P 17 1979

P 17 1979
FACULTY OF TIE COLLEG7
Regular 'leeting
Edwin Bronner, Clerk
4 September 1975
4:22 p.m.
1.
The minutes of the regular faculty meeting of ''ay 8, 1975 were
approved.
2.
Uew members of the faculty were introduced by chairmen of the
various denartments.
Biology: Christonher Goff, Ruth nothman
Chemistry: 'ar y ''cCoY, Terry 7ewirth
17 conomics:
-einstein
English: netsv nratne
German: C. Lamar nlmore, Christine Savage
- lathematics: "ancv "agelaans
- :uric: -Tamara "rook
Philosonhy: 'fichaP1 Tve
3. The Provost announced
•
(a) that orientation meetings were being arranged for
new faculty members, and
(b) that Dr. Boris 7.otivar of 7loscow University will be
at Haverfbrd for nart of this academic •ear as
Visiting 7rofessor of Biology..
4. Roger Lane (Student Standing and Proarams) conveyed the frustration of his committee over the nresent wor!-inas of our
tr , o
grading system. The general inflation of grades.
freshmen failed, courses last semester) together with acultY laxnesk i.n the Matter of de 4 iciency renorts means that the
committee is either getting the wrong sianals concerning the
true state of student academic nerformance or no signals
at all.
5. Louis Green reported on the trials and tribulations and
eventual triumphs of institutin a new type of course--General
Programs 470a: Science and Public Policy.
•
-2--
6.
Dorothy 31anchard (Career Planning Office) called attention to
the fact (a) that her office is now the locus of Study Abroad
advising; (b) that as renards camnus emnlovment, departments
must now nay student workers out of their own denartmental
funds, whether or not the students have "lob aYards1; and (c)
reminded the faculty of the Cctober 1 deadline for certain
graduate fellowship references.
7.
Edwin Dronner extended an invitation to new member's of the
faculty to meet .7ith him to have explained to then the workinns
of the decision-makinn process at Iaverford.
,
8. President Coleman, sunnlementinn his opening collection talk,
made the following noints a)
on the financial situation of the college:
The college is in its best financial state since 111.
The economic health of the college is independent
of state hell.
Last year's alumni giving set a record of 61.5%
particination.
Our develonment camnaign will get under way in the
spring.
b)
on exnansion:
The case for e:.:nansion, Which is still compelling,
must be reviewed. •
The burden of nroof is now on the onnonents of exnansion.
In the imnendinn discussion, nlease let everyone do
his hanework.
-
on the alleged decline in the value of a college,education
There is evidence to sho7-7 that the college gradiate
on the average will still be better eff.financially.
than his less educated fellows.
-
d
41!
on advising:
"e need to do a better lob.
e)
on liberal arts and vocational education:
The problem of hew to secure the right internlay
between the t-o kinds of education--liberal arts
and vocational--deserves our best thought.
f)
on Fifth Day 7eeting:
Faculty members are urged to attend.
The meeting
-
las adlourne-1 at 5:15 o.m.
?':'gar S. Rose
Secretary of the 7aculty
ES7./egc
•
FACULTY OF THE COLLEGE
16 October 1975
4:18 p.m.
Regular Meeting
Edwin Bronner, Clerk
-
1. Tll'e'tinu'teSs'of the regular faculty meeting of September 4, 1975
were approved.
John COletan (President)
a) 'solicited nominations
'b)
•
.
,
for honO±ary degrees.
.announced the award to Haverford College of a grant of
$185,000 froth the Andrew Mellon Foundation. The general
purpose of the grant is for "faculty enrichment,".for
the.tontinuing education of a "steady state" .faculty.
MOji specifically, allocations from the fund will. go to
encourage team teaching, to enable faculty members. to
take courses offered by colleagues, to provide for leaves
to be used for developing competence beyond fields of
specialization, and to support faculty seminars, visitor
programs, and workshop sessions involving area colleges.
Facility response to this announcement was markedly
appreciative.
Thomas D'Anea,(Provost) repOrted on the action taken by the
Bryn Mawr fi t,'lty on cross-majoring, banning it for the time being.
The intent of this action is to allow time for the Bryn Mawr
Curriculum Cotmittee to prepare a recommendation to be submitted
to the Bryn MaWr faculty for final decision.
3•
j
.
The lengthy diS'tussion that followed the Provost's report ranged
over such concerns as: Will the decision on cross-majoring be made
in time for students to choose their majors for the following year?
Is the issue under debate divisible, one issue or two? Do the
same or different arguments apply to the cross-majoring of
Haverford students at Bryn Mawr and of Bryn Mawr students at
Haverford? What might be the impact of cross-majoring? and what
It was agreed that in the interim,
might be the number involved? "while we wait," Haverford faculty members should continue the
dialogue with their colleagues at Bryn Mawr, "some of whom may be
in favor of cross-majoring,
, .
,.•others of whom may be open to persuasion."
4. John Chesick (DistinguiShed Visitors Committee) reminded the
faculty (a) that visitor requests should be made on the form
obtainable from Janet Henry, and (b) that the committee still
frowns on mediocrity in visitors, insisting that they be
"distinguished" in some way.
,
41/5. John Spielman (Academic Countil)
a) promised a policy statement on promotions from the Council.
-2-
b
announced the appointment of these ad hoc committees:
astronomy: Clay (chairman), Davidon, aohenstein, Partridge
mathematics: Waldman (chairman), Gollub, Gutwirth, Husemoller,
Winters.
religion: Finger (chairman), Bernstein, Larkin, Lumen,
MacGaffey.
6.
Linda Gerstein (Faculty Representative to the Board of Managers)
conveyed the Board's disappointment with the latest edition of
Faculty Publications and Activities. The Board takes pride in
the faculty and would appreciate more timely and more complete
information about it. The ensuing discussion revealed (a) some
dissatisfaction with Faculty Publications and Activities as
inadequate to its purpose, and (b) a desire reciprocated by some
faculty members td learn about board activities. It was suggested
that Linda Gerstein and Robert Gavin prepare a plan for helping
board and faculty to beCothe better acquainted, to their mutual
advantage.
7.
Robert Mortimer (Educational Policy Committee)
a) requested,and received faculty approval for the following
courses: C
^^4
TBA
Political Science 231b. Politics in Latin America.
Political Science 226b. Congressional and Presidential
Mr. Waldman
Relations with'the Bureaucracy. Mr. Davis
Psychology 215b. Personality and Culture.
Sociology & Anthropology 237b. Topics in Historical
Sociology.
Mr. Gould
Sociology & Anthropology 297b. Sociological Analysis of
Mr. Gould
Economic Systems.
presented for faculty approval the following policy rer
commendation on student residence requirements: aft244.4.7
Students, other than transfer students, have the option
of reduced programs of six and seven semesters and
may arrange their schedules so that they will need to
carry only the normal load of four credits in most
semesters (by using up to four credits of approved advanced placement or summer school work). Other options
allow study away at another American college or university
or abroad for a semester or a year. But any combination
of options will need, for approval, to provide for six
semesters in residence and 24 Haverford credits.
•
This recommendation was discussed and approved by the faculty.
The meeting was adjourned at 5:54 p.m.
ESR/egc
Edgar S. Rose
Secretary of the Faculty
Faculty
41/rom: EPC
Re:
Business at the October 16 faculty meeting
October 9, 1975
:
I. Student Residence Requirements: A Policy Recommendation.
Background
When the faculty adopted a policy of permitting graduation in six and seven semesters
(with 30 and 32 credits, respectively) nothing was said about whether students who
wanted to study away could do so within the context of six y or seven semester programs,
could a gtiident attend Haverford for two years, spend a year abroad and then
graduate? (Or spend a year here, a year away and a final year here?).
The matter was given a sense of urgency bythe decision to permit.up to four credits
of advandlilacenent and/or approved summer school work to count toward graduation.
The adopted'36licy stated explicitly as a goal, making six and seven semester programs
real options for more Haverford students - by allowing a student to carry four credits
instead of five for seven semesters and four credits, AP or summer school. But then
questions began to arise•about a seven semester program in which the student a) was
in residence five semesters at four credits per semester, and b) spent a year studying
away for eight credits, and c) offered four AP or summer school credits.
Obviously a clear atatement from the faculty is needed on these matters.
Recommendation
EPC recommends adoption of an academic residence requirement of six semesters and 24
Haverford credits. We believe that there is a general sense within the faculty of
the basic integrity of our educational program, some part of which is realized through
semesters in residence at the College. Participation in the life and curriculum of
the College over some period of time is deemed necessary to the achievement of our
educatiOnal goals. We propose that the above combination of semesters in residence
and course credits provides the necessary framework to achieve these goals. By .
defining an dnambigudds'CriteriOn - none'currently exists the faculty will prevent
incremental nibbling at the integrity of the program while retaining a broad range
of optiont for the student.
-
The text Of this academic regulation will read as follows:
Students, other than transfer students, have the option of reduced programs
of six and seven semesters and may arrange their schedules.so they will
need to carry only the normal load of four credits in most semesters (by
using up to four credits of approved advanced placement or summer school
work). Other options allow study away at another American college or
university or abroad for a semester or a year. But any combination of
options will need, for approval, to provide for six semesters in residence
and 24 Haverford credits.
Elaboration
a student who spends a semester at another college will have to spend a minimum
410Thus,
of seven semesters to get his degree (six at Haverford and one elsewhere). One who
studies elsewhere for a year will need a minimum of eight semesters (six at Haverford
and two elsewhere).
•
-2A student could:
a) Study away a year and do six semesters and 24 credits at Haverford.
b) Study away a semester, get four credits via AP/summer school and do six
semesters and 24 credits at Haverford, thus graduating in seven semesters,
c) Po seven semesters of four
via AP/summer,school.
4)
:
credits each. at Haverford and get,four.credits,
Do (all at Haverford) two semesters of. five credits, four semesters of four.
Credits, and get four credits .via AP/summer school.
A student could not:
e),Do five semesters at Haverford of five credits, study away one semester and
get four credits via AP/summer school: (although he would have enough
Credits he would be short a, semester in residence)..
.
f) Do five semesters at Haverford of five credits and study away for two
semesters.
g) Do five semesters of four credits and one semester of three credits at
Haverford,. study away for two semesters and get three credits via AP/summer
school: (although he would be in residence for six semesters he would not
have the required 24 credits at Haverford).
