War and Postwar in Japanese
Culture
(Cross-listed as LITR 083J)
What was the Japanese experience of World
War II and the Allied Occupation? We will
examine literary works, films, and graphic
materials (photographs, prints, advertisements,
etc.), together with oral histories and historical
studies, to seek a better understanding of the
prevailing ideologies and intellectual struggles
of wartime and postwar Japan as well the
experiences of individuals living through the
cataclysmic events of midcentury. Issues to be
investigated include Japanese nationalism and
imperialism; women’s experiences of the war
and home front; changing representations and
ideologies of the body; war writing and
censorship; the atomic bombings of Hiroshima
and Nagasaki; Japanese responses to the
Occupation; and the war in postwar memory.
The course readings and discussions will be in
English.
1 credit.
Not offered 2010-2011.
JPNS 094. Independent Study
JPNS 096. Japanese Thesis
Writing course.

p. 296

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
instruction in all courses except courses crosslisted with the literature program. The 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 or a
component of comparative literature. Students
interested in a combined Russian language and
linguistics major may develop a program with
advanced courses and seminars in the language
offered at Bryn Mawr College and the
Linguistics Program at Swarthmore College.
Prerequisites for both course students and
honors candidates are RUSS 004, O il, and013
or equivalent work. Study abroad in Russia is
strongly recommended.
Course Major in Russian
Requirements
A minimum of 8 credits in courses and
seminars, which may include RUSS 004 but
must include RUSS 011,013, and 091 (Special
Topics) plus one other course in translation.
Students are expected to take a minimum of two
seminars in Russian literature and/or culture.
(Students who study abroad at an appropriate
program may offer a seminar taken there in lieu
of one Swarthmore seminar.) The
Comprehensive Examination is based on work
completed in courses and seminars numbered
Oil and above.
Course Minor in Russian
Requirements
Five or 5.5 credits, which must include:
1. RUSS 004 (or placement above 004)
2. Either RUSS 011 or RUSS 013 or an
equivalent course taken in Russia
3. One of the following: RUSS 013 (if not used
to fulfill item 2); another course in Russian
literature in translation, LITR 015R, LITR
068R, or a comparable literature course in
Russia or at Bryn Mawr College or the
University of Pennsylvania
4. One seminar in Russian
Honors Program in Russian Language
and Literature
The minimum grade for acceptance into the
Honors Program in Russian: B-level work in
courses taken at Swarthmore in language,
literature, and culture.

MLL: Russian
Requirementsfor Majors
1. RUSS 004 or equivalent study
2. RUSS Oil and RUSS 013 or equivalent
courses taken elsewhere
3. One more course in Russian literature in
translation or one advanced literature course in
another language (e.g., ENGL 071K, CHIN
066, CLAS 104, FREN 040, GMST 091, SPAN
060) .,
4. At least three seminars
Requirements for Minors
1. RUSS 004 or equivalent study
2. RUSS 011 and RUSS 013 or equivalent
courses taken elsewhere
3. One more course taken in Russian literature
in translation or one advanced literature course
in another language (see examples above)
4. One seminar
Senior Honors Study
At the beginning of the final semester, seniors
will consult with the Russian section head about
the following: (1) Majors will prepare a
bibliography of additional readings related to
the content of their three honors preparations.
Majors will write three 3,000- to 3,500-word
papers in Russian, one for each honors
preparation, or one 6,000-word paper
integrating the three preparations. This material
will be presented to die external examiners
along with the syllabi of the three seminars and
any other relevant material. (2) Minors will
prepare a bibliography of additional readings
related to their 2-credit honors preparation.
Minors will write one 3,000- to 3,500-word
paper that expands on their honors preparation
and, wherever possible, integrates it with their
honors major. The paper will be sent to the
external examiner along with the syllabus of the
honors seminar and any other relevant material.
(3) Examination: Majors will take three 3-hours
written examinations prepared by the external
examiners as well as a half-hour oral
examination for each, based on the materials
submitted to the examiner. Minors will take one
3-hour written examination prepared by the
external examiner as well as a half-hour oral
examination.

Courses
Not all advanced courses or seminars are
offered every year. Students wishing to major
or minor in Russian should plan their program
in consultation with the department. Course
Majors are required to take Special Topics
(RUSS 091).
Seminars in Russian are only offered when
there is sufficient demand. Otherwise students
who wish to take a literature course in
translation for seminar credit must register for a
Seminar Attachment (1 additional credit),

p. 297
adding an A to the course number: 21A, 33A,
41A, etc. Courses numbered under 20 cannot be
taken as seminars.
RUSS 001-002, 003. Intensive Russian
Students who start in the 001-002 sequence
must complete and pass 002 in order to receive
creditfo r 001.
For students who wish to begin Russian in
college or who did not move beyond an
introduction in high school. Designed to impart
an active command of the language. Combines
the study o f grammar with intensive oral
practice, work on phonetics, writing, web
materials, and readings in literary and
expository prose. Conducted primarily in
Russian; normally followed by RUSS 004,
RUSS 011 and ideally by RUSS 010, and
RUSS 008A. See the explanatory note on
language courses in the first section of modem
languages and literatures.
1.5 credits.
RUSS 001.
Fall 2010. Johnson, Moskala-Gallaher.
RUSS 002.
Spring 2011. Johnson, Moskala-Gallaher.
RUSS 003.
Fall 2010. Rojavin, Moskala-Gallaher.
RUSS 004. Intermediate Intensive
Russian
For majors and those interested in reaching
advanced levels of proficiency in the language.
Advanced conversation, composition,
translation, and stylistics. Considerable
attention to writing skills, phonetics, and
spontaneous speaking. Readings include short
stories, poetry, newspapers, and the Russian
Web.
Conducted in Russian.
1.5 credits.
Spring 2011. Rojavin, Moskala-Gallaher.
RUSS 006A. Russian Conversation
This course meets once a week for 1.5 hours.
Students will read newspapers, explore the
Internet, and watch videos to prepare for
conversation and discussion. Each student will
design and complete an individual project based
on his or her own interests and goals. This
course may be repeated once for credit.
Prerequisite: 004 in current or a previous
semester or permission of the instructor.
0.5 credit.
Fall 2010. Moskala-Gallaher.
RUSS 008A. Russian Phonetics
(Cross-listed as LING 008A)
This course will enable Russian speakers and
non-speakers alike to learn to pronounce

MLL: Russian

p. 298

Russian fluently. Focused work on individual
phonemes and the Russian “articulation
foundation” will accompany the study of
phonetic rules and intonational constructions.
We will devote practical attention to issues in
both Russian language acquisition and
linguistics; individual assignments will reflect
each student’s experience, interests, and goals.
0.5 credit.
Spring 2011. Staff.

campus, we will discuss writing weekly lesson
plans, foreign language acquisition in children,
teaching methodologies and approaches. We
use a common goal-oriented curriculum among
all the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
0.5 credit.
Fall 2010. Rojavin. Spring 2011. Lahr-Vivaz.

RUSS 010. Advanced Russian
The course includes practice in speaking,
understanding, reading and writing Russian
through the use of authentic Russian language
materials, including film. Students will
consolidate previous knowledge of Russian
grammar, and will significantly increase their
vocabulary and improve their level of coherent
language and writing. Students will acquire
conscious knowledge of the meanings of the
grammatical forms applied to discourse, i.e. to
specific verbal situations, based not only on the
underlying linguistic phenomena, but also on
the content of lingua-cultural situations.
Course offered only on demand.
1 credit.
Each Semester (as needed). Rojavin.

RUSS 013. The Russian Novel
(Cross-listed as LITR 013R)
The Russian novel represents one of Russia’s
most widely recognized contributions to world
culture. The course surveys classic authors and
experimental works from the 19th and 20th
centuries. Students in the course will deepen
their understanding of the context for writers
including Dostoevsky and Tolstoy. They will
gain familiarity with literary movements and
genres including romanticism, realism, the
psychological novel, the picaresque novel,
modernism and the postmodern as they
developed in Russia. We will highlight issues
including the relationship of Russia to the West,
national identity and the complex relationship
of literature and politics.
No prerequisite.
Writing course.
1 credit.
Fall 2010. Johnson.

RUSS 011. Introduction to Russian
Culture
This advanced intensive writing course will
reinforce previous stages of work in Russian
and will focus on composition rather than
translation from English. Students will develop
advanced skills in comprehension and active
use of the written language through the use of
authentic Russian language materials. The
course will concentrate on contemporary
Russian culture and also on changes in the
Russian language—with a wide variety of
materials from fiction, newspapers, journals and
other media sources.
Conducted in Russian.
Prerequisite: RUSS 004 or permission from the
instructor.
Writing course.
1 credit.
Spring 2011. Moskala-Gallaher.
RUSS 012A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an after­
school program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week (M/W or T/Th).
During the evening pedagogy sessions held on

RUSS 015. First-Year Seminar: East
European Prose in Translation
(Cross-listed as LITR 015R)
Novels and stories by the most prominent 20thcentury writers of this multifaceted and
turbulent region. Analysis of individual works
and writers to appreciate the religious,
linguistic, and historical diversity of Eastern
Europe in an era of war, revolution, political
dissent, and outstanding cultural and intellectual
achievement. Readings, lectures, writing, and
discussion in English; students who are able
may do some readings in the original languages.
This writing-intensive course is limited to 15
students.
Writing course.
1 credit.
Not offered 2010-2011.
RUSS 016. History of the Russian
Language
(Cross-listed as LING 016)
An introductory course, studying the origin of
the Russian language and its place among the
other modem Indo-European and Slavic
languages. The uses of philology and linguistics
for the ideological and stylistic analysis of

MLL: Russian
literary texts. Satisfies the linguistics
requirement for teacher certification.
1credit.
Not offered 2010-2011.
RUSS 017. First-Year Seminar: Love and
Sex in Russian Literature
(Cross-listed as LITR 017R)
Best known for political priorities and
philosophical depth, Russian literature has also
devoted many works to the eternal concern of
love and sex. We will read significant and
provocative works from traditional folk tales
through the 20th century to discuss their
construction of these most “natural” impulses
—and how they imagine the relationship of
human attraction to politics and philosophy.
Writing course.
I credit.
Not offered 2010-2011.
RUSS 021. Dostoevsky (in Translation)
(Cross-listed as LITR 021R)
Writer, gambler, publicist, and visionary Fedor
Dostoevsky is one of the great writers of the
modem age. His work influenced Nietzsche,
Freud, Woolf, and others and continues to exert
aprofound influence on thought in our own
society to the present. Dostoevsky confronts the
“accursed questions” of truth, justice, and free
will set against the darkest examples of human
suffering: murder, suicide, poverty, addiction,
and obsession. Students will consider artistic,
philosophical, and social questions through
texts from throughout Dostoevsky’s career.
Students with knowledge of Russian may read
some or all of the works in the original.
1credit.
Not offered 2010-2011.
RUSS 024. Russian and East European
Cinema
(Cross-listed as LITR 024R)
This course will introduce students to cinema
ftom the “other Europe.” We will begin with
influential 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 considering the particular
cultural, national and political forces shaping
the work of filmmakers in this “other Europe”
ftom the early 20th to the early 21st century.
No prerequisite.
1credit.
Not offered 2010-2011.

p. 299
RUSS 025. The Poet and Power
(Cross-listed with LITR 025R)
This course will explore Russian literature in its
cultural and historical contexts. In Russia, a
poet has always been a voice, a herald of
freedom or non-conformism, if not an envoy of
the regime. The poet is also a philosopher and a
thinker. Students will read Russian literary texts
from the early 18th century through the
beginning of the 21st century. The circle will
begin with Lomonosov, whose poetry glorified
the Tsarinas. We will continue with censored
works by Pushkin, Griboedov, Chaadaev,
Gogol, Akhmatova, Chukovskaya, Solzhenitsyn
and others who underwent political or social
censure from the Russian or Soviet state. The
circle comes to an end with postmodernist
Pelevin, who was neither harassed nor arrested
for his prose—we will face a new phenomenon
for Russia, where during the last decade
literature exists independently from power, in a
parallel world. We will also read excerpts from
Russian thinkers whose philosophical and
literary works shaped the role of the poet:
Chaadaev’s First Philosophical Letter,
Belinsky’s Letter to Gogol, Dostoyevsky’s
Grand Inquisitor, Solovyov’s What is Russia?
These texts raised and discussed in particular
the problems of Christianity, Russia’s
uniqueness and her place in the world, and
Russian identity.
1 credit.
Not offered 2010-2011.
RUSS 026. Russian and East European
Science Fiction
(Cross-listed as LITR 026R)
Science fiction enjoyed surprisingly high status
in Russia and Eastern Europe, attracting such
prominent mainstream writers as Karel Capek,
Mikhail Bulgakov, and Evgenii Zamiatin. In the
post-Stalinist years of stagnation, science
fiction provided a refuge from stultifying
official Socialist Realism for authors like
Stanislaw Lem and the Strugatsky brothers.
This course will concentrate on 20th-century
science fiction (translated from Czech, Polish,
Russian and Serbian) with a glance at earlier
influences and attention to more recent works,
as well as to Western parallels and contrasts.
No prerequisites.
1 credit.
Spring 2011. Forrester.
RUSS 028. Tolstoy
(Cross-listed as LITR 028R)
Novelist, Christian philosopher, pacifist, and
educator, Leo Tolstoy’s monumental thought
inspired communities of “Tolstoyans” and
influenced Gandhi, Martin Luther King, Jr., and
Nelson Mandela. Tolstoy’s treatment of moral
and historical issues in literature continues to

MLL: Russian

p. 300

inspire and provoke readers today. This course
will examine Tolstoy’s major novels (War and
Peace, Anna Karenina), along with earlier and
later works, and explore his context in the
culture, literature, and history o f the time.
1 credit.
Spring 2011. Johnson.

Nevsky, Battleship Potemkin, Ballad o f a
Soldier, My Name Is Ivan, and Prisoner o f the
Mountains. All readings and discussion will be
in English. All films will be screened with
English subtitles.
1 credit.
Not offered 2010-2011.

RUSS 033. Terror in Russia: Method,
Madness, and Murder
(Cross-listed as LITR 033R)
In the 19th century, the Russian Empire saw a
rise of political terrorism sponsored by leftist
and anarchist political factions plus a new legal
system with juries likely to acquit. After a
central role in the 1917 Revolution, political
terror underwent further transformation in the
20th century, turned against Soviet citizens
under Stalin, and erupted on both sides of the
ongoing conflict in Chechnya. Poetry, prose,
film, and journalism.
No prerequisites.
1 credit.
Not offered 2010-2011.

RUSS 045. Poetry in
Translation/Translating Poetry
(Cross-listed as LITR 045R)
This course will study the history, practice, and
politics of poetic translation from antiquity to
the present, including work from Arabic,
Chinese, French, German, Greek, Hebrew,
Irish, Japanese, Latin, Polish, Russian, Sanskrit,
and Spanish. The course has a strong practical
component: All students will work on
translations of their own throughout the
semester (from languages they know or by
working with native speakers or literal
versions), and the final project may include a
portfolio of translations. Especially suitable for
students interested in comparative literature or
creative writing.
1 credit.
Not offered 2010-2011.

RUSS 040. Bulgakov
(Cross-listed as LITR 040R)
Doctor, dramatist, and dissident, Mikhail
Bulgakov is one of the most significant authors
of the Soviet period. His writings embody
scrupulous honesty; recognition of moral
complexity; deeply thoughtful awareness of
political, religious, and philosophical traditions;
and the life-affirming force of humor. In
addition to his masterpiece Master and
Margarita, we will study his short stories and
dramatic works, and explore his oeuvre in the
context of Soviet society. Class projects may
include a performance.
1 credit.
Spring 2011. Johnson.
RUSS 041. War and Peace in Russian
Literature and Culture
(Cross-listed as LITR 041R)
This course explores Russian literary and
cinematic responses to the ravages of war and
revolution, heroic and bloody conflicts that
repeatedly devastated the country throughout its
tumultuous history. We will read a variety of
texts dealing with wars in the Middle Ages, the
Napoleonic invasion, the Revolution of 1917,
the Civil War, World War II, and the presentday conflict in Chechnya and explore how
individual writers portrayed the calamity of war
and its devastating effect on people’s lives,
while expressing hope for ever-elusive peace
and prosperity. Works to be read include
Tolstoy’s War and Peace, Bulgakov’s White
Guard, Grossman’s Life and Fate, Babel’s Red
Cavalry, and Akhmatova’s Poem Without a
Hero. Films to be screened include Alexander

RUSS 047. Russian Fairy Tales
(Cross-listed as LITR 047R)
Folk beliefs are a colorful and enduring part of
Russian culture. This course introduces a wide
selection of Russian fairy tales in their
aesthetic, historical, social, and psychological
context. We will trace the continuing influence
of fairy tales and folk beliefs in literature,
music, visual arts, and film. The course also
provides a general introduction to study and
interpretation of folklore and fairy tales,
approaching Russian tales against the
background of the Western fairy-tale tradition
(the Grimms, Perrault, Disney, etc.). No fluency
in Russian is required, though students with
adequate language preparation may do some
reading, or a course attachment, in the original.
1 credit.
Not offered 2010-2011.
RUSS 067. Jews in Russia: Culture,
Film, Literature
(Cross-listed as LITR 067R)
As the Russian Empire expanded over time, it
absorbed territories with large Jewish
populations. Jews have played crucial roles in
Russian and Soviet history and culture, be it as
political radicals and revolutionaries, as moral
thinkers and philosophers, or as some of the
world’s best poets, artists, and film directors.
We will read Shalom Aleichem’s tales of Tevye
the Milkman, Babel’s stories about the Jewish
mafia in Odessa Soviet underground writer and
dissident Sevela. We will watch movies about

MLL: Russian
the life of Soviet Jews and the holocaust.
Secondary readings and guest lectures will
emphasize the historical background. This
interdisciplinary course has no prerequisites.
1credit.
Fall 2010. Rojavin.
RUSS 070. Translation Workshop
(Cross-listed as LING 070 and LITR 070R)
This workshop in literary translation will
concentrate on both theory and practice,
working in poetry, prose, and drama as well as
editing. Students will participate in an
associated series of bilingual readings and will
produce a substantial portfolio of work.
Students taking the course for linguistics credit
will write a final paper supported by a smaller
portfolio of translations. No prerequisites exist,
but excellent knowledge of a language other
than English (equivalent to a 004 course at
Swarthmore or higher) is highly recommended
or, failing that, access to at least one very
patient speaker of a foreign language.
1credit.

Fall 2010. Forrester.
RUSS 075. Comedy, Satire, Humor
(Cross-listed as LITR 075R)
Laughter is one of the basic human experiences,
but in different theories and manifestations it
can mean aggression, festivity, freedom, a
release of nervous tension, or complicity. This
new course will concentrate on some of the
funniest literature from the Russian tradition, be
it light-hearted or scathing, fantastic or downto-earth. Besides the pleasures of laughter, we
will explore what you need to know to get the
joke and what this humor means.
1credit.
Not offered 2010-2011.

RUSS 091. Special Topics
For senior course majors. Study of individual
authors, selected themes, or critical problems.
I credit.

Spring 2011. Staff.
RUSS 093. Directed Reading
RUSS 094. Independent Study

Seminars
Seminars in Russian are only offered when
there is sufficient demand.
RUSS 101. Tolstoy
Novelist, Christian philosopher, pacifist, and
educator, Leo Tolstoy’s monumental thought
inspired communities of “Tolstoyans” and
influenced Gandhi, Martin Luther King Jr., and
Nelson Mandela. Tolstoy’s treatment of moral
and historical issues in literature continues to

p. 301
inspire and provoke readers today. This course
will examine Tolstoy’s ideas and art in the
harmonious Russian of the original and explore
his context in the culture, literature, and history
of the time.
2 credits.
Not offered 2010-2011.
RUSS 102. Russian Short Story
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
character development, voice, plot, and the
right exposition of ideas in prose. This seminar
will explore a selection of examples from the
likes of Pushkin, Chekhov, Zoshchenko,
Bulgakov, Nabokov, and others.
2 credits.
Not offered 2010-2011.
RUSS 103. Pushkin and Lermontov
This course will acquaint students with two of
the seminal figures o f 19th-century Russian
literature, Aleksandr Pushkin and Mikhail
Lermontov, looking at their criticism, dramatic
works, poetry and prose, as well as their
cultural and literary context.
2 credits.
Not offered 2010-2011.
RUSS 104. Dostoevsky
Students will read the works o f this compelling
visionary in the original Russian. The 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.
2 credits.
Not offered 2010-2011.
RUSS 105. Literature o f the Soviet
Period
This course treats the literature associated with
one of the most remarkable social experiments
in human history. Students will examine the
relation of literature to ideology and social
reality based on a selection of works reflecting
the avant-garde experimentation of the 1920s,
the official doctrine o f Socialist Realism,
underground and émigré literature, and/or
literature addressing the historical situation and
the legacy of Stalinism.
2 credits.
Not offered 2010-2011.
RUSS 106. Russian Drama
2 credits.
Not offered 2010-2011.

MLL: Russian
RUSS 107. Russian Lyric Poetry
2 credits.
Not offered 2010-2011.
RUSS 108. Russian Modernism
The 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-desiecle, with opportunities to study particular
topics more deeply according to students’
interests and preferences.
2 credits.
Not offered 2010-2011.
RUSS 109. Chekhov
Readings from Chekhov’s dramatic works and
stories, with attention to the rich body of
scholarship on the author in Russian and in
English.
2 credits.
Not offered 2010-2011.
RUSS 110. Bulgakov
Doctor, dramatist, and dissident, Mikhail
Bulgakov is one of the most significant prose
authors of the Soviet period. His writings
embody scrupulous honesty; recognition of
moral complexity; deeply thoughtful awareness
of political, religious, and philosophical
traditions; and the life-affirming force of
humor. We will read from his short stories,
feuilletons, and dramatic works, ending the
semester with his masterpiece, Master i
Margarita, arguably the most fun novel of the
20th century.
2 credits.
Not offered 2010-2011.
RUSS 111. Tsvetaeva and Mayakovsky
Poetic, dramatic, and prose works of the
“hysterical poets,” Marina Tsvetaeva and
Vladimir Mayakovsky, two o f the greatest
Russian writers of the 20th century. Focus on
their volcanic poetic development, interactions,
and creative responses to gender, decadence,
revolution, civil war, emigration, Soviet
repression and suicides.
2 credits.
Not offered 2010-2011.
RUSS 112. Akhmatova and Mandelstam
Several great Russian 20th-centuiy poets led the
group called “Acmeists” for their emphasis on
verbal clarity, specificity of imagery, and
attitude of “nostalgia for world culture.”
Nikolai Gumilev was shot in 1921 for supposed
participation in a monarchist plot. Osip
Mandel’shtam spent years in “internal exile” for
overly honest writing and died in a camp in
1938. Anna Akhmatova, perhaps the most
translated Russian poet into English, witnessed
all the horrors of Stalinism but survived to

p. 302
mentor a new generation of poets in the 1960s.
The course will concentrate on these three
poets, with attention to their literary and
cultural context.
2 credits.
Not offered 2010-2011.
RUSS 114. Folklore in Russian
Literature
Folklore is both an enormous field of human
culture, and a rich source of literary plots,
genres, ideas and materials for writers, scholars,
and theorists of all directions. In this course, we
will read works of Russian literature in which
folklore plays a significant role as well as
explore several of the areas of Russian folklore
that have most influenced literature.
2 credits.
Not offered 2010-2011.
RUSS 115. The Many Faces o f the
Russian Literary Anecdote
This course will explore the nature and
evolution of the Russian anecdote that
originated in ancient times in Old Rus and
Byzantium. From Ivan the Terrible through
Peter the Great, the anecdote, like other oral
genres, persisted in spite of governmental
censorship. The heyday of the Russian literary
anecdote came in the first half of the 19th
century. We will read anecdotes and stories
from chronicles and diaries of contemporaries
of the Russian tsars, plus short stories of Gogol,
Dostoevsky and Tolstoy that were based on real
facts transformed into anecdotes. We will come
full circle to the chronicles of Soviet and postSoviet times by Dovlatov and Veller about the
realities of serving in the Red Army and the
curious life on Nevsky Prospekt, the main street
o f St. Petersburg.
2 credits.
Not offered 2010-2011.
RUSS 116. The St. Petersburg Myth in
Russian Culture
This course will examine the importance of St.
Petersburg in Russian history, society, and
culture. It will investigate ways in which
themes and developments that are crucial for an
understanding of Russia as a whole have been
played out over the course of the city’s vibrant,
and often turbulent, 300-year existence. Themes
to be covered include discourse of East versus
West in defining Russian national identity
(Petersburg as Russia’s “Window Onto
Europe,” Petersburg’s rivalry with Moscow);
reform and modernization in Russian history
(Petersburg as “the most abstract and
intentional city on earth” [Dostoevsky]); death
and suffering in Russian history (Petersburg as
an “apocalyptic city” doomed to pay for its
murderous origins); and the relationship
between center and periphery in the Russian

MLL: Spanish
and Soviet context (Petersburg as a
“cosmopolitan province,” Petersburg as
contemporary Russia’s “cultural capital”).
2 credits.
Not offered 2010-2011.
RUSS 117. Seminar in Russian
Literature
The seminar will reflect each student’s interests
and goals. Students can choose to read anything
from Dostoevsky’s novels to the poetry of the
Silver Age, from Gogol’s fantastic realism to
the postmodern literature of our
contemporaries.
2 credits.
Spring 2011. Rojavin.

Spanish
Spanish, the second national language of the
United States, is the official language of twenty
countries—spoken by close to 400 million
people in the world. A living and migrating
language with a long history, Spanish is the
gateway to one of the most vital and
heterogeneous literatures and cultures in the
world.
Our program incorporates a wide range of
themes, texts and geographic areas. While we
pay close attention to canonical texts that have
shaped a certain understanding of Iberian and
Latin American literatures, we also explore the
marginal voices and texts that challenge our
preconceived notions. We cross the boundaries
of literature, incorporating films and
documentaries as we consider new critical
methods and reading practices.
The Spanish Program provides a strong
foundation for graduate studies in Spanish and
Latin American literatures, and our students
pursue careers in a wide range of disciplines.
Whether you plan to be an engineer, biologist,
historian, or political scientist, studying the
Spanish language and its cultures will open
your mind to unexplored worlds.
Course Major in Spanish
The Spanish major consists of eight courses and
a culminating senior exercise. The Spanish
major seeks to provide training in literary and
cultural analysis, as it enables students to
acquire linguistic proficiency.
Requirements
(1) Students majoring in Spanish must spend
one semester in a Spanish-speaking country
enrolled in a program approved by the Section.
Only two courses taken abroad that pertain to
the curriculum of the section may count toward
fulfillment of the major. For full immersion, all
courses taken abroad must be taken in Spanish.
(2) Upon returning from abroad, students must
enroll in a one-credit course in the Section. (3)

p. 303
Students must complete a minimum of eight
credits of work in courses numbered 007 and
above. One of these courses must be SPAN 022
or SPAN 023, except in special cases when the
section waives this requirement. (4) Students
may only count one of these courses toward the
major: SPAN 007, SPAN 008, SPAN 010 or
SPAN Oil. SPAN 006A and SPAN 024 will
not count toward fulfillment of the major.
SPAN 006A may be taken only once. (5) One
of the eight credits of advanced work may be
taken in English from the courses listed in the
catalog under “Literatures in Translation”
(LITR) provided it is pertinent to the student’s
Spanish major. (6) All majors are encouraged to
take at least one seminar in the section.
Students can take a seminar after one advanced
course (numbered 50 to 89) or with permission
of the instructor. Only one seminar in the major
will count for two credits. (7) A minimum of
four of the eight courses must be taken at
Swarthmore College. Only two courses taken
abroad may count toward the major. (8) Majors
are strongly encouraged to maintain a balance
in their overall program, taking advanced work
in different historical periods from Spain and
Latin America.
Culminating Exercise/Comprehensive
Examination
Along with development of analytical literary
and cultural abilities, majors are expected to
reach an advanced level of linguistic
proficiency. The Spanish Comprehensive Exam
has oral and written components, both entirely
in Spanish.
In their senior year majors will rewrite two of
the best term papers they wrote for courses in
the section. Each research paper should be 1520 pages (plus bibliography) and should be
based on ample critical documentation. Majors
will have approximately five (5) weeks to
complete each essay. The first paper is due in
January, the second in April. These two
essays—and the student’s overall course
preparation—will provide the basis for the oral
examination in May, conducted exclusively in
Spanish.
The oral examination is based on the content of
the written essays and on overall course
preparation. The Spanish language ability of
majors, revealed in these papers and the oral
examination, will be part of the final evaluation.
Acceptance Criteria
For admission to the Course Major, the student
needs a minimum of “B” level work in courses
taken at Swarthmore taught in Spanish or the
required introductory-level literature course
(SPAN 022 or 023), demonstrated ability and
interest in language and literature, and a
minimum “C” average in course work outside
the Department.

MLL: Spanish
Prerequisite: SPAN 004 or its equivalent is the
language prerequisite for entering the Spanish
major. It does not count as one of the 8 credits
required for the major.
Course Minor
Requirements
(1) Completion of at least one semester of study
abroad in a Spanish-speaking country in a
program approved by the Spanish section. Only
two courses taken abroad that pertain to the
curriculum of the section may count towards
fulfillment of the minor. To ensure full
immersion, all courses taken abroad must be
taken in Spanish. In special cases, depending on
the student’s language proficiency, this
requirement may be fulfilled with a summerlong study abroad program identified and
approved by the section. For summer programs,
only one relevant course taken abroad may
count towards fulfillment of the minor. (2)
Upon returning from study abroad, students are
expected to register in a one-credit course in
Spanish or Latin American literature. (3) All
minors must take a total of five courses and/or
seminar offerings numbered 007 and above.
Four of these may not overlap with the
student’s major or other minor. (4) Students
may only count one of the following towards
the minor: 007,008,010 and 011. SPAN 006A,
SPAN 024 and courses in English translation
will not count toward fulfillment of the minor.
SPAN 006A may be taken only once. (5) All
minors must take either SPAN 022 or 023,
except in special cases when the section waives
this requirement. (6) All minors are strongly
encouraged to take seminars offered by the
section. Seminars count as one credit toward the
minor. (7) To graduate with a minor in Spanish,
a student must maintain a minimum grade of B
in the discipline, demonstrate ability and
interest in language and literature, and maintain
a “C” average in course work outside the
department.
Acceptance Criteria
For admission to the Course Minor, the student
needs a minimum of “B” level work in courses
taken at Swarthmore in Spanish language,
demonstrated ability and interest in language
and literature, and a “C” average in course work
outside the department.
Prerequisite: SPAN 004 or its equivalent is the
language prerequisite for entering the Spanish
minor. It does not count as one of the 5 credits
required for the minor.
Honors Program in Spanish
Candidates for the major or minor in Spanish
must meet these requirements to be accepted
into Honors: (1) A “B” average in Spanish
coursework at the College. (2) Completion at
Swarthmore of either SPAN 022 or 023 and one
course numbered 50 to 89. (3) Completion of

p. 304
one semester of study in a Spanish-speaking
country in a program approved by the Spanish
Section. In special cases, depending on the
student’s language proficiency, minors may
fulfill this with a summer-long study abroad
program identified and approved by the Spanish
section. (4) Demonstrated linguistic ability in
the language. (5) Present fields for external
examination based on either two-credit
seminars offered by the section, or the
combination of two advanced courses
numbered between 50-89 that form a logical
pairing. (6) All majors in the Honors program
must do three (3) preparations for a total of six
units of credit, while all minors must complete
one (1) preparation consisting of two units of
credit.
The Honors Exams for Majors and Minors
Majors will take three (3) three-hour written
examinations prepared by external examiners,
as well as three (3) half-hour oral exams based
on the contents of each field of preparation.
Minors will take one (1) three-hour written
examination prepared by the external examiner,
as well as one (1) 45 minute oral exam based on
the contents of the written examination and
their overall preparation in the field presented.
All Honors exams will be conducted
exclusively in Spanish.
Special Majors
Students have the possibility of designing a
special major, such as Spanish and Latin
American studies; Spanish within comparative
literature; Spanish and linguistics; etc
Special Major in Spanish and
Educational Studies
The Spanish Program prepares students who
wish to pursue a special major in Spanish and
educational studies, and also those who are
seeking certification to teach Spanish in
primary and secondary school in the
Commonwealth of Pennsylvania or the 45 states
with which Pennsylvania certification is
reciprocal.
Requirements:
(1) Complete six courses in Spanish. None of
those courses may be taught in English. (2) A
student may only count one of these courses for
the major: 007,008,010 or 011. (3) Complete a
minimum of five courses in educational studies.
(4) Prepare a thesis on a topic related to Spanish
language pedagogy for one credit with the
Department of Educational Studies, submitted
to both departments.
Note: The Special Major itself does not
constitute preparation toward certification.

MLL: Spanish
Requirements fo r the Special Major in
Spanish and Educational Studies with
Teaching Certification
In addition to the requirements of the
Department of Educational Studies
(Introduction to Education; Educational
Psychology; Adolescence; one additional
course in educational studies; and Curriculum
and Methods/Practice Teaching), including
Linguistics 001, students must meet the
following requirements:
(1) Complete the requirements for the Spanish
major. No course taught in English, however,
may be included among the 8-credit total. (2)
By the middle of fall semester of the senior
year, complete 10 hours of observation of
language classes in the Spanish Program in
consultation with the Spanish Adviser. (3)
Under the guidance of the Spanish Adviser,
write a short paper on the relevance of observed
pedagogical approaches to a K-12 Spanish
classroom. (4) In consultation with the Spanish
Adviser and as a culminating exercise, develop
a set of original teaching materials with the
following criteria:
• Focus on a grammar topic and a specific
aspect of language acquisition, such as listening
comprehension, speaking skills, discrete
reading or writing.
• Incorporate a variety of class exercises or
activities.
• Take into account different learning styles.
• A portfolio with an adequate package of
educational materials.

Courses
Students wishing to major in Spanish should
plan their program in consultation with the
department. Spanish is the only language used
in class discussions, readings, and assignments
in all courses, except in LITR courses. Students
must have taken SPAN 022 or 023 before they
can take an advanced literature or film course in
Spanish unless they receive special permission
from the instructor. Courses numbered 50 to 89
belong to the same level of complexity,
requiring the same level of preparation. The
numbering does not imply a sequence.
SPAN 001-002. Intensive First Year of
Spanish
Students who start in the SPAN 001/002
sequence must complete SPAN 002 to receive
creditfor SPAN 001.
Note: SPAN 001 is offered in the fall semester
only. Students must take SPAN 001 before
proceeding to SPAN 002. This course is
intended for students who begin Spanish in
college. The first year of Spanish is designed to
encourage the development of communicative
proficiency through an integrated approach to
the teaching of all four language skills—

p. 305
listening and understanding, reading, writing,
and speaking. It also fosters awareness of the
Spanish-speaking world through authentic
cultural materials (films, music, news) and
information, thus deepening the student’s living
understanding of the multi-faceted Spanish­
speaking world.
1.5 credits.
SPAN 001.
Offered each fall.
1.5 credits.
Fall 2010. Camacho de Schmidt, Vargas,
Chindemi Vila.
SPAN 002.
Offered each spring.
Spring 2011. Erwin, Vargas, staff.
SPAN 002B. Intensive Spanish for
Advanced Beginners
SPAN 002B is intended for those students who
have had at least a year of Spanish but have not
yet attained the level of SPAN 003. This
intensive, accelerated course covers the
materials of SPAN 001 / SPAN 002 in one
semester, allowing for the review of basic
concepts learned in the past. It encourages
development of communicative proficiency
through an interactive task-based approach, and
provides students with an active and rewarding
learning experience as they strengthen their
language skills and develop their cultural
competency. Engaging, award-winning shortsubject films from various Spanish-speaking
countries are integrated into the lessons, serving
as springboards for the vocabulary, grammar,
and cultural topics presented. After completing
this course, students will be prepared to take
SPAN 003 and further advanced courses.
Offered each fall.
1.5 credits.
Fall 2010. Erwin, Vargas.
SPAN 003. Intensive Intermediate
Spanish
SPAN 003 is an intensive third semester
Spanish course for students who seek to
develop fluency and accuracy in order to
express, interpret, and negotiate meaning in
context. The course presents a functionally
sequenced grammar review and expansion that
builds on basic concepts. Special emphasis will
be placed on the basic skills—listening,
speaking, reading, and writing—as building
blocks toward proficiency and communication.
Offered each semester.
1.5 credits.
Fall 2010. Staff, Vargas.
Spring 2011. Staff, Vargas.

MLL: Spanish
SPAN 004. Intensive Advanced Spanish
SPAN 004 is a course designed for students
who have already learned the basic aspects of
Spanish grammar. Through the careful attention
given to literary texts, films, and cultural media,
the students develop further their writing and
oral skills in Spanish. The course focuses on
providing myriad opportunities for students to
integrate an advanced understanding of
grammar in communication-oriented activities,
therefore allowing for the expression of
advanced concepts and ideas in speech and
writing that will enable students to take upper
level Spanish courses in literature and culture.
This course is ideal preparation for study
abroad in a Spanish-speaking country.
Offered each semester.
1.5 credits.
Fall 2010. Lahr-Vivaz, staff.
Spring 2011. Lahr-Vivaz, staff.
SPAN 006A. Spanish Communication
Workshop
An exciting course that effectively stimulates
lively conversational Spanish. This course
meets once a week for 1.5 hours; the class will
be divided into small groups to facilitate
discussion. The aim of the course is for the
student to acquire well-rounded communication
skills and socio-cultural competence. The
selected materials (newspapers, movies, music,
literature, etc.) seek to stimulate students’
curiosity and engagement with the ultimate goal
of awakening a strong desire to express
themselves in the language.
Note: Upon returning from abroad, Spanish
majors and minors must enroll in a one-credit
Spanish course. This course is not appropriate
for native speakers. SPAN 006A can be taken
only once.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Offered each semester.
0.5 credit.
Fall 2010. Staff. Spring 2011. Vargas.
SPAN 007. Spanish fo r Heritage
Speakers
This course intends to give a grammatical
underpinning to the Spanish some students have
learned at home, but not studied systematically.
As secondary objectives, the course presents
strategies for vocabulary expansion and the
identification of English patterns transposed to
Spanish structures. Work includes readings,
original writing, grammatical exercises,
listening to radio, and viewing TV programs
and films. Students engage in class discussions,
frequent oral presentations, and other creative
tasks, while conducting a thorough review of
Spanish grammar.

p. 306
Offered each fall.
1 credit.
Fall 2010. Camacho de Schmidt.
SPAN 008. Spanish Composition and
Conversation
Recommended for students who have finished
SPAN 004, have received a 5 in the AP/IB
exam or want to improve their Spanish written
expression at any point during the course of
their studies. This is a practical course for
writing and rewriting in a variety of contexts,
and it will prepare you to be able to begin to
write at an academic level of Spanish. Some of
the required assignments and writing tasks are
those that reflect the kind of writing
assignments that students of Spanish are asked
to write as minors and majors. It includes a
review of grammar and spelling, methods for
vocabulary expansion, and attention to common
errors of students Of Spanish living in an
English-speaking society.
Prerequisite: SPAN 004 or the equivalent or
permission o f the instructor.
Offered each spring.
1 credit.
Spring 2011. Staff.
SPAN 010. En busca de Latinoamérica
This course seeks to provide students with a
critical understanding of Latin America and to
introduce its cultural history. Through a
multidisciplinary perspective, we will study the
interaction of social, political, ethnic, and
gender dynamics and its resulting
transformations in Latin America. After a study
of pre-European contact and Amerindian
civilizations, we will examine critically the
moment of contact between the Old and the
New World and the ensuing conflicts that
characterized the three centuries of colonial rule
in Latin America. Later, we will focus on the
nation building process and the cultural
campaigns of turn-of-the-century elites, the
causes and consequences of U.S. interventions,
the dilemmas of economic development, the
rise of state terror, and the lives of transnational
migrants today. Lectures and textbook readings
provide a panoramic analysis of complex
cultural processes (colonialism,
transculturation, modernization, globalization,
etc.); documentaries and films provide other
points of entry as we think through the
processes that have shaped Latin America.
Eligible for LASC credit.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Writing course. Offered each fall.
1 credit.
Fall 2010. Martinez.

MLL: Spanish
SPAN 011. Culturas de España
Embark on a cultural journey through Spain!
Focusing primarily on transcultural and
interdisciplinary perspectives, we will explore
topics pertaining to all periods of Spanish
history, society, culture, literature, politics, art,
music, and film. We will devote special
attention to contemporary Spanish film and
current events. We will study these aspects in
relation to different regions (Cataluña,
Andalucía, Galicia, Pais Vasco, and Castilla)
and particular cities (Madrid, Barcelona, and
Sevilla). We will examine how the medieval
concept of Spain (“las Españas”) may still
apply today with respect to the linguistic,
cultural, ethnic, social, and political diversity
within the Iberian Peninsula. Other topics for
exploration include migration and the
emergence of hybrid identities, including those
pertaining to culture, gender, and sexuality. The
student will develop advanced skills in
speaking, writing, and reading in Spanish.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Writing course. Offered each spring.
1 credit.
Spring 2011. Erwin.
SPAN 022. Introducción a la literatura
española
This course covers representative Spanish
works from medieval times to the present.
Works in all literary genres will be read to
observe times of political and civic upheaval, of
soaring ideologies and crushing defeats that
depict the changing social, economic, and
political conditions in Spain throughout the
centuries. Each reading represents a particular
literary period: middle ages, renaissance,
baroque, neo-classicism, romanticism, realism,
naturalism, surrealism, postmodernism, etc.
Emphasis on literary analysis to introduce
students to further work in Spanish literature.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Writing course. Offered each fall.
1 credit.
Fall 2010. Erwin.
SPAN 023. Introducción a la literatura
latinoamericana
At a time when critics question the concept of
national literatures, is it possible to speak of the
literary production of an almost full continental
region as a unit? This course is built on the
presupposition that Latin American countries,
despite their differences, share a common
experience in their birth through conquest and
colonization; the chaos of their post­
independence periods; the stratification of their
societies along lines of race, class, and gender;
their struggle for democracy, modernization,

p. 307
and equality; and their complex relationship
with the United States, especially during the
Cold War. Literature, more than reflecting this
history, has been part of its making. In this
course, we read a selection of poetry, narratives,
and essays among the many texts that give
meaning to the Latin American experience.
Throughout the semester, we remain engaged in
mastering the Spanish language, especially in
writing.
Eligible for LASC credit.
Prerequisite: SPAN 004 or the equivalent or
permission of the instructor.
Writing course. Offered each spring.
1 credit.
Spring 2011. Camacho de Schmidt.
SPAN 024A. Foreign Language Teaching
and Pedagogy
(Cross-listed as EDUC 072)
This course has two elements that are
developed together throughout the course of the
semester. Students can serve the Swarthmore
community by teaching a foreign language to
local elementary school students in an after­
school program that meets two times/week.
Students must teach for the entire 6-week
session, two days per week (M/W or T/Th).
During the evening pedagogy sessions held on
campus, we will discuss writing weekly lesson
plans, foreign language acquisition in children,
teaching methodologies and approaches. We
use a common goal-oriented curriculum among
all the languages. Students must register for the
language or educational studies course that they
will be teaching and for a service time (A) M/W
or (B) T/Th.
Offered each semester.
0.5 credit.
Fall 2010. Rojavin. Spring 2011. Lahr-Vivaz.
SPAN 064. ¿Masculinidades en crisis?:
Manliness in Modern Spanish Literature
and Film
This course will explore literary and filmic
representations of manliness and masculinity in
Spain from thè Romantic period, the
Restoration, the early 20th century, the Franco
Regime, and the post-Franco era. Through
literary, theoretical, and historical texts,
students will learn how to analyze literature
through the lens of gender and masculinity
studies. They will also be introduced to the
current debate about the “crisis of masculinity”
within the field of masculinity studies in order
to apply that debate to literature and film.
Throughout the course, students will be
encouraged to compare and contrast the
depictions of manliness we see in Spanish texts
with corresponding representations and
expectations for masculinity in the United
States.

MLL: Spanish
Eligible for GSST credit.
1 credit.
Fall 2010. Erwin.
SPAN 067. La guerra civil en la literatura
y el cine
Study of the impact of the Civil War (1936-39)
and postwar years in Spanish society, as
reflected in literature, film, music and other
cultural testimonies. Poetry by Pablo Neruda
and Antonio Machado, who, like Dali, felt the
war as a premonition, will launch our
examination of a conflict that surpassed
national boundaries as a trial for WWII.
Studying alternative texts such as testimonial
war references, both visual and written, music,
posters and other materials, will enhance our
sense of the experience of the men and women
who lived the conflict. The postwar years will
be studied in novels by Matute, Goytisolo,
Delibes, Rodoreda, Chacón, Rivas and others.
The war films and novels of the democratic
years will offer the necessary tools to uncap
collective memory, in order to observe
important aspects of present Spanish society.
Eligible for FMST credit.
1 credit.
Spring 2011. Guardiola.
SPAN 069. Ciudad y literatura
The city as a cultural artifact offers writers
myriad narrative possibilities: mere location,
cultural symbolism, or the link for values and
concepts that determine the place of human
beings in their own society and historical
moment. The Spanish novels we will read use
urban space as a reflection of the social and
theological rationale in Hispanic culture, where
urbanization equals civilization. Madrid and
Barcelona are die most important urban centers
in Spanish narrative space since the 19th
century. The novels we will read present both
cities as part of the author’s personal story as
well as his or her creative vision. We will see
these urban representations in novels by
Galdós, Pardo Bazán, Baroja, Laforet, Cela,
Rodoreda, Roig, and Mendoza.
1 credit.
Fall 2011. Guardiola.
SPAN 070. Género y sexualidad en
Latinoamérica
This course seeks to study Boom and Post­
boom literatures from one of its unexplored
aspects: the representation of gender and
sexuality. This question allows the
establishment of relationships of continuity and
transformation between these two periods. The
treatment of sexuality on the part of the writers
of the Boom points to an allegorical use of
sexuality to refer to the subject’s existential
condition, and to represent a degraded and
decadent modernity. These questions will be

p. 308
contrasted with a series of texts of the so-called
Post-boom to see if this tendency is subverted.
Our reading of the novels will also pay attention
to the representation of homosexuality and
lesbianism. We will read novels and short
stories from Argentina, Chile, Cuba, Peru,
Puerto Rico and Uruguay. The course also
incorporates a series of theoretical readings on
gender and sexuality that will serve to develop
deeper and more profound readings of the texts
under consideration. All readings, class
discussion, and assignments are in Spanish.
1 credit.
Spring 2012. Martinez.
SPAN 073. El cuento latinoamericano
We will study modem and contemporary short
stories that have transformed Latin American
literature and moved its fiction into the
forefront of world literature. By focusing on
close reading and analysis as emphasized
through class discussions, we will outline the
distinctive characteristics of the Latin American
short story and trace its development. We will
also consider the thematic issues and narrative
features that characterize works belonging to
Fantastic Literature, Magical Realism, the
Boom and Post-Boom, and place them within
their particular historical and cultural contexts.
Authors will include Horacio Quiroga, Jorge
Luis Borges, Silvina Ocampo, Juan Rulfo,
Gabriel García Márquez, Julio Cortázar, Julio
Ramón Ribeyro, Augusto Monterroso, Luisa
Valenzuela and Ana Lydia Vega, among others.
Also, we will examine theory and criticism
regarding this genre. This course offers students
a deeper appreciation of regional differences
and cultural richness in Latin America as
revealed in the short story genre.
1 credit.
Fall 2011. Martinez.
SPAN 082. Un siglo de canto: poesía
latinoamericana contemporánea
Poetry is an enormous force in the history of the
Latin American continent. From “the flower
and song” recited by Aztecs princes to the
Nobel Prizes awarded to Asturias, Neruda,
Mistral, and Paz, poetic language has searched
for the meaning of a particular way of being
human. We read poetry that breathes and
quakes with nature in Neruda; discover the
dancing rhythms of language in Guillén; go
deep in the spirit of the cosmos in Paz and
Ibáñez; turn poetry into everyone’s loaf of
humble, but revolutionary bread with Cardenal;
fire the guns of anti-poetry with Parra; reinvent
history and memory in Central America with
Alegría; fall in love with the world through
Teillier; vindicate the place of women in
society with Castellanos; sing a new feminine
eroticism with Morejón and Belli; laugh at all
solemnity with Cisneros; make the revolution

MLL: Spanish
with Dalton; stretch our understanding of
humanity with Pizamik; mourn our disappeared
with Gelman and Partnoy; redefine the meaning
of woman with Zamora; recover the soul of an
endangered Indigenous language in Toledo and
Regino. The poetry we read is one of the best
gifts from Latin America to the world.
Eligible for LASC credit.
1 credit.
Spring 2011. Camacho de Schmidt.
SPAN 085. La edad del tiempo: Carlos
Fuentes y su obra
Carlos Fuentes (Mexico, 1928) is one of the
great writers of our time, an uncommon witness
of the 20th century. Equally lucid in French and
English, he interprets Hispanicity in what he
calls “my homeland, the Spanish language”. He
writes mostly about Mexico, a country bom in
blood, but also about Spain and its vast empire.
This course opens a dialogue with the fictional
world of an author in love with history and its
kaleidoscopes, cosmopolitan by choice and
Mexican by destiny and predilection.
Eligible for LASC credit.
1 credit.
Fall 2010. Camacho de Schmidt.
LITR 015S. First-Year Seminar: Children
in Latin American Literature
How does the world look from the perspective
of a Latin American child? The social sciences
tell us that children are not defined by what
they cannot yet understand, say, or do, and that
they learn at a fabulous speed. Children are
observers, always making sense of their
surroundings, while they are relatively
unencumbered by the biases, worries, and hurts
that come from experience. Regrettably, they
are not free from fear. Is the child narrator a
privileged storyteller? How does literature
represent transforming events, the separation,
and death of loved ones, war, displacement, or
joy through the voice of a child? What are a
child’s narrative strategies? Because boys and
girls do not generally write to publish, what is
the role of an adult memory in reconstructing a
textual childhood? The course includes
masterful Latin American and Latino works of
fiction and autobiography, complemented by
poetry, film and essays. No prerequisites.
Eligible or LASC credit.
1 credit.
Spring 2012. Camacho de Schmidt.
LITR 049S. Quixotic Fictions
Come explore the marvelously quixotic
adventures and the fabulously fantastic follies
of the most famous knight errant of all time,
Don Quixote de la Mancha. We will delve into
the fertile imagination of Miguel de Cervantes’
indelible creation, Don Quixote, as he journeys

p. 309
through an almost surreal world of grotesque
giants, enchanted castles, damsels in distress,
wicked wizards, and chaotically over crowded
inns—and that’s just the first twenty chapters.
We will examine the literary, theoretical, social,
and political issues of Cervantes’ times that
contributed to his creation of the first modem
novel. Readings, assignments, and class
discussion will be in English.
1 credit.
Spring 2011. Staff.
LITR 071S. Latin American Society
Through Its Novel
(Cross-listed as SOAN 024C)
From an interdisciplinary framework, we will
explore the relationship between society and its
representation in the Latin America novel. The
course will also help us understand the links
between fiction and reality, and the role of
literature as a form of cognition. Selected works
by Carlos Fuentes, Mario Vargas Llosa, Gabriel
García Márquez, Isabel Allende, Luisa
Valenzuela, Laura Restrepo, Elena
Poniatowska, and others. Readings,
assignments, and class discussions are in
English. No prior knowledge of Spanish
necessary.
Eligible for LASC credit.
1 credit.
Spring 2011. Martínez, Muñoz.

