Provost's copy HA VERFORD COLLEGE THE FACULTY OF THE COLLEGE Regular Meeting September 6. 1990 Joanne Hutchinson, Clerk 4:15 p En. Moment of Silence. ACTION I. The Faculty approved the minutes of the meeting of May 17, 1990. as amended. MINUTE 1. introductions were made of new administrative staff and facu!ty members. by appropriate department heads and chairpersons. 'List appended as Annex I). MINUTE 2. Report of the President 1) The President welcomed new members of the community. 2) He announced that the class of 1994 numbered 287, 40 fess than last year, The total number of students will be 1145, only ten less than last year because of an unusually high rate of retention of students already here. The predicted decline of the admissions pool is at last upon us. 3) He expressed his special pleasure at two grants received over the summer: a $100,000 Ford Foundation grant (19 of 104 applicants received such grants), and a $131,000 Fund for the Improvement of Post- Secondary Education grant on a similarly highly competitive basis. A faculty committee helped specially with the first, Harvey Glickman with the second. 4) He reported the work on Founders Hall as being on schedule and within budget. By this time next year there will be 15 new faculty offices, three revamped classrooms, and a renewed Common Room available for use. Bruce Partridge will decide who goes where. A sometimes difficult transition time should have the happy outcome of an individual office for each tenure-track faculty member. 5) He told of further developments in construction plans: an .addition to Sharpless, after a tough year, will end by making life easier for Biology and Psychology. The Campus Center is now slated to be at the east end of the big parking lot and to incorporate 40,000 square feet of space, including space for Admissions. A design competition should bring in models to be considered in October. Roads will be rerouted to eliminate danger spots. and parking will be pushed further back as some present parking space will be used for the Campus Center., 6) The Capital Campaign continues, with focus on endowment, with some funds being earmarked for interest on loans that will be needed for new construction. Present and past Board members have contributed $20
Transcript
Provost's copy
HA VERFORD COLLEGETHE FACULTY OF THE COLLEGE
Regular Meeting September 6. 1990Joanne Hutchinson, Clerk 4:15 p En.
Moment of Silence.
ACTION I. The Faculty approved the minutes of the meeting of May 17,1990. as amended.
MINUTE 1. introductions were made of new administrative staff and facu!tymembers. by appropriate department heads and chairpersons. 'Listappended as Annex I).
MINUTE 2. Report of the President 1) The President welcomed new members of the community.2) He announced that the class of 1994 numbered 287, 40 fess
than last year, The total number of students will be 1145, only ten less thanlast year because of an unusually high rate of retention of students alreadyhere. The predicted decline of the admissions pool is at last upon us.
3) He expressed his special pleasure at two grants received overthe summer: a $100,000 Ford Foundation grant (19 of 104 applicantsreceived such grants), and a $131,000 Fund for the Improvement of Post-Secondary Education grant on a similarly highly competitive basis. A facultycommittee helped specially with the first, Harvey Glickman with the second.
4) He reported the work on Founders Hall as being on scheduleand within budget. By this time next year there will be 15 new facultyoffices, three revamped classrooms, and a renewed Common Room availablefor use. Bruce Partridge will decide who goes where. A sometimes difficulttransition time should have the happy outcome of an individual office foreach tenure-track faculty member.
5) He told of further developments in construction plans: an.addition to Sharpless, after a tough year, will end by making life easier forBiology and Psychology. The Campus Center is now slated to be at the eastend of the big parking lot and to incorporate 40,000 square feet of space,including space for Admissions. A design competition should bring in modelsto be considered in October. Roads will be rerouted to eliminate dangerspots. and parking will be pushed further back as some present parkingspace will be used for the Campus Center.,
6) The Capital Campaign continues, with focus on endowment, withsome funds being earmarked for interest on loans that will be needed fornew construction. Present and past Board members have contributed $20
million; some in hand, some promised for later. The College s financial healthis strong; the greatest present concerns are the growing need for student aidfunds and the necessity of keeping equipment adequate and up to date.
7) The Board of Managers will have a new Chair. Gerald Levin 60,replacing John Jones. New board members are Asia Bennett. Ronald Reno 54and Juan Williams.
MINUTE 3. Report of the Provost.1) The Provost welcomed new community members, and
expressed his special thanks to Dawson, Epstein, Frisch and others for theirwork in connection with obtaining the Ford grant. They will now be helpingto administer the grant.
2) Several new National Science Foundation grants have beenreceived; every one of our science departments has been rewarded withsuch a grant at least once in the past several years.
3) Jerry Gollub will give the Loeb Lectures at Harvard this year;William Davidon will have some important work published (:af ter 30 years!).
4) An additional search in Spanish will be necessary, making sixsearches in all this year. Daniel Gillis will chair the Spanish ad hoc committee.
51 Israel Burshatin, as chair of EPC under the new plan justinstituted, will work with Provost Bruce Partridge on such projects asvisiting committees and faculty office allotment.
6) Thanks to outgoing Provost Jerry Gollub, the new facultyHandbook is out. All are urged to digest its often interesting and sometimesnot-well-known material.
7) All are requested to familiarize themselves with currentacademic requirements for first year students, as set up last year. The"blue form" sets them out.)
8) Since only half the first-year students will have FreshmanEnglish this semester, faculty members should be particularly clear onfootnoting and citation practices in classes including first-year students.