I. New course approval.
EPC recommends approval of the following:
'
CONGRESSIONAL AND PRESIDENTIAL RELATIONS WITH THE BUREAUCRACY
Mr. Waldman
Approval requested, one year only (this is a trial run)
To what-extent. has the federal bureaucracy become the 4th branch o f:government?
What is.its piace in a representative democracy? What is its legislative.role?,.
How do Congress and the President attempt to use, oversee, and control it?. The
course will focus on these questions with particular attention devoted to
Congressional oversight. Necessarily we will gat into questions of policy 'analysis
and evaluation and look at the problem of policy implementation. Prerequisite:
Pol. Sci.,201_or 202 or consent of instructor.
Pol. Sci. 226b (S-3)
.
,
This course.replaces Political Science 228b.
-2EPC to Faculty
New course approval (continued).
Pol. Sci. 231b (S-3) Politics in Latin America. Instructor TBA
Political movements, interest groups, and changing political consciousness
in Latin America. Regional trends and selected case studies of Latin American
states. Exploration of ideological conflict, military involvement, peasant
organizations, extra-national influences, and contrasting approaches to
national development. Prerequisite: Pol. Sci. 152, 203, 205, 206 or 207, or
consent of the instructor.
This course replaces Pol. Sci. 236b during Harvey Glickman's leave.
Mr. Davis
Psychology 215b (S-3) Personality and Culture. An introduction to personality psychology and the application of its theory
and methods to the study of culture. Special attention will be given psychoanalytic theory and critical treatments thereof. Specific topics include:
cultural differences in personality development, interpretation of the symbolic
content of culturally determined behaviors, "national character," psychobiography,
and cultural variables in memory and cognition. Readings include works by
S. Freud, B. Malinowski, F. Fanon, G. Bateson, C. Levi-Strauss, and C. Castaneda.
Prerequisite: Introductory course in psychology or anthropology or consent
of instructor.
(Note: this course will be taught during the Spring 1976 term as a replacement
to and equivalent for Psychology 210b, Theory and Research in Personality.)
Sociology and Anthropology 237b (S-2, H-1) TopicA in'Historical Sociology.
Mr. Gould
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Introduction to the evaluation of social theory via the method of historical
research. This semester's topic is an examination of the tendential development
of seventeenth century English social structure, focusing upon the revolutions
of 1640-9 and 1688 as outcomes explicable in terms of that development. We will
look at economic, political and religious structures via an examination of
historical monographs.
Sociology and Anthropology 297b (S-3) Sociological Analysis of Economic Systems
Mr. Gould
An introduction to the sociological analysis of economic systems, this
semester emphasizing the question of capital accumulation. We will focus upon
a comparison of Marxian, neo-classical and neo-Ricardian (Sraffa) approaches
"capital theory.".
Ilk
FACULTY OF THE COLLEGE
Regular Meeting
Edwin Broni:sr, Clerk
1.
20 November 1975
Edwin Bronner sounded the faculty on admitting Wendy Brachman (President,
Student Self-Government Association, BMC) to Haverford faculty meetings
as student observer. The faculty approved.
2.
The minutes of the regular faculty meeting of October 16th were approved.
3. Theodore Hetzel read a memorial minute on Leon Rittenhouse, copies of
which are to be sent to surviving members of the family.
4. John Coleman (President)
a) announced a grant to the college of $75,000 from the Eamon
Educational Foundation, to be used for improving accounting and
budgeting procedures, creating a budget forecasting model,
developing a computerized storage and retrieval system for
educational data, and correlating quantifiable measures of
student success (SAT's etc.) with actual student performance.
The general aim is to achieve "rational decision-making under
conditions of budgetary stringency."
b) reported on plans for the Development Campaign. The goal is
$20 million, three-quarters of which is to be earmarked for
the academic program, most of the remainder going to scholarship
funds. The campaign will be launched in May, 1976, by which
time it is hoped that there will be sane money and pledges
already in hand. Alumni morale is high--a good sign.
5.
Thomas D'Andrea (Provost)
a) invited Mellon-grant proposals from members of the regular
full-time faculty. These are to be for released time, to be
used for purposes of team-teaching, taking colleagues' courses,
and acquiring new skills while on special leave. The deadline
for proposals: January 15, 1976.
b) reported that the Board of Managers
1) has adopted certain features of a plan governing the
contracts of part-time faculty members. These include
fringe benefits, but exclude a tenure provision. The
number of regular part-time faculty members is to be
limited to five, or three full-time equivalents.
.
•
2) has approved arrangements for the early retirement of
Thomas Benham.
•
6. Robert Mortimer (Educational Policy Committee), after pointing out that the
EPC is charged with defining two new faculty positions, presented a proposal
regarding one of these, "a proposal to meet a curricular need." The
-proposal calls for an appointment "in the area of the nature and consequences
of science," science as related to other disciplines, to the quality of human
life, to technology, ethics, and public policy, especially environmental.
The appointment would be located within a particular science department, not
to be determined in advance of the search. The appointee, trained preferably
in one of the natural sciences, would himself define the specific disciplinary
orientation of the position.
After a lengthy discussion in which at least twenty persons spoke, opinion
remained divided on such questions as the need for such an appointment, the
experience and disciplinary background of the appointee, the locus of the
position (in a science department or in General Programs?), and the search
procedure proposed. The committee, looking not for formal approval but for
support from the faculty, apparently did not get it--at least not for the
proposal in its present form.
7. Robert Gavin (Faculty Representative to the Board of Managers) told of measures
being taken to help the Board and the Faculty get better acquainted. Time is
to be set aside at board meetings for introductions to particular departments.
A questionnaire is now eliciting information from board members about their
activities, and this information will be distributed to the faculty.
8. Irving Finger (Faculty Compensation, Study, and Research) reported
a) that the Administration will propose to the Board an 8% salary
increase for the faculty next year.
b) that the fall distribution of Faculty Research awards amounted
to over $3,000, whereas the total requested by faculty applicants
was over $12,000.
The meeting was adjourned at 6:00 p.m.
Edgar S. Rose
Secretary of the Faculty
Haverford College
HAVERFORD. PA . 19041 215-649-9600
DEPARTMENT OF ENGINEERING
LEON H. RITTENHOUSE
Professor Emeritus of Engineering
Leon Hawley Rittenhouse was born 29 September 1879 in Annapolis,
Md., where his father taught mathematics at the Naval Academy. He
graduated from Boys High School in Brooklyn, received the degree of
Mechanical Engineer from Stevens Institute of Technology in 1901. In
1970 on the occasion of the centennial of Stevens Institute he was
awarded a citation medal as being one of their distinguished alumni.
•
He was Instructor at Armour Institute in Chicago before he came
to Haverford in 1905 as Instructor of Mechanics and Electricity. President Isaac Sharpless promised to pay the transportation expenses for
him to come to be interviewed if he was not hired. In 1909 he became
Associate Professor of Engineering, and in 1921 Professor and Chairman
of the Engineering Department (at a salary of $5000). Haverford had had
courses in engineering since 1856 or before, but Professor Rittenhouse
developed a rounded curriculum with a major in engineering that was
compatible with the liberal arts tradition of the college. He streesed
fundamentals and accuracy. He was highly regarded by colleagues in the
American Society for Engineering Education. A professor from Lehigh
University said publicly at a student meeting at the Philadelphia
Engineers' Club, "If you want a good engineering education, go to
Haverford." Some students nick-named him "Check and Double-Check".
They visited him when they returned to Haverford and expressed gratitude
that they had found their preparation here excellent for engineering
employment and also for graduate study. They found the liberal arts
content of the curriculum more important for their advancement than the
more specialized courses typical of the senior year of technical schools
would have been.
In 1917 he served on the Central Board of the Haverford College
Emergency Unit, in charge of the mechanical department. This involved
driving, maintaining and repairing trucks in preparation for humanitarian
work overseas. This was a precursor of the American Friends Service
Committee. In 1918 he served in the United States Fuel Administration
in charge of electric power supply for coal mines. He worked during some
summers for the Philadelphia Electric Company and the Bell Telephone Company,
and testified as a technical expert in a number of court cases.
=.„
Haverford•College
HAVERFORD. PA . 19041 215-649-9600
DEPARTMENT OF ENGINEERING
Page 2
Leon H. Rittenhouse
Professor Rittenhouse was responsible for the general design
of Hilles Laboratory of Applied Science and the selection and purchase
of all of the electrical, mechanical and machine tool equipment. All
this without secretarial help or even a telephone. As a result he had
a physical collapse that necessitated a few weeks leave of absence for
recuperation.
During World War II he was the director of the Engineering
Science and Management Defense Training program of evening courses,
using the facilities of the engineering department. He served the
college with advice regarding heat, light and power, and arranged
public address systems for the Haverford Centenary, Commencements
and major athletic events. He was a member of the Institute of
Electrical and Electronic Engineers, the American Society for
Engineering Education, the Newcomen Society, World Affairs Council,
the Philadelphia Engineers' Club, and of Phi Beta Kappa.
He was married to the former Eva L. Ford (who died in October,
1965). They had two daughters, Dorothy (Mrs. Charles F. Scherr) and
Jane A. Rittenhouse. He lived on the campus for 53 years at 6 College
Lane. He loved the college and the campus, and with his wife contributed much to the beauty of the grounds and plantings.
He retired from teaching in 1945. Ten years later his sight
began to fail, but even that did not prevent him from enjoying the
pleasure of driving golf balls on campus. In 1962, now totally blind,
he moved to live with Dorothy. After 1972 he lived with Jane. Blindness
did not diminish his pleasure in conversation and sociability. Immediately, upon knowing who was speaking to him, he was ready with appropriate response, questions or banter. "Talking Books", radio and an
inquisitive mind kept him informed about current affairs and especially
about the life of the college.
Although he was not a member of any religious organization, he
was a frequent at tender of Haverford Friends Meeting and was at one time
the superintendent of its Sunday School.
-
Some years ago he drafted his own obituary, which ended thus:
"Services at Bryn Mawr Presbyterian Chapel. The orchestra will play
'Nearer My God to Thee' and 'The Stars and Stripes Forever'. Please
omit flowers - but an 'old fashioned' may be placed conspicuously.
FACULTY OF THE COLLEGE
Regular Meeting
Edwin Bronner, Clerk
18 December 1975
4:16 p.m.
1. The minutes of the regular faculty meeting of November 20th were approved.
2. John Coleman (President), happily infected with the spirit of the season,
a) complimented the faculty on the quality of their teaching
("According to the reports I hear, this has been a good
semester in the classroom"); and
b) wished everyone a "good holiday."
There were no objections to this "report."