Seminars
Students wishing to take seminars must have
completed at least one course in Spanish
numbered 030 or above. Students are admitted
to seminars on a case-by-case basis by the
instructor according to their overall preparation.
Spanish 104. La voz de la mujer a través
de los siglos
The seminar will look into the work of a few
outstanding women writers from Spain
throughout the centuries to study the
development of a feminine consciousness. The
text selection will include works by Santa
Teresa, María de Zayas, Gertrudis Gómez de
Avellaneda, Carolina Coronado, Emilia Pardo
Bazán, Carmen de Burgos, Rosa Chacel,
Carmen Martín Gaite, Carmen Laforet, Mercé
Rodoreda, Esther Tusquets, Canne Riera,
Almudena Grandes and others. The essential
aim of the seminar will be to analyze feminine
discourse in the realm of the historical,
psychoanalitical, metafictional, and allegorical
fiction in order to search for a diversity of
feminine voices.
2 credits.
Spring 2012. Guardiola.

MLL: Spanish
SPAN 108. Jorge Luis Borges
This seminar course focuses on Jorge Luis
Borges, one of the most influential writers of
the 20th century. He devoted his entire life to
literature, as a writer but also as an irreverent
and subversive reader. None of his lines, none
of his declarations happened inadvertently.
Hated or held dear, Borges is incessantly
quoted. In The Western Canon, Harold Bloom
offers a list of indispensable authors in Western
culture, and he places Borges there affirming
that he is the most universal Latin American
writer. Argentine critic Beatriz Sarlo responds
to this recognition. She sustains that reading
Borges as a writer without nationality is an act
of aesthetic justice, because Borges won the
prerogative of working inside all the cultural
traditions for Latin Americans. However, this
universalistic reading ignores the ties that unite
him to Argentinean and Latin American cultural
traditions. The objective of this course, then, is
to read Borges from this double perspective: as
a universal writer who transcends national
borders, and as a writer who seeks to reinvent
the history and the traditions of his own
country.
Eligible for LASC credit.
2 credits.
Fall 2010. Martinez.
SPANISH COURSES NOT CURRENTLY
OFFERED
SPAN 060. Memoria e identidad
SPAN 063. Cine contemporáneo español
SPAN 066. Escritoras españolas. Una voz
propia
SPAN 072. Seducciones literarias-traiciones
fflmicas
SPAN 075. El relato policial latinoamericano
SPAN 076. La novela latinoamericana
SPAN 077. Desaparecidos: literatura, cine y
dictadura
SPAN 081. Movimientos sociales y literatura
en México
SPAN 083. El tirano Latinoamericano en la
literatura
SPAN 084. Los niños en la literatura
latinoamericana
SPAN 105. Federico García Lorca
SPAN 106. Visiones narrativas de Carlos
Fuentes
SPAN 107. Héroes y villanos: el siglo XIX
español y la democratización literaria
SPAN 109. Elena Poniatowska, la hija de
México
SPAN 110. Política y poética: los mundos de
Pablo Neruda, Octavio Paz y Ernesto Cardenal
LITR 070SA. The Persistent Power of Central
American Literature

p. 310
LITR 072S. Women’s Testimonial Literature of
Latin America
LITR 073S. La Frontera: The Many Voices of
the U.S.-Mexico Border
LITR. 076S. Latino and Latin American
Sexualities
LITR. 077S. The Gender of Latin American
Modernity
LITR. 078S. Seditious Bodies: Latina & Latin
American Transgender Subjectivities
LITR. 079S. The New Latin American Cinema

Music and Dance

p. 311

Music
GERALD LEVINSON, Professor of Music
MICHAEL MARISSEN, Professor of Music and Chair
IOHN ALSTON, Associate Professor of Music
BARBARA MILEWSKI, Associate Professor of Music
THOMAS WHITMAN, Associate Professor of Music3
JANICE HAMER, Visiting Associate Professor of Music (part time)
JONATHAN KOCHAVI, Visiting Assistant Professor of Music (part time)
ELIZABETH SAYRE, Visiting Instructor of Music (part time)
MARCANTONIO BARONE, Associate in Music Performance (part time)
ANDREW HAUZE, Visiting Assistant Professor of Music (part time)
MICHAEL JOHNS, Associate in Music Performance (part time)
ANDREW SHANEFIELD, Associate in Music Performance (part time)
INYOMAN SUADIN, Associate in Music and Dance Performance
BERNADETTE DUNNING, Administrative Coordinator
SUSAN GROSSI, Administrative Assistant
GEOFFREY PETERSON, Concert Manager

Dance
SHARON E. FRIEDLER, Professor of Dance, Director of the Dance Program
KIM D. ARROW, Associate Professor of Dance (part time)
SALLY HESS, Associate Professor of Dance (part time)
PALLABICHAKRAVORTY, Assistant Professor of Dance
JUMATATU POE, Assistant Professor of Dance (part time)
JON SHERMAN, Associate in Dance Performance (part time)
C. KEMAL NANCE, Associate in Dance Performance (part time)
MEREDITH RAINEY, Visiting Associate in Dance Performance
LADEVA DAVIS, Associate in Dance Performance (part time)
NI LUH KADEK KUSUMA DEWI, Associate in Dance Performance (part time)
DOLORES LUIS GMITTER, Associate in Dance Performance (part time)
LEAH STEIN, Associate in Dance Performance (part time)
HANS BOMAN, Dance Accompanist
BERNADETTE DUNNING, Administrative Coordinator
SUSAN GROSSI, Administrative Assistant1
1Absent on leave, 2010-2011.

Music
The study of music as a liberal art requires an
integrated approach to theory, history, and
performance, experience in all three fields
being essential to the understanding of music as
an artistic and intellectual achievement. Theory
courses train students to understand and hear
how compositions are organized. History
courses introduce students to methods of
studying the development of musical styles and
genres and the relationship of music to other
arts and areas of thought. The department
encourages students to develop performing
skills through private study and through
participation in the chorus, gamelan, jazz
ensemble, orchestra, wind ensemble, and the
Fetter Chamber Music Program, which it staffs
and administers.
(he department assists instrumentalists and
3*n8e^s to finance the cost of private instruction,
in hiclividual Instruction” under the heading
Credit for Performance.”)

We do not have a minimum grade-point
average (GPA) for admission as a major or
minor. In its place is a consensus of music
faculty that the student can do good work in the
discipline. The situation is perhaps more
complex in music than in other fields because
we think that a major (or minor) should have
basic musical as well as purely intellectual
abilities, not all of which can be measured by a
GPA. We do consider the likelihood of a
student’s passing the Comprehensive
Examination. Students applying for admission
as majors in the Honors Program should have
done exceptionally high-quality work in the
department and should have shown strong selfmotivation.
Prerequisites for acceptance into the
program: Music 011/40A a n d one Music
History course numbered 20 or above. These
courses are strongly recommended for first-year
students and should be completed before the
Junior year. If a student has not completed all of
these prerequisites at the time of an application
for a major/minor, but has done good work in

Music and Dance
one or more courses in the department, he or
she may be accepted on a provisional basis.
Music Major in the Course Program
The music major curriculum normally includes
the following components. However, we
welcome individualized proposals, which will
be evaluated and approved on the basis of
consultations with the music faculty. We
continue to emphasize the importance of depth
and mastery of musical skills and
understanding, and we also recognize the value
of studying the diversity of musical cultures.
A. Required. 5 courses in harmony and
counterpoint plus musicianship sections (MUSI
040). MUSI 040 may be taken for 0.0 or 0.5
credit at the student’s option.
• MUSI Oil and040A
• MUSI 012 and 040B
• MUSI 013 and 040C
• MUSI 014 and 040D
• MUSI 015
B. Required. 4.5 courses in Music History and
Literature:
• MUSI 020 (Medieval and Renaissance)
• MUSIC 094 (Senior Research Topics in
Music)
plus at least three o f the following:
• MUSI 021 (Baroque and Classical)
• MUSI 022 (19th-Centuiy Europe)
• MUSI 023 (20th Century)
• Any other history course numbered above
023
• Courses with lower course numbers in areas
such as Jazz or World Music, including extra
or higher-level work, with approval of the
instructor.
Course Majors are strongly advised to take 5
history courses if possible.
C. World Traditions component. This
requirement may be fulfilled in either of two
ways:
• One of the 4.5 course listed in category B,
above, in Music History and Literature is to
be a course in non-Westem traditions
numbered above 23; OR
• Two semesters of participation in the
Gamelan or Taiko ensemble. (This also helps
fulfill the ensemble requirement in category
D, below).
D. Additional Requirements fo r Course
Majors:
• Keyboard skills
• Score reading or MUSI 018: Conducting and
Orchestration
• Department ensemble for at least four
semesters

p. 312

• Senior comprehensive examination (MUSI
094,0.5-credit course)
The following is a description of these
additional requirements:
Keyboard skills. This program is designed to
develop keyboard proficiency to a point where
a student can use the piano effectively as a tool
for studying music. Students leam to perform
repertoire and, in addition, play standard
harmonic progressions in all keys. The
department offers a free weekly private lesson
to any student enrolled in a Harmony and
Counterpoint numbered 011 or higher who
needs work in this area and requires it of all
students in MUSI 012. Music majors and
minors who have completed the theory
sequence but who need further instruction are
still eligible. No academic credit is given for
these lessons. All music majors are expected to
be able to perform a two-part Invention of J.S.
Bach (or another work of similar difficulty) by
their senior year.
Score reading. By the end of their senior year,
all majors are expected to be able to read an
orchestral score that includes c-clefs and some
transposing instruments. Students may take
MUSI 018 (Conducting and Orchestration) to
satisfy this requirement.
Department ensemble. The department requires
majors and minors to participate in any of the
departmental ensembles (Orchestra, Chorus,
Wind Ensemble, Jazz Ensemble, and Gamelan).
We also recommend that students participate in
other activities, such as playing in Chamber
Music ensembles or seeking out servicelearning experiences that incorporate music.
Comprehensive examination. During their
senior year, majors in the Course Program will
take the departmental comprehensive
examination, which normally consists of the
study o f a single musical work (selected in
advance by the student, subject to the approval
of the department) which demonstrates skills in
the three areas of analysis, historical research,
and performance. Majors in course will enroll
in MUSI 094 (Senior Research Topics in
Music) in the spring semester of their senior
year to help them prepare for their senior
comprehensive examination.
Music Minor in the Course Program
Required. At least two courses in harmony and
counterpoint plus musicianship sections (MUSI
040):
• MUSI Oil and 040A
• MUSI 012 and 040B
Required. At least two courses in music history
and literature:
• MUSI 020 (Medieval and Renaissance)
• MUSI 021 (Baroque and Classical)

Music and Dance
• MUSI 022 (19th-Century Europe)
. MUSI 023 (20th Century)
• Another history course numbered above 023
(or a lower-level history course, with
approval of the faculty)
Required. At least one of the following:
• Harmony and counterpoint (MUSI 013 or
higher)
• Upper-level history course
• MUSI 019 (Composition)
Additional Requirements
• Department ensemble for at least two
semesters; and at least one of the following,
subject to departmental approval of a written
proposal:
• Keyboard skills
• Service-learning project in music
• Senior recital
• Special project in music
Music Major in the Honors Program
Summary: The music major in honors is
identical to the music major in course in its
prerequisites, required coursework, and
requirements for keyboard skills, score reading,
and Department Ensemble membership. The
honors major differs in that there is no senior
comprehensive exam. Instead, honors majors do
three honors preparations in music.
Three Honors Preparations
1. Music theory. A 2-credit honors preparation
in music theory is normally based on MUSI 015
in combination with one lower-level harmony
and counterpoint course.
2. Music history. A 2-credit honors preparation
in music history may be based on any music
seminar numbered 100 or higher or on any
other music history course when augmented by
concurrent or subsequent additional research,
directed reading, or tutorial, with faculty
approval.
3. Elective (may be based on any of the
following):
• At least two semesters of MUSI 019
(Composition)

• An additional preparation in another area
of music history
• A senior honors recital
A2-credit senior honors recital preparation is
available to only students who have
distinguished themselves as performers. It is,
therefore, limited to those who have won full
scholarships through MUSI 048. Students who
wish to pursue this option must follow all of the
steps listed in the departmental guidelines for
senior recitals (see department website) and

p. 313
obtain approval of their program from the
music faculty during the semester preceding the
proposed recital. They should register for MUSI
099: Senior Honors Recital. This full Credit,
together with at least another full credit of
relevant coursework in music, will constitute
the 2-credit honors preparation. One faculty
member will act as head adviser on all aspects
of the honors recital. As part of the honors
recital, the student will write incisive program
notes on all of the works to be performed. This
work will be based on substantive research—
including analytical as well as historical work—
and will be overseen by one or more members
of the music faculty.
Students are encouraged to propose honors
preparations in any areas that are of particular
interest, whether or not formal seminars are
offered in those areas. The music faculty will
assist in planning the most appropriate format
for these interests.
Written and Oral Examinations for
Honors Preparations
Oral examinations are given for all honors
preparations in music. Written examinations, in
addition to oral examinations, are given only for
those preparations based on courses or
seminars.
Senior Honors Study in Music
There is no senior honors study in music.
Music Minor in the Honors Program
Required. Four courses in harmony and
counterpoint plus musicianship sections (MUSI
040):
• MUSI Oil and040A
• MUSI 012 and 040B
• MUSI 013 and 040C
• MUSI 014 and 040D
Required Two courses in music history and
literature:
• MUSI 020 (Medieval and Renaissance)
• MUSI 021 (Baroque and Classical)
• MUSI 022 (19th-Century Europe)
• MUSI 023 (20th Century)
• Another history course numbered above 023
One honors preparation
• Music theory, music history, or elective
The possibilities for preparations are the
same as those listed above for major in the
Honors Program.
Additional Requirements, same asfo r course
minors.
• Departmental ensemble for at least two
semesters and at least one of the following,
subject to departmental approval:
• Keyboard skills

Music and Dance

p. 314

• Service-learning project in music
• Senior recital
• Special project in music

Performance Jazz Ensemble (MUSI 041),
Performance Wind Ensemble (MUSI 046),
Performance Chamber Music (MUSI 047), or
Performance Gamelan (MUSI 049A) for credit
with the permission of the department member
who has the responsibility for that performance
group. The amount of credit received will be a
half-course in any one semester. Students
applying for credit will fulfill requirements
established for each activity (i.e., regular
attendance at rehearsals and performances and
participation in any supplementary rehearsals
held in connection with the activity). Students
are graded on a credit/no credit basis.
Students wishing to take Chamber Music
(MUSI 047) for credit must submit to the
chamber music coordinator at the beginning of
the semester a proposal detailing the repertory
of works to be rehearsed, coached, and
performed during the semester. It should
include the names of all student performers and
the proposed performance dates, if different
from the Elizabeth Pollard Fetter Chamber
Music Program performance dates. One
semester in a Department Ensemble is a
prerequisite or co-requisite for each semester
of Music 047. This applies to all students in
each Fetter Chamber group. It is expected
that Fetter students in Department
Ensembles will play the same
instrument/voice in both activities.
A student taking MUSI 047 for credit will
rehearse with his or her group or groups at least
2 hours every week and will meet with a coach
(provided by the department) at least every
other week. All members of the group should
be capable of working well both independently
and under the guidance of a coach. It is not
necessary for every person in the group to be
taking MUSI 047 for credit, but the department
expects that those taking the course for credit
will adopt a leadership role in organizing
rehearsals and performances. Note: MUSI 047
ensembles do not fulfill the ensemble
requirement for lessons under MUSI 048.

Special Majors
The department welcomes proposals for special
majors involving music and other disciplines.
Recent examples include the following:
• Special major in music and education
• Special major in enthnomusicology
Other special majors are possible. For more
information, contact the department chair.
Language Requirements fo r Graduate
Schools
Students are advised that many graduate
programs in music require a reading knowledge
of French and German.
Study Abroad
Students are encouraged to seek out
possibilities for study abroad, in accordance
with their particular interests, in consultation
with the music faculty and the off-campus study
adviser.
A unique resource of the department is its
ensemble in residence, Orchestra 2001, directed
by Professor Emeritus James Freeman. This
nationally renowned ensemble offers an annual
concert series at the College, focusing on
contemporary music. The series features
distinguished soloists and often includes
advanced Swarthmore students in its concerts.
Special scholarships and awards in music
include thefollowing (see Distinctions, Awards,
and Fellowships):
The Renee Gaddie Award
Music 048 Special Awards
The Boyd Barnard Prize
The Peter Gram Swing Prize
The Melvin B. Troy Prize in Music and Dance

Credit for Performance
Note: All performance courses are for half­
course credit per semester. No retroactive credit
is given fo r performance courses.
Individual Instruction (MUSI 048)
Academic credit and subsidies for private
instruction in music are available to students at
intermediate and advanced levels. Subsidies for
students at the beginning level, without
academic credit, are also available. For further
details, consult the MUSI 048 guidelines on the
Music Program website.
Orchestra, Chorus, Wind Ensemble,
Gamelan, Chamber Music, Jazz
Ensemble
Students may take Performance Chorus (MUSI
043), Performance Orchestra (MUSI 044),

Courses and Seminars
Introductory Courses without
Prerequisite
MUSI 001. Introduction to Music
This course is designed to teach intelligent
listening to music by a conceptual rather than
historical approach. Although it draws on
examples from popular music and various nonWestem repertories, the course focuses
primarily on the art music of Europe and the
United States. Prior musical training is not
required. It is assumed that MUSI 001 students
will not know how to read music. This course is
taught with little or no use of musical notation.

Music and Dance
Open to all students without prerequisite.
1credit.
Fall 2010. Marissen.
MUSI 002B. How to Read Music
An introduction to the elements of music
notation, theory (clefs, pitch, and rhythmic
notation, scales, keys, and chords), sight
singing, and general musicianship.
Recommended for students who need additional
preparation for MUSI 011 or to join the College
chorus.
1credit.

Fall 2010. Kochavi.
MUSI 003. Jazz History
This course traces the development of jazz from
its roots in West Africa to the free styles of the
1960s. The delineation of the various styles and
detailed analysis of seminal figures are
included. Emphasis is on developing the
student’s ability to identify both style and
significant musicians.
Open to all students without prerequisite.
1credit.

Not offered 2010-2011.
MUSI 003A. Jazz Today: USA, Europe &
the African Heritage
An overview of current streams of Jazz from
1980 until today. The course will include
listening to, discussing and experiencing the
music “live” through Hans Ludemann and
special guests. Jazz has evolved from its AfroAmerican origins into a universal art form,
practiced by musicians around the globe. How
Jazz has managed to continually develop by
incorporating elements from all cultures is one
of the secrets to explore; another is the art of
improvisation. We will look at a wide and
colorful range of music from Hiphop to Free
Jazz—including relating back to Africa.
Open to all students without prerequisite.
1credit.
Not offered 2010-2011.

MUSI 004A. Opera
Combine great singing with the vivid colors of
an orchestra, with acting and theater, with
poetry, dance, painting, spectacle, magic, love,
death, history, mythology, and social
commentary, and you have opera: an art of
endless fascination. This course will survey the
history of opera (from Monteverdi through
Mozart, Wagner, and Verdi to Gershwin and
Stravinsky), with special emphasis on and study
of scenes from selected works.
Open to all students without prerequisite.
1credit.

Spring 2011. Milewski.

p. 315
MUSI 004B. The Symphony
This course will examine the history of the
symphony from its beginnings in music of the
late Baroque period to the end of the 20th
century. We will examine a number of
important symphonic works by such composers
as Haydn, Mozart, Beethoven, Berlioz, Brahms,
Chaikovsky, Mahler, Shostakovich, and
Górecki in order to discuss issues of genre,
form, and performance forces in the context of
shifting historical and social trends.
Open to all students without prerequisite.
1 credit.
Not offered 2010-2011.
MUSI 005A. Introduction to the Study of
World Music
This course will introduce students to the study
of “world music” (which has most recently
come to mean “any and all music” through the
lens of ethnomusicology. The course will
survey the history and methods of
ethnomusicology, and will introduce students to
important musical traditions from Africa, Asia,
the Middle East, the Americas and elsewhere.
Course work will include lectures; discussions;
reading, listening, and writing assignments; inclass, hands-on lecture-demonstrations given by
the instructor and various guest artists.
Readings will draw from textbooks,
ethnographies, and journals, touching on both
older and more recent work in the field.
Through consultation with the instructor, music
majors may count this course toward their
music history requirement.
Open to all students without prerequisite.
1 credit.
Not offered 2010-2011.
MUSI 006. The Arts as Social Change
(Cross-listed as DANC 004)
This course aims to bring together students with
an interest in investigating and investing in
social change work through the arts. Our
seminar community will engage in discussion
of readings and video viewings, will host and
visit local leaders from the arts and social
change movement, and will engage in fieldwork
opportunities as required parts of the course.
Papers, journals, and hands-on projects will all
be included.
This course is open to all students.
This course fulfills a prerequisite requirement
for dance major and minors.
Eligible for PEAC credit.
1 credit.
Spring 2011. Friedler.

Music and Dance
MUSI 006B. Music of the Holocaust and
World War II Era
This course will explore the various contexts
and motivations for music making during the
Holocaust and World War II era. In the
universe of the Nazi ghettos and concentration
camps, music was a vehicle for transmitting
political rumors, controversies, stories, and
everyday events as well as a form of spiritual
resistance. In the broader context of war, it was
used for political and nationalist agendas. This
course will draw on a wide range of music,
from folk songs and popular hit tunes to art
music intended for the concert stage.
Open to all students without prerequisite.
1 credit.
Fall 2010. Milewski.
MUSI 007A. W.A. Mozart
Study of Mozart’s compositions in various
genres and of interpretive problems in Mozart
biography. Prior musical training is not
required. It is assumed that MUSI 007A
students will not know how to read music. This
course is taught with little or no use of musical
notation. Students with a musical background
may nonetheless find the class interesting.
Open to all students without prerequisite.
1 credit.
Spring 2011. Marissen.
MUSI 007B. Beethoven and the
Romantic Spirit
An introduction to Beethoven’s compositions in
various genres. We will consider the artistic,
political, and social context in which he lived
and examine his legacy among composers later
in the 19th century (Berlioz, Chopin, the
Schumanns, Brahms, Wagner, and Mahler).
Open to all students without prerequisite.
Writing course.
1 credit.
Not offered 2010-2011.
MUSI 008B. Anatomy fo r Performers:
Bones, Muscles, Movement
(See DANC 008)
0.5 credit.
Not offered 2010-2011.
MUSI 009A. First-Year Seminar: Music
and Mathematics
This course will explore the basic elements of
musical language from a scientific and
mathematical perspective. We will work
collaboratively to uncover relationships and
features that are fundamental to the way that
music is constructed. Although intended for
science, mathematics, engineering, and other
mathematically minded students, the course will
introduce all necessary mathematics; no

p. 316
specific background is required. Some
knowledge of musical notation is helpful but
not required.
Prerequisite for MUSI Oil.
1 credit.
Not offered 2010-2011.
MUSI 077. Rhythm, Drumming, Cultures
(See DANC 077)
1 credit.
Not offered 2010-2011.

Theory and Composition
Students who anticipate taking further courses
in the department or majoring in music are
urged to take MUSI Oil and 012 as early as
possible. Advanced placement is assigned on a
case-by-case basis, after consultation with the
theory and musicianship faculty. Majors will
normally take MUSI 011 to 015.
MUSI 011.01. Harmony, Counterpoint,
and Form 1
This course will provide an introduction to
tonal harmony and counterpoint, largely as
practiced in 18th- and 19th-century Europe.
Topics include simple counterpoint in 2 parts,
harmonization of soprano and bass lines in
four-part textures, systematic study of common
diatonic harmonies, features of melody and
phrase, and the Blues.
Prerequisites: Knowledge of traditional notation
and major and minor scales; ability to play or
sing at sight simple lines in treble and bass clef.
All MUSI 011 students must register for an
appropriate level of MUSI 040A for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1 credit.
Fall 2010. Kochavi.
MUSI 011.02. First-Year Seminar:
Harmony, Counterpoint, and Form 1
This seminar will provide an introduction to
tonal harmony and counterpoint, largely as
practiced in 18th- and 19th-century Europe.
Topics include simple counterpoint in 2 parts,
harmonization of soprano and bass lines in
four-part textures, systematic study of common
diatonic harmonies, features of melody and
phrase, the Blues, and classical theme and
variation techniques. Certain examples for
analysis will be drawn from current repertoire
of the College Orchestra, Chorus, and Jazz
Ensemble.
Prerequisites: Knowledge of traditional notation
and major and minor scales; ability to play or
sing at sight simple lines in both treble and bass
clef.

Music and Dance

p. 317

All MUSI Oil students must register for an
appropriate level of MUSI 040A for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1credit
Not offered 2010-2011.

All MUSI 014 students must register for an
appropriate level of MUSI 040D for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1 credit
Spring 2011. Levinson.

MUSI 012. Harmony, Counterpoint, and
Form 2
This course will provide continued work on
tonal harmony and counterpoint, largely as
practiced in 18th- and 19th-century Europe.
Topics include two-voice counterpoint,
harmonization of soprano and bass lines in
four-part textures, phrase structure, small and
large scale forms, modulation and tonicization,
and analysis using prolongational reductions.
We will also study minuet form in detail,
culminating in a final composition project.
All MUSI 012 students must register for an
appropriate level of MUSI 040B for 0 or 0.5
credit.
Keyboard skills lessons are required for all
students in MUSI 012.
1credit.
Spring 2011. Kochavi.

MUSI 015. Advanced Topics in Music
Theory 5
Exploration of a number of advanced concepts
in music theory including: the study and
analytical application of post-tonal theory
(including set theory and neo-Riemannian
theory), the structure of the diatonic system,
applications of theoretical models to rhythm
and meter, and geometric models of musical
progression.
Prerequisite: MUSI 014.
1 credit.
Fall 2010. Kochavi.

MUSI 013. Harmony, Counterpoint, and
Form 3
Continues and extends the work of Music 12 to
encompass an expanded vocabulary of
chromatic tonal harmony, based on Western art
music of the 18th and 19th centuries. The
course includes analysis of smaller and larger
works by such composers as Bach, Mozart,
Beethoven, Schubert, Chopin, Liszt, Brahms,
and Wagner; in-depth study of such large-scale
topics as sonata form; and written musical
exercises ranging from harmonizations of bass
and melody lines to original compositions in
chorale style.
All MUSI 013 students must register for an
appropriate level of MUSI 040C for 0 or 0.5
credit.
Keyboard skills lessons may also be required
for some students.
1credit.
Fall 2010. Levinson.
MUSI 014. Harmony, Counterpoint, and
Form 4
This course provides continued work in
chromatic harmony and 18th-century
counterpoint, largely as practiced in Europe. It
will primarily take the form of a literature
survey. For die first half of the semester, our
focus will be on short pieces; during the second
of the semester we will study keyboard fugues
and other larger-scale works. This course
includes a service-learning project.

MUSI 017. Jazz Theory
A course designed for the analysis of the
harmonic structures of jazz repertoire. This is
neither an improvisation nor a performance
course.
Prerequisites: MUSI 012 or instructor approval.
Basic keyboard skills and fluency on an
instrument are required.
1 credit.
Not offered 2010-2011.
MUSI 018. Conducting and
Orchestration
This course approaches the understanding of
orchestral scores from a variety of perspectives.
We will study techniques of orchestration and
instrumentation, both in analysis of selected
works, and in practice, through written
exercises. The history, and philosophy of
conducting will be examined, and we will work
to develop practical conducting technique.
Score reading, both at the piano and through
other methods, will be practiced throughout the
semester.
Prerequisite: MUSI 12, or permission o f the
instructor.
1 credit.
Spring 2011. Hauze.
MUSI 019. Composition
Repeatable Course.
Prerequisite: permission of the instructor.
1 credit.
Fall 2010 and spring 2011. Levinson.
MUSI 061. Jazz Improvisation
A systematic approach that develops the ability
to improvise coherently, emphasizing the

Music and Dance
Bebop and Hard Bop styles exemplified in the
music of Charlie Parker and Clifford Brown.
Prerequisite: Ability to read music and fluency
on an instrument.
1 credit.
Not offered 2010-2011.

History of Music
MUSI 020. Medieval and Renaissance
Music
A survey of European art music from the late
Middle Ages to the 16th century. Relevant
extramusical contexts will be considered.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Fall 2010. Marissen.
MUSI 021. Baroque and Classical Music
This course will survey European art music
from the 16th-century Italian madrigal to
Haydn’s Creation. Relevant extramusical
contexts will be considered.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2010-2011.
MUSI 022.19th-Century European Music
This survey considers European art music
against the background of 19th-century
Romanticism and nationalism. Composers to be
studied include Beethoven, Schubert, Chopin,
Berlioz, Robert and Clara Schumann, Wagner,
Verdi, Brahms, Dvorak, Musorgsky, and
Chaikovsky.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Fall 2010. Milewski.
MUSI 023. 20th-Century Music
A study of the various stylistic directions in
music of the 20th century. Representative
works by composers from Debussy, Stravinsky,
and Schoenberg through Copland, Messiaen,
and postwar composers such as Boulez and
Crumb, to the younger generation will be
examined in detail.
Prerequisite: MUSI 011 or the equivalent.
Writing course.
1 credit.
Not offered 2010-2011.
MUSI 030. The Music of Asia
An introduction to selected musical traditions
from the vast diversity of non-Westem cultures.
The music will be studied in terms of both its
purely sonic qualities and its
cultural/philosophical backgrounds.
This course fulfills the World Traditions
Component requirement for the Music Major.

p. 318
Eligible for ASIA credit.
1 credit.
Not offered 2010-2011.
MUSI 031. Musics of Central and South
America and the Caribbean
This course will introduce students to selected
musical genres from Central and South
America, and the Caribbean, which will be
studied for their sound characteristics, as well
as their cultural origins and histories. In some
cases, musics of the respective immigrant
populations in the U.S. will also be discussed.
The class will feature some hands-on
demonstrations by guest artists and the
instructor. Materials and assignments will
include audio recordings, videos, journal
articles, book chapters, and other writings,
mostly drawn from the field of
ethnomusicology.
Prerequisite: Knowledge of traditional music
notation and major and minor scales.
Recommended, but not required: Knowledge of
Spanish.
1 credit.
Not offered 2010-2011.
MUSI 032. History of the String Quartet
A histpry of the string quartet from its origins to
its development into one of the most prestigious
genres of Western classical music. The course
will focus on the quartets of Haydn, Mozart,
and early Beethoven.
Prerequisite: MUSI 011 or the equivalent.
1 credit.
Not offered 2010-2011.
MUSI 033. Music of Cuba and Brazil
This course will focus on the collective genius
of the folk, traditional, and popular musics of
Cuba and Brazil, such as Affo-Cuban and AfroBrazilian religious music, changiii, son, danzon
charanga, son montuno, timba, samba enredo,
samba reggae, afoxe, bossa nova, capoeira,
maracatu, mangue beat, pagode, and many
others. Selected musical genres will be studied
for their sounds and formal characteristics, as
well as their cultural origins and histories, and
occasionally, comparisons will be drawn with
musical styles from the U.S., and musics of the
respective immigrant populations in the U.S.
will be discussed. The class will feature some
hands-on demonstrations by guest artists and
the instructor. Materials and assignments will
include audio recordings, videos, journal
articles, textbook chapters, and other writings,
mostly drawn from the field of
ethnomusicology.
Prerequisite: Knowledge of traditional music
notation and major and minor scales.

Music and Dance
Recommended, but not required: Knowledge of
Spanish or Portuguese.
This course fulfills the World Traditions
Component requirement for the Music Major.
1credit.
Spring 2011. Sayre.
MUSI 034. J.S. Bach
Study of Bach’s compositions in various
genres. For the instrumental music, this
involves close consideration of style and
signification. For the vocal music, it also
involves study of ways Bach’s music interprets,
•not merely expresses, his texts.
This is a lecture and discussion course; see also
MUSI 101 (Bach), whose format and content
are quite different.
Prerequisite: MUSI Oil or the equivalent.
1credit.
Not offered 2010-2011.
MUSI 037. Contemporary American
Composers
Astudy of the works and thought of six
important American composers. The course will
stress intensive listening and will include
discussion meetings with each of the
composers.
Open to all students without prerequisite.
1credit.
Not offered 2010-2011.
MUSI 038. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
Astudy of 20th-century music focusing on the
great renewal of musical expressions, diverging
fromthe Austro-German classic-Romantic
fradition, found in the works of these three very
individual composers, as well as the
connections among them, and the resonance of
their music in the work of their contemporaries
and successors.
Prerequisite: MUSI 011 or the equivalent.
1credit.
Spring 2011. Levinson.
MUSI 075. Special Topics in Music
Theater
Available to students participating in the study
abroad programs coordinated through
Swarthmore in France, Ghana, India, Japan, or
Poland.
Prerequisites: Consent of the Dance Program
Director and the Faculty Adviser for OffCampus Study.
1 credit

M 2010 and spring 2011. Friedler.

p. 319
MUSI 091. Introduction to Performing
Arts Education: Music
(Cross-listed as DANC 091 and EDUC 071)
How do we leam in the performing arts? This
course explores a range of performing arts
issues confronting educators in theory and
practice. While the focus is music, we will also
consider dance and theater with the help of
guest lecturers. We will look at primary
education in the United States, and we will also
touch upon some o f the ways music is taught to
older students, as well as in other cultures.
Students will draw upon their own experiences
as teachers and learners. The course will
culminate in a collaborative teaching project in
which our class as a whole will develop and
implement a program of performing arts
instruction for children in partnership with an
urban public school.
While some prior study of music might be
helpful, it is not a prerequisite. This course is
open to any student who has taken at least one
course in either Education or Music.
Writing course.
1 credit.
Not offered 2010-2011.
MUSI 091C. Special Topics (Music
Education)
(Cross-listed as EDUC 091C)
With permission of the instructor, qualified
students may choose to pursue a topic of special
interest in music education through a field
project involving classroom or school practice.
Open to any student who has taken at least one
course in music.
Available as a credit/no credit course only.
0.5 credit.
Not offered 2010-2011.
MUSI 092. Independent Study
1 credit.
MUSI 093. Directed Reading
1 credit.
MUSI 094. Senior Research Topics in
Music
Required of all senior majors as preparation for
the senior comprehensive in music.
0.5 credit.
Spring semester. Milewski.
MUSI 095. Tutorial
Special work in composition, theory, or history.
1 or 2 credits.
MUSI 096. Senior Thesis
1 or 2 credits.

Music and Dance
MUSI 099. Senior Honors Recital
Honors music majors who wish to present a
senior recital as one of their honors preparations
must register for MUSI 099, after consultation
with the music faculty. See Honors Program
guidelines.
1 credit.

p. 320

might we locate Chopin’s work within the
larger category of 19th-century musical
romanticism? What does Chopin’s music mean
to us today?
Prerequisites: MUSI Oil.
1 credit.
Spring 2011. Milewski.

Seminars

Performance

MUS1100. Harmony and Counterpoint 5
(See MUSI 015)
Prerequisite: MUSI 014.
1 credit.
Not offered 2010-2011.

Note: The following performance courses are
for 0.5-course credit per semester.

MUS1101. J.S. Bach
(Compare with MUSI 034, which is a different
offering with a different format, content, and
prerequisites.)
Study of Bach’s compositions in various
genres, examining music both as a reflection of
and formative contribution to cultural history.
Prerequisites: MUSI 011 and 012. GMST 001B
and RELG 004 or 005B are strongly
recommended.
1 credit.
Not offered 2010-2011.
MUS1102. Color and Spirit: Music of
Debussy, Stravinsky, and Messiaen
(See MUSI 038)
Prerequisite: MUSI 013 (concurrent enrollment
possible by permission of the instructor).
1 credit.
Not offered 2010-2011.
MUS1103. Mahler and Britten
This course is an intensive study of the music of
two seminal 20th-century composers. We will
consider song cycles by both composers and
their connections to larger genres: Mahler’s
symphonies and Britten’s operatic works as
well as the War Requiem.
Prerequisites: MUSI 011 to 014; a knowledge
of German is recommended.
1 credit.
Not offered 2010-2011.
MUS1104. Chopin
This course will provide an in-depth historical
study of Chopin’s music. We will examine the
full generic range of Chopin’s compositions,
taking into account the various socio-cultural,
biographical and historical-political issues that
have attached to specific genres. Throughout
the semester we will also consider such broader
questions as: why did Chopin restrict himself
almost entirely to piano composition? How

MUSI 040. Elements of Musicianship
Sight singing and rhythmic and melodic
dictation.
Required for all MUSI 011 to 014 students,
with or without 0.5 credit. Also open to other
students. The instructor will place students at
appropriate levels.
0.5 credit.
Fall 2010. Hauze. Spring 2011. Hamer.
MUSI 041. Performance (Jazz Ensemble)
0.5 credit.
Fall 2010 and spring 2011. Shanefield.
MUSI 043. Performance (Chorus)
0.5 credit.
Fall 2010 and spring 2011. Alston.
MUSI 044. Performance (Orchestra)
0.5 credit.
Fall 2010 and spring 2011. Hauze.
MUSI 046. Performance (Wind
Ensemble)
0.5 credit.
Fall 2010 and spring 2011. Johns.
MUSI 047. Performance (Chamber
Music)
(See guidelines for this course earlier.)
0.5 credit.
Fall 2010 and spring 2011. Johns.
MUSI 048. Performance (Individual
Instruction)
Please consult the MUSI 048 guidelines on the
Music Program website.
0.5 credit.
Each semester.
MUSI 049A. Performance (Balinese
Gamelan)
Performance of traditional and modem
compositions for Balinese Gamelan (Indonesian
percussion orchestra). Students will learn to
play without musical notation. No prior
experience in Western or non-Westem music is
required. The course is open to all students.

Music and Dance
Two (2) semesters of this course fulfills the
World Traditions Component requirement for
the music major.
0.5 credit.
Fall 2010 and spring 2011. Whitman.
MUSI 049B. Performance (African Dance
Repertory Music Ensemble)
Performance of traditional and modem
compositions as accompaniment for and
collaboration with the development o f a dance
piece for concert performance.
0.5 credit
Not offered 2010-2011.
MUSI 050. Performance (Chamber Choir)
Students in MUSI 050 must also be in MUSI
043: Performance (Chorus).
0.5 credit.
Not offered 2010-2011.
MUSI 071. Salsa Dance/Drumming
(See DANC 071)
0.5 credit.
Fall 2010. Arrow.
MUSI 078. Dance/Drum Ensemble
(See DANC 078)
0.5 credit.
Fall 2010. Arrow, Poe, and guest artists.

Dance
At Swarthmore, dance is a global discourse.
Our program focuses on cross-cultural study of
Africa/African Diaspora, Asia (both South and
East), Europe/North America, and Latin
America. The dance and music programs share
an integrated approach to composition, history,
and theory and believe this is central to the
understanding of dance as an artistic and
intellectual inquiry within a liberal arts context.
The mission of the program is to offer students
dance experiences that privilege a merging of
embodied practice and history/theory in relation
to more than one situated perspective (those
listed above). Some courses concentrate on one
cultural context only (this is true generally in
history, repertory, and technique). Others put a
variety of perspectives in conversation (first
level composition, some history, some
repertory, and all theory). The role of dance as a
social change agent is also present in
Swarthmore dance offerings. All dance studies
courses engage students in an investigation of
the relationship of dance to other arts and areas
of thought.
Given the program’s emphasis on developing
an awareness of the global nature of dance,
study abroad opportunities are seen as a very
useful aspect of a student’s undergraduate

p. 321
dance experience. Study abroad dance programs
developed by members of the dance faculty are
available in France, Ghana, India, Japan,
Poland, and Northern Ireland. Dance
components are also present in programs in
Spain and Argentina. Social change
engagement is available as an aspect of the
following study abroad experiences: Ghana,
India, Northern Ireland, and Poland. Additional
information regarding study abroad experiences
is listed below and can also be found on both
the Dance Program and Off-Campus Study
websites.
Information about the Dance Program in
addition to that listed in this bulletin is available
online at www.swarthmore.edu/dance.

Requirements and
Recommendations
Major in Dance (course)
Prerequisites fo r the Major
These prerequisites are strongly recommended
for first-year students and must be completed
before the junior year. If a student has not
completed all of these prerequisites at the time
of an application for a major, but has done good
work in one or more courses in the program, the
student may be accepted on a provisional basis.
1. Dance 001, 003,003A or 004
2. Dance Oil. Dance Lab I: Making Dance
3. One dance technique class (in any style) for
academic credit
Prerequisite credits for majors:
2.5
The program offers three possible areas of
focus for majors; composition, history/theory,
or an individual focus. Students in each area are
required to take Dance 008. Anatomy: Bones,
Muscles, and Movement. Additional course
requirements for each focus are as follows:
Composition
Dance 012. Dance Lab II: Making Dance
Dance 013. or 014. Dance Composition Tutorial
or Videography
Dance 20-29 - one course
Dance 30-39 or 70,75, 76, 77, 77b. or 79 - one
course
Dance 049,71,78, one Western and one nonWestem course
Dance 50,51,53,58,60, or 61 - one or two
courses
*Dance 94 or 95 - one course
Total credits in focus:
6.5-7.S
History/Theory
Dance 20-29 - two courses
Dance 30-39 or 7 0 ,7 5 ,7 6 ,7 7 ,77b. or 79 - two
courses

Music and Dance
Dance technique and repertory courses - one
Western and one non-Westem course
*Dance 94/95 - one course
Total credits in focus:
6.5-7
Individually createdfocus
Dance 20-29 - one course
Dance 30-39 or 70,75 ,7 6 ,7 7 ,77b. or 79 - one
course
*Dance 94/95 - one course
Additional courses proposed by the student and
approved on an individual basis by the faculty
from a combination of composition, history,
repertory, technique, and theory courses - three
to four credits
Total credits in focus:
6.S-7.5
Total prerequisites and credits required for
majors:
9.0-10.0
*The senior project/thesis is required of all
majors.
The dance faculty encourages students to
pursue a senior project/thesis that incorporates a
comparison or integration of dance with some
other creative or performing art (creative
writing, music, theater, or visual art), with a
community-based learning component, or with
another academic discipline of the student’s
interest.
Additional Requirements fo r the Major
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
four semesters. Students may choose any style
of repertory experience as long as they adhere
to the distribution guidelines to participate in
both Western and non-Westem styles. They are
also encouraged to seek out service-learning/
community-based learning experiences that
incorporate dance. These may substitute for
repertory experiences.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings
will address current issues and debates in dance
theory and practice as well as individual student
interests.
Minor in Dance (course)
The goal of the course minor in dance is to
expose a student to the broad scope of the field.
The distribution of required courses for the
minor provides students with an introduction to
composition, history, technique, and theory and
allows them to direct their final credit(s) in the
minor toward a specific area of interest. It is
also possible for students to align required
courses within the minor to reflect that specific
interest, if any. Minors will participate in the
senior colloquia, individual meetings and will
be encouraged, but not required, to develop an

p. 322

extended paper or a significant dance
performance piece as part of their program.
Whether they enroll for credit or audit, all
dance majors and minors are strongly
encouraged to participate in technique and
repertory classes each term.
Prerequisites fo r the Minor
These prerequisites are strongly recommended
for first-year students and must be completed
before the junior year. If a student has not
completed all of these prerequisites at the time
of an application for a minor, but has done good
work in one or more courses in the program, the
student may be accepted on a provisional basis.
1. Dance 001,003,003A or 004
2. One technique or repertory course for
academic credit
Prerequisite credits for minor:
1.5
Course requirementsfo r minor:
1. Dance Oil. Dance Lab I: Making Dance
2. Dance 20-29 - one course
3. Dance 30-39 or 7 0 ,7 5 ,7 6 ,7 7 ,77b. or 79 one course
4. Dance 008. Anatomy: Bones, Muscles, and
Movement
5. Additional courses proposed by the student
and approved on an individual basis by the
faculty from a combination of composition,
history, repertory, technique, and theory courses
-1.5 credits
Total credits in minor:
5
Total prerequisites and credits required for
minor:
6.5
Additional Requirements fo r the Minor
Regular participation in technique classes
throughout a student’s time at Swarthmore Mid
participation in repertory courses for at least
two semesters. Students may choose any style
of repertory experience. They are also
encouraged to seek out serviceleaming/community-based learning experiences
that incorporate dance. These may substitute for
repertory experiences.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings
will address current issues and debates in dance
theory and practice as well as individual student
interests.
Special Course Major in Dance and a
Second Discipline
The program for a special major in dance
comprises 12 units of coursework: 6 in dance
and 6 in another discipline. The two disciplines
in this major may be philosophically linked or
may represent separate areas of the student’s
interest.

Music and Dance
Whether they enroll for credit or audit, all
dance majors and minors are strongly
encouraged to participate in technique and
repertory classes each term.
Prerequisites fo r the Special Course
Major in Dance and a Second Discipline
1. Dance 001,003,003A or 004
2. Dance 011. Dance Lab I: Making Dance
3. One dance technique class (in any style) for
academic credit
Prerequisite credits for special majors: 2.5
Requirements fo r the Special Major in
Dance and a Second Discipline
The core program (totaling 5.5 credits) includes
the following courses:
1. DANC 008. Anatomy: Bones, Muscles, and
Movement
2. Two composition/repertory (DANC 012 [1
credit] or 014 [0.5 credit] and/or DANC 013
[0.5 credit] and DANC 049 [0.5 credit])
3. Two history/theory (one from DANC 021—
025 or 028 [1 credit] and one from DANC 035039 or 077B [1 credit])
4. Two or three in dance technique (DANC 050
[0.5 credit] and one other technique at the 050
level or above [0.5 credit]). One 0.5 credit in a
Western technique and one 0.5 credit in a nonWestem technique.
5. One senior project or thesis (DANC 094,
095, or 096 [1 credit])
Total credits in special major:
5.5
Total prerequisites and credits in special
major:
8.5
The student’s chosen six courses from the core
program will be joined by 6 credits from
another discipline or disciplines. Courses for
the program must be approved both by the
faculty of the other departments and by the
dance faculty. The senior project or thesis must
also be approved and monitored by those
departments involved.
Additional Requirements fo r the Special
Major
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
Iso semesters. Students may choose any style
of repertory experience. They are also
encouraged to seek out serviceearmng/commumty-based learning experiences
that incorporate dance. These may substitute for
repertory experiences.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings
will address current issues and debates in dance
[heory and practice as well as individual student
interests.

p. 323
Honors Major in Dance
The minimum requirement for admission to the
honors major is at least the following 4 courses
(3 credits) in dance; an introductory
history/theory course (001,003,003A, or 004),
Dance Lab I: Making Dance (DANC 011), one
dance technique class (Dance 40-48, 50-58, or
60-61) and DANC 008. Majors in the Honors
Program must also have an overall B grade
average before admission. In addition to the
guidelines noted later, each honors major will
be responsible for the material designated on
the reading and video lists for senior honors
study available from the department office.
All dance majors in the Honors Program must
do three preparations in the department and one
outside (in a related or unrelated minor). Two
of the departmental preparations will be based
on course combinations (one in history or
theory and one in composition beyond the
introductory-level course DANC Oil). The
third will take the form of either a senior project
(DANC 094) or a senior thesis (DANC 095,
096). The portfolio submitted by each student
will include both written materials and a DVD
that provides examples of the student’s
choreographic and/or performance work at
Swarthmore (a maximum of 20 minutes in
length).
Each student’s program will include the
following:
1. History and theory. One area of emphasis
linking a course from DANC 021 to 025 or 028
with a course from DANC 035 to 039, or 077B.
Each student will demonstrate this integration
via a paper written as an attachment. This
paper, along with appropriate papers from each
history and theory class submitted for
preparation, will be sent to the examiner. The
written and oral exam for this preparation will
consist of a response to three questions set by
the examiner.
2. Composition. Each student may submit a
combination of Dance Lab I: Making Dance
(DANC 011) plus either Dance Lab II: Making
Dance (DANC 012), Special Topics in
Composition (DANC 014), and Composition
Tutorial (DANC 013) or two of DANC 013 or
014. The syllabi (where appropriate), a DVD of
the final work, and a paper concerning the
choreographic process from each class will be
submitted to the examiner.
3. Seniorproject/thesis. These projects/theses
will be individually determined. Each student
will be assigned a faculty adviser who will
assist the student in the creation of an initial
bibliography or videography or both as well as
an outline for the project or thesis. It will then
be the student’s responsibility to proceed with
the work independently.

Music and Dance
Additional Requirements fo r the Major in
Honors: Dance
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
two semesters. Students may choose any style
of repertory experience. They are also
encouraged to seek out service-learning/
community-based learning experiences that
incorporate dance. These may substitute for
repertory experiences.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings
will address current issues and debates in dance
theory and practice as well as individual student
interests.
Honors Minor in Dance
Students in the Honors Program who are
presenting a major in another discipline and a
minor in dance must do one preparation in
dance. This preparation will take the form of
either composition or history and theory
described earlier in the text concerning honors
majors in dance. The choice regarding focus for
a student’s minor will be determined in
consultation with an adviser from the dance
faculty.
These prerequisites are strongly recommended
for first-year students and must be completed
before the junior year. If a student has not
completed all of these prerequisites at the time
of an application for an Honors minor, but has
done good work in one or more courses in the
program, the student may be accepted on a
provisional basis,
1. Dance 001,003,003A or 004
2. One technique or repertory course for
academic credit
Minors in the Honors Program must also have
an overall B grade average before admission. In
addition to the guidelines noted below, each
honors minor will be responsible for the
material designated on the reading and video
lists for senior honors study available from the
department office.
Additional Requirements fo r the Minor
in Honors: Dance
Regular participation in technique classes
throughout a student’s time at Swarthmore and
participation in repertory courses for at least
two semesters. Students may choose any style
of repertory experience. They are also
encouraged to seek out serviceleaming/community-based learning experiences
that incorporate dance. These may substitute for
repertory experiences.
Colloquia and/or individualized meetings with
guest artists and lecturers will also be held
during the student’s final year. These meetings

p. 324

will address current issues and debates in dance
theory and practice as well as individual student
interests.

Additional Information
Regarding the Dance Program
Dance Technique Courses
In a typical semester, more than 30 hours of
dance technique classes are offered on graded
levels presenting a variety of movement styles.
Technique courses, numbered 040 through 048,
050 to 058, and 060 or 061, may be taken for
academic credit or may be taken to fulfill
physical education requirements. Advanced
dancers are encouraged to consult with
instructors regarding placement in level III
technique classes. A total of not more than 8
full credits (16 0.5-credit courses) in
performance dance technique classes and in
music performance classes may be counted
toward the degrees of bachelor of arts and
bachelor of science. No retroactive credit is
given for performance classes.
Dance Program Performance
Opportunities
All interested students are encouraged to enroll
in repertory classes (DANC 049,071 or 078)
and/or to audition for student and faculty works.
These auditions occur several times each
semester; dates are announced in classes and in
postings outside the dance studios. Formal
concerts take place toward the end of each
semester; informal studio concerts are
scheduled throughout the year.
The Dance Program regularly sponsors guest
artist teaching and performance residencies,
which in 2010-2011 will include Noche
Flamenca. During 2 0 1 0 - 2 0 1 1 , choreographers
Shavon Norris and Rachel Brooker and
Dancers, from the Swarthmore Project, will
present workshops and informal performances.
In addition, the program regularly hosts guest
choreographers who work with student
ensembles in technique and repertory classes.
During 2010-2011, Meredith Rainey, former
principal dancer with the Pennsylvania Ballet,
will offer a ballet repertory course.
Study Abroad Initiatives
Ghana Program
The Dance Program has an ongoing relationship
with the International Centre for African Music
and Dance and the School of Performing Arts at
the University of Ghana in Legon, a suburb of
the capital city, Accra. Students choosing to
study in Ghana can anticipate opportunities that
include a composite of classroom learning,
tutorials, some organized travel, and
independent study and travel. Beyond credits in
dance, music, theater, African studies, and
intensive Twi (an Akan language widely spoken

Music and Dance
in Ghana), a menu of courses at the University
of Ghana is also available. Students
participating are able to enroll for the
equivalent of a full semester’s credit (4 to 5
credits). Community-based learning internships,
in dance and other subjects, are also an option.
Interested students should contact the director
of dance as early as possible for advising
purposes and for updated information.
Poland Program
The program in Dance offers a semester-abroad
program based at the Silesian Dance Theatre
(Slaski Teatr Tanca) in Bytom in conjunction
with other institutions in the vicinity. The
program provides participating students with a
combination of study abroad and the experience
of working in various capacities (dance
performance, arts administration, etc.) within
the environment of a professional dance theater
company for credit. Intensive study of Polish
while in the country will be required of all
participating students. Students participating are
able to enroll for the equivalent of a full
semester’s credit (4 to 5 credits). Communitybased learning dance internships are also an
option. Participation in the Annual International
Dance Conference and Performance Festival
hosted by Silesian Dance Theatre in late June
and early July is highly recommended for
certain types of credit. Interested students
should contact the director of dance as early as
possible for advising purposes and updated
information on the status of the program.
Note: Additional dance study abroad initiatives
of a more independent nature are under way in
France, India, Japan and Northern Ireland. The
program in Northern Ireland can incorporate a
strong focus on the arts and social change.
Tamagawa University in Machida, near Tokyo,
offers course study in classical Japanese and
folk dance, taiko drumming, contemporary
dance and ballet, and Japanese language.
Students are encouraged to discuss these
programs with the director of dance.