9) Julie Summerfield has information about present copyrightstandards, important to know in order to avoid illegal copying.
10) The Provost wants to know if any classes are too crowded -something can perhaps be done. He is happy to discuss small, quick andnon-confidential business matters in the faculty lunchroom!
ACTION 2 It was proposed and approved that the December 20 facultymeeting, occurring during exam period, be moved from 4:15 p.m. to 9:00 a.m.
MINUTE 4. Israel Burshatin asked that second-semester new courseproposals be in the hands of the Educational Policy Committee by October 1.
MINUTE 5. Joanne Hutchinson reported as Chair of the Writing Programnot. as she pointed out, of Freshman Writing, which is more the province of
Elaine Hansen There is. in fact, not a real writing program now, but shehopes to build one with the help of faculty members willing to offer writing-intensive courses and to keep much-needed attention focused on writing ingeneral.
MINUTE 6. Cheryl Sternman 92, Chair of the student Honor Council,reminded faculty members of the appropriate procedure to follow when anacademic Honor Code violation appears to have occurred. She urged yetagain that teachers be clear as to what they consider to be plagiarism intheir subject and in their courses. New faculty members will be individuallybriefed on Honor Code matters this year by student 'orienteers.
Adjournment 5:30 p.m.
Respectfully submitted,
John DavisonSecretary to the Faculty
NEW APPOINTEES: 1990-91 Sept. '90 Annex I
Dr. Kay Kerr, Director of the Haverford & Bryn Mawr Health Services (Contract)
New Administrative Appointments:
Jerome D. Bowers, II, Admissions Counselor
Maureen Dunleavy, Administrator for the Haverford Health Services
Philip Fitz, Director of Academic Computing
New Professional Staff Appointments:
Richard Aldred, Catalogue LibrarianWinifred Franks, Presidential SecretaryPatricia Lynn, Reference Librarian
Catherine Svetec, Assistant to the Vice President of Finance and Administration
New Tenure Track Appointments:
Suzanne Amador, Assistant Professor of Physics and Biophysics (arriving January 1, 1991)
Koffi Anyinefa, Assistant Professor of French
Jacques-Jude Lepine, Assistant Professor of French
David Schaffer, Assistant Professor of Economics
Richard Freedman, Assistant Professor of Music
Academic and Administrative Appointment:
Emma Lapsansky, Associate Professor of History and Curator of the Quaker Collection
Regular Part-time Appointment:
James F. Meyers, Director of the Orchestra and Lecturer of Music
Interim Full - time & Part - time Appointments:
Elizabeth Alexander, Visiting Instructor of English, full-time, year
Elizabeth Bredeck, Visiting Assistant Professor of German, full-time, 2 years
/41444_
Christine Cacioppo, Visiting Instructor of Music, 1/3 time, year
Celia Chazelle, Visiting Assistant Professor of Religion, 5/6 time, year
Alice Wen-Cheang, Visiting Instructor of East Asian Studies, part-time, fall
Robert Deming, Visiting Professor of English, full-time, year
Rosemary Desjardins, Visiting Associate Professor of Philosophy, full-time, year
Andreas Eshete, Visiting Associate Professor of Philosophy, full-time, 2 years
Lesley Gill, Visiting Assistant Professor of Sociology/Anthropology, part-time, year
David Jabon, Visiting Assistant Professor of Mathematics, full-time, year
Yoko Koike, Visiting Instructor of Japanese, full-time, 2 years
Jonathan Marr, Visiting Assistant Professor of Astronomy and Physics, full-time, year
Robin Mitchell, Visiting Assistant Professor of Classics, part-time, fall
Ingrid Muan, Visiting Instructor of Fine Arts, full-time, year
Judy A. Obaza-Nutaitis, Visiting Assistant Professor of Chemistry, part-time, year
Carolyn Palmer, Visiting Assistant Professor of Psychology, full-time, year
Rodolfo Pastor, Visiting Professor of Latin American Studies, part-time, fall
Kathryn Patterson, Visiting Assistant Professor of History, part-time, year
Ralph Sassone, Visiting Assistant Professor of English, part-time, fall
Anil M. Shende, Visiting Assistant Professor of Computer Science, full-time, year
Jacek Tarkowski, Visiting Associate Professor of Political Science, part-time, fall
Ellen Umansky, Emily Judson Baugh Gest and John Marshall Gest Visiting AssociateProfessor of Religion, part-time, year
Maria-Gladys Vallieres, Visiting Instructor of Spanish, full-time, year
Provost's Office: 8/28/90c:\usr\sept\facintro
Provost's Copy
HA VERFORD COLLEGETHE FACULTY OF THE COLLEGE
Regular Meeting October 18, 1990Joanne Hutchinson, Clerk 4:15 P.M.
Moment of Silence.
ACTION 1. The Faculty approved the minutes of the meeting of September 6,1990, as circulated.
ACTION 2. The Faculty approved a proposed faculty minute drawn up byJudy Owen and Lucius Outlaw (Annex I) expressing gratitude to John Jones,outgoing Chair of the Board of Managers, and welcoming his successor, GeraldLevin.
MINUTE I. Report of the President 1) . President Kessinger thanked those faculty members who had
been present at the Parents' Day reception, and stressed the importance ofparent-faculty interaction.
2) He asked that recycling programs be faithfully pursued as botha good thing and the law of the state.