3. Harvey Glickman (Bi-College Cooperation Committee) reported on the first
meeting this year of the full committee, both halves in joint session.
The committee has recommended
a) that the Bryn Mawr and Haverford admissions offices prepare
a booklet, appropriately in two parts, on the subject of
bi-college cooperation.
b) that the Bryn Mawr Curriculum Committee and our Educational
Policy Committee meet to discuss the possibilities of "mutual
barrier reducticn" (MBR).
Following Glickman's presentation, Robert Mortimer (EPC)
announced that a joint meeting of the curriculum committees
is in fact scheduled for early next semester. On the agenda:
a set of 11 questions on cross-majoring submitted by the
Bryn Mawr Committee.
The part of Glickman's report that stimulated most discussion had to do
with an alleged redefinition of cross-majoring that seemed to emerge
from the Bi-College Committee meeting. If work in the department of one
college were accepted as satisfying the major at the other college, the
result would be cross-majoring, in fact if not in name. Such an
arrangement, however, presupposes an asserted "equivalence" between
the major programs of corresponding departments. Thus the issue of
cross-majoring would revert to departmental decision--"a step backward
on this issue." Scepticism developed over ythether this "impromptu
notion of cross-majoring" represented a change in any constructive sense.
As reported, Bryn Mawr is very serious grappling with the problem of
defining its own identity as a college for women. Only by so doing can
it be in the position of determining, relative to its own best interests,
the gains and limits of cooperation. According to Sidney Perloe,(BiCollege Cooperation Committee) the Bryn Mawr faculty feels "pushed" by
Haverford and does not enjoy the experience. On good mAthority it is
reported that the Bryn Mawr faculty will make up its collective mind
on cross-majoring in time for spring registration.
•
240 Robert Mortimer (Educational Policy Committee)
a) informed the faculty that the committee had recommended to the
Academic Council two new appointments, one in urban anthropology
(with a minority-group focus), the other in history of the Far
East (Japan and China). Related departments at Bryn Mawr were
said to be enthusiastic over the prospect of these appointments.
The committee also inclined toward recommending at some future
time an appointment in the philosophy of science, to be located
in the department of philosophy.
•
b) presented the essentials of a comparative study of grade
distributions involving Haverford and some ether comparable
colleges. According to a sample, of the grades earned by
Haverford students in Haverford courses during 1974-75,
approximate percentages of 26%, 49%, 12%, and 2.8% fell
respectively into the ranges of 90-99, 80-89, 70-79, and
60-69. A comparison of grades earned by Haverford students
in Haverford courses with those earned in Bryn Mawr courses
revealed that the Haverford faculty is more generous in its
grading. Furthermore, Haverford grades are generally inflated
as compared with those of certain other colleges.
On the problem of "faculty variability," the committee
recommended that the Provost monitor grading, and if
necessary speak to any faculty member whose grading may
be aut of line.
On the problem of over.-all grade distribution, the committee
had nothing to recommend at this time.
Expressions of perplexity and concern greeted this report.
Edwin Bronner suggested that we examine our consciences and
discuss the problem informally among ourselves for the time
being.
c) recommended the adoption of a Guest Student Policy, as follows:
EPC recommends that seniors in goOd standing at other
institutions may be considered as guest students after
consultation between the Admissions Department and the
academic department in which the student is doing his
major work. (Hitherto, the policy was limited to
consideration of sophomores and juniors.)
The faculty approved.
The meeting was adjourned at 5:42 p.m.
Edgar S. Rose
Secretary of the Faculty
JAN 2 2 1976
FACULTI OF THE COLLEGE
40Regular
Meeting
Edwin Bronner, Clerk
* 15 January 1976
4:17 p.m.
1. The minutes of the regular faculty meeting of December 18, 1975,
were approved.
2. John Coleman (President) announced that he expected the Board of
Managers to approve a one-year's leave of absence for Thomas D'Andrea
and that he would seek the advice of the Academic Council in the selection
of an acting provost.
3. Two members of the Board of Managers, Stephen L. Klineberg and
Louis R. Matlack, were welcomed to the faculty meeting as observers.
4. Jerry Gollub (Educational Policy Committee) reported on a meeting with
the Bryn Mawr Curriculum Committee. Obstacles to agreement on the issue
of cross-majoring include (1) concern over the anticipated impact of
cross-majoring on the development of integrative programs between
corresponding departments at Bryn Mawr and Haverford, (2) reluctance on
the part of Bryn Mawr departments to. relinquish control over the major
programs of their students because of the heavy departmental emphasis
on preparation for graduate schools, an emphasis supposedly peculiar to
Bryn Mawr, and (3) a linking of the issue of cross-majoring with that
of coeducation at Haverford, colored by Bryn Mawr distrust of Haverfordts
intentions ("Would we go coed anyhow?").
The discussion that followed attempted to remove these obstacles by means
of counterclaims and queries. (1) Cross-majoring would not weaken the
incentive to develop integrative Programs. To be sure, the value of crossmajoring depends in part upon differences between corresponding department6„
thereby making student options real, but no one is proposing that all
departments go the same route--either integrate or diverge. In any case
the effect of cross-majoring would most likely be negligible, so small
would be the number of students involved. (2) Why assume that the major
plays a more dominant role and bears a more pre-professional emphasis at
Bryn Mawr than at Haverford? Where is the evidence? (3) And finally,
while in our view cross-majoring would further coeducation at Haverford
(one of our stated aims), educational reasons for favoring it are
paramount in our thinking. Several speakers elaborated on the educational
goal of cross-majoring: "to broaden educational opportunities," "to
institute a system of free-trade in education," "to maximize for the
student the educational resources of our two academic communities,"
"to give students desirable options which they do not now have." "The
sex of the student is not the important thing."
•
Concerned that the committee might have misrepresented the Haverford
position by stressing the coeducational over the educational aim, Gollub
welcomed the corrective summarized above for use in future committee
meetings.
5. See next page.
John Spielman (Academic Council) announced
a) that the promised recommendation on promotion policy has been
circulated and that an open meeting of the Council with the
Faculty to discuss the recommendation is set for Thursday,
January 22, at 4:15 p.m. in the Common Room of Founders.
b) that three ad hoc committees have been appointed, as follows:
history: Thompson (chairman), Gerstein, Lane, Shumer, Miller
mathematics: Gutwirth (chairman), Husemoller, Gavin, Perloe
sociology: Gillis (chairman), MacGaffey, Hohenstein, Gollub,
Waldman
c) that the Council will get in touch with faculty members
individually to determine their wishes regarding a one—year
replacement for Thomas D'Andrea (Provost), who will be on leave.
6. John Chesick (Distinguished Visitors Committee) reported a gift of
$5,000 from J. Howard Morris, Jr., for the Visitors Program in the
Humanities. This gift will enable the program to operate at its
current level without the consumption of capital funds. The hope is
that some such amount will be forthcoming annually. Proposals for
visitors in the humanities should be submitted to the committee in
the next week or two. Hitherto inactive departments are especially
urged to participate in the program.
7. Bruce Partridge (Administrative Advisory Committee), substituting for
Vernon Dixon, informed the faculty that the committee has seen a draft
of the budget for next year, which runs to a figure in excess of
$8 million. The projected deficit is expected to fall in the range
of two to three hundred thousand dollars. But if the increase in
expenditures were held to 8% across the board (an unlikely possibility),
"we would operate in the black." Before the February faculty meeting
the President will submit the budget to the appropriate committee of
the Board of Managers. Meantime a special faculty meeting to discuss
the budget is scheduled for Thursday, February 5, at 4:15 p.m. in the
Common Room.
8. The faculty approved a request that the Staff Budget Committee be
permitted to attend the special faculty meeting on February 5th.
The meeting was adjourned at 5:21 p.m.
Edgar S. Rose
Secretary of the Faculty
ESR:esr
•
FACULTY OF THE COLLEGE
411
Regular Meeting
Edwin Bronner, Clerk
19 February 1976
4:17 p.m.
1. The minutes of the regular faculty meeting of of January 15, 1976,
were approved. [Addendum: A special faculty meeting on the budget
was held on February 5.2
2. John Coleman (President) reported that Harvey Glickman was recommended
to the Executive Committee of the Board of Managers to serve as acting
provost in Thomas D'Andrea's absence.
3. John Spielman (Academic Council) presented a draft statement on
"Timing of Promotions" to be included in the Faculty Handbook, Sec. I,
12. (d) 1. This draft statement, dated 16 February 1976, had been
circulated among the faculty. Its provisions are as follows:
1) The initial term of appointment for a member of the faculty
promoted to associate professor with tenure is five years.
2) The interval for review after first consideration is three
years, instead of two as before.
3) A member of the faculty has a right to initiate consideration
of his own promotion at any time.
In addition, the Academic Council recommended that the following
statement of criteria for promotion be included in the Handbook,
12. (e):
In reviewing recommendations for promotion to full professor
the Academic Council must make a collective judgment with respect
to the quality of the candidate's achievements in teaching,
creative work in his or her field, and service to the College and
the community at large.
The faculty approved both statements.
4. Robert Mortimer (Educational Policy Committee) requested and received
faculty approval of the following curricular proposals: (i
•
1) New courses
English
Mr. Satterthwaite
256a. G.M. Hopkins & A.C. Swinburne Mr. Ashmead
263a. Twain & Faulkner
General Programs
Mr. Rose
281b.
Comedy
Mr. Elmore
233a. Existential Search for Self in the
Modern German Novel (in translation)
Political Science
Mr. Glickman
324b. Suburban Politics Workshop
335a. Comparative Politics of Modernization
394a. Research Seminar in Foreign Policy
2) New prerequisites for
English
302b (formerly 378b). Topics in English Ms. MalPrd
Literature: Medieval Epic, Romance, &
Dream Poetry
325a. Topics in Shakespeare
Mr. Satterthwaite
2) New prerequisites (continued) for
English
363b. Topics in American Literature: Melville Mr. Ashmead
369a. Topics in American Literature: Mr, Miller
Richard Wright
374a. Topics in English Literature: James Joyce Mr. Lester
3) Supplementary course requirements for the major in Political Science:
Majors are required to take four courses outside of political
science which are mutually integrated and related to the major.
Some examples of possible interests around which the courses
could cluster are: American or other area studies, political
and social theory, international affairs, environmental polibies,
urban affairs, or a specific social science discipline.
Course proposals in Chemistry, Economics, General Programs, Music,
Physics, Sociology & Anthropology, and Spanish were circulated with
the understanding that these would be approved if no objections were
made to the Educational Policy Committee within the next week.
