Le jz)T - Institutional Scholarship

RFC FIVLDSEP 19 1973

FACULTY OF HAVERFORD COLLEGE Le jz)T

Regular Meeting 6 September 1973

President John Coleman presiding

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 hisson 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 discussionfollowed.

The meeting was adjourned at 5:15 p.m.

John P. CarySecretary 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 Commerce-

ment 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.

A.ondA9 1 -'

Is,-;•"1.!

FACULTY OF HAVERFORD COLLEGE

Regular Meeting 18 October 1973

President John Coleman presiding

1. The minutes of the Faculty Meeting of 6 September were approved.

2. Provost Tom D'Andrea presented for faculty consideration a revisedversion of Point 6 of the Policy Statement on Temporary and Part-time Appointment. After extensive discussion the faculty agreed toreturn this nortion of the statement to Academic Council for furtherreview, to be brought back to the faculty at a later date.

3. President Coleman reported on the status of discussion about theexpansion and coeducation issues. The Board of Managers is notpressing for a decision by its November Meeting, but hopes foraction in January. It was the sense of the meeting that moreinformation and discussion are needed before all the pertinent factson the issues are before the faculty. President Coleman agreed tocarry to the Managers the strong wish of the Faculty that nodecision be made before January.

4. The Academic Council (Bruce Partridge) has appointed the followingad hoc committees:

a. English: Linda Gerstein, chair; James Ransom, John Ashmead,Melvin Santer, Manuel Garcia-Barrio, Vernon Dixon. Theappointment is to be made in the area of American Literature,with stress on a special interest and competence in the teachingof 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 theEducational Policy Committee (Sidney Perloe). (See Annex)

6. Marcel Gutwirth asked the faculty if it wished to hold a meetingon the expansion and coeducation issues before the November meetingof the Board of Managers. The faculty approved a proposal that aclosed meeting of the faculty be held for this purpose on Thursday,1 November.

The meeting was adjourned at 6:00 p.m.

John R. CarySecretary of the Faculty

JRC:mnh

',allege

1,1 •v*c ulty Educational Policy CommitteeA

coo' ("eApprovals DATE: 192113/73

Enmesh

The following course will be taught by a John Russ, who ishere for this year. Approval is requested for this springonly.

English 261b Black Literature in America - Mr. Russ

An examination of the historical, sociological, and lin-guistic sources and properties of Black urban folklore and theinfluence of this manifestation of Black folk consciousness onand in the prose and poetry of Afro-American writers duringand since the Harlem Renaissance. Primary emphasis will beplaced on the conscious use of the cultural world view andlinguistic properties of Black urban folklore as a source forcontent and its use as a device in Afro-American literaturefrom the Harlem Renaissance to the present.

Sociology

The first course (Soc. 058b) on the list replaces two halfcourses taught last year on a temporary basis. It will al-ternate with a course on the Oedipus Complex, which will besubmitted for approval in the future. The next two courses(Soc. 127b and 229b) are taught by persons who are on tem-porary appointments. Approval of these is requested for thisspring only.

Sociology 058b Mental Illness and Social Processes - Mr. MacGaffez

Interdisciplinary and cross-cultural inquiry into theidentification, classification and disposal of mental aber-rations. Schizophrenia and Shamanism compared. (Films)Theories of double-bind and cognitive dissonance related tofamily organization and social structure. Prerequisite:Permission of the instructor. .

Sociology 127b Collective Behavior - Joan Mandle

The proposed course will involve a theoretical and empiricalexamination of collective behavior with an emphasis on contem-porary American social movements. The course will be dividedinto two major parts. The first will consist of an examinationof a variety of theories of collective behavior as elaboratedby Marx, Gorz, Smelser, Turner, and Lang and Lang. These theo-retical contributions will be evaluated with respect to thefollowing issues: 1) under what circumstances do various forms

2.

o f collective behavior emerge, 2) what are the determinants ofideologies, tactics, and strategies, 3) what are the determi-nants of participation in collective behavior, 4) what are theimplications of collective behavior for social change. Thesecond part of the course will evaluate the adequacy of thesetheoretical models with respect to contemperary examples ofcollective behavior, such as Black ghetto riots, the anti-waryouth movement, and the commune movement.

Sociology 229b Ethnortajnemailia122.122Readings and Field Experience Mr. McGrath

This course will both review the major theorists of boththeoretical approaches, and provide a variety of research ex-periences based on hypotheses and techniques suggested by bothapproaches.

The first part of the course will involve readings in AlfredSchutz, Peter Berger, Thomas Luckman as examples of Phenomeno-logical Sociology. Then the works of Harold Garfinkel, AaronCicourel, Jack Douglas, and several other theorists will be dis-cussed as representatives of Ethnomethodology.

The second part of the course will delineate a variety oftopics focused on by both approaches. These include: social-ization, mental illness, deviance, the labeling process, totalinstitutions, and ethnic and racial identities. Students willthen be assisted'in formulating research projects dealing withone or several of these topics.

SP:mbh

BRYN MAWR COLLEGE 1--;— • - VED'Ohe Faculty of Arts and Sciences April 29;gl92 irv3

A Report from the Undergraduate Curriculum CommitteePhOVOST

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 andfaculty-student ratio, provides one of the institution's greatest strengths.Faculty members know their students and have an extraordinary grasp of the natureand quality of their work. This knowledge permits both sound and responsible direc-tion of a student's work, particularly in her major subject while she is a studentat the College, and special support for her as an alumna. She may call on facultyfor advice and counsel concerning her career development and she is, as a conse-quence of the earlier relationship, supported intelligently and knowledgeably byindividuals prepared to be helpful. This relationship between the students andfaculty of the College appears to the Curriculum Committee to be a particular benefitto be gained at a small institution and an essential benefit for women students; itshould be cherished and nurtured and not given up in a time when making the case forthe 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 small-ness carries with it. Bryn Mawr College is not able to provide students with un-limited choice of disciplines to work in, nor within a single discipline can it evenattempt to cover all aspects of the field. In the past the extent to which offeringshad 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, inde-pendent institution always has financial problems and we are presently in a periodwhen it is particularly difficult to find adequate funding for the basics of theprogram let alone for any expansion or enrichment of present offerings. It is theview of the Curriculum Committee that independent institutions will need to be farmore open to cooperative arrangements in the future than they have been willing tobe in the past for both academic and financial reasons. It is the Committee's con-cern that the manner and degree of these cooperative arrangements should be de-liberately and carefully planned rather than adopted in response to pressures andfinancial exigency.

3. The Future of Bryn Mawr-Haverford RelationsThe Curriculum Committee thinks it is sound to plan for a cooperative arrange-

ment that permits the maintenance of institutional integrity and uniqueness whileavoiding the harmful consequences of unhealthy competition. The Committee believesthat at present in the development of cooperation with Haverford a stronger commit-ment to departmental cooperation rather than adoption of a system of unrestrictedcross-majoring will best achieve this end and best support Bryn Mawr's particularcommitment to the education of women. The Committee believes that women have certainspecial and important academic needs (particularly in the sciences) and merit specialcareer guidance and encouragement that can still be met most successfully by an in-stitution committed to preparing women for careers and professions. Cooperation bydepartments should permit, even in the present fiscal crisis, the careful develop-ment of programs to avoid unnecessary duplication and therefore increase and enrichofferings 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 inorder to build strength in others,it will feel freer to accept this necessityknowing that a cooperating sister institution Ls responsible for building up in thatparticular area and that consultation on matters of appointment and curriculardevelopment will be an essential aspect of the cooperative arrangement. As Bryn Mawr

eased Cooperation with Haverford -2-

departments now call on members of the Haverford faculty to offer specialities atthe 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 onthe undergraduate level.

It is the Committee's opinion that the long range future of both colleges willprofit from firm steps taken now to ensure a serious cooperative venture and thatthe interests of both institutions and the students of the two colleges will bestbe served in this fashion. If we do not go this route but rather the route of un-restricted cross-majoring we foresee that our joint planning will continue to berandom and that both colleges may, in many areas, attempt to cover their disciplinestoo broadly and therefore too thinly to maintain quality. Some departments might bethrown into competitive situations that would prove neither productive nor construc-tive and the two colleges might be faced with additional financial problems.

The Curriculum Committee believes that this is the time for the College as aninstitution to take some new steps to confirm its intention to cooperate withHaverford 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 coopera-tion is to permit students to major in departments at the other college thatdo not exist at the home college (at Haverford now: Astronomy; and withsupervision by Bryn Mawr's professor of Fine Arts, Fine Arts. At BrynMawr now: Archaeology, Anthropology, Geology, History of Art, Italian, theInterdepartmental majors and Area of Concentration). It is assumed thatfaculty members in the major department will take on the responsibilitiesof both present and future support and counselling for majors from theother college as they do for their own students.

2. That Bryn Mawr students be permitted to fill distribution requirements ateither institution (with courses . appropriate to the academic objectives ofGroups I-IV). When a student wishes to take a Haverford course to fulfill I,

1a distribution requirement she should be informed by faculty members, deans \and the catalogue as to whether the particular course could be counted asa course in the major at Bryn hawr.

That departments invite their counterpart departments to meet with them atleast once each semester to discuss appointments, leaves, sabbaticals andthe possibilities of covering for leaves or making joint appointments to doso, and to plan the curricular offerings for the following year.

4. That departments consider seriously the most appropriate levels at whichthey might propose the introduction of joint courses -- thereby freeingfaculty members at both institutions to teach more varied schedules andbringing counterpart departments into closer professional relationships.The Committee notes that some departments have decided that the introduc-tory courses are best offered jointly (e.g., History, English, etc.) where-as 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 thatwherever appropriate courses in the major may be taken at Haverford. Insome cases it may be mutually beneficial to consider the alternation ofsimilar courses between the two colleges so that one is given at Bryn Mawrone year, and at Haverford the next yaar.

‘JERYN MAWR COLLEGEINTER-DEPARTMENTAL MEMORANDUM

(0

1, 140M

SUBJECT

DATE

Mr. DiAndrea and Mr. Potter

Mary P. McPherson

Enclosed list re Bryn liatrrts distribution re-quirements

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. Wigc‘C

Best• VSV104

17/1700 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 require-

ment 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 I Group TI Group III Group IV

History Biology English HistoryPhilosophy 1 Chemistry Literature PhilosophyAnthropology Geology Modern Archaeol(ryEconomics Physics Literatures History of ArtEducation Experimental Psychology Classical History of ReligionPolitical Science Mathematics Literatures Music

)CXPersonality andSocial Psychology

Sociology

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 Sociology and Anthropology at PlYerford2

Religion at Haverfcrd

Group II

EnglishLiterature

ModernLiteratures

Classical

BiologyChemistryGeologyPhysicsExperimental PsychologyMathematics

Group I

HistoryPhilosophyAnthropologyEconomicsEducationPolitical SciencePersonality and

Social PsychologySociology

Group III Group IV

HistoryPhilosophyArchaeologyHistory of ArtHistory of Religion 2

Literatures Music

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 require-

ment 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 leges. 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.

-* -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

BnyNPENNA.

November 15, 1973

Dear Jack,

I am enclosing a copy of theCurriculum Committee's final reporton the matter of Bryn Mawr studentsmeeting their distribution requirementsat either college. It was reported tothe faculty last night and seems tohave full approval. Pat has sent copiesto Dave and Tom. (PS"

It seems to me a good step.

Sincerely,

14"--

Mr. John R. ColemanPresidentHaverford CollegeHaverford, Pennsylvania 19041_ sue

.


Regular Meeting

16 November 1973President John Coleman presiding

1. The minutes of the meetings of 18 October and 1 November were approved.

2. The Faculty recommended to the President that the provisional statusof the Honor Code be extended through the end of the semester, includingthe examination period, and that the Honor Council present to thePresident a revised version of the Honor Code, together with commentsas to how the new code would be enforced.

3. A query was raised with regard to an administrative policy which ineffect restricted one Faculty member to getting access to administrativeinformation through the President's office alone. The President repliedin the discussion that he agreed the policy might better be one of givingthe Faculty member whatever information was sought in each office andsimply 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 regularFaculty meeting.

5. Discussion on the expansion-coeducation issues was postponed until aspecial 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 ofManagers the hope that the Executive Committee will wait until afterthe Faculty's special meeting before making a recommendation to thefull Board on the expansion-coeducation issues.

The meeting adjourned at 6:15 p.m.


JRC:mnh

HAVERFORD COLLEGE

(15)"Li us-A,

((/- ,IEKORANDUM DATE

TO.

FROM: JOHN R. COLEMAN

SUBJECT: flia04K),

• ))

November 20, 1973

Miss Mary Patterson McPhersonBryn Mawr CollegeBryn Mawr, Pa.

Dear Pats

Thank you for the document on distributionrequirements from your Curriculum Committee.

Two specific questions that are relevantto my own department:

Does NC psy 238b, Psychology of Languagefulfill Group I? Does NC Poy 130a, Psychologyof Learning fulfill Group II? How do we goabout getting a decision on whether or not ourfull year Psy 111a, 112b, Introductory with labfulfills Group II?

A more general question: Where do ourAstronomy and Fine Arts departments fit into the

,\ scheme?

Cordially,

Thomas D'Andrea

TDAky

n •


Special Meeting 6 December 1973

1. Consideration of the minutes of the previous regular faculty meetingwas postponed until the next regular meeting, to be held 13 December.

2. President Coleman announced the establishment by the Board of Managersof a Faculty Development Fund through an initial gift of JohnWhitehead, Chairman of the Board of Managers.

3. President Coleman felt it would be appropriate for a faculty memberto preside at this special meeting on the expansion-coeducationissues, inasmuch as the President advocates a special view. Heturned 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 AdvisoryCommittee and the Educational Policy Committee on criteria foreither expanding or not expanding. The faculty APPROVED thestatement with the following change: Section A, paragraph 2,the final sentence will read "Within the present size limit ofroughly seventy persons, the faculty is eager to work systematicallytoward diversification, opening new slots, and using availabletalent more flexibly and efficiently." (Annex I)

-

5. It was decided to have the above statement adapted as a questionnairein which faculty members could register their position for oragainst expansion. The questionnaire will be prepared andcirculated, and the results presented to the Board of Managers byMarcel Gutwirth and Harmon Dunathan, faculty representatives tothe Board.

6. The faculty representatives to the Board of Managers will conveyto the Board the faculty's wish that the Board not foreclosediscussion on the coeducation issue if expansion is rejected.


JRC:mnh

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FACULTY OF NAVEFFORD COLLECT r)rr‘7.'-p,• s,

Regular MeetingPresident Coleman presiding

13 Pecemher 1973

L. i41. The minutes of the regular faculty meeting of 15 November were approVed. r

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 thepresent academic year.")

2. President Coleman asked the faculty to respond, through its Academic Councilrepresentatives, to his suggestion at the 16 7ovember meeting that someone otherthan the President preside at faculty meetings.

3. The senior seminar to be offered by Ariel Loewy, submitted to the faculty througha 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 inthe absence of Hyatt l'.!acCaffey, chairman of the committee, who could not hepresent. (ANNEX II)

Ariel Loewy reaffirmed the faculty's responsibility in the following three areasof 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 senseof a liberal education, 3) each student with the help of an advisor create acoherent 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 thisscheme and its administration with resnect to Haverford and Bryn Mawrcourses will he worked out by the Tducational Policy Committee. Thescheme will he tried on an advisory basis in the academic year1974-75 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 ofinterdepartmental undertaings such as the Pumanities courses. (seeReport by the Committee on the Freshnan Year under "Institute forLiberal Tducation") The Academic Council, with the help of theEducational Policy Committee was asked to explore ways of establishingsuch an entity.

5. Pending the formation of the new entity, a new committee consistingof members of the Freshman Seminar Committee and members of the FreshmanFnglish Committee, was charged with the administration of testing inwriting in the freshman year, and with the establishment of minimalwriting standards by the College. This committee would see thatfreshmen were appropriately distributed in Freshman Nriting Seminars andFreshman Seminars during the first semester, that some device hedevised for distributing them in the second semester, and that somedevise he worked out to insure that those freshmen not meeting minimalwriting 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 facultyat the next meeting:

1. The question of grades in Freshman Seminars.

2. "'ether a Freshman Conference shall be held in the academicyear 1973-74.

The meeting was adjourned at 6!15.


•

Ilo: [acuity

, December 7, 1973.

