jz)T RFC IVLD SEP

RFC F IVLD
SEP 19 1973
FACULTY OF HAVERFORD COLLEGE
Regular Meeting
President John Coleman presiding
Le
jz)T
6 September 1973
4:15 p.m.
1. The minutes of the Faculty Meeting of 10 May were approved.
2. New members of the faculty were introduced.
3. A memorial minute for Edward Snyder, prepared by John A. Lester, Jr.,
was approved by the faculty, with the wish that a copy be sent to his
son and daughter. (Annex I).---g_ 441
,4LA4
4. President Coleman expanded on his remarks of the opening Collection,
touching on the exnansion and coeducation issues. A general discussion
followed.
The meeting was adjourned at 5:15 p.m.
John P. Cary
Secretary of the Faculty
JRC:an
September 6, 1973
Woi'd of the death of Edward D. Snyder on April 6th
of t •;;,s year must have read like history to many of us, for many of
-
our 'nresent faculty did not know him, or knew him only at a distance in
the :ears of his retirement. Ned joined Haverford's English Department
in
7
315; for many years he was its distinguished chairman. He retired
from active teaching in 1955.
Those who did know Ned, and shared with him the tasks
and rewards of teaching, committee work, and administration, remember
a scholar of renown, firm conscience, and high aspiration. We remember
a deep lover of poetry, an infectious teacher of poetry -- one who swayed
one of his students, returning a few years ago as Haverford's Commercement speaker, to make that address entirely in poetry, and in large
part in Ned's honor.
We remember a true comrade, a convivial friend; much
"of the old schooehe would certainly seem to us now, rather formal,
professorial in manner, but with such warm and loyal humanity that no
one who knew him could miss the sustaining force of his mind and hiS
humnne spirit. With his passing we have lost a dearly valued colleague.
Much that is strong in our Haverford today derives its strength and
oustenance still from those thirty-five years of loyal service and
wisdom which he gave to our community and to our counsels.
Is A.ond
A9 1 -'
,-;•"1.!
FACULTY OF HAVERFORD COLLEGE
Regular Meeting
President John Coleman presiding
18 October 1973
1. The minutes of the Faculty Meeting of 6 September were approved.
2. Provost Tom D'Andrea presented for faculty consideration a revised
version of Point 6 of the Policy Statement on Temporary and Part-time
Appointment. After extensive discussion the faculty agreed to
return this nortion of the statement to Academic Council for further
review, to be brought back to the faculty at a later date.
3. President Coleman reported on the status of discussion about the
expansion and coeducation issues. The Board of Managers is not
pressing for a decision by its November Meeting, but hopes for
action in January. It was the sense of the meeting that more
information and discussion are needed before all the pertinent facts
on the issues are before the faculty. President Coleman agreed to
carry to the Managers the strong wish of the Faculty that no
decision be made before January.
4. The Academic Council (Bruce Partridge) has appointed the following
ad hoc committees:
a. English: Linda Gerstein, chair; James Ransom, John Ashmead,
Melvin Santer, Manuel Garcia-Barrio, Vernon Dixon. The
appointment is to be made in the area of American Literature,
with stress on a special interest and competence in the teaching
of minority literature.
b. Psychology: Dan Gillis, chair; Sara Shumer, Sidney Perloe,
Douglas Heath, Dale Husemoller.
5. Faculty approval was given to new courses proposed through the
Educational Policy Committee (Sidney Perloe). (See Annex)
6. Marcel Gutwirth asked the faculty if it wished to hold a meeting
on the expansion and coeducation issues before the November meeting
of the Board of Managers. The faculty approved a proposal that a
closed meeting of the faculty be held for this purpose on Thursday,
1 November.
The meeting was adjourned at 6:00 p.m.
John R. Cary
Secretary of the Faculty
JRC:mnh
',allege
A
v*c ulty
1,1 •
coo' ("eApprovals
Educational Policy Committee
DATE:
192113/73
mesh
En
The following course will be taught by a John Russ, who is
here for this year. Approval is requested for this spring
only.
English 261b Black Literature in America - Mr. Russ
An examination of the historical, sociological, and linguistic sources and properties of Black urban folklore and the
influence of this manifestation of Black folk consciousness on
and in the prose and poetry of Afro-American writers during
and since the Harlem Renaissance. Primary emphasis will be
placed on the conscious use of the cultural world view and
linguistic properties of Black urban folklore as a source for
content and its use as a device in Afro-American literature
from the Harlem Renaissance to the present.
Sociology
The first course (Soc. 058b) on the list replaces two half
courses taught last year on a temporary basis. It will alternate with a course on the Oedipus Complex, which will be
submitted for approval in the future. The next two courses
(Soc. 127b and 229b) are taught by persons who are on temporary appointments. Approval of these is requested for this
spring only.
Sociology 058b Mental Illness and Social Processes - Mr. MacGaffez
Interdisciplinary and cross-cultural inquiry into the
identification, classification and disposal of mental aberrations. Schizophrenia and Shamanism compared. (Films)
Theories of double-bind and cognitive dissonance related to
family organization and social structure. Prerequisite:
Permission of the instructor. .
Sociology 127b Collective Behavior - Joan Mandle
The proposed course will involve a theoretical and empirical
examination of collective behavior with an emphasis on contemporary American social movements. The course will be divided
into two major parts. The first will consist of an examination
of a variety of theories of collective behavior as elaborated
by Marx, Gorz, Smelser, Turner, and Lang and Lang. These theoretical contributions will be evaluated with respect to the
following issues: 1) under what circumstances do various forms
2.
o f c ollective behavior emerge, 2) what are the determinants of
ideologies, tactics, and strategies, 3) what are the determinants of participation in collective behavior, 4) what are the
implications of collective behavior for social change. The
second part of the course will evaluate the adequacy of these
theoretical models with respect to contemperary examples of
collective behavior, such as Black ghetto riots, the anti-war
youth movement, and the commune movement.
Sociology 229b Ethnortajnemailia122.122
Mr. McGrath
Readings and Field Experience
This course will both review the major theorists of both
theoretical approaches, and provide a variety of research experiences based on hypotheses and techniques suggested by both
approaches.
The first part of the course will involve readings in Alfred
Schutz, Peter Berger, Thomas Luckman as examples of Phenomenological Sociology. Then the works of Harold Garfinkel, Aaron
Cicourel, Jack Douglas, and several other theorists will be discussed as representatives of Ethnomethodology.
The second part of the course will delineate a variety of
topics focused on by both approaches. These include: socialization, mental illness, deviance, the labeling process, total
institutions, and ethnic and racial identities. Students will
then be assisted'in formulating research projects dealing with
one or several of these topics.
SP:mbh
BRYN MAWR COLLEGE
'O
1--;— • -
he Faculty of Arts and Sciences April 29;gl92
VED
irv3
A Report from the Undergraduate Curriculum Committee
PhOVOST
PROPOSAL FOR INCREASED COOPERATION WITH HAVERFORD COLLEGE
1. The Strengths of a small College
The size of Bryn Mawr College's student body, of its academic departments and
faculty-student ratio, provides one of the institution's greatest strengths.
Faculty members know their students and have an extraordinary grasp of the nature
and quality of their work. This knowledge permits both sound and responsible direction of a student's work, particularly in her major subject while she is a student
at the College, and special support for her as an alumna. She may call on faculty
for advice and counsel concerning her career development and she is, as a consequence of the earlier relationship, supported intelligently and knowledgeably by
individuals prepared to be helpful. This relationship between the students and
faculty of the College appears to the Curriculum Committee to be a particular benefit
to be gained at a small institution and an essential benefit for women students; it
should be cherished and nurtured and not given up in a time when making the case for
the small college becomes increasingly more difficult.
2. The Defects of our Virtues
Whereas smallness permits realization of some of the realities of the ideal -a community of scholars -- we need to recognize the distinct limitations that smallness carries with it. Bryn Mawr College is not able to provide students with unlimited choice of disciplines to work in, nor within a single discipline can it even
attempt to cover all aspects of the field. In the past the extent to which offerings
had to be limited in several disciplines has been a cause for concern both for mem`lers of the particular departments and for students. In addition, a small, independent institution always has financial problems and we are presently in a period
when it is particularly difficult to find adequate funding for the basics of the
program let alone for any expansion or enrichment of present offerings. It is the
view of the Curriculum Committee that independent institutions will need to be far
more open to cooperative arrangements in the future than they have been willing to
be in the past for both academic and financial reasons. It is the Committee's concern that the manner and degree of these cooperative arrangements should be deliberately and carefully planned rather than adopted in response to pressures and
financial exigency.
3.
The Future of Bryn Mawr-Haverford Relations
The Curriculum Committee thinks it is sound to plan for a cooperative arrangement that permits the maintenance of institutional integrity and uniqueness while
avoiding the harmful consequences of unhealthy competition. The Committee believes
that at present in the development of cooperation with Haverford a stronger commitment to departmental cooperation rather than adoption of a system of unrestricted
cross-majoring will best achieve this end and best support Bryn Mawr's particular
commitment to the education of women. The Committee believes that women have certain
special and important academic needs (particularly in the sciences) and merit special
career guidance and encouragement that can still be met most successfully by an institution committed to preparing women for careers and professions. Cooperation by
departments should permit, even in the present fiscal crisis, the careful development of programs to avoid unnecessary duplication and therefore increase and enrich
offerings important in a period of great growth in many disciplines. Although a
agle department would be loath to slight one particular aspect of its discipline in
order to build strength in others,it will feel freer to accept this necessity
knowing that a cooperating sister institution Ls responsible for building up in that
particular area and that consultation on matters of appointment and curricular
development will be an essential aspect of the cooperative arrangement. As Bryn Mawr
-2 -
eased Cooperation with Haverford
departments now call on members of the Haverford faculty to offer specialities at
the graduate level (e.g., Chemistry, Social Work and Social Research, Sociology,
etc.), they will need to be prepared to meet some of Haverford's special needs on
the undergraduate level.
It is the Committee's opinion that the long range future of both colleges will
profit from firm steps taken now to ensure a serious cooperative venture and that
the interests of both institutions and the students of the two colleges will best
be served in this fashion. If we do not go this route but rather the route of unrestricted cross-majoring we foresee that our joint planning will continue to be
random and that both colleges may, in many areas, attempt to cover their disciplines
too broadly and therefore too thinly to maintain quality. Some departments might be
thrown into competitive situations that would prove neither productive nor constructive and the two colleges might be faced with additional financial problems.
The Curriculum Committee believes that this is the time for the College as an
institution to take some new steps to confirm its intention to cooperate with
Haverford College at the undergraduate level in a serious fashion across the College.
To that end the Committee proposes to the Faculty:
1. That the College reaffirm its position that an essential benefit of cooperation is to permit students to major in departments at the other college that
do not exist at the home college (at Haverford now: Astronomy; and with
supervision by Bryn Mawr's professor of Fine Arts, Fine Arts. At Bryn
Mawr now: Archaeology, Anthropology, Geology, History of Art, Italian, the
Interdepartmental majors and Area of Concentration). It is assumed that
faculty members in the major department will take on the responsibilities
of both present and future support and counselling for majors from the
other college as they do for their own students.
2. That Bryn Mawr students be permitted to fill distribution requirements at
either institution (with courses appropriate to the academic objectives of
Groups I-IV). When a student wishes to take a Haverford course to fulfill I,
a distribution requirement she should be informed by faculty members, deans \
and the catalogue as to whether the particular course could be counted as
1
a course in the major at Bryn hawr.
.
That departments invite their counterpart departments to meet with them at
least once each semester to discuss appointments, leaves, sabbaticals and
the possibilities of covering for leaves or making joint appointments to do
so, and to plan the curricular offerings for the following year.
4. That departments consider seriously the most appropriate levels at which
they might propose the introduction of joint courses -- thereby freeing
faculty members at both institutions to teach more varied schedules and
bringing counterpart departments into closer professional relationships.
The Committee notes that some departments have decided that the introductory courses are best offered jointly (e.g., History, English, etc.) whereas others have determined that advanced courses are most usefully combined
(Chemistry, Physics, etc.).
5. That departments not already doing so seek to coordinate programs so that
wherever appropriate courses in the major may be taken at Haverford. In
some cases it may be mutually beneficial to consider the alternation of
similar courses between the two colleges so that one is given at Bryn Mawr
one year, and at Haverford the next yaar.
‘JERYN MAWR COLLEGE
INTER-DEPARTMENTAL MEMORANDUM
(0
Mr. DiAndrea and Mr. Potter
1, 140M
Mary P. McPherson
SUBJECT
DATE
Enclosed list re Bryn liatrrts distribution requirements
11/13/73
Enclosed please find statement we are
taking to the Faculty tomorrow night spelling
outDryn Mawr statement on diatribution
requirements adopted by our faculty last spring*
We were asked at that time to clarify for
advisin;7, purposes.
c‘C Wig
Best•
VSV
104
17 17
/
00 MEMBERS OF THE FACULTY OF ARTS AND SCIENCES
FROM THE CURRICULUM COMMITTEE -- 11/8/73
Academic requirements at Bryn Mawr College are designed to ensure that every
student be prepared to express herself in her own and other languages (Mathematics
included) and to understand the methods, concepts, and attitudes of the four general
areas of a liberal arts curriculum.
Freshman ErvOish composition and the requirements in language and/or Mathematics
fulfill the first obiectiyo. Divisional requirements of four full units of work,
one each in Social Science (Group J), a laboratory course in one of the Natural Sciences
(Group II), Literatures (Croup TIT), and Humanities (Group IV), permit the student to
make choices relevant to her own academic interests. Since History and Philosophy by
their very nature are concerned with
the
bases of all the other disciplines, they may
be elected to fulfill either or both of Groups I and IV under the divisional requirement scheme.
Students may elect to complete a unit of work in each of the four following
disciplinary groups with courses that introduce students to these disciplines offered
under departmental sponsorshin at either Bryn Mawr or Haverford Colleges. A student
with suitable preparation may, in consultation with the appropriate faculty members
and her class Dean, elect a course at the intermediate or advanced level.
Group IGroup TIGroup IIIGroup
Biology
English
History
Philosophy 1Chemistry
Literature
Modern
Geology
Anthropology
Literatures
Physics
Economics
Experimental Psychology Classical
Education
Literatures
Political Science Mathematics )CXPersonality and
Social Psychology
Sociology
IV
History
Philosophy
Archaeol(ry
History of Art
History of Religion
Music
In Groups I, II and IV a student must take ore full unit in a given discipline.
Including Abnormal Psychology, Devolonmental isychology, Language and Cognition
1
2
Sociology and Anthropology at PlYerford
Religion at Haverfcrd
-
MBERS OF THE FACULTY OF ARTS AND SCIENCES
:ROM THE CURRICULUM COMMITTEE -- 11/8/73
Academic requirements at Bryn Mawr College are designed to ensure that every
student be prepared to express herself in her own and other languages (Mathematics
included) and to understand the methods, concepts, and attitudes of the four general
areas of a liberal arts curriculum.
Freshman English composition and the requirements in language and/or Mathematics
fulfill the first ohiective. Divisional requirements of four full units of work,
one each in Social Science (Group 1), a laboratory course in one of the Natural Sciences
(Group II), Literatures (Group TIT), and Humanities (Group IV), permit the student to
make choices relevant to her own academic interests. Since History and Philosophy by
their very nature are concerned with the bases of all the other disciplines, they may
be elected to fulfill either or both of Groups I and TV under the divisional requirement scheme.
Students may elect to complete a unit of work in each of the four following
disciplinary groups with courses that introduce students to these disciplines offered
under departmental sponsorship at either Bryn Mawr or Haverford Col l eges. A student
with suitable preparation may, in consultation with the appropriate faculty members
and her class Dean, elect a course at the intermediate or advanced level.
Group I
Group II
Biology
History
Chemistry
Philosophy
Geology
Anthropology
Physics
Economics
Experimental Psychology
Education
Political Science Mathematics
Personality and
Social Psychology
Sociology
-
*
Group III
English
Literature
Modern
Literatures
Classical
Literatures
Group IV
History
Philosophy
Archaeology
History of Art
History of Religion 2
Music
-
In Groups I, II and IV a student must take one full unit in a given discipline.
Including Abnormal Psychology. Develnnmental isychology, Language and Cognition
1 Sociology and Anthropology at Piverford
2 Religion at HAverford
Brcyzz NAmru COLLEGE
BnyN
PENNA.
November 15, 1973
Dear Jack,
I am enclosing a copy of the
Curriculum Committee's final report
on the matter of Bryn Mawr students
meeting their distribution requirements
at either college. It was reported to
the faculty last night and seems to
have full approval. Pat has sent copies
to Dave and Tom. (PS"
It seems to me a good step.
Sincerely,
14"-Mr. John R. Coleman
President
Haverford College
Haverford, Pennsylvania 19041
_
sue
.
FACULTY OF HAVERFORD COLLEGE
Regular Meeting
President John Coleman presiding
16 November 1973
1. The minutes of the meetings of 18 October and 1 November were approved.
2. The Faculty recommended to the President that the provisional status
of the Honor Code be extended through the end of the semester, including
the examination period, and that the Honor Council present to the
President a revised version of the Honor Code, together with comments
as to how the new code would be enforced.
3. A query was raised with regard to an administrative policy which in
effect restricted one Faculty member to getting access to administrative
information through the President's office alone. The President replied
in the discussion that he agreed the policy might better be one of giving
the Faculty member whatever information was sought in each office and
simply alerting the President's office to the inquiry afterwards.
4. Action on the Report of the Committee on the Freshman Year (Annex I)
presented by Wyatt MacGaffey, was postponed until the next regular
Faculty meeting.
5. Discussion on the expansion-coeducation issues was postponed until a
special meeting, to be held on Thursday, December 6, at 4:15 p.m.
6. The President will convey to the Executive Committee of the Board of
Managers the hope that the Executive Committee will wait until after
the Faculty's special meeting before making a recommendation to the
full Board on the expansion-coeducation issues.
The meeting adjourned at 6:15 p.m.
John R. Cary
Secretary of the Faculty
JRC:mnh
HAVERFORD COLLEGE
-
,IEKORANDUM
DATE
TO.
FROM: JOHN R. COLEMAN
SUBJECT: flia04K),
(15)"Li us-A,
((/
• ))
November 20, 1973
Miss Mary Patterson McPherson
Bryn Mawr College
Bryn Mawr, Pa.
Dear Pats
Thank you for the document on distribution
requirements from your Curriculum Committee.
Two specific questions that are relevant
to my own department:
Does NC psy 238b, Psychology of Language
fulfill Group I? Does NC Poy 130a, Psychology
of Learning fulfill Group II? How do we go
about getting a decision on whether or not our
full year Psy 111a, 112b, Introductory with lab
fulfills Group II?
A more general question: Where do our
Astronomy and Fine Arts departments fit into the
,\ scheme?
Cordially,
Thomas D'Andrea
TDAky
n•
FACULTY OF HAVERFORD COLLEGE
Special Meeting
6 December 1973
1. Consideration of the minutes of the previous regular faculty meeting
was postponed until the next regular meeting, to be held 13 December.
2. President Coleman announced the establishment by the Board of Managers
of a Faculty Development Fund through an initial gift of John
Whitehead, Chairman of the Board of Managers.
3. President Coleman felt it would be appropriate for a faculty member
to preside at this special meeting on the expansion-coeducation
issues, inasmuch as the President advocates a special view. He
turned the chairmanship over to Marcel Gutwirth and Harmon Dunathan,
faculty representatives to the Board of Managers.
4. Roger Lane presented a joint statement by the Academic Advisory
Committee and the Educational Policy Committee on criteria for
either expanding or not expanding. The faculty APPROVED the
statement with the following change: Section A, paragraph 2,
the final sentence will read "Within the present size limit of
roughly seventy persons, the faculty is eager to work systematically
toward diversification, opening new slots, and using available
talent more flexibly and efficiently." (Annex I) -
5. It was decided to have the above statement adapted as a questionnaire
in which faculty members could register their position for or
against expansion. The questionnaire will be prepared and
circulated, and the results presented to the Board of Managers by
Marcel Gutwirth and Harmon Dunathan, faculty representatives to
the Board.
6. The faculty representatives to the Board of Managers will convey
to the Board the faculty's wish that the Board not foreclose
discussion on the coeducation issue if expansion is rejected.
John R. Cary
Secretary of the Faculty
JRC:mnh
C:7.-reoftAl 1.11:.Atirkte, ya ot. fAay,
1a.
it,..ThcuIfi
.;!.:, %ntagfA
LoL•
Om e.371-,:noa 1.ot;!..
on.
a2.1.
uudff.c Che co:lwe:ws is We to do
this.
h'!:ve aii
faccil:y as z.
an6
The ALC,
c.0 L1DE ,
a t Ih:i.td
a
u,:tovad, Rd
CWP::011
WhIle we
roitki.ce of
.altemati.ve.s„•do uot
to.i;e6v.tr, zule, vieS*0.1 .:T.; t1.1:c
EPC,
we ce
tarc' a.:-.:uptAioc,•
rwa zu:ze ou .td
th
fto
(1!',
pfzpar..9.d 8110 a etatnt
A:
.
IF the eo11:. ,.:;A:-: ., :ot.:a aot c7/.11h7.16
p:::::.6cnt :%i2 ,.-,., ra ,...1 t...-xio
.
610-,. dk-A.:11.;lo ,a iz Cc,kx.1 Ou .teDm.lni'...:.
io d , iti.roly po:,.0.,bi...a
Th ,a "GrinA PKo:Jectii...a.5.,;" tor 7'1...e f .'Atuic do r!Gr.
Ili.cy ::..1-0.31'.6% ,..,
1Z -'. . .,...;:i......a N..Thith . ..rceuxtr.F., xry ilrast,I,...c. cutback:I lz . ,:iqy vf.. ,.1co. .1.o.1 ...i..re.,:.,
1 el' 2 ,. , ,.Te,..“t 1....,,, ,
ratid:,.T., ar. %he eo.'l ol tho. ,. f., ezada, a re.raiLhi ../
ok tre Lir:(.1)Ly
tla..a.a 1312';', ct tb.
l'.'.ve.3et, . .:.!. ) ,..)1.tt .1 ;:37,0:'.Y..*:
It n't/ould 1.1-L. eqr. - irc.j.7 .0 ,..A... ,: -,. 0-.11.-.... !....* i.).716 :..--.e.-.4:-.tri (.1:: cl.. ,-;.1. , .!:'. tl ---;-'
zvoog *.-..he krony 4::,:::: !,ger..i.(.1-.i. .93.......,,i - n,:li ..4. -.):,...s r7.:.1 yct .,,, & , ....1.1.).: ;..,. 1.,"..,. , .'.n Ci...e r.. ...t7 ,.-.. o.f. ,;:r.Ae ;,:acul.r:i:..aly.licAlly
W .3' !I .:, ',:: "ji.'. n;', d Z: C
n 1.... ...1 .0 q .9 1 .,!, Y :ill, s .1 3 I. / r tY1'.:5 ii 3 %.7)...: 11 ":-An ;,::: . S.N; li:' 47, t a `; (?
-
W: t.??Iirce wcold. bea z,..eve.te blow
:AT-.
-
i, - :1:-:- :;11.6.
A ... 7 :1:j t::c. . : ;
.
-
To leis..vie w..1,-; ,. --- .L', , ;..
.:,) Tif:Tz...e..
12,. :..c
..:o.,. ,:lkey occ..e.r would be to ione wra A'. sbodi.6 bo.. edv..c.v.i.1J..o.,,I,L po...ic, c!;:lttr
.7.:.( ,.a c.tAlpod1..!.1 :..1 ;.11e prilll,r:..A'cl Ilisparsi.v.:,er-: 11. -. .: -0.Tet;7 .1. .).11.47;, A&_il.
tAveo,
,
,
-
vokiv,-365, 'or eifee.t.'..v,:y k11 :e; t ...11.e
-
T2,./1..C,7
. ..ga5. o:. .1.inli6 ,...T.c:I.TA],u'
p,
-e. ,:.!., the e:Asz..ine co;co?ot -AlThri. s'!!.: ne far.!..1;::y, lh t:.-7 -,---.-,.
twwt ailde.1.%Pl.''......A.-y, is d mw1:4'er of Io .. .0 - f‘2 -: ,,. -..: ..._'. -,1c , o17 -.1.. 211.1101Lr i !..ko.
..: „-...:.. ovit:I. ', ...:, ;;.0.. - 4 ../' %':
p . on:..i, ;:clo ,..,:-..., h ,A.:1
L
0, 73 ,,,:! Iv.,;:;::::. 1 4.1 ,...:,? i: 100 , ;/ C i..) 1:',Z 01 "ii 2 .1.Ce ;1 if ) i :i3 , ii
;.
Cizt
co
"W..0" la er.,ct,-;.p7..0.e. ,:
rY4
!A..
1,1
n....fd Li
!Ai
tho.
lAr-,tkeL,
1 :,
-
-
TV
10 .7.1 :
. ;f7A,V
,,
r-.6 7. i.t7, ;:l!..1..c; r...Vd'i. 1:;2.1":„' 1.;:: i: ;;;;; :: ; ; 1 ; t. , )• :.
fie -%.ibly ie(1 i'..ici.s.:at17.
I
•
,
.
-
AA 61
.
,,
ihe
ceir:witves
bejj:.!..ve t.hat. if we orpaod we aZAonttl
tn
.p.:-..ab7em in that oirent, tf. .ud
Covutualng citor'tt tihonld
;Jian,!
r:ven laccease ccioper . atli.ct;i with
Bryn
The prr,per
!..nen, 1
Is uhdextht,..:eu.i b?tw.,o11
nopyathIng llke the £000 Ci7
thet . 1250
The ,::holCC ocAweeA 01en two 1i -4 ,
r:dells, 1 1.1.:e
.
f.1.7.rtfi .Influenced by ty...4i:v11:..in foT tL ,L f . int - 11 6etflts
t',e-r.zorlt which nhoald ,04,> iraw9i:&td initto
- agalo:it fearn that nno:xi-:.e.cted 7
and
ret. The 120 mnd21
I
val.sei3 tne greatt
The co:14b 11:te,att, with
the poro:Iy.
cOncJunl.ont,:. dicted la the Cnbln5 t.:9:-Ielm. It
unee•
exptimlion
vloder, stable Si7r!.?
expt.,, ndit,,,
,res to ensure that the ptojectic;n nre ret
•Btit thre.
and €i i re4:mt 1 pot..t,It to
,:-./ht.he, r• the
1 ( .6i.4
or the f.nepectatLon5 ore mera Lnfli 7,f!