3) He announced that the college had taken out. to supportbuilding and renovation, a $19.6 million loan through sale of tax-free bonds.This 30-year loan brings us from little to moderate indebtedness as aninstitution.
4) He commented on the fact that this year's U.S. News and World Report college ranking moves Haverford down from #11 in its category to4 2 1 This downward move is based entirely on the proportion of part-timeto full-time faculty members. But we can do nothing effective in the face ofthis arguably unfair treatment. We are moving from more to less short-termpart-time faculty. (See Annex II.)
MINUTE 2. Report of the Provost.1) Provost Partridge reported the death of Douglas Miller, for
many years a member of our physics department. A minute will beprepared for the Faculty to send to his widow.
2,1 He invited Student Council members Mary Murray and BridgetRodriguez to present for discussion a statement on the importance tostudents of oral communication and their desire to see it more featured incourses (Annex III). Some discussion followed, in which the points were
I
made that a.) oral communication skills needed judicious criticism as well as.encouragement, and that b.) there might be a special course designed tocultivate such skills. The Faculty generally appeared to react favorably tothe student statement.
3) Regarding the President's point #4 (above) he noted that theelimination of the second semester of Freshman English will bring this year'spart-time faculty down in number from 53 to approximately 20 less thanthat.
4) He asked for faculty help in a.) closing and locking doors andwindows in unattended classrooms and b.) in generally conserving energy,particularly electricity, the consumption of which has gone up by 45%-50',since the mid-80's, (Faculty suggestions, in response, included proposals 1 )to regularize Security's surveillance of unused classrooms; 2) to try toinvolve students more in energy-saving measures; and 3) to convert morefully to a new type of energy-saving light bulb.)
5) He announced the setting up of a "bulletin table" in the facultydining room where material of general interest in the field of education(such as The Chronicle of 114-her Education) will be displayed.
6) He announced Roger Lane's faculty research talk, andmentioned that from now on at such talks there would be a brief formalresponse from one particular colleague (in this case, Paul Jefferson) beforethe general discussion.
7) He gave the floor to Roger Lane, who announced the death ofJimmy Mills, former member of the college athletic staff.
MINUTE 3. Report of the Administrative Advisory Committee.Harvey Glickman reported, for the Committee, that, in considering
medical costs, it had not recommended a different sharing of the costs, butrather that the steadily rising costs be shared across the board in ourpresent pattern, perhaps by slight reductions in the rise of salaries. A Boardof Managers committee has been formed (with Sidney Waldmanrepresenting the faculty) to look at health care costs in the budget in general.At this time of increasing fuel and other cos; the Committee will seek waysto contain costs a.) by cultivating productive technology and b.) by notincreasing cost significantly without corresponding reductions elsewhere.
MINUTE 4. Re_port of the Educational Policy Committee. 1) Israel Burshatin, chair, noted that in the absence of substantive
questioning by faculty members, the circulated list of new courses, plusmore recent additions and corrections (Annex IV), stands as approved underour present rules. (A faculty member brought up the question, once again,of limits on course enrollments and whether they were equitably distributedby field. Burshatin defended the limits on the courses under discussion asbeing pedagogically necessary in some cases, and in others serving as a lureto members of the administration to give, voluntarily, special and valuablecourses that would not otherwise be in the curriculum.)
2) He noted that we now have six new writing-intensive courses,distributed over several fields. They are various in structure, and he invitedproposals for still others. The Committee feels that such courses, thoughstrongly recommended for some students, cannot be required until there areat least 20 of them available. Entering into the discussion are budgetaryquestions relating to limited-enrollment practices, as well as the currentefforts to reduce faculty teaching loads and related faculty-teaching-creditissues.
3) The Committee has been working extensively on the Admissionsquestion, since it is being seen as a problem area by a number of facultymembers. Conversations with Delsie Phillips have continued from last year.Some questions being dealt with: a.) Is the admissions rating process toosubjective? (To study this question, information about a random sample of10 students, as well as of the "top" and "bottom" 10%, will be gathered over athree-year period.) b.) Is an apparent general decrease in student initiativeand academic motivation due to anything in our college image or process oris it a national trend? c.) Can we do anything to emphasize the academic sideof Haverford more, especially during the large number of August campustours? d.) Specifically, how can faculty members meet more applicants andbe more extensively involved, in general, in the admissions process? e.) Canfaculty members volunteer to represent us at local "college fairs" being heldin October and November? (If any are interested, see Burshatin.) We needto be on our toes as competition for the top applicants becomes ever moreintense.
4) The Committee has been discussing the problem of athleticencroachment into traditionally academic hours, and vice versa, and workingtowards a formal statement on academic priorities to be presented to thefaculty. It is clear that "away" games conflicting with classes have been onthe increase, but also that certain academic.engagements are being put into
Respectfully submitted,
John DavisonSecretary to the Faculty
4-
unfair conflict with regular athletic/extra-curricular times. A redefinition ofpolicy, perhaps with strong administrative weight, is needed. True, studentsmust always make some difficult choices, but we must try not to force theminto too many.
5) Other topics slated to come up: mainstreaming diversity;whether to grant "social justice" credit for courses outside Haverford;problems connected with Bryn Mawr majors at Haverford.