/ FRO: Educational Policy Committee

RL: Course Approval

E.P.C. requests approval of the following student initiated half credit coursefor 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 semesterof this academle year, The freshman course, which was entitledThe Ph;,:fnomenon of Man, dealt wi

-tn human evolution and prehistoryand concluded with. an exulination of man's future in relation tothe basic population and ecological problems which :contemporarysociety is facino, The propesed course ‘Jill T.) more deeply intothese topics and make use of the diverse training these studentswill have experienced in the intervening years. It will be a halfcourse over and above his regular teaching load.

Biology 4i The Phenomenon of • ,lan Revisited

1.r. Loewy

Human evolution, prehistoy and acm's future reexamined.

Prerequisite: Freshman Seminar - Phenomenon of Man

The Faculty

Committee on the Freshman Year

Findin's, Recommendations, and Prospects 8 November 1973

FINpLIGS

1. !le have founded our deliberations not on a theory of educationbut on our sense of theeducational policy over

faculty's intentions in thethe last twenty years.

field of

2. The faculty intends that in the course of four years a studentshall

a. show competence in a forei^n lanua9:e.b. show competence in Enrlish.c. acquire a liberal education.

Since the reduction of decree requirements to 32 courses thefaculty has also intended that

d. the freshman year should inclUde experience, of snecu-lative interdiscinlinary inquiry in a small seminar.

3. In support of its intentions Cie faculty imposes the follov,ingrequirements

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), anda Freshman Seminar (rs) in 7-:hich writing; is stressed.

c. consultation uith an assirned adviser concerninE! anappropriate nrorram.

d, an interdisciplinary Freshman Seminar (FS) and a courseof Freshman Enr,. lish (-rhich is, in ,)ractice, a humanitiescourse).

4. Evidently some of these devices are intended to serve t77o ends.It is not clear that all the devices are effective. Existinomechanisms for assessinc.- a student's prorress and the college'seffectiveness in assistinr, him include

a, trades in lan^,uare courses.

2 .

b e written evaluations in FE and FS. The grade for thesecourses, •Ihich does not refer specifically to writingcompetence, is Pass/Fail; hardly anyone fails, butmany written evaluations indicate that the studentdoes not write well. After the evaluation has beenfiled it may never be seen again. No mechanism existsto identify students with persistent writine diffi-culties, or to do anything for then. Instructors alsoreport that some students, knowing that their work isnot graded, make no serious effort to improve their.writing.

c. A Freshman Conference (FC) towards the end of thestudent's second semester. This device was institutedpartly because of evidence that some students 'ere beingpoorly advised or had spurned advice. It is not clearthat either the advisor or the PC committee has the ri'htor responsibility to refuse to endorse a misguided pro-gram should suasion fail. The Counsellors indicate thatfreshmen often ' see the advisinry process not as creativebut as either a meaningless formality or as an unnecessaryhassle. More than half of last year's freshmen respondingto a questionnaire described the advising system as more"useless" than "useful."

AND

The FC's second function, originally assigned to SophomoreInquiry (SQ) at the end of the second year, namely, toassess the student's progress toy•ards the ideal of aliberal education. Here the consequence of ambivalentpurpose is strikingly apparent. Sr' became FC because ofevidence 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 semestersat the collefr.e, it makes little sense to examine the paceof his mind's improvement; yet FC retains all of SQ'scumbersome and stressful procedure. It is notorious,moreover, that different PC committees understand boththe educational ideal and proper FC procedure in radicallydifferent ways. Some emphasise advice, and some stillpursue the idea of "inquiry," which Louis Green's committeefound some years aeo to be intellectually attractive butpractically impossible.

3 .

d. responses to a questionnaire addressed to studentswho participated in FS 1972-3 show strong approvalof the experience (see k'pendix 1).

AND

Experience shows that 1) FS's function as trainingin writing has interfered with its intellectual function,because some instructors who might have led good seminarshave not been able or willing to teach writina 2) someFS have turned out to be thinly disguised introductionsto the instructor's discipline 3) departments have shownthemselves reluctant to release manpower for FS, andsome instructors of junior rank have felt that theirprospects for advancement and tenure would diminish ifthey taught extra-disciplinary courses 4) too many studentstake advanta "e of the Pass/Fail evaluation, •hich wasintended to free their minds of an extraneous burden, anddevote their best energies to their other courses: Forthem, FS is liberating but not adventurous; .for . the in-structor, it can be extremely wearisome.

5. This review shows that our educational progtam for thefreshman year rationally relates means to ends only withrespect to the language requirement. The committee doesnot feel competent to review the language requirementitself, but offers some comments below, in "Prospects."

With respect to our objectives other than language com-petence, our prograM includes neither an explicit state-ment of the standards to be met, with an oblective pro-cedure of assessment, nor any universally competentmechanism capable of establishinn such standards by con-sistent practice. Nor is it clear That is to be donewhen implicit standards are not met. In these circum-stances, we cannot intellinently discuss the expansionor modification of such exnens4ve undertakinns asFreshman Ennlish or Freshman Seminar. The present in-consistent and unsupervised application of the college'seducational policy also places unnecessary burdens onsome students.

RECO/NIENDATIONS

•1. The committee has attempted to separate the faculty'seducational objectives and to provide for each a way ofrealisinc it and a way to assess both the student's pro-gress and the collene's effectiveness. Note that in thissection of the report we offer a new perspective oneducational policy but pose as.agnostics with respectto the content of policy.

4 .

2. Writing competence.

a. A writing test should be given to every enteringstudent. The examining board should consist ofmore than one person, not necessarily from theEnglish Department. Fe recommend the precis as atesting device, but S0 .112 combination of ETS scoresand the like may be included as experience advises.The passing level can be adjusted to suit the college'sgoals and its economic resources. We anticipate thatFew— students will pas:

b. Students whose writing* is not acceptable, as judged bythe test, must take the test again at the end of theirfirst and if necessary their second year. A thirdfailure would raise a question concerning the advisabilityof the students continuing at Haverford. The tests willalso indicate the effectiveness of the instruction theyhave received.

c. Courses offering writina training must be available toupperclassmen.

d. Appointment or designation of a writing instructor shouldbe considered. He would help students with their writingbut would not teach a separate course. The need for suchan instructor, and for upperclass writing courses, willdepend on the efficiency of FMS. (see below)

3. Freshman Seminars

a • The present 'requirement should be retained, namely, that1/4 of a freshman's time should be spent in small seminarspursuing interdisciplinary questions and topics ratherthan those regarded by departments as prerequisite tomore advanced work. Twelve students per course isapparently the optimum number. (Some standard figure isnecessary for logistical reasons.)

b: One of the freshman's two small seminars will usually.include special writing instruction. We thereforedistinguish betaTeen "Freshman Seminars" and "FreshmanUritin' Seminars" (FWS). The latter will include whatis now called Freshman English, but will not be limitedto topics in the humanities and need not be superviSedby the English Department nor staffed exclusively bythem. The meaning of "usually" is spelled out below.The nuestion of administrative responsibility is dis-cussed in the third section of the report.

5.

c. *Students enrolled in FS and PUS will receive numericalgrades, as in other courses.

d. The current practice of assigning the same reading listto all FE should be dropped. FWS should be advertisedto freshmen in the same way that FS now are. The ideaof a standard syllabus was to provide a "common ex-perience" for the whole class, as in the golden dayswhen Professor Pecksniff put everybody through theLaws of the Medes and Persians, but a common syllabusis no substitute for the Professor's unique personality.Furthermore, some instructors resent teaching someoneelse's idea of a course and their resentment is commu-nicated to the students, who also have no choice.

e. Each FWS should be regarded as half of a full timeinstructor's teaching charge (five contact hours).

f. The tutorial method, primarily but not exclusively in-tended to improve writing instruction, should be appliedmore flexibly in FWS. Some instructors obtain betterresults by meeting students individually.

4. The Freshman Program

a. The absence of a writing test, as we have already pointedout means that the college has no reliable estimate ofthe need for writing instruction. The first year of theproposed new program will therefore have to be arrangedsomewhat arbitrarily in the following form.

1) Entering freshmen take a writing test. The top halfof the class are given their choice of FS (withoutspecial writing training) in the first semester.The lower half are given their choice of FreshmenWriting Seminar.

2) At the end of the first semester grades are givenfor both FS & FWS. Students who have been takingFS are given their choice of FilM, and vice versa.At this point the supervising authority (let ussay, Freshman Seminar Committee, FSC; but seebelow, "Prospects 5") may, on the basis of grades,student choice, and instructor's recommendation,permit some students . to repeat the kind of coursethey have already had. That is to say, a fewstudents whose writing is obviously good may takea second FS, while a corresponding number of thosewhose writing is obviously bad may take a secondFWS instead of FS.

2) ............,

I i FS -..-1';

....›.FS ......... • i

_.... •-., •...,., :

.....,

FWS '

1)

6 .

3) At the end of the second semester all freshmen re-peat the writing test. Those who fail will beadvised to take an upperclass writing course, andto seek the services of the writing coach. At theend of the second year they will be re-examined.

1. FS

1

1974-75

2)

- = FUS

3) Percent

50

50test

FS .

b. The staffing problem is therefore simply defined. Itwill be necessary to provide (0;5 N/12) FS and(0.5 N/12) FUS per semester, where N = the size ofthe entering class. Since (it is nroposed) one FWScounts as half a fulltime instructor's charge, theequivalent of (N/36 + N/24) fulltime instructors willbe required annually. More on staffing in the thirdsection of the report.

c e The amount of writing instruction provided is half ofthe present rate but the efficiency of the instructionshould be much improved.

d. Experience from the first year of the program should makepossible a more sophisticated version in the second year,as follows. On the basis of the test at entrance, a fixednumber of the best students will be exempted from FUSand all further writing tests. A fixed number of otherswill take PIS for two semesters. The majority, we anti-cipate, will follow a mixed nrogram. The more sophis-ticated scheme thus provide's four tracks instead of two:

--,

3) Percent

FS :' 10

FUS 40

FS .40

--;•FT.7S 10

7 .

The staffing problem remains the same, unless thecollege decides that more (or less) writing instruc-tion is necessary to meet the standards. Increasingthe flow through the lower two tracks would requiremore FWS instructors. Channeling the entire classthrough the top track would be the 'cheapest policy.The percentage distribution - indicated above ishypothetical.

S. Advising

a. The advising system should be retained in essentiallyits present form, but less reliance should be placedon it as a guarantee of liberal education. As a sub-stitute for distribution requirements it has proveditself inadequate to meet the faculty's existingexpectations. See Appendix II.

b. A student's academic program should conform to distri-bution requirements (see below) but distribution re-quirements are simply a minimal underpinning of theeducational 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 studentwork out an internally coherent program suited to hisinterests.

c. Towards the end of the spring semester the studentshould draw up a statement of his reasons for being atHaverford, what he expects to get from his four years,and what he hopes to contribute. This statement, com-parable to that now required for FC, is an excellentteaching device; it should include the anticipatedcourse program but not be limited to academic matters,and should be revised every year.

d. The adviser's signature on the blue card should indicatehis endorsement of the student's program. Deadlocksshould 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 alarge number of untrained and ill-coordinated committeesthey serve only to remind us annually of the classicaldefinition of a committee: "The unwilling, chosen fromamong the unfit to do the unnecessary." The Conferenceshould be abolished. However, the inquiry method ofevaluation is and should he employed, in the case ofexceptional members of the senior class, by theCommittee on College Honors, a central and continuingagent of the faculty.

8.

6. Distribution Requirements

a. It is our assumption that the faculty has the followingresponsibilities in the area of curriculum. The facultymust see that

(1) the student passes the equivalent of 32 semestercourses;

(2) the courses are properly distributed and

(3) they form a coherent pattern fitting the needs ofeach student•.

b. To discharge these responsibilities, a variety of instru-ments have been used in the past. The first responsibilitycan be achieved merely by counting, whereas for the thirda fairly involved advising system has been employed. Itis to achieve the second responsibility, however, that inrecent years a succession of instruments have been devise'and then relinquished, including:

(1) a fixed distribution requirement.in which a numberof courses (four, later two) from each divisionhad to be sampled;

(2) th€ - above-sy§temlrattenuated by a:!-'flexib'ility"comriittee."

ION

(3) a Sophomore Inquiry designed to test whether thestudent had understood and implemented the adviceof the faculty regarding liberal education, and

(4) a Freshman Conference in which the above advicewas reiterated to each student.

Whatever the instrument, at no point has the facultygiven• up its responsibility' to ensure that the studentexperiences a minimum distribution of courses. .

*c. We find that although the faculty, like other facultiesin modern times, has been unable to agree upon adefinition of a liberal education it has consistentlyupheld the value of certain educational components ordimensions which we venture to describe as follows.

Dimensions of Liberal Education

The letters identifying the dimensions are con-venient code letters which we propose to use incoding our courses, as described below.

9 .

(W) Learn to write the Enelish language competently.

Two components are essential to this end. Astudent should learn how to present a coherentand persuasive argument ("rhetoric") and shouldsimultaneously attain clarity and grace in prosestyle.

(N) Learn about the natural world.

Work in the natural sciences includes knowledge ofmethods and principles used to explain naturalphenomena, as well as understanding the historicaland intellectual processes whereby methods, facts,and principles are woven into coherent patterns.

This dimension can be found in courses offered bythe departments of Astronomy, Biology, Chemistry,Geology (BMC), Psychology, and Physics.

(U) Engage in cuantititive or symbolic analysis.

Experience in this dimension involves the manipulationof symbols, both quantitative and non -quantitative, andcan be found in such diverse disciplines as mathematics,physics, economics, anthropology and logic.

(H) Study of history.

A sense of historical process and historical perspectiveare essential to almost any intellectual endeavor. Themethods of the historian should be understood. Topicsin philosophy, religion, political science, anthropology,literature, music, art, and the biological and physicalworlds 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 atool useful in many fields of inquiry and necessaryin some. It is not to be confused with a humanitiescomponent such as the study of foreign literaturesmight constitute.

1 0.

(p) Examine the nature of being and of value.

What is and what ought to be is a subject most fre-quently encountered in courses of philosophy and re-ligion, but political science, psychology and evenbiology and physics courses often deal ,wfth.tbesei'ssues". Since all thinking people feel .that they can philosophize, great restraint sfioulabe 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 contextcontext concerns the relation between the individual andsociety (other individuals) and the relation between theindividual and the tools with which he works. In thefield of psychology, the student may study man as anindividual. In such fields as political science, sociology,anthropology, and history the student focuses on man inhis social context. In economics and anthropology, thestudent may be more specifically concerned with humansand 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 problemspresented by works of the creative imagination and withthe qualitative responses elicited by them. The studentshould learn how to deal critically with such works.Courses dealing with this dimension can be found in de-partments teaching literature as well as in Music and FineArts.

(0 Translate thought into action.

In many fields contemplation and action are intimatelyconnected. Science courses frequently demand laboratoryexperiences, just as art courses may require painting,sculpture and photography. Our college has streng:the "action" component of other fields by giving credit for-pe-rf-orfia-ac-c- pir(Cctice" •in 'Taus it and for a variety ofactivities in the social sciences. The committee feelsthat some thought-action experience of this sort shouldbe required of all students, although no such requirementhas 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 measuredfor more than three dimensions, that each dimensionof the course should be rated at from one to fourpoints, and that the total point value of anycourse should be four.

Here are some examples of plausible point valuesin 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 departmentand code its courses. Subsequently, coding.can be keptup to date by assigning point values to new or changedcourses as they are approved.

e. Every student should be required during his four yearsto accumulate "dimension points" to a minimum level setby the faculty. We arbitrarily assume that four (theequivalent of one semester course) is the minimum foreach dimension, as follows. Competence in writing (w)is omitted from the list because it is independentlymeasured and because we envisage no courses intendedexclusively for writing. On the other hand, Foreign language competence (4) is included, although independ-ently measured, because courses in it are required ofmost students.

W. English language competence 0N. The natural world 4M. Quantitative or symbolic analysis 4H. History 4F. Foreign language 4P. Being and value 4S. Man and society 4E. Imagination & esthetics 4A. Thought in action 4

Total points required

32

Course equivalent

8

12.

Number of courses required to graduate 32.

Distribution ratio (8:32) 0.25

Comparable distribution ratio under therequirement

"four courses per division," (two year'slanguage - included, at 40 courses forgraduation

Comparable distribution ratio under therequirement "two courses per division,"one year's language included, at 32courses for graduation

0.40

0.25

We assume that the ratio of courses within and without themajor department will remain the same.