6or:t enneret e%.prlece. It
IGV0t, 1: 1.7.110, CO. c•Lit: oroeeap; in ,f ,. :utsh
"C
o•r7J..tonz Lhat the 1250
t:rt
Titls tv,ITAI;. a balanr:nd,
we.
!Vi,;A!1.1
•
-
.
.
.
.
ven t
•
alter6Oves The v-Labillffy
oa• the eNS.,';ti?nee •
di.qi,ng bail, ,o.nd .;71t1ntlyelf 8141.it &:zn.c.:n.strate,:j
briC.1
'both the
cap'ocit:-J our phr,:J--:aI
tho
.1-11
Mc, a.e.cgr:Azy
i(nO,
Aft::- apet.tod. oLi1:th:.J.;:)s
44iv the option of inereal If It
1:106.0'!f" eaplieicy." ',Tport-i to A
fuil-
vhDold leave un with no otilt,:v o
vt:
gL111.
Ro3c1: 14:;r.e
ahei4d
OC,C$7-
FACULTY OF NAVEFFORD COLLECT
Regular Meeting
President Coleman presiding
r)rr‘7.'-p,
• s,
13 Pecemher 1973
L. i4
r
1. The minutes of the regular faculty meeting of 15 November were approVed. minutes of the special faculty meeting of 6 December were approved as anerided.-:' 4
(Added to item 6 was the clause ''and attempt to reach a decision during the
present academic year.")
2. President Coleman asked the faculty to respond, through its Academic Council
representatives, to his suggestion at the 16 7ovember meeting that someone other
than the President preside at faculty meetings.
3. The senior seminar to be offered by Ariel Loewy, submitted to the faculty through
a circular by the_Educational Policy Committee, was APPROVIM by the faculty.
(ANNEX I) &L
4i-a
4. The report of the Committee on the Freshman Year was presented by Ariel Loewy in
the absence of Hyatt l'.!acCaffey, chairman of the committee, who could not he
present. (ANNEX II)
Ariel Loewy reaffirmed the faculty's responsibility in the following three areas
of the curriculum: 1) a minimum of 32 courses are required for graduation,
2) the courses he distributed in a way which accords with the faculty's sense
of a liberal education, 3) each student with the help of an advisor create a
coherent structure for his courses.
After discussion, the faculty APPPOVED the following:
1. The principle of requiring a definable distribution of courses.
2. The cropping of the Freshman Conference as a device for overseeing
course distribution.
3. The pronosed distribution scheme, listing a number of "dimensions"
considered necessary for a liberal education. The details of this
scheme and its administration with resnect to Haverford and Bryn Mawr
courses will he worked out by the Tducational Policy Committee. The
scheme will he tried on an advisory basis in the academic year
1974-75 and nut into effect with the class entering in 1975.
4. The creation of an entity one of whose functions will be to administer.
the Freshman Seminars and the Freshman uriting Seminars of the College.
Other functions of this body could involve the administration of
interdepartmental undertaings such as the Pumanities courses. (see
Report by the Committee on the Freshnan Year under "Institute for
Liberal Tducation") The Academic Council, with the help of the
Educational Policy Committee was asked to explore ways of establishing
such an entity.
5. Pending the formation of the new entity, a new committee consisting
of members of the Freshman Seminar Committee and members of the Freshman
Fnglish Committee, was charged with the administration of testing in
writing in the freshman year, and with the establishment of minimal
writing standards by the College. This committee would see that
freshmen were appropriately distributed in Freshman Nriting Seminars and
Freshman Seminars during the first semester, that some device he
devised for distributing them in the second semester, and that some
devise he worked out to insure that those freshmen not meeting minimal
writing requirements be identified at the end of their freshman year.
-2
FACULTY OF FAVEFFOFP COLLECT:
The follolying items of business need to he discused and passed on by the faculty
at the next meeting:
1. The question of grades in Freshman Seminars.
2.
"'ether a Freshman Conference shall be held in the academic
year 1973-74.
The meeting was adjourned at 6!15.
John R. Cary
Secretary of the Faculty
•
I
lo:
/
, December 7, 1973.
[acuity
FRO: Educational Policy Committee
RL:
Course Approval
E.P.C. requests approval of the following student initiated half credit course
for next semester only.
Background: Some 8-10 students who took the Freshman Sel linar Course offered by
Ariel. Loewy, four years ago have banded together and asl:ed him to •
participate with them in a folloy;-up course in the spring semester
of this academle year, The freshman course, which was entitled
The Ph;,:fnomenon of Man, dealt wi tn human evolution and prehistory
and concluded with. an exulination of man's future in relation to
the basic population and ecological problems which :contemporary
society is facino, The propesed course ‘Jill T.) more deeply into
these topics and make use of the diverse training these students
will have experienced in the intervening years. It will be a half
course over and above his regular teaching load.
,
-
Biology 4i The Phenomenon of • lan Revisited
,
Human
evolution, prehistoy and acm's future reexamined.
Prerequisite: Freshman Seminar - Phenomenon of Man
1.r. Loewy
The Faculty
Committee on the Freshman Year
8 November 1973
Findin's, Recommendations, and Prospects FINpLIGS
1.
!le have founded our deliberations not on a theory of education
but on our sense of the faculty's intentions in the field of
educational policy over the last twenty years.
2.
The faculty intends that in the course of four years a student
shall
a.
b.
c.
show competence in a forei^n lanua9:e.
show competence in
Enrlish.
acquire a liberal education.
Since the reduction of decree requirements to 32 courses the
faculty has also intended that
d.
the freshman year should inclUde experience, of sneculative interdiscinlinary inquiry in a small seminar.
3. In support of its intentions Cie faculty imposes the follov ing
requirements
,
a.
on all students who have not nassed a test of competence,
a year of successful foreif n lanquac'e study.
,
b.
on all freshmen, a course of 7reshman English (FE), and
a Freshman Seminar (rs) in 7-:hich writing; is stressed.
c. consultation uith an assirned adviser concerninE! an
appropriate nrorram.
d, an interdisciplinary Freshman Seminar (FS) and a course
of Freshman Enr . lish (-rhich is, in )ractice, a humanities
course).
,
,
4. Evidently some of these devices are intended to serve t77o ends.
It is not clear that all the devices are effective. Existino
mechanisms for assessinc.- a student's prorress and the college's
effectiveness in assistinr, him include
a, trades in lan^,uare courses.
2
b
e
.
written evaluations in FE and FS. The grade for these
courses, •Ihich does not refer specifically to writing
competence, is Pass/Fail; hardly anyone fails, but
many written evaluations indicate that the student
does not write well. After the evaluation has been
filed it may never be seen again. No mechanism exists
to identify students with persistent writine difficulties, or to do anything for then. Instructors also
report that some students, knowing that their work is
not graded, make no serious effort to improve their.
writing.
c. A Freshman Conference (FC) towards the end of the
student's second semester. This device was instituted
partly because of evidence that some students 'ere being
poorly advised or had spurned advice. It is not clear
that either the advisor or the PC committee has the ri'ht
or responsibility to refuse to endorse a misguided program should suasion fail. The Counsellors indicate that
freshmen often ' see the advisinry process not as creative
but as either a meaningless formality or as an unnecessary
hassle. More than half of last year's freshmen responding
to a questionnaire described the advising system as more
useless" than "useful."
"
AND
The FC's second function, originally assigned to Sophomore
Inquiry (SQ) at the end of the second year, namely, to
assess the student's progress toy•ards the ideal of a
liberal education. Here the consequence of ambivalent
purpose is strikingly apparent. Sr' became FC because of
evidence that a review of course programs and the advisine,
process should take place earlier in the student's career.
At that time, when he has not yet completed two semesters
at the collefr.e, it makes little sense to examine the pace
of his mind's improvement; yet FC retains all of SQ's
cumbersome and stressful procedure. It is notorious,
moreover, that different PC committees understand both
the educational ideal and proper FC procedure in radically
different ways. Some emphasise advice, and some still
pursue the idea of "inquiry," which Louis Green's committee
found some years aeo to be intellectually attractive but
practically impossible.
3
.
d. responses to a questionnaire addressed to students
who participated in FS 1972-3 show strong approval
of the experience (see k'pendix 1).
AND
Experience shows that 1) FS's function as training
in writing has interfered with its intellectual function,
because some instructors who might have led good seminars
have not been able or willing to teach writina 2) some
FS have turned out to be thinly disguised introductions
to the instructor's discipline 3) departments have shown
themselves reluctant to release manpower for FS, and
some instructors of junior rank have felt that their
prospects for advancement and tenure would diminish if
they taught extra-disciplinary courses 4) too many students
take advanta " e of the Pass/Fail evaluation, •hich was
intended to free their minds of an extraneous burden, and
devote their best energies to their other courses: For
them, FS is liberating but not adventurous; .for the instructor, it can be extremely wearisome.
.
5. This review shows that our educational progtam for the
freshman year rationally relates means to ends only with
respect to the language requirement. The committee does
not feel competent to review the language requirement
itself, but offers some comments below, in "Prospects."
With respect to our objectives other than language competence, our prograM includes neither an explicit statement of the standards to be met, with an oblective procedure of assessment, nor any universally competent
mechanism capable of establishinn such standards by consistent practice. Nor is it clear That is to be done
when implicit standards are not met. In these circumstances, we cannot intellinently discuss the expansion
or modification of such exnens4ve undertakinns as
Freshman Ennlish or Freshman Seminar. The present inconsistent and unsupervised application of the college's
educational policy also places unnecessary burdens on
some students.
RECO/NIENDATIONS
1. The committee has attempted to separate the faculty's •
educational objectives and to provide for each a way of
realisinc it and a way to assess both the student's progress and the collene's effectiveness. Note that in this
section of the report we offer a new perspective on
educational policy but pose as.agnostics with respect
to the content of policy.
4.
2. Writing competence.
a.
A writing test should be given to every entering
student. The examining board should consist of
more than one person, not necessarily from the
English Department. Fe recommend the precis as a
testing device, but S0 112 combination of ETS scores
and the like may be included as experience advises.
The passing level can be adjusted to suit the college's
goals and its economic resources. We anticipate that
Few students will pas:
.
—
b.
Students whose writing* is not acceptable, as judged by
the test, must take the test again at the end of their
first and if necessary their second year. A third
failure would raise a question concerning the advisability
of the students continuing at Haverford. The tests will
also indicate the effectiveness of the instruction they
have received.
c.
Courses offering writina training must be available to
upperclassmen.
d.
Appointment or designation of a writing instructor should
be considered. He would help students with their writing
but would not teach a separate course. The need for such
an instructor, and for upperclass writing courses, will
depend on the efficiency of FMS. (see below)
3. Freshman Seminars
a • The present 'requirement should be retained, namely, that
1/4 of a freshman's time should be spent in small seminars
pursuing interdisciplinary questions and topics rather
than those regarded by departments as prerequisite to
more advanced work. Twelve students per course is
apparently the optimum number. (Some standard figure is
necessary for logistical reasons.)
b: One of the freshman's two small seminars will usually.
include special writing instruction. We therefore
distinguish betaTeen "Freshman Seminars" and "Freshman
Uritin' Seminars" (FWS). The latter will include what
is now called Freshman English, but will not be limited
to topics in the humanities and need not be superviSed
by the English Department nor staffed exclusively by
them. The meaning of "usually" is spelled out below.
The nuestion of administrative responsibility is discussed in the third section of the report.
5.
c. *Students enrolled in FS and PUS will receive numerical
grades, as in other courses.
d.
The current practice of assigning the same reading list
to all FE should be dropped. FWS should be advertised
to freshmen in the same way that FS now are. The idea
of a standard syllabus was to provide a "common experience" for the whole class, as in the golden days
when Professor Pecksniff put everybody through the
Laws of the Medes and Persians, but a common syllabus
is no substitute for the Professor's unique personality.
Furthermore, some instructors resent teaching someone
else's idea of a course and their resentment is communicated to the students, who also have no choice.
e.
Each FWS should be regarded as half of a full time
instructor's teaching charge (five contact hours).
f. The tutorial method, primarily but not exclusively intended to improve writing instruction, should be applied
more flexibly in FWS. Some instructors obtain better
results by meeting students individually.
4. The Freshman Program
a. The absence of a writing test, as we have already pointed
out means that the college has no reliable estimate of
the need for writing instruction. The first year of the
proposed new program will therefore have to be arranged
somewhat arbitrarily in the following form.
1) Entering freshmen take a writing test. The top half
of the class are given their choice of FS (without
special writing training) in the first semester.
The lower half are given their choice of Freshmen
Writing Seminar.
2) At the end of the first semester grades are given
for both FS & FWS. Students who have been taking
FS are given their choice of FilM, and vice versa.
At this point the supervising authority (let us
say, Freshman Seminar Committee, FSC; but see
below, "Prospects 5") may, on the basis of grades,
student choice, and instructor's recommendation,
permit some students to repeat the kind of course
they have already had. That is to say, a few
students whose writing is obviously good may take
a second FS, while a corresponding number of those
whose writing is obviously bad may take a second
FWS instead of FS.
.
6.
3) At the end of the second semester all freshmen repeat the writing test. Those who fail will be
advised to take an upperclass writing course, and
to seek the services of the writing coach. At the
end of the second year they will be re-examined.
1974-75
1. FS
test
-
Percent
3)
2)
= FUS
50
FS .
50
1
b. The staffing problem is therefore simply defined. It
will be necessary to provide (0;5 N/12) FS and
(0.5 N/12) FUS per semester, where N = the size of
the entering class. Since (it is nroposed) one FWS
counts as half a fulltime instructor's charge, the
equivalent of (N/36 + N/24) fulltime instructors will
be required annually. More on staffing in the third
section of the report.
c e The amount of writing instruction provided is half of
the present rate but the efficiency of the instruction
should be much improved.
d. Experience from the first year of the program should make
possible a more sophisticated version in the second year,
as follows.
On the basis of the test at entrance, a fixed
number of the best students will be exempted from FUS
and all further writing tests. A fixed number of others
will take PIS for two semesters. The majority, we anticipate, will follow a mixed nrogram. The more sophisticated scheme thus provide's four tracks instead of two:
,
1)
2)
, ...........
FS
I i
.
...
FS
• i
•
...,., :
.
-.
-..-1';
....›.
........
.
Percent
3)
FS
--,
:'
10
FUS
40
FS
.40
_.
•
FWS
....,
'
FT.7S
--;•
10
7.
The staffing problem remains the same, unless the
college decides that more (or less) writing instruction is necessary to meet the standards. Increasing
the flow through the lower two tracks would require
more FWS instructors. Channeling the entire class
through the top track would be the 'cheapest policy.
The percentage distribution indicated above is
hypothetical.
-
S. Advising
a.
The advising system should be retained in essentially
its present form, but less reliance should be placed
on it as a guarantee of liberal education. As a substitute for distribution requirements it has proved
itself inadequate to meet the faculty's existing
expectations. See Appendix II.
b.
A student's academic program should conform to distribution requirements (see below) but distribution requirements are simply a minimal underpinning of the
educational ideal, not an automatic realisation of it.
The program must be coherent as well as "distributed".
It is incumbent upon the adviser to help the student
work out an internally coherent program suited to his
interests.
c.
Towards the end of the spring semester the student
should draw up a statement of his reasons for being at
Haverford, what he expects to get from his four years,
and what he hopes to contribute. This statement, comparable to that now required for FC, is an excellent
teaching device; it should include the anticipated
course program but not be limited to academic matters,
and should be revised every year.
d.
The adviser's signature on the blue card should indicate
his endorsement of the student's program. Deadlocks
should be referred to the Committee on Student Standing
(but see below, "Prospects").
e. The Freshman Conference is terrifying, and time-consuming.
Its methods are unreliable at best; as applied by a
large number of untrained and ill-coordinated committees
they serve only to remind us annually of the classical
definition of a committee: "The unwilling, chosen from
among the unfit to do the unnecessary." The Conference
should be abolished. However, the inquiry method of
evaluation is and should he employed, in the case of
exceptional members of the senior class, by the
Committee on College Honors, a central and continuing
agent of the faculty.
8.
6. Distribution Requirements
a. It is our assumption that the faculty has the following
responsibilities in the area of curriculum. The faculty
must see that
(1)
the student passes the equivalent of 32 semester
courses;
(2)
the courses are properly distributed and
(3) they form a coherent pattern fitting the needs of
each student•.
b. To discharge these responsibilities, a variety of instruments have been used in the past. The first responsibility
can be achieved merely by counting, whereas for the third
a fairly involved advising system has been employed. It
is to achieve the second responsibility, however, that in
recent years a succession of instruments have been devise'
and then relinquished, including:
ION
(1)
a fixed distribution requirement.in which a number
of courses (four, later two) from each division
had to be sampled;
(2)
th€ above-sy§temlrattenuated by a:!-'flexib'ility"
comriittee."
-
(3) a Sophomore Inquiry designed to test whether the
student had understood and implemented the advice
of the faculty regarding liberal education, and
(4) a Freshman Conference in which the above advice
was reiterated to each student.
Whatever the instrument, at no point has the faculty
given• up its responsibility' to ensure that the student
experiences a minimum distribution of courses. .
*c. We find that although the faculty, like other faculties
in modern times, has been unable to agree upon a
definition of a liberal education it has consistently
upheld the value of certain educational components or
dimensions which we venture to describe as follows.
Dimensions of Liberal Education
The letters identifying the dimensions are convenient code letters which we propose to use in
coding our courses, as described below.
9.
(W) Learn to write the Enelish language competently.
Two components
student should
and persuasive
simultaneously
style.
are essential to this end. A
learn how to present a coherent
argument ("rhetoric") and should
attain clarity and grace in prose
(N) Learn about the natural world.
Work in the natural sciences includes knowledge of
methods and principles used to explain natural
phenomena, as well as understanding the historical
and intellectual processes whereby methods, facts,
and principles are woven into coherent patterns.
This dimension can be found in courses offered by
the departments of Astronomy, Biology, Chemistry,
Geology (BMC), Psychology, and Physics.
(U) Engage in cuantititive or symbolic analysis.
Experience in this dimension involves the manipulation
of symbols, both quantitative and non quantitative, and
can be found in such diverse disciplines as mathematics,
physics, economics, anthropology and logic.
-
(H) Study of history.
A sense of historical process and historical perspective
are essential to almost any intellectual endeavor. The
methods of the historian should be understood. Topics
in philosophy, religion, political science, anthropology,
literature, music, art, and the biological and physical
worlds are often considered in a historical context.
(F) Speak and 7 rite a foreign language at a level defined
by the Collece.
-
This requirement is intended to equip students with a
tool useful in many fields of inquiry and necessary
in some. It is not to be confused with a humanities
component such as the study of foreign literatures
might constitute.
1 0.
(p) Examine the nature of being and of value.
What is and what ought to be is a subject most frequently encountered in courses of philosophy and religion, but political science, psychology and even
biology and physics courses often deal wfth.tbese
Since all thinking people feel .
i'ssues".
that they can philosophize, great restraint sfioula
be
exerdlAed7Ari!codim3 cours6s with a."P."
,
-
-
-
(S) Learn about humans and the societies which they form.
A student should consider man in relation to himself
(qua man) and in his social context. The social context
context concerns the relation between the individual and
society (other individuals) and the relation between the
individual and the tools with which he works. In the
field of psychology, the student may study man as an
individual. In such fields as political science, sociology,
anthropology, and history the student focuses on man in
his social context. In economics and anthropology, the
student may be more specifically concerned with humans
and the tools or materials he must_ deal vith. "
(E) Acquaint oneself with imaginative works and the aesthetic
experiences engendered by them.
A student should engage his mind in the particular problems
presented by works of the creative imagination and with
the qualitative responses elicited by them. The student
should learn how to deal critically with such works.
Courses dealing with this dimension can be found in departments teaching literature as well as in Music and Fine
Arts.
(0 Translate thought
into action.
In many fields contemplation and action are intimately
connected. Science courses frequently demand laboratory
experiences, just as art courses may require painting,
sculpture and photography. Our college has streng:
the "action" component of other fields by giving credit for
for a variety of
pe rf-orfia ac c pir(Cctice" •in 'Taus it and activities in the social sciences. The committee feels
that some thought-action experience of this sort should
be required of all students, although no such requirement
has been made explicit hitherto (remember "Arts and
Services"?)
-
-
-
-
-
11.
d.
We propose that every course be coded for its
"dimension content," that no course be measured
for more than three dimensions, that each dimension
of the course should be rated at from one to four
points, and that the total point value of any
course should be four.
Here are some examples of plausible point values
in terms of the code:
Mathematics 113 (4M)
Chemistry 107 (3N, 1A)
Anthropology of Religion (1M, 2S, 1P)
Fine Arts 101(2E, 2A)
Biology Reading Tutorial in Human Evolution (3N, 1S)
American Political Theory (2P, 1S, 1H)
Physics 117 (2N, 1M, 1S)
Religion 101 (2H, 1P, 1S)
.Initially, EPC should meet with each department
and code its courses. Subsequently, coding.can be kept
up to date by assigning point values to new or changed
courses as they are approved.
e.
Every student should be required during his four years
to accumulate "dimension points" to a minimum level set
by the faculty. We arbitrarily assume that four (the
equivalent of one semester course) is the minimum for
each dimension, as follows. Competence in writing (w)
is omitted from the list because it is independently
measured and because we envisage no courses intended
exclusively for writing. On the other hand, Foreign
language competence (4) is included, although independently measured, because courses in it are required of
most students.
W.
N.
M.
H.
F.
P.
S.
E.
A.
English language competence The natural world
Quantitative or symbolic analysis
History
Foreign language
Being and value
Man and society
Imagination & esthetics Thought in action
Total points required
Course equivalent
0
4
4
4
4
4
4
4
4
32
8
12.
Number of courses required to graduate Distribution ratio (8:32)
32.
0.25
Comparable distribution ratio under the
requirement
"four courses per division," (two year's
language included, at 40 courses for
graduation
-
Comparable distribution ratio under the
requirement "two courses per division,"
one year's language included, at 32
courses for graduation
0.40
0.25
We assume that the ratio of courses within and without the
major department will remain the same.
We recommend that Advanced Placement Credits recognised
by the appropriate department be counted towards distribution requirements, though not normally counted towards
graduation.
h. Courses taken on other campuses can be coded as the need
arises, in consultation with the instructors and with the
appropriate Haverford department.
PROSPECTS
1.
In this section we offer comments on the recommendations already made and outline additional changes, primarily administrative, that should be made if the college's verbal commitment
to certain educational objectives is to be adequately supported.
2.
On rhetoric and public standards of excellence. The eduCational
function of writing is twofold. To write well is to be able
to use one's knowledge and understanding by imparting them
effectively to others; but the task presupposes that the writer
&hall have ordered his knowledge in his own mind, and therefore
forces him to improve his grasp of it without regard to the
audience to which he may then address himself.
The same functions are served by oral as by written
expression, but in the educational context of this College
oral expression has certain advantages that writing lacks.
Writing, paradoxically, favors privatistic communications:
13.
cerc papers are read only by the instructor, and the standard
by which he judges them often seem idiosyncratic to the
Author, alth o ugh the instructor thinks of himself as apply/ gig a standard to which he subscribes but did not invent.
Speech can readily be addressed to a public, a relatively
large audience whose response (and therefore the success of
the exposition by public standards) can be seen. But Haverford
offers little training in this form of rhetoric, and few opportunities to experience, in the field of verbal arts, the kind
of generalised, public and non-authoritarian criticism given to
the work of music students at concerts and art students at exhibitions of their work.
The tutorial element in the present Freshman Program was intended to provide such experience but the audience is too small
and the situation too private. There is no debating club or debating prize; even lectures are out of fashion. Only the drama
program and the Literary Forum offer occasional light in this
darkness, and the efforts of some member's of the faculty to give
students teaching practice. Much more could be done, although
we recognise that the national trend is against it in the age
of McLuhan. We recognise also that in recent years Haverford
students who have attempted to express themselves clearly and
forcefully amid the immemorial mumble of the seminars have often
been ruthlessly cut down by their peers.
3. On educational policy
Abandoning the attempt to define liberal education and resorting
instead to a profile of liberal education has several practical
advantages, especially:
a. The profile can be altered by reducing or enlarging
selected components. We have arbitrarily assigned to
each component a value equivalent to one course, but
the faculty may decide to modify the resulting rectilinear
and horizontal profile. It may wish at some time to add
other components; for example, a "diversity" component
requiring extensive exposure to the literature, arts,
social life, or economic conditions of an alien people.
b.
Minimum demand for certain kinds of course can be quantitatively estimated.
c. The availability of given components in the total curriculum can be quantitatively surveyed and the effect of
adding or dropping courses can be evaluated more precisely
than at present.
14.
d. Supervising control of study programs is much tighter.
If the faculty intends that a satisfactory liberal education shall include a certain amount of "hard science,"
for example, it will no longer be possible to appear to
meet the requirement, while in fact evading it, by
taking a course such as "history of science." But the
increased strictness works in both directions, and imposes obligations on the faculty too, which will not be
as easy to evade as in the past. If all students are to
be required to study a subject, ,then courses must be
available which are suited to students with little background or aptitude in that subject, who are probably
incapable of attaining our usual standards in it, and
for whom different teaching methods should probably be
developed if wholesale failure is not to ensue. The
present tendency of students to evade requirements in
both language and science is a rough measure of the
faculty's failure to meet its obligations in these areas.
e. The profile can readily be used to show in detail, and
to quantify, the education pursued by students beyond
the level of distribution requirements.
4.
On the language requirement.