The faculty asked the EPC to consider two questions:
Is a "consent of instructor" prerequisite appropriate for
a General Programs course? (Example: the proposed
GP 311a: Catholicism & Puritanism in the Novel)
What qualifies a course for a General Programs listing?
(Example: the proposed Music 011a: Introduction to Music)
5.
Robert Mortimer (EPC) initiated discussion of the issue of expansion.
Douglas Davis (Committee monitoring expansion) raised the question: Do
we as a faculty see in the admissions problem any clue as to a resolution
of the issue of expansion?
Asked to speak on this question, William Ambler (Admissions) made these
points:
In the last two years we have outgrown our regular pool of constituents.
Applications are down 10% this year.
A freshman class as large as the one projected could not have been .
admitted without lowering standards.
The population of 18-year-olds will start to decline in 1979. In
fact a decline is already underway.
We have a problem even now in reaching the enrollment goal of 850.
Possible options:
1) Lower standards.
2) Mount a massive public relations campaign to attract qualified
students to Haverford.
3) Admit women.
4) Settle for a leaner college, the result of cutting back in
certain areas. (This option was added by President Coleman.)
The ensuing discussion alternately separated and united the issues of
expansion and coeducation.
411
6. It was agreed to reconvene the faculty meeting on Thursday, February 26,
to discuss expansion problems.
The meeting was adjourned at 6:01 p.m., to reconvene on Thursday, February 26.
ESR:esr
Edgar S. Rose
Secretary of the Faculty
To:
•
All faculty
February 16, 1976
rom: Academic Council
A. After further discussion with members of the faculty and in Council, we
propose the following draft statement be included in the faculty handbook
(Section I; 12. (d) 1) "Timing of promotions."
The initial term of appointment for a member of the faculty promoted to
Associate Professor with tenure is five years. An Associate Professor is
entitled to be considered for promotion to full Professor at the end of that
term. This:review makes no presumption that every Associate Professor will be
promoted after one term; each case will be reviewed on its own merits, considering the evidence of accomplishment and further development in the areas of
teaching effectiveness, professional or creative activity and service to the
community. Where such a review does not lead to promotion the case will be reviewed at least once in each three year period thereafter. Faculty members of
Academic Council, the President, the Provost or the individual concerned may
initiate at any time tho consideration of an Associate Professor for promotion.
Changes from the present policy statement are:
1) interval for review after first consideration goes from two to three years.
As with all such changes in personnel policy, this does not apply to individuals
whose consideration for promotion began under the former schedule. It also presumes, as does present policy, that a faculty member may request postponement of
his or her own review for any reason.
2) making explicit the right of any member of the faculty to initiate consideration of his own promotion. The five and three year intervals established for
reviews are not intended to bar consideration of any candidate for promotion at
any time within those intervals when the circumstances warrant.
B. In addition, we recomneud that the following statement of criteria for promotion
be included in the handbook (I, 12. (e)) and given to candidates and recommenders
whenever a review is to be made.
In reviewing reccmmendations for promotion to full professor the Academic Council
must make a collective judgment with respect to the quality of the candidate's
achievements in teaching, creative work in his or her field, and service to the
• ollege and the community at large.
•
-2-
No set of pre-stated criteria can possibly describe the many unique ways in
which individual faculty members achieve in these categories that level of excellence which merits promotion. The procedures of Council are designed to elicit as
broad a spectrum of evidence as possible.
With respect to teaching, the Council seeks evidence of effectiveness in a
variety of courses at all.levels, the ability to reach majors and non-majors,
elementary and advanced students. In judging this the Council relies heavily on
confidential statements from current students in a variety of courses, from
alumni who can view their education in retrospect, and from any faculty colleagues
who may have direct knowledge of the candidate's effectiveness in the classroom.
In Itidging scholarship or creative work in the candidate's field, the Council
must turn to scholars outside the College, to published reviews and the judgment
of colleagues who are familiar with the field. At the consideration of promotion
to full professor the Council expects evidence of public scrutiny of the candidate's
work, as an indication of scholarly growth and maturity, recognition in the field
and fulfillment of potential.
Service to the College and the community can take many forms. The Council
seeks evidence that a candidate for promotion is sharing in the communal life of
he College in some productive way; it is not inclined to reward indifference or
inactivity.
To:
- A ---111.1All
Faculty
Re: Curricular proposals
From: EPC
Feb. 16, 1976
EPC recommends approval of the curricular proposals below. at our Feb. 13 faculty
meeting.
English Department
Z. New courses
The first two courses have been offered with SubStantially the same subject
matter as 300-level topics courses. They are now to enter the curriculum as
200-level courses to be offered in alternate years. English 256a
Hopkins and A:C. Swinburne
Satterthwaite
1.2, hi
A close study of the two poets. The complete poetry of Gerard .lan.ley
Hopkins, and liberal selections from his Notebooks and Letters.
Selections from Swinburne's poetry in relation to Hopkins and the climate of their time.
Prerequisite: One course in literature, or the permission of the
instructor.
To be taught in alternate years.
English
263a
Twain and Faulkner
Mr. Ashmead. L2, VI
Readings in major snort stories, fiction, and plays or movie scripts.
A close study of two distinctive writers of the southern tradition,
of the 19th and the 20th centuries, and of their styles and humor.
To ke taugnt in alternate years.
-A
er1444,4
I /1,-11
Ult)
Hr. Rose. L2, Vl
Comedy,
-1g -(,-
€
in practice and theory. The reading
A study of comedy and the comi
list will include works representative of various species of the
comic--by ArisCOPhlnes, Plautus, Shakespeare, :loliAre, Congreve,
Beaumarchais (together with :lozart's llarriage of Figaro„Shaw, and
Synge. Since the comic has been variously considered a genre, a
qualitative element in literature, a tradition, a spirit, am attitude,
and a psychic phenomenon, problems of definition and theory will oe
explored witn the help of such classics of comic theory as those oy
Baudelaire,
Ileredith, Bergson, Freud, Langer, Frye, and Olson.
•
II. New prerequisites
In the context of a broad restructuring of the Englisn department curriculum,
wnich will be submitted to a later faculty meeting, EPC recommends approval of the
addition of prerequisites to several of the department's 30071evel courses, as
follows:
English 302b (formerly 37:lb). Topics in English Literature: liedieval
Epic, Romance, and Dream Poetry. lass :ialard. L2, al.
Prerequisites: Tuo n English courses (preferably including 101a) or
consent of the instructor.
Hr. Satterthwaite, L3.
English 325a. Topics in Shakespeare.
Prerequisite: Two ,courses in literature, or consent of the instructor.
It. Asnmaad. L2, VI.
Englisn 363b. Topics in American Literature: i0elville, Prerequisite: One semester of American literature before 1915, or consent
of the instructor.
English 369a. Topics in American Literature: Richard Wright. lir. Miller.
L2, Hl. Prerequisite: Consent of the instructor.
English 374a. Topics in English Literature: James Joyce. lir. Lester. L2, VI.
Prerequisite: Three semester courses in literature.
In accordance with this restructuring, another course will move from the 300 to
the 200-level witnout prerequisite, 334b becomes
English 245a
The Victorian Period.
Hr. Lester L2, Hl.
German Department
German 233a Existential Search for the Self in the Modern German Novel.
Mr. Elmore V1, L2
A study of the theme of the individual in his search for identity and purpose
in a confusing and often alienating environment. The readings should encourage
the participants to explore a selection of modern literary classics and to take
issue wita the aesthetic, social, and pnilosopnical issues which these works
pose.
Among the works to be read are:
Rilke, Malte Laurids Brigge, Thomas Mann, Magic ?fountain, Kafka,
The Castle, Hesse, Demian, Doblin, Berlin Alexanderplatz,
Grass, DoYears, and Frisch, Stiller.
To be listed as a General Programs offering.
Political Science Department
I. New courses
Political Science 335a Comparative Politics of Modernization Mr. Glickman
S2, H1
A study of changing institutional capabilities and purposes in political
systems meeting the demands of social and economic modernization.
Focus on African and Caribbean states and dependencies. Topics include:
nationalism, political engineering, models and theories of development,
the role of the military, corruption, and certain policy issues.
Prerequisite: any 2D0-level course in comparative politics or consent of
tae instructor s
(Fall 1976)
Political Science 324b
Suburban Politics Workshop S-3
Mr. Glickman
Processes and policies in local politics in tne neighborhood of
Haverford and Bryn Mawr Colleges. Focus on individual field experience
and research.
Prerequisiss two courses in political science, plus interview with instructor regarding field work.
(Spring term 1977)
(Political Science 335 constitutes a consolidation of material from taree
previous courses, two of which were offered in alternate years. This consolidation allows the introduction of a new substantive area in 324b.)
Political Science 394a Research Seminar in Foreign Policy Ar. Glickman S-3
Seminar intended for-Political Science majors, but open to others
with consent of the instructor. Topic for 1976-77: American Foreign
Policy Toward Africa.
(This constitutes a change in the subject area of an existing "slot' one of
tue senior research seminars.)
II. Supplementary course requirements
Currently the Political Science major requires four social science courses
outside the department. The proposed change would allow greater flexibility
but assure greater coherence; it is stated as follows.
''Majors are required to take four courses outside of political science
waica are mutually integrated and related to toe major. Some examples of
possible interests around which the courses could cluster are: American
or other area studies, political and social theory, international affairs,
environmental policies, urban affairs, or a specific social science discipline.'
Feb. 19, 1976
RE: Curricular Proposals (con'd)
Chemistry
I. The department proposes to drop two half-credit courses currently offered
in alternate years in order to allow annual offering of Chemistry
209b (intended for non-science majors). This change is made possible
by cooperation with the Bryn Mawr department which offers similar halfcredit courses open to our students. The topics retained would be renumbered as follows:
,
Chem 305d' (ex 305e) Topics in Physical and Inorganic Chemistry N-2, A-1
IacKay
Variable content depending on interests of students and faculty.
Previous topics offered have been, "Chemistry of the Atmosphere', 'Transition Metal Chemistry" and "Bioinorganic Chemistry."
Prerequisites: Chemistry 107a and 202b or consent of the instructor.
A half-course offered in 1976-77 and alternate years.
Chew (ex 308h) Introduction to Statistical Mechanics. N-2, A-1 Chesick
•
The foundations of the subject in mechanics and probability theory
are discussed. From these foundations the thermodynamic functions used in
'chemistry are developed in a form which allows their computation from
molecular properties.