We recommend that Advanced Placement Credits recognisedby the appropriate department be counted towards distri-bution requirements, though not normally counted towardsgraduation.

h. Courses taken on other campuses can be coded as the needarises, in consultation with the instructors and with theappropriate Haverford department.

PROSPECTS

1. In this section we offer comments on the recommendations al-ready made and outline additional changes, primarily administra-tive, that should be made if the college's verbal commitmentto certain educational objectives is to be adequately supported.

2. On rhetoric and public standards of excellence. The eduCationalfunction of writing is twofold. To write well is to be ableto use one's knowledge and understanding by imparting themeffectively to others; but the task presupposes that the writer&hall have ordered his knowledge in his own mind, and thereforeforces him to improve his grasp of it without regard to theaudience to which he may then address himself.

The same functions are served by oral as by writtenexpression, but in the educational context of this Collegeoral expression has certain advantages that writing lacks.Writing, paradoxically, favors privatistic communications:

13.

cercpapers are read only by the instructor, and the standardby which he judges them often seem idiosyncratic to theAuthor, 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 relativelylarge audience whose response (and therefore the success ofthe exposition by public standards) can be seen. But Haverfordoffers little training in this form of rhetoric, and few oppor-tunities to experience, in the field of verbal arts, the kindof generalised, public and non-authoritarian criticism given tothe work of music students at concerts and art students at ex-hibitions of their work.

The tutorial element in the present Freshman Program was in-tended to provide such experience but the audience is too smalland the situation too private. There is no debating club or de-bating prize; even lectures are out of fashion. Only the dramaprogram and the Literary Forum offer occasional light in thisdarkness, and the efforts of some member's of the faculty to givestudents teaching practice. Much more could be done, althoughwe recognise that the national trend is against it in the ageof McLuhan. We recognise also that in recent years Haverfordstudents who have attempted to express themselves clearly andforcefully amid the immemorial mumble of the seminars have oftenbeen ruthlessly cut down by their peers.

3. On educational policy

Abandoning the attempt to define liberal education and resortinginstead to a profile of liberal education has several practicaladvantages, especially:

a. The profile can be altered by reducing or enlargingselected components. We have arbitrarily assigned toeach component a value equivalent to one course, butthe faculty may decide to modify the resulting rectilinearand horizontal profile. It may wish at some time to addother components; for example, a "diversity" componentrequiring 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 quanti-tatively estimated.

c. The availability of given components in the total curri-culum can be quantitatively surveyed and the effect ofadding or dropping courses can be evaluated more preciselythan at present.

14.

d. Supervising control of study programs is much tighter.If the faculty intends that a satisfactory liberal edu-cation shall include a certain amount of "hard science,"for example, it will no longer be possible to appear tomeet the requirement, while in fact evading it, bytaking a course such as "history of science." But theincreased strictness works in both directions, and im-poses obligations on the faculty too, which will not beas easy to evade as in the past. If all students are tobe required to study a subject, ,then courses must beavailable which are suited to students with little back-ground or aptitude in that subject, who are probablyincapable of attaining our usual standards in it, andfor whom different teaching methods should probably bedeveloped if wholesale failure is not to ensue. Thepresent tendency of students to evade requirements inboth language and science is a rough measure of thefaculty's failure to meet its obligations in these areas.

e. The profile can readily be used to show in detail, andto quantify, the education pursued by students beyondthe level of distribution requirements.

4. On the language requirement.

Our remarks above, to the effect that educational practiceis rational only with respect to the foreign, language re-quirement, should not be taken too complacently. In itspresent form and implementation the language requirementitself seems highly irrational to this committee. Mostteachers of language are unhappy with the present situation,as are students. Reform is urgently needed. The subjectgoes beyond the charge to this committee, but it would beconsistent with our perspective to argue that if a universalrequirement is imposed, then teaching methods must be adaptedto the students' ability. See 3d, above.

5. The institutional foundation for liberal education.

Distribution requirements do not ensure that liberal educationwill happen; they merely arranfze -for the mind to be exercisedin contrasting fields. The faculty's intent with respect toliberal education has also included the idea of complementaritybetween the fields. Sophomore Inquiry was intended to find outnot only whether the student kne!7 about both sciences andhumanities but whether he could relate the two. The inter-disciplinary character of Freshman Seminars is evidently meantto further complementarity.

15.

Further inquiry into what the faculty means by liberaleducation shows that the nearest approach to a definitionis achieved in words like "interdisciplinary," which carrya negative sign: liberal education, whatever it is, is notthe kind of pre-professional training that a "discipline"represents. Disciplinary education itself is not well de-fined in words; it is defined in the practice of the Depart-ments. 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 towardsspecialisation.continuously exerted by Departments (especiallyon underclassmen). This is not to say that liberal educationdoes not happen, but that it lacks the support of a continuingbody able to compete with the Departments and establish inpractice the content of liberal education at this college.

Let us look at the institutional footing of some activi-ties acknowledged to be of high educational value but not"disciplinary." 1) Freshman Seminars, supervised by acommittee whose members have to go round persuading their'friends to give seminars 2) Freshman English, unwanted stepchild of the English Department 3) Humanities Program, ofno fixed abode and without visible means of support 4) LiteraryForum, whose accomplishments in the past moved the Presidentto promise support that has never materialised 5) a varietyof individual enterprises in the form of interdisciplinarycourses tolerated rather than endorsed by the departments inwhich they are taught 6) a number of collective endeavors,such as the Gest Seminar Series or the "Semi-annual CharlesTaylor Memorial Seminar" (an intermittent seminar in thephilosophy of social science), which have attracted both studentsand faculty but tend not to survive the pressure of otherbusiness. All these are good ships, launched with a splashof enthusiasm, but with no fuel, no maps, and a skeleton crew.

The only continuing body whose responsibility it is todefine and pursue the goals of liberal education is the facultyitself, but the faculty lacks an administrative structurecapable of doing more than emergency repairs, and it allocatesfunds (with the approval of the Administration and the Board)exclusively to the Departments. Faculty committees are part-time bodies disposing of no funds of their own. The Depart-ments, on the other hand, are permanently organised to fulfillthe disciplinary responsibilities assigned to them with theaid of relatively massive resources constituted mainly by thesalaries of their own members. The deployment of these re-sources is supervised, though from something of a distance,by the Provost, the Educational Policy Committee, and theAcademic Council.

16.

If liberal education is to be more than a motto and aground for complacent self-congratulation it must be given aninstitutional footing permitting it to compete politicallyand economically with the departments. For lack of a betterterm this new organisation may be called an Institute forLiberal Education. The form of such an Institute wouldnecessarily depend upon the content of political decisions tobe made by the faculty and the administration once the needfor it has been recognised. In what follows we suggest thekind of organisation that might be created.

The Institute would be like'a committee of the faculty inthat a large proportion of the faculty could expect to circulatethrough it over the years, and that it would discharge responsi-bilities now assigned to certain faculty committees, but it wouldbe like a department in that it would be coordinated by anacademic chairman and would have academic staff of !_ts own. Itsresponsibilities would include the Freshman Program, the writingtest, the Humanities Program, and such other interdisciplinarycourses as it might develop or as might be assigned to it. Incarrying out these responsibilities it could be expected toconsider anew the desirability of a "common experience" for allstudents :and to coordinate.sOme:extracurf'icular activities, in-scluding:the use - of - visitorS'and perhaps the Literary Forum.The Institute would also supervise and invigorate 'the underclassadvising program, a faculty responsibility which is at presentlargely delegated to the Dean of the College. All underclassmenwould enroll in it, as upperclassmen now do in their major depart-ments, although the Institute would not have majors of its own.

Since virtually all elements of the minimal program outlinedabove are already in being, no serious economic problem arises.Staffing the Institute might also alleviate the "problem" ofpart-time and "temporary" instructors, whose ambiguous status islargely a function of the political differential between under-class and upperclass (pre-professional) education. We may anti-cipate that instructors whose principal place is the Institutewill also teach advanced courses in the department of theirprofessional 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 ex-clusively of those whom the college already treats as marginal;some of the staff must be both weighty and tenured. Appoint-ments need not he permanent, and we could even contemplate thepossibility of "internal sabbaticals" in which instructors re-lieved of normal teaching duties to conduct research nightintegrate in their work a series of lectures dealing with it,an interdisciplinary colloquium, or other formal departuresfrom our present educational routine. Such an innovation nightneed, but might also attract to the college, additional funds.

•

17.

We have drawn up these recommendations and comments in such away that they can be discussed separately and many of themacted upon with despatch. Others call for more deliberationthen speed; it is our hope that the faculty will be able togive them serious attention.

W. MacGaffey, ChairmanF. BrindR. Garcia-CastroD. MillerJ. ThompsonD. Corddry '75D. Kahn '75P. Moore '76A. 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 twodisliked the course. Of those who did get their choice, 10 disliked thecourse; most were "extremely interested."

2. Half of the sample rated the seminar's "contribution to their academic life" ashigh. Of those who rated it low, only one would abolich the seminars, andonly seven would want them modified. This finding suggests that respondentsinterpret the phrase "contribution to academic life" very narrowly. Theproposed 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 required1. Class of '66:2. Class of '67:3. Class of '72:4. Class of '73:

for graduation38 courses36 courses34 courses32 courses

B. Limited Electives (distribution requirements).In the classes of '66 & '67 each student was required to meet the followingminimum 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 language, or two years by examination.b. 2 semester courses in Humanities.c. 2 semester courses in Natural Sciences.d. 2 semester courses in Social Sciences.

For the class of '73:a. Same as '72b., 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-

MusicRussian 201, 203 (BMC)Spanish above 14 (003) .

c. Elementary and intermediate language courses

3. Natural Sciencesa. 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, metexcept 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 notmeet the requirements were excused by CSSP or the Dean, butthe figures are still important for a comparison with the laterclasses.

Met: 80/104 = 77%Met except language: 14/104 - 13%Did not meet: 10/104 R 10%

2. The class of '67See note above •Mat: 94/112 84% -Met except language: 7/112 == 6%Did not meet: 11/112 = 10%

3. The class of '72Met: 15/134 11%Mat except language: 12/134 9%Did not meet: 107/134 80%

4. The class of '73Met: 11/125 n 9%It except language: 9/125 7%Did not meet: 105/125 84%

B. For the classes of '72 and '73 the following percentages of students werefound to meet or not meet the requirement of two courses from each divisionas 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.

Z.The class of '73 -3-

Met: 82/125 66%Did not meet:* 43/125 34%* Of these 43, 38 were deficient in the Natural Sciences and 6 inthe Social Sciences, including one student deficient in both.

These figures show the inadequacy of the advising system if "advice" wasintended to accomplish by suasion more or less what distribution requirementshad accomplished for previous classes by decree.

C. Percentage distribution of all courses taken by the classes of. '72 & '73and '66 & '67, by division of student's major.

Social Science Malors ('72 & '73: 94 students; '66 & '67: 94)

Class Soc. Sci. Humanities Nat. Sci:• .11

72 & 73 5266 & 67 47

910

2117

710

710

Natural Science Nalors ('72 & '73: 47; '66 &'67: 46;

72 & 73 13I 7

16 766 & 67 ' 15 • 11 13 10

5650

73: 27- '66 & '67: 27)

21 7 718 / 11 11

'73: .6; '66 & '67: 46)

' 55 8 9 351 10 4

33; '67: 2.

Humanities (a) majors ('72 &

72 & 73 21 4066 & 67 1 20 35

Ihninnities (b) majors ('72 &

72 & 73 i 16 966 & 67 15 11

Cross-divisional majors '73:

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 ofphilosophy courses taufnt in the social science departments.

FACULTY OF HAVERFORb COLLEGE r* I

'EDRegular MeetingPresident Coleman presiding

1. The minutes of the faculty meeting ofwith the addition that Wyatt MacGaffeyyAs_to be on the newcommittee in charge of administerin Ehe freshman year nute 4, item 5)

FFB in17 JanuAtylpp4

NiN)Slr13 December were approved

2. Beginning with the February 1, 1974 paycheck, the College will adda sum representing the housing subsidy of $300 per year. Thisadded amount will then be deducted from your paycheck as partof the rent. The impact of this charge will be to lower thetake-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 monthsinstead of 12 months.

3. The Provost had not received adverse reaction to the circularizedamended version of clause 6c of the document on tenure for part-timefaculty members. He therefore assumed that the document metwith faculty approval. The faculty concurred. (ANNEX I)

r f-4. Bruce Partridge reported for the Academic Council: (/'

1. Council will appoint a faculty member to preside atfaculty meetings in place of President Coleman, inkeeping with the President's suggestion at the facultymeeting of 13 December. The faculty member would serveuntil the end of the current academic year, whereupon theposition would become elective.

2. The Board of Managers has suggested in its report on cooperationand expansion that Bryn Mawr and Haverford establish a jointcommittee consisting of board members, administrators,faculty members, and students to monitor the progress ofcooperation. Council will appoint two faculty members andwould like to have suggestions by its next meeting, to beheld next Monday.

3. Faculty members up for promotion will be added to the existingcategories (reappointment, tenure) whose names may be madepublic, at the faculty member's discretion, through the President'sand Provost's offices.

5. Discussion was resumed on the report of the Committee on the FreshmanYear (Wyatt MacGaffey). There was no consensus except on theFreshman Conference. It was decided to retain the Freshman Conference for the current academic year, or until it is replaced by an appropriatemeasure. The Educational Policy Committee was asked to bring aproposal on the matter of grades in the Freshman Seminars and theFreshman Writing Seminars.

6. Paul Richman spoke for the statement of the Honor Council. No actionwas sought, but faculty members will have an opportunity to discussthe issues with the Honor Council at open sessions, to be held atannounced times before the next faculty meeting.

Adjourned at 6:00 p.m. John R. CarySecretary of the Faculty

December 6, 1973

To All FacultyFrom: Thomas D'Andreare: part-time document, point 6c

• tr. • t.7 . '‘ ••• • -I(•,

I have had discussions with members of the faculty whoraised questions about point 6c of the Policy Statement on Temporary and Part -time Appointment. Their concerns havebeen incorporated in a further revision which has beenapproved by the Academic Council.

In the interest of expediting this matter, given thepress of business in the next few faculty meetings, it hasbeen suggested that we adopt the procedure used by EPC forcourse approvals. Below are the- old and new statements ofthis point. UNLESS I HEAR FROM MEMBERS OF TrF FACULTY TOTHE CONTRARY BEFORE THE DECEMBER 13 MEETINC OF THE FACULTY,I WILL ASSUME THE POLICY IS APPPOVED AND SEND THE DOCUMENTON TO THE APPROPRIATE BOARD COMMITTEE FOR THEIR ACTION.

(c) old statement

It is expected that the Departments will,in consultation with the Provost, providethe opportunity for regular part-timefaculty to teach a variety of courses sothat an informed decision of the teachingeffectiveness of the person over a range ofcourses offered by the Department can beassessed when a tenure consideration is underdiscussion.

(c) new statement

It is expected that the Departments will,in consultation with the Provost, provide theopportunity for regular part-time faculty tovary the courses which are taught so that aninformed decision of the teaching effective-ness of the person over a range of coursesoffered by the Department can be assessed whena tenure consideration is under discussion.Implementation of this provision should notresult in inequitable distribution of teachingbetween introductory and advanced courses bymembers of the Department when compared withthe other Departments of the College.

TD:jky

January 2S, 1974

Allftrew Silk14tvorford College" v orford, Pa.

Andy=

'rho President's Office handles minutes. I'vel' e ot Nonr note over there. You should begin* ., 0 ""og your very own copy of Faculty Minutes

t "- s Whet makes you think there'll be any newsto print?

Cordially,

Thomas D'Andrea

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FACULTY OF HAVERFOR .p iCOLUGE

Regular MeetingLouis Green, presiding

14'iMk 201114 21 February 1974

1. The minutes of the faculty meeting of 17 Aiiiiarjr were approved with thefollowing changes:

Minute 1: "committee in charge of administering the freshmanyear" to "committee concerned with the establishing and testingof minimal writing standards in the College."

Minute 5: delete "or until it is replaced by an appropriatemeasure."

2. Louis Green offered some guidelines for the conducting of facultymeetings by concensus. He quoted, with some minor adaptations fromThomas 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 itis a search for the right way.

Those who are diffident about speaking should be encouraged since whatthey feel may in fact point to issues needing consideration.