MINUTE 5. Report of the Committee on Honors. Fellowships and Prizes.Michael Sells continued, for the Committee, the discussion about CollegeHonors started last year, with his recent memo (Annex V) as a basis. Heemphasized yet again the impossible complexity of current procedures,mentioned the alternatives (particularly that of a straight grade-point-average judgment somewhat on the Bryn Mawr model), and, time notallowing much discussion at this point, promised to poll the faculty bycampus mail on their views and to propose a new structure for approval atthe next faculty meeting.
MINUTE 6. Colin Mackay, for the Committee on Student Standing andPrograms, issued the semesterly reminder to faculty members to let thecommittee know as soon as possible about all students doing poorly, so thatfacts and patterns can be discerned in time to help those students before it istoo late.
Adjournment: 6:00 P.M.
October '90 Annex I
PROPOSED FACULTY MINUTERE: JOHN JONES
JUDY OWEN & LOU OUTLAWFACULTY REPRESENTATIVES TO THE BOARD OF MANAGERS
OCTOBER 1990
At its October meeting, the faculty of Haverford College expressed the wish to
record its gratitude to John Jones for his eight years of service as Chairman of the
Board of Managers of the College. His steady wisdom and ready wit have been
greatly appreciated by all who have had the privilege of working with him. During
his tenure as Chairman, the College has enjoyed significant and impressive
growth and development from which the faculty has benefitted in important ways.
We are grateful for John Jones' willingness to continue as president of the
Corporation, which ensures his continued membership on the Board.
The faculty also congratulates, and extends a warm welcome to, an alumnus,
Gerald Levin, class of 1960, who succeeds John Jones as Chairman of the Board of
Managers.
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October '90, Annex III, 1
Presented by Bridget Rodriguez HC 91, and Mary Murray HC 92
A STATEMENT OF INTEREST
We, the students of Haverford College, realize(1) the importance of oral communication skills and(2) the difficulty many of us have with these skills.
We also see many opportunities at Haverford to improve theseskills. There are many chances, both social (i.e. StudentsCouncil) and academic (i.e. small classes), to practice ouroral communication skills. We want to take advantage ofthese opportunities.
Especially, we would like to take advantage of our academicresources, professors; we would like their help in improveour speaking skills. This help could take many forms; itcould be as informal as a comment about the ways you askquestions in class, or as formal as an oral assignment. Themost important help professors can give us is constructivecriticism about the way we speak.
Trouble shooting:
(1) Please remember this resolution does not proposeany requirements. It does not suggest that all classesshould have oral assignments. It simply tells thefaculty that we, the students, think oral communicationis important.
(2) Why is oral communication so important? No matterwhat our future plans are, we will all have to presentour ideas orally.EX 1: Many times people will be willing to listen toyou for five minutes but not to read your 5-7 pagepaper on the value of the rainforest.EX 2: The PTA (Parents Teacher Association) willlisten to you if you speak at an association meetingbut probably will not read your 10-15 pg paper on earlychildhood development according to Freud.EX 3: Your younger brother decides he really wants tocontinue his football career in college so he decidesthat he will have to choose Swarthmore over Haverford.Will he be willing to read your Honor Code essay fromyour Haverford application? Will you be able to useyour rhetorical skills to steer him away from every'Fords nightmare?
We all realize the importance of good writing skillsbut we should also realize the importance of goodspeaking skills.
October '90 Annex III, 2
(3) Fear: We will all have to present cur ideas orallyregardless of our plans for our fu lre. Haverfordis a more supportive and sensitive climate than otherenvironments we will encounter after we graduate.
We would like to express a concern that an emphasis on goodspeaking in the classroom will discourage some people fromtalking. This is not the intent. We are proposing thedevelopment of a supportive environment which encouragesthose who do not usually speak to try, rather than beintimidated.
Finally, we would like to suggest the addition of a publicspeaking class to the curriculum, which students could takeon a voluntary basis.
1±....fTwiL, • _ October '90, Annex IV, 1
HAVERFORDMemorandum
To. ALL FACULTY
From Israel Burshatin for EPC
Re New Courses for Semester II
Date: October 12
The Educational Policy Committee has approved the following new courses:
Comparative Literature 250b/Spanish 250b/General Programs 250b Quixotic Narratives L-3,Israel Burshatin
This course approaches Cervantes' DonQtikate in a comparative context--as the "paradigmatic novel of novels"--andexamines some European and American variations on Cervantine self-reflexivity and parody. Readings also includefiction by Charlotte Lennox, Kathy Acker, Proust, and Borges, as well as commentaries by Foucault, Nabokov, andothers. Non-English texts are read in translation.
Prerequisites: None
Permanent approval.
Comparative Literature/General Programs 259b Myth, the Bible, and Social Victimization V-2, L-1HU Jacques-Jude LEpine
The relationship between violence and the sacred, critical awareness and understanding of the permanent tendency toradical, violent exclusion that developes in periods of crises. Comparative readings in mythology, the Jewish andChristian Bible, Ltvi-Strauss, Girard, and Burkert. This course satisfies the Social Justice requirement.
Prerequisites: None
Permanent approval
Economics/Political Science 240b Conference Course: International Cooperation Toward EconomicDevelopment in the Third World: North-South Relations: U.S.A. Policies S-3, SO Vernon Dixon,Economics Robert Mortimer, Political Science
This course is designed to convert the Third World problem of economic development into policy-orientedknowledge through process of a Conference format (analysis, debate, group interaction, writing) to identify,investigate, assess and formulate public policy for the United States toward solving the problems of center-periphery-interdependence-dependence perspectives; structural adjustment and policy for World Bank development; Third Worlddebt crisis; food security; strengthening international institutions, regional and non-governmental organizations.Campus visits of policy experts/practitioners for consultations. Final written, conference report from assembling,small, student sub-task group reports based on individual "term papers" presented for the last session, critique byOutside Policy Evaluator. Student chairpersons for full conference and sub-task groups.