Introductory Courses
DANC 001. Global Approaches to Dance
Studies: Continuity and Change
This course is framed as a global journey for
analyzing culture, history, identity, and social
change through dance and the dancing body.
Students will be introduced to different
movement systems through studio-based and
theory/history classes in order to explore how
cultural meanings are embodied, legitimized,
contested, and reinvented through dance. All
members of the regular dance faculty will
participate by teaching various sessions. We
will specifically focus on practices from Africa,
Asia, Europe, Latin America and North
America. This course will also introduce

p. 325
students to various methods in dance research.
Students will formulate their own final research
topic.
This is a reading and writing intensive course
open to all students.
This course fulfills a prerequisite requirement
for dance major and minors.
Writing course.
1 credit.
Fall 2010. Chakravorty.
DANC 003. First-Year Seminar: “Sh all
We D ance? ” Dance in the Movies
A first-year seminar focused on dance in the
movies. We will look at how dance has served
as a catalyst and a vehicle for investigating
class, gender, race, romance, and technology in
films from the early 20th century through the
present. Documentaries, feature-length and
short films, produced in the United States and
abroad by small independent and major motion
picture industry companies, will be included.
One video viewing/screening session per week
in addition to class meetings.
This is a reading and writing intensive course
open to all students.
This course fulfills a prerequisite requirement
for dance major and minors.
Writing course.
1 credit.
Not offered 2010-2011.
DANC 003A. Hollywood, Bollywood, and
Beyond: Dance and Global Cinema
Dance serves as a catalyst and a vehicle for
investigating art, entertainment, sexuality,
nation-building, and commodity production in
film, video and electronic media globally. This
interdisciplinary seminar course will introduce
students to various approaches for examining
representations of dance in local, national, and
transnational contexts. Students will leant to
analyze dance in various genres ranging from
ethnographic, commercial and independent
films and videos to internet sources. One
required screening meeting per week will
augment class sessions.
This is a reading and writing intensive course
open to all students.
This course fulfills a prerequisite requirement
for dance major and minors.
Eligible for FMST or GSST credit.
Writing course.
1 credit.
Not offered 2010-2011.

Music and Dance
DANC 004. The Arts as Social Change
(Cross-listed as MUSI 006)
This course aims to bring together students with
an interest in investigating and investing in
social change work through the arts. Our
seminar community will engage in discussion
of readings and video viewings, will host and
visit local leaders from the arts and social
change movement, and will engage in fieldwork
opportunities as required parts of the course.
Papers, journals, and hands-on projects will all
be included.
This course is open to all students.
This course fulfills a prerequisite requirement
for dance major and minors.
Eligible for PEAC credit.
1 credit.
Spring 2011. Friedler.
DANC 008. Anatomy: Bones, Muscles,
and Movement
(Cross-listed as MUSI 008B)
An introduction to the musculoskeletal system
through the exploration of the body in stability
(topography) and in motion (kinematics), within
the range of dance, music, yoga poses, and
daily life. Reading and video viewing, in-class
presentations, and a final paper required.
Open to all students without prerequisite.
This course fulfills a prerequisite requirement
for dance major and minors.
0.5 credit.
Not offered 2010-2011.

Composition, History, and
Theory Courses
DANC 011. Dance Lab I: Making Dance
A study of various basic principles of dance
composition and choreography. We will
explore/invent movement through
experimentations with time, space, and energy
qualities, often using improvisation and
generative movement “games.” Explorations
will be geared toward honing the student’s
individual voice through movement, and
challenging pre-conceived ideas of what that
voice sounds/looks/feels like. All previous
dance/movement experience is welcome; this
class is not exclusive to any one genre of
movement. Reading, video and live concert
viewing, short dance studies, journals, and a
final piece for public performance in the Troy
dance lab are required.
Prerequisite: Any dance course or permission of
the instructor. A course in dance technique must
be taken concurrently.
1 credit.
Fall 2010. Poe.

p. 326

DANC 012. Dance Lab: Making Dance II
An elaboration and extension of the material
studied in DANC 011. Stylistically varying
approaches to making work are explored in
compositions for soloists and groups.
Coursework emphasizes using various
approaches and methods (e.g., theme and
variation, motif and development, structured
improvisation, and others). Reading, video and
live concert viewing, movement studies,
journals, and a final piece for public
performance that may include a production lab
component are required.
Prerequisites: DANC Oil or its equivalent. A
course in dance technique must be taken
concurrently.
1 credit.
Spring 2011. Poe or guest.
DANC 013. Dance Composition: Tutorial
The student enrolling for a tutorial will enter the
semester having identified a choreographic
project and will be prepared to present material
weekly. Projects in any dance style are
encouraged. All students proposing tutorials are
advised to discuss their ideas with a member of
the dance faculty before enrollment.
Choreography of a final piece for public
performance is required, as are weekly
meetings with the instructor and directed
readings and video and concert viewings. A
journal or research paper may also be required.
Prerequisites: DANC 011 or its equivalent. A
course in dance technique must be taken
concurrently.
0.5 credit.
Fall 2010 and spring 2011. Staff.
DANC 014. Special Topics in Dance
Composition
A course that focuses on intensive study of
specific compositional techniques and subjects.
Topics may include autobiography, dance and
text, partnering, interdisciplinary collaboration,
reconstruction, and technology, including
videography. Choreography of a final piece for
performance is required. Weekly meetings with
the instructor, directed readings, video and
concert viewing, and ajournai will be required.
Prerequisite: DANC 011. A course in dance
technique must be taken concurrently.
0.5 credit.
Not offered 2010-2011.
DANC 021. History of Dance: Africa and
Asia
This course will move through an exploration
of dance forms from Africa and Asia as well as
from African and Asian diasporic cultures.
Areas of focus will include styles, underlying
aesthetics, resonances in general cultural traits,

Music and Dance
and developmental history. Coursework will
occasionally focus on one dance style for close
examination. Study will be facilitated by guest
lecturers, specialists in particular dance forms
from these cultures. Two lectures and a 1-hour
video viewing session per week.
Prerequisite: DANC 001, 003,003A or 004.
Eligible for ASIA or BLST credit.
1credit.
Spring 2011. Friedler.
DANC 023. History of Dance: 20th and
21st Centuries
This course is designed to present an overview
of20th- and 21st-century social and theatrical
dance forms in the context of Western societies
with an emphasis on North America. Focusing
on major stylistic traditions, influential
choreographers, dancers, and theorists will be
discussed. Through readings, video and concert
viewings, research projects, and class
discussions, students will develop an
understanding of these forms in relation to their
own dance practice. Two lectures and 1-hour
video viewing per week.
Prerequisite: DANC 001,003,003A or 004
strongly recommended.
1credit.
Not offered 2010-2011.
DANC 025A. Dance and Diaspora
(Cross-listed as SOAN 020J)
Dance is as unconventional but powerful device
for studying migration and social mobility. This
course will explore the interrelated themes of
performance, gender, personhood, and
migration in the context of diasporic
experiences. By focusing on specific dance
forms from Asia, Africa and Latin America, we
will examine the competing claims of placeness, globalization, and hybridization on
cultural identity and difference.
This is a reading and writing intensive course.
Open to all students without prerequisite.
Eligible for ASIA or GSST credit.
Writing course.
1credit.

Fall 2010. Chakravorty.
DANC 036. Dancing Identities
This course explores ways that age, class,
gender, and race have informed dance,
particularly performance dance, since 1960.
The impact of various cultural and social
contexts will be considered. Lectures, readings,
and video and concert viewings will be
included. Students will be expected to design
and participate in dance and movement studies
as well as submit written research papers.

p. 327
Prerequisite: DANC 001, 003,003A, or 004 or
permission of the instructor.
Eligible for GSST credit.
1 credit.
Not offered 2010-2011.
DANC 037. Current Trends in Dance
Performance
Course Objective: To look at contemporary
dance performances as a social construct which
embodies change and relationships in
production to the other art forms and global
discourse. We will seek answers to questions
such as: How are issues of human agency,
embodiment, and creativity changing with the
filmed dance/body image? What are American,
European, and Asian dance practices today?
What is the relationship between performance
and social activism? What are the influences of
Globalism on dance production?
Open to all students without prerequisite.
1 credit.
Not offered 2010-2011.
DANC 038. Dance and the Sacred
Through readings, discussion, video viewing,
and our own sacred dances, we will examine
the role of movement in performance, ritual,
and contemplative practices. We will explore
several sacred dance and movement traditions
from the ancient (India) to the contemporary
(American modem/concert dance). Students
will be expected to design and participate in
dance studies, give an in-class presentation, and
write a final paper.
Prerequisite: Some dance experience in any
technique.
1 credit.
Not offered 2010-2011.

Dance Technique and Repertory
Courses
Note: Technique courses (040-048,050-058,
060, and 061) and Repertory courses (049 [all
sections], 071 and 078) may be taken for 0.5
academic credit or may be taken for physical
education credit. All dance technique courses
numbered 040 to 048 are open to all students
without prerequisite. Courses numbered 050 to
058 and 060 to 061 have a prerequisite of either
successful completion of the introductory
course in that style or permission o f the
instructor.
DANC 040. Dance Technique: Modern I
An introduction to basic principles of dance
movement: body alignment, coordination,
strength and flexibility, movement vocabulary,
dance sequences, and musicality. Improvisation
exercises and short composition studies will be
included. Especially recommended for theater-

Music and Dance
interested students. If taken for academic credit,
concert attendance and two short papers are
required.
0.5 credit.
Fall 2010 and spring 2011. Arrow.
DANC 041. Dance Technique: Ballet I
An introduction to the fundamentals of classical
ballet vocabulary: correct body placement;
positions of the feet, head, and arms; and basic
locomotion in the form. If taken for academic
credit, concert attendance and two short papers
are required.
0.5 credit.
Fall 2010 and spring 2011. Sherman.
DANC 043. Dance Technique: African I
African Dance I introduces students to
Umfundalai. In a contemporary context, the
Umfiindalai dance tradition surveys dance
styles of African people who reside on the
continent of Africa and in the Diaspora. Upon
completion of the course, students will gain a
beginning understanding of how to approach
African dance and the aesthetic principles
implicit in African-oriented movement.
Students enrolled in DANC 043 for academic
credit are required to keep a weekly journal and
write two short papers.
Eligible for BLST credit.
0.5 credit.
Fall 2010 and spring 2011. Nance.
DANC 044. Dance Technique: Tap
This course is available to all tappers, from
beginning to advanced. Such forms as softshoe, waltz-clog, stage tap, and “hoofin” will be
explored. If taken for academic credit, concert
attendance and two short papers are required.
0.5 credit.
Spring 2011. Davis.
DANC 045. Dance Technique: Yoga
The course will focus on experiencing and
understanding a variety of asanas (physical
postures) from standing poses to deep
relaxation. Its aim is to provide the student with
a basis for an ongoing personal practice. If
taken for academic credit, reading, weekly
journal writing, and two short papers are
required.
0.5 credit.
Fall 2010. Arrow.
DANC 046. Dance Technique: Kathak
The class introduces the hot rhythms (/talas/)
and the cool emotions (/rasa/s) of the Indian
classical dance art: Kathak. The dancing
involves high energy, rapid turns, and fast
footwork as well as movement o f eyes, hands,
neck, and fingers. This syncretic dance style
from north India draws on Hindu and Muslim

p. 328

cultural traditions (Bhakti and Sufi) and forms
the raw material for the global-pop Bollywood
dance. Students who are enrolled for academic
credit will be required to write papers and/or
create performance texts or choreographies.
Eligible for ISLM credit.
0.5 credit.
Fall 2010. Chakravorty.
DANC 047. Dance Technique: Flamenco
This course will introduce the basic principles
of performance technique in the Spanish dance
form, flamenco. Focus will be on studying both
footwork (zapateado) and armwork (braced). A
variety of rhythmic groupings and styles within
flamenco will be explored. Students who are
enrolled for academic credit will be required to
write papers and/or create performance texts or
choreographies. Some Saturday meetings are
required.
0.5 credit.
Fall 2010. Luis-Gmitter.
DANC 048. Dance Technique: Special
Topics in Technique
Intensive study of special topics falling outside
the regular dance technique offerings. Topics
may include Alexander technique, contact
improvisation, jazz, Pilâtes, and musical theater
dance. If taken for academic credit, concert
attendance and one or two short papers are
required.
Section 1: Contact Improvisation
This improvisational dance practice is based on
moving in contact with others through touching,
leaning on, lifting, balancing, and supporting.
The resulting duets and ensembles are propelled
by the momentum o f the dancers’ weight.
Students who enroll for academic credit will be
required to write papers and/or create
performance texts or choreographies.
0.5 credit.
Spring 2011. Stein.
DANC 049. Performance Dance:
Repertory
The various sections of this course offer
opportunities for study of repertory and
performance practice. Students are required to
perform in at least one scheduled dance concert
during the semester. Three hours per week.
Prerequisite: Placement for all sections is by
audition or permission of the instructor unless
otherwise stated. A course in dance technique
should be taken concurrently.
Fall Sections
Section 1: Tap
Open to students with some tap experience, this
class draws on the tradition of rhythm tap
known as “hoofin’.” A new dance is made each
semester, working with the varying levels of

Music and Dance
skill present in the student ensemble. Students
will be expected to attend additional ensemble
rehearsals.
0.5 credit.
Fall 2010. Davis.
Section 2: Ballet
The ballet repertory class will be taught by
Meredith Rainey, former principal dancer with
the Pennsylvania Ballet. The course will focus
on the creation of a new choreographic work
based upon classical ballet technique
considered in the context of contemporary
styles. The piece will be performed as part of
the fall student dance concert. Students will be
expected to attend additional ensemble
rehearsals! ■
Students of intermediate to advanced levels of
Ballet technique are welcomed to participate.
0.5 credit
Fall 2010. Rainey.
Spring Sections
Section 1: Modem
This repertory class will explore the physicality
and psychology of performing movement.
Movement sources will range form modem
dance to hip-hop to contact improvisation. You
need not specialize in any one type of dance to
take this course, though it is recommended for
intermediate/advances dancers. Students will be
expected to attend additional ensemble
rehearsals.
Atechnique class should be taken concurrently,
and Modem III is highly recommended.
0.5 credit.
Spring 2011. Poe or guest.
Section 2: Taiko
The class will offer experience in traditional or
traditionally based Japanese drumming
repertory. The relationship between the
drumming and its concomitant movement will
be emphasized. Open to the general student
with performances in April.
Two (2) semesters of this course fulfills the
World Traditions Component requirement for
die Music Major.
0.5 credit.
Not offered 2010-2011.
Section 3: African
Auditions for admission to this course will be
held at the first class meeting. Additional
information regarding the course is available
r7 uthe instructor. Resulting choreography
ary® performed in the spring student concert,
students will be expected to attend additional
ensemble rehearsals.
Prerequisite: DANC 043, 078, or permission of
the instructor.

p. 329
Eligible for BLST credit.
0.5 credit.
Spring 2011. Nance or Osayande.
Section 4: Kathak
The two aspects of classical Indian dance: nrtta
(rhythmic movements) and nritya (expressive
gestures, miming, and facial engagement) are
the foci in this course. It explores the Kathak
vocabulary (movements, expression, percussive
utterances and poetic texts) in relation to
concepts of choreography and improvisation to
produce an original staged composition. The
final composition will be presented in a
scheduled student dance concert. Students will
be expected to attend additional ensemble
rehearsals.
There are no prerequisites for this course. But
taking Dance 048 is recommended.
0.5 credit.
Spring 2011. Chakravorty.
Section 5: Flamenco
The class will offer experience in a variety of
traditional flamenco techniques. Resulting
choreography will be performed in the spring
student concert. Students will be expected to
attend additional ensemble rehearsals.
0.5 credit.
Spring 2011. Luis-Gmitter.
Section 6: Movement Theater Workshop
(See THEA 008)
Prerequisites: THEA 001 or 002, any dance
course 040 to 044, or consent of the instructor.
1 credit.
Spring 2011. Bauriedel.
DANC 050. Dance Technique: Modern II
An elaboration and extension of the principles
addressed in DANC 040. If taken for academic
credit, concert attendance and two short papers
are required.
Prerequisite: DANC 040 or its equivalent.
0.5 credit.
Fall 2010 and spring 2011. Poe.
DANC 051. Dance Technique: Ballet II
An elaboration and extension of the principles
addressed in DANC 041. If taken for academic
credit, concert attendance and two short papers
are required.
Prerequisite: DANC 041 or its equivalent.
0.5 credit.
Fall 2010 and spring 2011. Sherman.
DANC 053. Dance Technique: African II
African dance for experienced learners aims to
strengthen students’ African dance technique.
The course will use the Umfundalai technique
allied with neo-traditional West African Dance

Music and Dance
vocabularies to enhance students’ visceral and
intellectual understanding of African dance.
Students who take African Dance II for
academic credit should be prepared to explore
and access their own choreographic voice
through movement studies.
Prerequisite: DANC 043.
Eligible for BLST credit.
0.5 credit.
Fall 2010 and spring 2011. Nance.
DANC 060. Dance Technique: Modern III
Continued practice in technical movement skills
in the modem idiom, including approaches to
various styles. If taken for academic credit,
concert attendance and two short papers are
required.
0.5 credit.
Fall 2010 and spring 2011. Poe.
DANC 061. Dance Technique: Ballet III
Continued practice in technical movement skills
in the ballet idiom with an emphasis on
advanced vocabulary and musicality. If taken
for academic credit, concert attendance and two
short papers are required.
0.5 credit.
Fall 2010 and spring 2011. Sherman.

Upper-Level Cross-Listed
Courses
DANC 070. Theater of Witness
(See THEA 007)
1 credit.
Not offered 2010-2011.
DANC 071. Salsa Dance/Drumming
(Cross-listed as MUSI 071)
This course provides an opportunity to learn
both the dance and drumming of Cuban salsa,
Dominican merengue and Brazilian samba with
an emphasis on salsa. Students will gain an
understanding and practice o f pulse, meter and
the polyrhythmic structure underlying
Afro/Caribbean music generally; hand
techniques for conga; and improvisation and
composition for both the dance and drumming.
We will use a form of “street” notation in order
to write/read/remember the various rhythms.
No prerequisite required and no experience in
dance or music necessary.
0.5 credit.
Fall 2010. Arrow.
DANC 073. Arts Administration for
Performance
This course is available to students participating
in various dance study abroad programs.

p. 330
By arrangement with the Director of Dance
1 credit.
Not offered 2010-2011.
DANC 074. Scenography fo r Dance
Theater Performance
Available to students participating in the study
abroad programs coordinated by Swarthmore in
Ghana, India, Japan, or Poland. In Poland,
enrollment in this course will require students
to extend their stay through early July.
Prerequisites: THEA 004B and THEA 014.
1 credit.
Not offered 2010-2011.
DANC 075. Special Topics in Dance
Theater
Available to students participating in the study
abroad programs coordinated through
Swarthmore in France, Ghana, India, Japan, or
Poland.
By arrangement with the Director of Dance.
Prerequisites: DANC 001,003,003A, 004,011,
or consent of the Dance Program director.
1 credit.
Fall 2010 and spring 2011. Friedler.
DANC 076. Movement and Cognition
English, Scottish, and Italian folk dance are
analyzed, using group theory, graph theory,
morphological theory, and syntactic theory, in
an effort to understand the temporal and spatial
symmetries of the dances. One focus will be a
comparison of the insights offered by the
mathematical and linguistic approaches.
Prerequisites: One course in linguistics and a
willingness to move your body and learn some
basic math.
1 credit.
Not offered 2010-2011.
DANC 077. Rhythm, Drumming, Cultures
(Cross-listed as MUSI 077)
Although it is not always emphasized in
Western art music education, rhythm is an
essential and complex element in many world
musics. Using approaches based in the field of
ethnomusicology, this course will introduce
students to a variety of world drumming styles.
Musics from West Africa, North India, Bali,
Japan, Cuba, and others will be considered for
their sounds and formal musical structures as
well as their histories and cultural meanings.
Students will also spend a portion of each class
learning basic drum technique in Afro-Cuban
percussion as a practical introduction to themes
discussed in the course.

Music and Dance
Open to all students without prerequisite.
1credit.
Not offered 2010-2011.
DANC 077B. The Visual Anthropology of
Performance
(Cross-listed as SOAN 077B)
The relationships between the body, movement,
identity, aesthetics, and the politics of
representation are integral to the study of the
visual anthropology of performance. This
course will have two sections: The first section
will introduce various approaches to the study
ofvisual anthropology as it relates to
movement, body, culture, and power. It will
examine theoretical approaches ranging from
semiotics of the body, communication theory,
andphenomenology to the more recent
approaches drawing on performance,
postcolonial, post-structural, and feminist
theories. The second part will examine how
anthropological issues in dance or performance
are closely tied to issues of modernity, regional
and national identity, gender, and politics.
Various ethnographies and literature from
dance studies, media and film studies, and
feminist studies will be included in the course
material. It will also require students to view
videos to engage in visual analysis.
Open to all students without prerequisite.
1credit.
Not offered 2010-2011.
DANC 078. Dance/Drum Ensemble
(Cross-listed as MUSI 078)
Arepertory class in which students will learn,
rehearse and perform traditional Ghanaian
dances and drumming, and a contemporary
movement/rhythm piece consisting of both
found’ percussion ‘discovered’ movement.
Participants will be encouraged to both play the
rhythms and learn the dance/movement.
Students will be expected to attend additional
ensemble rehearsals.
Performance: LPAC main stage, first week of
December as part of the fall student dance
concert.
Open to all students without prerequisite; no
pnor experience in dance or music necessary,
leannine Osayande (dance) and Wesley Rast
and Alex Shaw (drumming) are guest artists.
Eligible for BLST credit.
0.5 academic credit or P.E. credit.
Fall 2010. Arrow, Poe and guest artist.
DANC 079. Dancing Desire in Bollywooc
Films
This course will explore the shifts in sexuality
Iand gender constructions of Indian women iron
national to transnational symbols through the

p. 331

dance sequences in Bollywood. We will
examine the place of erotic in reconstructing
gender and sexuality from past notions of
romantic love to desires for commodity. The
primary focus will be centered on approaches to
the body from anthropology and sociology to
performance, dance, and film and media
studies.
Eligible for ASIA or GSST credit.
1 credit.
Not offered 2010-2011.
DANC 091. Introduction to Performing
Arts Education: Music
(Cross-listed as EDUC 071 and MUSI 091)
How do we learn in the performing arts? This
course explores a range of performing arts
issues confronting educators in theory and
practice. While the focus is music, we will also
consider dance and theater with the help of
guest lecturers. We will look at primary
education in the United States, and we will also
touch upon some o f the ways music is taught to
older students, as well as in other cultures.
Students will draw upon their own experiences
as teachers and learners. The course will
culminate in a collaborative teaching project in
which our class as a whole will develop and
implement a program of performing arts
instruction for children in partnership with an
urban public school.
While some prior study of music might be
helpful, it is not a prerequisite. This course is
open to any student who has taken at least one
course in either Education or Music.
Advanced Independent Work.
Writing course.
1 credit.
Not offered 2010-2011.
DANC 092. Independent Study
Available on an individual or group basis, this
course offers students an opportunity to do
special work with performance or
compositional emphasis in areas not covered by
the regular curriculum. Students will present
performances and/or written reports to the
faculty supervisor, as appropriate. Permission
must be obtained from the program director and
from the supervising faculty.
1 credit.
Each semester. Staff.
DANC 093. Directed Reading
Available on an individual or group basis, this
course offers students an opportunity to do
special work with theoretical or historical
emphasis in areas not covered by the regular
curriculum. Students will present written
reports to the faculty supervisor. Permission

Music and Dance
must be obtained from the program director and
from the supervising faculty.
1 credit.
Each semester. Chakravorty/Friedler.
DANC 094. Senior Project
Intended for seniors pursuing the special major
or the major in course or honors, this project is
designed by the student in consultation with a
dance faculty adviser. The major part of the
semester is spent conducting independent
rehearsals in conjunction with weekly meetings
under an adviser’s supervision. The project
culminates in a public presentation and the
student’s written documentation of the process
and the result. An oral response to the
performance and to the documentation follows
in which the student, the adviser, and several
other members of the faculty participate. In the
case of honors majors, this also involves
external examiners. Proposals for such projects
must be submitted to the dance faculty for
approval during the semester preceding
enrollment.
Prerequisite: Previous or concurrent enrollment
in an advanced-level technique course or
demonstration of advanced-level technique.
1 credit.
Each semester. Friedler.
DANC 095, 096. Senior Thesis
Intended for seniors pursuing the special major
or the major in course or honors, the thesis is
designed by the student in consultation with a
dance faculty adviser. The major part of the
semester is spent conducting independent
research in conjunction with weekly tutorial
meetings under an adviser’s supervision. The
final paper is read by a committee of faculty
members or, in the case of honors majors, by
external examiners who then meet with the
student for evaluation of its contents. Proposals
for a thesis must be submitted to the dance
faculty for approval during the semester
preceding enrollment.
1 or 2 credits.
Each semester. Chakravorty.

p. 332

Peace and Conflict Studies
Coordinator:

LEE A. SMITHEY (Sociology and Anthropology)
Anna Everetts (Administrative Assistant)

Committee:

Wendy E. Chmielewski (Peace Collection)
Shane Minkin (History)
Matthew Murphy (Political Science)
Ellen Ross (Religion)
Dominic Tierney (Political Science)
Andrew Ward (Psychology)

The Peace and Conflict Studies Program at
Swarthmore College provides students with the
opportunity to examine conflict in various
forms and at levels stretching from the
interpersonal to the global. The
multidisciplinary curriculum explores the
causes, practice, and consequences of collective
violence as well as peaceful or nonviolent
methods of dealing with conflict.
Students who minor in peace and conflict
studies at Swarthmore will:
1. Understand factors shaping human conflict,
including psychological, social, cultural,
political, economic, biological, religious, and
historical ones,
2. Analyze specific cases of conflict, including
interpersonal, intergroup, international, and
interstate disputes,
3. Examine theories and models of peace
building and reconciliation and evaluate
attempts to manage, resolve, or transform
conflict nonviolently,
4. Investigate forms of oppression and injustice
and their relationship to conflict, locally and
globally, and
5. Explore opportunities to study topics relevant
topeace and conflict through fieldwork,
internships, or other experiences outside the
classroom.
Students with any major, whether in course or
inthe Honors Program, may add a course mino:
inpeace and conflict studies. Alternatively,
students in the Honors Program may choose an
honors minor in peace and conflict studies.
Students who intend to minor in peace and
conflict studies should submit a copy of their
sophomore paper to the chair of the program
during the spring of the sophomore year, after
consultation with program faculty members. A1
applications must be approved by the Peace and
Conflict Studies Committee.
See the Peace and Conflict Studies Program
website at www.swarthmore.edu/peacestudies.

Requirements and
Recommendations
Minor

^ f? n°r -n Peace an(d conflict studies consists
ot 6 credits, of which only two may be taken in

p. 333

the student’s major. Introduction to Peace and
Conflict Studies (PEAC 015) is required and
should be taken before the junior year.
Student programs can include an internship or
fieldwork component (e.g., in a peace or
conflict management organization such as the
United Nations or Suburban Dispute
Settlement). An internship is highly
recommended. Fieldwork and internships
normally do not receive credit. However,
students can earn up to 1 credit for special
projects that are developed with an instructor
and approved in advance by the Peace and
Conflict Studies Committee.
Honors Minor
Students in the Honors Program who choose an
honors minor in peace and conflict studies must
complete one preparation for external
examination. A standard 2-credit preparation
can consist of a seminar, a combination of two
courses in different departments, a 2-credit
thesis, or a combination of a thesis and a
course. Any thesis must be multidisciplinary.
The proposed preparation must be approved by
the Peace and Conflict Studies Committee.
Students whose minor in peace and conflict
studies can be incorporated into the final
requirements for senior honors study in the
major should do so. The Peace and Conflict
Studies Committee will work out the guidelines
for the integration exercise with the student and
the major department.
Special Major
Students preferring more intensive work in
peace and conflict studies are welcome to
design a special major by consulting with the
program’s coordinator, usually during the
sophomore year. Special majors consist of at
least 10 credits and normally no more than 12
credits.

Study Abroad
Study abroad is encouraged for both minors and
special majors of peace and conflict studies. In
particular, the Northern Ireland Semester based
in Derry/Londonderry and Belfast, focuses on
ongoing efforts to understand the legacy o f the
Troubles and build peace. A unique feature of
the semester involves placements in local

Peace and Conflict Studies
community groups, which contribute in a
variety of ways to the development of a shared
and sustainable democratic future in Northern
Ireland.
Swarthmore students attend this program under
the College’s Semester/Year Abroad Program
for one semester. One credit is awarded for
community placement, one credit for a required
course on peace and conflict in Northern
Ireland, and two credits for peace and conflict
studies courses taken in Belfast at the Irish
School for Ecumenics (Trinity College).
Normally, no more than three courses taken
abroad may be counted toward the major or
minor, subject to the approval of the peace and
conflict studies coordinator. In the case of the
Northern Ireland semester, all four courses may
be applied, subject to the approval of the peace
and conflict studies coordinator.
Possibilities exist for summer research and/or
service work in Northern Ireland arising from
participation in the program.

Courses
The following courses may be applied toward a
minor in peace and conflict studies. Each of the
courses designated as PEAC is open to all
students unless otherwise specified. In the event
of an oversubscribed course, preference in
enrollment will be given to declared peace and
conflict studies minors. 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, the University of Pennsylvania, and
abroad.
Note: Courses noted with an asterisk * are
eligible for a peace and conflict studies minor
by obtaining written approval of the instructor
and the program coordinator before the
drop/add period ends. Course materials may be
requested for confirmation after course
completion. Course approval forms may be
downloaded from the Peace and Conflict
Studies Program website.
PEAC 015. Introduction to Peace and
Conflict Studies
This course is intentionally interdisciplinary,
drawing on the work of practitioners and
theorists representative of diverse backgrounds
including sociology, communications, social
psychology, history, and political science.
Students will explore foundations of the field of
peace and conflict studies, conceptions of
peace, typologies of violence, sources and
contexts of conflict, and an array of conflict
interventions—from conflict management to
resolution and from peacekeeping to peace
building. Students should leave this course with

p. 334

a better understanding of peace and conflict as
well as improved skills of critical thinking and
analysis.
1 credit.
Fall 2010. Smithey.
PEAC 042. Nonviolent Responses to
Terrorism
Nonviolently confronting those who seek to
prevail through intimidation and terror may
seem impossible until we analyze carefully the
variety of interests underlying the choice of
terrorist strategies and draw upon the rich
history of nonviolent counter-terrorist tactics in
many settings, including within the United
States (such as the experience of African
Americans). In this course, we will deconstruct
“terrorism,” study the dynamics of cultural
marginalization, and build on promising
nonviolent cases to construct hypotheses and
even venture into policy alternatives.
1 credit.
Not offered 2010-2011.
PEAC 056. Human Rights, Refugees,
and International Law
This course will explore international human
rights vis-à-vis the United Nations and related
agencies (including the politics leading to their
development, their mandate, and their limits).
In addition, the course will analyze major
human rights treatises and the politics of their
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.
Not offered 2010-2011.
PEAC 070. Research
Internship/Fieldwork
Credit hours to be arranged with the
coordinator.
PEAC 071B. Research Seminar: Strategy
and Nonviolent Struggle
(Cross-listed as SOAN 07 IB)
The focus o f this research seminar will be the
development of a Web-based database that will
contain crucial information on campaigns for
human rights, democracy, environmental
sustainability, economic justice, national and
ethnic identity, and peace. The Global
Nonviolent Action Database will serve activists
and scholars worldwide. The seminar will
include research/writing methods and theories
of the field. Of interest will be strategic
implications for today drawn both from theory
as well as what the group learns from

Peace and Conflict Studies
documented cases of wins and losses
experienced by people’s struggles.
Writing course.
1credit.
Fall 2010 and spring 2011. Lakey.
PEAC 077. Peace Studies and Action
Peace Studies and Action is designed to provide
students an opportunity to examine in greater
depth a form of peace action that has captured
their intellectual interest and imagination
(perhaps mediation, nonviolent direct action,
persuasion through the arts, diplomacy, etc.).
This course aims to bridge the gaps between
peace research, theory, and implementation by
encouraging students to move between each.
Assigned readings on topics such as power,
organizational structures, mobilization
strategies, and the intellectual origins of peace
research will guide discussions. Peer input and
feedback will be emphasized. Students will also
engage with organizations promoting
nonviolent ways of conducting conflict to
understand better the real-world challenges of
developing and sustaining peace work.
1credit.
Not offered 2010-2011.
PEAC 090. Thesis
Credit hours to be arranged with the
coordinator.
PEAC 180. Senior Honors Thesis
Each semester. Staff
Dance

DANC 004. The Arts as Social Change
Economics

ECON 012. Game Theory and Strategic
Behaviors
ECON 051. The International Economy*
ECON 081. Economic Development*
ECON 082. Political Economy of Africa
ECON 151. International Economics: Seminar*
History

HIST 025. Colonialism
HIST 028. Nations and Nationalism in Eastern
Europe: 1848-1998
HIST 034. Anti-Semetism Through the Ages
HIST 037. History and Memory: Perspectives
on the Holocaust
HIST 049. Race and Foreign Affairs
HIST 055. Social Movements in the 20th
Century*
HIST 134. U.S. Political and Diplomatic
History

p. 335

Linguistics
LING 005. Linguistic Underpinnings of Racism
and Bias
Literatures
LITR 037G. History and Memory: Perspectives
on the Holocaust
LITR 070S. Persistent Power of Central
American Literature
LITR 072SA. The Testimonial Literature of
Latin American Women
LITR 083J. War and Postwar in Japanese
Culture
Political Science
POLS 004. International Politics
POLS 019. Democratic Theory and Practice
POLS 045. Defense Policy
POLS 059. Contemporary European Politics
POLS 061. American Foreign Policy
POLS 066. Transitional Justice
POLS 067. Great Power Rivalry
POLS 069. Globalization
POLS 073. Comparative Politics: Special
Topics*
POLS 075. The Causes of War
POLS 079. Comparative Politics: Special
Topics Democracy and Ethnic Conflict
POLS 110. Comparative Politics: Identity and
Conflict
POLS 111. International Politics: Seminar
POLS 112. Democratic Theory and Civic
Engagement in America
POLS 113. International Politics: War, Peace,
and Security
Psychology
PSYC 035. Social Psychology*
PSYC 057. Psychology of Prejudice,
Stereotyping, and Intergroup Relations
Religion
RELG 023. Living in the Light: Quakers
Past/Present*
RELG 028B. Religious Radicals: The Religious
Socialism of Martin Luther King and the Civil
Rights Movement
RELG 061. Liberation Theology: The Praxis of
Radical Christianity
RELG 100. Holy War, Martyrdom, and Suicide
in Christianity, Judaism, and Islam
RELG 110. Religious Belief and Moral Action
Sociology and Anthropology
SOAN 003D. International Human
Rights/Local Culture
SOAN 010J. War, Sport, and the Construction
of Masculine Identity

Peace and Conflict Studies
SOAN 022G. Social Movements in Latin
America
SOAN 024B. Latin American Society and
Culture
SOAN 025B. Transforming Intractable Conflict
SOAN 026C. Power, Authority, and Conflict
SOAN 033C. Political Cultures of,Africa
SOAN 035B. Nonviolent Social Movements
SOAN 035C. Social Movements and Strategic
Action
SOAN 041B. Humanitarian Intervention:
Nonviolent Options
SOAN 042B. Nonviolent Responses to
Terrorism
SOAN 043D. Human Rights and Social
Conflict in Africa
SOAN 046B. Social Inequality
SOAN 056B. Standoffs, Breakdowns, and
Surrenders
SOAN 071B. Research Seminar: Strategy and
Nonviolent Struggle
SOAN 111. Human Rights and Social Theory
SOAN 114. Political Sociology
SOAN 043. Witchcraft, Illness, and Violence
Spanish
SPAN 083. El Tirano latinoamericano en la
literature (taught in Spanish)

* These courses are eligible for a peace and
conflict studies minor by obtaining written
approval of the instructor and the program
coordinator before the drop/add period ends.
Course materials may be requested for
confirmation after course completion. Course
approval forms may be downloaded from the
Peace and Conflict Studies Program website.

Please consult the program’s course listings at
www.swarthmore.edu/peacestudies for updates,
descriptions, and scheduling.

p. 3 3 6

336

Philosophy

p. 337

PETER BAUMANN, Professor and Chair
RICHARD ELDRIDGE, Professor
TAMSIN LORRAINE, Professor
HANS F. OBERDIEK, Professor
CHARLES RAFF, Professor
ALAN R. BAKER, Associate Professor
GRACE M. LEDBETTER, Associate Professor
DONNA MUCHA, Administrative Assistant
Philosophy analyzes and comments critically on
concepts that are presupposed, embodied, and
developed in other disciplines and in daily life:
the natures of knowledge, meaning, reasoning,
morality, the character of the world, God,
freedom, human nature, justice, and history.
Philosophy is thus significant for everyone who
wishes to live and act in a reflective and critical
manner.

Requirements and
Recommendations
The Philosophy Department offers several
kinds of courses designed to engage students in
philosophical practices. Courses and seminars
are offered to introduce students to the major
systematic works of the history of Western
philosophy and works by Plato and Aristotle
I (Ancient Philosophy); Descartes, Hume, and
Kant (Modem Philosophy); Hegel and Marx
(19th-Century Philosophy); Kierkegaard,
Nietzsche, Sartre, Heidegger, and de Beauvoir
(Existentialism); and Russell and Wittgenstein
(Contemporary Philosophy). Some courses and
seminars consider arguments and conclusions in
specific areas of philosophy: Theory of
Knowledge, Logic, Moral Philosophy,
Metaphysics, Aesthetics, and Social and
Political Philosophy. Other courses and
seminars are concerned with the conceptual
foundations of various other disciplines:
Aesthetics, Philosophy of Science, Philosophy
of Language, Philosophy of Law, Philosophy of
the Social Sciences, Philosophy of Psychology,
Philosophy of Mathematics, and Philosophy of
Religion. From time to time, courses and
seminars are offered on meaning, freedom, and
value in various domains of contemporary life:
Values and Ethics in Science and Technology,
Feminist Theory, and
Modernity/Postmodemity.

tudents majoring in philosophy must earn a
total of 8 credits, exclusive of senior work and
complete at least:
(A) One course in Logic and
p ) Two credits in history: of these 2 credits, at
JS S * must be in either Ancient or Modem
(17th and 18th century) Philosophy and
(C) Two credits in at least one course covering
one of the following areas: Advanced Logic,
Philosophy of Science, Epistemology,

Metaphysics, Philosophy of Language,
Philosophy of Mind and
(D) Two credits in at least one course covering
one of the following areas: Moral Philosophy,
Social and Political Philosophy, Philosophy of
Law, Feminism, Aesthetics.
In addition, students majoring in philosophy are
urged to take courses and seminars in diverse
fields of philosophy. 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. All course
majors will complete senior course/honors
study in philosophy.
Students may complete a minor in philosophy
by earning any 5 credits in philosophy courses.
There is no distribution requirement for the
minor.
Prerequisites
Satisfactory completion of either any section of
Philosophy 1: Introduction to Philosophy, or
Philosophy 12: Logic, or any First-Year
Seminar (FYS numbered 2-9) is a prerequisite
for taking any further course in philosophy.
Sections of Introduction to Philosophy and First
Year Seminars are intended to present
introductions to philosophical problems and
techniques of analysis. There are no
prerequisites for these entry-level courses.
Students may not take more than one
introductory level course (FYS or Introduction
to Philosophy), with one exception: students
may take Logic either before or after taking any
other introductory course.

Courses
PHIL 001. Introduction to Philosophy
Philosophy addresses fundamental questions
that arise in various practices and inquiries.
Each section addresses a few of these questions
to introduce a range of sharply contrasting
positions. Readings are typically drawn from
the works of both traditional and contemporary
thinkers with distinctive, carefully argued, and
influential views regarding knowledge,
morality, mind, and meaning. Close attention is
paid to formulating questions precisely and to

Philosophy
the technique of analyzing arguments through
careful consideration of texts.
1 credit.
Each semester. Staff.
Section 1: Knowledge and Agency
What shall I do? What are the demands of
morality? What is their basis (if there is one)?
What is freedom of the will and do we enjoy it?
Why is death bad? What is the meaning of life?
(does it have a meaning?) What can we know?
What is knowledge? Are we just material
beings or do we possess an immaterial (and,
perhaps immortal) soul? These are and have
always been fundamental philosophical
questions. We will deal with them by reading
and discussing classical as well as
contemporary philosophical texts.
Writing course.
1 credit.
Fall 2010. Baumann.
Section 2: Philosophy, Criticism, and
Culture
This course will consider philosophy as a form
of argumentative reflection on and criticism of
some central cultural practices: political
organization, natural science, and morality. In
addition, philosophy as itself a cultural practice
will be compared and contrasted with art and
literature, history, and natural and social
science. We will study Plato, Descartes, Marx,
and Marcuse as well as a few films and poems.
Writing course.
1 credit.
Not offered 2010-2011.
Section 3: Truth and Desire
This course is designed to develop your natural
ability to think philosophically by heightening
your sense of wonder and honing your critical
skills. We will take a historical approach,
starting with Plato and then reading Descartes
and Nietzsche before turning to two more
contemporary theorists, Frantz Fanon and
Sandra Bartky. Throughout the course, we will
pursue questions about truth (What is it? How
does it relate to knowledge? When do we know
that we know?) as well as questions about
desire (What do we' want? How does that relate
to what we should want, our ideas of the good
life, and the kind of life we should lead?) and
the relationship between the two.
Writing course.
1 credit.
Fall 2010 and spring 2011. Lorraine.
PHIL 002. First-Year Seminar:
Modernity/Postmodernity
This course will examine conceptions of
modernity as it emerges in key texts from

p. 33$
philosophers such as Descartes, Kant, and
Hegel. We 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.
Writing course.
1 credit.
Not offered 2010-2011.
PHIL 003. First-Year Seminar: The
Meaning o f Life
What is the meaning of life? Isn’t this question
too big for us? Do we even understand the
question? This course will engage critically
with several philosophical attempts to make
sense of this fundamental question; we will
discuss different answers to it. More
specifically, we will deal with questions like the
following: Can life have a meaning only if there
is a God? Isn’t life just absurd? Is there
anything that really matters? Is death a problem
for the attempt to lead a meaningful life? (and
wouldn’t immortality be a good alternative?)
What is the role of purpose, purposes and plans
in our lives? Is a meaningful life a happy life?
What role do values and goals play in a
meaningful life? And, finally: What is a good
life?
1 credit.
Not offered 2010-2011.
PHIL 004. First-Year Seminar: Justice:
From Theory to Practice
What is justice? To whom does it extend? What
does justice require us to do? This course will
have two essential components: a philosophical
component and a service-learning component.
We will discuss what justice is, what it requires
of us, to whom it extends, and why. Our
readings will be drawn from, but not limited to,
Rawls, Dworkin, Cohen, and Singer. In
addition, you will be required to go outside of
the classroom to learn how concerns for social
justice are shaping our community. A
substantial portion of the writing for this course
will be aimed at explaining philosophical
concepts of justice to a general audience using
your service-learning experiences. At the end ot
the course, we will compile a web based
magazine of our work as a class.
1 credit.
Not offered 2010-2011.
PHIL 006. First-Year Seminar: Life, Mind,
and Consciousness
Classical problems of the nature and extent ot
life, the modem problems of mind and body,

Philosophy
and contemporary issues that center on
consciousness and thought serve as a
chronological introduction to central
philosophical issues. Individual writing
conferences supplement plenary discussion
sessions.
Writing course.
1 credit.
Spring 2011. Raff.
PHIL 007. Paradox and Rationality
People claim to know lots of things—that the
Earth is round, that 2 + 2 = 4, that God exists.
But what distinguishes genuine knowledge
from mere belief? This course will examine the
ways in which the use of a systematic method
can help in the generation of knowledge. Using
the work of Descartes as our starting point, we
shall focus, in particular, on the interaction
between philosophical and scientific methods.
1 credit.
Not offered 2010-2011.
PHIL 007B. First-Year Seminar: Plato
and Socrates
This seminar will provide an in depth
introduction to the thought of Socrates and
Plato through close readings and analysis of
selected Platonic dialogues considered as
philosophical works of art. We will also
examine the cultural context in which these
dialogues emerged, their philosophical and
literary precedents (e.g. Presocratics, Greek
Tragedy), and the influence that they have had
on subsequent philosophers (e.g. Nietzsche,
Rorty).
1 credit
Fall 2010. Ledbetter.
PHIL 009. First-Year Seminar:
Contemporary, Moral, and Political
Issues
Our understanding of (or confusions about)
freedom, justice, equality, rights, and the
objects of moral concern deeply affect how we
think about concrete issues that pervade
contemporary public life. We will examine how
various philosophical positions inform our
understanding of these issues—and how they,
in turn, lead us to accept, reject, or modify
general philosophical positions. Among the
issues we’ll discuss in the context of broader
philosophical positions are the legal
enforcement of morality, the limits of free
expression, what justice and equality require,
and issues in bioethics and the environment.
Writing course.
1 credit.
Not offered 2010-2011.

p. 339
PHIL 010. First-Year Seminar: Questions
o f Inquiry
Classical and contemporary readings on
questions of the nature and rationale for inquiry
in philosophy, science, and morality.
1 credit.
Fall 2010. Raff.
PHIL 011. Moral Philosophy
The course will examine leading contemporary
views about morality and how they might be
applied to a variety of contemporary moral
issues, including killing in various
circumstances (e.g. euthanasia, capital
punishment), just distribution of scarce
resources, world hunger, limits on freedom of
expression, ethical treatment of animals, and
ethics and the environment.
1 credit.
Spring 2011. Oberdiek.
PHIL 012. Logic
An introduction to the principles of deductive
logic with equal emphasis on the syntactic and
semantic aspects of logical systems. The place
of logic in philosophy will also be examined.
No prerequisite. Required of all philosophy
majors.
1 credit.
Fall 2010. Baker.
PHIL 013. Modern Philosophy
Seventeenth- and 18th-century theories of
knowledge, morals, and metaphysics studied in
works by Descartes, Spinoza, Leibniz, Locke,
Berkeley, Hume, and Kant.
1 credit.
Spring 2011. Raff.
PHIL 015. Practical Reasoning
Explore the connection between action, reasons,
and deliberation. Consider questions such as:
What is rationality? What counts as a reason?
What is the role that norms or rules play in
deciding what to do? What is the difference
between practical and theoretical deliberation?
1 credit.
Not offered 2010-2011.
PHIL 016. Philosophy o f Religion
(See RELG 015B)
For PHIL credit see prerequisite information.
1 credit.
Fall 2010. Wallace.
PHIL 017. Aesthetics
On the nature of art and its roles in human life,
considering problems of interpretation and

Philosophy
evaluation and some specific medium of art:
Who should care about art? Why? How?
1 credit.
Not offered 2010-2011.
PHIL 018. Philosophy of Science
(See PHIL 119)
1 credit.
Fall 2010. Baker.
PHIL 019. Philosophy and Literature
This course will focus on two interrelated issues
1) the nature of literature and its value for
human life, and 2) how philosophy and
literature have historically defined themselves
by marking their similarities with and
differences from each other. Among the central
texts will be Aristotle’s Poetics, Hegel’s
Aesthetics, and Lukács The Theory of the
Novel.
1 credit.
Spring 2011. Eldridge.
PHIL 020. Plato and His Modern Readers
(Cross-listed as CLAS 020)
Modem thinkers have ascribed to Plato some of
the fundamental good and ills of modem
thought. It has been claimed, for example, that
Socrates and Plato distorted the entire course of
Western philosophy, that Plato was the greatest
political idealist, that Plato was the first
totalitarian, that Plato was a feminist, and that
Plato betrayed his teacher, Socrates. In this
course, we will view Plato through the lens of
various modem and postmodern interpretations
(e.g., Nietzsche, Heidegger, Foucault, Irigaray,
Rorty, Murdoch, Nussbaum, Vlastos) alongside
a close analysis of ethical, metaphysical, and
epistemological issues as they arise in the
dialogues themselves.
Writing course.
1 credit.
Not offered 2010-2011.
PHIL 021. Social and Political
Philosophy
This course will serve as an introduction to
social and political philosophy, though some
attention will be paid to historical figures such
as Mill, Hobbes, and Locke, the focus will be
on contemporary debates regarding justice,
freedom, equality, and community. The
principal theories in political philosophy—
utilitarianism, liberal egalitarianism,
libertarianism, Marxism, and
communitarianism—will be considered as well
as some of the challenges raised by feminism
and multiculturalism.
1 credit.
Spring 2011. Baumann.

p. 340
PHIL 023. Metaphysics
Traditional issues of reality and appearance,
and traditional topics of God, Freedom, and
Immortality are background for contemporary
questions of being.
1 credit.
Fall 2010. Raff.
PHIL 024. Theory of Knowledge
To raise questions of whether we have
knowledge of morality and religion, this course
considers classical and contemporary treatments
of knowledge, its nature and limits.
1 credit.
Spring 2010. Raff.
PHIL 025. Philosophy o f Mathematics
Topics will include the nature of mathematical
objects and mathematical knowledge, proof and
truth, mathematics as discovery or creation, the
character of applied mathematics, and the
geometry of physical space. A considerable
range of 20th-century views on these topics will
be investigated including logicism (Frege and
Russell), formalism (Hilbet), intuitionism
(Brouwer and Dummett), platonism (Godel),
and empiricism (Kitcher). Important
mathematical results pertaining to these topics,
their proofs, and their philosophical
implications will be studied in depth (e.g., the
paradoxes of set theory, Godel’s
incompleteness theorems, and relative
consistency proofs for non-Euclidean
geometries).
Prerequisites: Logic, acceptance as a major in
mathematics, or approval of instructor.
1 credit.
Spring 2011. Baker.
PHIL 026. Language and Meaning
(Cross-listed as LING 026)
Language is an excellent tool for expressing
and communicating thoughts. You can let your
friend know that there will probably be fewer
than 25 trains from Elwyn to Gladstone next
Wednesday—but could you do this without
using language? (have you tried?) Even more
interesting is the question how you can do this
using language. How can the sounds I produce
or the marks that I leave on this sheet of paper
be about the dog outside chasing the squirrel?
How can words refer to things and how can
sentences be true or false? Where does meaning
come from? Philosophy has dealt with such
questions for a long time but it was only a bit
more than 100 years ago that these questions
have taken center stage in philosophy. We will
read and discuss such more recent authors,
starting with Frege, Russell and Wittgenstein

Philosophy
and leading up to authors like Austin, Quine,
Kripke and Putnam.)
1credit.