Prerequisite: Chem 202b or:consent of the instructor.
A half-course offered in 1976-77 and alternate years.
Courses currently numbered 305d (Principles of Chemical Kinetics) and
308g (Classical Chemical Thermodynamics) would drop from the departmental
listing.
II)xChange in major requirements to define advanced courses in p sics as
"Physics courses numbered 300 or above" (rather than "200 or above").
/ Physics
I. Physics 315b Laboratory in Condensed Matter Physics E-2, N-1 Mr. Gollub
•
The use of cryogenics, optics, and computers in the study of condensed
matter. The first half consists of experiments at very low temperatures
on superfluid helium, superconductors, paramagnets, and metals, accompanied
by background reading and discussion. The second half will emphasize the
use of the PUP 11 minicomputer for analysis of scattered laser light. Experiments in this part of the course include studies of Brownian motion and
phase transitions.
Prerequisite: Physics 314a or Chemistry 308h. 1976-77 and alt. years.
Physics 417a,b Research in Condensed Matter Physics E2, N-1 Mr. Gollub
Directed experimental research on a problem in the physics of condensed
matter. Experiments include studies of the spectrum and intensity of light
scattered from fluids, and both numerical and optical studies of hydrodynamic phenomena.
Prerequisite: consent of instructor.
Physics 315b is a revision of the current Low Temperature Physics which
expands its content. Physics 417ab is senior research; The description
has been revised for clarity.
-
II. The revised version of 315b is such that it may fulfill the major requirement for advanced work. The relevant major requirement would now be stated.
One semester selected from Physics courses numbered above 400, or Physics
315b with approval of the major advisor.
Economics
Economics 217a. Topics in Cliometric History of the United States
Jr. Weinstein
S2, H1
(Also called History 217a)
•
•
.,
Cliometric examination of some economic impacts of various historical
institutional changes in the U.S. Cliometrics emphasizes
quantitative testing of hypotheses, with frequent recourse to explicit
models of, for example, economic relationships. Topics be chosen from:
slavery and sharecropping; banking institutions and panics (including
the Depression); the New Deal; federal regulatory agencies; anti-trust
and tariff legislation; unions; the factory system, railroads, highways,
etc. The impacts on income distribution and growth will be emphasized.
Prerequisites: Economics ill or 112 and one course in history, or consent of instructor.
Sociology and Anthropology
S&A 207a. Internal Disorder: Deviance and Revolution S3 14r. Gould
An exploration of the theories of deviance and revolution.
We will emphasize an examination of the generating conditions of disorder, focusing upon the reasons why some groups participate in deviant
and some in revolutionary actions.
To be taught in alternate years.
S&A 256a. Anthropology of Law S3 Mr. AacGaffey
The comparative study of simple and complex societies from a legal
perspective. Public rules, violations and sanctions in institutional
and cultural context. Anthropological definitions of law compared:
Gluckman, Bohannan, Pospisil, Smith & others. Strong emphasis on field
studies of legal processes.
Prerequisite: one course in sociology, anthropology or political science.
To be taught in alternate years.
General Programs
GP 311a. Catholicism and Puritanism in the Novel. L2, V1 Mr. Cook
An examination of the ways in which a work of art -- style, character
portrayal, atmosphere -- may be affected by the author's religious belief or heritage. Examples from American, English, and French literature
(in translation) will be studied in selected works of Nathaniel Hawthorne,
Andre Gide, Francois Mauriac, and Graham Greene.
Prerequisite: consent of the instructor.
Music
Ausic 011a. Introduction to Music L2, El (Also called General Programs 011a) AS. Brooks
-(
A study of all the elements involved in the makingiof music including
aural vocabulary, principal musical forms, historiCal considerations and
perfortance praCtices. Extensive outside listeningtpreparation
independent project in conjunction with class work.A Visiting performers.
Enrollment limited to 25.
iPiisic 113a, 114b Elementary Music Theory
Mr. Davison,
ir. Boatrite
Enrollment limited to 25 in each of two sections.
Spanish
Spanish 205a. Studies in Spanish American Novel L3 Mr. Garcia-Castro
Study of several important twentieth century Spanish American novelists
including Ricardo Gairaldes, ROmulo Gallegos, Marl's. Luisa Bombal, Alejo
Carpentier, Manuel Rojas, Julio CortIzar, Severo Sardui, Gabriel Garcia
MArquez.
Prerequisite: Spanish 203 or consent of the instructor.
To be offered in 1976-77 and alternate years.
Sociology
Philosophy
Political Science
)
) 400a Action-Frame of Reference, Elaboration of a
Mr. Habermas
)
Paradigm S2, Vi
The paradigm underlying conventional role-theory was spelled out by
Parsons in terms of an action-frame of reference. This conventional
model has become more and more the target of criticisms from different
camps (symbolic interactionism, phenomenology, ethnomethodology, critical
sociology etc.). Several steps in this process of critique and remodeling
shall be analyzed with the systematic intent of elaborating and complementing the basic concepts of action-theory.
1)
2)
3)
4)
5)
•
•
The Conventional Model: Following a Norm,
(Parsons' action-frame of reference; action vs. behavior,
task aspects: instrumental action vs. interaction; the
normative concept of agency).
Normative Regulation vs. Purposive-rational Decision,
(Rationality of strategic behavior, intersubjectivity of
shared values and valid norms; the strategic use of
consensus: the presupposition of validity claims.)
Communicative vs. normguided action,
(The oversocialized conception of man: the fallacies of
the conventional model; interpretive vs. normative paradigm,
ego-functioning: application of norms, self-representation,
perception vs. speech, conflict resolution.)
Rationality and Irrationality in communicative action,
(normative orientation vs. motivational disposition, unconscious motives, rational control vs. defense, systematically
distorted communication and pseudo-consensus, reconstruction
vs. description of validity claims.)
Action and discourse: Dealing with validity claims.
(Performative vs. propositional vs. theoretical attitude;
theoretical vs. practical discourse; interactive competence
and moral consciousness; developmental aspects of interactive
competence.)
Advanced work in social theory or philosophy is advisable for students
enrolling in this course.
•
FACULTY OF THE COLLEGE
Regular Meeting (reconvened from Feb. 19)
Edwin Branner, Clerk
26 February 1976
4:18 p.m.
1. Edwin Bronner
a) stated the rules governing the attendance of student observers at
faculty meetings. Their number is limited to 9. (Anyone present
not on the official list of 9 was politely asked to leave,)
Students may participate in discussion but not in consensus.
News reporters must not quote faculty members directly.
b) announced that there would be a memorial service for Elsa Goldberger
at 4 p.m, Wednesday, March 3 in the Haverford Friends Meeting House.
2. John Coleman (President) spoke on "where we are" on the issue of expansion.
The Board's Decision. In January, 1974 the Board of Managers for financial
reasons affirmed a plan for expansion from 750 to 1000 students. The
increase was to be incremental, and contingent upon the maintenance of
educational quality. The plan called for a halt at the 850 mark for
the purpose of examining the effects of expansion.
The economic argument. The economic case for expansion has been made; it
has had outside review; it has not been seriously challenged; as of
February, 1976 it is still compelling. There is no acceptable
alternative.
The educational arovument. Economic and educational issues are interrelated.
The administration has had to document the economic argument. The
faculty and student body must try similarly to document the educational
argument. To date no "hard case" has.been made for a deterioration in
educational quality as a result of expansion.
Coeducation. Staying as we are is no longer an option, but prospects for
getting 1000 qualified males are not good, perhaps not even for getting
850. The administration opposes raising the coeducational issue now.
We must first show that we can not get the male students we need.
Rejected options. The administration is emphatically against (a) lowering
standards or (b) "paring programs."
A personal plea. It is pointless to argue about who is to blame for our
present situation. Now is not the time either to reverse ourselves on
expansion or to open the coeducational issue. On the eve of launching
our Development Campaign we cannot afford to appear timid, floundering,
vacillating, irresponsible. For the success of this enterprise we
need a measure of stability and unity of purpose.
A recommendation and a hope.
a) Recommendation:
that the faculty urge the Board to postpone a decision
affirming or altering the present growth plan at least
until May, when the admissions picture for 1976-77 will
be clearer and when other options for meeting cur dual
objectives of educational excellence and fiscal integrity
have been given more thought by the faculty.
b) Hope:
that in May we would decide in favor of expansion, but without
adopting a specific numerical goal or a definite timetable.
If in September we know that we cannot get enough qualified
students to balance the budget, we can then consider the
various options. Then we will have the facts to act on.
3. Richard Bernstein (Educational Policy Committee) reported on the "open"
EPC meeting of Wednesday, February 25. There was consensus on the
unwisdom of pursuing a policy of growth to 1000 students in defiance of
certain well-known limiting conditions. But differences arose over
ways of conceiving the issue, some seeing it as inseparable from, even
subordinate to, the issue of coeducation.
4. The faculty strongly approved President Coleman's recommendation urging
the Board of Managers to postpone their decision on expansion from the
March to the May meeting.
5.
Assuming May as the new deadline for decision, the faculty deliberated
on how best to grapple with the issue of expansion in the interim.
After much discussion and no consensus, the Academic Council was charged
with the immediately pressing task of devising the proper procedural
strategies.
The meeting was adjourned at 6 p.m.
Edgar S. Rose
Secretary of the Faculty
ESR:esr
•
FACULTY OF THE COLLEGE
Regular Meeting
Edwin Bronner, Clerk
18 March 1976
4:18 p.m.
1. The minutes were approved of the regular faculty meeting adjourned
on February 19 and reconvened on February 26.
2. Edwin Bronner welcomed Steven Klineberg (Board of Managers) to the
meeting as observer.
3. Thomas D'Andrea (Provost) was pleased to read a morale-building letter
of appreciation and gratitude from a Haverford alumnus, former holder of
a Cope Fellowship, graduate of Havard Law School s and so forth. The
alumnus, Steven Eisdorfer, also inclosed a check with his letter.
4. Colin MacKay (Special Committee on Expansion Issues)
a) reviewed the formation of the committee. It was appointed by
the Academic Council at the request of the Faculty. Personnel:
Faculty: Bernstein, MacKay (chairman), Perloe
Administration: Coleman, D'Andrea
Students: Canan, Crowfoot
b) reported that the Board of Managers at their March meeting agreed
to delay the expansion decision as recommended by the Faculty.