No one has the right to speak but rather the privilege and the duty tolay before the Meeting whatever relevant insight he may possess.

In assessing the sense of the Meeting; the Clerk and the Meeting mayquite properly give greater weight to those Friends who over the yearshave shown wisdom and sensitivity in affairs similar to those in hand.But the Meeting must always be on guard against habitual acceptance ofthe words of weighty Friends as final. Fresh, powerful insights haveoften been granted to new and younger Friends.

It may be right for Friends whose understanding differs from that ofmost members of the Meeting to acquiesce in the proposed action,counting upon the growth of truth in the course of time to confirm thedecision 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 dis-cussion about the stipulation that candidates who have not completed

-2-

the 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 suggestedthat in future Council should notify the faculty of new policies decidedon or under consideration.

4. The Educational Policy Committee (Sid Perloe) offered the followingproposals:

1. The faculty give the Committee its approval for entering intodiscussions with a similar committee at Bryn Mawr to create acommon grading system for the two colleges. The faculty APPROVED,with the request that the Committee alert the faculty at a pointat which the general direction of the bi-college discussions hadbecome clear.

Sid Perloe asked faculty to send their comments on the gradingissue to members of the Committee as soon as possible.

2. Course performance in the Freshman Seminars should continue tobe evaluated by written comments as at present, whereas normalgrading would apply to the Freshman Writing Seminars. Followingdiscussion, this was APPROVED.

3. In view of the educational disadvantage posed fora number of coursesby the early deadline for term papers, the early deadline procedureshould be dropped as a general college procedure. Following dis-cussion, this was APPROVED, with the suggestion that the Committeelook for some other device for improving students' writing.

4. The Department of Fine Arts be permitted to grant an M.A. in PineArts. At any time the number of candidates for this degree shouldnot exceed one per full-time Fine Arts faculty member. (Annex II.)Following discussion, this was APPROVED, with the condition that theCommittee bring back to the faculty a further proposal for admissionsprocedures.

5. The Academic Advisory Committee (Roger Lane) requested:

1. that faculty representatives on the "commission" to "monitor" theexpansion process be drawn from among the committee's members.This would facilitate the work of both the commission and theAcademic Advisory Committee. This was APPROVED.

2. from the administration, that Sam Gubins be regularly assigned tothe Committee to act as a resource person and liaison between theCommittee and the administration. President Coleman said that thiswould be done.

Steve Cary said that the administration would be willing to providecontinuous information to the Committee.

3. from the faculty, that it consider ways in which the Committee couldbe more effective in the process of deciding the College's prioritiesand allocating its financial resources. The faculty agreed toconsider this matter for future action.

-3-

6. John Chesick spoke for the sub-committee on Compensation, Study andResearch. The assessment of $300 plus interest for back taxes due onthe housing subsidy was based on occupancy during the 1970-71 academicyear. The tax due for 67 units was computed as 20% of the subsidyplus interest. 48 of the 67 tenants are still here. The Committeeproposed that these tenants be assessed the amount of their tax liability,or $60 plus interest, in quarterly payments. The remainder would bepaid from the general funds as an uncollectable general liability. Thetenants who declared the $300 subsidy as income and paid taxes at thetime are exempt from the assessment. Persons sharing a rate of taxationlower than 20% should be assessed at their declared rate. Uniformassessment should be made, and adjustments made on the basis of individualappeals. Following discussion, this was APPROVED by the faculty.

7. Paul Richman reported for the Honor Council that while the student bodyvoted approval of a code put forward by the Council, some studentsrefuse to accept the adopted code. All students will be asked to signa statement of acceptance before matriculating for the academic year1974-75.

The faculty welcomed the work of the Council and expressed support ofthe new honor code. It was agreed that for the present faculty memberswill act as they deem appropriate, knowing that not all students adhereto the honor code.

The new Honor Council and Dean Potter are to come to the next facultymeeting with 1) information about the number of students not adheringto the honor code and 2) a proposal of guidelines for the rest of thecurrent year.

It was suggested that before they accept appointment, prospective facultymembers should be clearly informed about the honor code as a part ofwhat is expected of faculty members at the College.

Adjourned at 6:45 p.m.


• (AiN./C\-

CHARGE TO ECONOMICS AD HOC COMMITTEE

revised as of January 29, 1974

The Committee is charged with the responsibility of rec-ommending the appointment of an Assistant Professor of Economics,beginning level, with special competence in public sector theoryand quantitative methods, for a period of three years beginningwith the opening of the academic year 1974-75.

The Committee's search for such a candidate for appoint-ment should have breadth in terms of the variety of institutionscanvassed and should also include special efforts to locateminority group candidates including women.

The College continues to seek the best candidates interms of the primary and essential qualities of scholarlycompetence and teaching excellence. The Council and the Ad HocCommittees have always had the responsibility of assessingcandidates on other dimensions in addition to the usual reviewof the professional criteria. These considerations have includedthe role the person would play in the Department in which theappointment is to be made, contributions to the College outsidethe area of professional training, among others. The AcademicCouncil now asks Ad Hoc Committees to explicitly recognizethe special strengths a minority group member or woman couldbring to the faculty.

Candidates who have not completed their Ph.D. requirementswill be appointed at the Instructor level for one year. Shouldthe candidate receive the doctoral degree within the first yearrank and salary will automatically change to that of AssistantProfessor for the remainder of the three year appointment. How-ever, should the candidate not receive the degree within thefirst year, Academic Council will review the appointment anddecide whether or not to offer another one year Instructorappointment under the same terms as the first one year appointmentor declare the position open.

Thomas D'Andrea

I/

All Faculty

- t: Revised Art Department Proposal

FROM: Educational Policy Committee

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 proposalhas been revised since it was last presented after consilltation with a number offaculty. It is hoped that the revision will answer the questions that were raisedin our initial discussion at faculty meeting and in the calks with individualfaculty members.

THE EDUCATIONAL ADVANTAGES FORTHE UNDERGRADUATE PROGRAM IN FINE ARTS

E.P.C. is convinced that the two members of the Department card Rertthat cannot be maintained. They must either receive additional help er cut a64 thenumber of students. The style of instruction in the Department is quite dissimilarto that in regular academic departments. It resembles a one-room school house.Students at various levels work together in classes that run simultaneouely. In-structors move from one student to another giving advice. The advice and nalpbenefits other students as well.

This model of instruction and the nature of the exchange between instructor andstudent has both advantages and disadvantages as far as the teacher-student rate) isconcerned. Faculty can teach more classes and spend more time per class without N:ingbeyond the overall amount of work involved in the standard three course load. But italso requires very individualized attention to students, particularly advanced studeJs.One cannot send an art major to the library to do an independent study project, speakwith him occasionally and finally read his paper. The exchange in the education ofart majors is much more intense. The source of knowledge is not in books or journalsor even in the execution of previously planned laboratory procedures. It is in thefeedback that occurs as the student works. The more iidvanced the student, the lessstandardized this feedback becomes. Beginners have common problems growing out oflack of familiarity with materials and techniques. These can be handled in a col-lective way. But the problems met by a student in an advanced class emerge from hisown creative process and require individual attention.

The addition of graduate student instructors will increase the amount of directinstruction available to students in two ways. First it will increase the number ofpeople available to give suggestions and help to students as they work. Secondly, thegraduate students will provide role models for - undergraduates at a level which is probably more accessible than the one provided by the faculty. This is particularlyimportant in art because it depends so heavily on learning by watching, trying out whatone has seen and getting rapid feedback about what one has done.

The graduate students would not be instructors in the traditional teaching as-sistant pattern. Much of what they will contribute will occur as they do their ownwork in the presence of endernraduates. In other disziplines most of the creativeactivity is covert; one observes just the output. At best the creator can provide arunning account of what he does, but often the ability to create and externalize thecreative process do not go hand in hand. In art, the process of creetion is mo•evisible. Indeed, it is probably only by watching, and trying that students can learnto create art.

- 2 -

/

evised Art Department Proposal (Continued)

Because the creation of art is what students are supposed to learn in our Fine ArtDepartment and because this depends so heavily on observational learning, the ►res-ence 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 THEGRADUATE STUDENTS

1) The M.A. from Haverford will have a weight in direct proportion to the ex-cellence for which Haverford enjoys its reputation. When the candidate seeks to teachas 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 experiencein settings WWire high quality education takes place. In like manner, it seems verylikely that the teaching gained experience at Haverford by a Fine Arts M.A. will beas valuable as that obtained in other academic institutions offering high qualityundergraduate 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 anoption in a 'professional" school schools of this nature generally emphasize workingin a vacuum, not reading, etc.

4) The proximity to the main cultural centers of the Eastern seaboard makesHaverford that much more desirable over other institutions, which for all their ex-cellence, are located in the sticks.

POSSIBLE DISADVANTAGES OF THE GRADUATE PROGRAM

1) The pool of eligible cendidates is by definition small. The process offinding the right candidate may prove more comp ex than we hope, but at this timethis is but a fear and not necessarily a fart.

2) The philosophy which frowns on mixing undergraduate studies with graduatestudies would be violated, if one rejects the view that there exists a basic differencebetween the fine arts and the liberal arts. The major difficulty In recognizing theseparate character of education in fine arts and in reguler liberal arts coursescenters about the role of cbservational learning in the two areas, There is no doubtthat some liberal arts subjeets, perticularly the sciuxes, do involve observationallearning. One learns lab technioues by watching and tryinp. One can often talk toa researcher about his research in the lab sore` meaningfully then in the classroombecause he can point to what he means as well as describe it. ‘pt w' believe that the

-3-

t Department Proposal (Continued)d.c

place of observational learning in the liberal arts is at best as a supplementfor training once the student has acquired the basic conceptual tools of a disci-pline. One would not think of taking an absolute beginner into a graduate laboratoryand have him learn by watching. He wouldn't know what was being done, why it wasdone and wouldn't understand the words the researchers would use to describe whatthey were observing. Where laboratory work is done by beginners it is adjusted totheir level: it is an exercise which is quite different from the activity of thepracticing scientist. For the creative artist the sequence and significance isreversed. Observational learning is the core and major component of fine arts edu-cation. The education of an arts student begins by watching and doing. Only aftera good deal of this experience does it make sense for the student to acquire theconceptual 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 LiberalArts, as reflected in the "deflective" teaching which takes place in the one-•oomschool house, we believe equally strongly that this objection is irrelevant tothe Fine Arts proposal. We do not believe that future requests for graduate pro-grams and/or graduate students could be justified along the lines of the Fine Artsprogram,

0401.

e3107;4

PETLOSOnY•c!naIcuLuH

niaTonIcAL INTRODUCTION TO 1-T.ILOFiO3ilY Stalf •

An inn-oduetion .,341me of the nain iaous and problema ofphilopophy concorn1J23 the noture roality, knpuledo,end vglue 2:1.5fo-zgh the stt2dy of ce!cod work3 of th grclatphilcophe;:fs in tie. wesi:orn ezrndlzi -Acn. No proravioite4Clest%d to niorJ snd seniorG et,:cptir.special eanea.

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:IonwiTiA psid s1-7,0,,. of thi.! r4orc! lapol!Znnt proparties of pro-pf,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 .len1theory. PrersquiBtt: cont;ont of thtr! instnactor.

301 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 investig4tiadin hr teeultereo: Chinef)z, 3t -ip.sneoo, Bogor,.11 z1RxclufLoi'? ...et coacint olr: the lauracto ,4,e rhileov;phy 161.

302a P Mr. Dc5ajardilla, 74osmcn

A tnudy of n1cdsoup of Din1Dguer.PToreciM.tlitn: PhilorJotahy 101 CT con,sf,yat

303h Ari.stotie Er. Dclojadins, Mr. Kosman

A ttudy of the Trirmtry ucl:kc of triutot:1c1.fLot-ant of tIve, .C .:A*UC:tp CT Phil000phy 101,

3044.1 P LI piiToxtg Mr.•Dnojarditlis, Mr. KovT,an

A clr4:3e of! f!',eIe.zn!,:l C7L.eck phlic3ophic tezto.Prz:!ezitt(.-1: or ewl3cmt of t. he Inatrectoz.

3C5b 3nTly. • Nr. Bernotein, Hr. KormanCratiflentni Ph ..5.1*Aphara

A o'zdly ol 4 colectu of tht3 prit2.riry 1:1 . rka, of aorla of theib .. Pr.AT:tquicate:

Pililoophy io: re ,e.a,:;ent a4:7 :f.afitrector.

* TiJt dcoeTpf;SLc. v.hr2 czurae betn :t1,tolead

Oaf,: instrgetor.

17;

Ervua ...to.ocR xo 1CdoyouarloutIJ „v;): nTx7: 70 AtidsoiTqA u *azei8PT1T1 aatilio; ;;12a 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-tdzkus i olvla ToTt3orTo pi7Ti:ii; go %.KWyy

uuT. zom

?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 rtotAgdooeTTqa 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 AgdosouqdoT1.4 -1. vu c 3uozadoyoAep utr4Elou.T•TT72,2u;i)o 30•41v4s y

uvmsox -aa 4 ucapv2uen 6uTsrleu:40, *als1 IfatdoniTz14 *y4 TrAlV ye, Zt

' 10 3vnal:IT 010 3 0 Iluas lc TOI SAIdef,“.r“qaAzuoa-..nyeT.1:;q1 go.1116 , s :.?,uplotrog.

• atil

;o U 71102 aosli .;10m ,c2tmTs.0. vtil 40 17;:4, 18 • -;o v

uascluotlzeaN cUpaltsu2ov:IN Agdo90 -0:4,7. 71fluol.11- ;5uo0 A,ttI:-4noo

.o;qm :toouuc;1 FAIT za,1,,Isp:4b4gdpi1 u§N

ato jo pmono ifasmTxd Qq2 T4c.T--00 41p,10 v

uoedmeluu P.21.1 6 LIT03euzz4R XTO*59T.Tqa 11.zwi!;11,..)u7N *601**

.Acoic'nz.:71suT oq .3 go ;“If7,i6li0go wq.loa Axv.w.d .7.111:1 Jo u*I 04 1"z.; 0 d4m7t1 V

uTo3:luz,Itu 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 zu%t2

'202.;:n:flouT pqz go luorl)o yoT Al:dot,loTTgif:tolIr:;TvlbuA;Ka , i7;r1F.T.g :2;u;norEog

. wpgoomov go p0f2OPI 70Z0 WO V ;I:, fprili3 V

11 0c

/325;q 1el1 VI Pbilonophy • Mr. Cananci eon

3.

1," phliostohy.7nyAdYZnts-SATa, etc. ere

Pxert':,quisits: Philoscphy lel vr consent of tilei.tutitructor. •

326b Mt1.-mrxyzios Epiotelogyhr. Derr.stain, Mr. Gang4ean

A erltionl ozhnion of selected philsop%iec of beingand Prerequisita: Phl.toAophy 101 or consent oftI. e iastructor.

327m Aevnnced•Logic Mr. DavitIon

A study of tbo cnsbilities and limitmtisne alr;orithnslfor pl..avint or refting ctsjecturszr iFormtcd inordeT prsdtc,2tt inclde tha Godel completenessnnd 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 51 -3 - 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.fromIni ,zoL point of' Mo thcory of ntalargaL pproachedfrou 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 -iasolltof tho ',110trT3tYzor.•

v17 '329m Pbtlottl ,apy ok Scr.en MT Borz.ctsth, Nr. Can7mdc=

A ctoiy 4"2". TnAuod by tha sciaes coucTninq the ontursof cii: ,2Tatiiio o:c . -,-)Inzt -Len, the rol. of kv:Js, tnbuem2-t: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.hailActInt: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, •

A crittc61 prolais:ft, tht soncern man l s

1.32.ne In :Jozioty. 5E'hoAat ma the TAature of socialefi;aUty, the w! ..:7.1.atic,n t:leinv and praeticre, the ctetusor so,14a1 .and peliticaA uorw; will.be e=plorod.

1534n itomthn.tici:;

A oeud7 or: glens of fhq:tr4tTal 4 i1oophica! issues raised by

i;1 Pa.117ti4mlerly 1“3rstert z., ,,zd the 7iG ,aal artsQ Such isvzes

nm•lfternty taa:Aninizs, artisti juArlemeats 4nd evalwItion, andthe 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.

Staff.