Not offered 2010-2011.
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.
1credit.

Not offered 2010-2011.
PHIL 031. Advanced Logic
Asurvey of various technical and philosophical
issues arising from the study of deductive
logical systems. Topics are likely to include
extensions of classical logic (e.g., the logic of
necessity and possibility [modal logic], the
logic of time [tense logic], etc.); alternatives to
classical logic (e.g., intuitionistic logic,
paraconsistent logic); metatheory (e.g.,
soundness, compactness, Godel’s
incompleteness theorem); philosophical
questions (e.g., What distinguishes logic from
non-logic? Could logical principles ever be
revised in the light of empirical evidence?).
Prerequisite: PHIL 012.
1credit.
Not offered 2010-2011.
PHIL 039. Existentialism
Inthis course, we will examine existentialist
thinkers such as Nietzsche, Kierkegaard,
Heidegger, Sartre, Beauvoir, and Camus to
explore themes of contemporary European
philosophy, including the self, responsibility
and authenticity, and the relationships between
body and mind, fantasy and reality, and
literature and philosophy.
1credit.
Spring 2011. Lorraine.
PHIL 040. Semantics
(See LING 040)
For PHIL credit see prerequisite information.
1credit.
Note: This is not a writing course for PHIL.
Fall 2010. Lee-Schoenfeld.
Spring 201 l.Femald.

PHIL 045. Futures in Feminism
(Cross-listed as GSST 020)
hi this course, we will investigate the future
directions feminist theory in the 21st century
could or should take by looking at recent
feminist theory and asking where we can go
fromhere. Areas we will investigate include
transnational theory, poststructuralist feminist
theory, cultural theory, third-wave theory,
cntical race theory, and queer theory as well as

p. 341
theories that may not easily fit into any
prevailing category of feminist thought.
1 credit.
Not offered 2010-2011.
PHIL 047. Philosophical Topics Guided
Research Seminar
This course will be taught as a working group
seminar, with students making use of online
bibliographies to find contemporary
philosophical work (generally less than five
years old) on specific topics. Following an
initial week of general introduction to each
topic, with assigned survey reading, they will
then present structured analyses of these recent
works to each other in discussion. The goal is to
develop research skills to engage productively
with contemporary, problem-oriented literature.
The topics for Spring 2010 are: 1) the nature of
action; 2) intentionality and mental
representation; and 3) self-knowledge.
1 credit.
Spring 2011. Eldridge.
PHIL 048. German Romanticism
This colloquium will focus on theories of
subjectivity, aesthetic experience, and ethical
life developed in the immediate post-Kantian
context. The principal figures considered will
be Schiller, Hölderlin, and Schlegel.
1 credit.
Not offered 2010-2011.
PHIL 049. Marx, Nietzsche, and Freud
This course will examine the work of three
19th-century “philosophers of suspicion” who
challenged the self-presence of consciousness
by considering consciousness as an effect of
other forces. Their investigations into one’s
understanding of truth as the effect of will-topower (Nietzsche), one’s understanding of
reality as the effect of class position (Marx),
and consciousness as the effect of unconscious
forces (Freud) provide an important background
to contemporary questions about the nature of
reality, human identity, and social power.
1 credit.
Not offered 2010-2011.
PHIL 055. Philosophy o f Law
An inquiry into major theories of law, with
emphasis on implications for the relation
between law and morality, principles of
criminal and tort law, civil disobedience,
punishment and excuses, and freedom of
expression.
1 credit.
Fall 2010. Oberdiek.
PHIL 059. Humans, Animals, and Robots
The philosophical tradition of phenomenology
takes lived experience as its starting point and

Philosophy
insists upon the embodied nature of human
minds. Once we take our embodiment seriously,
how different are we from other animals? And
what would it take for computer circuits to
replicate something like human sentience?
What can phenomenological descriptions of
lived experience add to our understanding of
who we are? This course will take a
phenomenological perspective on what it is to
be human and explore questions about
embodiment, consciousness, rationality, affect,
and identity, as well as the boundaries between
the human and other forms of sentience.
1 credit.
Spring 2011. Lorraine.
PHIL 079. Poststructuralism
This course will examine poststructuralist
thinkers such as Foucault, Derrida, Kristeva,
and Deleuze in light of contemporary questions
about identity, embodiment, the relationship
between self and other, and ethics.
1 credit.
Fall 2010. Lorraine.
PHIL 086. Philosophy of Mind
(See PHIL 118)
1 credit.
Fall 2010. Baker.
PHIL 088. Wittgenstein
Wittgenstein’s analyses of thought and
language are central to contemporary
philosophical debates. We will read his two
major works, Tractatus-Logico Philosophicus
and Philosophical Investigations in connection
with the development of 20th- and 21st-century
analytical philosophy of mind, language,
consciousness, and value.
1 credit.
Not offered 2010-2011.
PHIL 093. Directed Reading
Each semester. Staff.
PHIL 096. Senior Course Thesis
Each semester. Staff.
PHIL 099. Senior Course Study
Spring semester. Staff.

Seminars
PHIL 101. Moral Philosophy
An examination of the principal theories of
value, virtue, and moral obligation—and their
justification. The focus will be primarily on
contemporary treatments of moral philosophy.
A central question of seminar will be the
possibility and desirability of moral theory.
2 credits.
Spring 2011. Oberdiek.

p. 342
PHIL 102. Ancient Philosophy
Ancient Greek philosophy transforms
traditional Greek religion through rational
critique; yet, in contrast to contemporary
philosophy, it continues to share many of the
most prominent features of religion. This
seminar will study how theology develops
through the Presocratics, Socrates, Plato,
Aristotle, the Epicureans, and Stoics and how
theology relates to the philosophers’ views on
morality and the good life.
2 credits.
Not offered 2010-2011.
PHIL 103. Selected Modern
Philosophers
One or more 17th- or 18th-century philosophers
selected for systematic or comparative study.
Selected for spring 2010: Descartes and Kant.
2 credits.
Not offered 2010-2011.
PHIL 104. Topics in Metaphysics
One or more central topics in contemporary
metaphysics selected for sustained study:
freedom, causation, universals, categories,
necessity, identity of things and people, fiction,
God, among others.
2 credits.
Fall 2010. Raff.
PHIL 106. Aesthetics and Theory of
Criticism
On the nature of art and its roles in human life,
considering problems of interpretation and
evaluation and some specific medium of art.
2 credits.
Spring 2011. Eldridge.
PHIL 113. Topics in Epistemology
What is knowledge? Can we have it? If not,
why not? If yes, how? What does it mean to
have evidence, justification or reasons for ones
beliefs? How rational or irrational are we? Can
we have a priori, “armchair” knowledge? Is
cognition essentially social? We will discuss
classic and contemporary answers to such
questions.
2 credits.
Not offered 2010-2011.
PHIL 114.19th-Century Philosophy
The historical treatment of such topics as
knowledge, morality, God’s existence, and
freedom in Kant, Fichte, Hegel, Feuerbach,
Marx, and Nietzsche.
2 credits.
Fall 2010. Eldridge.

Philosophy
PHIL 116. Language and Meaning
(Cross-listed as LING 116)
Behaviorist theories of meaning, cognitivist
theories of meaning, and conceptions of
language as a social practice will be surveyed
and criticized.
2 credits.
Fall 2010. Baumann.
PHIL 118. Philosophy o f Mind
The course is divided into three principal
sections, focusing on philosophy of mind,
artificial intelligence, and cognitive science.
Section 1 covers four core positions in the
philosophy of mind “dualism, behaviorism,
materialism, and functionalism,” and it serves
as an overview of traditional philosophy of
mind. Section 2 explores how the philosophical
ideas developed above connect to ongoing
research in artificial intelligence. Section 3
concerns the philosophy of cognitive science, a
field that investigates the biological and
neurophysiological underpinnings of human
mentality. Part of the aim is to clarify the goals
and methods of cognitive science and to
investigate ways in which advances in cognitive
science may yield philosophical insights into
the nature of mind.
2credits.
Not offered 2010-2011.
PHIL 119. Philosophy o f Science
Astudy of philosophical problems arising out
of the presuppositions, methods, and results of
the natural sciences, focusing particularly on
the effectiveness of science as a means for
obtaining knowledge. Topics include the
difference between science and pseudoscience;
the idea that we can “prove” or “confirm”
scientific theories; explanation and prediction;
the status of scientific methodology as rational,
objective, and value free; and the notion that
science aims to give us (and succeeds in giving
os) knowledge of the underlying unobservable
structure of the world.
2 credits.
Spring 2011. Baker.
121. Social and Political
Philosophy
This seminar will concentrate on late 20thcentury liberalism (Rawls, Dworkin, Raz) and
Os critics—especially communitarians (Sandel,
laylor) civic republicans (Petit, Skinner,
Honohan) and “strong” perfectionists (Sher).
We will finish by reading Estlund’s
Democratic Authority.”
2 credits.
fall 2010. Oberdiek.

p. 343
PHIL 125. Philosophy o f Mathematics
Mathematics is a discipline whose elegance,
rigor, and stunning usefulness across a huge
variety o f applications has made it a central part
o f every school and college curriculum. But
what exactly is mathematics about? At one
level, the answer seems obvious: Mathematics
is about numbers, functions, sets, geometrical
figures, and so on. But what are these things?
Do they exist? If so, where? And how do we
come to know anything about them? If they do
not exist, what makes mathematics true? This
seminar will tackle these issues and look at
what some of the great philosophers such as
Plato, Descartes, Kant, and Wittgenstein have
had to say about mathematics.
2 credits.
Not offered 2010-2011.
PHIL 139. Phenomenology,
Existentialism, and Poststructuralism
In this course, we will examine the themes of
reality, truth, alienation, authenticity, death,
desire, and human subjectivity as they emerge
in contemporary European philosophy. We will
consider thinkers such as Nietzsche, Husserl,
Heidegger, Derrida, and Irigaray to place
contemporary themes of poststructuralist
thought in the context of the phenomenological,
existential, and structuralist thought out of
which they emerge.
2 credits.
Not offered 2010-2011.
PHIL 145. Feminist Theory
If the power of a social critique rests on its
ability to make general claims, then how do we
account 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, sexuality, and embodied identities, and
various resolutions to this dilemma.
2 credits.
Not offered 2010-2011.
PHIL 180. Senior Honors Thesis
A thesis may be submitted by majors in the
department in place of one honors paper, on
application by the student and at the discretion
of the department.
PHIL 199. Senior Honors Study
Spring semester.

Physical Education

p. 344

ADAM HERTZ, Director of Physical Education and Athletics
CHRISTYN ABARAY, Associate Director of Athletics, Senior Woman Administrator
KAREN BORBEE, Professor
SUSAN P. DAVIS, Professor1
MICHAEL L. MULLAN, Professor
LEE WIMBERLY, Professor
TODD ANCKAITIS, Head Coach/Instructor
PETER CARROLL, Head Coach/Instructor
HARLEIGH CHWASTYK, Head Coach/Instructor
RENEE CLARKE, Head Coach/Instructor
RENEE L. DEVARNEY, Head Coach/Instructor
STAN EXETER, Head Coach/Instructor
LAUREN FUCHS, Head Coach/Instructor
PAT GRESS, Head Coach/Instructor
JEREMY LOOMIS, Head Coach/Instructor
ERIC WAGNER, Head Coach/Instructor
JIM HELLER, Head Coach (part time)
BHAVIN PARIKH, Head Coach (part time)
MARIAN FAHY, Administrative Assistant
SHARON GREEN, Administrative Assistant
1Absent on leave, fall 2010.

The aim of the department is to contribute to
the total education of all students through the
medium of physical activity. We believe this
contribution Can best be achieved through
encouraging participation in a broad program of
individual and team sports, aquatics, physical
fitness, and wellness. The program provides an
opportunity for instruction and experience in a
variety of activities on all levels. It is our hope
that participation in this program will foster an
understanding of movement and the pleasure of
exercise and will enhance, by practice, qualities
of good sportsmanship, leadership, and
cooperation in team play. Students are also
encouraged to develop skill and interest in a
variety of activities that can be enjoyed after
graduation.
The Intercollegiate Athletics Program is
comprehensive, including varsity with teams in
22 different sports: 10 for men and 12 for
women.
Ample opportunities exist for large numbers of
Students to engage in intercollegiate
competition, and those who qualify may be
encouraged to participate in regional and
national championship contests. Several club
teams in various sports are also organized, and
a program of intramural activities is sponsored.

Requirements and
Recommendations
Students are encouraged to enjoy the
instructional and recreational opportunities
offered by the department throughout their
college careers. As a requirement for
graduation, all nonveteran students, not excused
for medical reasons, are required to complete 4

units of physical education by the end of their
sophomore year. In addition, all students must
pass a survival swim test or complete onequarter of aquatics instruction.
Students who enter Swarthmore as transfer
students can either apply transfer PE units
toward the 4-unit physical education
requirement or opt for a reduction in the PE
requirement based on the student’s transfer
status, but transfer students cannot both transfer
PE units and receive a reduction in the
requirement. The optional reduction in PE units
depends on the transfer class of the student.
Transfer students who enter Swarthmore as
sophomores can opt to complete 3 units of
physical education and pass a survival swim
test (a reduction of 1 PE unit). Transfer students
who enter Swarthmore as juniors can opt to
complete 2 units of physical education and pass
a survival swim test (a reduction of 2 PE units).
Courses offered by the department are listed
subsequently. Credit toward completion of the
physical education requirement will also be
given for participation in intercollegiate
athletics, as well as PE Dance Courses, which
are semester-long courses. Credit will also be
given for participation in approved club sports
and club activities programs. Those approved
club sports and activities clubs are as follows:
Capoeira, Fencing, Folk Dance, Men s
Badminton, Men’s Volleyball, Squash,
Swing/Tango Dance, Ultimate Frisbee, and
Rugby.
Independent study for physical education is not
permitted.

Physical Education
Courses
Fall
Aerobics
Aquatics for Fitness
Badminton
Basketball
Beginning Aquatics
Bowling
Core Ball Training
Fencing
Fitness Training
Flag Football
Floor Hockey
Golf
Pilates
Squash
Table Tennis
Tennis
Volleyball
Walk, Jog, Run
Water Aerobics
Spring
Aerobics
Aquatics II/III
Badminton
Basketball
Beginning Aquatics
Core Ball Training
Fencing
Fitness Training
Pilates
Racketlon
Squash
Table Tennis
Tennis
Walk, Jog, Run
PE Dance Courses
These courses are offered through the Dance
Department. See the Music and Dance section
of the course catalog and the Swarthmore
College Schedule of Courses and Seminars for
fall and spring PE dance course offerings.

Intercollegiate Athletics
Fall
Men’s Cross Country
Women’s Cross Country
Field Hockey
Men’s Soccer
Women’s Soccer
Women’s Volleyball

p. 345
Winter
Badminton
Men’s Basketball
Women’s Basketball
Men’s Swimming
Women’s Swimming
Men’s Indoor Track
Women’s Indoor Track
Spring
Baseball
Golf
Men’s Lacrosse
Women’s Lacrosse
Softball
Men’s Tennis
Women’s Tennis
Men’s Outdoor Track
Women’s Outdoor Track

Physics and Astronomy

p. 346

JOHN R. BOCCIO, Professor of Physics1
MICHAEL R. BROWN, Professor of Physics
AMY L.R. BUG, Professor of Physics
PETER J. COLLINGS, Professor of Physics
FRANK A. MOSCATELLI, Professor of Physics*3
DAVID H. COHEN, Associate Professor of Astronomy
CATHERINE H. CROUCH, Associate Professor of Physics3
CARL H. GROSSMAN, Associate Professor of Physics
ERIC L.N. JENSEN, Associate Professor of Astronomy and Chair
MATTHEW MEWES, Visiting Assistant Professor of Physics
TIMOTHY GRAY, Post-Doctoral Research Scientist
MARY ANN KLASSEN, Lecturer
ADAM NEAT, Lecturer
JAMES HALDEMAN, Instrumentation/Computer Technician
STEVEN PALMER, Machine Shop Supervisor
CAROLYN R. WARFEL, Administrative Assistant
1Absent on leave, fall 2010.
3 Absent on leave, 2010-2011.

The Physics and Astronomy Department
teaches the concepts and methods that lead to
an understanding of the fundamental laws
governing the physical universe.
Emphasis is placed on quantitative, analytical
reasoning, as distinct from the mere acquisition
of facts. Particular importance is also attached
to laboratory work because physics and
astronomy are primarily experimental and
observational sciences.
With the awareness that involvement in
research is a major component in the education
of scientists, the department offers a number of
opportunities for students to participate in
original research projects, conducted by
members of the faculty, on campus.
Several research laboratories are maintained by
the department to support faculty interests in
^
the areas of laser physics, high-resolution
atomic spectroscopy, plasma physics, nano
physics, computer simulation, liquid crystals,
quantum mechanics foundations, and
observational and theoretical astrophysics.
The department operates the Peter van de Kamp.
Observatory for student and faculty research,
plus several small telescopes for instructional
use. The observatory is equipped with a 61-cm
reflecting telescope, a high-resolution
spectograph, and a CCD camera for imaging
and photometry. A monthly visitors’ night at
the observatory is announced on the department
website. Swarthmore College is also home to
the historic Sproul 61-cm refracting telescope.
Two calculus-based introductory sequences are
offered. PHYS 003 and PHYS 004 cover both
classical and modem physics and is an
appropriate introductory physics sequence for
those students majoring in engineering,
chemistry, and biology. PHYS 007 and PHYS
008, on the other hand, which are normally

preceded by PHYS 005/ASTR 005 (these are
cross-listed), are at a higher level. It is aimed
toward students planning to do further work in
physics or astronomy and is also appropriate for
engineering and chemistry majors. The fourcourse sequence 005,007,008, and 014 is
designed to provide a comprehensive
introduction to all major areas of physics.
Additional information is available at the
department website at
www.swarthmore.edu/physics/.

Requirements and
Recommendations
Major Degree Requirements
The program in physics consists of PHYS
005/ASTR 005, and PHYS 007,008,014, and
050 in the first 2 years, followed by PHYS 111,
1 1 2 , 1 13, and 1 14 in the last 2 years. In
addition, the shop course PHYS 063, the
advanced laboratory courses PHYS 081 and
PHYS 082, and MATH* 015,025, 027, and
033 must be taken.
The program in astrophysics consists of PHYS
005/ASTR 005 and PHYS 007,008,014,050,
and ASTR 016, followed t>y PHYS 111,112,
113, and 114, plus two astronomy seminars. In
addition, MATH* 015,025,027, and 033 must
be taken. This is the recommended program for
students wishing to pursue graduate work in
astronomy/astrophysics.
The program in astronomy consists of PHYS
005/ASTR 005, and PHYS 007,008,014, and
ASTR 016. In addition, four astronomy
seminars, and MATH* 015,025, and 033 must
be taken.
Students wishing an even stronger background
for graduate work and a deeper look at one or
more special fields may take an extended

Physics and Astronomy
program by adding elective seminars in physics
or astronomy and/or a research project/thesis.
Course majors (those not enrolled in the Honors
Program, or honors minors who are also
pursuing a second course major in the
department) must complete a comprehensive
exercise in the senior year.
*Math note. The Mathematics and Statistics
Department offers many sets of courses
covering similar material at different levels of
sophistication. In each case noted, the most
elementary version from each set has been
listed. Students should always take the most
advanced version for which they qualify.
Criteria for Acceptance as a Major
Students applying to become a physics major
should have completed or be completing PHYS
014, PHYS 050, and MATH 033. If applying
for an astrophysics or astronomy major, they
should also have completed ASTR 016.
Applicants must normally have an average
grade of B- or better in all physics and
astronomy courses as well as in MATH 027 and
033.
Because almost all advanced work in physics
and astronomy at Swarthmore is taught in
seminars, where the pedagogical responsibility
is shared by the student participants, an
additional consideration in accepting and
retaining majors is the presumed or
demonstrated ability of the students not only to
benefit from this mode of instruction but also to
contribute positively to the seminars.
Advanced Laboratory Program
The advanced laboratory courses, namely,
PHYS 081, PHYS 082, and PHYS 083 (each
0.5 credit) require approximately one afternoon
a week. PHYS 083 is an option for students
with prior preparation in electronics who are
taking or have already taken ENG 072 or the
equivalent. 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 permitted to
undertake independent research projects for
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, prospective physics majors
are urged to take the required course PHYS
f t P r o c e d u f e j j n Experimental Physics during
e fall semester of their sophomore year, which
W1 qualify them to work in the departmental

p. 347
Teacher Certification
We offer teacher certification in physics
through a program approved by the state of
Pennsylvania. For finther information about the
relevant set of requirements, contact the
Educational Studies Department chair, the
Physics Department chair, or visit the
Educational Studies Department website at
www.swarthmore.edu/educationalstudies.xml.
Minor Degree Requirements
Our department offers two types of course
minors: one in physics and one in astronomy.
The physics minor consists of PHYS 005/ASTR
005, PHYS 007f, PHYS 008f, PHYS 014,
PHYS 050, and PHYS 111 and PHYS 113+.
Co-requisites are MATH 015,025, and 033.
(fIn some cases, PHYS 003 and/or PHYS 004
may be substituted for PHYS 007 and/or PHYS
008.) (+ Minors should have two advanced
seminars, preferably one in “classical” and one
in “quantum” physics. PHYS 111 is a
prerequisite for the friture seminars and fulfills
the “classical” requirement. We recommend
PHYS 113 as the second advanced seminar,
though a different seminar may be substituted
on consultation with the chair.)
The astronomy minor consists of PHYS
005/ASTR 005, PHYS 007 or PHYS 003,
PHYS 008 or PHYS 004, ASTR 016, one
astronomy seminar numbered 100 or above, and
one semester o f ASTR 061 (0.5 credits).
Corequisites are MATH 015 and 025.

External Examination Program
To be accepted into the External Examination
Program in the department, the applicant must
have an average grade of B or better in all
physics and astronomy courses. External
examinations are based on three of the
following preparations, including their
prerequisites:
For Physics Majors: PHYS 112, 113,114,180
(thesis)
For Astronomy Majors: ASTR 121,123, 126,
128, 180 (thesis)
For Astrophysics Majors: One seminar from
each of the above listed physics and astronomy
seminars, plus a third seminar from either
program or a thesis.
Minors in physics, astrophysics, and astronomy
take an external examination based on one
seminar from the previous lists.

Physics Courses
PHYS 002B. First-Year Seminar:
Quantum Theory in Search o f Reality
This seminar will attempt to answer the
question “What is reality?” The search for a
picture of “the way the world really is” is an

Physics and Astronomy
enterprise that transcends the narrow interests
of theoretical physics. Students will be
introduced to culture of theoretical physics and
its language, namely, mathematics. Students
will explore how contemporary quantum
physics views the world we live in, and why
physicists believe the view is correct.
Prerequisites: High school algebra and
geometry.
1 credit.
Not offered 2010-2011.
PHYS 002B. First-Year Seminar: Energy
This seminar will cover both the physics and
policy of energy in all its forms. Topics include
the physical basis for energy; thermodynamics
and engines; energy sources (fossil fuels, solar,
photovoltaics, nuclear); transportation; the
electric grid; and climate change.
Prerequisite; High school algebra.
1 credit.
Fall 2010. Brown.
PHYS 003. General Physics I
Topics include vectors, kinematics, Newton’s
laws and dynamics, conservation laws, work
and energy, oscillatory motion, systems of
particles, and rigid body rotation. Possible
additional topics are special relativity and
thermodynamics. Includes one laboratory
weekly.
Natural sciences and engineering practicum.
Prerequisite: MATH 015 (can be taken
concurrently).
1 credit.
Fall 2010. Grossman.
PHYS 004. General Physics II
Topics include wave phenomena, geometrical
and physical optics, electricity and magnetism,
and direct and alternating current circuits.
Possible additional topics may be added.
Includes one laboratory weekly.
Natural sciences and engineering practicum.
Prerequisites: MATH 025 (can be taken
concurrently). PHYS 003 or the permission of
the instructor.
1 credit.
Spring 2011. Collings.
PHYS 004L. General Physics II:
Electricity, Magnetism, and Optics with
Biological and Medical Applications
Phys 004L will cover the same topics as Phys
004 but will emphasize biological, biochemical,
and medical applications of those topics. The
course will meet medical school requirements
(in conjunction with Phys 003) and will include
a weekly laboratory. Phys 004L can be taken
either before or after Phys 003 students who
wish to take Phys 004L before Phys 003 should

p. 348
have some high school physics background and
obtain permission from the instructor.
Natural sciences and engineering practicum.
Prerequisites: Math 015 or a more advanced
calculus course as a prerequisite.
1 credit.
Next offered spring 2012.
PHYS 005. Spacetime, Quanta, and
Cosmology
(Cross-listed as ASTR 005)
This introductory course emphasizes three
major areas of modem physics and
astrophysics: special relativity, cosmology, and
quantum theory. Students will explore the
counterintuitive consequences of special
relativity for our notions of absolute time; the
birth, expansion, and fate of the universe; and
the nature of the subatomic quantum world,
where our notions of absolutes such as position
or speed of a particle are replaced by
probabilities, so that a particle can exist in
many states at once. The course focuses on how
scientists ask and answer questions about such
topics, including the development of the
mathematical tools necessary to understand the
physical world in depth. This course is suitable
for non-majors and also serves as the entry
point to majoring or minoring in astronomy,
astrophysics, or physics. Includes six afternoon
labs and some evening telescope observing. No
prerequisites.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Jensen, Bug.
PHYS 007. Introductory Mechanics
An introduction to classical mechanics. This
course is suitable for potential majors, as well
as students in other sciences or engineering who
would like a course with more mathematical
rigor and depth than PHYS 003. Includes the
study of kinematics and dynamics of point
particles; conservation principles involving
energy, momentum and angular momentum;
rotational motion of rigid bodies; oscillatory
motion; and thermodynamics. Includes one
laboratory weekly: used for hands-on
experimentation and occasionally for
workshops that expand on lecture material.
Natural sciences and engineering practicum.
Prerequisites: MATH 025 (can be taken
concurrently), PHYS 005/ASTR 005 or
permission of the instructor.
1 credit.
Spring 2011. Bug.
PHYS 008. Electricity, Magnetism, and
Waves
A sophisticated introductory treatment of wave
and electric and magnetic phenomena, such as

Physics and Astronomy
oscillatory motion, forced vibrations, coupled
oscillators, Fourier analysis of progressive
waves, boundary effects and interference, the
electrostatic field and potential, electrical work
and energy, D.C. and A.C. circuits, the
relativistic basis of magnetism, Maxwell’s
equations, and geometrical optics. Includes one
laboratory weekly.
Natural sciences and engineering practicum.
Prerequisites: PHYS 007; MATH 025; MATH
027 or 033 (can be taken concurrently).
1credit.
Fall 2010. Collings.
PHYS 014. Introductory Quantum
Physics
An introduction to wave mechanics using one­
dimensional systems. Includes applications
such as quantum statistics, cavity radiation,
solids and simple two and three-dimensional
examples. One laboratory session weekly.
Natural sciences and engineering practicum.
Prerequisites: PHYS 003 and 004, or PHYS 007
and 008.
1credit

Spring 2011. Grossman.
PHYS 020. Principles o f the Earth
Sciences
An analysis of the forces shaping our physical
environment, drawing on the fields of geology,
geophysics, meteorology, and oceanography.
Includes some laboratory and fieldwork.
Natural sciences and engineering practicum.
1credit.
Not offered 2010- 2011.

PHYS 021. Light and Color
The fundamentals of light from the classical
and quantum physical viewpoint. Extensive use
of examples from art, nature, and technology
will be made. Two or three lectures per week
plus a special project/laboratory.
1credit.
Not offered 2010- 2011.

PHYS 022. Physics o f Musical Sounds
An introduction to the science and technology
of musical sounds and the instruments that
make them. Particular attention is paid to
electronic music and instruments. Topics
include complex wave forms, scales and
temperament, basic electronic sound devices,
and digital sound technology. The course has a
weekly laboratory requirement.
1credit.
Not offered 2010-2011.

p. 349
PHYS 023. Relativity
A nonmathematical introduction to the special
and general theories of relativity as developed
by Einstein and others during the 20th century.
1 credit.
Not offered 2010-2011.
PHYS 024. The Earth’s Climate and
Global Warming
A study of the complex interplay of factors
influencing conditions on the surface of the
Earth. Basic concepts from geology,
oceanography, and atmospheric science lead to
an examination of how the Earth’s climate has
varied in the past, what changes are occurring
now, and what the future may hold. Besides
environmental effects, the economic, political,
and ethical implications of global warming are
explored, including possible ways to reduce
climate change. Includes one laboratory every
other week.
Natural sciences and engineering practicum.
1 credit.
May be offered spring 2011. Collings.
PHYS 025. In Search o f Reality
By investigating the assumptions, theories, and
experiments associated with the study of reality
in quantum physics, we will attempt to decide
whether the question o f the existence of an
intelligible external reality has any meaning.
1 credit.
Not offered 2010-2011.
PHYS 026. Chaos, Fractals, Complexity,
Self-Organization, and Emergence
A study of chaos, fractals, scaling and self­
similarity, percolation, cellular automata,
iterated function systems, pattern formation,
self-organized networks, complex adaptive
systems, self-organized criticality, and
emergence with applications in the natural
sciences, social sciences, and humanities.
1 credit.
Not offered 2010-2011.
PHYS 029. Seminar on Gender and
(Physical) Science
This seminar will take a multifaceted approach
to the question: “What are the connections
between a person’s gender, race, or class and
their practice of science?” The history of
science, the education of women and feminist
pedagogy, and philosophy of science will be
addressed. Physical science will be the principal
focus. Includes some laboratory work.
1 credit.
Not offered 2010-2011.

Physics and Astronomy
PHYS 050. Mathematical Methods of
Physics
A survey of analytical and numerical techniques
useful in physics, including multivariable
calculus, optimization, ordinary differential
equations, partial differential equations and
Sturm-Liouville systems, orthogonal functions,
Fourier series, Fourier and Laplace transforms,
and numerical methods, ray-optics, Jones
calculus, and Fourier optics. Includes one
laboratory weekly.
Prerequisites: MATH 027 and 033.
1 credit.
Spring 2011. Mewes.
PHYS 093. Directed Reading
This course provides an opportunity for an
individual student to do special study, with
either theoretical or experimental emphasis, in
fields not covered by the regular courses and
seminars. The student will present oral and
written reports to the instructor.
0.5,1, or 2 credits.
Each semester. Staff.
PHYS 094. Research Project
Initiative for a research project may come from
the student, or the work may involve
collaboration with ongoing faculty research.
The student will present a written and an oral
report to the department.
0.5,1, or 2 credits.
Each semester. Staff.

Physics Advanced Seminars
PHYS 111. Analytical Dynamics
Intermediate classical mechanics. Motion of a
particle in one, two, and three dimensions;
Kepler’s laws and planetary motion; phase
space; oscillatory motion; Lagrange equations
and variational principles; systems of particles;
collisions and cross sections; motion of a rigid
body; Euler’s equations; rotating frames of
reference; small oscillations; normal modes;
and wave phenomena.
Prerequisites: PHYS 014 and 050; MATH 033.
1 credit.
Fall 2010. Mewes.
PHYS 112. Electrodynamics
Electricity and magnetism using vector
calculus, electric and magnetic fields, dielectric
and magnetic materials, electromagnetic
induction, Maxwell’s field equations in
differential form, displacement current,
Poynting theorem and electromagnetic waves,
boundary-value problems, radiation and fourvector formulation of relativistic
electrodynamics.

p. 350
Prerequisites: PHYS 014 and 050; MATH 033.
1 credit.
Fall 2010. Brown.
PHYS 113. Quantum Theory
Postulates of quantum mechanics, operators,
eigenfunctions, and eigenvalues, function
spaces and hermitian operators; bra-ket
notation, superposition and observables,
fermions and bosons, time development,
conservation theorems, and parity; angular
momentum, three-dimensional systems, matrix
mechanics and spin, coupled angular momenta,
time-independent and time-dependent
perturbation theory.
Prerequisites: PHYS 111 and MATH 027.
1 credit.
Spring 2011. Boccio.
PHYS 114. Statistical Physics
The statistical behavior of classical and
quantum systems; temperature and entropy;
equations of state; engines and refrigerators;
statistical basis of thermodynamics;
microcanonical, canonical, and grand canonical
distributions; phase transitions; statistics of
bosons and fermions; black body radiation;
electronic and thermal properties of quantum
liquids and solids.
Prerequisites: PHYS 111 and MATH 033.
1 credit.
Spring 2011. Brown.
PHYS 115. Modern and Quantum Optics
A modem treatment of matrix optics,
interference, polarization, diffraction, Fourier
optics, coherence, Gaussian beams, resonant
cavities, optical instruments. The quantization
of the electromagnectic field, single mode
coherent and quadrature squeezed states. The
interaction of light with atoms using second
quantization and dressed states. Spontaneous
emission.
Prerequisites: PHYS 111,112 (or concurrently
with instructor's permission), and 113.
1 credit.
Fall 2010. Collings.
PHYS 130. General Relativity
Newton’s gravitational theory, special
relativity, linear field theory, gravitational
waves, measurement of space-time, Riemannian
geometry, geometrodynamics and Einstein s
equations, the Schwarzschild solution, black
holes and gravitational collapse, and
cosmology.
Prerequisites: PHYS 111 and 112.
1 credit.
Spring 2011. Boccio.

Physics and Astronomy

p. 351

PHYS 131. Particle Physics
A study of the ultimate constituents of matter
and the nature of the interactions between them.
Topics include relativistic wave equations,
symmetries and group theory, Feynman
calculus, quantum electrodynamics, quarks,
gluons, and quantum chromodynamics, weak
interactions, gauge theories, the Higgs particle,
and some of the ideas behind lattice gauge
calculations.
Prerequisites: PHYS 113.
1credit.
Not offered 2010-2011.

PHYS 135. Solid-State Physics
Crystal structure and diffraction, the reciprocal
lattice and Brillouin zones, lattice vibrations
and normal modes, phonon dispersion, Einstein
and Debye models for specific heat, free
electrons and the Fermi surface, electrons in
periodic structures, the Bloch Theorem, band
structure, semiclassical electron dynamics,
semiconductors, magnetic and optical
properties of solids, and superconductivity.
Prerequisites: PHYS 113 and PHYS 114.
1 credit.
Not offered 2010-2011.

PHYS 132. Nonlinear Dynamics and
Chaos
Nonlinear mappings, stability, bifurcations and
catastrophe, conservative and dissipative
systems, fractals, and self-similarity in chaos
theory.
Prerequisite: PHYS 111.

PHYS 136. Quantum Optics and Lasers
Atom-field interactions, stimulated emission,
cavities, transverse and longitudinal mode
structure, gain and gain saturation, nonlinear
effects, coherent transients and squeezed states,
pulsed lasers, and super-radiance.
Prerequisite: PHYS 113.
1 credit.
Not offered 2010-2011.

1credit.
Not offered 2010-2011.

PHYS 133. Atomic Physics and
Spectroscopy
Review of quantum theory, hydrogen atom,
multielectron atoms, atoms in external fields,
optical transitions and selection rules, hyperfine
structure, lasers, atomic spectroscopic
techniques: atomic beams methods, Dopplerfree spectroscopy, time-resolved spectroscopy,
and level crossing spectroscopy.
Prerequisite: PHYS 113.
1credit.
Not offered 2010-2011.

PHYS 134. Quantum Mechanics:
Mathematical and Physical Foundations
What is measurement? Repeatable, maximal
and consecutive tests, Bayesian probability,
infinite dimensions, projection operators,
Spectral Theory for self-adjoint operators,
logical structure of classical physics, rules of
Quantum Theory, mixed states and density
matrices, time development, uncertainty
relations, quantum correlations, Schmidt
Decomposition, meaning of probability,
reduction of State Vector, quantum
entanglement, measurement problem, KochenSpecker Theorem, logic of Quantum
propositions, nonlocality, EPR and Bell
Inequalities, nonlocality versus Contextuality,
Gleason’s Theorem, and logical aspects of
mseparability are explored.
Prerequisite: PHYS 113.
1credit.

Not offered 2 0 1 0 - 2 0 1 1 .

PHYS 137. Computational Physics
Along with theory and experiment, computation
is a third way to understand physics and do
research. We will study concepts of scientific
computing and apply diese within techniques
like Monte Carlo, Molecular Dynamics, FiniteDifference, and Fourier Transform methods.
We will explore object-oriented strategies for
scientific problem solving. Simulations relevant
to classical mechanics, electromagnetism,
quantum mechanics, and statistical physics will
be written. Students will do an independent
project of their choice.
Prerequisites: PHYS 050 and 111 and, taken
previously or concurrently, PHYS 113 and 114,
or special permission of the instructor.
1 credit.
Not offered 2010-2011.
PHYS 138. Plasma Physics
An introduction to the principles of plasma
physics. Treatment will include the kinetic
approach (orbits of charged particles in electric
and magnetic fields, statistical mechanics of
charged particles) and the fluid approach (single
fluid magnetohydrodynamics, two fluid theory).
Topics may include transport processes in
plasmas (conductivity and diffusion), waves
and oscillations, controlled nuclear fusion, and
plasma astrophysics.
Prerequisite: PHYS 112.
1 credit.
Not offered 2010-2011.

Physics and Astronomy
PHYS 180. Honors Thesis
Theoretical or experiment work culminating in
a written honors thesis. Also includes an oral
presentation to the department. This course
must be completed by the end of, and is
normally taken in, the fall semester of the
student’s final year.
1 or 2 credits.
Each semester. Staff.

Physics Laboratory Program
PHYS 063. Procedures in Experimental
Physics
Techniques, materials, and the design of
experimental apparatus; shop practice; printed
circuit design and construction. This is a 0.5credit course open only to majors in physics,
astrophysics, or astronomy.
0.5 credit.
Fall 2010. Technical staff
PHYS 081. Advanced Laboratory I
This is the first of a two-semester sequence
designed to fulfill the physics major advanced
laboratory requirement. Students will perform
projects in digital electronics. They will also
perform experiments chosen from among the
areas of thermal and statistical physics, solid
state, atomic, plasma, nuclear, biophysics,
condensed matter physics, and advanced optics.
Writing course.
0.5 credit.
Each semester. Staff.
PHYS 082. Advanced Laboratory II
This is the second of a two-semester sequence
designed to fulfill the physics major advanced
laboratory requirement. Students will perform
projects in digital electronics. They will also
perform experiments chosen from among the
areas of thermal and statistical physics, solid
state, atomic, plasma, nuclear, biophysics,
condensed matter physics, and advanced optics.
When both PHYS 081 and 082 are taken,
students will receive credit for having
completed a writing (W) course.
Writing course.
0.5 credit.
Each semester Staff.
PHYS 083. Advanced Laboratory I and II
This course is designed to fulfill the physics
major advanced laboratory requirement for
students who have already had sufficient
experience with digital electronics (ENGR 072
or the equivalent). Students will perform
experiments chosen from among the areas of
thermal and statistical physics, solid state,

p. 352
atomic, plasma, nuclear, biophysics, condensed
matter physics, and advanced optics.
Writing course.
0.5 credit.
Each semester. Staff.

Astronomy Courses
ASTR 001. Introductory Astronomy
The scientific investigation of the universe by
observation and theory, including the basic
notions of physics as needed in astronomical
applications. Topics may include the
appearance and motions of the sky; history of
astronomy; astronomical instruments and
radiation; the sun and planets; properties,
structure, and evolution of stars; the galaxy and
extragalactic systems; the origin and evolution
of the universe. Includes six evening labs.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Jensen.
ASTR 005. Spacetime, Quanta, and
Cosmology
(Cross-listed as PHYS 005)
This introductory course emphasizes three
major areas of modem physics and
astrophysics: special relativity, cosmology, and
quantum theory. Students will explore the
counterintuitive conséquences of special
relativity for our notions of absolute time; the
birth, expansion, and fate of the universe; and
the nature of the subatomic quantum world,
where our notions of absolutes such as position
or speed of a particle are replaced by
probabilities, so that a particle can exist in
many states at once. The course focuses on how
scientists ask and answer questions about such
topics, including the development of the
mathematical tools necessary to understand the
physical world in depth. This course is suitable
for non-majors, and also serves as the entry
point to majoring or minoring in astronomy,
astrophysics, or physics. Includes six afternoon
labs and some evening telescope observing. No
prerequisites.
Natural sciences and engineering practicum.
1 credit.
Fall 2010. Jensen, Bug.
ASTR 016 . Modern Astrophysics
This is a one-semester calculus- and physicsbased introduction to astrophysics as applied to
stars, the interstellar medium, galaxies, and the
large-scale structure of the universe. The course
includes four evening laboratories and
observing sessions.
Prerequisites: MATH 015 and 025; PHYS
005/ASTR 005; and PHYS 003 and 004, or

Physics and Astronomy
PHYS 007 and 008. ( PHYS 008 may be taken
concurrently.)
1credit.
Fall 2010. Cohen.
ASTR 061. Current Problems in
Astronomy and Astrophysics
Reading and discussion of selected research
papers from the astronomical literature.
Techniques of journal reading, use of abstract
services, and other aids for the efficient
maintenance of awareness in a technical field.
May be repeated for credit. Credit/no credit
only. '.,
Prerequisite: ASTR 016.
0.5 credit.
Spring 2011. Cohen.
ASTR 093. Directed Reading
(See PHYS 093)
ASTR 094. Research Project
(See PHYS 094)

Astronomy Seminars
ASTR 121. Research Techniques in
Observational Astronomy
This course covers many of the research tools
used by astronomers. These include instruments
used to observe at wavelengths across the
electromagnetic spectrum; techniques for
photometry, spectroscopy, and interferometry;
and various methods by which images are
processed and data are analyzed. Students will
perform observational and data analysis
projects during the semester.
Prerequisite: ASTR 016.
1credit.

Next offered Fall 2011. Jensen.
ASTR 123. Stellar Astrophysics
An overview of physics of the stars, both
atmospheres and interiors. Topics may include
hydrostatic and thermal equilibrium, radiative
and convective transfer nuclear energy
generation, degenerate matter, calculation of
stellar models, interpretation of spectra, stellar
evolution, white dwarfs and neutron stars,
nucleosynthesis, supemovae, and star
formation.
Prerequisites: ASTR 016 (PHYS 050
recommended).
1credit.
Spring 2011. Cohen.

ASTR 126. The Interstellar Medium
Study ° f the material between the stars and
radiative processes in space, including both
observational and theoretical perspectives on
heating and cooling mechanisms, physics of
interstellar dust, chemistry of interstellar

p. 353
molecules, magnetic fields, emission nebulae,
hydrodynamics and shock waves, supernova
remnants, star-forming regions, the multiphase
picture of the interstellar medium.
Prerequisites: ASTR 016 (PHYS 050
recommended).
1 credit.
Fall 2010. Cohen.
ASTR 128. Galaxies and Galactic
Structure
Study of our own galaxy and other galaxies,
including galaxy morphology; observational
properties of galaxies; kinematics: stellar
motions, galaxy rotation, spiral density waves,
and instabilities; galaxy and star formation;
starburst galaxies; quasars and active galaxies;
galaxy clusters and interactions; and large-scale
structure of the universe.
Prerequisite: ASTR 016.
1 credit.
Next offered spring 2012. Jensen.
ASTR 180. Honors Thesis
(See PHYS 180)
1 or 2 credits.
Each semester. Staff.

Political Science

p. 354

JAMES R. KURTH, Professor Emeritus
CAROL NACKENOFF, Professor
KENNETH E. SHARPE, Professor
RICHARD VALELLY, Professor and Acting Chair, spring
TYRENE WHITE, Professor23
BENJAMIN BERGER, Associate Professor
CYNTHIA HALPERN, Associate Professor and Chair
KEITH REEVES, Associate Professor
AYSE KAYA, Assistant Professor
DOMINIC TIERNEY, Assistant Professor
MATTHEW MURPHY, Visiting Assistant Professor
MELVIN ROGERS, Visiting Assistant Professor
GINA INGIOSI, Administrative Assistant
DEBORAH SLOMAN, Administrative Assistant

20 11

2 Absent on leave, spring 2011.
3 Absent on leave, 2010-2011.

Course Offerings and
Prerequisites
Courses and seminars offered by the Political
Science Department deal with the place of
politics in society and contribute to an
understanding of the purposes, organization,
and operation of political institutions, domestic
and international. The department offers
courses in all four of the major subfields of the
discipline: American politics, comparative
politics, international politics, and political
theory. Questions about the causes and
consequences of political action and normative
concerns regarding freedom and authority,
power and justice, human dignity, and social
responsibility are addressed throughout the
curriculum.
Prerequisites
Students planning to major in political science
must complete two of the following
introductory courses before acceptance into the
department: Political Theory POLS 001,
American Politics POLS 002, Comparative
Politics POLS 003, and International Politics
POLS 004. Normally, any two of these courses
constitute the prerequisite for further work in .
the department. First-Year Seminar (POLS 010)
may also be taken to fulfill the introductory
requirement.

Requirements
Major
1. Course Requirements
To graduate with the major in Political Science,
a student must complete the equivalent of eight
courses in the department, plus the 0.5 credit
requirement for completing the senior
comprehensive exercise.
The department expects that at least five of
these eight courses be taken at Swarthmore,
including the Political Theory requirement, and

that two will be taken at the introductory level
(POLS 001,002,003,004,010). No more than
one course may be an Advanced Placement
credit.
Lotteries: Sometimes Introductory courses have
to be lotteried. If you are lotteried for a course
one semester, your name will go on a list and
you will not be lotteried the next semester. That
is to say, no one will be lotteried more than
once in POLS 1,2, 3,4.
2. Political Theory Requirement
At least one course in Ancient or Modem
Political Theory is required of all majors. This
requirement can be met by enrollment in either
one course or one honors seminar, listed below.
It is strongly recommended that all majors
complete this requirement no later than their
junior year.
Eligible courses are:
Political Theory: Ancient Political Theory
(POLS Oil)
Political Theory: Modem Political Theory
(POLS 012)
Political Theory: Ancient Political Theory
(POLS 100)
Political Theory: Modem Political Theory
(POLS 101)
Note that there are many other political theory
courses taught in the department. Only Ancient
or Modem Political Theory, either the course or
the seminar, fulfill the political theory
requirement. This requirement must be fulfilled
with a Swarthmore course, courses taken
abroad or at other institutions will not fulfill this
requirement. Any exception to this rule must
have the written approval of the chair,
t D is trib u tio n o f Courses within the
Department
Political Science majors are required to take
one course or seminar in each of the three
subfield areas: 1) American politics; 2)

Political Science
comparative or international politics; and 3)
political theory.
Political Science majors are required to take
one course or seminar in each of the three
subfield areas: 1) American politics; 2)
comparative or international politics; and 3)
political theory.
Courses in American Politics include: the
American Political System, Environmental
Politics, Constitutional Law, Political Parties
and Elections, Congress in the American
Political System, American Elections, Polling,
Public Opinion and Public Policy, the U.S.
Presidency, Urban Underclass and Public
Policy, Democratic Theory and Practice, and
others.
Courses in Comparative and International
Politics include: Latin American Politics, China
and the World, Defense Policy, American
Foreign Policy, The Causes of War,
Globalization, International Political Economy,
and others.
Courses in Political Theory include: Practical
Wisdom, Ancient Political Theory, Modem
Political Theory, Democratic Theory and
Practice, Ethics and Public Policy,
Contemporary Political Theory, and others.
4. The Senior Comprehensive Requirement
To graduate from Swarthmore, all seniors need
to fulfill the senior comprehensive requirement
in the Political Science Department. There are
two options. Option one is a 0.5-credit oral
thesis. Students are examined, in an oral exam,
on an area of political study which they have
chosen and on which they have written a short
paper. Each student will work with a faculty
adviser to prepare for the oral exam. Option two
is a one-credit written thesis which may be
chosen by students who meet the eligibility
requirements and get the approval of a faculty
adviser and the chair. All these requirements
and options are discussed in detail in the
document Political Science Senior Exercise
Overview, available from the department office
and on the website.
5. Recommended Courses in Other
Departments
Supporting courses strongly recommended for
all majors are Statistical Thinking or Statistical
Methods (Statistics 1 or 11) and Introduction to
Economics (Economics 1).
6. Study Abroad.
The department supports student interest in
study abroad. Students are reminded that no
More than three of their eight credits (ten credits
if in the Honors Program) may be taken outside
die Swarthmore Political Science Department.
Expectations about study abroad should be
incorporated in the sophomore paper. Students
planning to study abroad should consult the
chair and obtain approval prior to making final

p. 355
course selection. Any change in course
selection must ultimately be approved as well.
Upon return from a study abroad program,
political science syllabi, papers, and other
course materials should be submitted to the
chair, or faculty member designated by the
chair, for credit evaluation.
Honors Major
1. Political Science Honors majors must meet
all current distributional requirements for
majors, including the political theory
requirement, preferably with the Honors
versions of Ancient or Modem Political Theory.
2. They must have a minimum of ten credits
inside the Political Science Department.
3. Six of these credits will be met with three (3)
two-unit Honors preparations which will help
prepare honors majors for outside examinations,
both written and oral. These two-unit
preparations will normally be either a twocredit Honors seminar or a “course-plus”
option.
Of these three (3) two-unit preparations, no
more than two may be in a single field in the
department, and no more than one may be a
course-plus option.
The “course-plus” option will normally consist
of two one-unit courses that have been
designated to count as an honors preparation, or
in some cases a one-unit course and a one-unit
seminar that have been so designated. It is up to
the student to arrange a course-plus option with
a specific faculty member and to have this
approved by the chair.
4. To fulfill the Senior Honors Study
requirement, students will revise a paper written
for one of their department seminars. This paper
will be submitted to the appropriate external
examiner as part of the honors evaluation
process. Students will sign up for the 0.5 credit
in the fall of their senior year.
5. To be accepted into the Honors Program
students should normally have at least an
average of 3.5 inside and 3.0 (B) outside the
department, and should have given evidence to
the departmental faculty of their ability to work
independently and constructively in a seminar
setting. Seminars will normally be limited to
eight students and admission priority will go to
honors majors, first seniors and then juniors,
including special majors.
Honors Minors
1. Honors minors in political science will be
required to have at least five credits in political
science. Among these credits, minors must
normally meet the Theory requirement plus one
other subfield. The political theory requirement
can be met by enrolling in one of the following:
Introduction to Political Theory (POLS 1),
Ancient Political Theory (POLS 11), Modem

Political Science
Political Theory (POLS 12), Ancient Political
Theory (POLS 100), Modem Political Theory
(POLS 101). It should be noted that Honors
Minors can count POLS 1, Introduction to
Political Theory, as fulfillment of the political
theory requirement. This is the only instance in
which that is the case.
2. Minors will also be required to take one (1)
of the two-unit Honors preparations offered by
the department.
Honors Exams
The honors exams will normally consist of a
three hour written exam in each of the student’s
seminars, and an oral exam in each seminar,
conducted by an external Honors examiner.
Honors students must see the department chair
for advising on an Honors Program.
Special Major
Special majors are welcome to take seminars
(as well as courses) in the Political Science
Department. Special majors in political science
and educational studies are common and
encouraged. All other special majors require a
designated faculty adviser and special
consultation with the chair.
Education special majors need to complete six
courses in Political Science and to fulfill all of
the requirements of the department major.
For special majors, the title of the thesis has to
be approved by all the departments involved,
the approved course list must include 10-12
credits and the express approval of any
department with 2 or more credits on that list,
there must be a faculty adviser from the anchor
department with 5-6 courses in the major, and
the Senior Comprehensive exercise has to be
constructed, usually in relation to the Senior
Comprehensive of the anchor department.