The Board sees the admissions situation as critical.
c) announced that a member of the newly formed committee would be
available in the Faculty Dining Room at luncheon time on Thursdays
and Fridays. Faculty members are urged to bring relevant concerns
to the committee.
d) raised the question of the committee's mandate. The issue we face
is whether to continue the present growth policy. Should the
committee focus on this one issue alone? Or should it consider
related issues as well? And if so, how? all together from the
start? or serially?
The ensuing discussion ranged exhaustively and exhaustingly over
all the possibilities. Expansion and coeducation appeared to some
members as inseparable issues. Concern was expressed over the
possibility that the college might be faced in the near future
with a decision on coeducation without having a contingency plan.
The discussion resulted in a charge to the committee as stated in
the following minute.
5, The Special Committee on Expansion Issues is charged with preparing a
recommendation on the specific issue of enlarging the student body to
1000 males, but it is not to exclude from consideration other issues
(e.g., coeducation) as these bear on the main issue.
•
6. Robert Mortimer (Educational Policy Committee) presented the following
curricular proposals, all of which won faculty approval.
a) New courses
Religion
215a Modern Critics of Christianity
244a Crisis & Recovery: The Theology
of the Nineteenth Century
History
342b American Diplomacy in the Twentieth
Century
General Programs
311a Catholicism & Puritanism in the Novel
314b Short Fictions from Chekhov to Borges
•
Mr. Thiemann
Mr. Thiemann
Mr. Gould
Yr. Cook
Mr. Gutwirth
b) Revision of major requirementsin the English Department
The newly defined program stresses the centrality of two
literary traditions, British and American. (Formerly there
Were five different major concentrations.) And prerequisites
for upper—level courses have been restored with a view to
insuring the experience of sequence and movement to higher
levels of critical discourse as the student progresses through
the program.
The meeting was adjourned at 5:45 p.m.
Edgar S. Rose
Secretary of the Faculty
ESR:esr
•
FACULTY OF THE COT:70E
Regular Meeting
Edwin Bronner, Clerk
22 April 1976
4:17 p.m.
1. The minutes of the meeting of March 18 were approved.
2. Representatives to the Board of Managers and to the Academic Council were
elected as noted:
To the Board of Managers: Bernstein
1st Alternate: Partridge
2nd Alternate: Finger
To the Academic Council
Social Sciences: MacGaffey
Alternates
Humanities: Kosman
Natural Sciences: Gollub
Social Sciences: Perlce
NOTE: To save time, the Board election was conducted concurrently with
the reports given by Chesick and Kessler (see minutes 3 and 4). The
Presidentls report (minute 5) was hence deferred till after the election.
The Council elections followed the close of the regular meeting, at 5:30 p.m.
John Chesick (Distinguished Visitors Committee)
reported that the committee has acted on all proposals on hand;
reminded the faculty that no proposal can be executed until a written
statement is secured from Janet Henry signifying the committees
official and explicit approval of all visits and of all budget
allocations;
revealed that some monies are being held in reserve for those
departments who intend to submit proposals but have not yet done so
(prompt action is requested here);
announced another round of solicitation of proposals for general college
visitors to be made early in the fall.
4. Dietrich Kessler (College Honors and Fellowships) explained the nature and
criteria of College Honors and solicited names of likely candidates from
departments and individuals.
5. John Coleman (President) summarized the response of the administration
to a list of recommendations submitted recently by a coaliticn of the
Black Students League (BSL), the Puerto Rican Students of Haverford (PRSH),
and the Social Action Caucus (SAC). While generally sympathetic to the
recommendations of the coalition (more minority students at Haverford,
employment of a full-time minority recruiter and a minority students!
counselor, improved "Quality of life," etc.), Yr. Coleman on mainly
financial grounds held out little or no hope of acting on these recommendations in the near future. Put he reaffirmed his support of the Affirmative
Action Program, promised continuation of the current financial aid policy
"dust as long as that is possible," cited the fact that Bette Williams is
scheduled to devote more time than before to recruitment, and pointed to
already existing agencies for change not at present utilized—the EPC for
minority curricular concerns and the DVC for minority visitors.
6. Colin MacKay (Committee on Expansion Issues) presented the "Conclusions
and Recommendations" of the committee. The committee recommended
a) that the Board approve a cautious expansion proceeding with no
numerical target. Such an expansion should be monitored carefully
by the EPC to assure that the quality of the student body is
maintained. Under such a policy no permanent new budgetary
commitments should be made.
b) that in view of the admissions prospects tha faculty commission a
study of alternatives to the current admissions policy, specifically
direct that admission of women be one such alternative considered,
and ask for a report and recommendation by the November faculty
meeting.
c) that any decision on the per man ent size of the student body be
deferred until the conseauences of admitting women, the costs of
meeting their special needs, and the best ways of maintaining
close cooperation with Bryn Mawr, have been assessed.
After discussion the faculty approved these recommendations.
7. Colin MacKay recommended that a committee be appointed by the Academic
Council to make the study and prepare the report referred to in Minute 6b
f
above. The faculty approved. r
8. Robert Mortimer (Educational Policy Committee) proposed the adoption of
the following minute on the action of the Bryn Mawr faculty in response
to our proposal calling for reciprocal cross-majoring.
The faculty notes that the proposals adopted by the Bryn Mawr
faculty on April 1, 1976 fall well short of the type of educational
exchange proposed by the Haverford faculty last spring. Inasmuch
as Bryn Mawr proposed the establishment of a joint committee to
study thoroughly a more far-reaching framework of exchange, the
faculty directs the Academic Council to appoint members of such a
committee.
The faculty approved this statement.
The meeting was adjourned at 5:30 p.m.
Edgar S. Rose
Secretary of the Faculty
ESR: ea'
FINAL REPORT OF THE COMMITTEE ON EXPANSION ISSUES
April, 1976
CONCLUSIONS AND RECOMMENDATIONS
In making its decision to expand the size of the College the Board
provided for a pause at the 850 enrollment level in order to examine consecuences
and prospects before deciding whether or not to continue the expansion to 1000.
Our deliberations on the material bresented to us by various bodies
as summarized in the attached lead us to the following conclusions:
- The goals of maintaining the quality of.the student body, balancing
the budget, and expanding to 1000 males are probably incompatible.
- A college with an enrollment of 850 males is possibly manageable for
the immediate future, but at this enrollment level we run the risk that any
unforeseen contingency can easily throw us back into deficit. Such a return to
deficit is particularly serious in view of the fact that we had been in deficit
for some time before the balanced 1976-77 budget.
We therefore recommend:
- That the Board approve a cautious
.e4 expansion proceeding
as the way opens with no numerical target. Such an expansion should
be monitored carefully by EPC to assure that the quality of the
student body is maintainec- 1.kcir_such a policy no permanent new
budgetary commitments should be made,—
- That in view of the admissions prospects the faculty commission a
study of alternatives to the current admissions policy, specifically
direct that admission of women be one such alternative considered,
and ask for a report and recommendation by the November faculty
meeting
- That any decision on the permanent size of the student body be
deferred until the conseouences of admitting women, the costs of
meeting their special needs, and the best ways of maintaining
close cooperation with Bryn Mawr have been assessed.
Richard Bernstein
James Canon
•
Jack Coleman
William Crowfoot
Thomas D'Andrea
Colin MacKay
Sidney Perloe
Yy
SUMMARY OF REPORTS SUBMITTED TO THE COMMITTEE
C
taw
All of us in the Haverford community, Board, administration, faculty,
students, and staff, share the primary goal of maintenance of Haverford's position
as a college of recognized excellence. When the position became increasingly
threatened by a series of budget deficits, the Board chose as a response the current
program of expansion of the student body to 1000 with the ultimate goal being a
student/faculty ratio of 12/1.
It was aware that this choice could bring both gains and losses to
educational quality. Potentially the most serious threat to that quality lay in our
admissions prospects since it was known that in the late 50's births in the United
States had begun to decline significantly. * With these considerations in mind, the
Board planned for a pause in expansion at the 850 level in order both to assess the
effects of the first stage of the expansion and re-examine its benefits and risks in
the light of our experience in that first stage.
Consistent with this policy of a pause for study, the administration,
faculty, and students have now carried out an extensive examination of the effects
of expansion on the college, and of the possible consecuences of either continuing
or abandoning it.
411
EPC has presented reports on the impact of expansion on education and
on the value of the added faculty allowed by expansion. A.A.C. has examined ways in
which we might balance the budget should we not expand. The Athletics Committee has
looked at the impact of expansion on athletics, and Jim Canan and Bill Crowfoot have
studied effects on extracurriculars. We also have reports on admissions and on
cooperation. While all of these are available to any interested persons on request,
we summarize their findings here. All reports will be forwarded to the Board
Committee on Expansion.
ADMISSIONS: Admissions prospects are the source of our greatest concern. As Bill
Ambler reported previously, in 1969, following the development of our first promotional
literature, applications jumped from 750 to 1164. They peaked over the next two years
in the mid 1200's and then declined to an average of close to 1100 over the next four
years. This decline occurred despite increased use of direct mail solicitation
(20% of applicants and matriculants now come from Search lists), and despite increased
alumni and student efforts. ..(Organization of a national alumni admissions representatives program was begun in the fall of 1974 and is just being completed.) OVer
the past four years the fraction of applicants admitted has averaged 41%. This is
the highest in a representative group of selective colleges with whom we compete for
male students. Swarthmore and Wesleyan are close, admitting an average of 38% of male
applicants. Amherst,Williams,Bowdoin, Brown, Dartmouth, Harvard, Princeton, and Yale are
all in the 20-25% range. We seem close to a limit beyond which we may have difficulty in
Maintaining the power which being selective gives the college to define its own nature.
411
What are our prospects for the future? The birth data are not consoling,
showing in the 80's a 20% decline in the states from which we draw 60% of our students.
Indeed should we attempt to maintain current admissions policies, these data may be
overly optimistic since the decline in births in the groups from whom we draw most of
our students is probably even more pronounced. They cast serious doubt on our
ability to reach and sustain an enrollment of 1000 within the current policy, and
even call into question our ability to maintain both the current enrollment of 850
and the quality of the student body through the 80's.
- 2 -
•
(1 n2ANSION AND THE QUALITY OF CLASSROOM EDUCATION
Assessment of the impact of expansion must be made with the reservation that
because of the imbalance of registrations with Bryn Mawr, we have avoided some of its
effects. The ratio of student credits to full time faculty equivalent was 84.5 in
73-74, 87.4 in 74-75, and 89.4 in 75-76. If the imbalances are added to the student
credits, the ratios become 89.0 in 73-74, 89.4 in 74-75, and 97.9 in 75-76. The last
value corresponds to a student/faculty ratio of 12.2/1.