Our remarks above, to the effect that educational practice
is rational only with respect to the foreign, language requirement, should not be taken too complacently. In its
present form and implementation the language requirement
itself seems highly irrational to this committee. Most
teachers of language are unhappy with the present situation,
as are students. Reform is urgently needed. The subject
goes beyond the charge to this committee, but it would be
consistent with our perspective to argue that if a universal
requirement is imposed, then teaching methods must be adapted
to the students' ability. See 3d, above.
5.
The institutional foundation for liberal education.
Distribution requirements do not ensure that liberal education
will happen; they merely arranfze -for the mind to be exercised
in contrasting fields. The faculty's intent with respect to
liberal education has also included the idea of complementarity
between the fields. Sophomore Inquiry was intended to find out
not only whether the student kne!7 about both sciences and
humanities but whether he could relate the two. The interdisciplinary character of Freshman Seminars is evidently meant
to further complementarity.
15.
Further inquiry into what the faculty means by liberal
education shows that the nearest approach to a definition
is achieved in words like "interdisciplinary," which carry
a negative sign: liberal education, whatever it is, is not
the kind of pre-professional training that a "discipline"
represents. Disciplinary education itself is not well defined in words; it is defined in the practice of the Departments. Liberal education at HaVerford and elsewhere, as Mr.
Hechinger observed in addressing this year's Honors Convocation,
is ill-equipped to defend itself against the pressures towards
specialisation.continuously exerted by Departments (especially
on underclassmen). This is not to say that liberal education
does not happen, but that it lacks the support of a continuing
body able to compete with the Departments and establish in
practice the content of liberal education at this college.
Let us look at the institutional footing of some activities acknowledged to be of high educational value but not
"disciplinary." 1) Freshman Seminars, supervised by a
committee whose members have to go round persuading their'
friends to give seminars 2) Freshman English, unwanted step
child of the English Department 3) Humanities Program, of
no fixed abode and without visible means of support 4) Literary
Forum, whose accomplishments in the past moved the President
to promise support that has never materialised 5) a variety
of individual enterprises in the form of interdisciplinary
courses tolerated rather than endorsed by the departments in
which they are taught 6) a number of collective endeavors,
such as the Gest Seminar Series or the "Semi-annual Charles
Taylor Memorial Seminar" (an intermittent seminar in the
philosophy of social science), which have attracted both students
and faculty but tend not to survive the pressure of other
business. All these are good ships, launched with a splash
of enthusiasm, but with no fuel, no maps, and a skeleton crew.
The only continuing body whose responsibility it is to
define and pursue the goals of liberal education is the faculty
itself, but the faculty lacks an administrative structure
capable of doing more than emergency repairs, and it allocates
funds (with the approval of the Administration and the Board)
exclusively to the Departments. Faculty committees are parttime bodies disposing of no funds of their own. The Departments, on the other hand, are permanently organised to fulfill
the disciplinary responsibilities assigned to them with the
aid of relatively massive resources constituted mainly by the
salaries of their own members. The deployment of these resources is supervised, though from something of a distance,
by the Provost, the Educational Policy Committee, and the
Academic Council.
16.
If liberal education is to be more than a motto and a
ground for complacent self-congratulation it must be given an
institutional footing permitting it to compete politically
and economically with the departments. For lack of a better
term this new organisation may be called an Institute for
Liberal Education. The form of such an Institute would
necessarily depend upon the content of political decisions to
be made by the faculty and the administration once the need
for it has been recognised. In what follows we suggest the
kind of organisation that might be created.
The Institute would be like'a committee of the faculty in
that a large proportion of the faculty could expect to circulate
through it over the years, and that it would discharge responsibilities now assigned to certain faculty committees, but it would
be like a department in that it would be coordinated by an
academic chairman and would have academic staff of !_ts own. Its
responsibilities would include the Freshman Program, the writing
test, the Humanities Program, and such other interdisciplinary
courses as it might develop or as might be assigned to it. In
carrying out these responsibilities it could be expected to
consider anew the desirability of a "common experience" for all
students :and to coordinate.sOme:extracurf'icular activities, in-s
cluding:the use of visitorS'and perhaps the Literary Forum.
The Institute would also supervise and invigorate 'the underclass
advising program, a faculty responsibility which is at present
largely delegated to the Dean of the College. All underclassmen
would enroll in it, as upperclassmen now do in their major departments, although the Institute would not have majors of its own.
-
-
Since virtually all elements of the minimal program outlined
above are already in being, no serious economic problem arises.
Staffing the Institute might also alleviate the "problem" of
part-time and "temporary" instructors, whose ambiguous status is
largely a function of the political differential between underclass and upperclass (pre-professional) education. We may anticipate that instructors whose principal place is the Institute
will also teach advanced courses in the department of their
professional competence, thus reversing the usual priority.
A commitment to liberal education would obviously not be met,
however, if the staff of the new organisation consisted exclusively of those whom the college already treats as marginal;
some of the staff must be both weighty and tenured. Appointments need not he permanent, and we could even contemplate the
possibility of "internal sabbaticals" in which instructors relieved of normal teaching duties to conduct research night
integrate in their work a series of lectures dealing with it,
an interdisciplinary colloquium, or other formal departures
from our present educational routine. Such an innovation night
need, but might also attract to the college, additional funds.
•
17.
We have drawn up these recommendations and comments in such a
way that they can be discussed separately and many of them
acted upon with despatch. Others call for more deliberation
then speed; it is our hope that the faculty will be able to
give them serious attention.
W.
F.
R.
D.
J.
D.
D.
MacGaffey, Chairman
Brind
Garcia-Castro
Miller
Thompson
Corddry '75
Kahn
'75
P. Moore
'76
A. Loewy
Appendices I & II.
Appendix I
opinions on the Freshman Seminar
sample of fifty members of the class of '76 (total' responses, 121).
-
I. Only seven were not enrolled in the seminar of their choice. Of these only two
disliked the course. Of those who did get their choice, 10 disliked the
course; most were "extremely interested."
2. Half of the sample rated the seminar's "contribution to their academic life" as
high. Of those who rated it low, only one would abolich the seminars, and
only seven would want them modified. This finding suggests that respondents
interpret the phrase "contribution to academic life" very narrowly. The
proposed modifications show no consistent direction.
3.
32 respondents rated "the advising system" as useless or only somewhat useful.
Appendix II
Distribution, with and without requirements
I. A. Courses required for graduation
1.
2.
3.
4.
Class
Class
Class
Class
of
of
of
of
'66:
'67:
'72:
'73:
38
36
34
32
courses
courses
courses
courses
B. Limited Electives (distribution requirements).
In the classes of '66 & '67 each student was required to meet the following
minimum course distribution.
a. One full-year of language above the elementary level.
b. 2 semester courses in each of Humanities a and Humanities b, as
specified in I. C. 2, below. •
•
c. 4 semester courses in the Natural Sciences, including one lab.
d. 4 semester courses in Social Sciences from 2 different departments.
For the class of '72:
a. One year of a foreign
b. 2 semester courses in
c. 2 semester courses in
d. 2 semester courses in
language, or two years by examination.
Humanities.
Natural Sciences.
Social Sciences.
For the class of '73:
a. Same as '72
b., c., d. Program approved by advisor.
C. The following mutually exclusive divisions were used for this study.
1. Social Sciences: Econ., Hist., Pol. Sci., Soc., Anthro.
2. Humanities
a. Humanities 21-22 (201-202).
Philosophy except 14, 35 (136)
Religion
b. Classics above 14 (104).
English above 16 except 40 (280).
French above 22 (201b).
German above 14 (022) except 22 (43, 44).
History of Art
-
2
-
Music
Russian 201, 203 (BMC)
Spanish above 14 (003)
.
c. Elementary and intermediate language courses
3. Natural Sciences
a. Quantitative - all those not outlined below
b. Qualitative:
Astronomy 101 (11), 102 (12), 136 (36).
Biology 001-006 (11-14), 36.
Chemistry 208 (28)
Physics 117. 110 (17)
II. A. For each of the classes the percentage of students given below met, met
except for language, and didn't meet the limited elective requirements,
as in effect for the classes of 66 and 67.
1. The class of '66
NOTE: Obviously those in this and the following class who did not
meet the requirements were excused by CSSP or the Dean, but
the figures are still important for a comparison with the later
classes.
Met: 80/104 = 77%
Met except language: 14/104 - 13%
Did not meet: 10/104 R 10%
2. The class of '67
See note above •
Mat: 94/112
84%
Met except language: 7/112 == 6%
Did not meet: 11/112 = 10%
3. The class of '72
Met: 15/134
11%
Mat except language: 12/134 9%
Did not meet: 107/134
80%
4. The class of '73
Met: 11/125 n 9%
It except language: 9/125
Did not meet: 105/125
84%
7%
B. For the classes of '72 and '73 the following percentages of students were
found to meet or not meet the requirement of two courses from each division
as in effect in '72.
1. The class of '72
Met: 125/134
937.
Did not meet:* 9/134 == 7%
Of these 9, 8 were deficient in the Natural Sciences and one
in the Social Sciences.
-3-
Z.The class of '73
66%
Met: 82/125
34%
Did not meet:* 43/125
* Of these 43, 38 were deficient in the Natural Sciences and 6 in
the Social Sciences, including one student deficient in both.
These figures show the inadequacy of the advising system if "advice" was
intended to accomplish by suasion more or less what distribution requirements
had accomplished for previous classes by decree.
C. Percentage distribution of all courses taken by the classes of. '72 & '73
and '66 & '67, by division of student's major.
Social Science Malors ('72 & '73: 94 students; '66 & '67: 94)
Class
Nat. Sci:
Humanities
Soc. Sci.
•
72 & 73
66 & 67
52
47
9
10
7
10
7
21
17
.11
10
Natural Science Nalors ('72 & '73: 47; '66 &'67: 46;
72 & 73
66 & 67 '
13
15
16
13
I 117
•
Humanities (a) majors ('72 & 73:
72 & 73 66 & 67 1
21
20
27- '66 & '67:
40
35
21
18
/
Ihninnities (b) majors ('72 & '73:
.6; '66 & '67:
72 & 73 i 66 & 67
'
16
15
9
11
55
51
56
50
7
10
27)
7
11
7
11
46)
8
10
9
3
4
Cross-divisional majors '73: 33; '67: 2.
These figures sho;i that the programs of Humcnitics (a) majors are somewhat
'better distributed than others. Much of this effect, however, is illusory;
the students recognise, as this classification does not, the number of
philosophy courses taufnt in the social science departments.
r* I
'ED
FACULTY OF HAVERFORb COLLEGE
FFB
Regular Meeting
President Coleman presiding
in
17 JanuAtylpp4
NiN)Slr
1. The minutes of the faculty meeting of 13 December were approved
with the addition that Wyatt MacGaffeyyAs_to be on the
committee in charge of administerin Ehe freshman year new
nute 4, item 5)
2. Beginning with the February 1, 1974 paycheck, the College will add
a sum representing the housing subsidy of $300 per year. This
added amount will then be deducted from your paycheck as part
of the rent. The impact of this charge will be to lower the
take-home pay, since the housing subsidy has become taxable.
It should represent approximately $45.00 to $75.00 per year
in additional tax withholdings depending on your tax bracket.
Since withholdings were not trade on the January 1 paychecks,
the withholdings will have to be spread over a period of 11 months
instead of 12 months.
3. The Provost had not received adverse reaction to the circularized
amended version of clause 6c of the document on tenure for part-time
faculty members. He therefore assumed that the document met
with faculty approval. The faculty concurred. (ANNEX I)
f
4. Bruce Partridge reported for the Academic Council: 1. Council will appoint a faculty member to preside at
faculty meetings in place of President Coleman, in
keeping with the President's suggestion at the faculty
meeting of 13 December. The faculty member would serve
until the end of the current academic year, whereupon the
position would become elective.
r (/'
2. The Board of Managers has suggested in its report on cooperation
and expansion that Bryn Mawr and Haverford establish a joint
committee consisting of board members, administrators,
faculty members, and students to monitor the progress of
cooperation. Council will appoint two faculty members and
would like to have suggestions by its next meeting, to be
held next Monday.
3. Faculty members up for promotion will be added to the existing
categories (reappointment, tenure) whose names may be made
public, at the faculty member's discretion, through the President's
and Provost's offices.
5. Discussion was resumed on the report of the Committee on the Freshman
Year (Wyatt MacGaffey). There was no consensus except on the
Freshman Conference. It was decided to retain the Freshman Conference
for the current academic year, or until it is replaced by an appropriate
measure. The Educational Policy Committee was asked to bring a
proposal on the matter of grades in the Freshman Seminars and the
Freshman Writing Seminars.
6. Paul Richman spoke for the statement of the Honor Council. No action
sought, but faculty members will have an opportunity to discuss
the issues with the Honor Council at open sessions, to be held at
announced times before the next faculty meeting.
was
Adjourned at 6:00 p.m. John R. Cary
Secretary of the Faculty
December 6, 1973
To All Faculty
From: Thomas D'Andrea
re: part-time document, point 6c
(•,
•
tr. • t.7 . '‘
••• • -I
I have had discussions with members of the faculty who
raised questions about point 6c of the Policy Statement on
Temporary and Part time Appointment. Their concerns have
been incorporated in a further revision which has been
approved by the Academic Council.
-
In the interest of expediting this matter, given the
press of business in the next few faculty meetings, it has
been suggested that we adopt the procedure used by EPC for
course approvals. Below are the- old and new statements of
this point. UNLESS I HEAR FROM MEMBERS OF TrF FACULTY TO
THE CONTRARY BEFORE THE DECEMBER 13 MEETINC OF THE FACULTY,
I WILL ASSUME THE POLICY IS APPPOVED AND SEND THE DOCUMENT
ON TO THE APPROPRIATE BOARD COMMITTEE FOR THEIR ACTION.
(c) old statement
It is expected that the Departments will,
in consultation with the Provost, provide
the opportunity for regular part-time
faculty to teach a variety of courses so
that an informed decision of the teaching
effectiveness of the person over a range of
courses offered by the Department can be
assessed when a tenure consideration is under
discussion.
(c) new statement
It is expected that the Departments will,
in consultation with the Provost, provide the
opportunity for regular part-time faculty to
vary the courses which are taught so that an
informed decision of the teaching effectiveness of the person over a range of courses
offered by the Department can be assessed when
a tenure consideration is under discussion.
Implementation of this provision should not
result in inequitable distribution of teaching
between introductory and advanced courses by
members of the Department when compared with
the other Departments of the College.
TD:jky
January 2S, 1974
Allftrew Silk
14tvorford College
" v orford, Pa.
Andy=
'rho President's Office handles minutes. I've
Nonr note over there. You should begin
""og
your very own copy of Faculty Minutes
0
.,
*
t "- s Whet makes you think there'll be any news
to print?
l' e ot
Cordially,
Thomas D'Andrea
AintiwK Z
e,4
A0.1.
yftnv: o7.11y),
(ev:A*
V01:117d.
ti;:tv4fe,
rezp:O.ttato,
A,
47.':!4!
dn,s1,:r1..pn.ong
col,tr:4cs
i; ,t:Judell. in Lilt folloing
-
,
7.;nbzuary, 1974
tt2.;-2
tCIGVO brt
X. • rIci
to bz!
hcia•eI7iszsd in iaco7z(1:tn.!..:•the :.;.AtIroi
no? ,,,11 :sra1-prc, blcm'o
zjwt 14-1 ,;1 to OUf,:h 4 ;ci'4.-1,c1.
t:.1.111f;•i.:111:1J 7.nd Ve. ity
o
theov
1,;.1).C.
•
:1 ,1tT:*oiAtto;fy 102 11
bc!an ,ntd c.:;c:.- :',1-nlAas •
.2J11 a col,13.,3 whl,zh t1I
hillz
,IranTAInst wiL4 encelgagl.
tie!lvc!clAvo -cfn pnTt l
. .c.pstn.
It an5
to bd a 7 E:kt-:1 1-1, FULzZ; 0
CCA,ItC1
Zr*11 naI
vc1. tie
k,bia ",:;c ,:act ,aotod.ot
nil stult-Its
wznt;:c4i tis, take thiT
But: n'm.2,3nt
nzl,t th ,J1:e -.!:.-02 ,-itc:;-sa to
zzz4ti lnr2T
nuabtiz
wel) wnuiz
thfra wn
4-1,(,.°Azon7!"...(cidn
1:104 orAl:
t,s;n1,:c)1112,4.11t,
pfsvbicu, hafs,• 1; .::4E2n
any?Jiiata
t7.7atla6
,kync.;
Anductcry
2.
ane. M.:11;45::
e.ppYcJnimiy 20 up1/4fic
r;v7.1Y
13;2711-13•t%c psof47. Liac'ir.2nne
thn
ca:3ivc ope:1,21. nt(:fv:iffrz, oamv:!7f. 5ntly 1 41J3Or.:
nAZ VU';_in7 6 vaz,1,L711:
n i-4oltmen
nunez
viec
.
ue hq,olo hnd
nn::3,1u211 in
hENO
thra
to
tk, 04. ,?7
c-ar amni,ar
zi.uac,:nza -Invc;lv8d
apIt©rzm,z.ii;7
.
3. Ccarriti e.s.:Trl.cuIum.. A vny
.2::zira have lee" tn:s tt.) a pe-Ting
d-owm ntld 1 z::1,77.htz u k. ! owt:
!,;tcfl hno bcen -,,. ecluefid
•in tvy vays.
hnv
wanbiz.
to of&/.. Cf:';V47f,'0
Lsz:vzz,
Wtr cundzi.zdv.m.
Tot•
fl-vc
t:Tf:,ah•
fic, 2-Q11 tf.mz
,oap
'(: cul -Zarad. Th3a
and
f2v.,a-cT;
'7.;*Z111.3 VC,1
to
0. ;i2f2ao.phy cza .;.- taulu
1inynro17:d, gnd how
v2-17.,1 va
t.,11
4
c
we
c:%u
13xy -41 tiz-1;w1!
z.:c
w-:27;;-:2
itoP
7:71.1t'A
*Ico
4!42n
:5
act 1:11c
ot:r.
Lollo and rzviivi thz
".„;
•
•
7
••
...
•
,•
. 5..
4,'
4
1:
5•S
!„)
(.1!
+.0
•
• ,
•
•
, ;-•
n7,',;
•
-5.
..0
4.1
0
•
.
55.9 IV,'
k•$)
• „F'
+
.'
.,
n
"
-....
',....
55
.
•
„.I
..,.
V
5<„
',
,a
"a !!,-,
—.
C,+.
c..3
I -t
5. ....
4
,...,
.
,,...
• -i
..,1
,
'''..,
,
r.
;.,,,
',',n•
-,,,,
''.;;;
t,'
1:
—
.5.•,,
5:4
F..,7 c, ....-.1
'';„"
.....!
f.,,,,t,,,,!:
.7:• -
' ..! ..
:a
. ,
.54
' ",,
..t.-
34
'-•
14 0
tr.,,,
.
“
4 .0
5.4
5.5.0
00
5-5 -
5,44.,
5"."
T. ,'
55
.
- .
..55,..;5.':
''.,:'
,
en
"C ,-.,
,,,-4
,,,.:
'''f.'
-''...-:
:II r'..'i
. :"
.....,
v
45;
1"4 ...
,r.:', z
."7- :
- m
'',;:,;
::., 5
n".
VI
,..:.!
,-!
,...
!..
,.
-..;,',
',,'
,...,
,'..i
1, !,
5.4 ',.;:'
.5:
7's:.
.;..
,;,°:,
:'.,.-
f
,,,:::
!.',
':`
7,
!.1.•:', ,C."
•L''''
-
iZ, '5/ -:. ,--.55i
f
.!..-%
Li
• - ,
...,
: •,'
,-..,
•:*.',
, '
....,..-
'.,.
-..;.;
,:
4 •''S
fa, V
,
• ,.
,.-;r5., !..1
.,
-
''':.
'...
!Zs''
:',..1 .5.-4
5-4,
":" ,
!,: ,!:!.
1'4
,-5,.
:...#
l'';
'.7i,j
..,
..„
..,,
—
G..",
'4,,
":.,
n';, • .-''
.:::
47.'
.. .
F:.....
.7";
,•`-i
..-..
:
't
.t-;•-.•
:'‘
:51
r.......
c".:
..5
.r
55:
::
...j
%.0.
'',.,"7, 5'4-4,'
?,75,
,",,.,
'-;,,,
f't
'15,. '
;.,,
5.....
,-,
ri:,''..',,
z:,..;
.io 4..
V.
....!.
.
t3
. ..!
./,:s, ,a.;,
.5., ,
',..•
.r.
,'''
'..„;
''',..
1,55
.,,
-. '
1
i„,...
•.. 5--;
'
Z.'
''''' `!' !
!!''''
" •,
;,̀F.
.....,
!!!'
.
''''
5 ""! ''
,:,
'
"
,
. ''.
'
5.4 , -,
7.
'''.'•- '
r',".
v '
''', •i•
;....1'',"_,
• ;,"
j",
".'4
s.:.::
't*
....
"(4
ij!'
• • ".
,,,..
-445 5 ,!!!
...,
:,..,
,5r.-.,
,-551'; 4-1
5 --.5 '
'.I. .
^,
.,
s -
5.55,
.55-s
f..,'", ,,,, I
,-,...s.
,-.,.•
' ''.:'•
,-,,,
1.:f
..!,
5 '
--,
5 '. !
'''.;
f,:- ,
'''.. :,
54
55.
,:z
55.:
,.
,,,,,. -A,::
,,,r, 5 - 4
,..',
i';',..
-
f,',... 1!..,
f'.
r.,,, , , ill
: '
'.- .5
:,.., 4 45'
,,:'
,.•::,
*..,
1- .7'4
5' .',''
.
. ,
..
'!
,
.-
--
,
.
.
,
5. ,,5 . '',
!.'
.
_
t., . ",-;
•
;
.',' '
- "- '...:
.
—
'''''
, ,.'
,'''' •
^"..;
',-..,
'....5
55
,
.
!,
-
'
7,1,4
..a.',
„:5
.......
-4
.
T. 5.
:',,,:
'
t! ..., ,,,
,-
1,-:"
,'!';'., .5-:
tsi -ri
..
`,
, "n
•-,
'
•:-., 55-: (:,',.:
-.....
..-4
P...,
...",
5.. sS
; ::..
,-..„
4,..;„
"--5. ---i " -5
4..75
1..."
:' . , , ...•!'.
.14.
,
..
,
5,
!'...1 -55.;
..:7". 4,.
•.' , '5 ''',
L.
:,:-
- '
.
,.....i
...., •,, ,
.1;1,
f"
5- ,
,••;':
.•;-f
- 4
540
i.,..,
!!':
ei 5.51
.
- ...",",
!:!,
.. ,
ee..
+, -,
551
.
5 e.
1...
5.4'.0..04
'!!"
:.55
..,."..;
444
4.4
„ ,
• ,
.....
..'4
,.-
+,
...'
:.: ..
.
. ..:.
^
r
.
,
,
..
•
If.LT:
0
...::. •
wi.1 J. 1c':;'2-fA -
.J
rItf'17ff.ct.. z'o II:, LL)
. A_.
-
:it
';61:1:,.:1
:7-Jit
- a ,,-5 :-7,.:11:: .(;)
.!ol,!.
.;I:.:1-Ac
12,Illid tv•fma !,, "idt:i:
Cv (oclre
!Iya7.)s:'..-In'tc
,.,tT.:Zn.2.
:1:1.ocoo .Ion olf idlc•
wolT1:, 'ae t,6374:7
cof.6
o
eprSx,3 oauinz. v:111 b,..1 0 .7f3Q€t: C'
tvc% 4..Wtiv1.1z, but
.0 tt.t..!1%:',2va thaJa
thc piaea % .t'e n2 zAlci Rantnnut ?IiL'1.-be fictQrtrInetd -,?y,f1c ynzl' by 'ti...
.Ict r.,n2i2 'ili;.i.nnta,d_ t. .7ch ti.1 2,975 is ,z pl:.
3 mitor„ For
cp.o; tho ft%12.111e, ujeo i. ..f ncina%*,,1:
Pl.;lt.o
-- 147:. •
Et,I.An;Lti Cjunio.”... :MU o,n4-2^); TwIC:WIt'h '...;Rzuey.Caatilatal
Pznty -- F.,S2,7, Tho: Lna.11.21
(jun:Ics7 sprks vi=ln5f);
PhiIneplly --- F.1..-K:tA
1,1).00. 12dIl ec .
S?tia ln .Ine.::0; ilz, i(.7;17.
Ilw. anziE;aan, Er, ra.)11;fa. •B%yn TAir,dsr OtA1:20;.;opiv
1%,.1.1u. 'zixantw
bG --tiliw,l,a
to ttv,
IFT)vz,:oa!,
!..a tha 72.11o.17 zvninora with
of thz Cheailrua2 ii.: ticiprfte
-vo E2verfv7d rv,:yamlin,
Za ,-2;::TAitItn to tho :iworc
,:ln 4...2. t_..nior nQi.ilizn, Tv:
All4C1r thiA. i;.'ocuill:emJ!:nZo fqr
- all..': wznt !.r,,,
,
*..1:,;;C:!!. yz.lax c:i! il ., ;agiltl -ohy aoi,
PT:anc4ntly•©zzr
T.7:4!qvifteit?4a
nTa onft
1!.f.TzJco upti$1.3
rola -14 aLit's
c ,p
2.1
- hlo.74Thy•co7.1ro,
2
..c
nd Cha 1.,crl'rtr
::;*7.1.zizr„ l?c, olnn oaa a
17.24:nat-.7; of ti'4 ”nw Gg philt,. :oc,
Ivt, ve .41va po102, .Ekr ,,',;1,: t:',tarcufiI :111.1214 pb:2,2o.agn7;ly ,';2*i.2'
:nn:;:,1.11'x':4, el-zld 4thr u,edi- •
ii.:1,1cn, FAi
. :&a,.. sk ..°. ;%Z.tat 17.T, , J C;. ak ,,s, B17-:, y
7!!os.hy 101,
W.,,Ji.wt.e T1. , 1 ,'.%!gva,7 2.0 7
collmiz ,a?: h . v up7..inms 4a .an4 20aN„ • A vtltdeat zr]Lv
i'haoiy .-.1 , ,
,-:,i ,71!,47 wpnarc.:Lne4;i iThtlosn'phy
=- s-lurce- effaiee, ?lc ean &' ,:::to
7,'aut:,1nc2a 1):72!.t wl,'
enehnN6 tlf- a 4._?anz -lt.