Concentration in Public Policy
Students have the option of pursuing
interdisciplinary work as an adjunct to a major
in political science in the public policy
concentration. Comprehensive requirements
(for course majors) or the external examination
requirements (for candidates for honors) will be
adjusted to allow students to demonstrate thenaccomplishments in the concentration. For
further information, consult the separate catalog
listing for public policy.

The Engaging Democracy
Project
The purpose of this project is to deepen
students’ understanding of and commitment to
democratic citizenship in a multicultural society
through participation in community politics. A
central feature of the Engaging Democracy
Project is community-based learning through
public service and community organizing

p. 356
internships as part of the coursework. By
integrating reflection and experience, the
project will enable students to study the ways in
which diverse communities define and seek to
empower themselves in the United States and to
discover the relationship between individual
activism, social responsibility, and political
change at the grassroots level.

Advanced Placement
The department grants 1 unit of college credit to
students who have achieved a score of 5 on the
College Board Advanced Placement (AP)
examination in Government and Politics (either
United States or Comparative but not both).
This credit may be counted toward the major
and toward satisfaction of the College
distribution requirement in the social sciences.
Normally, students awarded AP credit will still
be expected to complete two introductory
courses at Swarthmore as a prerequisite for
more advanced work in the department.

Teacher Certification
Political science majors can complete the
requirements for teacher certification through a
program approved by the state o f 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 website at
www.swarthmore.edu/educationalstudies.xml.

Courses
POLS 001. Political Theory
This course is an introduction to political theory
by way of an introduction to some of its most
important themes, problems, and texts. It seeks
to elicit understanding of theory as a way of
thinking about the world, as related to political
practices and institutions, and as a form of
politics. Different instructors and sections will
emphasize different central issues of politics
such as justice, freedom, power and knowledge,
and religion and politics.
1 credit.
Fall 2010. Halpem.
POLS 002. American Politics
How do American institutions and political
processes work? To what extent do they
produce democratic, egalitarian, or rational
outcomes? The course examines the exercise
and distribution of political power. Topics
include presidential leadership and elections;
legislative politics; the role of the Supreme
Court; federalism; parties, interest groups, and
movements; public policy; the politics of class,
race, and gender; voting; mass media; and
public discontent with government.

Political Science
1 credit.
Writing course.
Fall 2010. Nackenoff.
Spring 2011. Reeves. The spring semester
course is not a writing course.
POLS 003. Comparative Politics
An introduction to the major themes and
methods of comparative political analysis
through a study of the history and character of
contemporary politics in various states and
regions. Contrasting comparative approaches
include the role of institutions, socioeconomic
transformation, and political culture in political
change. Course sections focus on such
questions as why are some countries democratic
and some not, how do variations among
democratic systems affect performance and
stability, when and why does violent political or
social conflict happen, why do some economies
grow faster and work better than others, and
what’s the best way to design political
institutions?
1 credit.
Writing course.
Spring 2011. Murphy.
POLS 004. International Politics
This course aims to introduce the student to the
main concepts, debates, and issues in
international politics. The course will examine
international politics not only in terms of
relations between states but also between non­
state actors and states. It shall also introduce the
student to the primary analytical tools and
theories for understanding international
relations, focusing not only on theoretical
questions but also on crucial events in
contemporary international politics.
1 credit.
Fall 2010. Tierney. Spring 2011. Kaya.
POLS 010. First-Year Seminar: Reason,
Power, and Happiness
This seminar will look at what classical
theorists—particularly Plato, Aristotle, and
Hobbes—can teach us about the relationship
between reason, power, and happiness. Among
the questions we will explore are the following:
What, if anything, is the difference between
happiness and pleasure? Do we need to be
powerful in order to be happy, and, if so, what
kind of power do we need? What do we mean
by reason? Is it a neutral capacity—silent about
ends or values? Is it simply a tool to help us
find the best means to our ends, to break down
complex problems into understandable parts?
Or is reason always the servant of powerful
interests (our own or those of others) and thus
inevitably a tool of the powerful to manipulate
the weak? In this sense, are policy analysts,
skilled at using reason to do cost-benefit

p. 357
calculations, simply hired guns, serving the
interest of the powerful? Or is reason actually
an integral part of the daily moral choices we
make, as Aristotle argued when he wrote about
practical wisdom (phronesis)?
1 credit.
Fall 2010. Sharpe.
POLS 010C. First-Year Seminar: Mass
Media, Politics, and Public Policy
This seminar will explore important conceptual,
empirical, normative, and public policy
questions surrounding media institutions as they
wrestle with new and increasing controversial
challenges created by the Internet and new
technologies such as Web-based communities
of like-minded individuals. Moreover, we
critically examine the economic, demographic,
political, and technological forces that are
propelling the present transformations—and
their implications for American electoral
politics and governance.
1 credit.
Fall 2010. Reeves.
POLS 010D. First-Year Seminar: More
Money, More Problems
This seminar investigates how money is related
to power, freedom, and social order. What was
the world like before money, and what
economic, political, and psychological changes
have been brought about by the “money
economy”? To address these questions, we’ll
examine the nature of money on three levels:
First is a broad theoretical level. What does
money represent, and what is its relation to
value, exchange, and truth? Second is a micro,
individual level. How must people understand
themselves, social roles, and economic
incentives for money to function? Third is a
macro, social, or global level. How does money
affect the relationship of the state and the
economy? What is its impact on the division of
labor, the nature of property, power, and
international finance? Course readings will span
a broad range from classical to contemporary
and from political philosophy to nuts-and-bolts
economics to pop music.
Writing course.
1 credit.
Not offered 2010-2011. Murphy.
POLS 01 OF. First-Year Seminar: When
Disaster Strikes
When a natural or man-made disaster strikes,
what are the political repercussions? Using a
variety of cases from a different historical
periods, different regions of the world, different
levels of politics (national, regional, and local),
this course will examine both the causes and
consequences of disaster. How does the trauma
of disaster influence political processes,
institutions, and leaders? Is the impact fleeting

Political Science
or enduring? A different case will be examined
each week. In the final weeks of the semester,
the class will choose several cases of interest to
them that we will then investigate together.
1 credit.
Not offered 2010-2011
POLS 010G. First-Year Seminar: The
U.S. Presidency
What’s it like being President of the United
States? How different is the experience today
from other periods in American history? It’s
very hard to know the answers to these
questions since the experience of being
President has been restricted to 44 men over the
course of American history. The rest of us can
hardly know. But political science has always
focused on power, leadership, and their
institutional context. So there is a rich body of
rigorous analysis to consider—the bottom line
of which is that skill at being president is at best
a minor factor in presidential success. Particular
topics include the presidency past, present, and
fixture, macroeconomic management, the
national security presidency, the impact of mid­
term elections, and the extent of presidential
leadership of public opinion.
1 credit.
Not offered 2010-2011.
POLS 01 OH. First-Year Seminar:
Disaster
This seminar will use a combination of reading
materials and video footage to explore the links
between politics and major disasters around the
world. Looking at a series of major disasters in
different parts of the world, and at different
historical moments, we will examine both the
origins and outcomes of these events, and the
role of political forces, actors, or institutions in
the causes or the aftermath of these events. We
will also consider the extent to which any
political lessons were learned from the events,
and whether they were the right lessons. Both
natural and man-made disasters will be
examined.
1 credit.
Not offered 2010-2011.
POLS 011. Ancient Political Theory:
Plato Through Machiavelli
Reason, force, and persuasion are major tools of
politics considered and used by political
philosophers as they seek to legitimate their
vision concerning the proper organization of
political life. Each tends to reflect particxilar
views about human capacities and differences,
and each entails certain difficulties. This course
explores these issues and other key concepts of
political thought, drawing on major works in
the Western tradition, including Plato, Aristotle,

p. 358
Cicero, Augustine, Aquinas, and Machiavelli.
Hobbes is included for contrast.
1 credit.
Fall 2010. Nackenoff.
POLS 012. Modern Political Theory
In this course, we read and discuss texts written
by some of the “modem” era’s most influential
political theorists, including Machiavelli,
Hobbes, Locke, Rousseau, Kant, American
Federalist and anti-federalists, Marx, Nietzsche,
Habermas, and Foucault. (“Modem” in this
context is a term d ’art that covers roughly 600
years, from the late Renaissance to the early
20th century.) Some of the course themes
include liberty; the development of modem
liberalism and the emergence of its critics; the
appropriate relationship between the state and
the individual; the appropriate distinction
between public and private realms; the
appropriate role of history in the study of
political philosophy; and the appropriate role of
reason, the passions, religion, and virtue in
political affairs. We will also explore the
contemporary relevance of our highlighted
thinkers and their ideas, continuously relating
political theory to the study and practice of
political science and practical politics.
1 credit.
Spring 2011. Berger.
POLS 013. Political Psychology and
Moral Engagement
This course combines readings from the fields
of political psychology, social psychology and
political theory for the pxxrposes of
understanding ourselves as citizens and moral
agents. Students will canvas theories as well as
empirical studies that describe the processes of
political and moral decision-making. We will
also ask whether the same processes that
usually lead to normal political and moral
decision-making might occasionally produce
disastrous consequences, and we will
investigate means of avoiding the worst
outcomes.
1 credit.
Fall 2010. Berger.
POLS 015. Ethics and Public Policy
This course will examine the nature and validity
of ethical arguments about moral and political
issues in public policy. Specific topics and
cases will include ethics and politics, violence
and war, public deception, privacy,
discrimination and affirmative action,
environmental risk, health care, education,
abortion, surrogate motherhood, world hunger,
and the responsibilities of public officials.
Eligible for PPOL credit.
1 credit.
Not offered 2010-2011.

Political Science
POLS 019. Democratic Theory and
Practice
What is democracy, and what does it require?
Widespread political participation? Social
connectedness? Economic equality? Civic
virtue? Excellent education? How well does the
contemporary U.S. meet those ideal standards?
POLS 019 students read classic and recent texts
in normative political theory and empirical
political science—addressing what democracy
should do and how well the U.S. is doing it
augmented by a participatory component that
requires several hours per week outside of class.
Students engage with civic leaders and activists
in the strikingly different communities of
Swarthmore and Chester, and participate in a
variety of community projects. The goal is to
understand better the ways in which social,
economic* educational and political resources
can affect how citizens experience democracy.
1credit.
Fall 2010. Berger.
POLS 021. American Political Parties
and Elections
Considers how national parties organize
presidential and congressional elections. Topics
may include parties in democratic theory,1
presidential candidacies, presidential party­
building, presidential campaigns during the
general presidential election, presidential
mandates, why parties remain persistently
competitive, party polarization and income
inequality, the development of partisan bases,
and issue evolution and coalition maintenance
in party politics. Special attention in fall 2010
to the off-year Congressional elections. Prior
course work in American politics not required
but is helpful for comprehension.
1 credit.,,,
Fall 2010. Valelly.
POLS 022. American Elections: Ritual,
Myth, and Substance
An examination of the role of policy issues,
candidates images, campaign advertisements,
media, polling, marketing, and political parties,
in the American electoral process. We will
consider the role of race, gender, class, and
other variables in voting behavior and look for
evidence concerning the increasing polarization
of American politics. We will examine the
impact of recent laws and practices that seek to
encourage or depress voting in the aftermath of
the 2000 election, and will explore the impact
of felony disenfranchisement. What are some of
the most important recent changes affecting
American electoral politics? Historical trends
will provide the basis for analyzing upcoming
elections. Do elections matter, and, if so, how?
1 credit.
Not offered 2010-2011.

p. 359
POLS 024. American Constitutional Law
The Supreme Court in American political life,
with emphasis on civil rights, civil liberties, and
constitutional development. The class examines
the court’s role in political agenda-setting in
arenas including economic policy, property
rights, separation of powers, federalism,
presidential powers and war powers, and
interpreting the equal protection and due
process clauses as they bear on race and gender
equality. Judicial review, judicial activism and
restraint, and theories of constitutional
interpretation will be explored.
1 credit.
Spring 2011. Nackenoff.
POLS 029. Polling, Public Opinion, and
Public Policy
Public opinion polling has become an essential
tool in election campaigning, public policy
decision making, and media reporting of poll
results. As such, this course focuses on helping
students interested in these areas leant the
fundamental skills required to design,
empirically analyze, use, and critically interpret
surveys measuring public opinion. Because the
course emphasizes the application of polling
data about public policy issues and the political
process, we will examine the following topics:
abortion, affirmative action, September 11th,
the 2008 presidential election and presidential
leadership.
Prerequisite: POLS 002 or permission of the
instructor.
Eligible for PPOL credit.
1 credit.
Not offered 2010-2011.
POLS 031. Difference, Dominance, and
the Struggle fo r Equality
This course examines how unequal power
relations are maintained and legitimated and
explores different strategies and routes for
achieving equality. Struggles involving gender,
race, ethnicity, religion, class, and colonial and
postcolonial relationships are compared.
1 credit.
Not offered 2010-2011.
POLS 032. Gender, Politics, and Policy
in America
Gender issues in contemporary American
politics, policy, and law. Policy issues include
the feminization of poverty, employment
discrimination, pornography, surrogate
parentage, privacy rights and sexual practices,
workplace hazards, and fetal protection.
1 credit.
Not offered 2010-2011.

Political Science
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 is made through the electoral
system, the courts, the Congress, and the
presidency. In addition, the course explores the
deracialized campaign and governance
strategies of a new vanguard in African
American political leaders: Cory Booker
(Newark, N.J.); Yvette Clarke (N.Y.); Keith
Ellison (Minn.); Adrian Fenty (Washington,
D.C.); Deval Patrick (Mass.); and Barack
Obama’s meteoric and historic rise to the U.S.
presidency.
Eligible for PPOL credit.
1 credit.
Spring 2011. Reeves.
POLS 034. Race, Representation, and
Redistricting in America
This course will explore the controversial
political and public policy questions
surrounding the reshaping and redrawing of
congressional districts to increase minority
black and Latino political representation in the
United States. Why was stringent and
comprehensive voting rights legislation needed
in 1965? What has been the impact of the
Voting Rights Act on minority
disenfranchisement? How have minority voters
and candidates fared in the American electoral
process? Has the Voting Rights Act evolved
into an “affirmative action tool in the electoral
realm”? How will the U.S. Supreme Court’s
developing jurisprudence of racial redistricting
alter the political and racial landscape of this
country? What are the public policy
implications against the backdrop of the court’s
rulings where the decennial census is
concerned?
Eligible for BLST or PPOL credit.
1 credit.
Not offered 2010-2011.
POLS 038. Public Service, Community
Organizing, and Social Change
Through community-based learning, this
seminar explores democratic citizenship in a
multicultural society. Semester-long public
service and community organizing internships,
dialogue with local activists, and popular
education pedagogy allow students to integrate
reflection and experience.
1 credit.
Not offered 2010-2011.

p. 360
POLS 039. Faith-Based Social Policy in
the United States
Should religious institutions and organizations
be able to receive federal funding for the
delivery of social services? Does such funding
violate the Constitution? Did the Founding
Fathers intend for the realms of government and
religion to be distinct? What does the
constitutional separation of church and state
mean today, given the complex social concerns
as varied as poverty, child abuse, aging, mental
illness, and substance abuse? And is it desirable
even for religious institutions and organizations
to be social policy advocates? The course is an
exploration of these questions—and
importantly, how presidential executive orders,
legislative (in)action, judicial rulings,
government policy making, and citizen
advocacy impact the role of faith-based
organizations in social and welfare policy.
Particular attention will be paid to the origins,
scope, and results of the White House Office of
Faith-Based and Community Initiatives.
Eligible for PPOL credit.
Prerequisite: POLS 002 or permission of the
instructor.
1 credit.
Not offered 2010-2011.
POLS 042. Congress in the American
Political System
Institutional evolution, the congressional career,
the participation in congressional politics by
members of Congress themselves, parties in
Congress, and House-Senate differences are the
primary topics. Other issues may include the
committee system, how congressional elections
shape the institution, lobbying and interest
groups in congressional process and politics,
ethics and earmarks, congressional influence on
the bureaucracy, presidential influence on the
legislative process, congressional interaction
with the federal judiciary, the relative difficulty
of conceptualizing and measuring
representation, and deficit politics. Prior course
work in or detailed knowledge of American
politics is essential.
1 credit.
Spring 2011. Valelly.
POLS 043. Environmental Policy and
Politics
Topics in environmental politics, policy, and
law. In the United States, we will focus on
environmental movements and environmental
justice; regulation and its alternatives; the role
of science in democratic policy making; the
courts and the impact of federalism, commerce
clause, and rights on regulation. The course also
considers the role of national and supranational

Political Science
organizations and institutions in managing
environmental problems, with attention to
developed/developing world environmental
controversies.
Eligible for ENVS credit.
1credit.
Spring 2011. Nackenoff.
POLS 048. The Politics of Population
The role of population and demographic trends
in local, national, and global politics will be
examined. Topics include the relationship
between population and development, causes of
fertility decline, the impact and ethics of global
and national family planning programs, and
contemporary issues such as population aging
and the AIDS pandemic.
Eligible for ENVS or PPOL credit.
1credit.
Not offered 2010-2011.
POLS 049.. The U.S. Presidency
The presidency is widely considered an
enormously powerful office, but political
scientists have instead been struck by how
difficult and relatively impotent the office
actually is. The course explores this
contradiction and clarifies exactly how, why,
and when presidents have been influential.
Other topics may include whether and how
presidents control the presidency and the
executive branch, veto bargaining with and
influence on Congress, presidential influence on
the macroeconomy, presidential influence on
the Supreme Court and the federal judiciary, the
politics of executive orders, presidential
acquisition of the war power, and the
development of the national security state and
its implications for political democracy.
1 credit.
Spring 2011. Valelly.
POLS 053. The Politics of Eastern
Europe: Polities in Transition
This course will examine the unique set of
political, social, and economic challenges faced
by the states of Central and Eastern Europe over
the past half-century. First, we will examine the
mstallation of communist regimes after World
War II and the conflicts generated by the
establishment of “real existing socialism.” This
historical foundation is integrally related to the
second section, on the causes, commonalities,
and varieties of the “transition,” or sudden
collapse of communism in the region after
1989. The course will investigate causes,
process, and consequences of these transitions
for states and citizens. The third section focuses
on contemporary political challenges in the
region, from xenophobia and nationalism, to
tensions between neoliberal and alternative

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economic strategies, to the goals of
democratization and entering Europe.
1 credit.
Not offered 2010-2011.
POLS 055. China and the World
Examines the rise of China in the late 20th and
early 21st centuries. Topics include China’s
reform and development strategy, the social and
political consequences of reform, the prospects
for regime liberalization and democratization,
and patterns of governance. The course will
also examine patterns of political resistance and
China’s changing role in regional and global
affairs.
Eligible for ASIA or PPOL credit.
1 credit.
Not offered 2010-2011.
POLS 056. Patterns o f Asian
Development
Patterns of political, social, and economic
development in Asia will be traced, with special
focus on China, Japan, North and South Korea,
Taiwan, Vietnam, and India. Topics include the
role of authoritarianism and democracy in the
development processes, the legacies of
colonialism and revolution and their influences
on contemporary politics, sources of state
strength or weakness, nationalism and ethnic
conflict, gender and politics, and patterns of
political resistance.
Eligible for ASIA or PPOL credit.
1 credit.
Not offered 2010-2011.
POLS 057. Latin American Politics
A comparative study of the political economy
of Mexico, Chile, Guatemala, Nicaragua,
Colombia, and Cuba. Topics include the
tensions between representative democracy,
popular democracy, and market economies; the
conditions for democracy and authoritarianism;
the sources and impact of revolution; the
political impact of neo-liberal economic
policies and the economic impact of state
intervention; and the role of the United States in
the region.
1 credit.
Spring 2011. Sharpe.
POLS 059. Contemporary European
Politics
This course is about significant political
changes and conflicts in present-day Europe. It
begins by introducing important political
contexts, including variations among European
democracies and political features common to
European states, such as social democratic and
Christian democratic parties, parliaments,
coalition governments, welfare states, and of
course the European Union. With that

Political Science
background, the course then focuses on some of
the most pressing current political issues:
integration, immigration & migration,
radicalism & violence, prosperity & inequality,
citizenship & identity, and external relations.
1 credit.
Spring 2011. Murphy.
POLS 061. American Foreign Policy
This course analyzes the formation and conduct
of foreign policy in the United States. The
course combines three elements: a study of the
history of American foreign relations since
1865; an analysis of the causes of American
foreign policy such as the international system,
public opinion, and the media; and a discussion
of the major policy issues in contemporary U.S.
foreign policy, including terrorism, civil wars,
and economic policy.
Prerequisite: POLS 004 or the equivalent.
1 credit.
Spring 2011. Tierney.
POLS 064. American-East Asian
Relations
This course examines international relations
across the Pacific and regional affairs within
East Asia (including China, Japan, North and
South Korea, Taiwan, Vietnam and the United
States). Topics include the impact o f Sept. 11
and its aftermath on regional and cross-Pacific
relationships, the significance of growing
Chinese power, tensions on the Korean
peninsula and between China and Taiwan, and
the impact of globalization on cross-Pacific
interactions.
Eligible for AISA credit.
1 credit.
Not offered 2010-2011.
POLS 066. Transitional Justice
This course is about struggles over justice that
occur in the context of a transition from one
regime to another. The focus is on questions of
what can be done about past injustice, what
should he done, and what the impact of this
decision involves. The course is organized
topically around important cases between
World War II and the present, including post­
war Germany, France, and Holland; post­
dictatorship Greece, Spain, and Argentina; post­
communist Eastern Europe; post-Apartheid
South Africa; and occupied Iraq. It examines
different kinds of justice, including legal,
criminal, retributive, distributive, restorative,
and political, and investigates several tools of
transitional justice, including international and
domestic criminal trials, re-education, purges,
screening, truth commissions, historical

p. 362
investigation, rehabilitation, compensation, and
apology.
1 credit.
Fall 2010. Murphy.
POLS 067. Great Power Rivalry in the
21st Century
Since the end of the great rivalry that marked
the bipolar Cold War, commentators have
debated whether we live in a unipolar or
multipolar world. Celebrations, condemnations,
as well as obituaries of U.S. hegemony have
repeatedly been written. At the same time,
nuclear weapons and the economic
interdependence have radically reduced the
prospects for war between great powers. Does
the U.S.A. stand as the sole great power? Is the
European Union simply an enormous market
with a soft spot for multilateralism, or does the
worldviews it puts forward and the international
relations it fosters rival the U.S. way? To what
extent does the Chinese agenda at multilateral
institutions conflict with that of the U.S.A.’s
and the E.U.’s? In answering these questions
and others, some of the issues that the course
addresses are: changing meanings of “great
power” and “rivalry”; historical overview of
rivalry; trade disputes between the U.S.A.,
E.U., and China at the World Trade
Organization; relations between these three
powers at other international institutions,
particularly the United Nations and the
International Monetary Fund; foreign aid
policies of the U.S.A., the E.U., and China; the
implications of the rise of Brazil, Russia, and
India for world politics.
Prerequisite: POLS 004.
1 credit.
Fall 2010. Kaya.
POLS 69. Globalization: Politics,
Economics, Culture and the
Environment
This course examines globalization along its
diverse but inter-related dimensions, including
economic, cultural, and political globalization.
Topics include: historical overview of
globalization; economic globalization and its
governance with a focus on the major
international organizations involved in the
governance of international trade and financial
flows, the World Trade Organization, the World
Bank, and the International Monetary Fund;
global inequality and poverty; cultural
globalization; political globalization and the
state; environmental globalization; regional
organizations, particularly the EU; and
prospects for global democracy. The course will
also examine topical issues, such as the recent
financial crisis.
1 credit.
Fall 2010. Kaya.

Political Science
POLS 070. Political Psychology
Examines the psychological dimensions of
politics. Topics include: the role of perception
and cognition in different political contexts,
from crisis management to routine political
decision-making; the dynamic relationship
between leaders and their followers, including
the impact of charismatic leaders and the
psychology of group dynamics; the impact of
political beliefs and values on political
behavior, and the role of ideology in the
mobilization of revolutionary movements; the
formation of group identity, and the forces that
provoke the breakdown of cooperation and the
eruption of violence between groups. Examples
used to illustrate these issues will be drawn
from a wide range of locations around the world
and a variety o f historical eras.
1 credit.
Not offered 2010-2011.
POLS 072. Constitutional Law: Special
Topics
Students will explore in depth several recent
issues and controversies, most likely drawn
from First-,Fourth-, Fifth-, Sixth-, and/or 14thAmendment jurisprudence. Attention will also
be given to theories of interpretation. Designed
for students who want to deepen their work in
constitutional law.
Prerequisites: POLS 024 and permission o f the
instructor.
1credit.'
Not offered 2010-2011.

POLS 073. Comparative Politics: Special
Topics: Comparative Capitalism
A large proportion of all political conflict
concerns the relationship between states and
economies through regulation, management,
and provision of social services. This course
explores comparative political economy, or the
study of different ways these questions have
been resolved across the world, with varying
degrees of success and stability. It complements
courses such as International Political
Economy, regional Comparative Politics
courses, American Politics, and Public Policy.
It covers topics such as the development and
crisis of welfare states, the organization of
business-government relations, the impact of
globalization on domestic politics and
economic management, and the multiple
successive models of capitalism within
advanced industrial societies.
1 credit.
Spring 2011. Murphy.
POLS 075. International Politics: Special
Topics: The Causes of War
The causes of war is arguably one of the most
important issues in the field of international
politics. In each week of the course, a candidate

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theory will be examined, and a specific war will
be analyzed in depth to test the validity of the
theory. Topics will include revolution and war,
capitalism and war, misperception and war, and
resource scarcity and war. The course will
conclude with a discussion of the future of war,
particularly the likelihood of conflict among the
great powers.
Prerequisite: POLS 004 or equivalent.
1 credit.
Spring 2011. Tierney.
POLS 077. Practical Wisdom
What is practical wisdom (what Aristotle called
“phronesis”)? Is it necessary to enable people to
flourish in their friendships, loving relations,
education, work, community activities, and
political life? What is the relevance of this
Aristotelian concept for the choices people
make in everyday life, and how does it contrast
with contemporary Kantian, utilitarian, and
emotivist theories of moral judgment and
decision making? What does psychology tell us
about the experience and character development
necessary for practical wisdom and moral
reasoning? And how do contemporary
economic and political factors influence the
development of practical wisdom?
Prerequisites: Some background in philosophy
or political theory.
Enrollment is limited and by permission of the
instructor. (Applications available from
department office.)
1 credit.
Spring 2011. Sharpe.
POLS 079. Comparative Politics Special
Topics: Democracy and Ethnic Conflict
An investigation of the relationship between
democracy and one of the most important
political problems in the contemporary world—
ethnic conflict. What are ethnic groups, what is
ethnic conflict, and what causes it to become
violent? What impact does ethnic conflict have
on the emergency, survival, and quality of
democracy? And what effect do democratic
political systems have on the likelihood and
severity of ethnic conflict? Does democracy
exacerbate the problem, or can it be a
“solution” to ethnic conflict? If so, how? The
course will use examples from a wide range of
countries around the world.
1 credit.
Not offered 2010-2011.
POLS 090. Directed Readings in Political
Science
Available on an individual or group basis,
subject to the approval of the instructor.
1 credit. Staff.

Political Science
POLS 092. Senior Comprehensives
Open only to senior majors completing the
comprehensive requirement.
0.5 credit. Valelly.
POLS 095. Thesis
A 1-credit thesis, normally written in the fall of
the senior year. Students need the permission of
the department chair and a supervising
instructor.
1 credit.

Seminars
The following seminars prepare for
examination for a degree with honors:
POLS 100. Ancient Political Theory:
Plato to Hobbes
This course will consider the development of
political thought in the ancient and medieval
periods and the emergence of a distinctively
modem political outlook. Special attention will
be paid to the differences between the way the
ancients and the modems thought about ethics,
reason, wisdom, politics, democracy, law,
power, justice, the individual, and the
community. Key philosophers include Plato,
Aristotle, Augustine, and Hobbes.
2 credits.
Fall 2010. Sharpe.
POLS 101. Modern Political Theory
In this seminar, we will study the construction
of the modem liberal state and capitalism
through the works of Hobbes, Locke, and
Rousseau, and then, in more detail, we will
examine the greatest critics of the modem
age—Marx, Nietzsche, Jung, and Foucault.
Marx demands that we take history and class
conflict seriously in political theory. Nietzsche
connects the evolution of human instinct to the
politics of good and evil for the sake of political
transformation. Jung establishes psychology
and mythology as foundations for politics, and
Foucault uses all three of these critics to
question the modem subject and the disciplines
of power and knowledge that construct selves
and politics in a postmodern age.
2 credits.
Spring 2011. Berger.
POLS 104. American Political System
An intensive survey of the best political science
literature on national institutions, democratic
processes, citizens’ attitudes and their attention
to and knowledge of politics, the behavior of
voters and politicians, federalism, income
inequality’s political origins, and the questions
that political scientists have asked and currently
ask about these topics. Previous background in
American politics and history is essential. The
seminar mixes the latest research with enduring

p. 364
contributions in order to capture the vitality and
excitement of studying American politics and
its constituent elements.
Prerequisite: POLS 002 or an intermediate
American politics course.
2 credits.
Fall 2010. Valelly.
POLS 105. Constitutional Law in the
American Polity
This seminar examines the Supreme Court in
American political life, with emphasis on civil
rights, civil liberties, and constitutional
development. The seminar explores the court’s
role in political agenda setting in arenas
including economic policy, property rights,
separation of powers, federalism, presidential
powers and war powers, and interpreting the
equal protection and due-process clauses as
they bear on race and gender equality. Judicial
review, judicial activism and restraint, and
theories of constitutional interpretation will be
included.
2 credits.
Spring 2011. Nackenoff.
POLS 106. The Urban Underclass and
Public Policy
This seminar is a critical examination of some
of the most pressing (and contentious) issues
surrounding the nation’s inner cities today and
the urban underclass: the nature, origins, and
persistence of ghetto poverty; racial residential
segregation and affordable public housing;
social organization, civic life, and political
participation; crime and incarceration rates;
family structure; adolescent street culture and
its impact on urban schooling and social
mobility; and labor force participation and
dislocation. We conclude by examining how
these issues impact distressed urban
communities, such as the neighboring city of
Chester.
2 credits.
Fall 2010. Reeves.
POLS 107. Identity, Order, and Conflict
in Modern Europe
This seminar will investigate fundamental
concepts in comparative politics: collective
identities, political and economic regime types,
radical and extremist movements, and violent
conflict. What demands and problems are
generated by nationalist, class, and ethnic
conflict? How have multinational and
multicultural solutions to these problems
succeeded and failed, and how are immigration
and cultural conflict challenging these
solutions? What explains dictatorship and
democracy in the 20th century, and are
nationalism and authoritarianism experiencing a
resurgence in the 21st? What varieties of
capitalism and social welfare remain viable

Political Science
after the collapse of communism and the
growth of globalization? How do current radical
right wing and terrorist movements compare to
those in the past, and what impacts do such
movements have on political & economic
organization? Why can some conflicts be
contained within political procedures, yet others
spill over into violence? The focus will be on
comparisons across Europe, between European
and outside cases, and within the European
Union.
2 credits.
Not offered 2010-201V.
POLS 108. Comparative Politics: East
Asia
This course examines the politics of China,
Japan, the two Koreas, Vietnam and Taiwan. It
compares pathways to development, the role of
authoritarianism and democracy in the
development process, the conditions that
promote or impede transitions to democracy,
and the impact of regional and global forces on
domestic politics and regime legitimacy. It also
explores die ideas and cultural patterns that
influence society and politics, and the role of
social change and protest in regime
transformation.
Eligible for ASIA or PPOL credit.
2 credits.
Not offered 2 0 1 0 - 2 0 1 1 .
POLS 109. Comparative Politics: Latin
America
A comparative study of the political economy
of Mexico, Chile, Guatemala, Nicaragua,
Colombia, El Salvador, and Cuba. Topics
include the tensions between representative
democracy, popular democracy, and market
economies; the conditions for democracy and
authoritarianism; the sources and impact of
revolution; the political impact of neo-liberal
economic policies and the economic impact of
state intervention; and the role of the United
States in the region.
2 credits.
Spring 2011. Sharpe.
POLS 110. Comparative Politics: Identity
and Conflict
An exploration of the role of identities in
political conflict. Does diversity in its many
forms (national, ethnic, cultural, religious,
gender, etc.) cause violent conflict such as riots,
ethnic cleansing, or genocide? What about non­
violent conflict such as discrimination,
party/electoral competition, and political
protest? How do categories of identity differ
r om one another, and which ones are the most
important? Using cases from around the world
we will investigate the origins, evolution, and
representation of politicized identities, their
ettects on violence, peace, and stability in

p. 365
democratic and authoritarian regimes, and the
reciprocal impact of political systems on
identities and identity conflict. We will evaluate
strategies intended to moderate identity conflict,
such as multiculturalism and separation, power­
sharing and repression, preferential treatment
and assimilation. Finally we will consider
changes brought about by immigration,
demographic shifts, new patterns of
identification, and new political models.
2 credits.
Fall 2010. Murphy.
POLS 112. Democratic Theory and Civic
Engagement in America
This course begins with the questions: What is
democracy, and what does it require?
Widespread political participation? Economic
equality? Good education? Civic virtue? If any
of these conditions or characteristics are
necessary, how might they be promoted? In
addition to theoretical questions, we will
investigate one of the hottest debates in
contemporary political science: whether
political participation, social connectedness,
and general cooperation have declined in the
United States over the past half-century. If so,
why? What might be done? We will consider
the potential civic impact of economic and
social marginalization in inner-city areas, the
role of education in promoting civic
engagement, the problem of civic and political
disengagement among America’s youth, and the
potential for the Internet and other
communications technology to resuscitate
democratic engagement among the citizenry.
We will close by considering some lessons
from successful community activists,
politicians, and political mobilizers.
2 credits.
Not offered 2010-2011.
POLS 113. International Politics: War,
Peace, and Security
This seminar will investigate in depth the issues
of conflict, security, and the use of force in
contemporary international politics. The course
will begin by considering the changing meaning
of “security” and by analyzing the major
theoretical approaches including realism,
liberalism, and constructivism. The course will
then tackle some of the great puzzles of
international security including the clash of
civilizations hypothesis, the role of nuclear
weapons, civil wars and intervention, terrorism,
and human rights.
2 credits.
Fall 2010. Tierney.
POLS 116. International Political
Economy
The course studies the main historical and
contemporary approaches in international

Political Science
political economy, and focuses on the primary
contemporary issues in political-economic
relations among states as well as between states
and non-state actors. Topics include: domesticinternational level interaction in the politics of
international economic relations, economic
globalization, the international financial and
monetary systems, the international trading
system, development and aid, economic crises,
multinational corporations, interlinkages
between economic and security relations,
multilateral platforms to address international
political economic issues, including relatively
new forums such as the G20.
Prerequisites: POLS 004 andECON 001
(Introduction to Economics).
2 credits.
Spring 2011. Kaya.
POLS 180. Thesis
With the permission of the department, honors
candidates may write a thesis for double course
credit.

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Psychology

p. 367

FRANK H. DURGIN, Professor
DEBORAH G. KEMLER NELSON, Professor2
ALLEN M. SCHNEIDER, Professor
BARRY SCHWARTZ, Professor
JANE E. GILLHAM, Associate Professor
ANDREW H. WARD, Associate Professor and Chair
DANIEL J. GRODNER, Assistant Professor3
ETSUKO HOSHINO-BROWNE, Assistant Professor
MALATHITHOTHATHIRI, Visiting Assistant Professor
JODIE A. BAIRD, Assistant Professor (part time)
MICHELE REIMER, Assistant Professor (part time)2
JULIA L. WELBON, Academic Coordinator
KATHRYN TIMMONS, Administrative Coordinator
2Absent on leave, spring 2011.
3Absent on leave, 2010-2011.

The work of the Psychology Department
concerns the systematic study of human
behavior and experience. Processes of
perception, learning, thinking, and motivation
are considered along with their relation to the
development of the individual. Topics also
include the influence of other people on the
individual and the origins and treatment of
mental illness.
The courses and seminars of the department are
designed to provide a sound understanding of
the principles and methods of inquiry of
psychology. Students learn the nature of
psychological inquiry and psychological
approaches to various problems encountered in
the humanities, the social sciences, and the life
sciences.
A special major in psychobiology is offered in
cooperation with the Biology Department.
Consult the chair of either department, the
department information brochures, and the
psychology website
www.swarthmore.edu/psychology.xml.
Aspecial major in psychology and education is
offered in cooperation with the Educational
Studies Department. Consult the chair of either
department, the department information
brochures, and websites
www swarthmore.edu/psychology.xml
(psychology) or
www.swarthmore.edu/educationalstudies.xml
(educational studies).

Requirements and
Recommendations
PSYC 001: Introduction to Psychology
normally serves as a prerequisite for further
pcv/A the dePartraent- The first-year seminars
005: Nature and Nurture or PSYC 006:
Happiness may be taken in place of 001. A
score of 5 on the Advanced Placement
psychology test may also be used to qualify a
student for further work in psychology, but this
practice is not encouraged. Students with an AP

result of 5 are requested to consult the
department for guidance in selecting an
appropriate first course if they seek advanced
placement. All students considering a program
in Psychology are encouraged to take PSYC
025: Research Design and Analysis as
sophomores, or in the fall of the junior year.
A course major consists of at least 8 credits in
Psychology (typically more), including both
PSYC 025 (normally prior to the senior year)
and at least four core courses (with course
numbers in the 030s): Physiological
Psychology; Cognitive Neuroscience;
Perception; Cognitive Psychology; Psychology
of Language; Social Psychology; Thinking,
Judgment, and Decision Making; Cultural
Psychology; Clinical Psychology; and
Developmental Psychology. STAT Oil:
Statistical Methods, a prerequisite for PSYC
025, is also required for the major, but does not
count toward the minimum credits. The
minimum requirement also excludes courses
cross-listed in psychology that are taught solely
by members o f other departments, such as
EDUC 021/PSYC 021, EDUC 023/PSYC 023,
EDUC 025/PSYC 022 and EDUC 026/PSYC
026. Except for senior theses, courses taken to
complete the comprehensive requirement are
also excluded from the minimum credit
requirement.
Students are required to meet a comprehensive
requirement in their majors. In psychology, this
may be accomplished in one of four ways.
One way, open to all majors, is to complete a
research practicum during their senior year. See
PSYC 102, PSYC 104, PSYC 107, PSYC 108,
PSYC 109, PSYC 110 and the department
brochure. Students who meet the
comprehensive requirement with a research
practicum must take it for one-half credit or 1
full credit in their senior year, and must meet
the eight course credits for the major in addition
to receiving credit for the practicum. Note that
research practica may be taken prior to the

Psychology
senior year for Psychology credit, and that
practica fulfill the comprehensive requirement
only when taken in the senior year.
A second way, also open to all majors, is to
complete a substantial research paper on a topic
of their choice, normally in the fall of the senior
year. The topic must be developed in
consultation with and approved by a faculty
adviser. See PSYC 098: Senior Research
Project and the department brochure. Students
who meet the comprehensive requirement in the
department with the senior research project
must meet the eight course requirement for the
psychology major in addition to receiving 0.5
credit for the project.
A third way, open to selected students, is to
take PSYC 090 Practicum in Clinical
Psychology in the senior year. See PSYC 090
and the department brochure. Planning needs to
begin in April of the junior year.
The fourth way is to complete a 2-credit senior
thesis (1 credit each semester of the senior
year). The senior thesis program is open to
students who have B+ averages both in
psychology and overall. Students must develop
an acceptable proposal in consultation with an
adviser, and have sufficient background to
undertake the proposed work, normally
including advanced work in the thesis area. See
PSYC 096, PSYC 097, and the department
brochure. Students completing a significant
project during their senior year as part of a
major or minor in another department should
not plan to undertake a 2-credit thesis in
psychology, except in rare circumstances with
the approval of the department chair.
Course Minor
A course minor consists of at least 5 credits in
psychology taken at Swarthmore. These five
courses normally include PSYC 001:
Introduction to Psychology and must include at
least two core courses.
Honors Program
The Psychology Department encourages
qualified students to participate in the Honors
Program. Students majoring in psychology in
honors will normally complete a 2-credit honors
thesis, 1 credit each semester of the senior year
as one of their preparations for external
examination. The other two major honors
preparations are constituted by two 1-credit
seminars and their prerequisite core courses. All
requirements for course majors apply to honor
majors.
The Psychology Department also offers a minor
in the Honors Program. Students with honors
minors in psychology must take at least 5
credits in psychology at Swarthmore, including
two core courses. They prepare one field for

p. 368
external examination, involving a 1-credit
seminar and its prerequisite core course. A
detailed description of the program is available
in the department brochure.
Admission to the Honors Program in
psychology requires a B+ average in
psychology and overall.
Study Abroad
With pre-approval, up to 1 credit of psychology
taken abroad may be counted toward the major.
The Psychology Department is quite selective
about granting credit for courses taken abroad
in non-English-speaking countries. Prior
completion of PSYC 001 is normally required
for consideration of granting Swarthmore
credit.
Because the junior spring represents an
opportunity to begin to develop plans with
faculty for fulfilling senior research
requirements, majors who wish to study abroad
are encouraged to do so before the second
semester of the junior year.

Teacher Certification
Students who wish to pursue certification at the
secondary school level should consult faculty in
the Educational Studies Department.
Psychology majors can complete the
requirements for teacher certification in social
science. For further information about the
relevant set of requirements, please contact the
Educational Studies Department chair, the
Psychology Department chair, or the
Department of Educational Studies website at
www.swarthmore.edu/educationalstudies.xml.

Courses
PSYC 001. Introduction to Psychology
An introduction to the basic processes
underlying human and animal behavior—
studied in experimental, social, and clinical
contexts. Analysis centers on the extent to
which normal and abnormal behaviors are
determined by learning, motivation, neural,
cognitive, and social processes.
In addition to the course lectures, students are
required to participate in a mini-seminar for six
weeks during the semester. Each meeting is 1
hour and 15 minutes, typically during the
Monday or Wednesday (1:15—4 p.m.), or Friday
(2:15-5 p.m.) class periods. Students will be
assigned to a group after classes begin but
should keep at least one period open.
Students also act as participants in Psychology
Department student and faculty research
projects.
PSYC 001 is a prerequisite to further work in
the department.

Psychology
Social sciences.
1credit.
Each semester. Staff.
COGS 001. Introduction to Cognitive
Science
(See COGS 001)
COGS 001 is offered in the Cognitive Science
Program. It can count toward the minimum
required credits in a psychology major when a
member of the Psychology Department teaches
it. In Spring 2011, Prof. Harrison of the
Linguistics Department will offer COGS 001.
1credit.
Spring 2011. Harrison.
PSYC 005. First-Year Seminar: Nature
and Nurture
An entry-level course that focuses on how
nature 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. PSYC 005: Nature and Nurture serves
as an alternate prerequisite to further work in
the department.
No prerequisite.

Social sciences.
1credit.

Not offered 2010-2011. Kemler Nelson.
PSYC 006. First-Year Seminar:
Happiness

What is happiness? How important is it to
people? How important should it be to people?
Do people know what makes them happy? If
they do know, are they able to make decisions
that promote happiness? This course asks all of
these questions and tries to answer at least some
of them by examining current psychological
research.
No prerequisite.
Social Sciences.
1credit.

Fall 2010. Schwartz.
PSYC 021. Educational Psychology
(See EDUC 021)

hfete. The Educational Studies Department
offers this course. It does not count toward th
minimum required creditsfo r a psychology
major or minor.
Fall 2010. Renninger.

p. 369
PSYC 022. Counseling
(See EDUC 025)
Note: The Educational Studies Department
offers this course. It does not count toward the
minimum required credits fo r a psychology
major or minor.
Not offered 2010-2011.
PSYC 023. Adolescence
(See EDUC 023)
Note: The Educational Studies Department
offers this course. It does not count toward the
minimum required credits fo r a psychology
major or minor.
Spring 2011. Brenneman.
PSYC 025. Research Design and
Analysis
How can one answer psychological questions?
What counts as evidence for a theory? This
course addresses questions about the
formulation and evaluation of theories in
psychology. The scientific model of
psychological hypothesis testing is emphasized,
including the critical evaluation of various
research designs and methodology,f|
understanding basic data analysis and statistical
issues, and the application of those critical
thinking skills to social science findings
reported in the media.
Students also learn to design and conduct
psychology studies, analyze data generated
from those studies, and write up their findings
in the format of a psychology journal article.
This course is required for the major prior to the
student’s senior year. Statistics 011 must be
taken prior to or concurrently with the course.
Prerequisite: PSYC 001.
Social sciences.
Writing course.
1 credit.
Fall 2010. Hoshino-Browne.
Spring 2011. Baird.
PSYC 026. Special Education: Issues
and Practice
(See EDUC 026)
Note: The Educational Studies Department
offers this course. It does not count toward the
minimum required creditsfo r a psychology
major or minor.
Spring 2011. Linn.
PSYC 029. Practical Wisdom
(Cross-listed as POLS 077)
What is practical wisdom (what Aristotle called
“phronesis”)? Is it necessary to enable people to
flourish in their friendships, loving relations,
education, work, community activities, and
political life? What is the relevance of this
Aristotelian concept for the choices people

Psychology
make in everyday life, and how does it contrast
with contemporary Kantian, utilitarian, and
emotivist theories of moral judgment and
decision making? What does psychology tell us
about the experience and character development
necessary for practical wisdom and moral
reasoning? And how do contemporary
economic and political factors influence the
development of practical wisdom?
Prerequisites: Some background in psychology,
philosophy or political theory.
Enrollment is limited and by permission of the
instructors. (Applications available from either
department office.)
1 credit.
Spring 2011. Schwartz and Sharpe.
PSYC 030. Physiological Psychology
A survey of the neural and biochemical bases of
behavior with special emphasis on sensory
processing, motivation, emotion, learning, and
memory. Both experimental analyses and
clinical implications are considered.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Spring 2011. Schneider.
PSYC 031. Cognitive Neuroscience
What neural systems underlie human
perception, memory and language? What
deficits arise from damage to these systems?
This course covers a variety of cognitive
neuroscience and neuropsychological methods
and what they tell us about human cognition.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2010. Thothathiri.
PSYC 032. Perception
Is seeing really as simple as opening your eyes?
Why don’t trees have eyes? Why do unfamiliar
languages seem to be spoken so rapidly?
Perception is sometimes assumed as the
foundation of our knowledge about the world,
but how does perception work? This course
covers the science of vision and other modes of
perception to explain how we can avoid
assuming that inside our head is a little
homunculus watching the world. Required
laboratory meets approximately every other
week.
Prerequisite: PSYC 001 and PSYC 025:
Research Design and Analysis or permission of
instructor.
Natural sciences and engineering practicum.
1 credit.
Spring 2011. Durgin.

p. 370
PSYC 033. Cognitive Psychology
An overview of the psychology of knowledge
representation, beginning from the foundations
of perception, attention, memory, and language,
to examine concepts, imagery, thinking,
decision making, and problem solving.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2010. Durgin.
PSYC 034. Psychology of Language
(Cross-listed as LING 034)
The capacity for language sets the human mind
apart from all other minds, both natural and
artificial, and so contributes critically to making
us who we are. In this course, we ask several
fundamental questions about the psychology of
language: How do children acquire it so quickly
and accurately? How do we understand and
produce it, seemingly without effort? What are
its biological underpinnings? What is the
relationship between language and thought?
How did language evolve? And to what extent
is the capacity for language “built in”
(genetically) versus “built up” (by experience)?
Prerequisite: PSYC 001 or permission of the
instructor.
Social sciences.
1 credit.
Not offered 2010-2011. Grodner.
PSYC 035. Social Psychology
Social psychology argues that social context is
central to human experience and behavior. This
course provides a review of the field with
special attention to relevant theory and
research. The dynamics of cooperation and
conflict, the self, group identity, conformity,
social influence, prosocial behavior, aggression,
prejudice, attribution, and attitudes are
discussed.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2010. Ward.
Spring 2011. Hoshino-Browne.
PSYC 036. Thinking, Judgment, and
Decision Making
People in the modem world are flooded with
major and minor decisions on a daily basis. The
available information is overwhelming, and
there is little certainty about the outcomes of
any of the decisions people face. This course
explores how people should go about making
decisions in a complex, uncertain world; how
people do go about making decisions in a
complex, uncertain world; and how the gap
between the two can be closed.
Prerequisite: PSYC 001.

Psychology
Social sciences.
1credit.
Fall 2010. Schwartz.
PSYC 037. Cultural Psychology
Prerequisite: PSYC 001.
Social sciences.
1credit.
Not offered 2010-2011.
PSYC 038. Clinical Psychology
Aconsideration of major forms of
psychological disorder in adults and children.
Biogenetic, sociocultural, and psychological
theories of abnormality are examined, along
with their corresponding modes of treatment.
Prerequisite: PSYC 001.
Social sciences.
1credit.
Fall 2010. Reimer.
PSYC 039. Developmental Psychology
Do infants have concepts? How do children
leam language? These questions and others are
addressed in this survey course of cognitive,
social, and emotional development from
infancy to adolescence. The course examines
theoretical perspectives on the nature of
developmental change in addition to empirical
and applied issues in the study of children.
Topics include the formation of social
attachments; the foundations and growth of
perceptual, cognitive, and social skills;
language acquisition; and the impact of family
and peers on the development of the child.
Prerequisite: PSYC 001.
Social sciences.
1credit.
Fall 2010. Baird.
PSYC 041. Children at Risk
Violence, educational inequality, war,
homelessness, and chronic poverty form the
backdrop of many children’s lives. We consider
children’s responses to such occurrences from
clinical, developmental and ecosystem
perspectives.
Prerequisites: PSYC 001 and either PSYC 038:
Clinical Psychology or PSYC 039:
Developmental Psychology or permission of the
instructor.
Social sciences.
1credit.
Not offered 2010-2011. Reimer.
042. Human Intelligence
Inis course adopts a broad view of its topic,
human intelligence. One major set of subtopics
is drawn from the intelligence-testing (IQ)
tradition. Other concerns include cognitive
eones of intelligence, developmental theories

p. 371
of intelligence, everyday conceptions of
intelligence, the relation between infant and
adult intelligence, and the relation between
human and animal intelligence.
Prerequisite: PSYC 001.
Social sciences.
1 credit.
Fall 2010. Kemler Nelson.
PSYC 043. Developmental Cognitive
Neuroscience
How does the human brain develop? How
modular/plastic/lateralized are mental
functions? The course covers the
neuroscientific techniques that are suitable for
studying children and what they tell us about
the development of human capacities such as
face processing, language, memory and
executive function.
Prerequisite: PSYC 001. PSYC 031: Cognitive
Neuroscience recommended.
Social Sciences.
1 credit.
Spring 2011. Thothathiri.
PSYC 046. Psychology and Economic
Rationality
The discipline of economics makes a set of
assumptions about human motivation and
decision making. This course examines those
assumptions in light of evidence from other
social sciences, especially psychology. The
course is taught in a seminar format, open
especially to students in psychology and
economics.
Prerequisites: PSYC 001 and ECON 001 or
related preparation with permission of
instructor.
Social Sciences.
1 credit.
Not offered 2010-2011. Schwartz.
PSYC 050. Developmental
Psychopathology
This course covers several psychological
disorders that often first appear in childhood
and adolescence, including autism and other
developmental disorders, attention-deficit
disorder, conduct disorder, eating disorders, and
emotional disorders. Theories about the causes
and treatment are discussed. A heavy emphasis
is on current research questions and empirical
findings related to each disorder.
Prerequisites: PSYC 001 and either PSYC 038:
Clinical Psychology or PSYC 039:
Developmental Psychology or permission of the
instructor.
Social sciences.
1 credit.
Not offered 2010-2011. Gillham.