*344b T© in ftha Eist*ry eZ Philcopty

Spsqllinlized•pro7-Aans to zho Taiet*ry *27-ibiophy will be

oeL4se:tad !ZF vna prAslim;D 6e1Q4.1.1tcA

will vary 1:Tefti 7ssr to yl,ny.

09a Senior Ditwvvai3ion IrAlders

Senior Otli-,Joophy recivd ono tqz,risyse cradit

:EVT DilVVIBEIL toc,chln ,z in th:.e, 1C1 1,ee.t .&21 -gt-

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

Geninnr, ”c1.; f;eninLAr, snd :1 •

::;t1Attt ”‘ring 0:17:21T, Th ,?; lirni;;; zbrea csrAirlog will be

/•ctfld IF1fQZAthe ifinovn ,4urri,.szann. the neunstar zhfit they

e4Te f-5/iYtoi ol 61,fAjr. s=!,i-n5iro toy wA21 rf2triettA to nsalwrs„,

In tbe S?rAnE ninr •-ponr,. will lan eNi- etted

tG n.cf,i3ttntin!. ;;41:),ar !,12 n tzic of L'Ip-ia intervot to

hao r.p.,7cd by th .'; Ths pnrpor,In vf the

menior priav,•Li taD ilrolcAartv ,,I,tv,devIt to preoent•their

1,91wa otheT rtAlott.hud to enouracAe oymtatheticttiCI

esiCV.,30111 of tl':.n&,e

Mr! Kosman

34.0 Contc3mTiorAry PhilQoophic Froblerto

Pi ill rlesv,ted for inneVee easaniwaticzl. Theproblvins u!lect.s11 for laveotiv?,tioa will ve.ry from year toyesrc

Staff

*Theuti tiro nwo tOlAttl-Z4

/niya

qYtP;;

Vi-V[Csf, Mq ,;.q-1TT/a Qlz; .e.1114:Aver.

auzbir2 d th,n

euv:ich-opT Wt.4

ctItc!:411:i J-ifg'yu I.U.wif which wce 1.67o

:;keditivri wc 1,7th

11:! iu 2JL“3 u1;:e rta oi2

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6tbi,v1A pM.1cptiot. ffir,L,

Iuy evy.,)!roe. tra Utf.;; Uvrn Httor.nstvItv

Pivit,tiux

PI! : 't3 ub 1.7 J) ri /.3.a c, c113 r 11, 1 a

the 1:.ohT2ully SQ174:1,EI queation9 .n.A.LeJto,cclerting the phUosophy dapattment's c!2 .zriculum prposels. Thep.trp000 of thia moms la to nnewor these questions, to provide. a

explzuation for some of the pTopssals, and to indicete somemc,Oilicationa.

I. i question was r4.5.d concerning our requirement for 1 ,,itn:t uppercourses which is "Philocophy 101 OT eoasent of t1ti in ,,atructot.."This is not nn• ±3.e thcr require5 faculty approval ;Pt thi2 time

bcoan5c it h,o,s been o.pprovod in ;- he paat, But wonld like to el. plainthe r.ationaie ,.Eor this prerequisite., The phiio:2ophy department lino

nttcmp•ced to find a to kaall itG upow c14:,n1s•phileaophy cotrirsee. opento all qtxalifi.i.a4 Uaverfore Gad Bkyn Mawr otudento (majors .a .ed non-mriorG).wnneral we have iound that :0! 6tdent has triken the introdutryphileoophy courne this i izin qu ut ti -tere ara aVRTiQty 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 thaalt'arn&tiv.e, K consant of tht instructor." taut yesue, for example, taout 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 orle Ilso decigned ta. be a gettert,1 introduc4tion t philo.eoph7. Th

riy

e vantof '1“,:utleatil whc takt thjs. coursi:i ire nst philosophy mNjara.

Ptt by virtte. of ilvicg token thin eoursc, they a•iy the prereqeieltsfor .cimoGt the ent .t:ra rliage of uppeTeinsk5 philovophy cctraes eelfaTot .1 •at ,lifot-e 41;ad Bsyn Mawr.

the liGt• of shiLlsophy dieributed to the f.f.•ulty thewere nome trore gnd concarnItAg

Yor Phil,: 329a Phileo,uohv .t,q! fleienca, the prave;luisite ahvuldeXnply bc: "conn ,:lat the inotruotor'', (Thi3 will pic!=zfllit

stodezit:; in tii* 5i,ciel science* and hetrAlhcle n:Jt taken. ?hi1000play 101 to enroll in this.

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of11.1o.e .ofphy, the 1Tcrec4,hivies.ch4.isuldV'elloso -Oy LOi ociaat of.',Ate illstrhtr.

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KtA AN 117

March 25, 1974

Report to the Faculty on the English Department Offerings, asreviewed and approved by the EPC.

The English Department has been reviewing its program with itsmajors and with the Bryn Mawr English Department, as well as ina number of staff meetings. The complexities of expansion andof relationships with the new Liberal Arts institute do notpermit us to offer a final statement about a number of issues;this report must be regarded as a first stage in a series ofchanges which will be necessary, over the next several years.

Part I Proposed Changes.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; forHaverford College, Mr. Lester.

This two-semester course combines much of the writing of anEnglish Department Freshman Seminar with the readings of English101 a-b. Those Haverford and Bryn Mawr freshmen students whochoose it may count it toward the prerequisite to the Englishmajor. At Haverford it replaces the required Freshman WritingSeminar and the Freshman Seminar. Offered jointly by Haverfordand Bryn Mawr, with sections on both campuses.

(015R was offered experimentally in 1973-74, with one year ap-proval. In the opinion of both the HC and BMC Departments, thecourse has been a success and we wish to continue it.)

(At HC, one section of 101 'sill beMWF at 11:30, the other sec-tion 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 coeducationalparticipation; it may also be possible to have instructors teachon 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, shortfiction, and short plays (including movie scenarios) will beencouraged. This course will serve as a preface to more advancedwriting at Bryn Mawr and Haverford College. Open to a small numberof Haverford Freshmen as a substitute for a required FreshmanWriting Seminar. Enrollment limited.

(We expect to admit up to six Haverford Freshmen who are well qual-ified 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 subjectmatter for such a course was suggested at the first national meetingconcerning oreative writing courses held in Washington, D.C. lastyear. This course replaces English 280b, Creative Writing;, shortfiction, which will be discontinued.)

260a AMERICAN LITERATURE FROM THE PURITANS TO 1900. Ms. LouiseBarnett (Bryn Mawr College), Mr. Ashmead (Haverford College).

Puritan writing: Anne Bradstreet, Samuel Sewall, Mary Rowlandson,Jonathan Edwards; Emerson's Essays; Thoreau's Walden; short fictionof Hawthorne, Melville, Poe, Twain, James; poetry of Whitman andDickinson; Henry Adams, The Education of Henry Adams; the Autobio-graphy of Frederick Douglass.Offered in 1974-75 at Bryn Mawr College, and in 1975-76 at Haver-ford College.

266b. THE AMERICAN NOVEL OF THE NINETEENTH CENTURY. Ms. LouiseBarnett (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 Haver-ford College.

260a and 266b will alternate with 245a and 246b for which minorchanges in wording are proposed:

Pg 3

245a AMERICAN STUDIES BEFORE 1860. Mr. Ashmead

An inquiry into the relationships of American literature andAmerican culture mainly before 1860, centering on examination ofa few related issues, forms or topics, especially as these havehad major influences on American culture today.

(Now that we are alternating the basic course in American litera-ture with Bryn Mawr, namely English 260, 266, we can concentratethis course on American Studies, and change its coverage from upto 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 andAmerican culture since 1860, centering on examination of a fewrelated issues, forms, or topics, and including a few significantfilms, as well as more usual literary works. .

Offered in 1974-75 and alternate years.Students should not normally take this course unless they havefirst taken English 245a.

(Here also we request minor changes in the course wording, toconform 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 beginningsto the present.

(We wish to offer regularly an intermediate level course in blackliterature, as an introduction to that subject).

398h. SENIOR CONFERENCE. Mr. Ashmead, Mr. Rose

The readings will he chosen well in advance, and will be coordinatedwith those in Bryn Mawr College English 399 Senior Conference, secondsemester. The readings will he drawn from all periods of Englishand American literature, ranging from late medieval to the present.The conferences will consider a variety of critical approaches tovarious works of literature, with the emphasis primarily on themethod of approach, for example, the historical context, the valueof other works by the same author, the context of the period, andindeed, the context of the whole span of English and American litera-

pg 4

ture. By occasional reports, students will show their ability toengage in practicel and theoretical criticism. Those whose programis in American Studies will have some sessions bearing directly onthe theory and practice of that field.

At the end of term a student may elect one of three options; hemay prepare a written examination, with questions set by an examin-ation committee of three members of the Department other than thoseteaching it; he may choose an oral examination of one hour, by thesame committee; he may present a paper of about twenty pages on atopic related to the core reading (this last option is availableonly to those who participate fully in the classwork of the Confer-ence). The final grade will be determined by the Examination Commi-ttee together with the course instructors.

In 1974-75 it should be possible to share some sessions with theBryn 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 givenin 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 coordinatedwith that of BMC's Shakespeare courses. We request that the "Pre-requisite: consent of the instructor" should be dropped.)

355a CHAUCER Ms. Malard

A study of selected Canterbury Tales, Troilus and Criseyde, andsome minor poetry.

(Here we request the dropping of consideration of the work ofHenryson 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 accessibleto students the fullest possible understanding of their culturalheritage in English and American literature. Further, as a helpto understanding imaginative literature, the Department emphasizesopportunities for skilled reading and sound writing about majorperiods, authors and issues of this heritage.

pg 5

In these five course concentrations, a total of ten English courseswill be required. The program must include two semesters of intro-ductory work in the English literary tradition (English 101, a twosemester course), and English 398b (Senior Departmental Studies.)In addition all majors must take at least seven other courses per-tinent 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 thelistings 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 courseson individual figures.

D. American Studies: 261a, 261b, 245a, 246h, 346b, 260a, 266b(four courses from this group); three related courses in Americanhistory, political science, economics or some other field inAmerican culture.

E. Creative Writing: 190a, other creative writing courses as avail-able at Haverford College and Bryn Mawr College for a minimumof three writing courses. 355a, 361a, 260a, 266b, 245a, 246b,261a, 261b, 346b.

In any of these five concentrations, major credit will be given fortwo 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 consul-tation with their major advisor and with the Department Chairman.

Although not included in the models, Eng. 147a and 351a are helpfulgenerally 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 philo-sophy; the literature of the Bible; Humanities 201, 301, 305; Britishand American history, the history and philosophy of science, Psycho-logy 223a (Theories of Personality) and courses in Fine Arts and Music.

Courses taken in English at Bryn Mawr College (under the terms speci-fied elsewhere in this catalog) may count toward the major, includingany course at Bryn Mawr College which the Department judges to bethe equivalent of a required course at Haverford College. The BrynMawr College English Department and the Haverford College EnglishDepartment are cooperating closely to avoid duplication, and to offerspecial continuity and variety in their courses on Chaucer, AmericanLiterature, Shakespeare, criticism, the history of the novel, theRomantic Period, and the Modern Period.

pg 6

Some majors may wish to proceed to graduate school, to teachliterature, or to begin a literary career. The program of theDepartment provides initial training for these purposes. Thosestudents who stress American Literature and American Studies mayfind further opportunities in the Department of State, in teachingoverseas, and in curatorial and museum work. The study of litera-ture is also of value for students who intend to enter a professionsuch 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 oneforeign language.

MAJOR REQUIREMENTS

(Here we note that for two years the English Department has offereda major concentration in Creative Writing. After consultationwith Bryn Mawr's English Department, both departments recommend thatwe teach at Haverford a course in introductory creative writing,open to as many as six freshmen, for whom it will replace a FreshmanWriting Seminar, but essentially for those students who wish to makean initial experiment in writing creatively in a variety of modes.The BMC English Department wishes us to offer this in the firstsemester as in effect a pre-requisite to their more advanced courses.As staff permit, we may hope to add at Haverford an additional semes-ter of advanced creative writing).

(For the first time, the BMC and HC English Departments expect toalternate two semesters of introductory course work in AmericanLiterature, English 260a and 266b; at HC these two courses will berecommended in the American Literature and American Studies courseconcentrations).

(The two departments are not yet ready to combine the coursework oftheir very similar senior conference, called English 399 at BMC--a two semester course, and English 398b at Haverford -- a one semes-ter course. In 1974-75, the staff involved will meet to plan someexperimental cooperative sessions in the second semester of thatacademic year, and to make further plans for more cooperation in thefuture).

(Both Departments regard the experimental version of 101 for freshmanwho may become English majors as a success; they wish to retain itas a fully cooperative course. In addition, they expect when pos-sible to have BMC and HC instructors in the regular English 101 sec-tions teach on the alternate campus when this is practical, so as toensure joint staffing).

Five suggested course concentrations are available in the presentEnglish curriculum. The major should work out the specific detailsof his program with his major advisor. Upon the Chairman's approvalthis program becomes the basic plan of the student's academic workin the major, subject to revision in consultation with the majoradvisor.

Pg 7

Students who plan to go to graduate school should remember thatmany graduate schools require a reading knowledge of both Frenchand. German, and some require a knowledge of Latin also for the Ph.D.in English.

The Comprehensive Examination beginning in 1974-75 will begin toresemble in method that of Bryn Mawr College but will retain itsown characteristics. See the description under English 398b. Itwill continue to adjust to the student's individual program, withwritten or oral examinations as desirable in addition to those of398b. To consider as fully as possible the interests of advancedstudents in Topics courses, to review other courses and to proposenew course offerings, the English Faculty will meet with all Englishmajors and prospective majors in March of each academic year.

REQUIREMENTS FOR HONORS

Students whose work shows superior achievement will be invited tobecome Honors candidates at the beginning of their senior year.Candidates for Honors must achieve a superior average in all Englishcourses (including English 398b) completed in their junior andsenior years. Students should normally expect to maintain an averagein the range of 87.

Each Honors candidate must submit a substantial creative or scho-larly paper which demonstrates his ability. This paper must bein the hands of the chairman of the Department not later than thedate set by the College, and certainly no later than the beginningof the last week in April.

High Honors, like Honors, are awarded on the basis of achievementin courses, in an Honors project, and in the comprehensive examina-tion, with the further requirement, over Honors, of unusual dis-tinction in an oral examination.

Part III Conclusions

We offer for general consideration by the EPC and the faculty thesesteps: 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 twodepartments, for example 190a in creative writing (along with a regu-lar program of bi-departmental meetings of various kinds). We havenow successfully shared with BMC the introductory major course forthree years (101) and we are taking the first steps towards somesort of mutual consideration of the final course for majors, theSenior Conference.

H;fJK azquImARII

The propaeel hee been two;rd hy UducAtio'aaiki4044i'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.116i.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 tompmhonsiweemAiinath fken by . ail majoro invoivcs both a written trxamlnai:loa 4adoreAl emmlnation. Prospective zajoTs in Econoxica Aro eaviseil to takeBoonoxicg 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 fulfill-ent tve mei= coursc riNuirvmanU.

Coments - The uln qi othwev in. thep re . required„ La the C.5) 1 (.3 So,celopticcTPellertal Studied had henn ::it. ti? left our ct the

203 Statlatic;ai:. IY.Tothods ih was to tiiker lyEcolwiti 1;7.3 30 la 4:see The 14A C.11Anriollal 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 Se4aaArla addition, Economita 310b Iuterindz -,4tvy xaplatlAa gconamies305b - 1Mipe yti(sae belvd).

QUagMMT FoR gonaf,

tnr ili!oizoro work will ,siiavali) be leid dtwadoi stident r jewiorAl.'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 tozdtAktftvris inthe fomer dtriptiv.h ie aupertiavas ool oinke el/ majcva

will hs requirell. to Le an oral.

C":1111."_".L0. 141,4ak - 15

Econolthm;*Enoois*Ii;eonouEoonoulA:a;*EionomiE:momics

302.b503b.304O

209a.4W, 481

h Introauetior to Zi4;croe(:enom:logb introduotIon to MicToeix)nmica

Eamomik ,: AccoaAtini4Letio Auric. Bconomin DevalopulentIntelmational Eceamic Menry and PelicyMaze,/ and SarikingThx, Sov:Let gyacemSealiaar in Labor ileenntAixIntrodsactAon to EaonomatrinaMacroeconomic .krialyst$Aicrostonomic AneAystsSeulor SamdoarUrban Ecortomicriineependebt Ptody

or

L01; h. UW.Z*:;: Thepyerequi0.tes Ue - red courses will .oicx,r7 he Econen Ilia Of b andlicmoiAca rla or b in6lcated in d cureot c;atslogue. For the academicyears 197-19” sud 19n-1974, studema who haie. passed the. one-serester intro-ductory course, the fotnev Economics 101a h, can take interediate endiiidvanced Economics courven. As general rile for later years, the prerequisitesfor latert.zediate and ndvanced level work will be Economdos ilia or b andA'conomice 112a - or pernission of the :Instructor."