Yaverzo4.3 hQ,1, ,Tra
.1":,
cite-c?,t w,17:.: ,,fze, zo litts:at,1,
,;.-2 CODTOO offezad
br z e'DY,1711 nant etll
ti.t1 9'i. -ck2Jor,7y i;4,1% 4f1t ,
ttttn rn
r,:!7 '71-1.:3 ..;”,t7,t4Z10 'earlif6:1Lc% ui3 E:1- htivo i::- arpn-ff,,I c11.1
-..11..„ T3r,:ex ilxtpta.71.
111:73 -flGa aay ravAc mny.b.1: wl,, ,i.7 ,,z6 'kJy c1.1 ni.
.AM,
3. ..s1:_Tv.nlaI f.21,1rf..c.,
U-1.2 . 7,7,17(;: z1.1.7et,1 e-1,A.v4:re iti= ,.,-,,
tiTd .J: c*.- pl:aotlyilZ 01 tit
4 ntY,..%, (.
1t1,
, ,Ium In
.
'1,.;::' ..t.-iL,n1,%. C:LT;CIrdet-21
',:;?
t47* 11 , .'V
t'In
11 tAILINV Olt9eil.
orpv7'szuny ', .;Q :::,:, -pl.trl :"i74
,,
71,gs.7 of :4 ILI.cit?:nY 4t203 1:, h(,7 z:4'Al n ..n w.ticr. 'e.IT 7.-4,;?..le
*An tttn
ebr.!Al ,i7, 1q T,h.:_achic or..tbcime
.fuS.T.wwaf4. .- t.,1.q.;,,,,c1,7a a .
,- ;.
Tha
.ealiz:..'11
Olio buF: tA
tech maC Gnly n^:I. Captc ...;i7) cecomi$.1vh
rt-417.:Aco eA
•
.,1, ..E c.:.
tirf:,ect
Vii14.1 (77107.,:pent. No
etr,7....?
o2 i!:. A.:
, tlzro , , I*
1n11.4 :Ijihl,.%, .,tf:tt *%this ., t1u ,,i.71ch wVcia t'iv• :.:mt::,rc.: et, i1 TolnEt 1.n
1,,I1L1 (2& -fe,,-, 4,', ,
‘w% ,:-,..1-1 C.,"l'i wAl.:1 bc,
.. oZ1(,:14
, vtiny c;'! 2t::tztt:17, f5wh na dfLinei 41 ,f,1:6 ,z-, tho to,u14..
a
:
,
1
7
.
1:'
.
, R ,.Itlil:o
,:.,Zfai71 1 i;','. DTryo ilny'2 Itr :141 1“
',1t)
oF zha C.M11:-COV 1 .:Zot ,‘A h
,,%ort .:?ar., ei.v.„ .. .
,,,.y..,:%1:i r.l!li:.v;1 1:1.17 .1 7z7,::.%;.T%
;i;a.L.j...tha
paii.
,
z
fo%sf
'3.5.:'
th. If4N.i.1
&"A e
ooc,mr. t'. -. , e:2r rzv ::7,2k2
pt",:t0114 .6'.. illts
Chflz (7%,.v&Int f:12et l'A:.,f elon;:%
-
-
,
.
FACULTY OF HAVERFOR .p i COLUGE
Regular Meeting
Louis Green, presiding 14'iMk
21 February 1974
201114
1. The minutes of the faculty meeting of 17 Aiiiiarjr were approved with the
following changes:
Minute 1: "committee in charge of administering the freshman
year" to "committee concerned with the establishing and testing
of minimal writing standards in the College."
Minute 5: delete "or until it is replaced by an appropriate
measure."
2. Louis Green offered some guidelines for the conducting of faculty
meetings by concensus. He quoted, with some minor adaptations from
Thomas S. Brown's "When Friends Attend to Business":
•
Members will cultivate the art of being relevant and concise in what
they say.
In a Meeting that is rightly ordered no one wins or loses. Rather it
is a search for the right way.
Those who are diffident about speaking should be encouraged since what
they feel may in fact point to issues needing consideration.
No one has the right to speak but rather the privilege and the duty to
lay before the Meeting whatever relevant insight he may possess.
In assessing the sense of the Meeting; the Clerk and the Meeting may
quite properly give greater weight to those Friends who over the years
have shown wisdom and sensitivity in affairs similar to those in hand.
But the Meeting must always be on guard against habitual acceptance of
the words of weighty Friends as final. Fresh, powerful insights have
often been granted to new and younger Friends.
It may be right for Friends whose understanding differs from that of
most members of the Meeting to acquiesce in the proposed action,
counting upon the growth of truth in the course of time to confirm the
decision taken or to lead the Meeting to a sounder decision.
3. Bruce Partridge reported for the Academic Council.
The following ad hoc appointment committees have been appointed:
1. Sociology:
Loewy, chairman; Cairns, Hohenstein, Hunter, MacGaffey.
2. Fine Arts:
Mortimer, chairman; Cairns, Cary, Gollub, Stegeman.
3.
Economics:
Gavin, chairman; Cook; Dixon, Glickman, Hunter.,
The charge to the Economics ad hoc committee (Annex')roduced discussion about the stipulation that candidates who have not completed
-2the Ph.D. requirements be appointed at the instructor level for one year.
It was pointed out that this rule was already in effect. It was suggested
that in future Council should notify the faculty of new policies decided
on or under consideration.
4. The Educational Policy Committee (Sid Perloe) offered the following
proposals:
1. The faculty give the Committee its approval for entering into
discussions with a similar committee at Bryn Mawr to create a
common grading system for the two colleges. The faculty APPROVED,
with the request that the Committee alert the faculty at a point
at which the general direction of the bi-college discussions had
become clear.
Sid Perloe asked faculty to send their comments on the grading
issue to members of the Committee as soon as possible.
2. Course performance in the Freshman Seminars should continue to
be evaluated by written comments as at present, whereas normal
grading would apply to the Freshman Writing Seminars. Following
discussion, this was APPROVED.
3. In view of the educational disadvantage posed fora number of courses
by the early deadline for term papers, the early deadline procedure
should be dropped as a general college procedure. Following discussion, this was APPROVED, with the suggestion that the Committee
look for some other device for improving students' writing.
4. The Department of Fine Arts be permitted to grant an M.A. in Pine
Arts. At any time the number of candidates for this degree should
not exceed one per full-time Fine Arts faculty member. (Annex II.)
Following discussion, this was APPROVED, with the condition that the
Committee bring back to the faculty a further proposal for admissions
procedures.
5. The Academic Advisory Committee (Roger Lane) requested:
1. that faculty representatives on the "commission" to "monitor" the
expansion process be drawn from among the committee's members.
This would facilitate the work of both the commission and the
Academic Advisory Committee. This was APPROVED.
2. from the administration, that Sam Gubins be regularly assigned to
the Committee to act as a resource person and liaison between the
Committee and the administration. President Coleman said that this
would be done.
Steve Cary said that the administration would be willing to provide
continuous information to the Committee.
3. from the faculty, that it consider ways in which the Committee could
be more effective in the process of deciding the College's priorities
and allocating its financial resources. The faculty agreed to
consider this matter for future action.
-36. John Chesick spoke for the sub-committee on Compensation, Study and
Research. The assessment of $300 plus interest for back taxes due on
the housing subsidy was based on occupancy during the 1970-71 academic
year. The tax due for 67 units was computed as 20% of the subsidy
plus interest. 48 of the 67 tenants are still here. The Committee
proposed that these tenants be assessed the amount of their tax liability,
or $60 plus interest, in quarterly payments. The remainder would be
paid from the general funds as an uncollectable general liability. The
tenants who declared the $300 subsidy as income and paid taxes at the
time are exempt from the assessment. Persons sharing a rate of taxation
lower than 20% should be assessed at their declared rate. Uniform
assessment should be made, and adjustments made on the basis of individual
appeals. Following discussion, this was APPROVED by the faculty.
7. Paul Richman reported for the Honor Council that while the student body
voted approval of a code put forward by the Council, some students
refuse to accept the adopted code. All students will be asked to sign
a statement of acceptance before matriculating for the academic year
1974-75.
The faculty welcomed the work of the Council and expressed support of
the new honor code. It was agreed that for the present faculty members
will act as they deem appropriate, knowing that not all students adhere
to the honor code.
The new Honor Council and Dean Potter are to come to the next faculty
meeting with 1) information about the number of students not adhering
to the honor code and 2) a proposal of guidelines for the rest of the
current year.
It was suggested that before they accept appointment, prospective faculty
members should be clearly informed about the honor code as a part of
what is expected of faculty members at the College.
Adjourned at 6:45 p.m.
John R. Cary
Secretary of the Faculty
• (AiN./C\-
CHARGE TO ECONOMICS AD HOC COMMITTEE
revised as of January 29, 1974
The Committee is charged with the responsibility of recommending the appointment of an Assistant Professor of Economics,
beginning level, with special competence in public sector theory
and quantitative methods, for a period of three years beginning
with the opening of the academic year 1974-75.
The Committee's search for such a candidate for appointment should have breadth in terms of the variety of institutions
canvassed and should also include special efforts to locate
minority group candidates including women.
The College continues to seek the best candidates in
terms of the primary and essential qualities of scholarly
competence and teaching excellence. The Council and the Ad Hoc
Committees have always had the responsibility of assessing
candidates on other dimensions in addition to the usual review
of the professional criteria. These considerations have included
the role the person would play in the Department in which the
appointment is to be made, contributions to the College outside
the area of professional training, among others. The Academic
Council now asks Ad Hoc Committees to explicitly recognize
the special strengths a minority group member or woman could
bring to the faculty.
Candidates who have not completed their Ph.D. requirements
Should
will be appointed at the Instructor level for one year. the candidate receive the doctoral degree within the first year
rank and salary will automatically change to that of Assistant
Professor for the remainder of the three year appointment. However, should the candidate not receive the degree within the
first year, Academic Council will review the appointment and
decide whether or not to offer another one year Instructor
appointment under the same terms as the first one year appointment
or declare the position open.
Thomas D'Andrea
All Faculty
FROM: Educational Policy Committee
I/
-
t: Revised Art Department Proposal
February 19, 1974
E.P.C. recommends faculty approval of the following proposal to grant an A.A.
in Fine Art to one student per full time Fine Arts feeulty member. The proposal
has been revised since it was last presented after consilltation with a number of
faculty. It is hoped that the revision will answer the questions that were raised
in our initial discussion at faculty meeting and in the calks with individual
faculty members.
THE EDUCATIONAL ADVANTAGES FOR
THE UNDERGRADUATE PROGRAM IN FINE ARTS
E.P.C. is convinced that the two members of the Department card Rert
that cannot be maintained. They must either receive additional help er cut a64 the
number of students. The style of instruction in the Department is quite dissimilar
to that in regular academic departments. It resembles a one-room school house.
Students at various levels work together in classes that run simultaneouely. Instructors move from one student to another giving advice. The advice and nalp
benefits other students as well.
This model of instruction and the nature of the exchange between instructor and
student has both advantages and disadvantages as far as the teacher-student rate) is
concerned. Faculty can teach more classes and spend more time per class without N:ing
beyond the overall amount of work involved in the standard three course load. But it
also requires very individualized attention to students, particularly advanced studeJs.
One cannot send an art major to the library to do an independent study project, speak
with him occasionally and finally read his paper. The exchange in the education of
art majors is much more intense. The source of knowledge is not in books or journals
or even in the execution of previously planned laboratory procedures. It is in the
feedback that occurs as the student works. The more iidvanced the student, the less
standardized this feedback becomes. Beginners have common problems growing out of
lack of familiarity with materials and techniques. These can be handled in a collective way. But the problems met by a student in an advanced class emerge from his
own creative process and require individual attention.
The addition of graduate student instructors will increase the amount of direct
instruction available to students in two ways. First it will increase the number of
people available to give suggestions and help to students as they work. Secondly, the
graduate students will provide role models for undergraduates at a level which is pro
bably more accessible than the one provided by the faculty. This is particularly
important in art because it depends so heavily on learning by watching, trying out what
one has seen and getting rapid feedback about what one has done.
-
The graduate students would not be instructors in the traditional teaching assistant pattern. Much of what they will contribute will occur as they do their own
work in the presence of endernraduates. In other disziplines most of the creative
activity is covert; one observes just the output. At best the creator can provide a
running account of what he does, but often the ability to create and externalize the
creative process do not go hand in hand. In art, the process of creetion is mo•e
visible. Indeed, it is probably only by watching, and trying that students can learn
to create art.
-2evised Art Department Proposal (Continued)
Because the creation of art is what students are supposed to learn in our Fine Art
Department and because this depends so heavily on observational learning, the ►resence of appropriate role models is a particularly important need for the art student.
/
The presence of graduate students would add considerably to meeting this need.
ADVANTAGES TO THE
GRADUATE STUDENTS
1) The M.A. from Haverford will have a weight in direct proportion to the excellence for which Haverford enjoys its reputation. When the candidate seeks to teach
as part of his goal in life, the Haverford degree will be taken quite seriously,
Our ad hoc committees give particular weight to a candidate teaching experience
in settings WWire high quality education takes place. In like manner, it seems very
likely that the teaching gained experience at Haverford by a Fine Arts M.A. will be
as valuable as that obtained in other academic institutions offering high quality
undergraduate education, e.g., Oberlin or Yale. It should be superior, in this regard,
to degrees from art schools.
2) Development in close relationship with faculty is a singular opportunity.
Most programs do not offer the opportunity for such close contact.
3) The development of one's art in an intellectual environment is simply not an
option in a 'professional" school schools of this nature generally emphasize working
in a vacuum, not reading, etc.
4) The proximity to the main cultural centers of the Eastern seaboard makes
Haverford that much more desirable over other institutions, which for all their excellence, are located in the sticks.
POSSIBLE DISADVANTAGES OF THE GRADUATE PROGRAM
1) The pool of eligible cendidates is by definition small. The process of
finding the right candidate may prove more comp ex than we hope, but at this time
this is but a fear and not necessarily a fart.
2) The philosophy which frowns on mixing undergraduate studies with graduate
studies would be violated, if one rejects the view that there exists a basic difference
between the fine arts and the liberal arts. The major difficulty In recognizing the
separate character of education in fine arts and in reguler liberal arts courses
centers about the role of cbservational learning in the two areas, There is no doubt
that some liberal arts subjeets, perticularly the sciuxes, do involve observational
learning. One learns lab technioues by watching and tryinp. One can often talk to
a researcher about his research in the lab sore` meaningfully then in the classroom
because he can point to what he means as well as describe it. ‘pt w' believe that the
-3-
d.c
t Department Proposal (Continued)
place of observational learning in the liberal arts is at best as a supplement
for training once the student has acquired the basic conceptual tools of a discipline. One would not think of taking an absolute beginner into a graduate laboratory
and have him learn by watching. He wouldn't know what was being done, why it was
done and wouldn't understand the words the researchers would use to describe what
they were observing. Where laboratory work is done by beginners it is adjusted to
their level: it is an exercise which is quite different from the activity of the
practicing scientist. For the creative artist the sequence and significance is
reversed. Observational learning is the core and major component of fine arts education. The education of an arts student begins by watching and doing. Only after
a good deal of this experience does it make sense for the student to acquire the
conceptual apparatus of the discipline.
The E.P.C. continues to oppose liberal arts graduate programs at Haverford.
However, in the light of the essential difference between Fine Arts and Liberal
Arts, as reflected in the "deflective" teaching which takes place in the one-•oom
school house, we believe equally strongly that this objection is irrelevant to
the Fine Arts proposal. We do not believe that future requests for graduate programs and/or graduate students could be justified along the lines of the Fine Arts
program,
PETLOSOnY•c!naIcuLuH
0
401.
niaTonIcAL INTRODUCTION TO 1-T.ILOFiO3ilY Stalf •
An inn- oduetion
.,341me of the nain iaous and problema of
philopophy concorn1J23 the noture roality, knpuledo,
end vglue 2:1.5fo-zgh the stt2dy of ce!cod work3 of th grclat
philcophe;:fs in tie. wesi:orn ezrndlzi -Acn. No proravioite4
Clest%d to
niorJ snd seniorG et,:cptir.special eanea.
e3107;4
301
LOUIC
Mr. Bernotain ; Mr. Gangadegn p Mr. Kooman
A ntIley of L:NI
ef f:111 foz -asl ehcalatzs.r!.otics of••inferunce,
dgdqlitio., and
rawonirtg inrs,.:74neYcli. Si attGW:Ion
wiTiA
psid
s1-7,0,,. of thi .! r4orc! lapol!Znnt proparties of propf,cit!.on,21. ond f1a. zt-02'd
rdia
igic, au well ay tv •
sorEe in! the ccztTAI ;111.1.:1*71hical unieed b Ios .len1
theory. PrersquiBtt: cont;ont of thtr! instnactor.
VIE °RI:GINO OF PUTL060PRY
Mr. Deajardino
The - taIntive Zlanctiouo of •orth,
tnd hititory in Nolter,
UaNfto0 v tio2 Pre-Dorntfl,es. neoe thmso will be investig4tiad
in hr
teeultereo: Chinef)z, 3t i- p.sneoo, Bogor,.
11 z1RxclufLoi'?..et
.
coacint olr: the lauracto ,4,e rhileov;phy 161.
302a
P
Mr. Dc5ajardilla,
A tnudy of n1cdsoup of Din1Dguer.
PToreciM.tlitn: PhilorJotahy 101 CT con,sf,yat
303h
Ari.stotie
.
P LI
piiToxtg
A clr4:3e
Prz:!ezitt(.-1:
3C5b
of!
CT
Phil000phy 101,
Mr.•Dnojarditlis, Mr. KovT,an
f!',eIe.zn!,:l C7L.eck phlic3ophic tezto.
or ewl3cmt of t. he Inatrectoz.
3nTly.
Cratiflentni Ph .. 5.1*Aphara
A o'zdly ol
Oaf,: instrgetor.
Er. Dclojadins, Mr. Kosman
A ttudy of the Trirmtry ucl:kc of triutot:1c1.
fLot-ant of tIve, .C:A*UC:tp
3044.1
74osmcn
• Nr. Bernotein, Hr. Korman
colectu of tht3 prit2.riry 1:1 . rka, of aorla of the
ib
Pr.AT:tquicate:
Pililoophy io:
re ,e.a,:;ent a4:7:f.afitrector.
4
..
* TiJt dcoeTpf;SLc.
v.hr2 czurae
betn :t1,tolead
Ervua ...to.ocR xo 1CdoyouarloutIJ 8PT1T1 aatilio;
„v;): nTx7:
;;12a
70
AtidsoiTqA u *azei
DOV,,1.1 Tjo 1.0 11TZ
';
-aozonxioul• zoo. .70 2',V,r;Uou
19I 4t-Cos01714J :ulTsTnbaJ
%Dall4TgT zuygppnEi pus 4 ;7., r1ut'di..?f *ovoup40
viuov putt '2ultm
dsod,7oD nay.J.v1;01,o;) t7,4 -2 4 3Tv11-tdzku
s i olvla
ToTt3orTo pi7Ti:ii; go %.KWyy uT. zom
u ?a#13(1
slioTzoz=4.4 ;c mc1;17, -6Tmu
ImTpay/Cuoa
-
7ap
..1:372 f1
,
par: :$vvyi
:1,14d000
una
-
..maq.Jna.213::ET o.41 7o luavuoz n
rtot
AgdooeTTqa purl TOT /aldt'-ok ) Tit:a
:z.):"TP7a 4 z-z4A.1
"w1 01:::!v 14.30i, Ani
TVVTIV5o :30i4,1 ,zo/pire
ofv.T.4-4314-cm ,zo
v
,
uvmsom
*uvapt2uuo
4w;:t.-.,zouaog
trfwzr:7;.nue2z3m
*xoloua3vuT go zuoi.;“cz
i:Lo• AildooTTqapu lot
•411dosorfu
pt puuTug u.T Agdosouqd
oT1.4 -1. vu
c 3uozadoyoAep
utr4Elou.T•TT72,2u;i)o 30•41v4s y
uvmsox -aa
4
6uTsrleu:40, *als1
ucapv2uen
IfatdoniTz14 *y4 TrAl V
' 10 3vnal:IT 010 3 0 Iluas
lc TOI SAIdef,“.r“qa
Azuoa-..nyeT.1:;q1 go.1116 , s
• atil ;o U 1102 aosli ;10m ,c2tmTs.0. vtil 40 17;:4, 18
7
.
ye, Zt
:.?,uplotrog.
v
• ;o
-
uascluotlzeaN cUpaltsu2ov:IN Agdo90 -0:4,7. 71fluol.11- ;5uo0 A,ttI:4
- noo
:toouuc;1
FAIT
pi1
ifasmTxd Qq2
.o;qm
ato jo pmono
uoedmeluu P.21.1
6
za,1,,Isp:4b4gd
u§N
T4c.T--00
41p,10 v
XTO*59T.Tqa
LIT03euzz4R
11.zwi!;11,..)u7N
.Acoic'nz.:71suT oq . 3 go ;“If,i6li0
go wq.loa Axv.w.d .7.111:1 Jo u*I 04 1"z.; 0d4m7t1
*601**
7
uTo3:luz,Itu
V
x
.A01.11guT ; ;111 40
;1tWat ,,
;To 107 Ar.'levvouga
:07,Ts3T0.16., • , Aqdoo ,afTnd vagou win T9!)Tla_7,oat712
uc sTelvidma ivroz , do Imp% 03KG3 AOCUM p;.?;713 go Spao v
—
noadmouI
-
dausp;Iy437)(1 ia;4
-
4
170..rozu7la -og
'202.;:n:flouT pqz go luorl)o :tolIr:;TvlbuA;Ka
, i7;r1F.T.g
. wpgoomov go p0f2OPI
70Z0 WO
17;
zu%t2
yoT Al:dot,loTTgif
:2;u;norEog
V ;I:, fprili3 V
11
0c
3.
/325;q
1
1el
VI
Pbilonophy • Mr. Cananci eon
1,"
phliostohy.
7nyAdYZnts-SATa, etc. ere
Pxert':,quisits: Philoscphy lel vr consent of tile
i.tutitructor. •
326b
Mt1.- mrxyzios
Epiotelogyhr. Derr.stain, Mr. Gang4ean
A erltionl ozhnion of selected philsop%iec of being
and
Prerequisita: Phl.toAophy 101 or consent of
tI. e iastructor.
327m
Aevnnced•Logic Mr. DavitIon
A study of tbo cnsbilities and limitmtisne alr;orithnsl
for pl..avint or refting ctsjecturszr iFormtcd in
ordeT prsdtc,2tt
inclde tha Godel completeness
nnd thcompintc.nesc ttloore, Ciacidblo ztad undetc.idmbie thoorits,
wal,4
'Ltss oE ez.n1,,gut ,,Ira Etr prc=or: neareaco. Gcmt no?-ace
*i tLe fvundmtions of tmthtmzntico will bo 513- - tploTad.
rzeroqutsitt: Coneof.t cf the illotructor.
*327b
Philoophy oE Latcic rind Lnngumip
Mr. Gmmvld'aza, Mr. Rosman
An invesvisztac .4 c::r'octura of It'zig .c6se.from
Ini ,zoL point of' Mo thcory of ntalargaL pproached
frou 0- 'Tslrioty of .plints 5AteQ".1i112 aymtntftc, ser ,qnyttc,
1:1tivos. Rendinc fro oot of the followisiv::
Fragr,,,;,
Stn,ITso2, Son=, Ta, Chc, n6ky.
P:r.=r PLi3it: • P%:1J:ocphy 101 t ,Ad pbilzsopy 107g1 or ce -iasollt
of tho ',110trT3tYzor.•
;
v17 '329m
Pbtlottl ,apy ok Scr.en MT Borz.ctsth, Nr. Can7mdc=
A ctoiy 4"2".
TnAuod by tha sciaes coucTninq the onturs
of cii:2, Tatiiio o:c . -,-)Inzt L
- en, the rol. of kv:Js, tnbuem2t:AAla,
gc-Inace. :!TVM the folluitq,:
Usol,
N'sh.12 n14 Vsyorabed
Prm-•
PhIllol?hy . 1°1 azd PhileBovhy 17,07:t •cr •cmIsent of
:I23 talCt0°Xo
,
*1'130m
Ethlcta
Stmff
A otuely•o::' 2oxe of •r7,.t cOnzrmi -Slntfl.ztanT,•e.ha
ilActInt:I
of 1:.Tt Mad ,crnamo, the 't1, 1" o -ild the "o ,mBh.t" mn vezli
ti;;;OVOr3...i,q2:1 jnat:IfIca
of• st5.1mf,2 nor=s. Prermqvisitl:
FIlf.v6y!-I-y 101 or colltnt of clan- inetru2tor.
,
*Th ,a deocrtions oi tizesc cesrelos have. boon altdr ,sd silaZ 'Ay. •
'ih.:n.,47,3av, •
prolais:ft, tht soncern man l s
A crittc61
5E'hoAat ma the TAature of social
1.32.ne In :Jozioty. t:leinv and praeticre, the ctetus
efi;aUty, the w! .. :7.1.atic,n
or so,14a1 .and peliticaA uorw; will.be e=plorod.
15
34n
Mr! Kosman
itomthn.tici:;
A oeud7 or: glens of fhq:tr4tTal 4 i1oophica! issues raised by
aal artsQ Such isvzes
i;1 Pa.117ti4mlerly 1“3rstert z., ,,zd the 7iG ,
nm•lfternty taa:Aninizs, artisti juArlemeats 4nd evalwItion, and
the nAr,.ure and ststt,ao el tbe eothatte objest will ba enplored
ro1:2tion Zt," claa&ical &tad contemporary discussiona.
Pitt : Philosophy 101 or con,sent of the inotruetor.
-
34.0
*344b
Staff.