Enrollment limited to 30.
Prerequisites: A course in economics or a course in political science. In the event of overenrolLment, preference will be given to students with both.
Temporary approval.
October '90 Annex IV, 2
English 231b Half Humankind: Re-Inscribing Women in Early Modern EnglandL-2, H-1 Abbe Blum
Writing about women and women writing in a period in England where relatively few women werepublished. Works by (among others) Queen Elizabeth, Elizabeth Cary, the Duchess of Newcastle, Aphra Behn,Aemilia Lanier, and religious visionaries. Readings will include primary material which sets out a variety ofhistorical and cultural contexts. Works by William Shakespeare, Edmund Spenser, and John Milton will also beexamined for their representations of gender, sexuality, class, and society.
Prerequisites: None
Temporary approval.
English 267b Melodrama, Masculinity, and Masochism L-2, H-1 Robert Deming
A cultural studies reading of the inscriptions of traditional concepts of masculinity as they are found in threehistorical periods which witnessed changing cultural definitions of the masculinity and a perceived crisis inconventionally defined gender roles.
Prerequisites: None
Temporary approval.
General Programs 227b/East Asian Studies 227b Japanese Modernist WritersL-2, S-1 HU Matthew Mizenko
A study of Japanese writers who were influenced by Western modernism in the early twentieth century, with aparticular focus on writings by Tanizaki Jun'ichiro and Kawabata Yasunari, who soon tempered their early modernistexperimentation with a nostalgic nativism. All readings in English translation.
Prerequisites: None
Temporary approval.
General Programs 290b/Concentration in Feminist and Gender StudiesSeminar in Feminist and Gender Studies; Interdisciplinary Perspectives on Gender S - 2,
Judith Shapiro, Susan Stuard
Also called BMC General Studies 290Taught this year at Bryn Mawr College
H-1 SO
The purpose of this course is to explore ways of understanding gender as a system for the cultural organization ofdifferences and inequality. The course will draw on the perspectives of several disciplines with an emphasis on socialhistory and cultural anthropology. In reviewing some of the major contributions to the study of gender that havebeen made in recent years, we will at the same time be analyzing the impact of feminist thinking on the humanitiesand social sciences. For students in the bi-college concentration in Feminist and Gender Studies.
Prerequisites: Declared concentration in Feminist and Gender Studies, or by consent of the instructors.
Permanent approval.
October '90, Annex IV 3
General Programs 295b The Psychology of Resistance to Racism: African AmericanExperiences S-3, SO Angela Gillem
An examination of African American psychology psychological theories of racism in the United States, and theirintersection. Particular attention will be paid to African American personality theories; motivations for,manifestations of, and impact of racism; psychology of African American men, women, and families, includingsocialization, education, and language of African American children; psychodiagnostic and intellectual assessmentissues; and cross cultural counseling.This course is limited to 20 students. This course satisfies the Social Justice requirement.
Prerequisites: None
Temporary approval.
Philosophy 228 Philosophy of Mind A-1, V-2; HU Danielle Macbeth
An examination of some major developments in our understanding of the mind and its relationship to the body,focussing particularly on work in the Anglo-American tradition in this century.
Prerequisites: Philosophy 101 or consent of instructor.
Permanent approval.
Psychology 214b Adolescence S-3 Doug Davis
An introduction to the psychology of adolescence, with emphasis on personality development and socio-culturalissues in the period from puberty to adulthood. Topics include: theoretical discussions of adolescence bypsychologists, psychoanalysts, anthropologists and sociologists, personal and literary accounts of adolescentexperience, and cross-cultural studies of the transition from childhood to adulthood.
Prerequisites: Psychology 108a or equivalent
Permanent approval.
Psychology 219g Biological Clocks and Mental Illnesses N-1, S - .5 Jonathan Schull
An introduction to the relationship between neurobiology and psychopathology, with emphasis on daily rhythms incentral nervous system functioning and their role in psychological disorders of mood and behavior. Bothcomparative (animal) and human studies will be discussed.. Students will use computerized telemetric recordingdevices to collect and analyze biological rhythms data on rats and will also compile data on rhythmic features of theirown behavior and moods.
Prerequisites: Introductory Biology or Psychology, or consent of instructor.
Permanent approval.
Sociology/Anthropology 235b Class, Race and Education S-3, SO Mark Gould
An examination of the interrelationship between class, race and education, emphasizing the situation in 20th centuryUSA. This course satisfies the Social Justice requirement.
Prerequisites: None
Permanent approval.
October '90, Annex IV, 4
Spanish 204b Advanced Language Training and Conversation E-2, L-1Maria Gladys Vallieres
This course provides extensive oral practice: viewing and discussion of films and news broadcasts in Spanish,frequent oral presentations, and readings from newspapers.
Prerequisites: Spanish 102 or instructor's consent (course not open to students who have taken 204 at Bryn MawrCollege)
Temporary approval.