Psychology
PSYC 052. Perception and Embodiment
Does our perceptual experience define who we
are? Do our thoughts refer to a real world or a
constructed one? How is cognition grounded?
Recently, cognitive linguists, philosophers, and
psychologists have begun to argue that being an
embodied organism in the world is crucial to
the formation and form of our minds. In this
course we focus on understanding the role of
perception and experience in defining the kinds
of minds we have. Readings in visual
neuroscience, philosophy of perception,
evolutionary theory, and embodied psychology
are discussed. Readings also focus on the
perception and experience of space, the
interaction of perception and action, and the
nature of consciousness, viewed from a
functionalist perspective.
Prerequisite: PSYC 001.
Social Sciences.
1 credit.
Not offered 2010-2011. Durgin.
PSYC 055. Family Systems Theory and
Psychological Change
This course explores family systems
perspectives on mental illness and therapeutic
change. Theoretical readings are supplemented
by fictional and nonfictional narratives as we
critically analyze dramatic family encounters
from popular film, documentaries, and
therapeutic case histories to understand
systemic perspectives on psychological
functioning. Throughout, we consider concepts
of normality, gender, and power along with
ethnicity and sociocultural influences.
Prerequisites: PSYC 001 and permission o f the
instructor.
Social sciences.
1 credit.
Fall 2010. Reimer.
PSYC 056. Psychotherapy and
Psychosocial Interventions
In the first part of the course we consider
approaches to psychotherapies such as
cognitive-behavior therapies, psychodynamic
therapies, and narrative therapy. What works?
For which problems? For whom? Can therapy
inadvertently harm people? How can therapists
work with clients whose cultural values and
backgrounds are different from their own? In
the second part of the course, we study
psychosocial interventions for people in
emergency situations: civilians caught in
military conflicts, victims of natural disasters,
refugees and others displaced by violence, and
soldiers in combat situations.
Prerequisite: PSYC 001.

p. 372
Social sciences.
1 credit.
Not offered 2010-2011.
PSYC 057. Psychology of Prejudice,
Stereotyping, and Intergroup Relations
This course focuses on prejudice and intergroup
relations, mainly from social psychological
perspectives. Where does prejudice or an
intergroup conflict come from, and what are
possible consequences? We examine the issues
of ageism, racism, sexism, ingroup bias,
stereotyping, stereotype threat, as well as
affirmative action and its fairness and justice
issues. Not only explicit but also implicit
attitudes are considered. We approach
prejudice, stereotyping, and intergroup relations
from two perspectives: from the perspective of
those who hold prejudicial attitudes and
discriminate against others and from the
perspective of those who are the target of
prejudice and discrimination.
Prerequisites: PSYC 001 and PSYC 035: Social
Psychology or permission of the instructor.
PSYC 025: Research Design and Analysis is
preferred.
Social sciences.
1 credit.
Spring 2011. Hoshino-Browne.
PSYC 090. Practicum in Clinical
Psychology
An opportunity for advanced psychology
students to gain supervised experience in offcampus clinical settings. Requirements include,
but are not limited to, 8 hours per week in an
off-campus placement, guided readings
throughout the semester, and a major term
paper. Students are expected to have “face-toface” contact with clients/patients and to have
an on-site supervisor. Students meet regularly
with the instructor for discussion of readings
and work experience. Students are responsible
for arranging a placement, in consultation with
the instructor in advance of the semester.
Students should select several possible sites,
make contact with them, and review the sites
with the instructor. The department has a file of
previous practicum sites. This helps students
identify general categories as well as specific
options. Students applying for this course must
have at least a B average in psychology.
Consult the department for details and an
application form. It is essential to begin
planning for a placement well before the
semester of enrollment. When taken in the
senior year, this course fulfills the
comprehensive requirement in psychology.
Students who plan to take PSYC 090 to fulfill
the senior comprehensive requirement must
apply by April 15th of the junior year. For all

Psychology
other students, applications are due November
4th.. .
Prerequisites: PSYC 001 and one of the
following: PSYC 038: Clinical Psychology,
PSYC 041: Children at Risk or PSYC 050:
Developmental Psychopathology.
Social sciences.
1credit.
Spring 2011. Gillham.
PSYC 091. Advanced Topics in
Behavioral Neuroscience
Current issues in behavioral neuroscience are
considered from both a clinical and an
experimental perspective. Topics include
learning and memory, with a focus on
emotional memory and its relation to anxiety
disorders; memory storage, with a focus on the
impact of brain damage; neuropsychiatrie and
degenerative disorders, including
schizophrenia, clinical depression, Alzheimer’s
and Parkinson’s diseases; psychopharmacology,
with a focus on drug addiction.
Prerequisites: PSYC 001 and PSYC 030:
Physiological Psychology or permission of the
instructor.
Social sciences.
1credit.
Fall 2010. Schneider.
PSYC 094. Independent Research
Students conduct independent research projects.
They typically study problems with which they
are already familiar from their coursework.
Students must submit a written report of their
work. Registration for independent research
requires the sponsorship of a faculty member in
the Psychology Department who agrees to
supervise the work.
Each semester. Staff.
PSYC 095. Tutorial
Any student may, under the supervision of a
member of the Psychology Department, work in
a tutorial arrangement for a single semester.
The student is thus allowed to select a topic of
particular interest and, in consultation with a
faculty member, prepare a reading list and work
plan. Tutorial work may include field research
outside Swarthmore.
Each semester. Staff.
PSYC 096 and 097. Senior Thesis
A senior thesis, which is a yearlong empirical
research project, fulfills the senior
comprehensive requirement in psychology. It
must be supervised by a member of the
department and must be taken as a twosemester sequence for 1 credit each semester.
Admission requirements include a B+ average
in psychology and overall, an approved topic,
an adviser, and sufficient advanced work in

p. 373
psychology to undertake the thesis. The
supervisor and an additional reader (normally a
member o f the department) evaluate the final
product. Students should develop a general plan
in consultation with an adviser by the end of the
junior year. Students are encouraged to begin
thesis work during the summer preceding die
senior year.
Prerequisites: PSYC 025: Research Design and
Analysis and permission of supervisor.
Social sciences.
1 credit each semester.
Each semester. Staff.
PSYC 098. Senior Research Project
As one means of meeting the comprehensive
requirement, a student may select a topic in
psychology in consultation with psychology
faculty. During the fall semester of the senior
year, the student writes a substantial paper on
the topic based on library research or original
empirical research. In addition to submitting
written reports, students participate in a poster
conference at die end of fall semester. One-half
credit with a letter grade is awarded for all
components of the project. See the department
brochure for further details.
Prerequisites: PSYC 025: Research Design and
Analysis and permission of adviser.
Social sciences.
0.5 credit.
Fall semester. Staff.
PSYC 102. Research Practicum in
Perception and Cognition
In this course, students conduct research
projects singly or in small groups in
collaboration with the instructor. Projects
include designing, implementing, analyzing and
reporting an experiment. Project topics are
negotiated at the beginning of the semester. Past
projects have studied eye-movements and
decision-making, perception of the bodily self,
self-motion and space perception, metaphor
processing, and even experimental demand
characteristics. All students meet together for a
weekly lab meeting; additional weekly meeting
times will be scheduled. When taken in the
senior year, this course fulfills the
comprehensive requirement in psychology.
Prerequisites: PSYC 025: Research Design and
Analysis and permission of instructor.
Social Sciences.
Section 01: 0.5 credit.
Section 02: 1 credit.
Fall 2010. Durgin.
PSYC 104. Research Practicum in
Language and Mind
In this course students conduct research projects
singly or in small groups in collaboration with

Psychology
the instructor. Projects include designing,
implementing, analyzing and reporting an
experiment. Project topics are negotiated at
beginning of class. Past projects have
investigated how people understand the
perspective of conversational partners, how
comprehenders resolve linguistic ambiguity,
how perceivers infer what a speaker means
from what they have said, and hemispheric
differences in the way the brain processes
language. All students meet together for a
weekly lab meeting; additional weekly meeting
times will be scheduled. When taken in the
senior year, this course fulfills the
comprehensive requirement in psychology.
Prerequisites: PSYC 025: Research Design and
Analysis and permission of instructor.
Social Sciences.
Section 01: 0.5 credit.
Section 02: 1 credit.
Not offered 2010-2011. Grodner.
PSYC 107. Research Practicum in Social
Behavior and Cultural Mind
In this course, students work in groups to gain
research skills. The projects in which the
students engage will be relevant to ongoing
research conducted in the instmctor’s lab.
These projects, in the field of social and cultural
psychology, currently include cognitive
dissonance in interpersonal decision making,
self-esteem & social exclusion, social
perspective taking, self-affirmation, and
humor’s role in prejudice and stereotyping. We
will follow the entire process of conducting
psychological research, including developing a
research question, conducting a literature
review, designing a study, preparing research
materials, obtaining ethics approval, collecting
data, analyzing data using SPSS, presenting the
results in class, and writing an empirical
research paper using APA format. All students
meet together for a weekly lab meeting;
additional weekly meeting times will be
scheduled. When taken in the senior year, this
course fulfills the comprehensive requirement
in psychology.
Prerequisites: PSYC 025: Research Design and
Analysis and permission of instructor. PSYC
035: Social Psychology is strongly preferred.
Social Sciences.
Section 01: 0.5 credit.
Section 02: 1 credit.
Fall 2010. Hoshino-Browne.
PSYC 108. Research Practicum in
School-Based Interventions
This course provides experience conducting
research on school-based interventions.
Students collaborate on research that is
evaluating school-based interventions designed
to promote well-being in early adolescents.

p. 374
Students gain experience in many aspects of the
research process, such as reviewing research
literature, developing hypotheses, collecting,
entering and analyzing data, writing in journal
article format and presenting findings. All
students meet together for lab meetings (once
weekly for two hours); additional meeting times
will be scheduled. When taken in the senior
year, this course fulfills the comprehensive
requirement in psychology.
Commitment: 2 semester (Fall, Spring)
commitment required.
Enrollment limited to 3 students. Please contact
Prof. Gillham for an application.
Prerequisites: PSYC 025: Research Design and
Analysis and at least one o f the following:
PSYC 038: Clinical Psychology; PSYC 041:
Children at Risk; PSYC 050: Developmental
Psychopathology; PSYC 055: Family Systems
Theory and Psychological Change; and
permission of instructor.
Social Sciences.
Section 01: 0.5 credit.
Section 02: 1 credit.
Fall 2010 and spring 2011. Gillham.
PSYC 109. Research Practicum in
Clinical Psychology
This course provides experience conducting
research related to clinical psychology or
positive psychology. Students collaborate on
projects evaluating brief interventions that are
designed to promote well-being. Students gain
experience in many aspects of the research
process, such as reviewing research literature,
developing hypotheses, collecting, entering and
analyzing data, writing in journal article format
and presenting findings. All students meet
together for lab meetings (once weekly for two
hours); additional meeting times will be
scheduled. When taken in the senior year, this
course fulfills the comprehensive requirement
in psychology.
Commitment: 1 semester.
Prerequisites: PSYC 025: Research Design and
Analysis and permission of instructor. PSYC
038: Clinical Psychology is strongly preferred.
Social Sciences.
Section 01: 0.5 credit.
Section 02: 1 credit.
Fall 2010. Gillham.
PSYC 110. Research Practicum in
Cognitive Neuroscience
Students conduct research projects singly or in
small groups in collaboration with the
instructor. Projects include designing,
implementing, analyzing and reporting a study.
Topics are negotiated at the beginning of the
semester and are focused on the neural basis of
language, memory and other higher level

Psychology
cognitive processes. How does brain maturation
impact different human capacities? What
specific roles do different brain regions play in
a given capacity? All students meet together for
a weekly lab meeting; additional weekly
meetings times are scheduled. When taken in
the senior year, the course fulfills the
comprehensive requirement in psychology.
Prerequisites: PSYC 025 and permission of
instructor.
Social Sciences.
Section 01: 0.5 credit.
Section 02:1 credit.
Fall 2010. Thothathiri.

Seminars
PSYC 130. Seminar in Physiological
Psychology
An analysis of the neural bases of motivation,
emotion, learning, memory, and language.
Generalizations derived from neurobehavioral
relations are brought to bear on clinical issues.
Prerequisites: PSYC 001 and PSYC 030:
Physiological Psychology. By permission of the
instructor.
Social sciences.
1credit.
Spring 2011. Schneider.
PSYC 131. Advanced Seminar in
Cognitive Neuroscience
Critical analysis of current cognitive
neuroscience literature on cognitive processes
such as executive function, language and
memory. Students consolidate different theories
about these functions and design behavioral or
functional neuroimaging studies that test
specific hypotheses.
Prerequisites: PSYC 001 and PSYC 031:
Cognitive Neuroscience. By permission o f the
instructor.
Social Sciences.
1credit.
Spring 2011. Thothathiri.
PSYC 133. Perception, Cognition and
the Embodied Mind
This seminar examines foundational issues and
theories in the empirical study of human
cognition including the interplay between
perception, action, language, and reasoning.
Emphasis is placed on skeptical rigor in
exploring philosophical and neuroscientific
considerations regarding embodied cognition.
How does metaphoric language inform us?
What counts as an explanation of experience?
How could conscious beings evolve? Topics
vary from year to year.

p. 375
Prerequisites: PSYC 001 and either PSYC 032:
Perception or PSYC 033: Cognitive
Psychology. By permission of the instructor.
Social sciences.
1 credit.
Spring 2011. Durgin.
PSYC 134. Seminar in Psycholinguistics
(Cross-listed as LING 134)
An advanced study of special topics in the
psychology of language. A research component
is sometimes included.
Prerequisites: PSYC 001 and PSYC 034:
Psychology of Language. By permission of the
instructor.
Social sciences.
1 credit.
Not offered 2010—2011. Next offered spring
2012. Grodner.
PSYC 135. Advanced Topics in Social
and Cultural Psychology
The seminar aims at a critical exploration of
substantive topics in social psychology,
including findings from cross-cultural research
and social and cultural neuroscience research.
Various perspectives and methods in
investigating how human mind and social
behavior interact with situational and
environmental factors are considered. Real
world implications and applications are
emphasized.
Prerequisites: PSYC 001 and PSYC 035: Social
Psychology. PSYC 025: Research Design and
Analysis is strongly preferred.
By permission of the instructor.
Social sciences.
1 credit.
Fall 2010. Hoshino-Browne.
PSYC 136. Seminar in Thinking,
Judgment, and Decision Making
The seminar considers in depth several of the
topics introduced in PSYC 036.
Prerequisites: PSYC 001 and PSYC 036:
Thinking, Judgment, and Decision Making. By
permission of the instructor.
Social sciences.
1 credit.
Spring 2011. Schwartz.
PSYC 138. Seminar in Clinical
Psychology
We take up a variety of topics in clinical
psychology, including etiology and treatments
for several major disorders, controversies
regarding psychodiagnosis and the proliferation
of new diagnostic categories, and emerging
psychotherapies and community-based
treatments. We also examine cultural and

Psychology
historical differences in expressions of psychic
suffering, the social meanings attributed to such
suffering, and local healing practices.
Prerequisites: PSYC 001 and PSYC 038:
Clinical Psychology. By permission of the
instructor.
Social sciences.
1 credit.
Fall 2010. Gillham.
PSYC 139. Seminar in Developmental
Psychology
The seminar builds on concepts learned in
PSYC 039 and considers special topics of
interest in the field at an advanced level. An
original group research component is included.
Prerequisites: PSYC 001 and PSYC 039:
Developmental Psychology. By permission of
the instructor.
Social sciences.
1 credit.
Not offered 2010-2011. Next offered spring
2012. Kemler Nelson.
PSYC 180. Honors Thesis
An honors thesis, which is a yearlong empirical
research project, fulfills the senior
comprehensive requirement in psychology as
part of an Honors major in psychology. It must
be supervised by a member of the department
and must be taken as a two-semester sequence
for 1 credit each semester. Students should
develop a general plan in consultation with an
adviser by the end of the junior year. When
possible, students are encouraged to begin work
on their thesis during the summer before their
senior year.
Prerequisites: PSYC 025: Research Design and
Analysis and permission of supervisor.
Social sciences.
1 credit each .semester.
Each semester. Staff.

p. 376

Public Policy

p. 377

Coordinator:

BENJAMIN BERGER (Political Science)
Cathy Wareham (Administrative Assistant)

Committee:

Erin Bronchetti (Economics)3 1
John Caskey (Economics)
Frank Grossman (Educational Studies)
Robinson Hollister (Economics)
Ellen Magenheim (Economics)
Carol Nackenoff (Political Science)
Keith Reeves (Political Science)
Dominic Tierney (Political Science)
Richard Valelly (Political Science)
Robert Weinberg (History)1

1Absent on leave, 2010-2011.

The Public Policy Program enables students to
combine work in several departments toward
both critical and practical understanding of
public policy issues, including those in the
realm of social welfare, health, energy,
environment, food and agriculture, and national
and global security. These issues may be within
domestic, foreign, or international
governmental domains. Courses in the program
encompass the development, formulation,
implementation, and evaluation of policy .

Requirements and
Recommendations
The Public Policy Program may be taken as a
course minor with a major in any field or a
minor in the Honors Program. At a minimum,
the program consists of 6 credits and an
internship. The program of each minor should
[be worked out in consultation with and
approved by the coordinator of the Public
Policy Program, preferably at the same time as
majors in the course and Honors Programs are
planned.
The Public Policy Program consists of 6 credits
of work. Basic academic requirements for the
program cover three areas: (1) economic
analysis, (2) political analysis, and (3)
quantitative analysis. These may each be met bj
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
substantive 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.
fi inn j tantive P°licy requirement may be
tultilled through courses and seminars. Only 1
qredit of a 2-credit seminar can be counted
toward the public policy requirements. Please
note that seminars are limited in size and that
Post departments give priority to departmental

majors and minors, so public policy minors
might not be admitted. In addition, students
should consider course prerequisites when
planning their program.
Internships
Some direct experience or practical
responsibility in the field, through work in a
public, private, or voluntary agency, is required
to graduate with a minor in public policy.
Normally, students will hold internships
between their junior and senior years. The
internship program is supervised by the
coordinator for the program. Students should
plan for the internship experience 6 to 8 months
before it begins. The College has developed a
network of contacts 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, however, students
require support to cover their travel and
maintenance costs during the 8 to 10 weeks of a
summer internship.
The College attempts to provide support for
those students with public policy minors who
are unable to fund themselves, but such support
cannot be guaranteed. Other possible sources of
support for an internship include the James H.
Scheuer Summer Internship in Environmental
and Population Studies Endowment, the J.
Roland Pennock Fellowships in Public Affairs,
the Joel Dean Awards, the Samuel L. Hayes III
Award, the Lippincott Peace Fellowships, and
the David G. Smith Internship in Health and
Social Policy. Public Policy Program funding
for internships will be limited to $4,350. Please
note that airfare will not be covered for students
traveling home for their internship. The total
award from all College sources may not exceed
$4,350. Information on these sources can be
obtained in the Public Policy Program Office,
105 Trotter Hall.

Public Policy
Public Policy Thesis
A senior thesis, which constitutes one of the
three units of substantive policy work, is one of
the requirements of the program. The thesis
requirement is designed to provide a structured
opportunity to write a substantial paper on a
public policy issue. It is especially designed to
allow those who have cultivated (through
internships and academic work) a welldeveloped understanding of some policy
question to complete research and analysis
under the supervision of the coordinator of the
Public Policy Program and one or more other
core faculty members. Paper topics may focus
on national or international policy issues and
may range widely within areas of competence.
Students writing a 1-credit thesis should register
for PPOL 097 in the fall of the senior year.
Students doing a 2-credit thesis should register
for PPOL 097 in the fall and PPOL 098 in the
fall or spring of the senior year. Only 1 credit of
the 2-credit thesis will count toward the 6
credits required by the program.
Honors Program
Students sitting for honors may have an honors
minor in public policy in one of three ways.
First, they may combine a 1-credit thesis with a
course or seminar. Second, they may complete
a 2-credit policy thesis and submit it as their
honors preparation. Third, they may submit for
external examination course or seminar work
amounting to 2 credits in the policy program. In
the third case, they still must do their required
public policy thesis. Two-credit work in policy
issues must combine work in two policy
courses for which a reasonable examination can
be constructed and a suitable visiting examiner
recruited.
Policy work examined as an honors minor
should meet three criteria: (1) that the policy
work fit together in some fashion that is
coherent and examinable; (2) that each student
should take responsibility for developing the
course and/or seminar combination (which will
be judged on its practicability by the Public
Policy Program Committee); and (3) the work
must meet the College requirement that the
work be outside the student’s major department.
In those circumstances in which it is essential to
include work from the student’s major
department, a student can offer a three-unit
package of courses, two of which must be from
outside the student’s major department. 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 economic
development and a history or political science
class on some region in which development
issues are a central theme. Combinations of this
sort would be developed through consultation
with the coordinator of the program, who could

p. 378
then recommend them to the committee for
approval.
The requirement that public policy honors work
be done, at least in part, outside the student’s
major department is also relevant to those
students offering a 2-credit thesis for
examination. In the case of a 2-credit thesis, the
program coordinator will determine that at least
half of the thesis represents work done outside
the student’s major department.
The form of external examination (e.g., a 3hour written examination or oral examination
alone) will depend on the nature of the student’s
preparation (e.g., thesis, course, or seminar
combination).

Areas of Policy Focus
Some students may wish to focus their
substantive work in policy heavily in a
particular field (e.g., environmental studies,
food studies, welfare issues, health, or
education). Given the size and interests of the
faculty, not every area of public policy is well
represented in courses and faculty.
Nevertheless, there are several policy areas in
which a student can take multiple courses, often
in a variety of departments. Courses that fulfill
the public policy foundation requirements in
political analysis, economic analysis, and
quantitative analysis as well as other courses
that count toward the program are listed
subsequently.
Foundation Requirements
Political Analysis Courses
POLS 002. American Politics or equivalent
policy analysis in political science
POLS 003. Comparative Politics
POLS 004. International Politics
Economic Analysis Courses
ECON Oil. Intermediate Microeconomics
ECON 041. Public Economics
ECON 141. Public Economics*
Quantitative Analysis Courses
ECON 031. Introduction to Econometrics
ECON 035. Econometrics
ENGR 057/ECON 032. Operations Research
STAT Oil. Statistical Methods
STAT 053. Mathematical Statistics
Policy Courses and Seminars (Arranged by
Department)*
BIOL 210. Biology and Public Policy (Biyn
Mawr)
ECON 005. Savage Inaccuracies: The Facts and
Economics of Education in America (Crosslisted as EDUC 069)
ECON 041. Public Economics
ECON 042. Law and Economics

Public Policy
ECON 044. Urban Economics
ECON 051. The International Economy
ECON 073. Race, Ethnicity, and Gender in
Economics
ECON 075. Health Economics
ECON 081. Economic Development
ECON 082. Political Economy of Africa
ECON 101A. Economic Theory: Advanced
Microeconomics*
ECON 141. Public Economics*
ECON 151. International Economics*
ECON 171. Labor and Social Economics*
ECON 181. Economic Development*
EDUC 068. Urban Education (Cross-listed as
SOAN020B)
EDUC 069. Savage Inaccuracies: The Facts and
Economics of Education in America (Crosslisted as ECON 005)
EDUC 141. Educational Policy
ENGR 066. Environmental Systems
Engineering
HIST 049. Race and Foreign Affairs
HIST 054. Women, Society, and Politics
HIST 066. Disease, Culture and Society in the
Modem World
PPOL 097/098. Public Policy Thesis
POLS 015. Ethics and Public Policy
POLS 023. Presidency, Congress, and Court
POLS 029. Public Opinion, Polling, and Public
Policy
POLS 032. Gender, Politics, and Policy
POLS 039. Faith Based: Social Policy in the
United States
POLS 041. Political Economy and Social
Policy: The United States in the 1990s
POLS 043. Environmental Politics and Policy
POLS 048. The Politics of Population
POLS 055. China and the World
POLS 104. American Political System
POLS 106. The Urban Underclass and Public
Policy
POLS 107. Comparative Politics: Greater
Europe*
POLS 108. Comparative Politics: East Asia*
POLS 109. Comparative Politics: Latin
America*
POLS 111. International Politics*
EDUC o l l f Urban Education (Cr°ss-listed as
Descriptions of the courses listed previously
can be found in each department’s course
listings in this catalog.

p. 379
* Note: Seminars are limited in size, and most
departments give priority to departmental
majors and minors, so public policy
concentrators might not be admitted.
For more information on the public policy
concentration, internships, theses, and related
topics, see www.swarthmore.edu/PublicPolicy.

Religion

p. 380

REBECCA CHOPP, Professor*
YVONNE P. CHIREAU, Professor
MARK I. WALLACE, Professor
STEVEN P. HOPKINS, Professor*1
ELLEN M. ROSS, Associate Professor and Chair
TARIQ A L - JAMIL, Assistant Professor
GWYNN KESSLER, Assistant Professor
•
!
SUDHARSHAN SENEVIRATNE, Julian and Virginia Cornell Distinguished Visiting Professor
HELEN PLOTKIN, Visiting Assistant Professor (part time)
ANITA PACE, Administrative Assistant
♦President o f the College.
1Absent on leave, fall 2010.

The Religion Department plays a central role in
the Swarthmore academic program. One
attraction of the study of religion is the crosscultural nature of its subject matter. The
discipline addresses the complex interplay of
culture, history, text, orality, performance, and
personal experience. Religion is expressed in
numerous ways: ritual and symbol, myth and
legend, story and poetry, scripture and
theology, festival and ceremony, art and music,
moral codes and social values. The department
seeks to develop ways of understanding these
phenomena in terms of their historical and
cultural particularity and in reference to their
common patterns.
Courses offered on a regular cycle in the
department present the development of
Judaism, Islam, Buddhism, Hinduism, AfroCaribbean religions, and Christianity as well as
the development of religion and religions in the
regional areas of the Indian Sub-Continent
(Hindu, Jain, Buddhist, Muslim, Sikh), Sri
Lanka and Southeast Asia (Buddhism,
Hinduism, and Islam), China (Taoist,
Confucian, spirit cults), Japan (Buddhist and
Shinto), Africa (Fon, Yoruba, and Kongo), the
Middle East (Christian, Islamic, Jewish,
Gnostic, Mandean), Jewish, Christian, and
Islamic Europe and the Americas (from New
World African traditions, Vodou and
Candomblé, to Neo Paganism and Civil
Religion in North America). Breadth in subject
matter is complemented by strong
methodological diversity; questions raised
include those of historical, theological,
philosophical, literary, feminist, sociological,
and anthropological interests. This multifaceted
focus makes religious studies an ideal liberal
arts major.

Requirements and
Recommendations
Major and Minor in the Course Program
Normally, the student who applies for a major
or minor in religion will have completed (or be

in the process of completing) two courses in the
discipline with an honor grade.
Majors successfully complete 8 credits in
religion, including the required Senior
Symposium (Religion Café) in the fall of the
senior year, to meet departmental and College
graduation requirements. Successful completion
of the symposium will be the culminating
requirement for the course major. For all
religion majors, the symposium will be a 1credit seminar and will include a term essay
assignment.
Writing a thesis is an option for course students.
Those seniors who desire to complete a long
paper (1 credit) or thesis (2 credits) as part of
the major will need to obtain permission from a
faculty adviser in consultation with the
department. For majors, this exercise will not
substitute for the Senior Symposium.
Minors complete 5 credits in the Religion
Department and are not required to take the
Senior Symposium.
Up to three courses cross-listed but not housed
within the Religion Department will count
toward the major. Only one such cross-listed
course will count toward the minor. Up to two
non-Swarthmore courses (i.e., courses taken
abroad or domestically) may count toward the
major; only one such course is permissible for
the minor. The department will accept two
courses in language (Arabic, Hebrew, or other
proposed research languages) toward the major
with the approval of department faculty. The
department will accept one course in language
(Arabic, Hebrew, or other proposed research
languages) toward the minor with the approval
of department faculty.
For many students, courses numbered RELG
001-013 serve as points of entry for advanced
work in the department and sometimes as
prerequisites for higher-level courses, though
this is not always the case. Students come to the
study of religion through various courses at
various levels, and the department encourages
this flexibility and diversity of entry points by
having no introductory course requirements,

Religion
nor are there required distribution courses. The
major in religion is planned in consultation with
faculty members in the department, the
individual student’s adviser, along with other
relevant faculty, who encourage curricular
breadth (close work in more than one religious
tradition) and methodological diversity in the
proposed program. Such breadth and diversity
in the program is encouraged at the beginning
in the major’s sophomore paper statement.
The curriculum in the Religion Department is
strongly comparative, thematic, and
interdisciplinary, so it is relatively easy for
students to propose programs that are crosscultural and transdisciplinary in scope. Religion
majors are encouraged to include study abroad
in their program, planned in collaboration with
the department. Often a student’s independent
study project done while studying abroad is
expanded into a 1 or 2-credit honors or course
thesis upon return to Swarthmore.
Admission, to the Major
The Religion Department considers two areas
when evaluating applications: overall gradepoint average and quality of prior work in
religion courses. Applicants are sometimes
deferred for a term, so the department can better
evaluate an application for the major. A
student’s demonstrated ability to do at least
B/B- work in religion is required for admission
to the major in course.
Admission to the Honors Program
Because of the nature of different instructional
formats (e.g., seminars) and of the culminating
exercise in the Honors Program, the department
expects applicants to this program to have at
least a B+/B average in religion courses as well
as an overall average above the College
graduation requirement for admission to the
Honors Program.
Major and Minor in the Honors Program
(External Examination Program)
All honors major and minors fulfill
requirements for the Course Program. Beyond
this step, the normal method of preparation for
the honors major will be done through three
seminars, although with the consent of the
department, single 2-credit thesis, a 1-credit
esis/course combination, or a combination of
two courses (including attachments and study
abroad options) can count for one honors
preparation. In general, only one such
preparation can consist of nonseminar-based
studies.
n the religion major, the mode of assessing a
student s three 2-credit preparations in religion
(seminars or course combinations but not 2credit theses) will be a 3-hour written
examination set by an external examiner. In
addition, with the exception of a thesis
preparation, a student will submit to each

p. 381
external examiner a Senior Honors Study (SHS)
paper. SHS papers will be approximately 4,000
words and will normally be a revision of the
final seminar paper or, in the event of a
nonseminar mode of preparation, a revised
course paper. A final oral examination by the
examiner follows the written examination.
Two-credit theses will be read and orally
examined by an external examiner (with no
extra SHS requirement).
In the minor, the mode of assessing a student’s
one 2-credit preparation in religion will also be
a 3-hour written examination (and the oral) set
by an external examiner, along with an SHS
paper.
Seminars and the written and oral external
exam are the hallmarks of honors. Seminars are
a collaborative and cooperative venture among
students and faculty members designed to
promote self-directed learning. The teaching
faculty evaluates seminar performance based on
the quality of seminar papers, comments during
seminar discussions, and a final paper. Because
the seminar depends on the active participation
of all its members, the department expects
students to live up to the standards of honors.
These standards include attendance at every
seminar session, timely submission of seminar
papers, reading of seminar papers before the
seminar, completion of the assigned readings
before the seminar, active engagement in
seminar discussions, and respect for the
opinions of the members o f the seminar.
Students earn double-credit for seminars and
should expect twice the work normally done in
a course. The external examination, both
written and oral, is the capstone of the honors
experience.

Courses
RELG 001. Religion and Human
Experience
This course introduces the nature of religious
worldviews, their cultural manifestations, and
their influence on personal and social selfunderstanding and action. The course explores
various themes and structures seminal to the
nature of religion and its study: sacred scripture,
visions of ultimate reality and their various
manifestations, religious experience and its
expression in systems of thought, and ritual
behavior and moral action. Members of the
department will lecture and lead weekly
discussion sections.
Writing course.
1 credit.
Not offered 2010-2011.
RELG 002B. Religion in America
This course is an introduction to religion in the
United States, beginning with Native American

Religion
religions and European-Indian contact in the
colonial era, and moving forward in time to
present-day movements and ideas. The course
will explore a variety of themes in American
religious history, such as slavery and religion,
politics and religion, evangelicalism, Judaism
and Islam in the United States, “cults” and
alternative spiritualities, New Age religions,
popular traditions, and religion and film, with
an emphasis on the impact of gender, race, and
national culture on American spiritual life.
1 credit.
Spring 2011. Chireau.
RELG 003. The Bible: In the Beginning...
The Bible has exerted more cultural influence
on the West than any other single document;
whether we know it or not, it impacts our lives.
This class critically examines the Hebrew Bible
(Old Testament)—from its Ancient Near
Eastern context to its continued use today. We
explore a variety of scholarly approaches to the
Bible—historical, literary, postmodern—as we
read the Bible both with the tools of sourcecriticism and as cultural critics. Particular focus
will be placed on constructions of God, gender,
nature, and the “other” in biblical writings as
well as the themes of collective identity,
violence, and power.
1 credit.
Fall 2010. Kessler.
RELG 004. New Testament and Early
Christianity
A discussion-rich introduction to the New
Testament in light of recent biblical
scholarship. The class engages the issues of
authorship and redaction, purpose and structure,
and historical context and cultural setting. Some
of the particular themes that are studied include
the dynamic of canon formation, the synoptic
problem in relation to the Gospel of John, firstcentury Judaism, Greek and Roman influences,
the messianic consciousness of Jesus, the use of
epistolary literature in Paul, the problem of
apocalyptic material, and the wealth of extracanonical writings (e.g., Gospel of Thomas)
that are crucial for examining the rise of
Christianity in the years from 30 CE to 150 CE.
Novels and films inspired by the New
Testament are read and viewed as well.
1 credit.
Spring 2011. Wallace.
RELG 004B. Jewish Interpretation: From
the HolyLand to Hollywood
A famous rabbinic statement proclaims, “If you
wish to know The-One-Who-Spoke-and-theWorld-Came-Into-Being, learn aggadah” (Sifre
Deuteronomy 11:22). This course further
proclaims, if you wish to know Judaism, study
Jewish interpretation. The process of Jewish
interpretation, begun in the Hebrew Bible and

p. 382
continuing to the present day, offers great
insight not only into the ways Jewish tradition,
literature, and culture have come into being, but
also how these facets of Judaism, and Judaism
writ large, adapt and develop over time. This
class begins with Jewish interpretations during
the 2nd Temple Period, proceeds to examine in
some depth classical rabbinic exegesis, moves
on to explore some “off the beaten track”
medieval sources, and culminates in
contemporary meditations (and movies) about
Judaism. We pay attention to both the
continuities and disjunctions o f Jewish writings
and representations over time as we explore
what the boundaries are-if indeed there are anyof both Jewish interpretation and Judaism.
1 credit.
Spring 2011. Kessler.
RELG 005B. Introduction to Christianity
This course is a selective introduction to
Christian religious beliefs and practices. This
course introduces students to the development
and diverse forms of Christianity, drawing on
categories from the study of religion including
ritual, narrative, art, and theology.
1 credit.
Not offered 2010-2011.
RELG 006. Judaism: God, Torah, Israel
This course explores Judaism through a survey
of its history, literature, practices and beliefs—
with particular emphasis on the concepts of
God, Torah, and Israel (the Jewish people). We
examine the fundamental historical
developments of Judaism from the biblical to
modem eras, paying attention to how Judaism
has developed and continues to develop over
time. We consider the diversity of Judaism as a
religion and the diverse expressions of Jewish
identity, particularly in their contemporary
North American context(s).
1 credit.
Spring 2011. Kessler.
RELG 006B. Buddhist Ideology and
Social Response
This course explores the overarching dynamics
of Buddhism as a multi faceted social ideology
spread over three millennia in South Asia.
Students will study the functional role of
Buddhism in response to: sixth-century B.C.
urbanism and empire Systems in North India;
mercantilism of the first-century B.C. world
system incorporating central and south India;
fifth-century A.D. monastic feudalism in Sri
Lanka; 19th- and 20th-century colonialism and
post-colonial nationalism of South Asia. Central
to the discussion is the role of Buddhist
ideology as a mechanism of social legitimacy,
acculturation, upward social mobility, economic
enterprise, state-monastery power dynamics,
expressive traditions of literature, art,

Religion
architecture and material culture and militant
Buddhism as a response to colonialism,
capitalism and ethno-linguistic identities.
1 credit.
Fall 2010. Seneviratne.
RELG 007B. Women and Religion
This course will examine the variety of
women’s religious experiences in the United
States. Topics will include the construction of
gender and religion, religious experiences of
women of color, spiritual autobiographies and
narratives by women, Wicca and witchcraft in
the United States, and feminist and womanist
theology.
1 credit.
Not offered 2010-2011.

RELG 008. Patterns o f Asian Religions
A thematic introduction to the study of religion
through an examination of selected texts,
teachings, and practices of the religious
traditions of South and East Asia structured as
patterns of religious life. Materials are drawn
from the Buddhist traditions of India, Tibet,
China, and Japan; the Hindu and Jain traditions
of India; the Confucian and Taoist traditions of
China; and the Shinto tradition of Japan.
Themes include deities, the body, ritual,
cosmology, sacred space, religious specialists,
and death and the afterlife.
Writing course.
1credit.

Spring 2011. Hopkins.
RELG 008B. The Qur’an and Its
Interpreters
This is course will include detailed reading of
the Qur’an in English translation. The first part
of the course will be devoted to the history of
the Qur’an and its importance to Muslim
devotional life. The first portion of the course
will include: discussion of the history of the
compilation of the text, the methods used to
preserve it, styles of Qur’anic recitation, and the
principles of Qur’anic abrogation. Thereafter,
attention will be devoted to a theme or issue
arising from Qur’anic interpretation. Students
will be exposed to the various sub-genres of
Qur anic exegesis including historical, legal,
Srammatical, theological and modernist
approaches.
IEligible for ISLM credit.
I I credit.
Spring 201 l.al-Jamil.

RELG 009. The Buddhist Traditions of
Asia
¡This coursé explores the unity and variety of
uuddhist traditions within their historical
evelopments in South, Central, and East Asia,
ay way of the study of its texts The course will

p. 383
be organized chronologically and
geographically, and to a lesser extent
thematically, focusing on the formations of
early Indian Buddhism (the Nikaya traditions in
PSli and Sanskrit), the Theravada in Sri Lanka
and Thailand, Mahayana Ch’an/Zen traditions
in China and Japan, and Vajrayana (tantra)
traditions in Tibet. Themes include narratives of
the Buddha and the consecration of Buddha
images; gender, power, and religious authority,
meditation, liberation, and devotional vision;
love, memory, attachment and Buddhist
devotion; the body, and the social construction
of emotions and asceticism.
Writing course.
1 credit.
Not offered 2010-2011.
RELG 010. African American Religions
What makes African American religion
“African” and “American”? Using texts, films,
and music, we will examine the sacred
institutions of Americans of African descent.
Major themes will include Africanisms in
American religion, slavery and religion, gospel
music, African American women and religion,
black and womanist theology, the civil rights
movement, and Islam and urban religions. Field
trips include visits to Father Divine’s Peace
Mission and the first independent black church
in the United States, Mother Bethel A.M.E.
Church.
1 credit.
Not offered 2010-2011.
RELG 011. First-Year Seminar; Religion
and the Meaning o f Life
“Whoever wants to save their life will lose it,
but whoever loses their life for my sake will
save it.” One of the most intriguing
contradictions in comparative religious studies
is the claim that only when one forfeits the self
can one discover genuine selfhood; the journey
to the true self begins by first abandoning one’s
assumptions about selfhood through practicing
the disciplines of self-emptying and self-giving.
In this seminar, we will analyze the collapse of
the received notions of the stable self in
classical thought and then move toward a
postmodern recovery o f the self-that-is-not-aself founded on the spiritual practice of
solicitude for the other. Readings may include
Plato, Augustine, Rumi, Kierkegaard, Weil,
Nishitani, Bonhoeffer, Levinas, Thich Nhat
Hanh, and Dillard. This discussion-rich seminar
includes regular student presentations and a
community service-learning component.
1 credit.
Not offered 2010-2011.

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RELG 011B. The Religion o f Islam: The
Islamic Humanities
This course is a comprehensive introduction to
Islamic doctrines, practices, and religious
institutions in a variety of geographic settings
from the rise of Islam in the seventh century to
the present. Translated source materials from
the Qur’an, sayings of Muhammad, legal texts,
and mystical works will provide an overview of
the literary expressions of the religion. Among
the topics to be covered are: the Qur’an as
scripture and as liturgy; conversion and the
spread of Islam; Muhammad in history and in
the popular imagination; concepts of the
feminine; Muslim women; sectarian
developments; transmission of religious
knowledge and spiritual power; Sufism and the
historical elaboration of mystical communities;
modem reaffirmation of Islamic identity; and
Islam in the American environment.
1 credit.
Not offered 2010-2011.
RELG 012. The History, Religion, and
Culture o f India I: From the Indus Valley
to the Hindu Saints
A study of the religious history of India from
the ancient Indo-Aryan civilization of the north
to the establishment of Islam under Moghul
rule. Topics include the ritual system of the
Vedas, the philosophy of the Upanishads, the
rise of Buddhist and Jain communities, and the
development of classical Hindu society. Focal
themes are hierarchy, caste and class, purity and
pollution, gender, untouchability, world
renunciation, and the construction of a
religiously defined social order.
1 credit.
Not offered 2010-2011.
RELG 012B. Hindu Traditions o f India:
Power, Love, and Knowledge
This course is an introduction to the religious
and cultural history of Hindu traditions of India
from the prehistoric Indus Valley in the
northwest to the medieval period in the
southeast, and major points and periods in
between, with a look also at formative points of
the early modem period. Our focus will be on
the interactions between Vedic, Buddhist,
brahmanical, popular/ritual, and Jain religious
traditions in the development, and formation of
Hindu religious streams, along with major ritual
and ascetic practices, hagiographies, and myths,
hymns and poetry, and art and images
associated with Hindu identities and sectarian
formations, pre-modem and modem. In
addition to providing students with a grasp of
the basic doctrines, practices, and beings
(human, superhuman, and divine) associated
with various Hindu traditions, the course also

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seeks to equip them with the ability to analyze
primary and secondary sources.
1 credit.
Not offered 2010-2011.
RELG 013. The History, Religion, and
Culture o f India II: Muslim, Hindu, Sikh,
and Dalit in North India
After a survey of premodem Hindu traditions,
the course tracks the sources of Indo-Muslim
culture in North India, including the
development of Sufi mysticism; Sindhi, Urdu,
and Tamil poetry in honor of the Prophet
Muhammad; syncretism under Mughal emperor
Akbar; and the consolidation of orthodoxy with
Armad Sirhindi and his school in the 16th to
17th century. We then trace the rise o f the Sikh
tradition in the milieu of the Mughals, northern
Hindu Sants and mendicant Sufis, popular
goddess worship and village piety, focusing on
several issues of religious experience. We then
turn to the colonial and post-colonial period
through the lenses of the Hindu saints, artists,
and reformers (the “nationalist elite”) of the
Bengali Renaissance, and the political and
religious thought of Mohandas Gandhi and
Dalit reformer Ambedkar. We will use
perspectives of various theorists and social
historians, from Ashis Nandy, Partha
Chatteij ee, Peter van der Veer, to Veena Das
and Gail Omvedt.
Eligible for ISLM credit.
1 credit.
Not offered 2010-2011.
RELG 014B. Christian Life and Thought
in the Middle Ages
Survey of western Christian religious culture
and thought from the early to the late Middle
Ages. Among other topics, the course will
consider debates about the nature of the Divine,
the person and work of Jesus Christ, heresy and
dissent, bodily devotion, love, mysticism,
scholasticism, and holy persons. Readings may
include Augustine, Anselm, Avicenna, Abelard,
Hildegard of Bingen, Francis of Assisi,
Catherine of Siena, Thomas Aquinas, Julian of
Norwich, and John Wyclif.
1 credit.
Not offered 2010-2011.
RELG 015. First-Year Seminar: Religion
and Literature: Blood and Spirit
A seminar-style introduction to study of relation
of religious ideas to visionary literature,
including novels, stories, sacred texts, and
films. A variety of critical theories are deployed
to understand (or construct) the meaning of
different imaginative variations on reality.
Academic and creative writers include many or
all of the following: Sophocles, Augustine,
Joyce, Morrison, O’Connor, Updike,

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Dostoevsky, Crace, Lewis, Weil, Scorsese,
Kazantzakis, Snyder, Abbey, and Camus.
1credit.
Fall 2010. Wallace.
RELG 015B. Philosophy of Religion
(Cross-listed as PHIL 016)
Searching for wisdom about the meaning of
life? Curious as to whether there is a God?
Questioning the nature of truth and falsehood?
Right and wrong? You might think of
philosophy of religion as your guide to the
universe. This course considers AngloAmerican and Continental philosophical
approaches to religious thought using different
disciplinary perspectives; it is a selective
overview of the history of philosophy with
special attention to the religious dimensions of
many contemporary thinkers’ intellectual
projects. Topics include rationality and belief,
proofs for existence of God, the problem of
evil, moral philosophy, biblical hermeneutics,
feminist revisionism, postmodernism, and
interreligious dialogue. Thinkers include,
among others, Anselm, Kierkegaard,
Dostoevsky, Nietzsche, Kant, Wittgenstein,
Derrida, Levinas, Weil, and Abe. Recent films
Wittgenstein and Angels in America will be
viewed in class and discussed. This year, the
central theme of course is the problem of evil.
1credit.

Fall 2010. Wallace.
RELG 019. First-Year Seminar: Religion
and Food
Why do some people eat the body of their god?
What is soul food? Is the pig an abomination?
Is there such a thing as “devils food” and
'angel’s food”? Which is more spiritual, to
feast or to fast? All of these questions are tied
together by a common theme: They point to the
relationship between food, eating, and the
religious experiences of human beings. This
seminar will introduce students to the study of
religion, using food as an entry point. We will
investigate the significance of food across a
variety of traditions and explore such issues as
diet, sacrifice, healing, the body, ethics, and
religious doctrines concerning food. Topics will
include religious fasting, vegetarianism, eating
ntuals, food controversies, purity and pollution,
tneophagy and cannibalism as sacred practice.
1credit.

Fall 2010. Chireau.
RELG 020B. Prophets and Visionaries:
Christian Mysticism Through the Ages
fnis course considers topics in the history of
hnstian mysticism. Themes include mysticism
35* way of life, relationships between mystics
and religious communities, physical
‘Manifestations and spiritual experiences,
jVaneties of mystical union, and the diverse

p. 385
images for naming the relationship between
humanity and the Divine. Readings that explore
the meaning, sources, and practices of Christian
mystical traditions may include Marguerite
Porete, Francis of Assisi, Julian of Norwich,
Simone Weil, Thomas Merton, and Dorothee
Soelle.
1 credit.
Spring 2011. Ross.
RELG 022. Religion and Nature
An extraordinary amount of blame for a global
ecological crisis has been placed at the feet of
religious traditions—particularly “Western
Religions.” This course both uncovers the
shortcomings of these religions vis-a-vis the
environment and challenges such easy
criticisms-revealing more “eco-friendly” textual
sites previously left under-examined. Beginning
with biblical and other ancient sources, this
class examines the various ways “nature” has
been constructed in a number of religious
traditions (e.g. Judaism, Christianity, Hinduism,
Buddhism). The course further explores
contemporary writings that have sought to
bridge the divide between “religion” and
“nature” in contemplative and creative ways.
1 credit.
Spring 2011. Kessler.
RELG 023. Living in the Light: Quakers
Past and Present
This course explores the beliefs and practices,
the social activism, and the impact of Quakers
in North America from the 1650s to the present.
Topics include Quakers and social reform
including peace work, women’s rights
advocacy, prison reform; Quakers and nature;
Quakers and education; and Quaker writings
about God, self, and the world. This course will
have a particular focus on Quakers and slavery
in connection with the conference “Quakers and
Slavery, 1657-1865” to be co-hosted by
Swarthmore, Haverford, and the McNeil Center
for Early American Studies at the University of
Pennsylvania from November 4-6,2010.
Readings will include the work of George Fox,
Margaret Fell, William Penn, John Woolman,
John Bartram, Lucretia Mott, Elias Hicks, Elise
Boulding, and Rufus Jones. Students will have
the opportunity to work with the resources of
Swarthmore College’s Friends Historical
Library and Peace Collection.
Writing course.
1 credit.
Fall 2010. Ross.
RELG 024. From Vodun to Voodoo:
African Religions in the Old and New
Worlds
Is there a kindred spirituality expressed within
the ceremonies, beliefs, music and movement of
African religions? This course explores the

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dynamics of African religions throughout the
diaspora and the Atlantic world. Using text, art,
film, and music, we will look at the interaction
of society and religion in the black world,
beginning with traditional religions in west and
central Africa, examining the impact of slavery
and migration, and the dispersal of African
religions throughout the Western Hemisphere.
The course will focus on the varieties of
religious experiences in Africa and their
transformations in the Caribbean, Brazil and
North America in the religions of Candomblé,
Santeria, Conjure, and other New World
traditions. At the end of the term, in
consultation with the professor, students will
create a web-based project in lieu of a final
paper.
Study abroad credit may be available.
1 credit.
Fall 2010. Chireau.
RELG 025B. Black Women and Religion
in the United States
This course is an exploration of the spiritual
lives of African American women. We will hear
black women’s voices in history and in
literature, in film, in performance and music,
and within diverse periods and contexts, and
reflect upon the multidimensionality of
religious experience in African American
women’s lives. We will also examine the ways
that religion has served to empower black
women in their personal and collective attempts
at the realization of a sacred self. Topics
include: African women’s religious worlds;
women in the black diaspora; African American
women in Islam, Christianity, and New World
traditions; womanist and feminist thought; and
sexuality and spirituality. Readings include
works by: Alice Walker; Audre Lorde; bell
hooks; Zora Neale Hurston; Patricia Williams,
and others.
No prerequisites.
1 credit.
Spring 2011. Chireau.
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 of divinity, including
issues of divine “presence” and “absence”;
icons, aniconism, and “idolatry”; and
distinctions drawn in some traditions between
different types of images and different
devotional attitudes toward sacred images, from

p. 386
Yahweh’s back and bleeding icons to Jain
worship of “absent” saints.
1 credit.
Not offered 2010-2011.
RELG 031B. Religion and Literature:
From the Song of Songs to the Hindu
Saints
A cross-cultural, comparative study of religious
literatures in Jewish, Christian, Islamic, and
Hindu traditions. How “secular” love poetry
and poetics have both influenced and been
influenced by devotional poetry in these
traditions, past and present.
1 credit.
Not offered 2010-2011.
RELG 036. Christian Visions o f Self and
Nature
This course is a thematic introduction to
Christianity. Beginning with early Christian
writings and moving historically up through the
contemporary period, we will explore a wide
variety of ideas about God, self, and nature.
Readings will focus on scientific and natural
history treatises in dialogue with theological
texts. We will explore the writings of Christian
naturalists to study the linking of science and
religion, and we will investigate a multiplicity
of views about Christian understandings of the
relationship between the human and non-human
world. This class includes a community-based
learning component: Students will participate in
designing and teaching a mini-course on
“Nature and Chester” to students in the nearby
community of Chester. Readings include
Aristotle (critical for understanding science in
the later Middle Ages), Hildegard of Bingen,
Roger Bacon, Galileo Galilei, Charles Darwin,
Herman Melville, Ralph Waldo Emerson, John
Muir, Graceanna Lewis, Thomas Berry, Nalini
Nadkami, and Terry Tempest Williams.
1 credit.
Not offered 2010-2011.
RELG 038. Religion and Film
An introductory course that uses popular film as
a primary text/medium to explore fundamental
questions in the academic study of religion. In
particular, we will be concerned with the ways
that religion and religious experience are
constituted and defined on film as well as
through film viewing. In discussing films from
across a range of subjects and genres, we will
engage in the work of mythical, theological and
ideological criticism, while examining the
nature, function, and value of religion and
religious experience. We will also consider
some of the most significant writers and
traditions in the field of Religion and develop
the analytical and interpretive skills of the

Religion
discipline. Scheduled films include The Seventh
Seal, The Matrix, Breaking the Waves, Contact,
Jacob’s Ladder, The Passion of the Christ, The
Rapture, The Apostle, as well as additional
student selections. Weekly readings, writing
assignments, and evening screening sessions are
required.
1credit. ■'
Fall 2010. Chireau.
RELG 053. Gender, Sexuality, and the
Body in Islam
An exploration of sexuality, gender roles, and
notions of the body within die Islamic tradition
from the formative period of Islam to the
present. This course will examine the historical
development of gendered and patriarchal
readings of Islamic legal, historical, and
scriptural texts. Particular attention will be
given to both the premodem and modem
strategies employed by women to subvert these
exclusionary forms of inteipretation and to
ensure more egalitarian outcomes for
themselves in the public sphere. Topics
discussed include female piety, marriage and
divorce, motherhood, polygamy, sex and desire,
honor and shame, same-sex sexuality, and the
role of women in the transmission of
knowledge.
Eligible for ISLM credit,
icredit.
Fall 2010. al-Jamil.
RELG 054. Power and Authority in
Modern Islam
This course examines some of the salient issues
of concern for Muslims thinkers during the
modem period (defined for the purposes of this
course as the colonial and post-colonial
periods). Beginning with discussion of the
impact of colonialism on Islamic discourses, the
course moves on to address a number of
recurrent themes that have characterized
Muslim engagement with modernity. Readings
and/or films will include religious, political, and
literary works by Muslims in variety of cultural
and linguistic settings. Topics to be discussed
will include: nationalism and the rise of the
modem nation-state, questions of religion and
gender, the Israeli-Palestinian conflict,
developments in Islam in the United States and
Canada, and case studies of reformist and
revivalist movements in the modem nation­
states of Iran, Iraq, Afghanistan, Pakistan, and
Saudi Arabia. Special attention will be paid to
contemporary Muslim responses to feminist
critiques, democracy, pluralism, religious
violence, extremism, and authoritarianism.
Eligible for ISLM credit.
1credit.