Contc3mTiorAry PhilQoophic Froblerto
rlesv,ted for inneVee easaniwaticzl. The
ill
Pi
problvins u!lect.s11 for laveotiv?,tioa will ve.ry from year to
yesrc
Staff
in ftha Eist*ry eZ Philcopty
T©
Spsqllinlized•pro7 Aans to zho Taiet*ry *27-ibiophy will be
vna prAslim;D 6e1Q4.1.1tcA
oeL4se:tad !ZF
will vary 1:Tefti 7ssr to yl ny.
-
,
09a
Senior Ditwvvai3ion IrAlders
recivd ono tqz, risyse cradit
Senior Otli-,Joophy
1C1 1,ee.t &21 -gt:EVT DilVVIBEIL toc,chln z in th:.e,
difttat:,zioa course.
.
,
39
S-a ektr Seminlar
-
Srauinsre
All Olilt4hf e,jonz•nre rallird ta tmlle the f52,r_ =jov
daii,-natsj fay t.1:1c)t. Ther w2la bs n jwaidr fall
snd :1 •
”c1.; f;eninLAr,
-
Geninnr,
::;t1Attt ”‘ring 0:17:21T, Th ,?; lirni;;; zbrea csrAirlog will be
the neunstar zhfit they
/•ctfld IF1fQZAthe ifinovn ,4urri,.szann. rf2triettA to nsalwrs„,
e4Te f-5/iYtoi ol 61, fAjr. s=!,i-n5iro toy wA21 will lan eNi- etted
ninr •-ponr,. In tbe S?rAnE
n.cf,i3ttntin!. ;;41:), ar !,12 n tzic of L'Ip-ia intervot to
tG
Ths pnrpor,In vf the
r.p.,7cd by th .';
hao
to preoent•their
I,tv,devIt
,
,
ilrolcAartv
taD
menior priav,•Li
ttiCI
to
enouracAe
oymtathetic
otheT rtAlott.hud
1,91wa
esiCV.30111 of tl':.n&,e
,
*Theuti tiro nwo
tOlAttl Z4
-
/
niya
Vi-V[Csf,
11:!
Mq
,;.q-1TT/ qYtP;;
a Qlz;
d
th,n
.e.1114:Aver.
auzbir2 Wt.4
euv:ich-opT
1.67o
J-ifg'yu I.U.wif which wce ctItc!:411:i
1,7th
:;keditivri wc rta oi2
u1;:e
2JL“3
iu
with
nit%.11tin
We vi:111 to oitl
,;.-Aa„
f;-14-tty
ffir,L,
pM.1cptiot.
6tbi,v1A
tra
Utf.;;
Uvrn Httor.nstvItv
Iuy evy.,)!roe.
Pivit tiux
,
PI! : 't3
ub
1.7
J)
ri
/.3.a
c,
c113
r
1a
11,
the 1:.ohT2ully SQ174:1,EI queation9
.n.A.LeJ
to,cclerting the phUosophy dapattment's c!2
.zriculum prposels. The
p.trp000 of thia moms la to nnewor these questions, to provide. a
explzuation for some of the pTopssals, and to indicete some
mc, Oilicationa.
I. i question was r4.5.d concerning our requirement for 1 ,,itn:t upper
courses which is "Philocophy 101 OT
of t1ti in ,,atructot.."
This is not nn• ±3.e thcr require5 faculty eoasent
approval ;Pt thi2 time
bcoan5c it h,o,s been o.pprovod in ; he paat, But wonld like to el plain
the r.ationaie .Eor this prerequisite., The phiio:2ophy
department lino
nttcmp•ced to find a to kaall itG upow c14: n1s•phileaophy cotrirsee. open
to all qtxalifi.i.a4 Uaverfore Gad Bkyn Mawr otudento (majors .a
.ed non-mriorG).
-
.
,
,
wnneral we have iound that :0! 6tdent has triken the introdutry
phileoophy courne this i izin
qu
ut ti -tere ara a
VRTiQty of other 1.42iyc
in which avlzde.nts nny
ts.ta,ke Car:
IAPVt1V
phil000hy eoltroes. Thio io the reaaon why we .hti..q . e tha
alt'arn&tiv.e, K consant of tht instructor." taut yesue, for example, ta
out of thivteen uppor philovsphy couTEes offeed, theyfe
sowe GtudentE who hcd not taken Phi:.esoolly 101. Furthermra,
Phile, sophy X01 i3 not only a protcqgivato
fol: a phiIugophy
or
le Ilso decigned ta. be a gettert,1 introduc4tion t philo.eoph7. Th e vant
riy of '1“,:utleatil whc takt thjs. coursi:i ire nst philosophy mNjara.
Ptt by virtte. of ilvicg token thin eoursc, they a•iy the prereqeielts
for .cimoGt the ent . t:ra rliage of uppeTeinsk5 philovophy cctraes eelfaTot
.1 •
at lifot-e 41;ad Bsyn Mawr.
,
the liGt• of shiLlsophy were nome trore gnd dieributed to the f.f.•ulty the
concarnItAg
Yor Phil,: 329a Phileo,uohv .t,q! fleienca, the prave;luisite ahvuld
eXnply bc: "conn ,:lat
the inotruotor'', (Thi3 will pic!=zfllit
stodezit:; in tii* 5i,ciel science* and hetrAl
hcle n:Jt taken. ?hi1000play 101 to enroll in this.
If Phil, 222a An ,Alvtic Ph.-;!ic.cy;
Wittnstnin;
3.i)1,11
1 an
342 Aes[thetio
_
LVtb T('11)10•n
i
of11.1o.e .ofphy, the 1Tcrec4,hivies.ch4.isuld
V'elloso -Oy LOi
ociaat of.'Ate illstrhtr.
,
3 A (. 4z2ott..
w,rge•rAX3cd concek:nine zhn
bllity of t:1,1/*s4 tin
o4.1-a-ms vhich .aro .tto
Najor ammiaztra
e
int-aton io to oas e a4P-ch C-G ATB8I-2
ik.
a424icient
.
kr equecy
pIen
ith the Br.y. :t qviwr•?bilophr
do.,rtnt 80) tiltt2
o yaa?
i U hove an_
oppl:Arttscity tAko
,n0.1.103f1,.
1.110T 1974-75, ou oses on
Philoklophy, A:1nd Tvrecticz.h C
Cmn
Ph'ilocovhy.
htle
ciesita4tee SA :,.14j61,:
17.4-,171..h1.; '1974775, 1111.7n .Mawz
w.1. -sL1 .Affc:n
I'to
PhilGophy which w:L11 be
acmcHota,.
In :1975-76, rtlryn• 74ilitrz e1,: piacco
offe!.n
Tvrilalbt
Ph.-'thy.
We
.
,
,
,
.
.
u1,
-
4az.
:
I c m :1
713.a
Atl.pusda.?*z ;f.cl vau t7rA .,:lurt,:dvp 4vIdo3* -ETqd 7t -ill ao ci315dv..ail
.il,q74, l uuo n Nt-37ip1um vuu 1-z(J , T;, . ,3uvIliza, ugn1 vi zTv., 1v-11 vc40q M
'151M)U10,11Tnti;31 20Ct= it.17=zozi coqz•yra
TITms,7; :KpuL“; d.-' ,r:ei upiitla_x pooil v ac,x;lo viaz .4 ctii 13aow -J'n•-4 .. ezoCup
ATIcNnTTqd 11A oz voc.et:Til5 ,z04 /1Twy.71d. t). popTaoad DAVA1 vn etilmarazia
,1113 . ;1; ,; ':g7,1.:
IpTti ,, eAT,r,.
K.Fgz zo4v Sildo6(7,17qe. ugl
;•quawiplbaa
Auf. z ,&11zi 417r$4-7 . TAx :Try.:Iwle
•.anuzflzki paciv, 10:3n.:Jq taI a)zu4T,1)7zId
•ol ff.3 T3a; ii7.41. ecza;f3 zut -,; cz1 zi.17.7.)uz:Ant7v: ,Tyi gm el pa:idazi:yz ,a aAunIT?,
ogv;,'qv‘Y. uoTly.ppz'.: u.' '‘znCya ;v,Tcq IT.•a Eizci=la v , Tcplep ollw% o :“Ilq cir.rvii,T;
a000 Apis:50 aZ mozil Wiukootla A7.a0 :“)u ,. &311 -74,i o..3cCevs :34-2 -7p31. 1,,pw II
,
-
°P -.10 V. 341171, 11 :1R vlua'Alzif2dop .valpo Luna
ac1. rlaet.luz7nt, c,z ZCM 4:27.A. int . r,T. T.T.T 2:1.. Igx2v.zd ZOCUK P Z' ,n 374S.M3a
luarlGs
*opTzT; al.., tpct D,M701:;;:4 Q:1 TlIpl.ZG V .nvTT . st pue,l' glpgeaq 1;r4JacaT74d
; ,Dllai-lpu ;7,TTA,4d fl el gTql .1 - uTtlq
4(aznz:Tmusi ZOCPM 2,A13X 0tiz 21.vontull
s;'oozn:.; Aildonutpid vi2aI1.4.6dn u)Ana ,IwnTi2 oZ szoCw.d 2myapam:1 Ag
.uxTt? ki -ft, qqylCul,, Do o2 mylcuz• waTtln lzionwilittbez v uo
guptis, „3 iAPtp, ‘7',N1;
oc op oz1 zo;oC -au „rao tu .priAp Aq ;;TsadAnd oT4 T131.2
ez
T/ gT 1T -- j uTr..0 Tice: .41a
"Cr.MN p 7EZTa ,RtiO DUtO MOM' e.!n
Vol7W74
TAxn ql :4L7r.:71gcp AIWIarst.-4iT40 0-.4:; ,:p AttITve. 041 u.vpaq LIAnTrg uT:g n
4sntoaa, wk emc;7z , ocl s'ell Ar-r.1 nivl tiy talv,, n zliimaayAbail atv, tizzl z;)aa(3. .a :ii
4 . 6.. 7.1Jpra -rzo ort R1(171?fidwy :4;ITenzaTp, plr4aq y
. 1 .073.:luv:4.71 qlou IWO azo.:mwa
- (X,T1mznbnuc24 sp -c .a
penri
u pl,'.apTsuo,, pq p1,:noge mil .6.4doIpld 4o
4pnra 601 pipTu 5-54% Fin1:3 .!.7pluptv zoglt1 4 -; .1.cmi .0 uo uoivulii7;1/ gpi
puoanag70- 2opil2
iNt11, ;:',- 2?qz 20.movp sua ;;y 6 pr,lipz:2
.noTluvzidAT
2V3.:SXUU 4 .Eax5.alvii;
fIT;tm 3T7I2 71.11 z2Tivpw‘ic otp puP
7:.1,9 wO. 112,*q
Aq. 3y9 .;!, awl :!y,
.e.ildcciotygd tw1T1Tyod ptm tIV,3yra,7, '5Q KtidovwNld wl,
Aci :3- -4awl o ,D.Pgfloz! 44decoITqd 7- , (1 ey:..4 p.).a.p . yvu5z
tAc czi)
TZJIM vtlE,ZEI6r) pills -pli
'cotz. zn.f.acs Ruri mo,v;tuu u mT plazdavvi 03A
.11. p:pznIpc1:1.3uT 3c;.7.1:1, GUM 110WP311;112 H rou;,..,noz,- pezutaa *113 wistut
.
(pIon po-iz v tr; fme..ttio ,3TioiT) a/uti7zaynLloa
ciewmz.z p7miz i;4.-,k SuTddnap.Zuluatl:ntoa pi...363TE:a subk uoTletanb v 07
.ne .v.yazrmTI .!;.1.4q 4.,-,:c7...c, cvq150z4 ;F,c17 .oq. ,Inc a ,:-.
suT03 3!_11 lutil 11 . -.4).1.-z OM
.auir
'1)10Avii zp pw,:a .::.43;a al, F,2no 3 .1,1 6
o4 zr.,:cifi., ;?,.1 v)17.
ia,
mx o ..4orvizo z,'ufori gtvez2();7.d ;.1:1 sT1111 .:70.3vv;70 oncE,...w.p. u2pop rn 3 .wm
,„:...
KtA AN 117
March 25, 1974
Report to the Faculty on the English Department Offerings, as
reviewed and approved by the EPC.
The English Department has been reviewing its program with its
majors and with the Bryn Mawr English Department, as well as in
a number of staff meetings. The complexities of expansion and
of relationships with the new Liberal Arts institute do not
permit us to offer a final statement about a number of issues;
this report must be regarded as a first stage in a series of
changes which will be necessary, over the next several years.
Proposed Changes.
Part I
Part II Aims, and Major Requirements.
Part III Conclusions.
Part I. Proposed Changes
015R FRESHMAN WRITING SEMINAR, READINGS IN ENGLISH LITERATURE.
1974-75, for Bryn Mawr College, Ms. Berwind, Ms. Hedley; for
Haverford College, Mr. Lester.
This two-semester course combines much of the writing of an
English Department Freshman Seminar with the readings of English
101 a-b. Those Haverford and Bryn Mawr freshmen students who
choose it may count it toward the prerequisite to the English
major. At Haverford it replaces the required Freshman Writing
Seminar and the Freshman Seminar. Offered jointly by Haverford
and Bryn Mawr, with sections on both campuses.
(015R was offered experimentally in 1973-74, with one year approval. In the opinion of both the HC and BMC Departments, the
course has been a success and we wish to continue it.)
(At HC, one section of 101 'sill beMWF at 11:30, the other section of 101 will be T.Th. 11:00 to 12:30; 015 R will be at T.Th.
11:00 to 12:30--these times should ensure maximum coeducational
participation; it may also be possible to have instructors teach
on each other's campus when their schedules permit.)
pg 2
190a. INTRODUCTION TO CREATIVE WRITING. Mr. Ashmead
Three kinds of imaginative writing; experiments in poetry, short
fiction, and short plays (including movie scenarios) will be
encouraged. This course will serve as a preface to more advanced
writing at Bryn Mawr and Haverford College. Open to a small number
of Haverford Freshmen as a substitute for a required Freshman
Writing Seminar. Enrollment limited.
(We expect to admit up to six Haverford Freshmen who are well qualified and motivated. It will therefore be given T.Th, 11-12:30.
We hope it will not be taken by more than 20 students. The subject
matter for such a course was suggested at the first national meeting
concerning oreative writing courses held in Washington, D.C. last
year. This course replaces English 280b, Creative Writing;, short
fiction, which will be discontinued.)
260a AMERICAN LITERATURE FROM THE PURITANS TO 1900. Ms. Louise
Barnett (Bryn Mawr College), Mr. Ashmead (Haverford College).
Puritan writing: Anne Bradstreet, Samuel Sewall, Mary Rowlandson,
Jonathan Edwards; Emerson's Essays; Thoreau's Walden; short fiction
of Hawthorne, Melville, Poe, Twain, James; poetry of Whitman and
Dickinson; Henry Adams, The Education of Henry Adams; the Autobiography of Frederick Douglass.
Offered in 1974-75 at Bryn Mawr College, and in 1975-76 at Haverford College.
Ms. Louise
266b. THE AMERICAN NOVEL OF THE NINETEENTH CENTURY.
Barnett (Bryn Mawr College), Hr. Ashmead (Haverford College).
Novels by writers such as Charles Brockden Brown, Cooper, Poe,
Hawthorne, Melville, Mark Twain, Henry James, Kat Chopin, Dreiser,
Crane, Edith Wharton, Chesnutt.
Offered in 1974-75 at Bryn Mawr College, and in 1975-76 at Haverford College.
260a and 266b will alternate with 245a and 246b for which minor
changes in wording are proposed:
Pg 3
245a AMERICAN STUDIES BEFORE 1860. Mr. Ashmead
An inquiry into the relationships of American literature and
American culture mainly before 1860, centering on examination of
a few related issues, forms or topics, especially as these have
had major influences on American culture today.
(Now that we are alternating the basic course in American literature with Bryn Mawr, namely English 260, 266, we can concentrate
this course on American Studies, and change its coverage from up
to 1890 to up to 1860.)
Offered in 1974-75 and alternate years.
246b AMERICAN STUDIES SINCE 1860. Mr. Ashmead
An inquiry into the relationships of American literature and
American culture since 1860, centering on examination of a few
related issues, forms, or topics, and including a few significant
films, as well as more usual literary works. .
Offered in 1974-75 and alternate years.
Students should not normally take this course unless they have
first taken English 245a.
(Here also we request minor changes in the course wording, to
conform to the new version of 245a.)
English 261,a,b BLACK LITERATURE IN AMERICA.
Mr. Ronald Miller
Selected black writers in poetry, prose, drama, from the beginnings
to the present.
(We wish to offer regularly an intermediate level course in black
literature, as an introduction to that subject).
398h. SENIOR CONFERENCE.
Mr. Ashmead, Mr. Rose
The readings will he chosen well in advance, and will be coordinated
with those in Bryn Mawr College English 399 Senior Conference, second
semester. The readings will he drawn from all periods of English
and American literature, ranging from late medieval to the present.
The conferences will consider a variety of critical approaches to
various works of literature, with the emphasis primarily on the
method of approach, for example, the historical context, the value
of other works by the same author, the context of the period, and
indeed, the context of the whole span of English and American litera-
pg 4
ture. By occasional reports, students will show their ability to
engage in practicel and theoretical criticism. Those whose program
is in American Studies will have some sessions bearing directly on
the theory and practice of that field.
At the end of term a student may elect one of three options; he
may prepare a written examination, with questions set by an examination committee of three members of the Department other than those
teaching it; he may choose an oral examination of one hour, by the
same committee; he may present a paper of about twenty pages on a
topic related to the core reading (this last option is available
only to those who participate fully in the classwork of the Conference). The final grade will be determined by the Examination Committee together with the course instructors.
In 1974-75 it should be possible to share some sessions with the
Bryn Faculty and senior English majors, on an experimental basis.
The two courses will not be given jointly, however.
(We request approval of the EPC and of the Faculty for this new,
modified form of the senior conference. It is in fact being given
in a very similar form at the present time.)
Minor changes are requested for 270b and 355a:
270b SHAKESPEARE
Ms. Malard
Extensive reading in Shakespeare's plays.
(Here we note that the reading in this course is being coordinated
with that of BMC's Shakespeare courses. We request that the "Prerequisite: consent of the instructor" should be dropped.)
Ms. Malard
355a CHAUCER
A study of selected Canterbury Tales, Troilus and Criseyde, and
some minor poetry.
(Here we request the dropping of consideration of the work of
Henryson and Dunbar.)
None of the above changes requires added courses or personnel.
Part II Aims, and Major Requirements.
AIMS OF THE DEPARTMENT
The first aim of the Department of English is to make accessible
to students the fullest possible understanding of their cultural
heritage in English and American literature. Further, as a help
to understanding imaginative literature, the Department emphasizes
opportunities for skilled reading and sound writing about major
periods, authors and issues of this heritage.
pg 5
In these five course concentrations, a total of ten English courses
will be required. The program must include two semesters of introductory work in the English literary tradition (English 101, a two
semester course), and English 398b (Senior Departmental Studies.)
In addition all majors must take at least seven other courses pertinent to advanced English or American studies.
The five recommended major concentrations consist of ten courses,
that is, 101 a-b, and 398b, plus seven courses chosen from the
listings under one of the follouing five models:
A. English Literature: 133a, 134b, 233a, 234b, 333a, 334b, 355a,
one Topic course.
B. American Literature: 234b, 270b, 334b, 334b, 245a, 246b, 260a,
346b, 266b, Topic course.
C. Major Authors: 355a, 270b, 361a, 233a, 234b, two Topics courses
on individual figures.
D. American Studies: 261a, 261b, 245a, 246h, 346b, 260a, 266b
(four courses from this group); three related courses in American
history, political science, economics or some other field in
American culture.
E. Creative Writing: 190a, other creative writing courses as available at Haverford College and Bryn Mawr College for a minimum
of three writing courses. 355a, 361a, 260a, 266b, 245a, 246b,
261a, 261b, 346b.
In any of these five concentrations, major credit will be given for
two semester courses in a foreign literature in the original language,
or in classical civilization.
Students may vary their programs from one of these models in consultation with their major advisor and with the Department Chairman.
Although not included in the models, Eng. 147a and 351a are helpful
generally and as preparation for the work of 398b.
Related courses not in the English Department are strongly recommended.
These include courses in classical civilization, literature and philosophy; the literature of the Bible; Humanities 201, 301, 305; British
and American history, the history and philosophy of science, Psychology 223a (Theories of Personality) and courses in Fine Arts and Music.
Courses taken in English at Bryn Mawr College (under the terms specified elsewhere in this catalog) may count toward the major, including
any course at Bryn Mawr College which the Department judges to be
the equivalent of a required course at Haverford College. The Bryn
Mawr College English Department and the Haverford College English
Department are cooperating closely to avoid duplication, and to offer
special continuity and variety in their courses on Chaucer, American
Literature, Shakespeare, criticism, the history of the novel, the
Romantic Period, and the Modern Period.
pg 6
Some majors may wish to proceed to graduate school, to teach
literature, or to begin a literary career. The program of the
Department provides initial training for these purposes. Those
students who stress American Literature and American Studies may
find further opportunities in the Department of State, in teaching
overseas, and in curatorial and museum work. The study of literature is also of value for students who intend to enter a profession
such as law, government service in general, the ministry, medicine,
or business. The Department welcomes such students.
All English majors should have a reading knowledge of at least one
foreign language.
MAJOR REQUIREMENTS
(Here we note that for two years the English Department has offered
a major concentration in Creative Writing. After consultation
with Bryn Mawr's English Department, both departments recommend that
we teach at Haverford a course in introductory creative writing,
open to as many as six freshmen, for whom it will replace a Freshman
Writing Seminar, but essentially for those students who wish to make
an initial experiment in writing creatively in a variety of modes.
The BMC English Department wishes us to offer this in the first
semester as in effect a pre-requisite to their more advanced courses.
As staff permit, we may hope to add at Haverford an additional semester of advanced creative writing).
(For the first time, the BMC and HC English Departments expect to
alternate two semesters of introductory course work in American
Literature, English 260a and 266b; at HC these two courses will be
recommended in the American Literature and American Studies course
concentrations).
(The two departments are not yet ready to combine the coursework of
their very similar senior conference, called English 399 at BMC-a two semester course, and English 398b at Haverford -- a one semester course. In 1974-75, the staff involved will meet to plan some
experimental cooperative sessions in the second semester of that
academic year, and to make further plans for more cooperation in the
future).
(Both Departments regard the experimental version of 101 for freshman
who may become English majors as a success; they wish to retain it
as a fully cooperative course. In addition, they expect when possible to have BMC and HC instructors in the regular English 101 sections teach on the alternate campus when this is practical, so as to
ensure joint staffing).
Five suggested course concentrations are available in the present
English curriculum. The major should work out the specific details
of his program with his major advisor. Upon the Chairman's approval
this program becomes the basic plan of the student's academic work
in the major, subject to revision in consultation with the major
advisor.
Pg 7
Students who plan to go to graduate school should remember that
many graduate schools require a reading knowledge of both French
and. German, and some require a knowledge of Latin also for the Ph.D.
in English.
The Comprehensive Examination beginning in 1974-75 will begin to
resemble in method that of Bryn Mawr College but will retain its
own characteristics. See the description under English 398b. It
will continue to adjust to the student's individual program, with
written or oral examinations as desirable in addition to those of
398b. To consider as fully as possible the interests of advanced
students in Topics courses, to review other courses and to propose
new course offerings, the English Faculty will meet with all English
majors and prospective majors in March of each academic year.
REQUIREMENTS FOR HONORS
Students whose work shows superior achievement will be invited to
become Honors candidates at the beginning of their senior year.
Candidates for Honors must achieve a superior average in all English
courses (including English 398b) completed in their junior and
senior years. Students should normally expect to maintain an average
in the range of 87.
Each Honors candidate must submit a substantial creative or scholarly paper which demonstrates his ability. This paper must be
in the hands of the chairman of the Department not later than the
date set by the College, and certainly no later than the beginning
of the last week in April.
High Honors, like Honors, are awarded on the basis of achievement
in courses, in an Honors project, and in the comprehensive examination, with the further requirement, over Honors, of unusual distinction in an oral examination.
Part III Conclusions
We offer for general consideration by the EPC and the faculty these
steps: the first BMC-HC coeducational course at the freshman level,
015R; the first English course alternated with BMC, 260 and 266;
many minor but significant coordinations of sub-programs in the two
departments, for example 190a in creative writing (along with a regular program of bi-departmental meetings of various kinds). We have
now successfully shared with BMC the introductory major course for
three years (101) and we are taking the first steps towards some
sort of mutual consideration of the final course for majors, the
Senior Conference.
H;fJK azquImARII
The propaeel hee been two;rd hy UducAtio'aai
ki4044i'rted to yoa in order to tAiWI
xay, pv48ible objet:._tnne or problemd.
Econc;m -Ad.o. 111a or
112t
h; 203a
b; two Aeueater couvac!a
?,456, 304b, n5b; e•aree othtx . aezleetwr wal.7ses, oae UI hich ia the. 'i'earr.11
6i.nako&r,
norually teon durlog the SODIY: y . :r; :ITS?, and thTe ot4:n .
miptoved etraraea in the ,'721.al q:Aen..c,es AT
Thn tompmhonsiwe
emAiinath fken by . ail majoro invoivcs both a written trxamlnai:loa 4ad
oreAl emmlnation. Prospective zajoTs in Econoxica Aro eaviseil to take
Boonoxicg llle or b 3114. 112a nr by the end ot the. fireL sem*eter of their.
uophovoreigar, Only . one. topics vJurele. (2.2::la or b .) ney be oilara4 in fulfillent tve mei= coursc riNuirvmanU.