Spanish 320b Sexual Minorities in the Spanish Speaking World S-1, L-2, HURam& Garcia Castro
A course intended to show how sexual minorities are presented in the Spanish-speaking world. Readingsincludeworks by Puig, Corthar, Sarduy, Arenas, Molloy, Ferre, and Filippi.This course satisfies the Social Justice requirement
Prerequisites: None
Permanent approval.
ALttintt..tiEn
H AVE R FORD
October '90, Annex IV, 5
N1,.m( )rx ich ) n
ALL FACULTY
Israel Burshatin for EPC
Addendum: Correction and Addition of New Courses for Semester II
ut. October 18, 1990
The Educational Policy Committee has approved the following course:
Physics 320b, Introduction to Biophysics N-3, NA Suzanne Amador
Introduction to the basic concepts of biophysics: the molecular and larger-scale structuresunderlying cellular processes; experimental and modeling techniques for obtaining structuralinformation; mechanisms for transport of material across cell membranes and conduction of signalsbetween cells or along cell membranes; and aspects of synthetic biomaterials including mechanicalproperties and biocompatibility.
Prerequisites: Physics 115 and Biology 200 or by consent of the instructor.
Permanent approval
The following course should be listed as requesting permanent approval, instead of temporarywhich was listed in the original memo.
General Programs 295b The Psychology of Resistance to Racism: African AmericanExperiences S-3, SO Angela Gillem
An examination of African American psychology psychological theories of racism in the UnitedStates, and their intersection. Particular attention will be paid to African American personalitytheories; motivations for, manifestations of, and impact of racism; psychology of African Americanmen, women, and families, including socialization, education, and language of African Americanchildren; psychodiagnostic and intellectual assessment issues; and cross cultural counseling.This course is limited to 20 students. This course satisfies the Social Justice requirement.
Prerequisites: None
Permanent approval.
-a 1.# October '90, Annex V, 1
I -\\
t • Faculty
Michael Sells, Honors Committee
College Honors (for discussion at the 10/18 faculty meeting)
9/14/90
Background: Last year I presented a list of problems involving the present procedures forselecting students for college honors. (That memo, dated 3/30/89, is available for anyone whowould still like a copy, along with the present criteria that were adopted two years ago).Briefly stated, the problems were the following:
1) lack of consensus as to what constitutes intellectual breadth and whether the "liberalarts model" (a strong program of courses outside one's major division) should continueto be the primary criterion for honors; 2) discrepancy in the way courses are pyramidedat the 200 and 300 level within different divisions, and a subsequent strong imbalance inthe way students access upper level courses outside their division; 3) a disconcertinglylarge number of anomalous situations (use of music performance study and art courses,courses cross listed across divisions, etc.,) that make the committee's judgement overlysubjective; 4) a revolving membership on the committee that results in decisions thatare inconsistent over time; 5) the lack substantive evidence that would allow thecommittee something more to go on than transcript evaluation; 6) widespreadconfusion on the part of students as to what the honors selections mean; 7) inconsistentfaculty response to requests for comments on students; 8) a tendency to excludestudents who have studied abroad on the grounds that their grades and programs aredifficult to evaluate; 9) problems with the use of departmental honors as an informalcriterion for college honors, given the wide discrepancy in ways different departmentsallot departmental honors; 10) the present system's over-sensitivity to grades in certainareas, leading in some cases to more grade dependence than criteria based on GPA--since a low grade can be made up for in overall GPA but can by itself exclude a studentaccording to the present procedure; 11) a process that takes up an great deal ofadministration, faculty, and student committee member time.
Since then I have heard from many of you. The comments I received suggest that: 1) Theseproblems do exist and need correction; 2) There is indeed deep disagreement among the facultyas to what constitutes intellectual breadth within a program of study; 3) Some of the selectionsmade last year were as problematic as those made in the past--this despite the fact that lastyear's committee made special efforts to avoid these problems by bombarding various facultywith requests for information on particular programs; 4) The present procedures are leading topuzzlement and hurt on the part of students, family, and instructors.
The Honors Committee (in the person of Dean Watter) carried out an investigation ofhonors selections at institutions comparable to Haverford: Amherst, Bates, Bowdoin, BrynMawr, Carleton, Colby, Guilford, Mt. Holyoke, Princeton, Wellesley, and Wesleyan. With theexception of Wesleyan, which conducts an oral examination through the Committee on Honors,all these schools use a GPA as the basis for honors qualification, though some allow otherfactors to be considered as well. A danger is that our use of the terms "magna cum laude" and"summa cum laude" is becoming a private language, and that the names no longer mean to thewider world what they mean to us. (Copies of this survey are available from Steve Vs/otter'soffice). Oberlin and Reed do not give college-wide honors. The Wesleyan oral-exam approachwas applied at Haverford in the past and abandoned after it proved unworkable. In order for
October '90, Annex V, 2
oral exams to work effectively, we probably would have to adopt radical changes in generaleducational policy and move to something like the Swarthmore honors model.