Not offered 2010-2011.

p. 387
RELG 057. Hebrew fo r Text Study I
(Cross-listed as LING 007)
What does the Bible really say? Have you ever
noticed how radically different the Hebrew
Bible seems in different translations? If you
want to understand the enigma of this text, if
you want to experience it through your own
eyes, if you want to plumb its depths, appreciate
its beauty, confront its challenges, and
understand its influence, you must read it in
Hebrew. In this course, you will learn the
grammar and vocabulary required to experience
the Hebrew Bible and ancient Hebrew
commentaries in the original language. You
will learn to use dictionaries, concordances, and
translations to investigate word roots and to
authenticate interpretations of the texts. In
addition to teaching basic language skills, this
course offers students the opportunity for direct
encounter with primary biblical, rabbinic, and
Jewish liturgical sources.
No experience necessary. If you already have
some Hebrew competence, contact the
instructor for advice.
Hebrew for Text Study II will be offered in
spring 2011. It is recommended, but not
required, that you plan to take both courses.
1 credit.
Fall 2010. Plotkin.
RELG 059. Hebrew fo r Text Study II
(Cross-listed as LING 010)
This course is a continuation of Hebrew for
Text Study I. Students who have not completed
that course will require the permission of the
instructor to enroll in this course.
This set of courses teaches the grammar and
vocabulary required to experience the Hebrew
Bible and ancient Hebrew commentaries in the
original language. You will leam to use
dictionaries, concordances, and translations to
investigate word roots and to authenticate
interpretations of the texts. In addition to
teaching basic language skills, this course offers
students the opportunity for direct encounter
with primary biblical, rabbinic, and Jewish
liturgical sources.
1 credit.
Spring 2011. Plotkin.
RELG 067. Judaism and Nature
“We are not obligated to complete the task;
neither are we free to abstain from it.” (Pirke
Avot 2:21) The task before us is to examine the
relationship(s) between Judaism and Nature.
We are setting out to decide—or at least
ponder—the following questions (though we
will surely encounter more along the way):
What does Jewish literature from the Garden of
Eden to the present day say about the earth and
humanity’s relationship with it? Because of the
growing awareness about current ecological

Religion
concerns and crises, Jewish tradition is being
mined—or cultivated—for historical precedents
that reflect ecologically sound models of Jewish
living. How fruitful is this process? To what
extent can contemporary Jews rely on tradition
to provide such models, and to what extent
must Jews today find new ways of bringing
humanity and nature together?
1 credit.
Not offered 2010-2011.
RELG 093. Directed Reading
1 credit.
Staff.
RELG 095. Religion Café: Senior
Symposium
This seminar is a weekly symposium for senior
majors addressing some of the major themes,
theories, and methods in the academic study of
religion. The seminar will highlight the
inherently multidisclipinary nature of religious
studies hy reading scholars from several
disciplines who have influenced certain
theoretical and philosophical assumptions and
vocabularies in the field. The seminar will
examine a number of approaches to religious
studies including, but not limited to, those
drawn from: post-structuralism, gender studies,
critical theory, cognitive science,
phenomenology, ethics, pragmatism, social
history, and anthropology.
1 credit.
Fall 2010. al-Jamil.
RELG 096. Thesis
Writing course.
1 credit.
Staff.

Seminars
RELG 100. Holy War, Martyrdom, and
Suicide in Christianity, Judaism, and
Islam
An examination of the concepts of martyrdom,
holy war, and suicide in Islam, Christianity, and
Judaism. How are “just” war, suicide,
martyrdom presented in the sacred texts of
these three traditions? How are the different
perspectives related to conceptions of death and
the afterlife within each tradition? Historically,
how have these three traditions idealized and/or
valorized the martyr and/or the “just” warrior?
In what ways have modem post-colonial
political groups and nationalist movements
appropriated martyrdom and holy war in our
time?
Eligible for ISLM credit.
2 credits.
Not offered 2010-2011.

p. 388
RELG 101. Jesus in History, Literature,
and Theology
This seminar explores depictions of Jesus in
narrative, history, theology, and popular
culture. We consider Jesus as historical figure,
trickster, mother, healer, suffering savior,
visionary, embodiment of the Divine, lover,
victorious warrior, political liberator, and
prophet.
2 credits.
Not offered 2010-2011.
RELG 102. Folk and Popular Religion
This seminar investigates the cultural
complexity of the American religious
experience through the lens o f folk and popular
traditions. We will utilize historical,
anthropological, and literary approaches to
explore folk Catholicism in the United States,
local religious celebrations, 19th- and 20thcentury popular movements, and folk art and
other material representations of religion.
Topics include serpent handling in Appalachia;
American consumerism as religion; heterodox
spiritualities in America; Marian shrines and
spirit apparitions; and black Gods and racial
folk religions.
2 credits.
Not offered 2010-2011.
RELG 108. Poets, Saints, and
Storytellers: The Poetry and Poetics of
Devotion in South Asian Religions
A study of the major forms of Hindu religious
culture through the lenses of its varied regional
and pan-regional literatures, with a focus on the
literature of devotion (bhakti), including
comparative readings from Buddhist and
Islamic traditions of India. The course will
focus on both primary texts in translation
(religious poetry and prose narratives in epic
and medieval Sanskrit, Tamil, Kannada,
Bengali, Hindi, Pali, Sinhala, Sindhi, and Urdu)
as well as pertinent secondary literature on the
poetry and poetics of religious devotion. We
will also pay close attention to specific literary
forms, genres, and regional styles, as well as the
performance (music and dance) and
hagiographical traditions that frame the poems
of Hindu saint-poets, Buddhist monks, and
Muslim mystics. Along with a chronological
and geographical focus, the seminar will be
organized around major themes such as
popular/vemacular and “elite” traditions; the
performance and ritual contexts of religious
poetry; the place of the body in religious
emotion; love, karma, caste, and family
identity; asceticism and eroticism; gender and
power; renunciation and family obligations.
1 credit.
Not offered 2010-2011.

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RELG 109. Afro-Atlantic Religions
This seminar explores the historical experiences
of the millions of persons who worship African
divinities in the West. We will consider the
following questions: How were these religions
and their communities created? How have they
survived? How are African-based traditions
perpetuated through ritual, song, dance,
dramming, and healing practices? Special
attention will be given to Yoruba religion and
its New World offspring, Santeria, Voodoo and
Candomblé.
2 credits.
Not offered 2010-2011.
RELG 110. Religious Belief and Moral
Action
The seminar will explore the relationship
between religion and morality. Basic moral
concepts in Buddhism, Christianity, Judaism,
Taoism, Islam and Hinduism will be studied in
relationship to their cosmological/theological
frameworks and their historical contexts. The
course will analyze concepts of virtue and
moral reasoning, the religious view of what it
means to be a moral person, and the religious
evaluation of a just society.
2credits.

Not offered 2010-2011.
RELG 112. Postmodern Religious
Thought
This seminar asks whether religious belief is
possible in the absence of a “transcendental
signified.” Topics include metaphysics and
theology, the death of God, female divinity,
apophatic mysticism and deconstruction, ethics
without foundations, the question of God
beyond Being, and analogues to notions of truth
in ancient Buddhist thought. Readings include
Eckhart, Kierkegaard, Nietzsche, Wittgenstein,
Derrida, Nagaijuna, Nishitani, Ricoeur, Marion,
Rorty. Loy, Taylor, Panikkar and Vattimo.
2credits.

Spring 2011. Wallace.
RELG 114. Love and Religion
An exploration of the concept of “love” in
selected Western, Near-Eastern, and Indian
traditions. The uses of love and sexuality, the
body and the passions, in religious discourse to
describe the relationship between the human
and divine. Sources range from Plato and the
Troubadours to Angela of Foligno and from
Bengali devotional poetry to notions of “love”
in a Tamil family. Major theoretical
questions—the culture construction of
emotions, the erotic life, the body, and
religion—will be derived from Nussbaum,
Biale, Bynum, Ramanujan, and Trawick.
2 credits.

Spring 2011. Hopkins.

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RELG 119. Islamic Law and Society
A survey of the history of Islamic law and its
developments, with particular attention to the
ways Islamic legal principles were formed,
organized, operated in practice, and changed
over time. It will focus on issues in Islamic
legal theory, methodology, constitutional law,
personal law, and family law that have had the
greatest relevance to our contemporary world.
This course functions as both a basic
introduction to the Islamic legal system in its
pre-modem and contemporary forms. The
course will also provide comparative discussion
of the contrasts between Islamic legal theory
and positive law and European and American
legal and constitutional thought.
Eligible for ISLM credit.
2 credits.
Spring 2011. al-Jamil.
RELG 126A. The Poetry and Prophesies
o f William Blake
This course focuses on the lyric poems,
extended epic cycles, and illuminated books of
one of the most unique poets in English
literature, William Blake (1757-1827). We will
do a close reading of the poetry and images of
the major works of Blake, with the help of textcritical, theoretical and historical perspectives,
views of the body, innocence, experience,
sexuality, the “margins” of literature; selfhood,
self-giving, and “the gift of death” in the late
prophetic books. Along with published books of
the designs and extended commentaries on the
illuminated books by David Erdman, images,
bibliographies, and other resources from the
online “Blake Archive” of Eaves and Viscomi
will be used for “close reading” of Blake’s
illuminated books and visionary designs.
2 credits.
Not offered 2010-2011.
RELG 127. God Trouble: Feminist and
Queer Theology
The God of the Bible and later Jewish and
Christian literature is distinctively masculine,
definitely male. Or is He? If we can point out
places in traditional writings where God is
nurturing, forgiving, and loving, does that mean
that God is feminine, or female? And what is
masculine and male, feminine and female
anyway? This class begins with the study of
feminist writings on women and religion in
general, and women and God-language more
specifically, which started to emerge in the
1970s and 1980s. It continues with an
exploration of queer writings from the mid1990s, which began to question the stability of
the gender system which informs—or infects—
every aspect of our lives. With the publication
of Judith Butler’s book Gender Trouble, the
very categories of male and female and sex and
gender were reconfigured as sites of trouble.

Religion
This course asks, what happens when the now
troubled (unstable or destabilized) categories of
sex and gender and male and female are
superimposed upon conversations—and
constructions—of God’s gender? What happens
when we read Jewish and Christian traditions in
light of contemporary gender theories? And, we
will further ask, what happens when we re-read
1970s feminist writings in light of
gender/queery theory of the 1990s.
2 credits.
Not offered 2010-2011.
RE LG 128. Sex, Gender and the Hebrew
Bible
The first two chapters of the biblical book of
Genesis offer two very different ancient
accounts of the creation of humanity and the
construction of gender. The rest of the book of
Genesis offers a unique portrayal of family
dynamics, drama and dysfunction, full of
complex and compelling narratives where
gender is constantly negotiated and
renegotiated. In this class, we will engage in
close readings of primary biblical sources and
contemporary feminist and queer scholarship
about these texts, as we explore what the first
book of the Bible says about God, gender,
power, sexuality, and “family values.” ,
2 credits.
Not offered 2010-2011.
RE LG 129. Spiritual Journeys: Pilgrims,
Prophets, and Place
Quests, journeys, pilgrimages—all of these
have their place in numerous religious traditions
(e.g. Native American, Hinduism, Judaism,
Christianity, Islam) as well as in the academic
study of religion. This seminar takes a
sometimes “off the beaten track” look at
spiritual journeys—defined quite broadly and
analyzed comparatively—exploring the topic
from its ancient roots on down to its more
contemporary routes. What does it mean to take
religion “on the road”? How does one “pray
with one’s feet”? Where is the sacred to be
found—on the journey itself or at the place of
destination (or both)?
By reading a number of provocative accounts
by “prophets” old and new, we will explore the
place of spiritual journeys in history, literature,
and contemporary culture, and in doing so,
critically examine the journeys on which we
ourselves travel today.
2 credits.
Fall 2010. Kessler.
RELG 199. Senior Honors Study
0.5 credit.
Staff.

p. 390

Sociology and Anthropology

p. 391

JOY CHARLTON, Professor of Sociology3
4
MICHAEL L. MULLAN, Professor o f Sociology
BRAULIO MUÑOZ, Professor of Sociology
ROBIN E. WAGNER-PACIFICI, Professor of Sociology
FARHA N. GHANNAM, Associate Professor of Anthropology3
SARAH WILLIE-LeBRETON, Associate Professor of Sociology, Chair
MICHAEL REAY, Assistant Professor of Sociology
LEE A. SMITHEY, Assistant Professor of Sociology
JEFFREY HIMPELE, Visiting Assistant Professor of Anthropology
MAYA NADKARNI, Visiting Assistant Professor of Anthropology
CHRISTINE SCHUETZE, Visiting Assistant Professor of Anthropology
ROSE MAIO, Administrative Coordinator
3Absent on leave, 2010-2011.
4Absent on administrative leave, 2010-2011.

The Sociology and Anthropology Department
provides students with intellectual tools for
understanding contemporary and historical
social issues, such as globalization, nationalism,
racism, sexism, bioethical decisions, and the
complex layering of social inequalities in
everyday life. These two disciplines approach
the study of social life from different avenues,
each bringing a set of separate and overlapping
analytical and research tools to intellectual tasks
that are complementary and synergistic. Our
students seek knowledge about societies of the
world and the social dynamics within them. To
that end, our majors each conduct independent
projects based on primary research and/or
fieldwork during their senior year.
Sociology and Anthropology often analyze
experiences at the level of the individual or the
group and connect them to larger social
dynamics. The disciplines illustrate how matters
that are often perceived as “private troubles”
are actually consequences of social structures,
including those that appear and feel natural and
inevitable. Among the goals of Sociology and
Anthropology are to acquire knowledge about
different groups, systems, and societies and to
engage critically with the complexities of social
life.
The Department of Sociology and
Anthropology offers a Course major, Honors
major and minor, and several special majors,
but no Course minor.

Requirements
Course majors are required to take eight units of
work in the department; of the eight, five are
required. Required courses include the course,
“Exemplary Studies in Sociology and
Anthropology,” (at least) one designated theory
course, (at least) one designated methods course
and a two-credit senior thesis.

Exemplary Studies in Sociology and
Anthropology
This class introduces students to important
studies in sociology and anthropology that are
methodologically and theoretically self­
reflexive and illuminate contemporary social
issues. The optimal time to take this class is
during the sophomore year.
Statistical Methods
Sociology/Anthropology course majors, honors
majors or honors minors may take STAT 11 as
a methods course.
Senior Thesis
The 2-credit senior thesis requirement, normally
completed in the fall and spring semesters of
the senior year, includes the Thesis Writers
Masters Class and a thesis tutorial in which the
student works closely with a faculty adviser.
Applying fo r the Major
Applicants for the major normally have
completed at least two courses in the
department, ideally one of the courses being
Exemplary Studies. Courses numbered SOAN
001 to 020 serve as points of entry for students
wishing to begin work in the department and
normally serve as prerequisites to higher-level
work in the department (SOAN 021-099).
(Some higher courses may, however, with
permission of the instructor, be taken without
prerequisite.) Seminars are numbered SOAN
100 to 199. For current seminar listings, consult
the website at
www.swarthmore.edu/socanth.xml or contact
the department administrative coordinator.
Honors Major and Minor
Candidates for an honors major in sociology
and anthropology must complete three honors
preparations, one of which must be SOAN 180;
Thesis. The other two preparations may be a
seminar or, with permission, course plus
attachment, paired upper-level courses, or work

Sociology and Anthropology
done while studying-abroad with special
permission. Minors in the Honors Program
must complete only one preparation, although
they must take additional elective work to
ensure a proper content for this preparation.
Minors must take at least two courses in the
department outside of their honors preparation.
One of these courses must be Exemplary
Studies in Sociology and Anthropology.

Certification for Secondary
School Teaching
Sociology and anthropology majors can
complete the requirements for teacher
certification through a program approved by the
state of Pennsylvania. Sociology and
anthropology majors are eligible for social
science certification. Students contemplating
teacher certification would normally schedule
their program in a semester that does not
conflict with their senior thesis. Such programs
should be developed in close consultation with
advisers in the Educational Studies Department.
For further information about the relevant set of
requirements, contact the educational studies
chair, the Sociology and Anthropology
Department chair, or the Educational Studies
Department website at
www.swarthmore.edu/educationalstudies.xml.

Courses
SOAN 002D. First-Year Seminar: Culture
and Gender
The aim of this first-year seminar is to
dismantle many of our commonplace
assumptions about gender, sexuality, and sexual
difference. It introduces the study of gender
theory and anthropology by bringing key
theoretical texts by Foucault, Butler, and others
into conversation with recent ethnographies that
have responded to, problematized, or advanced
these theoretical claims. Central to our
investigation is the gendered body as the site of
specific paradigms of power and resistance, in
contexts that range from the colonial empire to
present-day labor inequalities, and from
technologies of reproduction to drag
performances of femininity.
Eligible for GSST credit.
Theory course.
1 credit.
Fall 2010. Nadkami.
SOAN 002E. Anthropology of Mass
Media
This course is an introduction to the
anthropology of modernity and the massmediation of modem forms of knowledge. It
examines how the emergence of mass media

p. 392

has produced new kinds of subjects, social
relations, and ways of narrating and interpreting
modem social life: from novel images of
national community to mass experiences of
crime, war, and violence. Along the way, the
course also asks the impact of new media
technologies on the theory and practice of
anthropology itself, and how such technologies
force us to re-imagine identity, community, and
locality.
Theory course.
1 credit.
Spring 2011. Nadkami.
SOAN 003F. Culture and Religion in
Africa
In this course, we will explore the powerful
interplay between religion, politics, and culture
in Africa. Students engage in exploration of a
wide range of topics designed to provide a
historical and geographical overview of
religious practices in different regions of subSaharan Africa. In our readings and in class
discussions, we will pay close attention to how
world views and systems o f meaning shape
actions and attitudes, and focus our
anthropological eye on the practices of daily
life: the material conditions and day-to-day
routines of living. Throughout the course, we
will consider the usefulness of the term
“religion” itself, as we examine how daily
practices that emerge in and through religious
practices in Africa transcend Western
distinctions between “religion,” “politics,”
“economics,” and “society.”
Eligible for BLST credit.
1 credit.
Fall 2010. Schuetze.
SOAN 003G. First-Year Seminar:
Development and its Discontents
In this course, our goal will be to gain a new
perspective on an often unquestioned social
“good”: that of international economic
development, including foreign aid to countries
in the global south. This course will provide
students with an introduction to the origin and
evolution of ideas about development, and will
encourage them to examine major theories and
approaches to development from classical
modernization theories to world-systems
theories. Students will gain insight into how
ideas of development fit into larger global
dynamics of power and politics and how,
contrary to professed goals, the practices of
international development have often
perpetuated poverty and widened the gap
between rich and poor. During the course, we
will investigate these issues through an array of
texts that address different audiences including

Sociology and Anthropology
a novel, academic books and journals, film,
popular writings and ethnographic monographs.
1 credit.
Spring 2011. Schuetze.
SOAN 004B. First-Year Seminar:
Introduction to Contemporary Social
Thought
A general introduction to major theoretical
developments in the study of social life since
the 19th century. Selected readings will be
drawn from the work of such modem social
theorists as Marx, Weber, Durkheim, Freud,
and Simmel. Readings from contemporary
authors such as Geertz, Goffinan, Adorno, and
Arendt will also be included. These
developments will be studied against the
background of the sociophilosophical climate of
the 19th century.
Theory course.
1credit.
Fall 2010. Munoz.
SOAN 006C. First-Year Seminar: Forest
of Symbols
This course takes its title from the
anthropological work of Victor Turner, The
Forest o f Symbols. Turner and other interpreters
of social life have stressed the importance of
symbols in constructing our understanding of
both the social and the natural world and in
assisting their transformations. As such, the
focus will be on readings that highlight the
relation between culture and nature, including
symbolic contestations over forests, water,
islands, gardens, political territories, natural
places, and ecological values.
Eligible for ENVS credit.
1credit.
Fall 2010. Wagner-Pacifici.
SOAN 007B. Introduction to Race and
Ethnicity in the United States
This course uses classic ethnographies, current
race theory, and journalistic accounts to
examine the experiences of selected ethnic
groups in the United States and to investigate
theories of racism, the meaning of race and
ethnicity in the 20th century, and contemporary
racialized public debates over affirmative
action, welfare, and English-only policies.
Eligible for BLST credit.
1credit.
Not offered 2010-2011.
SOAN 007C. Sociology Through African
American Women’s Writing
Interrogating the explicit and implicit claims
that black women writers make in relation to
work by social scientists, we will read texts
closely for literary appreciation, sociological

p. 393

significance, and personal relevance, examining
especially issues that revolve around race,
gender, and class. Of special interest will be
where authors position their characters vis-à-vis
white supremacy, patriarchy, capitalism, and
the United States.
Eligible for BLST or GSST credit.
1 credit.
Not offered 2010-2011.
SOAN 008F. First-Year Seminar:
Technology and Humanity
It sometimes seems as if science and
technology tend to replace communal
understanding and human relationships.
Historical and social scientific investigations
suggest this is an illusion however; technology
has always been shaped by and embedded in
personal connections, group struggles, and
cultural understandings. The real danger in fact
lies in letting false impressions of technological
dominance create unnecessary inequality and
oppression. The class will explore this topic
using examples such as the development of
modem industry, the construction of railroads,
the risks of nuclear catastrophe, the digital
divide, and the development of online identities.
1 credit.
Not offered 2010-2011.
SOAN 009C. Cultures o f the Middle East
Looking at ethnographic texts, films, and
literature from different parts of the region, this
class examines the complexity and richness of
culture and life in the Middle East. The topics
we will cover include orientalism, colonization,
gender, ethnicity, tribalism, nationalism,
migration, nomadism, and religious beliefs. We
will also analyze the local, national, and global
forces that are reshaping daily practices and
cultural identities in various Middle Eastern
countries.
Eligible for ISLM credit.
Writing course.
1 credit.
Not offered 2010-2011.
SOAN 009E. First-Year Seminar: Social
Action and Social Responsibility
We will explore the conditions and
consequences of various types of effort to bring
about positive social change, using theory and
case studies from sociology and anthropology;
class visits from individuals working directly
with different strategies for social change; and
off-campus opportunities for students to learn
from groups and individuals dedicated to
activism and service.
1 credit.
Fall 2010. Charlton.

Sociology and Anthropology
SOAN 010C. The Social Development of
Sport
The course is designed as an introduction to the
subfield of sport sociology. The primary focus
of the course will rest on the developmental
history of the institution of Western sport and
the principal analytical frameworks constructed
to explain its origins. Although the historical
and theoretical material is centered on European
developments, contemporary issues and debates
on the relationship of gender, race, and
ethnicity to sport will concentrate on American
society. Readings will be drawn from the work
of sociologists and historians working directly
in sport studies.
1 credit.
Not offered 2010-2011.
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 mechanism in
the construction of group identity.
1 credit.
Not offered 2010-2011.
SOAN 010J. War, Sport, and the
Construction of Masculine Identity
The course will concentrate on the themes of
sport and war and the historical construction of
male identity. Our culturally endorsed ideals of
manhood are related to tests of skill and
physical exertion. The influence of the
sport/warrior ethic on modem sensibilities will
take us to 19th-century England and the United
States as these nations grappled with the
meaning of sport and war as markers of the
adult male. Contemporary works that challenge
stock impressions of masculinity will be read.
Eligible for GSST or PEAC credit.
1 credit.
Fall 2010. Mullan.
SOAN 012M. Exemplary Studies
How do sociologists approach social structures,
organizational systems, and dynamics between
groups? How do anthropologists study cultural
meanings, daily practices, and social identities?
What are the methods and theories that
sociologists and anthropologists utilize to
understand our contemporary society and other
cultures? These are some of the questions that

p. 394

our class will explore through looking at studies
in anthropology and sociology that are
methodologically and theoretically
distinguished and self-reflexive. Our purpose
will be to capture the productive aspects of the
methods and theoretical framings used in these
studies. We will also seek to appreciate how
sociological and anthropological concepts,
research methods, and writing styles have
changed and shifted over time. The optimal
time to take this course is sophomore year.
1 credit.
Fall 2010. Reay, Nadkami.

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SOAN 020B. Urban Education
(See EDUC 068)
Theory course.
1 credit.
Fall 2010. Grossman.

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SOAN 020J. Dance and Diaspora
(See DANCE 025A)
Writing course.
1 credit.
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SOAN 023C. Anthropological
Perspectives on Conservation
Conservation of biodiversity through the
creation of national parks is an idea and a
practice that began in the United States with the
creation of Yellowstone in 1872. In this course,
we will examine the ideas behind the initial
creation of national parks and explore the
global spread of these ideas through the
historical and contemporary creation of parks in
other countries. As we examine the origin of the
idea for parks, we will also consider the human
costs that have been associated with their
creation. Ultimately, the class offers a critical
exploration of theories and themes related to
nature, political economy, and culture—themes
that fundamentally underlie the relationship
between society and environment.
Eligible for ENVS credit.
1 credit.
Fall 2010. Schuetze.

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SOAN 024B. Latin American Society and
Culture
An introduction to the relationship between
culture and society in Latin America. Recent
and historical works in social research,
literature, philosophy, and theology will be
examined.
Eligible for LASC or PEAC credit.
1 credit.
Not offered 2010-2011.

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Sociology and Anthropology
SOAN 024C. Latin American Society
Through Its Novel
(Cross-listed as LITR 07 IS)
From an interdisciplinary framework, we will
explore the relationship between society and its
representation in the Latin America novel. The
course will also help us understand the links
between fiction and reality, and the role of
literature as a form of cognition. Selected works
by Carlos Fuentes, Mario Vargas Llosa, Gabriel
García Márquez, Isabel Allende, Luisa
Valenzuela, Jose Maria Arguedas and others.
Readings, assignments, and open-dialogue class
are in English. No prior knowledge of Spanish
necessary.
Eligible for LASC credit.
1credit.
Spring 2011. Muñoz.
SOAN 024D. Topics in Social Theory
This course deals with Kant’s and Hegel’s
social philosophy insofar as it influenced the
development of modem social theory. Works
by Marx, Weber, Durkheim, Freud, and critical
theorists, neo-conservatives, and
postmodernists will also be discussed.
Theory course.
1credit.
Not offered 2010-2011.
SOAN 02SB. Transforming Intractable
Conflict
This course will address the sociology of
allegedly intractable identity conflicts in deeply
divided societies and their potential
transformation toward peace. Northern Ireland
will serve as the primary case study, and the
course outline will include the history of the
conflict, the peace process, and grassroots
conflict transformation initiatives. Special
attention will be given to the cultural
underpinnings of division, such as sectarianism
and collective identity, and their expression
through symbols, language, and collective
actions, such as parades and commemorations.
Eligible for PEAC credit.
1credit.
Not offered 2010-2011.
SOAN 026B. Discourse Analysis
(Cross-listed as LING 024)
We are what we speak—or largely so. This is
the premise of “discourse analysis.” This course
will concentrate on language in a variety of
social contexts: conversations, media reports,
and legal settings. We will analyze these speech
and writing interventions via the tools of
sociolinguistics, ethnomethodology, critical
legal studies, and discourse analysis. The
essential issue of the course can be boiled down
to the question: Who gets to say what to whom?

p. 395

Eligible for INTP credit.
Theory and methods course.
1 credit.
Spring 2011. Wagner-Pacifici.
SOAN 026C. Power, Authority, and
Conflict
This course analyzes the way in which power
emerges, circulates, and is augmented and
resisted in diverse political contexts. Historical
and contemporary cases are interrogated with
the theoretical frameworks of Marx, Weber,
Patterson, Arendt, Parsons, and Foucault. Issues
include the question of state autonomy, political
legitimacy, and the role of violence in politics.
Eligible for INTP or PEAC credit.
1 credit.
Fall 2010. Wagner-Pacifici.
SOAN 027B. The Constitution of
Knowledge in Modern Society
This course takes classic sociology of
knowledge texts as a starting place for an
interrogation and discussion of how knowledge
is constructed in this culture. Additional texts
will be drawn from gender and sexuality
studies, black studies, and media studies as we
examine the powerful ways that knowledge can
be and is differently constructed within our own
culture as well as the ways that some kinds of
knowledge seem to be categorically intractable
across time and space.
Prerequisite: A course in theory,
sociology/anthropology, literature, or
philosophy.
Theory course.
1 credit.
Not offered 2010-2011.
SOAN 027C. Classical Theory
Through the works of Marx, Weber, Durkheim,
Simmel, DuBois, and Freud, the recurrent and
foundational themes of late 19th- and early
20th-century social theory will be examined:
capitalism, class conflict and solidarity,
alienation and loneliness, social disorganization
and community, and secularization and new
forms of religiosity.
1 credit.
Not offered 2010-2011.
SOAN 028D. Deviance
The first part of this course introduces some
basic theories of why norms arise and why
some people may go against them, or be labeled
as doing so. It emphasizes the fact that
standards of normality and deviance always
involve issues of group membership, political
power, and unequal opportunity. The second
part looks at the special case of crime in the
U.S., covering explanations focused on biology,

Sociology and Anthropology
family history, group association, physical
environment, community disorganization, and
life course patterns, illustrating once again the
central role of power, and in this case racial
inequality. The third part of the course applies
the same theories to non-criminal subgroups
and cultural resistance, with examples from
sex/sexuality/gender, youth and music, non­
orthodox religion, and extremist politics.
1 credit.
Not offered 2010-2011.
SOAN 028E. Methods o f Social
Exploration
Social phenomena aren’t made up of a bunch of
transparent facts open to all; they have to be
explored using particular methods and
technologies. None of these methods are wholly
objective, reliable, or comprehensive, and none
of them are as easy as one might think. This is
mainly because evidence of social activity can
only be obtained by way of further social
activity, such as talking and reading, becoming
involved in people’s lives, going to archives,
and interacting with other powerful
organizations. This course discusses these
issues and covers a wide range of different
methods of social exploration, including;
archival and oral history; interviews; participant
observation; analysis of interactions,
conversations, texts, and media images; use of
audio and video recording; sample surveys and
questionnaires; government and academic
databases; Geographic Information Systems,
and network mapping. With all of these options
at their fingertips researchers can hopefully use
the combinations most suited to getting at what
interests them, as well as better understand,
critique, and make use of relevant past research.
Methods course.
1 credit.
Spring 2011. Reay.
SOAN 029B. Ethnography: Theory and
Practice
This class maps anthropological theories and
methods through reading and critically
analyzing the discipline’s flagship genre,
ethnography. We work historically by reading
classical texts that exemplify different
approaches (such as functionalism,
structuralism, symbolic anthropology, and
reflexive anthropology) used to analyze culture
and social structure. We address questions such
as: How did Malinowski understand
ethnography? How does this understanding
compare to more recent views of
anthropologists such as Geertz? How did the
meaning of fieldwork change over time? We
pay special attention to the politics of
representation and the anthropologists’

p. 396

continuous struggle to find new ways to write
about culture.
Theory and methods course.
Writing course.
1 credit.
Not offered 2010-2011.
SOAN 035B. Nonviolent Social
Movements
This course will address the sociological
literature on social movements and will cover
their emergence and maintenance and other
critical questions such as why people
participate. We will also take a strategic
perspective and investigate movements that
employ nonviolent tactics and methods. We
will explore the power in social relations upon
which collective nonviolent action capitalizes
and the effects of strategic choices 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 Freedom movement.
Eligible for PEAC credit.
1 credit.
Not offered 2010-2011.
SOAN 035C. Social Movements and
Strategic Action
Social Movements and Strategic Action will
address the sociological literature on social
movements, including their emergence and
maintenance. Why do people participate? We
will also take a strategic perspective and
investigate movements that employ various
tactics and methods. We will emphasize the
power in social relations upon which collective
nonviolent action capitalizes and the effects of
strategic choices within movements. Case
studies might include the U.S. civil rights
movement, the Soviet bloc revolutions, People
Power in the Philippines, and the Zapatistas,
among others.
Theory course.
1 credit.
Fall 2010. Smithey.
SOAN 038C. Sociology of Economic
Life.
The discipline of economics tends to focus
primarily on how markets work, i.e. how
rational calculations influence commodity
prices. There are many other things involved in
economic life however, such as resource
inequalities, institutional hierarchies, cultural
worldviews, patterns of habitual interaction,
and specific historical sequences of events. This
class explores how consideration of these kinds
of factors—power, culture, networks, and
history—can be added to market models to

Sociology and Anthropology
create a fuller picture of how humans organize
production, exchange, and consumption in what
we currently call “the economy.” Specific
topics covered include the difference between
precapitalist and capitalist economies, the
nature of modem advertising, the causes of
financial bubbles and crashes, corporate culture
and managerial behavior, the institutional
arrangements behind different varieties of
capitalism, the nature and effects of
globalization, and the operation of gift
exchange systems.
Theory course.
1 credit.
Spring 2011. Reay.
SOAN 039B. Globalization and Culture
What is globalization? Is globalization “cultural
imperialism,” Westernization, Americanization,
or McDonaldization? Our class will examine
such questions and critically analyze how
global flows (of goods, capital, labor,
information, and people) are shaping cultural
practices and identities. We will study recent
theories of globalization and transnationalism
and read various ethnographic studies of how
global processes are articulated and resisted in
various cultural settings.
Theory course.
Writing course.
1 credit.
Not offered 2010-2011.
SOAN 040B. Language, Culture, and
Society
(See LING 025)
Prerequisite: At least one linguistics course.
1 credit.
Fall 2010. Dinkin.
SOAN 044B. Colloquium: A rt and
Society
An examination of the relationship between art
and society from a sociohermeneutical
perspective. Literary and sociotheoretical works
will be the main focus of analysis this semester.
Selected works by Plato, Nietzsche, Hegel,
Mann, Dostoevski, Kafka, Benjamin, Lukács,
Freud, Borges, Foucault, and Sontag will be
examined.
Eligible for INTP credit.
Theory course.
1 credit.
Not offered 2010-2011.
SOAN 044C. Colloquium: Contemporary
Social Theory
A discussion of contemporary social theory and
its antecedents. The first part of the course will
be devoted to a discussion of works by
Nietzsche, Marx, and Freud. The second part

p. 397

will deal with works by contemporary theorist
such as Charles Taylor, Jiirgen Habermas,
Michael Foucault, Anthony Giddens, Pierre
Bourdieu, Jana Sawicki, Luce Irigaray, and
Jean Baudrillar.
Prerequisite: SOAN 044E. Limited enrollment.
Theory course.
1 credit.
Not offered 2010-2011.
SOAN 044D. Colloquium: Critical Social
Theory
An overview of major developments of critical
social theory since the 19th century. Readings
from Marx, Freud, Nietszche, Adorno,
Horkheimer, Benjamin, Habermas, Foucault,
and Freire.
Eligible for INTP credit.
1 credit.
Spring 2011. Muñoz.
SOAN 044E. Colloquium: Modern Social
Theory
This course is an analysis of the rise and
development of modem social theory. The
introduction to the colloquium deals with works
by such social philosophers as Rousseau, Kant,
and Hegel. The core of the colloquium focuses
on selected works by Marx, Weber, Dürkheim,
and Freud. The colloquium is recommended as
general background for advanced work in the
social sciences. The colloquium serves
particularly well for students interested in the
areas of sociology and anthropology and
interpretation theory.
Eligible for INTP credit.
Theory course.
1 credit.
Fall 2010. Muñoz.
SOAN 046B. Social Inequality
This course analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the nature
and representations of work, property, body,
and mind in revealing and reproducing social
inequalities. The approach is
phenomenological: How are inequalities made
social, and how are they disrupted?
Eligible for PEAC credit.
Theory course.
1 credit.
Not offered 2010-2011.
SOAN 048C. Sociology of Science
This class explores the wide range of work on
science as a social phenomenon. After a brief

Socioiogy and Anthropology
discussion of key themes in the philosophy of
science, it looks at the various ‘internal’ aspects
of science as an institution, including its
organizational structures, work practices, status
systems, and forms of discourse. It then turns to
the ‘external’ issues of how science relates to
the rest of society, including its connection to
gender, racial, and international inequality, its
portrayal in the media, its relationship to
technology, its conflicts with religion, and its
authority as ‘objective’ truth in law and
government. Authors covered will include
Robert Merton, Karin Knorr, Bruno Latour, Ian
Hacking, Sharon Traweek, Emily Martin,
Dorothy Nelkiri, and Sheila Jasanoff. The class
will also involve a field trip to analyze The
Franklin Institute Science Museum.
1 credit.
Not offered 2010-2011.
SOAN 049B. Comparative Perspectives
on the Body
This class explores how different societies
regulate, discipline, and shape the human body.
In the first part, we examine theories of the
body and how they have evolved over time. In
the second part, we focus on in-depth
ethnographic cases and compare diverse
cultural practices that range from the seemingly
traditional practices, such as circumcision, foot
binding, and veiling to the currently
fashionable, such as piercing, tattooing, dieting,
and plastic surgery. By comparing body
modification through space and time, we ask
questions such as: Is contemporary anorexia
similar to wearing the corset during the 19th
century? Is female circumcision different from
breast implants? Furthermore, we investigate
how embodiment shapes personal and
collective identities (especially gender
identities) and vice versa.
Eligible for GSST or INTP credit.
1 credit.
Not offered 2010-2011.
SOAN 056B. Standoffs, Breakdowns,
and Surrenders
A central aim of sociology is to track the
sometimes 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 of accidents, mistakes, negligence,
miscommunications, enmity, perfidy, and
colloquy.

p. 398

Eligible for INTP or PEAC credit.
1 credit.
Spring 2011. Wagner-Pacifici.
SOAN 062B. Sociology o f Education
(See EDUC 062)
Theory course.
1 credit.
Not offered 2010-2011.
SOAN 071B. Research Seminar:
Strategy and Nonviolent Struggle
(See PEAC 071B)
Writing course.
1 credit.
Fall 2010 and spring 2011. Lakey.
SOAN 072B. Memory and the Nation
How do national communities remember—and
forget? What roles do commemoration and
amnesia play in constructing, maintaining, or
challenging national and collective identities?
This seminar considers memory and its
pathologies as a central problematic for the
nation-state. It reads theory and ethnography
against each other to explore the politics and
aesthetics o f national memory across a number
of sites and contexts, attentive to both the
collectivities such commemorations inspire and
their points of resistance and failure.
Theory course.
1 credit.
Spring 2011. Nadkami.
SOAN 077B. The Visual Anthropology of
Performance
(See DANC 077B)
Theory course.
1 credit.
Spring 2011. Chakravorty.
SOAN 080B. Anthropological
Linguistics: Endangered Languages
(See LING 120)
Theory course.
1 credit.
Spring 2011. Harrison.
SOAN 095. Independent Study
Two options exist for students wishing to get
credit for independent work. All students
wishing to do independent work must have the
advance consent of the department and of an
instructor who agrees to supervise the proposed
project.
Option 1 - consists of individual or group
directed reading and study in fields of special
interest to the students not dealt with in the
regular course offerings.

Sociology and Anthropology
Option 2 - credit may be received for practical
work in which direct experience lends itself to
intellectual analysis and is likely to contribute
to a student’s progress in regular course work.
Students must demonstrate to the instructor and
the department a basis for the work in previous
academic study. Students will normally be
required to examine pertinent literature and
produce a written report to receive credit.
0.5 or 1 credit.
Fall 2010 and spring 2011. Staff.
SOAN 096-097. Thesis
Theses will be required of all majors. Seniors
will normally take two consecutive semesters of
thesis tutorial. Students are urged to discuss
their thesis proposals with faculty during the
spring semester of their junior year, especially
ifthey are interested in die possibility of
fieldwork.
Writing course (for SOAN 097 only).
1credit each semester.
Fall 2010 and spring 2011. Staff.
SOAN 098. Thesis Writers Master Class
This class meets biweekly to support sociology
and anthropology students in developing the
skills necessary for writing their theses,
including conducting literature searches,
interpreting data, formulating research
questions, and writing in a way that contributes
to the disciplines. The class complements and
supports the work that students are doing with
their thesis advisers. Students who have signed
up for a senior thesis credit are automatically
enrolled in the class. The class is open to only
senior thesis writers.
Fall 2010. Staff.

Seminars
SOAN 109. Standoffs, Breakdowns, and
Surrenders
A central aim of sociology is to track the
sometimes 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 of accidents, mistakes, negligence,
miscommunications, enmity, perfidy, and
colloquy.
2 credits.
Not offered 2010-2011.
SOAN 112. Cities, Spaces, and Power
This seminar explores recent interdisciplinary
insights to the analysis of spatial practices,
power relationships, and urban forms. In

p. 399

addition, we read ethnographies and novels and
watch films to explore questions such as: How
is space socially constructed? What is the
relationship between space and power? How is
this relationship embedded in urban forms
under projects of modernity and postmodemity?
How do the ordinary practitioners of the city
resist and transform these forms? Our
discussion will pay special attention to issues
related to racism and segregation, ethnic
enclaves, urban danger, gendered spaces,
colonial urbanism, and the “global” city.
Theory course.
2 credits.
Not offered 2010-2011.
SOAN 114. Political Sociology
This seminar analyzes the ways in which power
emerges, circulates, and is augmented and
resisted in diverse political contexts. Readings
include Marx, Weber, Patterson Arendt,
Parsons, and Foucault. Issues include the
question of state autonomy, political legitimacy,
and the role of violence in politics.
Eligible for INTP credit.
Theory course.
2 credits.
Not offered 2010—2011.
SOAN 121. Visual Ethnography and
Documentary Film: Theory and
Production
This seminar examines the use of film and
video by sociologist and anthropologist to
convey and communicate aspects of culture that
are visible—from rituals, performance, and
dance to disputes and violence. The course will
look at the history of visual ethnography and
explore the major issues within the field,
including the relationship between
ethnographers and filmmakers, and the
appropriateness of the conventions of
documentary film, paying special attention to
the influences of politics, economics, and
technical advances. The course will include
readings on visual ethnography and
documentary film techniques. The main goals
of the seminar are for students to understand the
links between anthropological and sociological
theory and the production of ethnographic and
documentary film and to have the production
skills necessary for directing their own work.
Methods course.
2 credits.
Fall 2010. Himpele.
SOAN 122. Urban Ethnographies
Through Time and Space
As key players in the global economy, cities are
becoming the focus of a growing number of
studies that show how urban life is shaped by

Sociology and Anthropology
the complex interplay of global, national, and
local processes. In this class, we look at urban
ethnographies (texts and films) through space
and examine how the representation of the city
has changed over time. These ethnographies are
conducted in Western cities such as New York,
London, and Paris as well as cities in other parts
of the world such as Cairo, Casablanca,
Bombay, Sao Paolo, and Shanghai. We read
these ethnographies to (1) discuss different
techniques and approaches used to study urban
cultures and identities, (2) examine how the
collection of data relates to anthropological
theories and methods, and (3) explore how
research in cities shapes the field of cultural
anthropology. In our discussions, we also
explore important urban problems such as
poverty, gangs, violence, and homelessness.
2 credits.
Not offered 2010-2011.
SOAN 123. Culture, Power, Islam
This seminar will be an interdisciplinary
investigation into the shifting maimers by which
Islam is multiply understood as a creatively
mystical force, a canonically organized religion,
a political platform, a particular approach to
economic investment, and a secular but
powerful identity put forth in interethnic
conflicts, to name only a handful of
incarnations. Though wide ranging in our
theoretical perspective, a deeply ethnographic
approach to the lived experience of Islam in a
number of cultural settings guides this study.
Eligible for ISLM credit.
2 Credits.
Not offered 2010-2011.
SOAN 124. The Americas: Cultural
Politics & Social Movement
This seminar brings anthropological and
cultural studies across the Americas into
dialogue, including Latino/a studies of the U.S.
with Latin American studies. In most cases
these areas, the U.S. experience and Latin
American cultural dynamics are taught in
separate courses and often in different
departments. Through matching readings on a
series of topics—including identity politics,
migration, social movements, gender relations,
and cultural citizenship—the seminar will seek
to broaden our understandings of the Americas
while exploring ways to better integrate
Latino/a and Latin American studies. Readings
for the course will include works by Americo
Paredes, Renato Rosaldo, Arturo Escobar,
Claudio Lomnitz, and Gloria Anzaldua.
Theory course.
2 credits.
Spring 2011. Himpele.

p. 400

SOAN 127. Race Theories
Contemporary theories of race and racism by
sociologists such as Winant, Gilroy, Williams,
Gallagher, Ansell, Omi, and others will be
explored. Concepts and controversies explored
will include racial identity and social status, the
question of social engineering, the social
construction of justice, social stasis, and
change. The United States is the focus, but
other countries will be examined. Without
exception, an introductory course on race
and/or racism is a prerequisite.
Eligible for BLST credit.
Theory course.
2 credits.
Spring 2011. Willie-LeBreton.
SOAN 130. Social Inequality
This seminar analyzes conflicting theoretical
perspectives on the origins and meaning of
social inequality. Empirical studies of both a
historical and cross-cultural nature will be
examined for the ways in which they engage
alternative readings of such issues as the nature
and representations of work, property, body,
and mind in revealing and reproducing social
inequalities. The approach is partly
phenomenological: How are inequalities made
social, and how are they disrupted?
2 credits.
Not offered 2010-2011.
SOAN 138. Work and Identity
This is a senior seminar about work experiences
in the United States over the last thirty years. It
looks at how different occupations and work
conditions are central to the construction of
identity and to the reproduction of class, racial,
ethnic, and gender inequalities. It explores these
issues by looking primarily at ethnographies
and interviews, getting into a fair amount of
detail concerning what it’s like to do different
jobs. Particular topics covered include factory
work (both traditional assembly-line and more
recent ‘humanized’ arrangements), construction
(focusing on gender aspects), managerial work,
service work (typically seen as low-status),
domestic labor (which is often ‘invisible’
because it is gendered as female), office work,
and illegal work (i.e. sex and drugs).
2 credits.
Fall 2010. Reay.
SOAN 162. Sociology of Education
(See EDUC 162)
Theory course.
Prerequisite: EDUC 014 or permission of the
instructor.
2 credits.
Not offered 2010-2011.

Sociology and Anthropology
SOAN 180. Thesis
Candidates for honors will usually write theses
during the senior year. Students are urged to
have their thesis proposals approved as early as
possible during the junior year.
Writing course.
2credits.
Fall 2010 and spring 2011. Staff.

p. 401

Theater

p. 402

ALLEN KUHARSKI, Professor and Chair
ERIN B. MEE, Assistant Professor
K. ELIZABETH STEVENS, Assistant Professor (part time)3
LAILA SWANSON, Assistant Professor (part time)
GABRIEL QUINN BAURIEDEL, Visiting Assistant Professor (part time)
LARS JAN, Visiting Assistant Professor (part time)6
JAMES MAGRUDER, Visiting Assistant Professor (part time)6
LIZZIE OLESKER, Visiting Assistant Professor (part time)*5
JAMES MURPHY, Visiting Instructor (part time)5
THOMAS SNYDER, Production Manager and Technical Director (part time)
JEAN TIERNO, Administrative Assistant (part time)
TARA WEBB, Costume Shop Supervisor and Arts Administration Intern
3Absent on leave 2010-2011.
5 Fall 2010.
‘ Spring 2011.

The theater major uses the study of all aspects
of performance as the center of a liberal arts
education. It is intended to be of broad benefit
regardless of a student’s professional intentions.
All courses in the department address the
processes of play production, especially as they
involve collaboration; all production for
performance in the department is part of
coursework.
The Theater Department emphasizes writing as
an important aspect of discursive thinking and
communication. Many courses have a
significant writing component, the nature of
which varies from course to course.
Classes in the Theater Department are usually
open to visitors by prior arrangement with the
professor.

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 their faculty adviser or the
chair of the Theater Department early and often.
Leave schedules, study abroad, a wide variety
of intern and apprentice programs, and the
importance of course sequences make longrange planning essential.
THEA 001: Theater and Performance is a
prerequisite for most intermediate and advanced
classes and seminars.
Courses numbered 001 to 010 are introductory
and are prerequisite to intermediate courses.
Courses numbered 011 to 049 are intermediate
and are prerequisite to advanced courses
numbered 050 through 099.
Seminars carry numbers 100 and above.
Intermediate work in each of the course
sequences requires a beginning course in that
area.