Coments - The uln
qi
othwev in. the
p re required„ La the C.5) 1 (.3
So,celopticcT
Pellertal Studied had henn ::it. ti? left our ct the
203
Statlatic;ai:. IY.Tothods ih was to tiiker ly
Ecolwiti 1;7.3 30 la 4:see
The
14A C.11
Anriollal is nou requixed. Fcrmerly, the Ntuedat .. . choee r:rom three rter:
%el-Avers, Economi;zo 306b c 3.01h or 308a; AW h wil1 nLgni4e in aimituk•
resa417 . 4:th,tncao samtner - Eenontica 398a - Reseaxch Se4aaAr
la addition, Economita 310b Iuterindz -,4tvy
xaplatlAa gconamies
305b - 1Mipe
yti(sae belvd).
.
QUagMMT FoR gonaf,
tnr ili!oizoro work will ,siiavali) be leid dtwadoi stident r jewior
Al.'1 Honore ?roll:ct v111 ircwo:07e a onwtr of high qaaiity, b6glat in tht.
reaea, c1A cerl!,naz. The, oval e .d.aatiziatime iv. the case
nay- InIA'ode the
rl :
tn f ou id. e:CEtairs0 «r5
.
Coments - The regulment i1an oral exergInntlov iaK aDASJS tozdtAktft
vris inthe fomer dtriptiv.h ie aupertiavas ool oinke el/ majcva
will hs requirell. to Le an oral.
C":1111."_".L0. 14 1,4ak
Econolthm;
*Enoois
*Ii;eonou
EoonoulA:a;
*Eionomi
E:momics
302.b
503b.
304O
209a.
4W,
-
15
or h
Introauetior to Zi4;croe(:enom:log
b introduotIon to MicToeix)nmica
Eamomik ,: AccoaAtini4
Letio Auric. Bconomin Devalopulent
Intelmational Eceamic Menry and Pelicy
Maze,/ and Sariking
Thx, Sov:Let gyacem
Sealiaar in Labor ileenntAix
IntrodsactAon to Eaonomatrina
Macroeconomic .krialyst$
Aicrostonomic AneAysts
Seulor Samdoar
Urban Ecortomicri
481
ineependebt Ptody
The
b
and
Of
Ilia
oicx,r7
he
Econen
red courses will
pyerequi0.tes
Ue
For the academic
in6lcated in d cureot c;atslogue. licmoiAca rla or b
years 197-19” sud 19n-1974, studema who haie. passed the. one-serester introh, can take interediate end
ductory course, the fotnev Economics 101a iiidvanced Economics courven. As general rile for later years, the prerequisites
for latert.zediate and ndvanced level work will be Economdos ilia or b and
or pernission of the :Instructor."
A'conomice 112a -
h.
L01;
UW.Z*:;: .
-
Course nti.naqes - aum;oor
1. Econowics 301e - Statistlal Methode ia Economia will aocome Econcalca
203a or b. This is a. ool co:arsa. It is aosigoed a 200 level number to
ophostore year. In
encourage protipecrive majors to take il.: in addition, it will he offered each sevester. The 1973-74 enrolirent in the
44 ',a ..bout 10 nou-mejora), which
thertoicire annually oifered course reqWired two WitiOn6,
-
.
Z.
Economics 204b - The 74odern Coror'ation will becoml EConomics 210 in order
to provide a nc-re rational numbeying seheme.
Course chankes -Lumber had rewordlna
1. Ecasomios 220b - Marhewtics for Economists will becoae:
Economics 204a - Mathematics for RcouoliAts
Application of methematioal techniques—derivorives awl differentiation,
integration, diflerenee and differential uationo, vectoes and matrix
algebra—to the constractlon o ccononlh models. Models are chosen
frosi. both to andcro accnomic analysis.
Prerequioitan: Etencuics lila or b, Econcnieo 1328 in! Z1.
Comments: Thin course will 1:4e. offered rognierly la the fall serater.
The last sentence has been ehangpd in ol.der to alicv more latitude in the
moda.ls chosen.
k.corse Chanpa rewordiw, - The changca will mere accurstaiy ref ect the
course coureat.
,
1, 201a EOTPURIC HISTORY AND DEVELOPMENT
Loog-term treads in outvot, resources, i,:echoology; structure ot consurption, production, diR zzibution; zc:o7?:eiga trade anal finance; basic
caisaec o economic growth and uuderdevelopment. Quantitative findings
-
provide c :points of deprrture. rtercqatsl_te: Economics lila or b
end Economics 112a OT b. Offered in 1974-75 alai alternate yarn.
7. 216b WESTERN EUROPEAN ECON0:41C DEVI.MOPHETT
8eleeted topics in the economic hintory c tritain, France, Germany
1760 ere examined, bath theoretically atql
an!! Italy
Topics include the "industrial revolution," technological change, the
growth of international '‘;17 :ade and finance, the izpacts of the ucrid
wars, and the et'Lecte of: national economi,:-. policies. Prerequisite:
or permission of the
Economics ilia,
b and Economico 112e
years,
inst factor. Olfered in 1‘..75-76 end alt
.
.
222b HISMY: 01' RWROMIC TlioumN
the (;:ontrtbsAiwAi tb aconomtt .albuight cf, Amoag othein,
AxgmitAzlion
t6e MavantiYA91:,e, ktith„ Mrt:r4, Mill, N47mshil, Xanoxe3,
1 ottftblar erphasie (An theorleA m)..e.g to cotwvic! growth, the
statimaxv an0 distVAmrkm, 110:1 the role ci the ataite'Uj,at or b ari4 Ef.4 -4toml.c.te 112e or b.
Verequigitm:
,
-
. =
eunz4i1x.. Th Etvi.
Course_Chaspw_c,lit _ _ 41,
Accorately the cburaa QoDtcattz
,
(2,11Angoz will r 6.7!:tIEt wre
.
EoribmIcs 21M - Poiiriel EtoLott will lAecorM
geon'ii 212b - Pblitical Ecoabm of Czpitalism
An amlybia of eonvYmporpry tlopitaliew az a eoclo-economit $7,ste..m.
market, areo-KeynesiAn, Margis't And S*clalibt thtolims are, appTaivti4, ReaOilw
may lavzibA.e vehlen,
AAVAR, S'veaFy ,, FriadvAn. aad otherf4,
tbe
penttsion.
172A or b
Ikcoamicr Illa
b
.
.
btcbot7
2.Aco eo7Acx °X& - Tvbitf,1 Viaaatle and Zeonomtea 208b -
af ti tcbLiSector,
.
.
gnibltE goods, Eztpan&tur.:;,:', 4bd fillarwAng &ecioitme abaiyEed
CqncaPt
ariA the dfs.stlb'41.tiou of 'bmnetltk
-46.0111
rItmo14-b.Tk
detteono with 6caphasia
and a4eta Case avoliteo
particular
bm.dgelary deviiAons end the e corbmic
edutAtlon at,d hovairic
1, maraction. Pte„Teqvitaite Etelvmdca llia or b And aconomicz 1123
Okitted 174 1;1%-",ffi
yeI4m,
.,
,
,
Courae Chl;:?,va
- 4.14m,ye ,„7
pfrAi
24conoolcs 201.4.4 - Privae ihteprso, •nci Public Po.iicl twsome:
and I-"%*,11c Policy,
gcoriale,ta
-Th.Cotpora
.
,
The ellotwmie 1:,, fote of anti-tIldat legislation tit malketz svtuLture iz
cvaluatod vithin thfl
static and 47aamiz: aettings. ClArporait,e
cif
the
flrm,
Esvh4Alo
on
inilivl,dava,
'..ndut,vrry inmaez,
fxAmewm
thebTi
ove.r,mtnt r agulazeTy nt,tiono. Pollution, diocamintiticAA
Publka.
,
,
and pv..blic
PreVOM41
Loono14
112a ox b. Ofierad in 1975-75 And altetwite yzars-
ComineAtel' Thin tovaae wIll rewlite and v,itle wom e,c-ciwately of the convea
2, 1441nouiof
COV.WeEi
catered in Coe spring. ,6umeetbr, The
indt:g4atttal opallization content
dividad intc.
J,,1
- DeoCentyU
Analie (1fte bel7w) anA
- newlpIng
semest.“..
iguaywis
atruczbi:s1 txal',=etvcaaton 4Ak devUoping teolublais„ Cauaeo
vav174g,Liteeolcac,gital
.theav ar4d
and -mlee
ecomiA'!
plantahg. •
.op:OWJIA
Strateginv
4eieblcipmnt
h
bt2a
Pza.requl: Efzi,-,:nb .(4A lila
-4-
ttum whiftzh
wi.re •iiegufrd,. by tha mslun The inclunium of 30:h 7,:esnited
pgraxmling wthads,
from its treattecat c inp7ot,-b.pt d 1t the tontinned Importance of economic ftvelopmant suggests Its movz:tage i a
full one-semester courae, tocunsd aa dev(alepct thcary and praorie.
Courses. T.Perresd - 6
214 Economics of Yanoritiee This will be olIeree from tlue t time es a
optf,:s course; some ot its material 1U. be Incol:poreted into the
Urban sconcimica nourse,
224a The Politics and Econoules of the City, Thin vas in experizental
disciplinary course offaxad in. 1972-73 The appropriate faculty am
no lougeT available.
30') Appli.ed Micreecasomies. phi ccr
AB a tt.lpic cauzse.
iU be oifAre0 -from rime, to ti
The fa:loving selllin8rn will be inttorpacitsd intq Enaeorlics 39a
Research Seminar (new).
3061) Research SesA.rtarcn Urban Ecoancios
30 -ib
Lfl1
De -we lopraer, t
3011a Re.2
ell 8e Vilna r
tiC•11.5
Rev
- 7 - The aat sidition of ace coarse Is pessible &Wee Mr, Whine,
l&culty, if; available tor nr least one coul ,:r.e
tmtle nal-wing res3,grie kxom
a yeo,r.
I. ECOV,010,T322
cu b - Torics i Itconomice
The .aT:udy ot exatsaipoary pmbIems irom the accal:Imis r6 vlevpoint,
f,'ofeign ecarfmic
fielo O analysis will be tekert Item such ai ,z;
a2
.scaamics, miaority etanomic
opu,latioa studiza,
clevelopme, tha radical cf- itique r1.11nniaR,
the V.5, econoTY, the econwolv 3
of 201;4:at -Lon ezc. Studenizs will he •wiecKed to ngdert.ske reseerzh projects,
i'verequiites; Zconooics illa or 6 c.t,nd fcanomics 1•?a or b o.pemiseion
the 1.7A4trINIq
This course will iz4trodoce frbazibility inta the , ou.rriculuo,
C7(140;ent
It will be offerct1
semoster and wIll alivw the te;achi ng of topics whid!
sTe ai ii10coacern. to til.pc,rtmato: vambers srci vtndents but do not
raft reguicof otferiag.
Econotaics 3O8a. Researr.11 0;04-mna..
111.depe:sdant empitic8.1 research on topics sele.eed hT studatftm in. consulwt.t4 departmsat maqi.Yers Pee 74:Ay v;eminare revera problems it, rtnearch
methodology, daa mAnipuller, and the preontation of results.
pnrmissten. at the inst:rnct -or.
PiereqUalt2 S'enior statns
Comma.: Thiu cout m7. btinge unfiwr cntrubri.c ftres foImerly napaTate
razearh seminays Econovicf.: 306b, 307b and O8Whils this ctourse will have
cae thstructor, atudents will LSO have the guidance of any reabex of tht
federm:ed department whose area. r..) sxpertins is Islevant.
-
,
Lm.:fnied1:7134
Act 1.rltoductioa to inout-*IAZI'U metho4e of . 8,.avayzing tNe izpact on
cilansta in 3efonae
amplwuovt and output, both regio;aally aita ic)rign
tra4e,
Applic.WAoll of
NpezAding, energy aNTAlabillty, p4:11112ricn,
vognmming wrh; Luau tatetraectemI an0 intertauporal framewol*,
te, aggzegats plau teating, sce;5itivtty ocraayE;is, anz.1 eiternWNe ospaazion
ad Econewica
ic i11i
pe:tila in other couni.:rii
i12.41 or b„
Comient: Th1a eqorse replaces asnovri,ca 305b - DevelopLeDt knalysis,
thimaterial
and le parr of the rot.t1 theoy. ctuateg: og $03e, ',304b aad 31!'
ntreasinaLy impl_)1ctak74tiiapplicd ccotlowiz analysia 4ad warrants
sbL
ta the eom theory titwitty emphasigea
t0A,
t-teatmwmt, Tts
declaim
1bievhether
tht,. generality of' the m!thodoiasy, r t
ma3(ing ta eentra1ito4 or dacentratir,J.:
Thec,ty
gemomtcs 31.n -
in eeoroma theory: ToplcG
st
Nathematital
ulli. be ;lhoryim it= geaez. al egolkirtura.ar..y,vie, welfare economize, trek.xtlent
thawry of 7;::km firm, the coostymptior.
external:it:tea avd, ulaertay iu grouth D4 dCTS, theoriea of buainaso
uud invearui,mt funt1:4.(mE3.„
Prerequiaites: Uonolt,220 or lima 1
303„ Et:m=1m', 304,
Ctlevtd in. 1575-76 717,:nd tItemate yecra,,
Add
,
Commaotl nto Jvr,T4xse ttlAu a gap in theon,
1:4:1 t gietd,2, 3
t
1.574dapc.ndczt
thmmy Rua theory thr,,,,mgh
8 t
311 'CS Nih
-
otTet.i.ctge, Currently
on,K3; ges t tiler
5. Ecoumitai lan - 84culy,Xatnratiun: Thc:6ry *nd
Mdelt3 of iwouomit iategration im the world. acultogy„ Ststir, ond dynamdc
henefitz. and costs ak Incrlaaed trnde in a ozetkowN muion trrangpment. Anelysiz
ility Thai the omitinstionals, The Att0 iataraatioaml fator dollar mseket.
Prerequi3ite
11:6:towarAmT2XIOit*md AP A.r.M-76 and aliturnate years
,
Cmeent This tozlroe kbceets clt. the :Unkias of natioual wloyouiea through
covuoz: za'rkf:t ti.tvAttgawnt, Tt haz b4novi,increasigly important field
ou Ecoratmas;a 20.64
bu.
ol intemativaal ev:xymomAv, Throgh this. stue,:ent. iti; offered aouspre,hensiv
Tnmru4;tional i'k:ortomic nery ir,5Ztolicy,
Taltrnatt1 ecenomic, analyele,
11, ECIWOVAC
215a - Womvr, in Dcw-Txa -Oic, 4v4d Econostic Perspective.
aupT)ly cf labot--demotlrephi aspects, edtmetim
Charatertstiati ot
deailnd for labor in. the per:-.
%It:A training, eAperience and wtAvetic-o-
malg4,1 and ,occmpatireA Atractut. Diectiminattln, stu&te WAWA
In e.t:eve7:!.oped en0 uneetdevaloRtditrINg, lir policy isues.
Pterelui4iet Economics 111c ur b, Eo.aolAtes "KA2e. or b.
nfferings of out ieer,V<;.iv.i.
Coma'At
This collsree fills a gap
department,e, It draw an the apial. nrra MMT -t'..oacern tor women arid e
projec7ted ir.stitaze of wc7ton 6tu4les.i.vill focus on develepio.g ef2ormic.
thevxy and applying it to wosan 4tr.; a groep
ccit
au,:siv!
-
Input-outpw: analysist
ti
Lo
Indexes oi! prta •Tld I'veot>,w;t:ion. E:,:ont7metri. mo.tiel,z; of gTwa„,. EvAluation
the cdettlbution
gt1;,fth. and Inriatir! of th‘t etiTiCtR
lf]'41p.,-TuA
etanaekag ..nx.rAness kfyits, Short-u,,oz toteof 1):nove au4 livibg
2c=ostotri:.:, zndelA.
tlattzg with
Promvi.40t4: 2n/ximiti 301 dA6. Econorair/$ lilt .1 3t b *ad 1144 nr b,
tgAltr4kd in 74-7
y;FN,,Ts.
-
.
vourst etT.YeTI aome. inpmtant p,n4 interxffting topics which
„‘1,:c2A.nomics 302b) bueswit of
.1 11m 4
lw.:11Aed th thc ECVAOlteletA
zilty appaz41 trore than 2.,=.yncraretri.vs to alma $0,-Al&ats vho
tAme:
plet to pi:,:r4v. a Lalat.. iu. busines8. &tuenT7s •ho plan to be z=4 prosFOon.A1
a41tmr,mKute vit;:nM
,4. ,1 find thisi co Arse bene2lxis0;., if they can !sdiedule It
iu ,A4d1A1mt
Ezonomzvi13.
.
,
,
,
,
1!,cat14.:xmit 2254 - Mpit.z, iu. Y.:tr000grds - .71if,rg nnk'i Racqcai F4m st.callco
-
The J. J-:.; 4ree ilrmlves, a ta.ttdy of the e::..o .-;ioalc. model off Kari Marx, a
k-amparlson c.4.I thla sodel Oth the, aoiasfv!,ixal. aae aad how the Marminn
mdel appltaa to k'vrreat rE,.'..dial t.,.enomle. thw,l,ghi ) in .'1 1.tab. arte3 as v .alue
ind vi',..q are, ralfit ‘0. the. !it.ate, ee ,v...Ittiq ale incose aisttibWSon, racistr and
. 14exies, Ilaltexildif3s, turrer,i,t c:ontrudictit.ma of callitaliss4 etcPrereqviaitetI. "/4';onornizs ille oT b aad Zcommax:v 112a or b or paiud$14en at
the 1-asatvactor,.,
, . ,
.,
,
..
.
-
,
,
,
.
Trg* Ner
?Ivat
'Gibson
M4th for Economist
Intro tin (21d
Intro 1)11 (2))
V. Dixon
Topi;,-;8
Money 6, Banking (207)
'intro 1111 1,2):i
k;conc:,;11.z Okfc:,xig
- 1)76-5
Co,mesce-
14.Unnter
Rese;:trch Sem&ilar (398a)
Soviet $yctem (2IXa)
Economic Accouctting (1154)
3. Coleman
tflii (2Yf
Guiana
Ini
BRYN VW
Sen. Cot (399)
Devel, Ecomomic 2i0a)
B. Wotra
V.tto. riAl (2)3
Hunter
H.
Statisticz (203e)
nut Arbaly 81C 303a)
D. DuBott
Hiatory (201a)
intto 1111 (2))
Gibnon ham, a one year appointment in lion of a p.,..rmaawilt replscement for
Si Cublim.
1 Mr.
Second Semestril-
-
1974-5
gibepa,
Stattatica (203)
Topic (225b)
Intro (111 (2)1
H. Harter
Son, Semln,tw (399b)
Interiurluetry Annlyeis(310b)
Intro mill (2)j
V. Dtxon
Uvban F.con, (209a)
Intvo [1.11 (2)!
intro Mt (2))
3. Coleman
Seminar - Labor (218b)
S. Cubing
Iotro In 2))
BRYN HAWR
N. rnzlev
Taternat. Econ (2
Intro 1IL ( 20)3
H. M. Buoter
)7.conovetrica (302h)
Appiled 17.11. Statistics (32114
B. WU(2
Micro Analysis (304b)
F.;:troa, of Public Sactor
O. Dulof.t.
Conx, 399b
Political V.conoalyi
Econ. Thomht 212 O. 222
Fitt Semester 19'75H. EuAtet
Developing Economics (210a)
oviet System (211)
Math kflt- Econ. (20i 4
tatro fill (2)]
Intgc; [111 (2)]
V. Dixsa
Econ. A=cmatin (115)
R3f3earch Semiaar (39,1)
intro fill (2)1
S. 'thins
Intrn [1 .1 (2),
:I. Coleman
Intro (Ill (2);
Bur
N. i'ar
5entur Con, (39))
Econ. Inl....egration (312b)
Hunter
Statistics (203a)
Ma C. 'V 0 Analysis (303a)
B.Walfe
Womr. 42,0A)
Irato 0,1.1. (2)]
D. Dl&off
...:
Econ. History (201)
Intro [111 (2)1
.
-
Suctf.ci &urns ter 197-76
X
StAtiatio (203b)
AdvAnced Teri (312b)
Intro n. (2)]
,
17/740t1
Urban, 4c4u
alb
ill! WI
tntru 1111 (2)3
N, Yaxlev
itt
006)
Intro (Ali (2)3
.
IL Hunter
Sen, Sem, 9990
TAtro Elli (2)
Their
AnalyAs (311a)
0. <4,7binz
3. Coleman
tbdarp Cp (214k)
Eunter
econoil 302
Ritroltatatir;
(111(21,2C7a)
D. na .ecfl
Sea. Conl. (339)
Weatera Enna.
.
Aaai (4i]p)
Corp S. rchlic Poi:e.cy 2'.50
--
Thia tfill be a 3 ya,az appointatvit to replavv, HY. (21&b)
,
Haverford College
Faculty
TO: RE .
FROM:
EduCational Policy Committee
Approval of new course DATE:
March 26, 1974
Spanish
The Educational Policy Committee has reviewed the Spanish Department's
curriculum. The changes introduced are the following: (See catalogue material
for details).
1. - MAJOR REQUIREMENTS - The new requirements are: 101a,b, 203, another 200 level course, three advanced courses in literature, and the Senior Departmental
Studies. The old requirements were: 101a,b, 102a,b, an Independent Study course,
and Senior Departmental Studies. The Department found the two semesters of 102
longer than needed. The same material will be covered at the 200-level should
prepare better the students for more advanced work. The three new units of 300level courses required are considered the minimum a student should have for a
major in Spanish. The total number of required courses, exclusive of possibly
necessary additional language training, will be eight. A recommended independent
study course will bring the number to nine.
2. - CHANGES IN COURSE NUMBERS - These changes are introduced in order to have
correspondence with the offerings of the Department of Spanish of Bryn Mawr College.
3.
101a,b. - This course will be taught jointly by both Departments. In
1974-75 it will be given at BMC both semesters, but BMC will supply the instructor
for the Fall and Haverford for the Spring. ka.1975-76 the course will be given
at Haverford with a similar arrangement. In 1975-76, 203b will be taught by
Bryn Mawr.
-
4. - NEW COURSES and approval of courses previously approved for only one year The new courses in the Catalog are 203b, 310a and 315b. Previously temporarily
approved course 333b.
-
t. - DROPPED COURSES - 102a,b Introduction to Spanish American Literature,
(Spanish 050b Exel:cises in CompositiOn, 3',8b Essay in Spanish America - were
approved for only one year).
Approval is requested for these changes.
Assistant Professor LUIS M. GARCIA-BARRIO, Chairman
Assistant Professor RAMON GARCIA-CASTRO
The Department of Spanishaims to give the students a thorough
knowledge of the Spanish language, and an understanding of Spanish and
-
;
Spanish-American thought and culture.
Elementary Spanish and Intermediate Spanish are primarily language courses, with emphasis on conversation, reading and grammar.
Even in these elementary courses the approach corresponds to the liberal tradition of the College, placing emphasis on the human value of
the language, and its importance in international solidarity and understanding. The elementary courses are followed by advanced language
.training, and general courses in civilization and literature, as the
basis for more advanced study covering special periods, works, and
authors in Spanish and Spanish-American literatures. The students
-should consider the offerings in Spanish at Bryn Mawr College, in addition to the courses listed below. Students interested in topics not
covered in regular courses should also consider the possibility of
Independent Study.Courses under the supervision of the Faculty of the
Department.
The students are also encouraged to have closer contact with
Spanish and SpaniSh-American cultures by enrolling in programs offering study abroad, such as the Centro in Madrid, organized by Bryn
Mawr College_ Students interested in using the language every day,
and in extracurricular activities in Spanish, are encouraged to live
in the Hispanic House and join its programs, or perhaps organize
new ones.
MAJOR REQUIREMENTS
The normal course sequence in the major is 101a, 101b, 203,
one other course at the 200-level, at least three semesters of advanced courses,
and the Senior Departmental Studies. Students whose precollege training included work
similar to that offered in 101a,b and 203, may, with permission of
the Department , substitute
more advanced study in
e
of these courses. Students are also encouraged to consider
literature, in plac
-
enrolling in one semester of 480a,b, Independent Study.
REQUIREMENTS FOR HONORS
Honors in Spanish are awarded to students who consistently
show .high quality work in their literature.•courses and undertake
0
•
333 b
19TH CENTURY SPANISH THEATER
Mr. Garcia Barrio
-
It will cover the start and the development of the Romantic
drama in Spain, with special attention.to Don Alvaro o la fuerza del
sino, Los amantes de Teruel,and Don Juan T777677c7T Other aspects of
• ITeniE75777777777-7=Fa to be studiedd T777 Realism in the stage,
the drama of the "burguesia", the NeoRomantic movement, and the "zarzuela" Prerequisite: consent of the instructor.
—
—
—
Offered in 297,5476 and in alternate years.
-
480 a s b INDEPENDENT STUDY,.
490 b
SENIOR DEPART MENTAL STUDIES
Staff
Staff
COURSES ,OFFERED AT BRYN MAWR IN 1974-75
SPANISH
201 a,b
202 a,b
19TH CENTURY SPANISH LLERATURE AND TH1:
Mrs. Paucker
GENERATION OF 98
ADVANCED LANGUAGE TRAINING AND
COMPOSITION
Mr. Gonz5lez-Muela
206 a
NARRATIVE STRUCTURE
Mr. Deredita
304 a
CERVANTES
Mrs. King
304 b
GOLDEN AGE POETRY AND DRAMA
Mrs. King,
HISPANIC
STUDIES
210
HISPANIC CULTURE AND CIVILIZATION Mrs. King
-------. E.P.C. -is requesting approval for a change in distribution of rajor requirements a which will not increase the total number of
courses required for the Chemistry major..
Current major requirements:
Chemistry course core group of Chem 107a, 108b, 202b, and one semester
of the junior integrated laboratory program, 301a or 302b. Mathematics 119a
or Math 113a and 114b. Physics 111a.
Four (4) advanced term courses in Chemistry, Biology, or Physics (or
some combination thereof). 'Biology and Physics courses must be above the
200 level. One of these four courses must be in the area of Biology or
Organic Chemistry, and one of these four courses must be in the area of
Physics or Physical Chemistry or advanced Inorganic Chemistry.
Proposed changes in requirements:
1) Explicitly require both semesters of the junior laboratory course,
i.e. Chemistry 301a and 302b.