The figures for departments show that in 1975-76 the imbalances are highest
in some of our most heavily enrolled departments, Economics, Sociology and Anthropology,
English, and History. In brief, the largest single step in the current expansion
occurred in 75-76, but we have avoided its full effects by transferring the equivalent
of 70 students to Bryn Mawr.
Responses of department chairmen to the EPC questionnaire have "identified a
number of impact areas where we have cause for concern over specific consequences of
expansion. Most of these were more or less foreseen -- though some of these have
assumed unanticipated dimensions -- for the transition period." Philosophy and
Chemistry report "that increased numbers have seriously undermined their capacity to
offer the kind of educational program that existed previously." EPC felt that addition
of a faculty member in Philosophy would mitigate the problem though admitting that a
new faculty member would also be worked heavily.
•
In contrast to the situations in Chemistry and Philosophy, one department,
Psychology, reports a clear benefit from expansion due to growth to four full time
faculty members. Smaller departments report no problems. EPC summarizes these
findings as follows:
"At the extremes, therefore, EPC finds two departments which
have borne the brunt of the College's growing pains and another
which reports marked improvement. Most of the departments fall
in a middle ground ranging from negligible impact to significantly
increased work loads and diminished personal contact with class
members. Among the most strained of these latter departments
are Biology, History, and Economics."
410
A substantial benefit of expansion comes from the ability to add new faculty.
The current plan of expansion to 1000 from 850 calls for the addition of one full
time faculty equivalent for each 100 student credits added to the faculty load.
(Whether or not this will mean 12 added full time positions is problematic.) EPC's
analysis of the impact of expansion on the composition of the faculty begins with a
report by Tom D'Andrea projecting the effect of remaining at 850 on faculty composition. His assumptions are such that his projections represent optimistic limits.
These show an average of 3 new appointments per year over the next decade, a situation
which he sums up by saying that in his view "we will have almost no flexibility by
staying at 850" since slots will be filled in a "business as usual" manner. EPC's
report forecasts little effect on the tenure ratio with the addition of new faculty.
The report summary states that "the major impact of expansion appears to be in the
diversity of sub-disciplinary offerings at the College, with concurrent probable
" A benefit to faculty
increases in the representation of women and minorities morale is seen if there were no pressures to attain a lower tenure percentage than
that which we would achieve by our normal procedures
3
•
A.A.C. addressed itself to the problem of generating a surplus in the static
850 model for 1977-78 of the same magnitude, $93,852, as that achieved in the model
for expansion to 1000. Three ways of achieving this were examined.
(1) Restoration of budget cuts proposed in 76-77 but not accepted.
This would achieve a saving of $27,000. The additional sum could be
generated by either (a) imposing a 1% across the board cut on all
1976-77 budget items or (b) by limiting faculty and senior administration salary increases to 3% instead of the projected 6%.
(2) Allowing the student-faculty ratio to rise by natural attrition.
(3) For the long term a change in student aid policies involving more
emphasis on loans.
The committee expressed no preference, but did outline problems with each
approach. The committee rejected a full freeze on faculty and higher administration
salaries as a way to balance the budget.
ATHLZTICS:
Both intercollegiate and instructional programs were examined. Since almost
all prospective intercollegiate athletes score well on the admissions rating system,
',little effect of either expansion or contraction of male enrollment is seen. Instructional programs have been "affected dramatically by expansion." The extra enrollments generated have been accommodated by increasing the fraction of students in
project courses since staff cannot meet all demands for instruction. Administrative
responsibilities take up more staff time than previously. Should expansion continue,
the $30,000 increase in the budget planned for the 1977-79 period is essential to
maintain programs at current levels of operation. While Haverford's athletic facilities
are not comparable to those of Amherst, Swarthmore, and Williams, the basketball courts,
softball fields, etc. that do exist can handle more students. However, at 1000 there
would be little leeway to accomodate even minor switches in student interests.
Ask
EXTRA CURRICULARS:
Here the picture is one of benefits in terms of having more
students to participate, larger prospective audiences, larger budgets, and drawbacks
in terms of these larger numbers pressing even more heavily on inadequate or over-used
facilities. Many needs are defined in the report, ranging from an auditorium with a
capacity greater than that of Roberts Hall to an outdoor basketball court. Some
solutions in terms of creative use of space already available are also proposed. It
is noted that the lack of support personnel, of a mechanism for scheduling and planning
of visits that minimizes conflicts, and of a bi-college calendar office will be felt
more strongly as expansion continues. As in academic areas another serious consequence
of expansion will be increased competition for the small amount of faculty time which
is not already heavily committed. Overall the conclusion reached is that important
"problems exist already which expansion will probably aggravate," but that "we have
been able to conclude that expansion is creating extra-curricular problems of a
itude great enough to override the fundamental concern for the future stability
II/magnitude
of the College."
/magn
-4
III
•
•
00/•2•NTARY:
The picture that emerges from these reports is one of a college
attempting in good faith to cope with the undesirable effects of expansion and to
make wise use of its benefits. It is uncertain of the balance between these and of
how that balance might be shifted in the future. Certainly it has not yet felt the
full impact of expansion since the current student-faculty ratio based on actual
registrations remains at about 11/1. Nor has it felt the full benefits, since we
have not yet realized a financial surplus and.new staff members representing new
fields have yet to join us. We cannot say with any certainty that quality is
threatened. Yet, we can report troublesome portents for the future in some of our
strongest academic departments. We hope, as EPC suggests, that these can be dealt
with before they develop too far. In the end there is one area of deep concern and
that is admissions. Despite considerable effort we have managed only to hold our
own over the last few years, and thus it seems unlikely that we can attract enough
good applicants to reach and sustain an enrollment of 1000 men in face of the birth
declines of the 60's. This in the end is decisive, since we see little to gain and
much to lose in making a strong effort to reach a goal which is probably unattainable.
▪
'
All Faculty
From: Colin MacKay for Expansion Committee
Re:
Admissions Prospects
(-
411'
The Committee has examined several sets of projections for enrollments into the
80's and has also been provided by Bill Ambler with birth statistics from 1957 through
1971 for the four states from which we draw 6o% of our matriculants. These states are
Pennsylvania (23%), New York (19%), New Jersey (11%), and Maryland (7.5%). The committee has asked me to share this information with you.
In its report "More Than Survival", the Carnegie Foundation presented projections
based on the assumption of rises.in enrollment rates based on past trends in certain
categories: part-time students; non-degree credit students; students 22 years of age
and older; women students; black and minority students. On the basis of these assumptions
the report predicted a sequence involving first a slowing of enrollment growth, then a
leveling or small decline beginning in 1985, and finally substantial growth again starting
in about 1990. One of their projections assumed a fertility rate of 2.1, the other' a
rate of 1.8 per couple. (The current fertility rate in the U.S. is about 1.8.) These
are labeled Base-line in Figure 1. An alternate basis for projection assumes no growth
in enrollment rates. Projections based on such an assumption parallel birth data more
closely than do those of the Carnegie base-line model. One such projection based on
assuming that the 1973 enrollment rates remain constant is also shown in Figure 1. The
curve shows a slow decline beginning in 1980 with effects beyond 1980 dependent on the
fertility rate assumed. As we shall see, the Pennsylvania, New York, New Jersey, Maryland birth data show continued decline beyond 1985 •
Full-t i me equivalent
12 •
10
co
8
5
6
aze_ _Co lstant 1973
,
...
Series E
4
0
r-=:- Series F
4
Figure 1. Enrollment in higher
education, actual 1973 and projected 1980-2000, Carnegie
Council base-line compared with
projections assuming constant
1973 enrollment rates,
full-time eauivalent.
(From "More Than Survival").
2
0
/
1973
1930
1935
1990
1995
2000
Note: Series E uses population estimates from census Series E data, which assume a
fertility rate of 2.1. Series F uses population estimates from census Series F data,
which assume a fertility rate of 1.8.
Source: Carnegie CounciL
If we assume that Haverford College will continue to serve only its traditional
18-21 year old clientele, the Carnegie projections for that pool with their assumptions
of increasing college attendance by various groups of society are probably not the best
predictors of our future applicant pool. We attract applicants primarily from groups
whose children already show a high rate of college attendance. According to the Carnegie
report (p. 114) the fraction of 18 to 24 year olds enrolling in college from families
with incomes more than $15000 per year was 56% in 1973. Even more significantly, of
roung persons of high ability (top 1/5) 90% of those in the top two income quartiles and
"under 80%" of those in the bottom two quartiles already enroll in college (p. 116). On
the basis of these considerations it seems that our future applicant pool is likely to
be closer to birth trends than to the Carnegie projections.
O
Admissions Prospects
Page 2.
An HEW report, "Projections of Educational Statistics to 1982-83" presents a
more detailed analysis of projections based on birth data. One example is given in
TOr ure 2. Assumptions here are that the fraction of 18 year olds enrolling in college
remain constant at the 1973 percentage, and that the percentage distribution among
the types of institutions will remain constant at the 1973 values. In about 1979 enrollments are predicted to begin to decrease, with a drop of about 10% by 1983. Other HEW
projections based on different assumptions show similar decreases.
What do the birth data for the four near-by states from which we draw 60% of our
matriculants show? Birth data for the states from which we draw.60% of our matriculants,
Pennsylvania (23%), New York (19%), New Jersey (11%), and Maryland (7.5%) show a similar
trend. In figure 3 (lower curve) we have plotted the total number of births in these
states from 1957 through 1977. Persons born in these years would reach 18 in the years
from 1975 through 1989. Again after 1980 there is a marked drop off with the over-all
drop being about 20%. To derive the upper curve the numbers contributed to our
matriculants by each state are multiplied by the ratio of the 18 year old population
for any given year to that for the base year 1975. The numbers for the four states
are then summed, and all numbers are normalized to 1000 for the base year 1975. The
drop off after 1980 is even sharper than that for the lower curve reflecting the
fact that Pennsylvania, which contributes 23% of our matriculants shows the largest
decline in 18 year old population in this group for the years surveyed.
•
. To summarize these projections, even the most optimistic of them (Carnegie, 1974)
by assuming growth in certain categories of the college population predicts a leveling
or decline in the number of students enrolling in private colleges in the 1980's.