Course nti.naqes - aum;oor

1. Econowics 301e - Statistlal Methode ia Economia will aocome Econcalca203a or b. This is a. -ool co:arsa. It is aosigoed a 200 level number toencourage protipecrive majors to take il.: in ophostore year. Inaddition, it will he offered each sevester. The 1973-74 enrolirent in the

thertoicire annually oifered course 44 ',a ...bout 10 nou-mejora), whichreqWired two WitiOn6,

Z. Economics 204b - The 74odern Coror'ation will becoml EConomics 210 in orderto 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 matrixalgebra—to the constractlon o ccononlh models. Models are chosenfrosi. 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 themoda.ls chosen.

k.corse Chanpa rewordiw, , - The changca will mere accurstaiy ref ect thecourse coureat.

1, 201a EOTPURIC HISTORY AND DEVELOPMENT

Loog-term treads in outvot, resources, i,:echoology; structure ot con-surption, production, diR -zzibution; zc:o7?:eiga trade anal finance; basiccaisaec o economic growth and uuderdevelopment. Quantitative findingsprovide c :points of deprrture. rtercqatsl_te: Economics lila or bend 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, Germanyan!! Italy 1760 ere examined, bath theoretically atqlTopics include the "industrial revolution," technological change, thegrowth of international '‘;17 . :ade and finance, the izpacts of the ucridwars, and the et'Lecte of: national economi,:-. policies. Prerequisite:Economics ilia, b and Economico 112e or permission of theinst .factor. Olfered in 1‘..75-76 end alt years,

222b HISMY: 01' RWROMIC TlioumN

AxgmitAzlion the (;:ontrtbsAiwAi tb aconomtt .albuight cf, Amoag othein,t6e MavantiYA91:,e, ktith„ Mrt:r4, Mill, N47mshil, Xanoxe3,1,ottftblar erphasie (An theorleA m)..e.g to cotwvic! growth, thestatimaxv an0 distVAmrkm, 110:1 the -role ci the ataite-Verequigitm: 'Uj,at or b ari4 Ef.4 -4toml.c.te 112e or b.

Course_Chaspw_c,lit ._= _41, eunz4i1x.. Th ,Etvi. (2,11Angoz will r .6.7!:tIEt wre

Accorately the cburaa QoDtcattz

EoribmIcs 21M - Poiiriel EtoLott will lAecorMgeon'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, ReaOilwmay lavzibA.e vehlen, AAVAR, S'veaFy . ,, FriadvAn. aad otherf4,

Ikcoamicr Illa b 172A or b penttsion. tbe

2.Aco .eo7Acx °X& - Tvbitf,1 Viaaatle and btcbot7Zeonomtea 208b - af ti.tcbLiSector,

CqncaPt gnibltE goods, Eztpan&tur.:;,:', 4bd fillarwAng &ecioitme abaiyEed-46.0111 rItmo14-b.Tk ariA the dfs.stlb'41.tiou of 'bmnetltk .,

and a4eta Case avoliteo particular detteono with 6caphasiaedutAtlon at,d hovairic 1, ,maraction. bm.dgelary deviiAons end the e ,corbmic

Pte„Teqvitaite Etelvmdca llia or b And aconomicz 1123Okitted 174 1;1%-",ffi yeI4m,

Courae Chl;:?,va - 4.14m,ye ,„7 pfrAi

24conoolcs 201.4.4 - Privae ihteprso, •nci Public Po.iicl . twsome:gcoriale,ta -Th.Cotpora and I-",%*,11c Policy,

The ellotwmie 1:,, fote of anti-tIldat legislation tit malketz svtuLture izstatic and 47aamiz: aettings. ClArporait,e cvaluatod vithin thflfxAmewm thebTi ,cif the flrm, Esvh4Alo on inilivl,dava, '..ndut,vrry inmaez,Publka. ove.r,mtnt r ,agulazeTy nt,tiono. Pollution, diocamintiticAAand pv..blicPreVOM41 Loono14 112a ox b. Ofierad in 1975-75 And altetwite yzars-

ComineAtel' Thin tovaae wIll catered in Coe spring. ,6umeetbr, Therewlite and v,itle wom e,c-ciwately indt:g4atttal opallization contentof the convea

2, 1441nouiof - DeoCentyU J,,1 dividad intc. semest.“..COV.WeEi Analie (1fte bel7w) anA

- newlpIng

iguaywis atruczbi:s1 txal',=etvcaaton 4Ak devUoping teolublais„ Cauaeoand -mlee vav174g,Liteeolcac,gital .theav ar4d 4eieblcipmnt Strateginv .op:OWJIA ecomiA'! plantahg. •Pza.requl: Efzi,-,:nb .(4A lila bt2a h

-4-

ttum whiftzh wi.re •iiegufrd,. by tha mslun The inclunium of 30:h 7,:esnitedfrom its treattecat c inp7ot,-b.pt d 1t pgraxmling wthads,the tontinned Importance of economic ftvelopmant suggests Its movz:tage i afull 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 aoptf,: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 experizentaldisciplinary course offaxad in. 1972-73 The appropriate faculty amno lougeT available.

30') Appli.ed Micreecasomies. phi ccr iU be oifAre0 -from rime, to tiAB a tt.lpic cauzse.

The fa:loving selllin8rn will be inttorpacitsd intq Enaeorlics 39aResearch Seminar (new).

3061) Research SesA.rtarcn Urban Ecoancios30 -ib Lfl1 De -we lopraer, t3011a Re.2 ell 8e Vilna r tiC•11.5

Rev - 7 - The aat sidition of ace coarse Is pessible &Wee Mr, Whine,tmtle nal-wing res3,grie kxom l&culty, if; available tor nr least one coul ,:r.ea yeo,r.

I. ECOV,010,T322 cu b - Torics i Itconomice

The .aT:udy ot exatsaipoary pmbIems irom the accal:Imis r6 vlevpoint,fielo O analysis will be tekert Item such ai ,z; a2 f,'ofeign ecarfmic

opu,latioa studiza, .scaamics, miaority etanomicclevelopme, 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.pemiseionthe 1.7A4trINIq

C7(140;ent This course will iz4trodoce frbazibility inta the , ou.rriculuo,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. consul-wt.t4 departmsat maqi.Yers Pee 74:Ay v;eminare revera problems it, rtnearch

methodology, daa mAnipuller, and the preontation of results.PiereqUalt2 S'enior statns pnrmissten. at the inst:rnct -or.

Comma.: Thiu cout-m7. btinge unfiwr cntrubri.c ftres foImerly napaTaterazearh seminays Econovicf.: 306b, 307b and O8Whils this ,ctourse will havecae thstructor, atudents will LSO have the guidance of any reabex of thtfederm:ed department whose area. r..) sxpertins is Islevant.

Lm.:fnied1:7134

Act 1.rltoductioa to inout-*IAZI'U metho4e of . 8,.avayzing tNe izpact onamplwuovt and output, both regio;aally aita cilansta in 3efonaeNpezAding, energy aNTAlabillty, p4:11112ricn, ic)rign tra4e, Applic.WAoll of

vognmming wrh; Luau tatetraectemI an0 intertauporal framewol*,te, aggzegats plau teating, sce;5itivtty ocraayE;is, anz.1 eiternWNe ospaazionpe:tila in other couni.:rii ic i11i ad Econewicai12.41 or b„

Comient: Th1a eqorse replaces asnovri,ca 305b - DevelopLeDt knalysis,and le parr of the rot.t1 theoy. ctuateg: og $03e, ',304b aad 31!' thimaterialsbL ntreasinaLy impl_)1ctak74tiiapplicd ccotlowiz analysia 4ad warrantst0A, t-teatmwmt, Tts ta the eom theory titwitty emphasigeatht,. generality of' the m!thodoiasy,

r t 1bievhether declaimma3(ing ta eentra1ito4 or dacentratir,J.:

gemomtcs 31.n - Thec,ty

Add Nathematital st in eeoroma theory: ToplcGulli. be ;lhoryim it= geaez.al egolkirtura.ar..y,vie, welfare economize, trek.xtlent

external:it:tea avd, ulaertay iu thawry of 7;::km firm, the coostymptior.uud invearui,mt funt1:4.(mE3.„ grouth D4,dCTS, theoriea of buainasoPrerequiaites: Uonolt,220 or lima 1 303„ Et:m=1m', 304,Ctlevtd in. 1575-76 717,:nd tItemate yecra,,

Commaotl nto Jvr,T4xse ttlAu a gap in otTet.i.ctge, Currently8 t 311 'CS Nih t 1:4:1 t-gietd,2, 3 theon, on,K3; ges t tilerthmmy Rua theory thr,,,,mgh 1.574dapc.ndczt

5. Ecoumitai lan - 84culy,Xatnratiun: Thc:6ry *nd

Mdelt3 of iwouomit iategration im the world. acultogy„ Ststir, ond dynamdchenefitz. and costs ak Incrlaaed trnde in a ozetkowN muion trrangpment. Anelysiz

iataraatioaml fator ility Thai the omitinstionals, The Att0,-

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 throughcovuoz: za'rkf:t ti.tvAttgawnt, Tt haz b4novi,increasigly important fieldol intemativaal ev:xymomAv, Throgh this. bu. ou Ecoratmas;a 20.64Tnmru4;tional i'k:ortomic nery ir,5Ztolicy, stue,:ent. iti; offered aouspre,hensivTaltrnatt1 ecenomic, analyele,

11, ECIWOVAC 215a - Womvr, in Dcw-Txa -Oic, 4v4d Econostic Perspective.

Charatertstiati ot aupT)ly cf labot--demotlrephi aspects, edtmetim%It:A training, eAperience and wtAvetic-o- deailnd for labor in. the per:-.

malg4,1 and ,occmpatireA Atractut. Diectiminattln, stu&te WAWAIn e.t:eve7:!.oped en0 uneetdevaloRtditrINg, lir policy isues.Pterelui4iet Economics 111c ur b, Eo.aolAtes "KA2e. or b.

Coma'At This collsree fills a gap nfferings of out ieer,V<;.iv.i.department,e, It draw an the apial. nrra MMT -t'..oacern tor women arid eprojec7ted ir.stitaze of wc7ton 6tu4les.i.vill focus on develepio.g ef2ormic.thevxy and applying it to wosan 4tr.; a groep

ccit - au,:siv!

Lo ti Input-outpw: analysistIndexes oi-! prta •Tld I'veot>,w;t:ion. E:,:ont7metri. mo.tiel,z; of gTwa„,. EvAluationof th‘t etiTiCtR lf]'41p.,-TuA gt1;,fth. and Inriatir! the cdettlbutionof 1):nove au4 livibg etanaekag ..nx.rAness kfyits, Short-u,,oz tote-

tlattzg with 2c=ostotri:.:, zndelA.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 .11m,4 lw.:11Aed th thc ECVAOlteletA „‘1,:c2A.nomics 302b) bueswit of

tAme: zilty appaz41 trore than 2.,=.yncraretri.vs to alma $0,-Al&ats vhoplet to pi:,:r4v. a Lalat.. iu. busines8. &tuenT7s •ho plan to be ,z=4 prosFOon.A1a41tmr,mKute vit;:nM ,4. ,,1 find thisi co ,Arse bene2lxis0;., if they can !sdiedule Itiu ,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, ak-amparlson c.4.I thla sodel Oth the, aoiasfv!,ixal. ,aae aad how the Marminnmdel appltaa to k'vrreat rE,.'..dial t...,.enomle. thw,l,ghi -) in .'1,1.tab. arte3 as v ..alueind 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 etc-PrereqviaitetI. ,"/4';onornizs ille oT b aad Zcommax:v 112a or b or paiud$14en atthe 1-asatvactor,.,

B. Wotra

V.tto. riAl (2)3

1Mr. Gibnon ham, aSi Cublim.

one

Trg* Ner k;conc:,;11.z Okfc:,xig?Ivat Co,mesce- - 1)76-5

'GibsonM4th for EconomistIntro tin (21dIntro 1)11 (2))

V. DixonTopi;,-;8Money 6, Banking (207)'intro 1111 1,2):i

Sen. Cot (399)Devel, Ecomomic 2i0a)

14.UnnterRese;:trch Sem&ilar (398a)Soviet $yctem (2IXa)Economic Accouctting (1154)

3. Colemantflii (2Yf

BRYN VW

H. HunterStatisticz (203e)nut Arbaly 81C 303a)

GuianaIni

D. DuBottHiatory (201a)

intto 1111 (2))

year appointment in lion of a p.,..rmaawilt

Second Semestril- - 1974-5

H. HarterSon, Semln,tw (399b)Interiurluetry Annlyeis(310b)Intro mill (2)j

3. ColemanSeminar - Labor (218b)

BRYN HAWR

gibepa,Stattatica (203)Topic (225b)Intro (111 (2)1

V. DtxonUvban F.con, (209a)Intvo [1.11 (2)!intro Mt (2))

replscement for

S. CubingIotro In 2))

N. rnzlevTaternat. Econ (2Intro 1IL ( 20)3

B. WU(2Micro Analysis (304b)F.;:troa, of Public Sactor

H. M. Buoter)7.conovetrica (302h)Appiled 17.11. Statistics (32114

O. Dulof.t.Conx, 399b

Political V.conoalyiEcon. Thomht 212 O. 222

Fitt Semester 19'75-

Math kflt- Econ. (20i4tatro fill (2)]Intgc; [111 (2)]

V. DixsaEcon. A=cmatin (115)R3f3earch Semiaar (39,1)intro fill (2)1

H. EuAtetDeveloping Economics (210a)oviet System (211)

:I. ColemanIntro (Ill (2);

S. 'thinsIntrn [1 .1 (2),

Bur

N. i'ar5entur. Con, (39))Econ. Inl....egration (312b)

B.WalfeWomr. 42,0A)Irato 0,1.1. (2)]

HunterStatistics (203a)Ma C. 'V 0 Analysis (303a)

D. Dl&off...: -Econ. History (201)Intro [111 (2)1

Suctf.ci &urns ter 197-76

XStAtiatio (203b)AdvAnced Teri (312b)Intro n. (2)]

IL HunterSen, Sem, 9990TAtro Elli (2)Their AnalyAs (311a)

17/740t1,

Urban, 4c4ualb ill! WItntru 1111 (2)3

3. ColemanCp (214k)tbdarp

0. <4,7binz

N, Yaxlev .

itt 006)Intro (Ali (2)3

Aaai --(4i]p)Corp S. rchlic Poi:e.cy 2'.50

Euntereconoil 302Ritroltatatir;(111(21,2C7a)

D. na ..ecflSea. Conl. (339)Weatera Enna. (21&b)

Thia tfill be a 3 ya,az appointatvit to replavv, HY. ,

Haverford College

TO: Faculty

FROM: EduCational Policy Committee

RE. Approval of new course DATE: March 26, 1974

Spanish

The Educational Policy Committee has reviewed the Spanish Department'scurriculum. The changes introduced are the following: (See catalogue materialfor details).

1. - MAJOR REQUIREMENTS - The new requirements are: 101a,b, 203, another 200 -level course, three advanced courses in literature, and the Senior DepartmentalStudies. The old requirements were: 101a,b, 102a,b, an Independent Study course,and Senior Departmental Studies. The Department found the two semesters of 102longer than needed. The same material will be covered at the 200-level shouldprepare better the students for more advanced work. The three new units of 300-level courses required are considered the minimum a student should have for amajor in Spanish. The total number of required courses, exclusive of possiblynecessary additional language training, will be eight. A recommended independentstudy course will bring the number to nine.

2. - CHANGES IN COURSE NUMBERS - These changes are introduced in order to havecorrespondence with the offerings of the Department of Spanish of Bryn Mawr College.