The Core of the Problem:
The Honors Committee is charged to grant "honors" based upon criteria that involve a judgmentnot only of a student's achievement, but of the relative merits of her course of study. In effect,the Committee on College Honors is asked to make comparative judgements as to which coursesof study are more "honorable" than others. It should be pointed out that 1) A student's course ofstudy is worked out with her or his advisor and with other faculty over an extended period oftime, and that in the present day bi-college curriculum these decisions involve a complex set ofconsiderations; 2) Despite our best efforts, the honors committee is not well informed about themerits and rationale for all these possible courses of study; 3) In many cases our judgementcontradicts other important judgements: thus a student who has gained high recognition(awards, fellowships, etc.,) for work in a single division across two disciplines is then told thathis program was judged unsuitable for honors—when the very curricular decisions that allowedhim to gain such recognition within his department(s) are those that ended up excluding himfrom college honors. 4) As mentioned above, our decisions reflect no current consensus concerningintellectual breadth and are made without any substantive evidence beyond gazing attranscripts. 5) Finally, even if our judgement were fully informed, our decisions to penalize aparticular course of study by excluding a student from honors who undertakes it would not resultin any practical reforms.
We advertise ourself as a college that offers intellectual breadth to all students as ageneral feature. Anyone graduating should graduate with intellectual breadth. If this is notthe case, we have ways of addressing the problem through our core requirements and throughthe Educational Policy Committee. There is no reason to make a separate tier of "realintellectual breadth" that will be applied only to a few students.
Conclusion: For the Committee on College Honors to make comparative judgments as to whichcourses of study are more honorable than others is no longer appropriate nor constructive .
I do not wish to argue either for adopting a GPA based honors system or for abolishing honors atthis time. I do wish to point out the relative advantages of a procedure based upon GPA (butnot exclusively tied to it) over the present system.
1) Grade point is a reflection of the cumulative judgement of a wide variety ofinstructors over an extended period of time. My experience last year showed me vividly thatthe top 25 or so students in GPA tend not to be intellectually narrow grade grubbers. They tend togenerate admiration and loyalty on the part of their instructors, and strong disappointment ontheir behalf when they are excluded from honors. (The converse is not necessarily true; theremay well be similarly admired students who do not appear at the top of a GPA list).
2)A system based primarily on GPA would be consistent over time, not dependent uponthe chemistry, interpretations, and proclivities of a constantly changing committee.
3) Such a system would be meaningful in the simple sense that students, recipients andnon-recipients alike, would understand the basic parameters of the decision and wouldunderstand why those being honored were being honored.
4) Such a system might alleviate (but not eliminate) the imbalance among thedivisions.
5) It would eliminate the need for the College Honors committee to engage incomparative evaluations of courses of study about which it is not fully informed.
Thus, our decision seems to come down to adopting some version of a GPA based honors criterion,or abolishing magna and summa cum laude at Haverford. After a year of searching, I havefound no practical, third alternative. If anyone has as a suggestion in this regard, one that does
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October '90, Annex V, 3
not involve the Honors Committee making comparative judgements of different courses of study,it would be most welcome.
Of special interest is Bryn Mawr's program, which uses GPA to grant magna cum laude,but which polls the faculty on students with a GPA above 3.8 and chooses for summa only thosewith strong support within and without their majors.
Suggestion for This Year's Selections: Last year the faculty agreed to keep the present systemin place through this year, if no alternate plan can be put in place before the spring of 1991.Given the serious problems with the present system, it would be advisable to have some newprocedures in place for this year's committee. The language in the present college cataloguedoes commit us to using intellectual breadth as part of our consideration. I would suggest thefollowing procedure for this year: Automatic granting of magna cum laude to those studentsabove a certain GPA, with the committee choosing using a Bryn Mawr type polling of thehighest ranking students to choose summas. This would allow us to try out one of the few strongalternatives to the present system.
Further Considerations: The granting of honors is not something we wish to stress in ourdealings with students. Yet it has become a central part of the Graduation Program, the mostpublic reflection of a student's four years at Haverford. Students will not be likely to make anissue of an honors decision at the time of graduation. However, the hurt that a student, herfamily, and her instructors might feel on seeing what appears to be an unfair orincomprehensible exclusion of someone who has by all other standards achieved excellence issomething that can grow with time.
At this point, I am asking for faculty discussion of the issue and of the wider societalcontext in which the language of honors is embedded, and the repercussions the decision wouldhave on areas like admissions, career placement, graduate and professional school admissions,and alumni relations. At the next faculty meeting I would like to ask approval for a newprocedure for this spring. I think it would be helpful for the faculty to come to consensus onnew, permanent procedures and criteria for college honors, or the abolition of college honors, bythe end of this year. This issue can become nagging if we defer a resolution.
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HAVERFORD COLLEGETHE FACULTY OF THE COLLEGE
Regular Meeting November 15, 1990Joanne Hutchinson, Clerk 4:15 P.M.
Moment of Silence.
MINUTE 1. Joanne Hutchinson announced the recent death of CletusOakley, Professor Emeritus of Mathematics.
ACTION 1. The minutes of the meeting of October 18, 1990, wereapproved as amended.
ACTION 2. The Faculty approved the submitted memorial minute forDouglas Miller (Annex I), to be sent to his widow and incorporated inthe minutes.
MINUTE 2. Joanne Hutchinson read to the faculty a gracious reply ofnew Board Chair John Jones to the faculty's minute welcoming him tohis new position.
MINUTE 3. REPORT OF THE PRESIDENT.1) Contributions in memory of Cletus Oakley may be made to a
fund being established in his name.2) The cost of our medical insurance plan has been increasing
since 1984 with extraordinary rapidity, taking up at least a doubledpercentage of our total budget. We must find a way to compensatefor this without sacrificing quality.
3) Specific news of the fund-raising campaign will beforthcoming next semester. For now, suffice it to say that some largegifts are promised, particularly in the area of endowedprofessorships.