) Reduce from four (4) to three (3) the number of additional advanced
course required.
All other requirements, including the distribution requirements for the
advanced courses, would remain the same.
Although the student evaluation of Chem 301a have been generally favorable,
it is certainly the faculty view that the material to be covered in this course
is too much to be reasonable for a single semester effort. We also have new
modern instrumentation making possible the application of more modern chemical
methods to problems of interest. This places further demands on the time in
Chemistry 301b. Extension of the'reqiired junior labortory to a full
. year will not double the work required of the student in this course.
It is expected (promised) that one third to one quarter of the work now in
Chemistry 301a will be moved into 302b, giving relaxation in Chemistry 301a.
Chemistry 302b is currently offered as an elective, so the number of chemistry
courses taught will not change. This change has been discussed with the current
majors, and it was also presented to the group of sophomores indicating an
interest in the Chemistry major as a change we would like to make when and
if we gained approval. All sophomores signing for a chemistry major will be
informed of this prospective change as a departmental recommendation, so the
proposed change could be made effective for the class of 1976.
1. E.P.C. recommends the following change in major requirements:
Old requirements: For specialization in music theory and composition:
Music 011a or 012b, 113a-114b, 211a or 212b, 213a, 214b, 313a, 480a or b,
490. For specialization in music history: Music 011a or 012b, 113a-114b,
211a, 212b, 213a, 214b, 480a or b, 490.
New requirements: Required courses: 113a-114b, 213a, 214b, 490b, and
two semesters of music history on the 200 level or above. In addition,
for those specializing in theory-composition, the Department requires two
additional semesters of music theory, normally 313a and 314b; for those
specializing in music history, it requires two additional semesters of
music history. (Total: ten required semester courses.) Those not already
proficient on the keyboard will be urged to take 117a or 118b in a keyboard instrument. Bryn Mawr courses are acceptable in fulfilling major
requirements.
2.
Two years ago, the Faculty approved the new course, Music 111a, Seminar
in the History of Jazz, for a two-year experimental period. The experi
ment has been a success, at least as far as number of students is concerned; it has had the highest enrollment of any music course in the
history of the College.
E.P.C. now asks approval of jazz history course offerings on a permanent
basis, but instead of one big introductory course to be offered every year,
we propose an alternating introductory-advanced sequence, as follows:
Music 110b: Introduction to the History of Jazz
Mr. Davison
A historical survey of the origins, phases, and recent directions of
jazz as the most significant area of Afro-American music. Visiting
lecturers will be featured.
(To be offered 1975-76 and alternate years.)
Music 210b: Seminar in Jazz,History
A
Mr. Davison
An intensive study of certain important later jazz artists such as
John Coltrane and Ornette Colemaa. There will be special emphasis
on student projects and reports. Limited to 24 students. Prerequisite:
Music 110b or 113a, or some practical jazz experience.
(To be offered 1974-75 and alternate years.)
The purpose of this alternating sequence.is to provide, on the one hand, an
introductory course designed for a large enrollment, and, on the other hand, a
chance for intensive study for the increasing number of serious students in this
field.
1. E.
p,(:„ requests approval for the continued offering of Humanities 301,
Two ,, ,,ieth Century Fiction by Mr. Gutwirth. It has not been taught for
01 -0 fears and would normally have been dropped. It s place was taken
byGutwirth's fall Freshman Seminar and spring poetry course. It
i s ,roposcd that 301 be offered again next year in place of these courses.
2.
Appl eyval is also requested for the following course for next fall only:
Huroo nitiea 200a ---(Religion 200a). Mr. Stiefel
CUPOTIAN WRITERS IN A POST-CHRISTIAN WORLD: C.S. LEWIS, DOROTHY SAYERS,
AND CHARLES WILLIAMS.
An introductory study of the thought and art of three 20th century
En ofsh Christians. The course will emphasize the works of C.S. Lewis.
Tov irAil for discussion will include the process of conversion, possible
th e ories of education, women in the Church and in secular society, and
c h r intian perspectives on the creative imagination and on ethics. By the
ren 4Ing of autobiography, narrative fiction, and theological and critical
eno pys we will attempt a preliminary understanding of Christian orthodoxy
iv the English tradition.
Limit 20; 15 upperclassmen to be registered in the spring and 5 freshmoo or returning students.
The course will replace German 272a, Thomas Mann's Dr. Faustus. It
w ill be cross listed in Religion.
ANTHR00 0la
Apv , o val is requested for the following course for next fall only.
s o olology 452a - Anthropology Seminar Mr. MacGaf fey
A review of contemporary work in economics, kinship, social structure,
politics , analytical and field methods. Teaching practice in Soc. 152.
Ivto oded primarily for senior majors. open to other students by permission
or oe instructor.
•tacGaffey will not be responsible for 216a next semester and will, therefoto , be free to offer 452a.
PSYCHOW AIK
Apo oval is requested for the following new course description. The old
d 00 0clption was prepared by a previous instructor and is no longer accurate.
p ov „,hology 224b Theory and Research in Personality Mr. Davis
The course combines an introduction to major theoretical positions with
dt o oussion of personality assessment and research literature.
Psychodynamic theories are treated in most detail, with reading in Freud,
j m w, Erikson, and the ego psychologists. Learning theory and cognitive crit wo; and reformulations of personality theories are also considered. Students
6 HOLOGY (Continued)
are encouraged to think critically about theory-building issues stemming
from the sorts of data with which psychologists in this area work.
Prerequisite: One course in introductory psychology or consent of the
instructor. Enrollment limited to 30 students.
More
You will be receiving separate proposals about English and Economics before
Thursday s faculty meeting. A proposal about German will be presented at
the meeting.
'
Still More
You have already received a memo from Dick Bernstein responding to questions
raised about the Philosophy Department's proposal. Please bring your copy of
that proposal to faculty meeting so that we can complete our discussion.
Still More Again front E.P.C.
yELICION
resulting in the Veturn of
Classics-History-Religion 119
Cnanges in beaching assignments,/ and 121 to the venerable hands of the Clnesics Department,permit the Religion
Department to offer the folloaing new pair of courses, which E.P.C. recommends for
approval.
Religion 121a, Classical Religions Among the Greeks and Romans Mr. Larkin
The coursetdllexamine the structure and historical developmnnt of
Greek and Roman religions belief and practice from the Mlnoan period
to the eve of Alexander s conqnesto. Much of the work vill be based
on primary sources in translstion, but a few =:Ijor secondary works
will be read to gfAn an apprecation of the historiographioal issues
uhich hair been raised in scholarly investigation of the sonrces.
.
Religion 112b Reflenistic Religion
Mr. Larkin
The course will examine Meditenranean religions, moving from
Alexandr's conqutst through the coming of the Ramone to tit
East, the rise of chersoteristitally Hellenistie cults throughout the empire (including Christianity end Judolosm) and the
consequences of Constantine's triumph.
Psychologz
E.P.C. requests approval of the following course for Spring 1975 only.
Psychology 207b Social Psychology of Attitudes will not be offorod neat Spring.
Psychology 310h Emotion
Mr. PeTloe
A considwration of reisuarch and theory cencernd with the nature
and determinants of. emotion. Anong the topics 6.iscosed 14111 be:
thv enolutionary sl&nitionco of uoot:.on, non-verbal comanntodtion
of emocian, the psrception of:connional expreoslono, tho physiolion between omotion cold votivation,
logical basis of ez;otion, th'
cognitive determinants of v.:motion, atd rarothodoltojcal probloms in the
stncly of anotion. Proreqmicite:twooomenter courses tn Invichnlogy,
at toast one of which is Psychology 111a or ft e equivalent.
CsrmAn
reqUests approval of the following changes proposed by the 3erman
Department ag part of a reorganization of ito offerings in the intsrost of
not yet complete, but
closer coordinntion with Bryn nlwr. The roornordnntion the shape of the curriculum fOr next year in nettled. Anditionsi Cnangos may be
proposed next year.
sroN
(Continued)
Drop
201b Introduction to the German Literary Tradition (offered yearly)
351b Gothe and Schiller (offered every other year)
553a German Romanticism (offered every other year)
Add
2/2a Goethe and Schiller
Selected noetry prose and drama
Prerequisite: Cermsn 101 or permission of the instructor
(offered yearIy)
202b German Romanticism
Selected works of the major romantic writers
Prerequisite 202s or permission of the instructor
(offered yearly)
356a Advanced Topics in Romanticism
For 1974-75 th1 course will cover works by Naval's, Eicheadorff
and Hoaman
Prerequisite: 202b or permission of the instructor
(offered every other year)
Bryn Mawr he bsten using the 202a,b sequence, with the result that no
Bryn Mawr students enroll in the av!verford Gwthe-Schiller or Ramenticimm courses
at the 300 level, Coordinating the 200 offerings would further bentefit ue by
permitting both departmqnts to require the S2M2 foundation course for work in
advanced literature at the 300 lcvel. This common background will enable no to
further coordinate the major, and the 300 offerings.
The department's major requirementa would be changed accordingly:
Present requirements: (Prerequisites 201a,b or the equivalent);
351b (Goethe-Schiller), 352e (Romanticiam); at least two other 300 courses; 490.
Niw requirements: 201a; 202a,b; three 300 courses; 490.
The total course requirement for the major remains at 7.
For information: German 955, German for Reading Knowledge, :will be
offered at Bryn Maur in 1974-75.
FACULTY OF HAVERFORD COLLEGE
Regular Meeting
Louis Green, presiding
28 March 1974
1. The minutes of the meeting of 21 February 1974 were approved with the
following changes:
Item 5, paragraph 2: "...that an administrator such as Sam Gubins be
regularly assigned...
"
Item 7, sentence 2: "All students will be required to sign..."
2. The Educational Policy Committee (Sid Perloe) has delegated its member
Asoka Gangadean as the College representative on the Bi-college Grading
Committee.
The Committee proposed course changes in the following departments:
Philosophy, English, Economics, Spanish, Chemistry, Music, Humanities
(General Courses), Anthropology, Psychology, Religion, and German.
These proposals were APPROVED by the faculty. (Annexes I-VI)
3. James Flower reported for the Honor Council, noting that a number o
students were still unwilling to abide by the Honor Code. The faculty -.:31 c.1
APPROVED the following procedures for the final examination period 9f :
the current year:
.
:
1. Students who have signed the honor pledge will take examinations'
according to established procedures.
2. Students who refuse to sign the honor pledge will take the examinations
under individual arrangements made with their instructors. Faculty
members will be supplied with a list of names of these students so
that they may initiate such arrangements.
4. Edwin Bronner asked for faculty approval of a policy of restricting book
loans to one semester, subject to renewal or a fine. No consensus was
reached, and the Provost stated that in the absence of faculty agreement
on the issue, he felt it necessary to establish the policy throUgh
an administrative decision.
5. The Subcommittee on Honors, Fellowships, and Prizes (Douglas Heath)
proposed that only students with outstanding records be candidates for
the Cope and Murray Fellowships, even if this should mean that there
would be no awards in a given year. The faculty APPROVED.
Adjourned at 6:45 p. m.
John R. Cary
Secretary of the Faculty
0
FACULTY OF HAVERFORD COLLEGE
April 18, 1974
Regular Meeting
Louis Green, presiding
1. The minutes of the regular faculty meeting of 28 March were approved.
2. The Academic Council (Bruce Partridge) announced the appointment of a
committee charged with assessing the educational merits of having the
Bartol Foundation on campus. The Committee consists of Edwin Bronner,
chairman, Robert Gavin, Daniel Gillis, Harvey Glickman, and Jerry Gollub.
The Committee is to bring a proposal for action to the faculty by its
meeting on May 9. The charge to the Committee is attached. (Annex I) a. 0,1 V
,
3. The Educational Policy Committee (Sidney Perloe)
1. Asoka Gangadean reported on the work of the Bi-College Grading Committee.
The faculty was generally enthusiastic, but suggested further consideration of the issue of letter grades and their numerical equivalents.
2. The Committee's proposal of a new policy concerning course load and
academic credit at the College was APPROVED by the faculty.
(Annexes I/ anaLITa)
,
3. The faculty APPROVED a new course, "Women and the Law," to be offered
on a regular basis by Adolphus Williams in the Department of Political
Science. (Annex III) tu(k,t,,,,&.,0
4. The faculty APPROVED course revisions in the Department of Biology.
(Annex IV)
MLILAJWutA,
4. Robert Gavin was elected Faculty Representative to the Board of Managers.
Linda Gerstein was elected first alternate, and Sidney Perloe second
alternate.
Adjourned at 5:45 p.m.
John R. Cary
Secretary of the Faculty
In elections held subsequent to the faculty meeting, the following were elected
to the Academic Council:
Humanities
Asoka Gangadean
Josiah Thompson, alternate
•
Natural Sciences
Social Sciences
Jerry Gollub, alternate
Linda Gerstein, alternate
-
Faculty meeting minutes of 18 April, 1974: Annex I.
CHARGE TO BARTOL COMMITTEE
John Whitehead, Chairman of the Board of Managers, has requested
that the Faculty formally study the matter of the Bartol Foundation
moving onto the campus and, if they find sufficient educational merit
in having the Foundation on the campus, bring a recommendation to the
Board that we enter into seriour negotiations with Bartol about such a
move. John Whitehead has stated that he doesn't believe the Board
should consider the matter further if there is not a recommendation
from the Faculty that the presence of the Foundation on campus would
contribute significantly to the academic program.
At the request of the Provost, the Academic Council has appointed
a committee of the Faculty, the Bartol Committee, to consider the
question. The Committee is charged with assessing the educational
merits of having the Foundation on campus. We recognize that it will
be difficult to consider "educational merits" in vacuo. Thus the
Committee should explore the questions of Department of Defense support,
site, relations with parts of the College such as the Library and the
Computer Center, and any other questions which the Committee feels are
important for its deliberations in formulating a recommendation. The
Administration is studying the question of financial benefit to the
College if Bartol should move here. The Committee should feel free
to consult with the Administration and to co-opt any other members of
the community who would be useful in its deliberations. The Committee
should offer its opinions on questions such as DOD support, or site
as part of its recommendation to the Faculty, if possible, or offer
a proposal for a mechanism by which such matters may be settled.
The Committee should bring a proposal for action to the Faculty
at its meeting on Thursday, May 9, 1974.
Provost's Office
April 17, 1974
t/Lt
e
„./1-e„
bki
(4-v n7
,g 1 tcr7Y-
F.
v
s .
,
-
rIv:twv2r.,
, z .6.1"' of
, .
0.14" -
.•
p,rig,kA 0 ,t.4-
761
"kfil.47 42t.
;7,. I, 4
ttkg p 51b.4114
44,o
.
lit 4i 51
4
4J.t;'A yo*
rewft,
11
JJ-$•
0,1
-44*-7,ft
1te t45 ,
tt ".-7,"!tfe
• Ttt ift, ,i.s,(;,a4EvimdAt4,:trm44
ia
,
X ,?,C,
Siti,tV4 On
iti t1$:
1:1,e4AVio,:kgg
Ain
tty
miAfk*4.-*
Oot,,
. k 541701,4,
t.
.
t*.!=i4r1A,
,
t
•
•
;-,A7,.
• ';=.44
• '<11-',
,:,2;:"-1
t,b.o
Ot!,0:f:.:F'
t
t-.747'.*4
ft
;ASS),
icSt odbt
eva
(CADS).
-
ij
wit
Ihi'w
nenvAi
fqc;u4ty
42.t
-
4z.,htl.- a piee,g rw t7A.A7
cg-.4
"+cio
w.at ui tii
r4kikc
li11i a;:rta
-
4.0pYpia:11, Attik;),S,
clEdipAy"
a "pTgzawn, fmt chi
-
g-fthazttivb, 1ttutt7e,
vtatvd for
14t, had 1.5tlt;UXNt
CiT.A
.
71....441t), a C,:sTi.';VttC
tvd
,
Ic
id
aeg
iJ
Feix„711Fti t,,A11. "ttAitt away"
4
b:74vt=,
jtIA&d
04-4A41:tcti-ps1 ?t$AoAtl, if atv$
Li2-4,
thozv
SCO:;'.v,,,feTC
64?*iita5r,3
,
ccits;.,7ii,e. IV
t;5bia 1
..
1
,
1t
f1.7.PT a Liz1 ;,
fAD4 4 arP btgt 6v.tvof.d by vtoillag or 6o.1 qig
,
-
- ,
crcdil,"
4.AA toikling
.
i't tjtup 14tef 6(1` 8 chi::1 Z y
t
0,T
ail.;:!
t'taqit
- i
ía ita;
gilt4 Irk
sr,tvwzki..3
t4.7.4!,
,
Tta Lif'.d.
1-1,41'‘V„.
4 ,14*2;t
.4
trk::
01114:y
pAr , 4;1:4,.4.
-
-
•
AA' t
Its.
CA:416AI
IV tr. i
144
;
•
Cji
t
a;•.:
:r-Da
irat\v
k
--
tt;i_
ea
cigL
l
it>,k
t:
tZ.;
ji+7,5)
j..1; 4.
;tt
ij
,
i11.7
•
•
k,P-3•1
•
Lintp4lcan ;iu co Ake
114TLII, .1 1
,
•
-
ti
ik v@i4;);:tmc;ni: 3fla
,
att5A, whnlo pt..1r8 3n, of acttvivixci othGr th4n
-
ragiwiy latv.41-
,
1ttial or 4 1oLiz..-
b4A Ipt,m
nor liazy .year&, thfl °yaw of veri-admir: b) tive Callk gc'sA V
Ad SGtVieC. Progxala v
,
AlisdpntbC
17.11
,
h. prini,tald, 4qt did ft.A
Nrn=giaL mxi-;4caOtrtic eradit in z.ddi.ztNt4 to deft' nom4A“
cov2re pg t itc4tor uon&wic 1o4d.
and scivico cle.4dit V143
At
,
't?mlety t
.
.
titirauging frczT Nneial
intAky,t city' t -
WY:rit in
-
drgwatica ard Egi*s-hiatoing. With rodaetiaTa iu tho twip.41 eNgrwc
feor and. the de 011,644
t70.
Arta eadSrutPr4greu, 192s4totii
-
t0 W.1.?Co
• venut.@ to fplbrstivatt imrk tit h3. prcviaQAy iiA;1!cn g.twu iwtg3 4"d 16.g.:mi4 .:)
,
,
or44it for MtaliAl
V.Kr,?.k
-OW by
CMilf0t11
txvirk, either by grangiii4 a44aq,NL'AO rt)Ctlit t".4 t Wel
-
,
,
yt
fl2Trittat if CAkW:tri C:15K,IfEe 1(Xtici 1,,444.1;34 fmt
-
vitp,%
thAt, ledto the i1W.43TMLCA of wh,et b4d bw,m inteuded at progt42.6
varied .ilpprva A,gs to aeit.demic study into pragfaws perattOnT t#11,tectmat
,
eaArio vork by aetivitis Chat 'WA proviwaely been pqrewd octside of th;i1
notal curvitaum. IhiN CIOUVITIT4iVti. iat4witdtled tike curriraillt ivpiat=4 7, of th4-4
.
redo:vac:a *f tho. umbqr of coures Tequ6iattd RI° gr*.dwiti,au fglt flw
t.cafitl9ion
'cti thomp
fiorunt go.,410
ta
nc11.-
thAt vf
blilry and (Natt et 1..i.x;oit.t4.'4-,i vg tKe irgpotTinvt;i tiL&;:tiviKy in dxf;
-
stt.Idar.5 dovtlo!ocoont
h
wad for eao coIlew :ac
RIA
had impfortan.L c4';;nw:cwm.lvli tor .j.c talkit
.
likol
Beetmck.,..stullia)tfi
CA.
c)f
t'.%tu.1;1'
1)_
4,7 41.1.:4i: "if, V
3
th,o .
biAtty
hi
t
a prtsg7.-vm ds)q ithud ftlt a lit.liccd•.fiwrly
,
bos:
Livllik;;
14:;t3 9,11v7 - soyciace ti6117 ;La
6K*;„
;1.
1.t•-a
prnvel
tre
;-x,pv.7-11-ii4ptm
a ,Tit1cik:.nii'4
4444emic aiciitrittik: hesi d c r. 131
6-aiol-t fA0 1,-
tt,i 11.1.tit
+;evek;: 4ch ?At.
1.43C (zioi)ael faitz
-
,
ono tftf
a Clang 111Mber
.
-
utcdit t .r
mle
,
inc ft6.14vgly, ihe
nifficlAty
tf:13
-
psi1Ilfoti4tiAt ba4YEt.) itl in
iytia can 4' ;nppliqd f411i, LAriligi to th V.W,W 15eu141:
goidam, it lizik foIt c4TiaiawntiTty47 baitt malking 6diX)
,
et4 :44;:tvvait
gralutiog
,
.
.,
-
-
,,
,
gmerel .t c dvv,1-:114;.n
iv
mdcgitg kf4AlilatiTA 51.Y.lviJcvmentr. by
in ilw4guitiGD a a.utiliti ku elmft,s; at FistgArit.td, znid it ta
atr; primdpic 1 uay to pycv(ein tbi4 frlAn eo6alvitA4
titt tbwc
ti,Af it) 45
.
aww, Mgt
k;40T1&
Otctl (0t YJk&) UCiargCN
tr.003„o8 tiff ;:m
110413 fvvaald
,
tr.)
wtprit,,
dtricrt
k--.050..vik1en.c*
ton
,
i Lv 146jtXá tv
prici,viwo, a IlTurc fGitt TA6
ail- TwpgA
la* Ar.;
ticcaild a non-i ,:caZtit
th
-
QcuptiW
ThfwieJ
cvti,..G
,
,
,
vt:-.1.0iu- tAVrdigfitt tlIAUieK4 Lo the 1,
-
m4-6
a4Atvity, 1,141 tbottumit-t4Ai
beitM C)0 :
-A'49,.; prOgral,:s
.
--6:
P,C,
,4:, miPitinfe to
-,
V
P:VC t
• It, Ofeit' t0
14. j
,
•
1-12-Vr-
kv)11.1„..cti
14,v,11 Ci4A4qi
i tl
wtif
4 G 4.241;14A;
.
.
-
•
,A1JA..•
in
14„v th.:1
,
..,w7-11
-•
triii.:11';A:li 4 :'.gTjiDOL'a:t...-
ft,
p!:3-zA;!:-4t-TY.i
.;".14.1
:,.66[(-1a..
•
•
1) A 1Ui1tn iv f1.13. to,';„ Any 3mdon ., .t rGc fizitalpim, who
-
*t 0.1 ,o (Ind of Lt .. ; fi4.1.01ore
Atco. L8 collyt46 cmdit6
ltiOatah
as 4 ecatilt oF sucq.osF,fuLly cog ,pictlog Etta:, t'Amts iv c4tch 4V OW
Lb tin t&II(6,- 1 his joit;?..x ycore,
w4W Uekt kpay Oef0 C..k.G
Z) A
es •hiktic.nt
ez.eciple,
mi!5 , "b ,..yi;:gyv-410 ctrd,t4v., , , A gain, by
ptAiaon„ canviwi2k
oyzpicItisd 16 Cattlgi
Malf, V131 ctIzAivnebiy to .;::=A4.‘,. up tw adaition.21
ata;, ho wlil bc
duritlg
tvtt of his jtvie;)y a.ad 54,411xr ytzxv, lava &Ay
th44t. b pxttattcd t0 t ,Akc3 Qaty LitiO Crdaki
in aR fall of ht
jfIX&IIT
ye,4t,
3) A 1.41,10>
at aaw-rf,t4d b cvAlyluattg 010 co, =itt,ot
flAtif,Ad
0*Id)
„4,y(cading
that duffc 4tV w&d: tAci.;etlesval tt, ,,wwsis i4;r
xfstlicwit). -ta 4t, t.11.,;)1hg allawingllfiv 674 ,Load
in
um3
t&V 14.fA 4V tita ,:we gittleMOT44,
A6 is prez.te4It14, ttlo cao?-0,
%411 ac-rm&Ily 04 tiatid
Ara)
pl.tcA3:tet,At or wna4T tmtp;,1
gt.6ii4at,4cixo.
crt4it
parc of
i:74vik:uts
fots cc, -Q.stticLdcmly crytt,'11 thv7
appgf,:v mmothaL..h•A
chu bik.av -ktz'
wht.tt tbcv foLcui
tythos fodnCA cvtirs
a
(741 af. th0 iii&ttc4 G.:elitldevcd in thc EA' C
c61:
zirk
inptE4xcA by
twhd=.utts utio vii;h
"b4o;t1vAltirthrov., t 4A173- 131 1103
eo
,
1LLA avt
dO
vbvuid alcoo b* vtare
"t14-in"
avt e.(:)Krzaly
pzot,atlytUc.zasit,
oui ,aittl' °bi:;14k;m1fli„" As
aW4 01-WlatIC.51A1. atae. a titotz.nt'sdui
ra2 .
davidfovd, 'racy
t4 WhpliWt CIMYte4tUd
be
oE thc 32 C4,1ittlio5
a3
1i
-
di:4,41f.laAtbl
J)o.mtd 6e aile7AA
!Iy.t4
j
iu v,;:deft
V1V apptov-G
6
by C. S S. P
the;
-
if ha al!En't de fcw: it,o aa, asii, that L3, don't
it -
atiniwX
acid
Calm; jo1611:16
in
@tiring
In
id.md
kl&Ciatila:z11 P.C; t
.
,
Ltd
tiCaanfi,t4Vii
-
,
p,Tir9 orWit
reiSfemly apcne takthg tvap coutreiohi,
,
to tivstimoise4Q
Itald, it wa.F:, Celt thQx w CIAu
gtad*A.k.9d
-
ptA tvo cdtg.intvc4kizflcccium4 4, pq,rlialT.I to
rAgttb
ek Ar alf,trimtut.