Some advanced courses carry additional
prerequisites that are listed in the course
descriptions.
For those majors who intend a career in theater,
whether academic, not-for-profit, or
commercial, internships in professional theaters
are strongly recommended. Because of
scheduling difficulties, students should plan and
apply for internships, time spent off campus,
and community projects as far in advance as
possible.
Alumni guest artists are typically in residence
on campus dining the summer as part of the
Swarthmore Project in Theater. Positions are
usually available in production, development,
public relations, marketing, box office, and
house or stage management. Positions are
usually not available in acting, directing, or
design.
Course Major
Requirements include: 9.5 credits of work
including THEA 001: Theater and
Performance; THEA 002A: Acting I; 1 credit in
design (THEA 004A, 004B, 004C, 004D or
004E); THEA 015: Performance TTieory and
Practice; either THEA 006: Playwriting
Workshop, or THEA 021: Production
Dramaturgy, or THEA 025: Solo Performance,
or THEA 035: Directing I; THEA 022:
Production Ensemble I or THEA 034: Special
Project in Design; THEA 099: Senior
Company; and a 100-level seminar. In addition,
each major will choose an area of specialization
and take one additional course in that area.
All course majors and minors are required to
fulfill a set number of hours doing
technical/crew work before the end of the junior
year. Students can obtain details on how to
fulfill the technical/crew requirement from their
major advisers, the department office, or from
advising forms available outside the Chair’s
office. Technical/crew hours can be arranged
directly with the Department’s Production

Theater
Manager/Technical Director or Costume Shop
Supervisor.
N.B.: Requirements for course major will be
modified starting with the class of 2014. See
department advising materials for details.
The areas of specialization are acting, solo
performance, directing, design, playwriting,
dramaturgy, performance studies, and theater
history. Special arrangements will be made for
students who seek secondary school
certification. Prospective majors should consult
with the chair or their department adviser about
their choice.
In addition to these course requirements, the
major includes a comprehensive examination in
two parts: (1) an essay relating the student’s
experience in Senior Company; and (2) an oral
examination on the essay and related subjects
by theater faculty.
Course Minor
Course minors are required to take 6.5 credits
of work including: THEA 001: Theater and
Performance; THEA 002A: Acting I; 1 credit in
design (THEA 004A, 004B, 004C, 004D or
004E); THEA 015: Performance Theory and
Practice; either THEA 006: Playwriting
Workshop, or THEA 021: Production
Dramaturgy, or THEA 025: Solo Performance,
or THEA 035: Directing I; and THEA 022:
Production Ensemble I or THEA 034: Special
Project in Design. In addition, each minor will
choose an area of specialization and take one
additional course in that area. Course minors
who complete these requirements by the end of
thejunior year may petition to enroll in THEA
099: Senior Company in the fall semester of
their senior year.
All course minors need to fulfill the same
technical/crew requirement described for course
majors above.
N.B.: Requirements for course minor will be
modified starting with the class of 2014. See
department advising materials for details.
Honors Major
General requirements include THEA 001:
Theater and Performance; THEA 002A: Acting
I; 1 credit in design (THEA 004A, 004B, 004C,
004D or 004E); THEA 015: Performance
Theory and Practice; either THEA 006:
Playwriting Workshop, or THEA 021:
Production Dramaturgy, or THEA 025: Solo
Performance, or THEA 035: Directing I; THEA
022: Production Ensemble I or THEA 034:
Special Project in Design; THEA 099: Senior
Company; and a 100-level seminar.
All potential honors majors need to fulfill the
same technical/crew requirement described for
course majors above.

p. 403
N.B.: Requirements for honors major will be
modified starting with the class of 2014. See
department advising materials for details.
In addition, each major will choose an area of
specialization and take one additional course in
that area. One specialization will constitute the
normal honors major in theater. Honors
students will take Senior Company in the fall of
senior year, while they are planning their
production project. The usual schedule will be
spring of junior year, Theater Seminar; fall of
senior year, THEA 099 and pre-rehearsal thesis
project preparation; and spring of senior year,
rehearsal and performance of the thesis project.
Double majors taking three examinations in
theater will also follow that schedule.
For double majors taking one honors
examination and comps in theater, the
examination may be a production project,
depending on available resources.
Approval of the sophomore paper for any
honors major is conditional upon the student
maintaining good academic standing through
the end of the junior year. Theater honors
majors approved for production thesis projects
in the senior year are required to notify the
department chair of their intention to drop or
change their Honors Program by the end of the
junior year. An honors major in theater must
receive the approval of their major adviser
before committing to any extracurricular or offcampus projects during the senior year in order
to avoid potential conflicts with their honors
thesis work. Students who prove unable to
fulfill the expectations of the faculty for their
Honors Programs in theater may be dropped
from honors at the department’s discretion.
Unless for reasons of health or other personal
circumstance beyond the student’s control,
leaving the department’s Honors Program after
the end o f the junior year is considered a
significant compromise of a student’s academic
performance.
Honors students majoring in theater will
typically make a total of three preparations as
follows:
1. Seminar (listed earlier), written examination,
and an oral set by an outside examiner.
2. THEA 015 and a written thesis attachment to
be evaluated by an outside examiner along with
an oral or THEA 021 and a production thesis
attachment to the course to be evaluated by an
outside examiner along with an oral.
3. A production project in one of the following
fields:
Acting
The student, together with their adviser, will
select and prepare a role from an appropriate
script. The program will hire a professional
director for a set number of rehearsal hours,
which the student will supplement with practice

Theater
and other acting “homework.” The adviser will
assist in this work on a regular basis. The
external examiner will attend as many rehearsal
sessions as possible to observe the student’s
process. The examiner also attends one or more
of the public performances. The examination
proper will consist of an extended interview
directly following the performance and a briefer
oral during honors weekend. The subject of the
first interview will be the student’s processes as
he or she relates to the production. The second
oral will concern the student’s assessment of
the entire process as a part of his or her
undergraduate education and future plans.
Design
The student will function as the designer for a
production presented by the Theater
Department in one area of design. The student
will produce appropriate preparatory materials
for this project (research, sketches, color
renderings, drafting, models, digital media,
light or sound plots, etc). Because this is a
collaborative project, a production time line
will need to be prepared and production
meetings scheduled. In addition to the
development of the design, the student will
collaborate with all relevant staff and craftsmen
during the fabrication stage, ensuring the fullscale design is executed as designed. The local
instructor will supervise these activities
appropriately, on the model of a special project
in theater. The external examiner will receive
copies of all materials as the student creates
them and will pay close attention to the way in
which the project develops under continual
revision. The examiner will attend one of the
public performances and in advance of honors
weekend will receive in digital form the
student’s completed portfolio for presentation.
The examination proper will consist of an
extended interview directly following the
performance and a briefer oral during honors
weekend. The subject of the first interview will
be the student’s processes as he or she relates to
the production. The second oral will concern
the student’s assessment of the entire process as
a part of his or her undergraduate education and
future plans.
Directing
The student will, under faculty supervision,
read around a given playwright’s work, make a
director’s preparation for the entire play, and
rehearse for public presentation a locally
castable portion of the chosen play. Original
developmental projects may be proposed,
subject to the approval of the faculty adviser for
the thesis. The department will hire a
professional collaborator (usually an actor) for a
set number of rehearsal hours in connection
with the project. The instructor will supervise
these activities appropriately, on the model of a
special project in theater. The external examiner

p. 404
will visit this project several times (depending
on schedule and available funds). These visits
(to rehearsal or planning session) will not
include feedback from die examiner. The
examiner attends rehearsal to know as much as
possible about the student’s methods of making
the work. The examiner also attends one or
more o f the public performances. The
examination proper will consist of an extended
interview directly following the performance
and a briefer oral during honors weekend. The
subject of the first interview will be the
student’s processes as he or she relates to the
production. The second oral will concern the
student’s assessment of the entire process as a
part o f his or her undergraduate education and
future plans.
Dramaturgy
This project will be done in one of the
following ways:
1) As a production project in the form of a onecredit attachment to the Production Dramaturgy
class (THEA 021) consisting of work with a
faculty or student director. This will typically
be in connection with Production Ensemble or
an honors thesis in directing. The student will
create a body of writing appropriate to the
specific project. This will include (but is not
limited to) notes on production history, given
circumstances, script analysis, program and
press-kit notes, study guide, and a grant
proposal. The student’s work will continue in
rehearsal. The external examiner will receive all
materials as they are generated. The examiner
also attends one or more of the public
performances. The examination proper will
consist of an extended interview directly
following the performance and a briefer oral
during honors weekend. The subject of the first
interview will be the student’s processes as he
or she relates to the production. The second oral
will concern the student’s assessment of the
entire process as a part of his or her
undergraduate education and future plans.
2) The completion of a stage adaptation of a
non-dramatic text or combination of texts. A
complete draft of the adaptation will be
completed under the supervision of a facultymember in production dramaturgy, and a staged
reading of a revised version of the text will be
presented in collaboration with a professional
director as guest artist. This is a two-credit
thesis project to be completed over two
semesters in the senior year, generally parallel
to the honors thesis model for playwriting. The
examiner will attend at least two rehearsals and
the final staged reading, in addition to reading
the final text and its original source. The
examination will consist of an extended oral
presentation given during honors weekend.
3) Students fluent in a second language can
apply to do a translation of a play into or out of

Theater
English as an honors thesis attachment to
Production Dramaturgy. This may be a onecredit attachment for a written draft only (done
with a member of the faculty) or as a two-credit
thesis with a staged reading done in
collaboration with a guest director, as in the
adaptation thesis above. In the case o f a staged
reading, the examiner will attend at least two
rehearsals and the final staged reading, in
addition to reading the final text together with
the original source. The examination proper
will consist of an extended interview directly
following the performance and a briefer oral
during honors weekend. The subject of the first
interview will be the student’s processes as he
or she relates to the production. The second oral
will concern the student’s assessment of the
entire process as a part of his or her
undergraduate education and future plans.
Playwriting
The student will write a complete draft of a play
over the course of a semester in collaboration
with a faculty member or other professional
production dramaturg. In a second semester, the
department will hire a professional director for
a set number of rehearsal hours in preparation
for a staged reading, which whom the student
will work through a rehearsal and revision
process based on the earlier work with the
production dramaturg. The faculty adviser
and/or the production dramaturgy faculty will
continue to assist during the rehearsal/revision
process. The external examiner will read the
completed first draft and attend as many
rehearsal sessions as possible and the final
staged reading to observe the student’s writing
and collaborative process. The examination
proper will consist of an extended interview
directly following the staged reading, the
reading of the student’s revised draft based on
the rehearsal process and performances, and a
briefer oral examination during honors
weekend. There is also the option of a purely
written playwriting thesis preparation, without
the production component.
Solo Performance
The student, with guidance from their adviser,
will create and perform a solo performance. The
program will hire a professional director for a
set number of rehearsal hours, which the
student will supplement with practice and other
writing, acting, and design “homework.” The
adviser will assist in this work on a regular
basis. The external examiner will attend as
many rehearsal sessions as possible to observe
the student’s process. The examiner attends
rehearsal to know as much as possible about the
student’s methods of making the work. The
examiner also attends one or more of the public
performances. The examination proper will
consist of an extended interview directly
following the performance and a briefer oral

p. 405
during honors weekend. The subject of the first
interview will be the student’s processes as he
or she relates to the production. The second oral
will concern the student’s assessment of the
entire process as a part of his or her
undergraduate education and future plans.
Honors Minor
Seven credits of work including THEA 001:
Theater and Performance; THEA 002A: Acting
I; 1 credit in design (THEA 004A, 004B, 004C,
004D or 004E); THEA 015: Performance
Theory and Practice; either THEA 006:
Playwriting Workshop, or THEA 021:
Production Dramaturgy, or THEA 025: Solo
Performance, or THEA 035: Directing I; and a
100-level seminar or THEA 022: Special
Project in Dramaturgy. Honors minors who
complete these requirements and complete a
sequence in acting, design, directing, or
playwriting/dramaturgy by the end of the junior
year may petition to enroll in THEA 099:
Senior Company in the fall semester of their
senior year.
There is an option for students to pursue a
course major in conjunction with an honors
minor, in which case the student may be
eligible for an individual thesis project along
the lines of those described for honors majors
above. Interested students should discuss the
details of this with their major advisers before
preparing their sophomore papers.
All potential honors minors need to fulfill the
same technical/crew requirement described for
course majors above.
N.B.: Requirements for honors minor will be
modified starting with the class of 2014. See
department advising materials for details.
Co-curricular and extracurricular work in the
Theater Department, although not specifically
required, is strongly recommended for majors.
Opportunities include paid and volunteer staff
positions with the department, in-house projects
for various classes, production work in The
Eugene M. and Theresa Lang Performing Arts
Center, and Drama Board productions.
With respect to the 20-course rule, courses in
dramatic literature taught in the English
Literature, Classics, or Modem Languages and
Literatures departments may be designated as
part of the major. Courses in nondramatic
literatures taught in those departments will not
be considered part of the major.

Study Abroad Programs
Semester Abroad in Poland
The Theater Department and the Dance
Program have jointly developed a semesterabroad program for interested Swarthmore
students in Poland in conjunction with the
Jagiellonian University of Krakow and other

Theater
institutions in the vicinity. Intensive study of
Polish while in the country will be required of
all participating students. Students participating
will be able to enroll for the equivalent o f a full
semester’s credit (4 to 5 credits),
theater majors and minors can enroll in a
semester of theater and dance related study
conducted in English either through distancelearning tutorials with Swarthmore theater
faculty and/or tutorials and classes at the
Jagiellonian University in Krakow. Directing
internships for credit at the Krakow State
Drama School or professional theaters are
typically available for qualified theater students.
Students in comparative literature and modem
languages and literatures are also welcome to
contact Professor Kuharski about possible
related programs of study at the Jagiellonian
University.
Beyond credits in theater, dance, and intensive
Polish, a menu of possible tutorials is available
in Polish literature and history, environmental
studies, film, religion, Jewish and Holocaust
studies, art history, and other fields.
Participation in the Annual International Dance
Conference and Performance Festival hosted by
Silesian Dance Theatre in June and July is
highly recommended and can be funded
completely or in part by the College in many
cases. Interested students should contact
Professor Kuharski, co-director of the Semester
Abroad Program, as early as possible for
advising purposes and updated information on
the status of the program. See course listings in
both Theater and the Music and Dance
departments for types of academic credit being
offered.
Funding support (including travel) is available
for intensive language study in Poland during
the summer before the student’s planned
semester abroad. Interested Students should
contact Professor Kuharski for details.
Separate but parallel semester abroad options in
Krakow and Bytom are being offered through
the Engineering Department, Environmental
Studies, and the Dance Program. Interested
students should contact Professor Arthur
McGarity in the Engineering Department or
Professor Sharon Friedler in the Dance Program
for details.
Semester Abroad in India
The Theater Department and the Dance
Program are researching the possibility of a
semester-abroad program in India in ways that
would roughly parallel our existing programs in
Poland and Ghana. Although the initiative
remains in the planning stages, interested
students are invited to discuss prospects for
study abroad related to theater and dance in
India with either Professor Mee in the Theater
Department or Professor Chakravorty in the
Dance Program.

p. 406

Introductory Courses
THEA 001. Theater and Performance
Combining a survey of classical and crosscultural approaches to theatrical performance
with the hands-on study of how theater is made.
Study will include history, performance theory,
and production dramaturgy in relationship to
play scripts and videotaped or live
performances. Sessions will include exercises in
acting, design, directing, and text
adaptation/playwriting. Writing requirements
will include journal keeping, responses to
readings and performances, the student’s own
projects, and research papers.
Fulfills a general requirement for all theater
majors and minors.
Open to all students without prerequisite.
Writing course.
1 credit.
Fall 2010 and spring 2011. Mee.
THEA 002A. Acting I
This course is designed as a practical
introduction to some o f the principles,
techniques, and tools of acting. We will use
theater games and improvisation exercises
(from Stanislavsky, Viola Spolin, Viewpoints,
and other sources) to unleash the actor’s
imagination, expand the boundaries of accepted
logic, encourage risk taking, and prepare the
actor for the creative process. We will focus on
preparing the body and voice for rehearsal and
performance and will pay special attention to
vocal and physical imagination. We will focus
on increasing “presence” on stage, developing a
character, learning how to rehearse, and
evoking a response from the audience in the
context of scene study. Three hours per week.
Fulfills a general requirement for all theater
majors and minors.
Open to all students without prerequisite.
0.5 credit.
Fall 2010. Bauriedel. Spring 2011. Mee.
THEA 002B. Voice Workshop
Foundations of vocal technique for actors,
including work with breath, projection,
resonators, diction, and so forth are covered.
The class is strongly recommended to all acting
students and may be taken without prerequisite.
Three hours per week.
Open to all students without prerequisite.
0.5 credit.
Not offered 2010-2011.
THEA 002C. Special Project in Acting
By individual arrangement with the directing or
acting faculty for performance work in
connection with department directing
workshops, honors thesis projects, or Senior
Company.

Theater
Prerequisite: Concurrent or past enrollment in
THEA002A.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 003. Fundamentals o f Design for
Theater and Performance
This course offers an introduction to creative
aspects of designing scenery, costumes,
lighting, and sound for theater and performance
with emphasis on the correlation of text,
imagination, and space. In a collaborative
classroom setting, the students will have the
opportunity to explore individual ideas and
transform these into a design that is cohesive
and relevant to a production. The lab
component of the course will provide a broad
introduction to the technical aspects of theater
production. The course is designed to serve all
students regardless of prior experience in
theater production.
N.B.: Starting with the class of 2014, fulfills a
general requirement for all theater majors and
minors.
Open to all students without prerequisite.
1credit.
Fall 2010. Swanson.
THEA 004A. Set Design
This course will focus on set design and
introduce methods that apply to designing for
stage. In class, we will take a look at the set
designer’s responsibilities as an artist and
collaborator and explore the relationship
between text, concept, and production in
addition to learning the basic skills of drafting
and model making. In addition, we will discuss
the relationship between scenery, costumes, and
light in performance. A lab component of this
class will include an introduction to computer
drafting and additional information about
materials used for stage construction. The
course is designed to serve all students
regardless of prior experience in theater
production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
Open to all students without prerequisite.
1 credit.
Not offered in 2010-2011.
THEA 004B. Lighting Design
This class explores the fimdamentals of lighting
design. The course objective is to introduce
lighting concepts and how to express them for
both theater and dance. It is intended to
demystify an enormously powerful medium.
Reading and class discussion provide a
theoretical basis for such creativity while the
assignments and projects provide the practice
for this artistic endeavor. The course is

p. 407
designed to serve all students regardless of prior
experience in theater production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
Open to all students without prerequisite.
1 credit.
Fall 2010. Murphy.
THEA 004C. Costume Design
This course will focus on costume design and
introduce methods that apply to designing for
stage. In class, we will take a look at the
costume designer’s responsibilities as an artist
and collaborator and explore the relationship
between text, concept, and production. In
addition to formal lecture, we will discuss
fabrics and colors and how they relate to light
and scenery in performance, and we will
explore different medium and techniques for
presentation of a design. A lab component of
this class will introduce the student to costume
shop operation and equipment in addition to a
brief overview of costume history. The course
is designed to serve all students regardless of
prior experience in theater production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
Open to all students without prerequisite.
1 credit.
Fall 2010. Swanson.
THEA 004D. Media and Technology
Design fo r Performance
The purpose of this course is to introduce
students to the application of various visual and
audio technologies in live theater and dance
performance. Discussion of the historical and
theoretical context of contemporary mixedmedia performance will be combined with an
orientation to the available technologies found
at Swarthmore and beyond. The class will
include the conceptualization and preparation of
a series of individual studio projects. The
course is designed to serve all students
regardless o f prior experience in theater
production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
Open to all students without prerequisite.
1 credit.
Spring 2011. Jan.
THEA 004E. Sound Design
This course will provide an introduction to
sound design concepts for live performance.
Course work will emphasize research, design
development, collaboration, and the creative
process. Laboratory work will focus on basic

Theater
audio engineering, software, field recording,
and documentation in a theatrical context. The
course is designed to serve all students
regardless of prior experience in theater
production.
N.B.: For graduating classes through 2013,
fulfills a general requirement for all theater
majors and minors.
Open to all students without prerequisite.
1 credit
Not offered 2010-2011.
THEA 006. Playwriting Workshop
This creative workshop course introduces
students to essential elements of dramatic
writing. In-class writing exercises and weekly
assignments lead to the development of
character monologues, scenes, and two original
one-act plays. A variety o f stylistic approaches
and thematic concerns are identified through the
reading and discussion of plays by
contemporary playwrights. Students will
explore their individual creative voice, learning
how to translate their vision through character,
image, and story for the stage.
Fulfills a general requirement for all theater
majors and minors.
Open to all students without prerequisite.
1 credit.
Fall 2010. Olesker. Spring 2011. Shaplin.
THEA 007. Theater o f Witness
(Cross-listed as DANC 070)
Based on Teya Sepinuck’s model of the Theater
of Witness developed during the past 15 years,
the class will focus on creating original theater
with people and communities who have not had
a voice in mainstream society. The class will be
highly experiential, with students exploring
techniques to build safe community, elicit
stories, and create theater that gives voice to
social issues. The class, open to sophomores,
juniors, and seniors, does not require prior
theater experience. Students will participate in
an intemship/apprenticeship, matched with
artists who are working in various communities
creating and/or directing Theater of Witness
projects.
Open to all students without prerequisite.
1 credit.
Not offered 2010-2011.
THEA 008. Movement Theater Workshop
(Cross-listed as DANC 049)
This class will offer an orientation to
movement-based acting through various
approaches: traditional performance traditions
in Bali and elsewhere, commedia dell 'arte, the
teachings of Jacques Lecoq, and so forth.
Taught by Gabriel Quinn Bauriedel of the Pig
Iron Theatre Company in Philadelphia. The

class will require rehearsal with other students
outside of class time and will end with a public
showing of work generated by the students. Six
hours per week.
Note: Movement Theater Workshop cannot be
taken in lieu of THEA 012 either as a
prerequisite for Acting III or by students
seeking a major or a minor with an emphasis in
acting.
Prerequisites: THEA 001 or 002A, any dance
course numbered 040-044, or consent of the
instructor.
1 credit. Graded course.
Spring 2011. Bauriedel.

Intermediate Courses
THEA 012. Acting II
In this course, we will use scene work as a tool
to sharpen the actor’s skill. The course will
include physical exercises designed to remind
the actor that acting is about give and take. We
then begin work on scenes by a variety of
playwrights as a way of investigating what is
required of the actor at all times vs. what is
required of the actor in different situations and
genres. While working on these scenes, actors
will learn how to develop a character; how to
rehearse; how to interact with other actors; how
to increase their vocal, physical, and emotional
flexibility; and how to evoke a response from
the audience. Actors will also learn how to
increase their presence onstage, how to harness
their imagination and sharpen their
observations. Six hours per week.
Prerequisites: THEA 002A. Interested students
may simultaneously enroll in THEA 001 if they
have not previously taken the class.
1 credit.
Not offered 2010-2011.
Fall 2011. Staff.
THEA 012A. Intermediate Special Project
in Acting
By individual arrangement with the acting or
directing faculty for performance work in
connection with department directing projects,
honors thesis projects, or Senior Company. May
be taken concurrently with THEA 008 or 012.
Prerequisite: THEA 002A, THEA 002C, AND
THEA 008 or 012 or 022.
0.5 or 1 credit. CR/NC grade
Fall and spring semesters. Staff.
THEA 013. Special Project in Theater
Practicum
By individual arrangement with the design or
directing faculty for production work in
connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.

Theater
Prerequisite: THEA 003 or any 004 design
class.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 014. Special Project in Design
By individual arrangement for a production
project in connection with department directing
workshops, Production Ensemble, honors thesis
projects, Acting III, or Senior Company.
Prerequisite: Current or past enrollment in
THEA 004A, THEA 004B, THEA 004C, or
THEA 004D, or 004E.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 015. Performance Theory and
Practice
This course covers a series of major texts on
performance theory and practice, with emphasis
on directing and acting. Assigned readings will
focus on theoretical writings by or about the
performance work of artists such as Zeami,
Stanislavsky, Artaud, Brecht, Grotowski,
Mnouchkine, Chaikin, Suzuki, and Robert
Wilson as well as selected theoretical and
critical texts by nonpractitioners. The course
includes units on performance traditions and
genres outside of Europe and North America.
Weekly video screenings required.
Fulfills a general requirement for all theater
majors and minors.
Prerequisite: THEA 001.
Writing course.
1credit
Not offered 2010- 2011.

THEA 016. Special Project in Playwriting
An independent study in playwriting taken
either as a tutorial or in connection with a
production project in the department. By
individual arrangement between the student and
department faculty.
Prerequisites: THEA 001 and THEA 006.
1credit.
Fall and spring semesters. Staff.
THEA 017. First-Year Seminar: The
World of Japanese Drama
(See JPNS 017 and LITR017J)
1credit.
Fall 2010. Gardner.
THEA 021. Production Dramaturgy
This course will investigate a tripartite nature of
dramaturgy as it is currently regarded and
practiced in American theater. Structural
dramaturgy: tragedy, comedy, melodrama,
farce, the well-made play, and modem
departures thereof. Production dramaturgy:
collaborative process, methods and strategies

p. 409
for historical research, note taking, script
editing, and adaptation. Institutional
dramaturgy: script evaluation, season planning,
mission statements, grant proposals, marketing
and audience outreach. Through readings,
discussions, writing assignments, and
engagement with campus productions (and
perhaps area productions), students will
sidestep the deathless—and deadly—question,
“What is a dramaturg?” to focus on how
dramaturgs think and what they do with what
they know.
Fulfills a general requirement for all theater
majors and minors.
Prerequisites: THEA 001.
1 credit.
Spring 2011. Magruder.
THEA 022. Production Ensemble I
Rehearsal of a full-length work for public
performance with a faculty director: ensemble
techniques, improvisation, using the audience
as part of the given circumstances. Required for
all course and honors majors in acting,
directing, and dramaturgy; also required for
course minors in acting, directing, and
dramaturgy.
Fulfills a general requirement for all theater
majors and minors.
Prerequisites for acting students: THEA 002A
and audition in fall semester.
Prerequisites for directing students: THEA 001,
THEA 002A, and THEA 035.
Prerequisites for dramaturgy students: THEA
001 and THEA 021.
1 credit.
Spring 2011. Jan.
THEA 023. Special Project: Intermediate
Theater Practicum
By individual arrangement with the design or
directing faculty for production work in
connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 003 or any 004 design
class, and THEA 013.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 024. Special Project in Stage
Management
By individual arrangement for a production
project in connection with department directing
workshops, honors thesis projects, Acting III, or
Senior Company.
Prerequisite: THEA 003, or THEA 004B, or
THEA 035.
0.5 or 1 credit.
Fall and spring semesters. Staff.

Theater

p. 410

THEA 025. Solo Performance
Solo performance is a theater of inclusion: it
creates a space in which everyone can speak up
and be heard. In this course students will
research, write, and perform a one-person show
using the writing, composition, and
performance techniques of Deb Margolin,
Second City, Anna Deavere Smith, Anne
Bogart, Pina Bausch, and others. We will use
memories, interviews, personal experiences,
images, favorite quotations, obsessions, desires,
things no one else thinks are important, bits of
pop culture, and songs usually sung in the
shower to make our performances, keeping in
mind that the most personal truths have political
resonance.
This course fulfills the intermediate acting
requirement for acting majors and minors
(Acting I is still required for all majors and
minors). It also counts as a prerequisite for
Production Ensemble in the spring.
Fulfills a general requirement for all theater
majors and minors.
For Fall 2010, open to all students without
prerequisite.
1 credit.
Fall 2010. Mee.

THEA 042. Production Ensemble II
v
Available by audition or consent o f instructor to [
students who have successfully completed
,
THEA 022.
j(
Prerequisites for acting students: THEA 002A,
(
022, and audition in fall semester.
Prerequisites for directing students: THEA 001,
002A, 022, and THEA 035.
Prerequisites for dramaturgy students: THEA
001,021 or THEA 035,022.
1 credit.
Spring 2011. Jan.

THEA 034. Special Project in Design
This course is an independent study in any area
of design. This special project will examine the
forms and techniques of design applied in
actual production. Students will develop a
design for Production Ensemble as assistants
under a faculty designer. By individual
arrangement between the student and the
department faculty.
Prerequisite: 004 design class.
Fulfills a general requirement for all theater
majors and minors.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.

Advanced Courses

THEA 035. Directing I: Directors’ Lab
This course focuses on the theater director’s
role in a collaborative ensemble and on the
ensemble’s relation to the audience. Units cover
the director’s relationship with actors,
designers, composers, technicians, and
choreographers as well as playwrights and their
playscripts. The student’s directorial self­
definition through this collaborative process is
the laboratory’s ultimate concern. Final project
consists of an extended scene to be performed
as part of a program presented by the class.
Prerequisites: THEA 001,002A, and any course
in design.
Fulfills a general requirement for all theater
majors and minors.
1 credit.
Fall 2010. Kuharski.

THEA 044. Special Project: Intermediate
Design
This course is an independent study in any area
of design. This special project will examine the
forms and techniques of design applied in
actual production. By individual arrangement
under the mentorship of the design faculty for
work in connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: 004 design class, and THEA 034.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.

THEA 051. Special Project in Production
Dramaturgy
Production dramaturgy in connection with a
production completed on or off campus. To be
taken concurrently with or following THEA
021: Production Dramaturgy. By individual
arrangement between the student and the
department faculty.
Prerequisites: THEA 001 and 021.
1 credit.
Fall and spring semesters. Magruder.
THEA 052. Production Ensemble III
Available by audition or consent of instructor to
students who have successfully completed
THEA 022 and 042.
Prerequisites for acting students: THEA 002A,
022,042, and audition in fall semester.
Prerequisites for directing students: THEA 001,
002A, 022, THEA 035, and 042.
Prerequisites for dramaturgy students: THEA
001,021 or THEA 035,022, and 042.
1 credit.
Spring 2011. Jan.
THEA 053. Special Project: Advanced
Theater Practicum
By individual arrangement with the design or
directing faculty for production work in
connection with department directing

Theater
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 003 or any 004 design
class, and THEA 013, and THEA 023.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 054. Special Project: Advanced
Design
This course is an independent study in any area
of design. This special project will examine the
forms and techniques of design applied in
actual production. By individual arrangement
under the mentorship of the design faculty for
work in connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: 004 design class, and THEA 034,
and THEA 044.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 054B. Special Project: Advanced
Lighting Design
For the student, this course is an advanced
study in lighting design. This project will
examine complex forms and techniques of
lighting design applied in actual production.
Students will develop the design of the lights
for Theater Department productions as
assistants under the mentorship of a faculty
lighting designer. By individual arrangement
between the student and the department faculty.
Prerequisites: THEA 004B.
1 credit.
Fall and spring semesters. Murphy.
THEA 055. Directing II: Advanced
Directing Workshop
Directing II requires students to apply the
exercises from THEA 035: Directing I to a
variety of scene assignments. These will
address a variety of theatrical genres and
various approaches to dramatic text
(improvisation, cutting, and/or augmentation of
play scripts, adaptation of nondramatic texts for
performance, etc.). Projects will be presented
for public performance.
Prerequisites: THEA 001,002A, 015, THEA
035, and any class in design.
1 credit.
Spring 2011. Kuharski.
THEA 062. Production Ensemble IV
Available by audition or consent of instructor to
students who have successfully completed
THEA 022,042, and 052.
Prerequisites for acting students: THEA 002A,
022,042,052, and audition in fall semester.
Prerequisites for directing students: THEA 001,
002A, 022,035,042, and 052.

p. 411
Prerequisites for dramaturgy students: THEA
001,021 or 035,022,042, and 052.
1 credit.
Spring 2011. Jan.
THEA 064. Advanced Special Project in
Scenography, Sound, and Technology
A portfolio design or other design project in
connection with a production completed on or
off campus. To be taken concurrently or
following THEA 054 or THEA 054A. By
individual arrangement between the student and
the department faculty.
Prerequisites: Any course in the THEA 004
group, THEA 014, THEA 054 or 054A.
0.5 or 1 credit.
Fall and spring semesters. Staff.
THEA 072. Advanced Special Project in
Acting
By individual arrangement with the acting or
directing faculty for performance work in
connection with department directing projects,
honors thesis projects, or Senior Company.
With faculty approval, acting in a production
off campus may qualify for this credit.
Prerequisites: THEA 002A, THEA 002C,
THEA 008 or 012 or 022, THEA 012A.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 074. Special Project: Senior
Project in Design
This course is an independent study in any area
of design. This special project will examine the
forms and techniques of design applied in
actual production. By individual arrangement
under the mentorship of the design faculty for
work in connection with department directing
workshops, honors thesis productions,
Production Ensemble, or Senior Company.
Prerequisite: THEA 004 design class, and
THEA 034, THEA 044, and THEA 054.
0.5 or 1 credit. CR/NC grade.
Fall and spring semesters. Staff.
THEA 075. Advanced Special Project in
Directing
By individual arrangement with the directing
faculty. With faculty approval, directing or
assistant directing off campus may qualify for
this credit.
Prerequisites: THEA 001, THEA 015 or THEA
021, THEA 022, THEA 035, THEA 106:
Theater History Seminar.
Fall and spring semesters. Staff.
THEA 076. Polish Theater and Drama
Available to students participating in the
Semester Abroad Program in Poland. No
reading knowledge of Polish required.

Theater
By arrangement with Allen Kuharski.
Prerequisite: THEA 001.
1 credit.
THEA 092. Off-Campus Projects in
Theater
Residence at local arts organizations and
theaters. Fields include management, financial
and audience development, community
outreach, and stage and house management.
Prerequisites: THEA 001 and appropriate
preparation in the major.
1 credit.
Fall and spring semesters. Staff.
THEA 093. Directed Reading
1 credit.
Fall and spring semesters. Staff.
THEA 094. Special Projects in Theater
1 credit.
Fall and spring semesters. Staff.
THEA 099. Senior Company
A workshop course emphasizing issues of
collaborative play making across lines of
specialization, ensemble development of
performance projects, and the collective
dynamics of forming the prototype of a theater
company. Work with an audience in
performance of a single project or a series of
projects.
This course is required of all theater majors in
their senior year and can not be taken for
external examination in the Honors Program.
Class members will consult with the instructor
during spring semester of their junior year,
before registration, to organize and make
preparations. Course and honors minors may
petition to enroll, provided they have met the
prerequisites.
Prerequisites: THEA 001; 002A; any design
class; 015; 006,021, 025, or 035; 022; a 100level seminar; and the completion of one threecourse sequence in theater.
Fulfills a general requirement for all theater
majors and minors.
1 credit.
Fall 2010. Mee.

Seminars
THEA 105. Theater Seminar: The Act of
Spectatorship
This course examines the way in which staged
action (broadly conceived) engages specific
visual practices in order to train spectators in
particular world views and behaviors. We will
examine how theater, ritual, and film positions
viewers (how it pacifies, animates, and/or
manipulates them, and to what end) by
examining theories of identification, voyeurism,

p. 412
witnessing, percepticide, and darshan alongside
particular case studies. Readings will be taken
from Aristotle, Plato, Berger, Lacan, Mulvey,
Irigaray, Fuss, Debord, Sontag, Taylor, Boal,
Brecht, Eck, Jenkins, Phelan, and others. Case
studies will include Calderon’s auto
sacrimentales, Kamad’s Hayavadana, the noh
play Kanton, Renaissance masques, The Couple
in die Cage by Fusco and Guillermo GomezPena, Fires in the Mirror by Anna Deavere
Smith, the ritual theyyattam, images from Abu
Ghraib, television fan culture, presidential
campaign appearances, and governmental
surveillance.
Prerequisites: THEA 001 and 015.
Fulfills a general requirement for all theater
majors and minors.
Writing course.
2 credits.
Spring 2011. Mee.
THEA 106. Theater History Seminar
A critical comparative study of a selected
theatrical company together with a comparative
survey of world theater history. Emphasis on
company structures and evolution, the
placement of theatrical performance within
specific cultural and political contexts, and the
relevance of historical sources to contemporary
theatrical practice. Readings will include, but
not be limited to, dramatic texts as one form of
artifact of the theatrical event.
Spring 2012: Ariane Mnouchkine and the
Théâtre du Soleil.
Prerequisites: THEA 001 and 015.
Fulfills a general requirement for all theater
majors and minors.
Writing course.
2 credits.
Not offered 2010-2011. Spring 2012. Kuharski.
THEA 180. Honors Thesis Preparation
Credit either for honors attachments to courses
or for honors thesis projects in directing,
design, acting, and so on. By arrangement with
the student’s faculty adviser in theater.
Fall and spring semesters. Staff.
THEA 181. Honors Thesis Project
Credit for honors thesis projects in directing,
design, acting, and so on. By arrangement with
the student’s faculty adviser in theater.
Fall and spring semesters. Staff.

Directions to Swarthmore College

p. 413

Swarthmore College is located 11 miles southwest of the city of Philadelphia in the Borough of
Swarthmore, Pennsylvania. The College is just a 30 minute drive from Philadelphia. New York and
Washington, D.C. are each about two hours away.
DRIVING
From the NORTH (New Jersey Turnpike or 1-95)
Take the New Jersey Turnpike to Exit 6 (1-276 West/Pennsylvania Turnpike). Follow 1-276 West to
Exit 20 (1-476 South, toward Philadelphia/Chester). Take 1-476 South to Exit 3,
Media/Swarthmore. At the bottom of the exit ramp turn left onto Baltimore Pike. (Directions
continue below)
From the SOUTH (1-95)
Follow 1-95 North to Pennsylvania Exit 7 (1-476 North/Plymouth Meeting). Take 1-476 to Exit 3
(Media/Swarthmore). At the bottom of the exit ramp turn right onto Baltimore Pike. (Directions
continue below.)
From the EAST (via the Pennsylvania Turnpike)
FromExit 333(Norristown), follow signs for 1-476 South. Stay on 1-476 approximately 17 miles to
Exit 3 (Media/Swarthmore). At the bottom of the exit ramp turn left onto Baltimore Pike.
(Directions continue below.)
From the WEST (via the Pennsylvania Turnpike)
From Exit 326(Valley Forge), Take 1-76 East (Schuylkill Expressway), about 4 miles to 1-476
South. Take 1-476 approximately 12 miles to Exit 3 (Media/Swarthmore). At the bottom of the exit
ramp turn left onto Baltimore Pike. (Directions continue below.)
From the AIRPORT
Take 1-95 South. Continue to Exit 7 (1-476 North/Plymouth Meeting). Take 1-476 North to Exit 3
(Media/Swarthmore). At the bottom of the exit ramp turn right onto Baltimore Pike. (Directions
continue below.)
Continue to the Visitor’s Center
Stay in the right lane and in less than 1/4 mile turn right onto state Route 320 South. At the first
light turn right to stay on state Route 320. Proceed through two traffic lights on College Avenue,
and then turn right into the first driveway on your right toward visitor parking at the Benjamin West
House. The Benjamin West House is the College’s visitor center and is open 24 hours a day.
Continue to the Admissions Office
Stay in the right lane and in less than 1/4 mile turn right onto state Route 320 South. At the first
light turn right to stay on state Route 320. At the next light turn right onto College Avenue. On
College Avenue take the first right onto Cedar Lane. At the next stop sign turn left onto Elm
Avenue. Turn left onto Whittier Place, marked by stone pillars. Proceed to the end of Whittier Place
and turn right into the DuPont parking lot, beside the Science Center. After parking in the DuPont
parking lot, it is a short walk to the Admissions Office in Parrish Hall. Follow the path to the left of
the Science Center, continue past Kohlberg Hall, and you will see the back entrance of Parrish
straight ahead. The Admissions Office is on the second floor.
TRAIN

The College is readily accessible from Philadelphia by train. Amtrak trains from New York and
Washington arrive hourly at Philadelphia’s 30th Street Station. From 30th Street Station, the
SEPTA Media/Elwyn Local (R3) takes approximately 23 minutes to reach the Swarthmore station,
which is adjacent to campus.
AIR

An express train runs from the Philadelphia International Airport to 30th Street Station, where you
can take the SEPTA Media/Elwyn Local (R3) train directly to the Swarthmore campus. Taxi
service is also available.

Swarthmore College
Map of the campus
College entrances
Visitor Parking
| Q | Faculty/staff Parking

JpÄ

'

•

■

if

w

1 Parrish Hall
2 M agill W alk

ang

3 McCabe Library

iocia

4 Dean Bond Rose Garden

luPoi

5 Trotter Hall

lana

6 Pearson Hall

tylel

7 Swarthmore Friends

Horth

Meetinghouse

Wool

8 Beardsley Hall
9 Hicks Hall

’eter

10 Hicks Parking (Faculty-Sti icien
11 Papazian Hall

lutdo

den

M ary Lyon Residence Hall detail

53 Roberts Residence Hall
54 Pittenger Residence Hall
55 Palmer Residence Hall
56 South Entrance
57 Swarthmore SEPTA Train Station
32 Wharton Residence Hall

58 A lice Paul Residence Hall

34 Hallowed Residence Hall

59 David Kemp Residence Hall

35 Dana Residence Hall

60 Mertz Residence Hall

36 Faulkner Tennis Courts

61 Old Tarble

37 Women's Resource Center

62 Worth Health Center

and Olde Club

64 Benjamin W est Parking (Visitors)

39 Delta Upsilon House

65 Bond Memorial Hall and Lodges

40 Phi Omicron Psi House

66 Worth Residence Hall

41 Sharpies Dining Hall

67 Cunningham Field

42 Heating Plant

68 Cunningham Parking

23 M artin Hall

43 Service Building

69 M ain Entrance

24 Kohlberg Hall and Cosby

44 Field House Parking (Visitors)

70 Courtney Smith House

45 Bam

71 Robinson House (Black Cultural Center)

46 Tarble Pavilion

72 W illets Residence Hall

Engineering Library

Social Responsibility
luPont Parking (Visitors)
Ian and Sidney W est House
tyle House (student residence)

Courtyard
25 Eugene M . and Theresa Lang
Performing Arts Center
26 Lang M usic Building

47 Lamb-Miller Field House
48 Squash Court Building

forth Entrance

27 Scott Building (staff lounge)

49 W are Pool

Voolman Residence Hall

28 Scott Amphitheater

50 M ullan Tennis Center

Vater Tower Parking

29 Clothier Mem orial Hall

51 Cram Ledge

'eter van de Kamp Observatory

Ity-Sti Science Center
lutdoor classroom

63 Benjamin W est House

38 Kitao Student Art Gallery

22 Cornell Science and

ang Center for Civic and

(R3 Media/Elwyn)

33 Crum Woods

Clothier Tower and Cloister
30 Sproul Alumni House
31 Sproul Observatory

52 Clothier Fields

73 W ister Education Center and
Greenhouse
74 Cunningham House (Scott Arboretum
Offices)
75 Mary Lyon Residence Hall

Index
Absence from examinations, 8.4
Academic misconduct, 6.6.1,6.8
Academic support, 6.7.3
Administration and staff, 14
Administrative divisions, 14.1
Admissions, 3
Admissions procedure, 3.1
Application dates, 3.3
Scholastic Aptitude and Achievement Tests,
3.1
School subjects recommended, 3.2
Advanced Placement, 3.5
Advanced standing, 3.5,7.6
Advancement Information Systems, 14.1,
14.10.1
Advancement Services, 14.1,14.10.1
Advising, 6.7,7.4
Alumni and Gift Records, 14.1, 14.10.1
Alumni Association officers, 12
Alumni Council, 12
Alumni Relations, 12,14.1,14.10.2
Alumni, total, 12
Annual Giving, 14.1,14.10.3
Associate dean for academic affairs, 14.1,6.7.3,
14.9
Associate dean for multicultural affairs, 14.1,
14.9
Associate dean for student life, 14.1,14.9
Associate provost, 14.1,14.30
Athletics, 6.5.3
Attendance at classes, 7.9.1,8.1
Auditing courses, 8.3
Automobiles, regulations, 6.2.4
Awards and prizes, 17.4
Bachelor of arts degree, 9.1
Bachelor of science degree, 9.1
Bequests, 2.1
Black Cultural Center, 6.6.1,14.1
Board of Managers, 11
committees of, 11.1
Bookstore, 2.5.4,6.6.6,14.1,14.3
Business Office, 14.1,14.7
Calendars, see preface
Capital Giving, 14.1,14.10.3
Career Services, 6.7.6,7.6,14.1, 14.4
Center for Social and Policy Studies, 2.5.1, 14.1,14.5
Chester, Pa., outreach, 2.5.1,6.6.5
Cocurricular activities, 6.5
Code of Conduct, 6.1.1,6.2.1
College entrance examinations, 3.1
Communications Office, 2.4,14.1,14.6
Community-based learning, 6.6.5
Comprehensive examinations, 7.1,7.5, 9.1
Computing services, see Information
Technology Services, 2.3,14.1,14.20
Controller’s Office, 14.1,14.7
Cooper (William J.) Foundation, 2.6
Cooperation with neighboring institutions, 7.12
Cornell Science and Engineering Library, 2.2,
14.1,14.25.2

Corporate, Foundation, and Government
Relations, 14.1,14.10.3
Corporation, officers of, 10
Counseling and Psychological Services 6.3.3,
14.1,14.8
Course numbering system, 20
Creative arts, 6.5.2,7.11
Credit/no credit, 8.2.3
Cross-listed course rules, 7.2
Curriculum, 1.2,7.1
Dean of Admissions and Financial Aid’s
Office, 14.1,14.2,14.16
Dean of die College’s Office, 14.1,14.9
Degree requirements, 9
Degrees conferred, 16
Degrees offered, 9
Development, 14.1,14.10.3
Dining hall, 2.5.4,6.2.3
Dining Services, 6.2.3,14.1,14.11
Directed reading, 7.8.1
Directions for correspondence, see preface
Directions for reaching the College, see endnote
Disability services, 6.7.3,14.1,14.9
Distribution requirements, 7.2
Divisions and departments, 13.3
Divisions for distribution requirements, 7.2
Domestic exchange, 7.13
Drop/add, see registration, 8.3
Education abroad, 4.1.1,7.14
Emeriti faculty, 13.1
Endowed chairs, 18
Endowment, 2.1
Enrollment in courses, see registration, 8.3
Enrollment statistics, 19
Environmental Services, 14.1,14.14
Equal Opportunity Office, 14.1,14.12
Equal Opportunity statement, see preface
Examination regulations, 8.4
Exceptions to the four-year program, 7.6
Exchange programs, 7.13
Exclusion from the College, 8.8
Expenses, 4
Extracurricular activities, 6.5
Facilities management, 14.1,14.14
Faculty advisers, 6.7.2
Faculty members, 13.2
Faculty regulations, 8
Fees (tuition, residence, etc.), 4
Fellowships, 17.6
Fellowships and prizes, 14.1,14.9
Final examinations, 8.4.1
Financial aid, 5
Footnote key, 20
Foreign language requirement, 9.1, see also
Modem Languages and Literatures
Foreign students, 3.6,19
Foreign study (see study abroad), 4.1.1,7.14,
14.1,14.27
Formats of instruction, 7.8
Fraternities, 6.6.2

Index
Friends Historical Library, 2.2.1,14.1,14.25.4
Gender education, 14.1,14.9
Geographic distribution of students, 19.2
Ghana Program, 7.14, see also Dance and
Engineering
Gifts, 2.1
Grades, 8.2
Graduation requirements
(see also distribution requirements), 7,9
Grenoble Program, 7.14, see also Modem
Languages and Literatures
Grounds, 2.5.5,14.1,14.14
Health care, 6.3
Health Sciences Advisory Program, 6.7.4,7.10,
14.17
Health Sciences Office, 6.7.4,7.10,14.1,14.17
Health Services, 6.3.2,14.1,14.18
Honors examiners, 7.5,15
Honors Program, 7.5
Housing, 6.2.1
Human Resources, 14.1,14.19
Incomplete grade policies, 8.2.2
Independent study, 7.8.1
Information Technology Services, 2.3,12.20,
14.1
Institutional research, 14.1,14.21
Insurance, 6.2.2,6.3.4
Intercultural Center, 6.6.3,14.1,14.9
Interdisciplinary work, 7.9
International admissions, 3.6
Investment Office, 14.1,14.22

Occupational and environmental safety, 14.1,
14.13
Off-Campus Study Office 7.14,14.1,14.27
Office Services, 14.1,14.7
Outreach programs, 6.5.5,6.6.5
Papazian Hall, 2.5.1
Parents programs, 14.1,14.10.3
Parrish Hall, 2.5,2.5.1
Pass/fail, see credit/no credit, 8.2.3
Payroll, 14.1,14.19
Physical education requirements, 8.7
Plagiarism, 6.1.1,6.8
Planned Giving, 14.1,14.10.3
Planning and Construction, 14.1,14.14
Poland Program, 7.14, see also Engineering,
Environmental Studies, Music and Dance,
and Theater
Post office, 14.1,14.28
Practical work, 7.8.2
Pre-Law Advising 6.7.5
Premedical advising, 6.7.4,7.10
President’s Office, 14.1,14.29
Primary distribution courses, 7.2
Prizes, 17.4
Program of study, 7
First-year and sophomore students, 7.2
Honors Program, 7.5
Juniors and seniors, 7.3
Provost’s Office, 14.1,14.30
Psychological Services, 6.3.3,14.1,14.8
Public Safety, 6.4, 14.1,14.31
Publications, College, 2.4.2
Publications Office, 2.4.2,14.1,14.6
Publications, student, 6.5.4

Judicial bodies, 6.8
Kohlberg Hall, 2.5.1
Lang Center for Civic and Social
Responsibility, 2.5.1,6.5.5,6.6.5,7.2,14.1,
14.23
Lang Music Building, 2.5.1,2.5.2
Lang Performing Arts Center, 2.5.1,2.5.2,14.1,
14.24
Leaves of absence, 8.5.1
Libraries, 2.2,14.1,14.25.2
List Gallery, 2.5.2,14.26, see also Art
Loans to students, 5.2
Madrid Program, 7.14
Maintenance, 14.1,14.14
Map of College grounds, see endnote
Master’s degrees, 9.2
McCabe Library, 2.2,14.1,14.25.1
Media Services, 14.20
News and Information Office, 2.4.1 14.1,14.6
Normal course load, 7.7
Observatory, 2.5.1, see also Physics and
Astronomy

Readmission to the College, 8.5.3
Registrar’s Office, 14.1,14.32
Registration, 8.3
Religious advisers, 6.6.4
Repeated course rules, 8.2.4
Requirements for admission, 3.1
Residence halls, 2.5.4,6.2.1
Residence, regulations, 6.2.1
Residential life, 6.2.1,14.1,14.9
Scholarships, 5.1, 5.4
Scholastic Aptitude Test, 3.1
Scott Arboretum, 2.5.5,14.1,14.33
Security policies and procedures, 6.4
Sharpies Dining Hall, 2.5.4,6.2.3
Social Affairs Committee, 6.5.1
Social centers, 6.6
Special major, 7.4.1
Sproul Observatory, 2.5.1
Standing committees of the faculty, 13.4
Student accounts, 4.5,14.1,14.7
Student activities, 6.5,14.1,14.9
Student conduct, 6.1.1
Student Council, 6.5.1
Student employment, 5.3
Student exchange programs, 7.13
Student judicial system, 6.8

Index
Student Right to Know, 7.15
Student rights, 6.1.1
Student-run courses, 7.8.2
Study abroad, 4.1.1,7.14
Summer programs, 14.1,14.14
Summer school work, 8.6
Swarthmore College Peace Collection, 2.2.1,
14.1,14.25.5
Swarthmore Foundation, 6.6.5
Tarble Social Center, 6.6.6
Teacher certification, see Educational Studies
Transfer, application for, 3.7
Transfer credit, 8.6
Tuition and other fees, 4.1
Twenty-course credit rule, 7.2
Underhill Music and Dance Library, 2.2,2.5.2,
14.1,14.25.3
van de Kamp Observatory, 2.5.1, see also
Physics and Astronomy
Vice President for Communications and Public
Relations’ Office, 14.1,14.6
Vice President for Development and Alumni
Relations’ Office, 14.1,14.10
Vice President for College and Community
Relations and Executive Assistant to the
President, 14.1,14.29
Vice President for Facilities and Services’
Office, 14.1,14.13
Vice President for Finance and Treasurer’s
Office, 14.1,14.15
Vice President for Human Resources’ Office,
14.1,14.19
Visiting examiners, 7.5,15
Vocational advising, 6.7
Withdrawal from the College, 4.3,8.5.2
Withdrawal from courses, 8.2,8.3
Women’s Resource Center, 6.6.7
Work done elsewhere, 8.6
Worth Health Center, 6.3.1
Writing Center, 2.5.1,6.7.3

Swarthmore College
500 College Avenue
Swarthmore PA 19081-1390
(610) 328-8000
www. swarthmore.edu