3. - 101a,b. - This course will be taught jointly by both Departments. In1974-75 it will be given at BMC both semesters, but BMC will supply the instructorfor the Fall and Haverford for the Spring. ka.1975-76 the course will be givenat Haverford with a similar arrangement. In 1975-76, 203b will be taught byBryn 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 temporarilyapproved course 333b.

t. - DROPPED COURSES - 102a,b Introduction to Spanish American Literature,(Spanish 050b Exel:cises in CompositiOn, 3',8b Essay in Spanish America - wereapproved for only one year).

Approval is requested for these changes.

Assistant Professor LUIS M. GARCIA-BARRIO, ChairmanAssistant Professor RAMON GARCIA-CASTRO

The Department of Spanishaims - to give the students a thorough;knowledge of the Spanish language, and an understanding of Spanish andSpanish-American thought and culture.

Elementary Spanish and Intermediate Spanish are primarily lan-guage courses, with emphasis on conversation, reading and grammar.Even in these elementary courses the approach corresponds to the lib-eral tradition of the College, placing emphasis on the human value ofthe language, and its importance in international solidarity and un-derstanding. The elementary courses are followed by advanced language.training, and general courses in civilization and literature, as thebasis for more advanced study covering special periods, works, andauthors in Spanish and Spanish-American literatures. The students

-should consider the offerings in Spanish at Bryn Mawr College, in ad-dition to the courses listed below. Students interested in topics notcovered in regular courses should also consider the possibility ofIndependent Study. Courses under the supervision of the Faculty of theDepartment.

The students are also encouraged to have closer contact withSpanish and SpaniSh-American cultures by enrolling in programs offer-ing study abroad, such as the Centro in Madrid, organized by BrynMawr College_ Students interested in using the language every day,and in extracurricular activities in Spanish, are encouraged to livein the Hispanic House and join its programs, or perhaps organizenew 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 ad-vanced courses, and the Senior Depart-mental Studies. Students whose precollege training included worksimilar to that offered in 101a,b and 203, may, with permission ofthe Department , substitute more advanced study inliterature, in place of these courses. Students are also encouraged to considerenrolling in one semester of 480a,b, Independent Study.

REQUIREMENTS FOR HONORS

Honors in Spanish are awarded to students who consistentlyshow .high quality work in their literature.•courses and undertake

Offered in 297,5476 and in alternate years.

•333 b 19TH CENTURY SPANISH THEATER

Mr. Garcia - Barrio

It will cover the start and the development of the Romanticdrama 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 "zar-zuela" Prerequisite: consent of the instructor.

-480 a sb INDEPENDENT STUDY,. Staff

490 b

SENIOR DEPART MENTAL STUDIES

Staff

COURSES ,OFFERED AT BRYN MAWR IN 1974-75

0

SPANISH201 a,b

202 a,b

206 a

304 a

304 b

19TH CENTURY SPANISH LLERATURE AND TH1:GENERATION OF 98

ADVANCED LANGUAGE TRAINING ANDCOMPOSITION

NARRATIVE STRUCTURE

CERVANTES

GOLDEN AGE POETRY AND DRAMA

Mrs. Paucker

Mr. Gonz5lez-Muela

Mr. Deredita

Mrs. King

Mrs. King,

HISPANIC STUDIES210

HISPANIC CULTURE AND CIVILIZATION Mrs. King

-------. E.P.C. -is requesting approval for a change in distri-bution of rajor requirementsawhich will not increase the total number ofcourses required for the Chemistry major..

Current major requirements:

Chemistry course core group of Chem 107a, 108b, 202b, and one semesterof the junior integrated laboratory program, 301a or 302b. Mathematics 119aor Math 113a and 114b. Physics 111a.

Four (4) advanced term courses in Chemistry, Biology, or Physics (orsome combination thereof). 'Biology and Physics courses must be above the200 level. One of these four courses must be in the area of Biology orOrganic Chemistry, and one of these four courses must be in the area ofPhysics 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 advancedcourse required.

All other requirements, including the distribution requirements for theadvanced 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 courseis too much to be reasonable for a single semester effort. We also have newmodern instrumentation making possible the application of more modern chemicalmethods to problems of interest. This places further demands on the time inChemistry 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 inChemistry 301a will be moved into 302b, giving relaxation in Chemistry 301a.Chemistry 302b is currently offered as an elective, so the number of chemistrycourses taught will not change. This change has been discussed with the currentmajors, and it was also presented to the group of sophomores indicating aninterest in the Chemistry major as a change we would like to make when andif we gained approval. All sophomores signing for a chemistry major will beinformed of this prospective change as a departmental recommendation, so theproposed 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, andtwo semesters of music history on the 200 level or above. In addition,for those specializing in theory-composition, the Department requires twoadditional semesters of music theory, normally 313a and 314b; for thosespecializing in music history, it requires two additional semesters ofmusic history. (Total: ten required semester courses.) Those not alreadyproficient on the keyboard will be urged to take 117a or 118b in a key-board instrument. Bryn Mawr courses are acceptable in fulfilling majorrequirements.

2. Two years ago, the Faculty approved the new course, Music 111a, Seminarin the History of Jazz, for a two-year experimental period. The experiment has been a success, at least as far as number of students is con-cerned; it has had the highest enrollment of any music course in thehistory of the College.

E.P.C. now asks approval of jazz history course offerings on a permanentbasis, 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 ofjazz as the most significant area of Afro-American music. Visitinglecturers will be featured.(To be offered 1975-76 and alternate years.)

A

Music 210b: Seminar in Jazz,History Mr. Davison

An intensive study of certain important later jazz artists such asJohn Coltrane and Ornette Colemaa. There will be special emphasison 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, anintroductory course designed for a large enrollment, and, on the other hand, achance for intensive study for the increasing number of serious students in thisfield.

1. E. p,(:„ requests approval for the continued offering of Humanities 301,Two ,, ,,ieth Century Fiction by Mr. Gutwirth. It has not been taught for01-0 fears and would normally have been dropped. It s place was takenby Gutwirth's fall Freshman Seminar and spring poetry course. Iti 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 centuryEnofsh Christians. The course will emphasize the works of C.S. Lewis.Tov irAil for discussion will include the process of conversion, possibletheories of education, women in the Church and in secular society, andch r intian perspectives on the creative imagination and on ethics. By theren4Ing of autobiography, narrative fiction, and theological and criticalenopys we will attempt a preliminary understanding of Christian orthodoxyiv the English tradition.

Limit 20; 15 upperclassmen to be registered in the spring and 5 fresh-moo or returning students.

The course will replace German 272a, Thomas Mann's Dr. Faustus. Itwill be cross listed in Religion.

ANTHR00 0la

Apv , oval is requested for the following course for next fall only.

soolology 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

•tacGaffey will not be responsible for 216a next semester and will, there-foto , be free to offer 452a.

PSYCHOWAIK

Apo oval is requested for the following new course description. The oldd000clption 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 withdt ooussion of personality assessment and research literature.

Psychodynamic theories are treated in most detail, with reading in Freud,jmw, Erikson, and the ego psychologists. Learning theory and cognitive cri-t wo; and reformulations of personality theories are also considered. Students

oe instructor.

6 HOLOGY (Continued)

are encouraged to think critically about theory-building issues stemmingfrom the sorts of data with which psychologists in this area work.

Prerequisite: One course in introductory psychology or consent of theinstructor. Enrollment limited to 30 students.

More

You will be receiving separate proposals about English and Economics beforeThursday ' s faculty meeting. A proposal about German will be presented atthe meeting.

Still More

You have already received a memo from Dick Bernstein responding to questionsraised about the Philosophy Department's proposal. Please bring your copy ofthat proposal to faculty meeting so that we can complete our discussion.

Still More Again front E.P.C.

yELICIONresulting in the Veturn of

Cnanges in beaching assignments,/ Classics-History-Religion 119and 121 to the venerable hands of the Clnesics Department,permit the ReligionDepartment to offer the folloaing new pair of courses, which E.P.C. recommends forapproval.

Religion 121a, Classical Religions Among the Greeks and Romans Mr. Larkin

The coursetdllexamine the structure and historical developmnnt ofGreek and Roman religions belief and practice from the Mlnoan periodto the eve of Alexander . s conqnesto. Much of the work vill be basedon primary sources in translstion, but a few =:Ijor secondary workswill be read to gfAn an apprecation of the historiographioal issuesuhich hair been raised in scholarly investigation of the sonrces.

Religion 112b Reflenistic Religion Mr. Larkin

The course will examine Meditenranean religions, moving fromAlexandr's conqutst through the coming of the Ramone to titEast, the rise of chersoteristitally Hellenistie cults through-out the empire (including Christianity end Judolosm) and theconsequences 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 natureand determinants of. emotion. Anong the topics 6.iscosed 14111 be:thv enolutionary sl&nitionco of uoot:.on, non-verbal comanntodtionof emocian, the psrception of:connional expreoslono, tho physio-logical basis of ez;otion, th' lion between omotion cold votivation,cognitive determinants of v.:motion, atd rarothodoltojcal probloms in thestncly of anotion. Proreqmicite:twooomenter courses tn Invichnlogy,at toast one of which is Psychology 111a or fte equivalent.

CsrmAn

reqUests approval of the following changes proposed by the 3ermanDepartment ag part of a reorganization of ito offerings in the intsrost ofcloser coordinntion with Bryn nlwr. The roornordnntion not yet complete, butthe shape of the curriculum fOr next year in nettled. Anditionsi Cnangos may beproposed 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 SchillerSelected noetry prose and dramaPrerequisite: Cermsn 101 or permission of the instructor

(offered yearIy)

202b German RomanticismSelected works of the major romantic writersPrerequisite 202s or permission of the instructor

(offered yearly)

356a Advanced Topics in RomanticismFor 1974-75 th1 course will cover works by Naval's, Eicheadorffand 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 noBryn Mawr students enroll in the av!verford Gwthe-Schiller or Ramenticimm coursesat the 300 level, Coordinating the 200 offerings would further bentefit ue bypermitting both departmqnts to require the S2M2 foundation course for work inadvanced literature at the 300 lcvel. This common background will enable no tofurther 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 beoffered at Bryn Maur in 1974-75.


Regular Meeting 28 March 1974

Louis Green, presiding

1. The minutes of the meeting of 21 February 1974 were approved with thefollowing changes:

Item 5, paragraph 2: "...that an administrator such as Sam Gubins beregularly assigned... "

Item 7, sentence 2: "All students will be required to sign..."

2. The Educational Policy Committee (Sid Perloe) has delegated its memberAsoka Gangadean as the College representative on the Bi-college GradingCommittee.

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 ostudents were still unwilling to abide by the Honor Code. The faculty -.:31 .c.1APPROVED 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 examinationsunder individual arrangements made with their instructors. Facultymembers will be supplied with a list of names of these students sothat they may initiate such arrangements.

4. Edwin Bronner asked for faculty approval of a policy of restricting bookloans to one semester, subject to renewal or a fine. No consensus wasreached, and the Provost stated that in the absence of faculty agreementon the issue, he felt it necessary to establish the policy throUghan administrative decision.

5. The Subcommittee on Honors, Fellowships, and Prizes (Douglas Heath)proposed that only students with outstanding records be candidates forthe Cope and Murray Fellowships, even if this should mean that therewould be no awards in a given year. The faculty APPROVED.

Adjourned at 6:45 p. m.


0FACULTY OF HAVERFORD COLLEGE

Regular Meeting April 18, 1974Louis 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 acommittee charged with assessing the educational merits of having theBartol 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 itsmeeting 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 consider-ation of the issue of letter grades and their numerical equivalents.

2. The Committee's proposal of a new policy concerning course load andacademic 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 offeredon a regular basis by Adolphus Williams in the Department of PoliticalScience. (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 secondalternate.

Adjourned at 5:45 p.m.


In elections held subsequent to the faculty meeting, the following were electedto the Academic Council:

Humanities Asoka Gangadean• Josiah Thompson, alternate

Natural Sciences

Jerry Gollub, alternate

Social Sciences 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 requestedthat the Faculty formally study the matter of the Bartol Foundationmoving onto the campus and, if they find sufficient educational meritin having the Foundation on the campus, bring a recommendation to theBoard that we enter into seriour negotiations with Bartol about such amove. John Whitehead has stated that he doesn't believe the Boardshould consider the matter further if there is not a recommendationfrom the Faculty that the presence of the Foundation on campus wouldcontribute significantly to the academic program.

At the request of the Provost, the Academic Council has appointeda committee of the Faculty, the Bartol Committee, to consider thequestion. The Committee is charged with assessing the educationalmerits of having the Foundation on campus. We recognize that it willbe difficult to consider "educational merits" in vacuo. Thus theCommittee should explore the questions of Department of Defense support,site, relations with parts of the College such as the Library and theComputer Center, and any other questions which the Committee feels areimportant for its deliberations in formulating a recommendation. TheAdministration is studying the question of financial benefit to theCollege if Bartol should move here. The Committee should feel freeto consult with the Administration and to co-opt any other members ofthe community who would be useful in its deliberations. The Committeeshould offer its opinions on questions such as DOD support, or siteas part of its recommendation to the Faculty, if possible, or offera proposal for a mechanism by which such matters may be settled.

The Committee should bring a proposal for action to the Facultyat its meeting on Thursday, May 9, 1974.

Provost's OfficeApril 17, 1974

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Faculty meeting minutes of April 18, 1974: Annex IIa.

Here are examples of what should and would not count as non-collegiatesupervised academic work undertaken away from the college which mightreceive academic credit upon petition to CSSP, as specified in thelast 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 notassociated with an academic institution and not at Haverford,Bartol Foundation, for example or Argonne Laboratories.

2) A student participates in an archaelogical expedition, helpingin the reconstruction of Tygani under the supervision of theDeutsches Archaelogisches Institut, or working with archaelogistsfunded by the National Geographic society.

3) (An actual case.) A student studies under the supervision ofan ethnologist the behaviour of a strain of monkeys in Nepal.

4) A student studies under a scholar or master who's not associatedwith an academic institution some discipline or subject matterwhich 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 andfirst hand awareness of European culture; a history major, forexample, wants to visit famous battlefields and cities centralto 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, butthey 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 ofthe procedure of decision making, organizational structure, etc. supervised

0-2-

by a competent sociologist and resulting in a paper. The person inthe mental hospital is a psychology major, who works under the super-vision of a psychiatrist or clinical psychologist on some academicaspect of his work, doing reading, a paper etc.

For the Committee on Student Standingand Programs

Aryeh Kosman

Faculty meeting minutes: April 18, 1974

TO: All Faculty

RE: Course Approvals

ANNEX III

FROM: Educational Policy CommitteeCs^ ca

DATE: April 17, 1874117`f-

0

Political Science

229b Women and the Law

Does the law permit discrimination against women? To provide ananswer to the question the following areas will be discussed:(1) Constitutional Law and Feminist History, (2) EmploymentDiscrimination, (3) Sex Role Discrimination in the Law of theFamily, (4) The Crime of Rape, and (5) Selected ConstitutionalIssues including Education and Discrimination Against Women inPublic Places. (Offered 1974-75)

This course will be alternated with Pol. Sci. 219b AmericanConstitutional Law, also taught by Mr. Williams. When not offeredat Haverford, Constitutional Law will be available at Bryn Mawr.

NJ t-X

.1r 9rai 1-70.c 14-C IA,cee,f";L../21. e v 1 1 Si I 7

Faculty FROM: Educational Policy Committee

RE: Proposed Curriculum Changes DATE: 4/18/74

The following proposal for course changes was submitted to us by theBiology department. For purposes of economy we are submitting theirdocument directly to the faculty:

After extensive discussions, our department has agreed on a number ofcurriculum 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 havehad no previous training in science. This course (Biology 101b)would be offered in the second semester and could be taken in tan-dem with a similar level course (Chemistry 101e) offered by theChemistry Department. Our new course would be available to non-science students wishing an introduction to biological sciencewhich does not presuppose previous training in biology or chemis-try. It would also serve those students intending to take moreadvanced biology courses but whose training in biology'and chem-

• istry has been weak.

-•

The instructors • giving the course will decide either by examinationor- by interview' which student will be exempted from taking thiscourse.

101b AN INTRODUCTION TO BIOLOGY Messrs. Kessler and Finger-, eFour hours; three lectures and one laboratory period.

An introductory course dealing with the structure and differ-entiation of cells; the origin of life and species; Mendelian

'and Watson-Crick genetics; and the evolution of social behaviozof animals.