.
proN laten,
r4 thm: r.rithoi?t
dit1r4:11
S41111A,T
n .? rroal
4
acts as
Chen i7.1tb
in1
(.14,1'4,6t
that a studwit
1 is a 'ziwL2:::1Ithtlity vo
agiel of hI3 timtc,
thid.t
it,;-iilv4 et c:5
nti.tv,i1r: c5r: 1:AkJudttis t.hat wy'eexttc, if thole uan LA fz,tci:t "drfKAA" it iKg. te:g:m (51
UVVAWA40
C,50S,K ana
•
hew id4vropgAAg oa anwpt th6 qgwnion
comAitvtza a vogtbvilito lacn-aetAgulc 4cetvity. c*zrrying litthv,1.Vand it dtfftimic
it:rtviiaagQ tw144-4.2_mc.dmu,;
.
mighe b b
tUAly Olta Frau:A
t
Vathr tival tffizg
te
LLiundor unw ANB1 zi1vAm6un z4.1A.
,
,
ridkla for &ciding kihfc A 4,ttqitloo so...11
tP
-
playing po2t ot ti1.1104ig th
cosaid
QAtY114
Wi
,
dt,=xi&d to
lowr wv4rt weamtbii',W1c„
it slip iowAy
hii.v)ng
thzix. OCT P.4:Spi_111(gfXjto
E:iNt;tiax
ih
CCVitc-X
ik4iVi",;
zadvifiog5 will pti.fwb thmir giAtvicAleg',
004 cArcWily oly2;vt hoi thy p1 16M
44
t.
to
5c;4i,thug tIwy ftAtih
pisat
dm at.igxt
y4.,or„i; 41 okad
,
cpertilytrl.g
Jacw duciyl.on i
foru nun-aadnit
E,P,C.
t.redit vn
WIAlif(Y,tt
o / :ktrattv,m
, ,
tv4atios
,
thz1
froz
colltlau-e to ;511
tvr tho Llattuieuipi:
fciT
av
t6 t4.4k ;ID A AIM-GVil
ir,,p4iir.c:ira outziAiiicaiiii
l'As!'oisoir4 L16. tk.t dz
,
d
vtedy
Sach
t f4AX( t::#7087-11-Tli :cOtal L a.Mi.!:. CZO4it,
v,
tvajiti ,415,
1)
cwit-
tivg4.f2 VW ti,;;Tv
at 6'1Of oullvvyAAi'..y ti
ioama
erpfUcWs,, are; at4-,tiviL70 14.,k wo.TAs Vil0SfW
vit:&-e,11
)
Qkubv4,'
Az.pv4',.71,2,..'a b a pt,:., Ttiisos. u6o
1.1) ;,44,,AoDe* fic11.4, :topeol will
Tp4vAt:z.
4.ww{tv4 tu a
riTzuttY hwvilow '1".4411 oax:=At
,,
,
tz, thi*;
Koli-4M,
tikW.41
jt.dgte
in A pf,41,...QZ-,.. '164-Ach
Tba T*J- tt
pattt 2,
by Ow: fUld !iti1ziittri4Qr 34 111the. 1TA facgd ta:os“3,7
,
-
.
•*4 bc [email protected]
p.17,,wit-:( A ilAti .
CS.S,P,
v.fept›t4 ctiMil: to gadv !sts?,@nts
u-Ai. as kli:motitw418
ct313411L
mkiv4it
p
11$4-.!
itd
OA the
f.rti
ZL
by
plc",2-1)4-.
oV fewatic ,1131,-;
dzimi;
icy
i;
td
OP
ae.z,-;:41:4v1;
ntudi.;.‘nts
agtCAti3O2 ttVtivi:
.
thl;
2k;k4
-
,,41tb
tims
CINFCFC,;T
crfi:.rt
040.4
Faculty meeting minutes of April 18, 1974: Annex IIa.
Here are examples of what should and would not count as non-collegiate
supervised academic work undertaken away from the college which might
receive academic credit upon petition to CSSP, as specified in the
last part of the EPC proposal.
I. The following might receive anywhere from one to four credits:
1) A student does supervised research at a research institute not
associated with an academic institution and not at Haverford,
Bartol Foundation, for example or Argonne Laboratories.
2) A student participates in an archaelogical expedition, helping
in the reconstruction of Tygani under the supervision of the
Deutsches Archaelogisches Institut, or working with archaelogists
funded by the National Geographic society.
3)
(An actual case.) A student studies under the supervision of
an ethnologist the behaviour of a strain of monkeys in Nepal.
4) A student studies under a scholar or master who's not associated
with an academic institution some discipline or subject matter
which he might study here.
II. The following would not be eligible for academic credit:
1) A political science major works in a campaign for a senator,
in order to gain first hand experience of the political process.
) A student travels through Europe in order to get a feel of and
first hand awareness of European culture; a history major, for
example, wants to visit famous battlefields and cities central
to his period, or an art major wishes to look at painting,
architecture etc.
3) A student works for American Friends Service Committee.
4) A student takes care of patients in a mental hospital.
These latter activities are not alright for academic credit, but
they are clearly worthwhile activities and should not only be encouraged,
but facilitated; this is precisely the point of our proposal.
The last two activities might be alright if:
The person who works at AFSC is a sociology major who does a study of
the procedure of decision making, organizational structure, etc. supervised
-2-
0
by a competent sociologist and resulting in a paper. The person in
the mental hospital is a psychology major, who works under the supervision of a psychiatrist or clinical psychologist on some academic
aspect of his work, doing reading, a paper etc.
For the Committee on Student Standing
and Programs
Aryeh Kosman
0
Faculty meeting minutes: April 18, 1974
ANNEX III
TO: All Faculty
FROM: Educational Policy Committee
RE: Course Approvals
DATE: April 17, 1874
117`f
Cs^ c
a
-
Political Science
229b Women and the Law
Does the law permit discrimination against women? To provide an
answer to the question the following areas will be discussed:
(1) Constitutional Law and Feminist History, (2) Employment
Discrimination, (3) Sex Role Discrimination in the Law of the
Family, (4) The Crime of Rape, and (5) Selected Constitutional
Issues including Education and Discrimination Against Women in
Public Places. (Offered 1974-75)
This course will be alternated with Pol. Sci. 219b American
Constitutional Law, also taught by Mr. Williams. When not offered
at Haverford, Constitutional Law will be available at Bryn Mawr.
NJ t X
-
1-70.c 14-C .1r 9rai
Faculty
RE:
e v 1 1 Si I
IA,cee,f";L../21.
FROM:
7
Educational Policy Committee
Proposed Curriculum Changes
DATE:
4/18/74
The following proposal for course changes was submitted to us by the
Biology department. For purposes of economy we are submitting their
document directly to the faculty:
After extensive discussions, our department has agreed on a number of
curriculum changes which we are now submitting to EPC for approval.
Overall Nature of Changes
First let us discuss the general features of the changes we propose,
some of which we shall only be able to institute in 1975-76.
1. We would like to change one semester of our sophomore (Biology 200)
course in such a way that it can be offered to Freshmen who have
had no previous training in science. This course (Biology 101b)
would be offered in the second semester and could be taken in tandem with a similar level course (Chemistry 101e) offered by the
Chemistry Department. Our new course would be available to nonscience students wishing an introduction to biological science
which does not presuppose previous training in biology or chemistry. It would also serve those students intending to take more
advanced biology courses but whose training in biology'and chem• istry has been weak.
The instructors • giving the course will decide either by examination
or- by interview' which student will be exempted from taking this
course.
Messrs. Kessler and Finger
- eFour hours; three lectures and one laboratory period.
101b AN INTRODUCTION TO BIOLOGY
,
-•
An introductory course dealing with the structure and differentiation of cells; the origin of life and species; Mendelian
'and Watson-Crick genetics; and the evolution of social behavioz
of animals.
2. We would like to create a "core program" at the junior level of
two one-half semester courses and one one-semester course, which
will complete the basic training in cell biology of our majors.
These courses will be taught by the department staff and will attempt to provide the student with the minimum common experience
which we feel is so,important in a department such as ours which
focuses on one particular track within the field.
The obverse of this arrangement, however, is to allow other students to arrange programs which follow the organismic or populational track by making use of the resources available at Bryn Mawr
or Swarthmore Colleges.
2.
The course descriptions of the three new junior core courses are:
301d CELL BIOLOGY I: MOLECULAR AND CELLULAR GENETICS
Mr. Finger
An examination of the biochemical basis of gene replication,
mapping and expression,with examples drawn chiefly from the
microbial world. Prerequisites: Biology 101b and 200a.
302e CELL BIOLOGY II: PHYSIOLOGICAL HISTOLOGY
Mr. Kessler
A study of various cell types in vertebrates with emphasis on
structure and physiological function. Prerequisite: Biology
200a.
f303b CELL BIOLOGY III: THE BIOCHEMISTRY OF CELLULAR PROCESSES
Messrs. Loewy and Santer
Three hours.
(1) A study of the chemistry of proteins and its application
to enzymology.
(2) A study of the various pathways of carbohydrate metabolism
and metabolic processes leading to ATP synthesis in nonphotosynthetic and photosynthetic organisms. The biosynthesis of amino acids and nucleotides which provide the
building blocks for nucleic acid and protein synthesis.
A detailed analysis of DNA, RNA, and protein synthesis.
Prtrequisites:•Biology 200a and Chemistry 203 and 202 to
be taken previously or concurrently.
301d and 302e would be offered for the first time in 1975-76.
With the teaching time gained by this arrangement, we would like to
institute some new 350 level curses which are advanced and relatively specialized. These will be given in seminar style and will
involve a close analysis of advanced reviews and scientific articles.
-
The purposes of these courses are:
1)
To offer the student the opportunity to examine the scientific
literature in some detail and develop his own critical judgment
regarding the work of other scientists.
2)
To allow the faculty to teach advanced work which lies in their
own area of competence.
3) To design courses which the Bryn Mawr College Biology Department considers sufficiently advanced as to be of use to their
students. We expect that these courses will count for credit
toward a Bryn Mawr College biology major.
0
The following are the course descriptions of these courses:
351e THE BIOCHEMISTRY OF MECHANOCHEMICAL TRANSDUCTIONS Mr. Loewy
.
An examination of the molecular and enzymological basis of muscle contraction and other forms of cell motility. Prerequisite:
Biology 303b.
352h CELLULAR CONTROL MECHANISMS
This course is a detailed study, based on a reading of original
literature, of the means by which cells regulate.their synthetic
and metabolic processes, including: control of synthesis of
small molecules (amino acids and nucleotides) and of catabolic
pathways, and the integration of cell functions. Topics for
discussion include regulation of enzyme activity, induction and
repression of enzyme synthesis, and regulation of the synthesis
of proteins and nucleic acids. Emphasis is on studies performed
. using bacteria, fungi, and bacterial viruses. Prerequisites:
Biology 301d and 303b.
353g THE BIOSYNTHESIS OF ORGANELLES
Mr. Santer
The biosynthesis and assembly of an RNA bacteriophage and of
cellular organelles such as mitochondria, chloroplasts, ribosomes and chromosomes will be discussed. Prerequisite: Biology 303b.
354a MOLECULAR VIROLOGY
Mr. Showe
This course'examines.:the life cycles of the better-known animal
and bacterial viruses for the information they contribute to
our understanding of normal cell function. Topics includp RNA
control by Tif, Lambda lysogeny, RNA translation by R17, tumorigenic viruses, polio virus protein production, and T4 assembly.
Prerequisite: Biology 301d and 303b.
355b FUNDAMENTALS OF IMMUNOLOGY
Mr. Finger
The topics to be covered will be the characteristics of the
immune response, properties of antigens and antibodies, transplantation, theories of antibody variability and synthesis and
responses of the body to antibodies. The course will be taught
in seminar style with emphasis on the reading of original
papers. Prerequisites: Biology 301d and 303b. Offered every
other year.
358a THE PHYSIOLOGY OF NERVE AND MUSCLE
Messrs. Wilkens and Kessler
Muscle and NetVe l two major systems in cell biology, will be
considered with physiological, ultrastructural and biochemical emphasis. Readings will be assigned from appropriate ,
texts and journal articles. The nerve-muscle model will also
be applied to less highly organized cellular systems. Class
format will include both lectures and discussions. Prerequisite: Biology 200a.
4
.
Specific Changes for 1974-75
The specific changes for next year for which we ask for EPC approval
are as follows:
1.
Drop 200b (Finger and Kessler) and replace it by 101b (Finger and
Kessler)
2.
Drop 301a (Loewy) and 303b (Santer) and replace it in part with
351e (Loewy) and 353d (Santer) and in part with 303b (Loewy and
Santer)
3. Drop 3051) (Kessler) and replace it with 358a(Wilkins and Kessler).
The time released for Kessler will allow him to offer a Freshman
Seminar in 1974-75.
4.
Change Senior Seminar (499c) to a half credit course (499i). We
shall accomplish this by dropping the "journal club" aspect of it
which will be offered in the 350 courses, but retain the research
reports and the Philips Program. With the time released, we shall
convert the 001-004 courses into regular 3-hour lecture and dis
cussion courses.
These proposals do not involve a change in the number of courses taught
or a change in faculty load.
Changes in Requirements for Majors
The following is a comparison between our present requirement and the
changes we propose:
Present
Two one-semester courses of-Biology
200.
The two "Junior Laboratory" courses,
300a and 300b.
Two semester 300 level lecture
courses.
Proposed
Biology 101b from which we expect at least one-half of our
majors to be exempted Biology
200b.
The same.
1/2 semester course 301d
1/2 semester course 302e
1 semester course 303b
•
5
Present'
.
Proposed
Two courses, either at the 300 level,
or at the 200 level or above in chemistry, or at the 300 level in biology
at Bryn Mawr College or at Swarthmc-e.
One 350 level course and one
course at either the 350 level
or at the 200 level or above
in chemistry, or at the 300
level in biology at Bryn Mawr
College or at Swarthmore.
Two Senior Research Tutorials
(400 level).
The same.
One semester course
Senior Seminar (499c).
One one-half semester course
Senior Seminar (499i).
Total: 11 semester courses
Total:
if student is exempted from 101b;
10, if student is not
exempted from 101b.
FACULTY OF HAVERFORD COLLEGE
Regular Meeting
Louis Green, presiding
2 May 1974
1. The minutes of the regular faculty meeting of 18 April were approved.
2. Louis Green was elected Clerk of Faculty Meetings for the academic
year 1974-75.
3. The report of the Joint Committee on Cooperation, presented by
Colin MacKay, produced some discussion and the following decisions:
1. The Educational Policy Committee was instructed to review and
to report back to the faculty on the following:
a. the policy on cross-majoring at the two colleges
b. the cross-registration enrollments at the two colleges,
and the kind and quality of reciprocity expressed in
these figures
2. The faculty's representatives on the Joint Committee on Cooperation
were instructed to express to the Committee the faculty's concern
about the slowness of the movement toward increased cooperation
between the two colleges.
Adjourned at 5:55
John R. Cary
Secretary of the Faculty
P
k
.
rfi
' jf:
1/4
MAY 13 1974
All umbers of the Faculty
(:)From: H. Dunathan, M. Gutwirth
Re:
Bartol committee report
As agreed in the Faculty Meeting of May 2, 1974, M. Gutwirth, A. Kerman,
and H. Dunathan drafted an annex to accompany the Bartol committee report which
presented the main issues discussed in the Faculty meeting. That annex is
attached to this memo.
The Board did not discuss the report at any great length but simply
agreed to a formal Board consideration of the proposal, to be made in a committee
of the Board constituted as recommended in the Bronner committee's report. This
committee will carry out further discussions with Bartol, but is not to be viewed
as a formal negotiating body.
* * * * * * * * * * * * * * * *
In its meeting of May 9th, the Faculty discussed the Bartol committee
report in some detail. Several members of the faculty were clearly opposed to
Bartol moving to the campus and others had serious reservations. As a result
the faculty reached a qualified consensus to send the committee recommendation
to the Board, accompanied by an annex which would present the main issues discussed in the meeting.
I. Benefits
1. Undergraduate Research Opportunities
Several persons spoke to the importance of laboratory research opportunities to a good undergraduate program in the sciences. In smaller departments it is particularly difficult to maintain ongoing research programs. A
close relationship between Bartol and our Astronomy and Physics departments
would substantially increase our ability to offer research project experience
to our students. Bartol is eager to continue a summer research program involving undergraduate science students and is quite open to collaborative work
with our science faculty that would allow student involvement in a broader
variety of projects.
2. Faculty Development
The presence of the Bartol foundation on the Haverford campus was seen
as offering many opportunities for our faculty to maintain and develop themselves
professionally. Simple intellectual interaction with a group of twenty accomplished physical scientists through colloquia, journal clubs and informal
contacts would be very stimulating. There is reason to believe that-these
contacts would lead to joint research efforts and some participation by Bartol
staff in the teaching programs of these departments.
3. Technical
The quality and quantity of technical support available in the Bartol
foundation is very impressive. Our whole science division would benefit from
access to these services and Bartol is quite willing to consider plans to
accomplish this. It is hard to overemphasize the importance of a skilled
machinest,. electronics technician and glassblower to modern science laboratories.
-2-
du
jr. Areas of Concern
1. Quality and Research Control. Perhaps the most powerful single measure
by which Haverford ensures the maintenance of educational standards is the painstaking care we exercise in the recruitment of both faculty and students. The
faculty does not take lightly the possibility that it will have little voice in
the recruitment of a score of professionals -- almost a third of its own total
number -- who are expected to make an important difference to its own educational
enterprise. To the degree that the Bartol scientists are expected to affect the
moral and intellectual climate here -- and if they do not, the bottom falls out
of the proposal -- Haverford must reserve the right to a significant voice in
personnel decisions at the Bartol foundation.
Of equal concern to some is the prospect of the College's intimate association with a foundation over whose research we would have no control. While
only a relatively small percentage of Bartol's research is funded by the Department of Defense, some members of the community feel strongly the necessity of the
College's maintaining a strong voice in determining the nature and funding of
Bartol's research.
2. Environment. The relatively uncluttered beauty of the campus, in an
age of population pressures and environmental concerns, deserves to be jealously
guarded. The addition of a sizeable building, preferably in the heart of the
campus, of additional calls on dining, walking, and parking space, represent
inroads upon our space which we have been exceedingly reluctant in the past to
make even for the purpose of housing our own students. This factor, we feel,
ought to be weighed more agonizingly in the case of a venture that is not part
of a balanced growth plan agreed upon in advance, but an ad hoc response to an
unexpected opportunity in a single area of our educational enterprise. This
issue is rendered more urgent by the very real population growth planned by the
College, which will certainly entail further physical pressures and further
encroachment upon our fast shrinking green and wildlife belt. These issues, some
feel, are not separable from educational issues, for they affect significantly
the quality of the environment in which the moral and intellectual development
of Haverford students take place.
3. The Focus of Haverford's Educational Enterprise. In the face of continuing pressures and temptations for graduate education, increased emphasis on
specialized research, and pre-professional training, Haverford has maintained its
strong commitment to a program primarily devoted to undergraduate liberal education.
Some members of the faculty view with great concern the presence in our midst of
a large body of research scientists whose primary commitment lies elsewhere.
Though its activities are not in themselves at variance with and may in many
respects contribute to the quality of undergraduate science training, there is a
clear danger that Bartol's presence may help shift the focus of Haverford's
attention away from undergraduate liberal education toward professional specialized research concerns mere appropriate to a university.
0/1
Recommendations to the Haverford College Faculty Regarding the Proposal
to Bring the Bartol Foundation to the Haverford Campus
May 7, 1974
In the time that this committee has functioned, it has made a concerted
effort to collect as much information about this matter as possible.
We held a public meeting (to which some 4O persons came) in order
to solicit comments, questions and suggestions.
Members of the committee, assisted by faculty members and some in the
administration, have talked with former Bartol scientists, with persons
presently at Bartol, and with faculty and administration at Swarthmore.
We have also discussed this proposal with persons at Bryn Mawr.
On Thursday, May 2, our committee spent three hours visiting the
present Bartol staff and building in order to explore a number of questions
which have been raised at Haverford.
(Copies of interview reports, letters and memoranda are available in
the Librarian's office.)
t****** ** ***
We believe there are important educational benefits to be gained from
having the Bartol Foundation located on the Haverford campus, and urge
the faculty to recommend to the Board of Managers that the college initiate
serious negotiation with the Bartol Foundation.
The Bartol Foundation, officially a part of the Franklin Institute,
is governed by the Bartol Research Foundation Committee, a sub-committee
of the Board of Managers of the Franklin Institute. Created by the will
of Henry W. Bartol in 1918, the Foundation has undertaken basic research,
largely in the fields of astronomy and physics. The post-doctoral fellows
who have carried on the work of the Foundation for more than half a
century have made important contributions to knowledge, and continue to do
so today. Each year a distinguished group of scientists is named to serve
as:a "Visiting Committee" to evaluate the work undertaken by the Foundation.
Members of the physics, astronomy and chemistry departments see important educational benefits which would result from cooperation with the
faculty at Bartol. The number of faculty members in each of these departments is small, and they envision clear benefits from associating with the
scientists on the Bartol staff. It is hoped that the presence of the
Foundation on the campus would help us in recruiting majors in these
departments. It would be expected that some of our students could share in
research projects at Bartol, thus expanding their undergraduate experience.
It is also hoped that the scientists at Bartol could share in the classrooms
and laboratories of the college. It is possible that there could be some
collaboration between the Bartol scientists and other departments.
2.
While the committee has not delved deeply into the financial implications of this proposal, it does seem likely that we could expect extensive
use of the computer by Bartol, which would help to cover the cost of that
operation. It might be possible to work out an agreement regarding library
facilities between Haverford and Bartol which would effect some savings
in addition to improving the quality of the collections.
it* ****** *** **#
The committee does not believe that the coming of Bartol to Haverford
would create an unhealthy emphasis on science at the college. It does not
feel that science is dominant and, on the other side of the coin, sees the
coming of Bartol as a potential for strengthening science in general,
with minimal costs. Support from other sources may not be so generously
forthcoming in the continuing financial crisis facing higher education.
While the committee shares a concern about the influence of Department
of Defense contracts in our community, it believes that it would be possible
to write into the contractual agreement between Bartol and Haverford
guarantees which would satisfy most, if not all, hesitations. The Bartol
representatives assured the committee that they share our concerns about
moral and ethical values in science. We realize that there may be differences
in our positions, but feel that a mutually satisfactory agreement could be
reached.
The committee believes that the new Bartol building should be erected
reasonably close to Stokes in order to obtain for Haverford the greatest
benefit from Bartol's presence. Obviously environmental and ecological
considerations must be weighed along with the desire for proximity.
We recognize that Bartol and Swarthmore failed to achieve the kind of
relationship now envisioned for Bartol and Haverford. Personalities entered.
into the situation and good intentions in recent years have not been able
to overcome earlier conditions. Our explorations with the people at
Swarthmore did not lead us to believe that the Swarthmore experience would be
repeated at Haverford, especially if the mutual obligations are set forth
clearly in advance. We found a number of people at Swarthmore who regretted
the fact that Bartol is leaving and that Swarthmore had not made better
use of its presence on its campus.
The committee does not accept the judgment expressed in the News that
it was unwise to reach this initial decision this spring. The question
has been under consideration by some at Haverford since mid-February,
and was studied by another Haverford group before the present committee
was named. all that we are recommending at present is that an affirmative
decision to enter seriously into negotiations be made at this time.
We recommend that the Board of Managers name a special committee to
enter into negotiations as soon as possible. We propose that the committee
should include knowledgeable members of the faculty from the science division,
3.
but with representation from the other two divisions. The committee should
also include administration, Board of Managers and student representation,
and should have access to legal counsel.
We feel that a fairly specific contractual relationship should be
drawn up, in contrast to the very vague agreement between Bartol and
Swarthmore. This contract should spell out the educational expectations, the
financial expectations, as well as the legal relationships. If the contract
is for a long period of years, it would be well to build in a provision for
reconsideration periodically, such as every decade. We are convinced of
the good intentions of the present management at Bartol, but there have been
changes there in the past and there will be in the future, which could
make a good deal of difference in the way in which this relationship continues
over the years.
Matters to be covered in forthcoming negotiations:
1. Nature of educational interrelationships:
a. staffing arrangements and possible joint appointments
b. faculty responsibilities (both for Bartol and Haverford)
c. relationship to students (both Haverford undergraduates and
Bartol graduate students)
2. The graduate program at Bartol. An understanding of the interrelationship of Bartol, Jefferson, Haverford and Bryn Mawr.
3. Involvement of Haverford College in the governance and decisionmaking at Bartol at the administrative level, including involvement in setting policy in regard to the type of grants Bartol would
seek.
4. Financial relationships between Haverford and Bartol. A clear
definition of what Bartol would pay for, including overhead,
security, maintenance, etc.
5. The matter of location, size and character of the building which
Bartol would erect on the Haverford campus. Lease arrangements, etc.
We believe that the draft of the agreement between Haverford and Bartol
should be made public on the campus, and should come back to the faculty
meeting in the fall, as well as being reviewed by the Board of Managers,
at a time in the negotiations when the community will have an opportunity
to share in the final decision.
Submitted by:
Randall Filer
Robert Gavin
Daniel Gillis
Harvey Glickman
Jerry Gollub
Daniel Rabin
Edwin Bronner, chairman
FACULTY OF HAVERFORD COLLEGE
Regular Meeting
Louis Green, presiding
9 May 1974
1. The minutes of the regular faculty meeting of 2 May were approved.
2. Provost Thomas D'Andrea recommended that the faculty approve for
the B.A. or B.S., whichever is appropriate, those students who
have completed or will have completed by Commencement, the degree
requirements. The faculty APPROVED.
3. The Subcommittee on College Honors, Fellowships, and Prizes
(Douglas Heath) recommended the awards for honors and prizes
(Annex I) the faculty APPROVED, with thanks to the Committee.
The faculty recommended that next year's committee review the
criteria for college honors early enough in the year to allow
faculty discussion.
4. The Report of Bartol Committee (Edwin Bronner) was discussed.
Several faculty members were clearly opposed to Bartol moving to
the campus and others had serious reservations. As a result
the faculty reached a qualified consensus to send the committee ---ccete2_,-(k/d
recommendation to the Board, accompanied by an annex which would
present the main issues discussed in the meeting.
Adjourned at 12 a.m.
John R. Cary
Secretary of the Faculty