Predictions based on birth data only, which are more likely to apply to us given the
nature of our clientele, predict relatively sharp declines in first enrollments of
students after 1980. These may even be overly optimistic since the drop in births
among the groups from whom we new draw students is even greater than that in the
population at large. It is difficult to reach any other conclusion other than that we
must increase the college's drawing power even to maintain ourselves at our current
size in the 80's if we wish to maintain the quality of the student body.
What is the prospect for increasing our drawing power? We have already made
major efforts in this direction in order to carry out the expansion begun in 1962.
Our enrollment has increased over 85% since then, more than three times the increase
at Swarthmore and Hamilton over the same time. These schools showed the second highest
growth rate in the group of selective colleges with whom we compete for students. In
carrying out our expansion we have far outrun the natural constituency of Friends,
alumni sons, and graduates of independent schools upon which we were based originally.
Thus we have had to make major efforts to draw students from other groups. Substantially greater efforts would be required merely to attempt to maintain ourselves
at current levels in the 80's.
I have a somewhat expanded version of this report which is available on request.
•
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.
TO ALL FACULTY:
For•your information. This is a copy of the
action of the Bryn Mawr faculty in response to our
cross-majoring proposal. Thomas D'Andrea
Report to the Faculty of Arts and Sciences
from the Undergraduate Curriculum Committee
(as amended and adopted by a first vote of
the Faculty of Arts and Sciences, April i, 1976)
Jane Hedley
Rebecca Fox Leach
Mary Patterson McPherson
Patricia Onderdonk Pruett
Jo-Anne Thomas Vanin
Doris Heinrich
Gail Leftwich
Eleanor Ostrow
Danuta Shanzer
Alice Taylor
•
Jay Anderson
Sandra Berwind
Gregory W. Dickerson
Helen M. Hunter
Kyle Phillips
Matthew Yarczower
The Faculty of Arts and Sciences in its meeting of October 8, 1975,
directed the Undergraduate Curriculum Committee to study and report on
what progress has been made in implementing the "Proposal for increased
cooperation with Haverford College" adopted by the faculty on April 25,
1973, and to bring to the faculty a proposal in response to the Haverford
College memorandum of May 9, 1975. The Committee reported to the Fatulty
of Arts and Sciences at the February 11, 1976 meeting on the considerable
advances in departmental cooperation of various sorts over the last three
years and at the March 3, 1976 meeting on departmental reaction to and
opinions about open cross-majoring and its possible effects on academic
cooperation.
•
In considering possible responses to Haverford's proposal on crossmajoring. the Committee has had three main, not always compatible, concerns:
how best to foster sound academic cooperation between departments; how best
to maintain faculty responsibility and institutional accountability for the
degree; how best to continue Bryn Mawr's special commitment to the education of women. The Committee is strongly of the opinion that strengthening
the cooperative relationship is in the present and future best interest of
both institutions. The benefits to both students and faculty members of
efficiently combined and enriched programs are obvious and the attractiveness of our two-college community to applicants for admission and to
current students of both institutions has exeroised a most important
influence upon our thinking.
Central to a good cooperative relationship, we think, is participation
by one faculty in the appointment decisions and curricular planning of the
other. There has been much progress in this area but the Committee notes
that practices are not uniform across the College and proposes that the
faculty as a whole adopt the following resolutions.
RESOLUTION 1: Haverford counterpart faculty members shall be routinely
included at the beginning of the appointments procedure when a department
is considering the field, rank and term of a position. An appropriate
Haverford faculty member, appointed by the Provost of Haverford in
consultation with the appropriate chairmen, shall be a fully participating
member of every Bryn Mawr Search Committee (searches are made for any three
year appointment). Every Search Committee's final proposal of a candidate
to the Committee on Appointments will include in addition to the usual
information a statement about the effect of the appointment on the
corresponding Haverford.program.
•
In accordance with the faculty resolution of 1973, there should
already be full. discussion with Haverford about both short and long range
course planning. The Committee urges the departments in their curricular
planning to recognize the advantage to the student of being able to make
coherent course choices from the full range of offerings made available by
the proXimity of the two colleges. To that end we propose the following
resolution:
-2--
RESOLUTION 2: Any proposal for a new course that comes to the Curriculum
Committee will include a statement explaining how the course complements the
Haverford as well as the Bryn Mawr curricular offerings.
The Student Curriculum Committee and the members of the Undergraduate
Curriculum Committee are agreed that open cross-majoring (model 4) might
prove in the long run disadvantageous to cooperation and might raise serious
financial and staffing questions in the future for the two colleges. In
addition it obscures the nature of faculty responsibility within the institution. Over a period of time this might have a detrimental effect upon the
character, special mission and purpose of the institution.
Substantial benefits have accrued from the efforts on the part of many
departments in both colleges to introduce joint courses and to coordinate
their programs so that majors may take advantage of a wider course offering
on both campuses. These efforts at cooperation have provided students of
both colleges with expanded course offering3; have made progress in meeting
Haverford College's desire to achieve a significant measure of coeducation
through cooperation with Bryn Mawr; and.have provided the Bryn Mawr student
with an important coeducational option. it is true however that the efforts
made to coordinate programs have been uneven and that academic considerations
have not always dictated decisions.
The Committee recommends the following proposals, believing that Bryn
Mawr and Haverford have a unique opportunity to make a contribution to the
education of women and men together that should not become an opportunity
lost.
PROPOSAL 1 - Fot discussion with the Bryn Mawr Dean and the Haverford
Provost each department shall, after consultation with its Haverford counterpart,
provide a description of the structure of the major, including the full range
from introductory courses through the Senior Conference and making clear what
constraints, if any, dictate where a given course may be taken.
It is understood that there are special problems in connection with
field coverage, the size of a department, the number of majors traditionally
enrolled and Bryn Mawr's concern to provide for women students. But since we
are currently far from uniform in our departmental practices, the Committee
thinks a careful review by departments with the Dean and Provost is in order,
not only to secure the advantages of carefully planned coordination but also
to define the practical problems presented by such coordination.
•
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•
PROPOSAL 2 - We reaffirm that Haverford students may major at Bryn Mawr
in departments or programs without counterparts at Haverford College. In
other departments or programs where the Haverford department determines that
a Haverford student may satisfy the structure of the Haverford major by taking
courses (including his Senior Conference requirement) at Bryn Mawr, he will be
accepted into those courses, (including Bryn Mawr's Senior Conferences where
coordinated) providing that he has met the stated prerequisites and that
practical questions of staffing and class size have been adequately addressed
by the two departments and the two college administrations.
The Haverford faculty has made like provisions for the Bryn Mawr student
to fulfill her major requirements, as determined by the Bryn Mawr department,
with courses at Haverford.
PROPOSAL 3 - The two colleges shall establish a joint committee
and study thoroughly, more far-reaching proposals concerning the two
relationship than the Curriculum Committee alone can address. These
include, but need not be limited to such models as the offering of a
degree or a transfer model.
•
to devise
college
would
joint
FACULTY OF THE COTJEGE
6 May 1976
9:05 a.m.
Regular Meeting
Edwin Bronner, Clerk
1. The minutes of the meeting of April 22 were approved, with one omission
supplied: Edwin Bronner was re—elected Clerk of the Meeting for another
year.
2. Thomas D'Andrea (Provost) asked that the Faculty recommend to the Board
of Managers the granting of the degree of Bachelor of Arts or Bachelor of
Science, whichever is appropriate, to all students who have completed their
work in course and all those who may subsequently be certified by the
Committee on Student Standing and Programs as having completed their work.
The faculty approved.
Speaking for President Coleman, Mr. D'Andrea reported that the "Conclusions
and RecoLmendations" of the Faculty Committee on Expansion Issues (Colin
MacKay, chairman) is in the hands of the Board Expansion Monitoring
Committee. One change in procedure was proposed by the Board, namely,
that the faculty committee appointed by the Academic Council to study
alternatives to our current admissions policy make its report at the
October instead of the November faculty meeting (see Minutes 6 and 7 of
the meeting of April 22).
This having been considered feasible, the faculty approved.
4. Richard Bernstein (Faculty Marshal) called attention to the fact that
a memorandum on Commencement events was in faculty mailboxes, and reminded
the faculty of the importance of attending these events, especially events
in which members of the faculty meet with parents.
5. Dietrich Kessler (College Honors and Fellauships) reported the results of
his committee's determinations. Of the graduating class, 6% were awarded
College Honors, as follows:
Summa Cum Laude
. John E. Bellaimey
Magna Cum Laude
Alan L. Beuscher
Kenneth T. Bills
Douglas A. Davies
Daniel H. Frank
Peter D. Haley
John B. Little
And these fellowships were awarded:
Cope
First: Jared E. Sarfaty
Second: Igbal M. Zaidi
Murray
Carlos A. Picon
James M. Lodge
Michael B. Reiner
Andrew D. Silk
Igbal M. Zaidi
Jerome P. Zimler
6. Marcel Gutwirth (a) expressed concern that the Board is not getting
information about faculty publications and activities, and (b) inquired
why the Handbook: Information for the Faculty is no longer in circulation.
Mr. D'Andrea replied that a new edition of the Handbook will be readied
during the summer; and as for keeping the Board informed, he suggested
that this might be done in alternate years (1975-76 being an off yeart),
and meantime solicited ideas on how best to do it.
7. Bruce Partridge resurrected the question of grading practices at Haverford.
Has the Educational Policy Committee concerned itself with this question?
Robert Mortimer replied that the committee has made a study on the basis of
one-semester's data. Little or no change was noted. More data will of
course be available for a continuing study. David Potter reported that a
more systematic and thoroughgoing investigation is in the offing, which
will include data on the practice of individual instructors.
8. Here follows an imposition on the faculty's indulgence—a phantom minute.
In this the last minute of our last meeting, the retiring secretary
may be permitted to remove the mask of impersonality that he is•
forced to wear in the line of duty, and to communicate as it were in
his own voice, offering a sentiment that is not only appropriate to
the occasion (so he flatters himself), but which expresses his own
profound feelings. It is his modest aspiration to build a bridge,
however fragile, between at least two of the many cultures and subcultures that envelop us. Since his message can only be communicated
through the medium of a pocket calculator (for obvious reasons), he
instructs his curious colleagues to perform the following simple
operations on that instrumeEb. First divide 8.8156078 by 1976; then
multiply the quotient by 10 . Read the display upside down. Test
for irony, ambiguity paradox. And finally, ponder the implications.
)
The faculty had no opportunity to approve this minute, which was not known
to exist at the time.
The meeting was adjourned at 9:40 a.m.
Edgar S. Rose
Secretary of the Faculty
ESR:e5c