2. We would like to create a "core program" at the junior level oftwo one-half semester courses and one one-semester course, whichwill complete the basic training in cell biology of our majors.These courses will be taught by the department staff and will at-tempt to provide the student with the minimum common experiencewhich we feel is so,important in a department such as ours whichfocuses on one particular track within the field.

The obverse of this arrangement, however, is to allow other stu-dents to arrange programs which follow the organismic or popula-tional track by making use of the resources available at Bryn Mawror Swarthmore Colleges.

f303b CELL BIOLOGY III: THE BIOCHEMISTRY OF CELLULAR PROCESSESMessrs. Loewy and Santer

Three hours.

(1) A study of the chemistry of proteins and its applicationto enzymology.

(2) A study of the various pathways of carbohydrate metabolismand metabolic processes leading to ATP synthesis in non-photosynthetic and photosynthetic organisms. The biosyn-thesis of amino acids and nucleotides which provide thebuilding blocks for nucleic acid and protein synthesis.A detailed analysis of DNA, RNA, and protein synthesis.Prtrequisites:•Biology 200a and Chemistry 203 and 202 tobe taken previously or concurrently.

2.

The course descriptions of the three new junior core courses are:

301d CELL BIOLOGY I: MOLECULAR AND CELLULAR GENETICSMr. Finger

An examination of the biochemical basis of gene replication,mapping and expression,with examples drawn chiefly from themicrobial world. Prerequisites: Biology 101b and 200a.

302e CELL BIOLOGY II: PHYSIOLOGICAL HISTOLOGY

Mr. Kessler

A study of various cell types in vertebrates with emphasis onstructure and physiological function. Prerequisite: Biology200a.

301d and 302e would be offered for the first time in 1975-76.

With the teaching time gained by this arrangement, we would like toinstitute some -new 350 level curses which are advanced and rela-tively specialized. These will be given in seminar style and willinvolve 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 scientificliterature in some detail and develop his own critical judgmentregarding the work of other scientists.

2) To allow the faculty to teach advanced work which lies in theirown area of competence.

3) To design courses which the Bryn Mawr College Biology Depart-ment considers sufficiently advanced as to be of use to theirstudents. We expect that these courses will count for credittoward a Bryn Mawr College biology major.

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 mus-cle 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 originalliterature, of the means by which cells regulate.their syntheticand metabolic processes, including: control of synthesis ofsmall molecules (amino acids and nucleotides) and of catabolicpathways, and the integration of cell functions. Topics fordiscussion include regulation of enzyme activity, induction andrepression of enzyme synthesis, and regulation of the synthesisof 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 ofcellular organelles such as mitochondria, chloroplasts, ribo-somes and chromosomes will be discussed. Prerequisite: Biology 303b.

354a MOLECULAR VIROLOGY Mr. Showe

This course'examines.:the life cycles of the better-known animaland bacterial viruses for the information they contribute toour understanding of normal cell function. Topics includp RNAcontrol by Tif, Lambda lysogeny, RNA translation by R17, tumor-igenic 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 theimmune response, properties of antigens and antibodies, trans-plantation, theories of antibody variability and synthesis andresponses of the body to antibodies. The course will be taughtin seminar style with emphasis on the reading of originalpapers. Prerequisites: Biology 301d and 303b. Offered everyother year.

358a THE PHYSIOLOGY OF NERVE AND MUSCLEMessrs. Wilkens and Kessler

Muscle and NetVe l two major systems in cell biology, will beconsidered with physiological, ultrastructural and biochemi-cal emphasis. Readings will be assigned from appropriate ,

texts and journal articles. The nerve-muscle model will alsobe applied to less highly organized cellular systems. Classformat will include both lectures and discussions. Pre-requisite: Biology 200a.

0

4 .

Specific Changes for 1974-75

The specific changes for next year for which we ask for EPC approvalare as follows:

1. Drop 200b (Finger and Kessler) and replace it by 101b (Finger andKessler)

2. Drop 301a (Loewy) and 303b (Santer) and replace it in part with351e (Loewy) and 353d (Santer) and in part with 303b (Loewy andSanter)

3. Drop 3051) (Kessler) and replace it with 358a(Wilkins and Kessler).

The time released for Kessler will allow him to offer a FreshmanSeminar in 1974-75.

4. Change Senior Seminar (499c) to a half credit course (499i). Weshall accomplish this by dropping the "journal club" aspect of itwhich will be offered in the 350 courses, but retain the researchreports and the Philips Program. With the time released, we shallconvert the 001-004 courses into regular 3-hour lecture and discussion courses.

These proposals do not involve a change in the number of courses taughtor a change in faculty load.

Changes in Requirements for Majors

The following is a comparison between our present requirement and thechanges we propose:

Present

Two one-semester courses of-Biology200.

Proposed

Biology 101b from which we ex-pect at least one-half of ourmajors to be exempted Biology200b.

The two "Junior Laboratory" courses,300a and 300b. The same.

Two semester 300 level lecturecourses.

1/2 semester course 301d1/2 semester course 302e1 semester course 303b

• 5 .

Present' Proposed

Two courses, either at the 300 level,or at the 200 level or above in chem-istry, or at the 300 level in biologyat Bryn Mawr College or at Swarthmc-e.

One 350 level course and onecourse at either the 350 levelor at the 200 level or abovein chemistry, or at the 300level in biology at Bryn MawrCollege or at Swarthmore.

Two Senior Research Tutorials(400 level).

The same.

One semester courseSenior Seminar (499c).

One one-half semester courseSenior Seminar (499i).

Total: 11 semester courses Total: if student is ex-empted from 101b;10, if student is notexempted from 101b.


Regular Meeting 2 May 1974Louis Green, presiding

1. The minutes of the regular faculty meeting of 18 April were approved.

2. Louis Green was elected Clerk of Faculty Meetings for the academicyear 1974-75.

3. The report of the Joint Committee on Cooperation, presented byColin MacKay, produced some discussion and the following decisions:

1. The Educational Policy Committee was instructed to review andto 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 inthese figures

2. The faculty's representatives on the Joint Committee on Cooperationwere instructed to express to the Committee the faculty's concernabout the slowness of the movement toward increased cooperationbetween the two colleges.

Adjourned at 5:55


P k . rfi'1/4jf:

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 whichpresented the main issues discussed in the Faculty meeting. That annex isattached to this memo.

The Board did not discuss the report at any great length but simplyagreed to a formal Board consideration of the proposal, to be made in a committeeof the Board constituted as recommended in the Bronner committee's report. Thiscommittee will carry out further discussions with Bartol, but is not to be viewedas a formal negotiating body.

* * * * * * * * * * * * * * * *

In its meeting of May 9th, the Faculty discussed the Bartol committeereport in some detail. Several members of the faculty were clearly opposed toBartol moving to the campus and others had serious reservations. As a resultthe faculty reached a qualified consensus to send the committee recommendationto the Board, accompanied by an annex which would present the main issues dis-cussed in the meeting.

I. Benefits

1. Undergraduate Research Opportunities

Several persons spoke to the importance of laboratory research oppor-tunities to a good undergraduate program in the sciences. In smaller depart-ments it is particularly difficult to maintain ongoing research programs. Aclose relationship between Bartol and our Astronomy and Physics departmentswould substantially increase our ability to offer research project experienceto our students. Bartol is eager to continue a summer research program in-volving undergraduate science students and is quite open to collaborative workwith our science faculty that would allow student involvement in a broadervariety of projects.

2. Faculty Development

The presence of the Bartol foundation on the Haverford campus was seenas offering many opportunities for our faculty to maintain and develop themselvesprofessionally. Simple intellectual interaction with a group of twenty accom-plished physical scientists through colloquia, journal clubs and informalcontacts would be very stimulating. There is reason to believe that-thesecontacts would lead to joint research efforts and some participation by Bartolstaff in the teaching programs of these departments.

3. Technical

The quality and quantity of technical support available in the Bartolfoundation is very impressive. Our whole science division would benefit fromaccess to these services and Bartol is quite willing to consider plans toaccomplish this. It is hard to overemphasize the importance of a skilledmachinest,. electronics technician and glassblower to modern science laboratories.

-2-

du jr. Areas of Concern

1. Quality and Research Control. Perhaps the most powerful single measureby which Haverford ensures the maintenance of educational standards is the pains-taking care we exercise in the recruitment of both faculty and students. Thefaculty does not take lightly the possibility that it will have little voice inthe recruitment of a score of professionals -- almost a third of its own totalnumber -- who are expected to make an important difference to its own educationalenterprise. To the degree that the Bartol scientists are expected to affect themoral and intellectual climate here -- and if they do not, the bottom falls outof the proposal -- Haverford must reserve the right to a significant voice inpersonnel decisions at the Bartol foundation.

Of equal concern to some is the prospect of the College's intimate associ-ation with a foundation over whose research we would have no control. Whileonly a relatively small percentage of Bartol's research is funded by the Depart-ment of Defense, some members of the community feel strongly the necessity of theCollege's maintaining a strong voice in determining the nature and funding ofBartol's research.

2. Environment. The relatively uncluttered beauty of the campus, in anage of population pressures and environmental concerns, deserves to be jealouslyguarded. The addition of a sizeable building, preferably in the heart of thecampus, of additional calls on dining, walking, and parking space, representinroads upon our space which we have been exceedingly reluctant in the past tomake 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 partof a balanced growth plan agreed upon in advance, but an ad hoc response to anunexpected opportunity in a single area of our educational enterprise. Thisissue is rendered more urgent by the very real population growth planned by theCollege, which will certainly entail further physical pressures and furtherencroachment upon our fast shrinking green and wildlife belt. These issues, somefeel, are not separable from educational issues, for they affect significantlythe quality of the environment in which the moral and intellectual developmentof Haverford students take place.

3. The Focus of Haverford's Educational Enterprise. In the face of con-tinuing pressures and temptations for graduate education, increased emphasis onspecialized research, and pre-professional training, Haverford has maintained itsstrong commitment to a program primarily devoted to undergraduate liberal education.Some members of the faculty view with great concern the presence in our midst ofa large body of research scientists whose primary commitment lies elsewhere.Though its activities are not in themselves at variance with and may in manyrespects contribute to the quality of undergraduate science training, there is aclear danger that Bartol's presence may help shift the focus of Haverford'sattention away from undergraduate liberal education toward professional special-ized research concerns mere appropriate to a university.

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Recommendations to the Haverford College Faculty Regarding the Proposalto Bring the Bartol Foundation to the Haverford Campus

May 7, 1974

In the time that this committee has functioned, it has made a concertedeffort to collect as much information about this matter as possible.

We held a public meeting (to which some 4O persons came) in orderto solicit comments, questions and suggestions.

Members of the committee, assisted by faculty members and some in theadministration, have talked with former Bartol scientists, with personspresently 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 thepresent Bartol staff and building in order to explore a number of questionswhich have been raised at Haverford.

(Copies of interview reports, letters and memoranda are available inthe Librarian's office.)

t****** ** ***

We believe there are important educational benefits to be gained fromhaving the Bartol Foundation located on the Haverford campus, and urgethe faculty to recommend to the Board of Managers that the college initiateserious 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-committeeof the Board of Managers of the Franklin Institute. Created by the willof Henry W. Bartol in 1918, the Foundation has undertaken basic research,largely in the fields of astronomy and physics. The post-doctoral fellowswho have carried on the work of the Foundation for more than half acentury have made important contributions to knowledge, and continue to doso today. Each year a distinguished group of scientists is named to serveas:a "Visiting Committee" to evaluate the work undertaken by the Foundation.

Members of the physics, astronomy and chemistry departments see im-portant educational benefits which would result from cooperation with thefaculty at Bartol. The number of faculty members in each of these depart-ments is small, and they envision clear benefits from associating with thescientists on the Bartol staff. It is hoped that the presence of theFoundation on the campus would help us in recruiting majors in thesedepartments. It would be expected that some of our students could share inresearch projects at Bartol, thus expanding their undergraduate experience.It is also hoped that the scientists at Bartol could share in the classroomsand laboratories of the college. It is possible that there could be somecollaboration between the Bartol scientists and other departments.

2.

While the committee has not delved deeply into the financial implica-tions of this proposal, it does seem likely that we could expect extensiveuse of the computer by Bartol, which would help to cover the cost of thatoperation. It might be possible to work out an agreement regarding libraryfacilities between Haverford and Bartol which would effect some savingsin addition to improving the quality of the collections.

it* ****** *** **#

The committee does not believe that the coming of Bartol to Haverfordwould create an unhealthy emphasis on science at the college. It does notfeel that science is dominant and, on the other side of the coin, sees thecoming of Bartol as a potential for strengthening science in general,with minimal costs. Support from other sources may not be so generouslyforthcoming in the continuing financial crisis facing higher education.

While the committee shares a concern about the influence of Departmentof Defense contracts in our community, it believes that it would be possibleto write into the contractual agreement between Bartol and Haverfordguarantees which would satisfy most, if not all, hesitations. The Bartolrepresentatives assured the committee that they share our concerns aboutmoral and ethical values in science. We realize that there may be differencesin our positions, but feel that a mutually satisfactory agreement could bereached.

The committee believes that the new Bartol building should be erectedreasonably close to Stokes in order to obtain for Haverford the greatestbenefit from Bartol's presence. Obviously environmental and ecologicalconsiderations must be weighed along with the desire for proximity.

We recognize that Bartol and Swarthmore failed to achieve the kind ofrelationship now envisioned for Bartol and Haverford. Personalities entered.into the situation and good intentions in recent years have not been ableto overcome earlier conditions. Our explorations with the people atSwarthmore did not lead us to believe that the Swarthmore experience would berepeated at Haverford, especially if the mutual obligations are set forthclearly in advance. We found a number of people at Swarthmore who regrettedthe fact that Bartol is leaving and that Swarthmore had not made betteruse of its presence on its campus.

The committee does not accept the judgment expressed in the News thatit was unwise to reach this initial decision this spring. The questionhas been under consideration by some at Haverford since mid-February,and was studied by another Haverford group before the present committeewas named. all that we are recommending at present is that an affirmativedecision to enter seriously into negotiations be made at this time.

We recommend that the Board of Managers name a special committee toenter into negotiations as soon as possible. We propose that the committeeshould include knowledgeable members of the faculty from the science division,

3.

but with representation from the other two divisions. The committee shouldalso include administration, Board of Managers and student representation,and should have access to legal counsel.

We feel that a fairly specific contractual relationship should bedrawn up, in contrast to the very vague agreement between Bartol andSwarthmore. This contract should spell out the educational expectations, thefinancial expectations, as well as the legal relationships. If the contractis for a long period of years, it would be well to build in a provision forreconsideration periodically, such as every decade. We are convinced ofthe good intentions of the present management at Bartol, but there have beenchanges there in the past and there will be in the future, which couldmake a good deal of difference in the way in which this relationship continuesover the years.

Matters to be covered in forthcoming negotiations:

1. Nature of educational interrelationships:a. staffing arrangements and possible joint appointmentsb. 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 inter-relationship of Bartol, Jefferson, Haverford and Bryn Mawr.

3. Involvement of Haverford College in the governance and decision-making at Bartol at the administrative level, including involve-ment in setting policy in regard to the type of grants Bartol wouldseek.

4. Financial relationships between Haverford and Bartol. A cleardefinition of what Bartol would pay for, including overhead,security, maintenance, etc.

5. The matter of location, size and character of the building whichBartol would erect on the Haverford campus. Lease arrangements, etc.

We believe that the draft of the agreement between Haverford and Bartolshould be made public on the campus, and should come back to the facultymeeting 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 opportunityto share in the final decision.

Submitted by:

Randall Filer

Jerry GollubRobert Gavin

Daniel RabinDaniel Gillis Edwin Bronner, chairman

Harvey Glickman


Regular Meeting

9 May 1974Louis Green, presiding

1. The minutes of the regular faculty meeting of 2 May were approved.

2. Provost Thomas D'Andrea recommended that the faculty approve forthe B.A. or B.S., whichever is appropriate, those students whohave completed or will have completed by Commencement, the degreerequirements. 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 thecriteria for college honors early enough in the year to allowfaculty discussion.

4. The Report of Bartol Committee (Edwin Bronner) was discussed.Several faculty members were clearly opposed to Bartol moving tothe campus and others had serious reservations. As a resultthe faculty reached a qualified consensus to send the committee ---ccete2_,-(k/drecommendation to the Board, accompanied by an annex which wouldpresent the main issues discussed in the meeting.

Adjourned at 12 a.m.


Le jz)T - Institutional Scholarship

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