4) With the completion of Founders Hall, the decision to retainWoodside Cottage as an office building, and the renovation of thefront of Roberts Hall this spring, we are faced with the happyprospect of having an increased supply of faculty offices, many ofwhich are newly renovated (and air-conditioned). The Provost'soffice is handling assignments. There will be trade-offs betweenindividual preferences and the goals of clustering departmentmembers and freeing "high-cost" square footage in science buildingsfor use by science departments. Another group of offices will be
available in about two years with the completion of the campuscenter to which the Admissions Department will move. (Otheralternatives were considered but found wanting: the conversion ofMorris to faculty offices, because of the amount of space it wouldyield and problems in finding an alternative location; the use ofDrinker because of costs and having to move more students to HPA;the decking of the rear of Hilles because it did not yield sufficientspace; and the "completion" of the third floor of Stokes because thefoundations cannot take additional weight except in the area over thelibrary.)
MINUTE 4. REPORT OF THE PROVOST.1) Faculty office assignments to renovated Founders Hall are
largely complete, and some have been made to Roberts Hall.2) This year's six faculty searches are under way. From now
through February, faculty and student attendance and input atcandidate talks will be needed and valued.
3) The Provost announced Douglas Davis' upcoming researchtalk
4) The deadline for requests for faculty leaves for next year ispast, as the matter goes now before the Board. The deadline forfaculty research fund requests is January 18.
5) Full cooperation with new recycling policies is urged.6) The Provost threw his support behind Roger Lane's urgings
for attendance at the annual Gospel Concert.
MINUTE 5. Israel Burshatin reported for the Educational PolicyCommittee. The committee has begun the difficult discussion of whatregular faculty positions should be the subject of searches in 1991-92. As usual, more are requested than can be allotted under ourpresent limit of 81 tenure-track positions. In fact, if all this year'ssearches should be successful, 80 of the 81 will be filled, andtherefore the committee plans to ask the Provost to have the Boardof Managers consider adding several more faculty slots sooner thannow planned. (Here President Kessinger noted that 1) the presentlimit of 81 is only recently up from 78; 2) we are allowed even atpresent up to three special affirmative-action appointments shouldwe find and attract especially interesting, qualified members ofminority groups; 3) budgeting for any new appointment limitsrequires Academic Advisory Committee discussion; 4) the question ofthe number of tenure-line appointments must be seen as part of thelarger question of the number of total faculty time equivalents--which is a budgetary matter.)
MINUTE 6. Michael Sells reported for the Committee on Honors,Fellowships and Prizes. In initiating the long-postponed fulldiscussion of the College Honors question, he reported that hisinvitation of written opinions netted fourteen responses. Of these,about half inclined toward the straight grade-point-average criterion;several suggested departmental quotas; four wanted to keep criteriaas presently stated; two wanted College Honors abolished altogether.
The discussion, as expected, was wide-ranging andinconclusive, and ended with Michael Sells offering his own response:his concern is not with the imperfections of the system nor with thefact of disagreement, but rather with the quality and depth of thethinking and argument, which need to involve coherent views ofwhat constitutes intellectual breadth of accomplishment more thanspecific criteria based on courses and divisions. The committee feelsunable to achieve a coherent view by itself at the moment and asksfor patience and continued help on the part of the whole faculty.
The following are some of the issues and points coming up inthe faculty discussion.
1) Can any clear set of criteria other than our present one trulyindicate intellectual breadth? Is our present system not the bestthat can be achieved in an imperfect world, and better than that ofour neighboring institutions?
2) Can there be more reliance on letters from facultymembers? Can we trust ourselves to write thoughtful letters at abusy time of year, letters that ideally would cite weaknesses as wellas strengths of students under consideration?
3) Could the committee find a way initially to narrow down thelist of names of honors candidates to a shorter one?
4) Could any process of faculty consensus, or even vote, serveto identify our most likely candidates?
5) Could a small number of the best candidates be interviewed,as has been done in the past, without consuming too much facultyand committee time?
6) Can we somehow make sure that all the diverse facultyviews on honors are represented on the committee?
7) Can we agree on a kind of platonic ideal of an honorsrecipient as a criterion to base our judgement on?
8) Can we rationally work the idea of "concentrations" into ourlisted criteria for honors?
9) Should we rename College Honors something like "LiberalArts Achievement Award"? Should we let departments give"highest" or "summa" awards?
10) On the other hand, is it enough simply to reward depth in aparticular field and not worry about breadth ) or would that harmcertain students who might be more rewarded at other institutions?What does our liberal-arts ideal mean anyway?
11) How do we solve or avoid the problem of evaluatingindividual courses in transcripts?
Adjournment: 5:51 P.M.Respectfully submitted,
John DavisonSecretary to the Faculty
i4nnex ivreet DV, 15,1990
DOUGLAS-G. MILLER
Douglas G. Miller, formerly Associate Professor of Physics
at Haverford College, died on October 11 at Martha's Vineyard
Hospital. He ea ned his Ph.D. in Physics at the University of
Rochester, and was an Assistant Professor at Harvard University
before joining Haverford's Physics Department in 1965.
Doug's rese rch activities were initially in the area
experimental high energy physics, and he made this exciting field
accessible to students through his courses. He was also the
first faculty member at Haverford to teach students about: the
importance of digital electronics and' laboratory computers for
controlling expe iments.
Doug was k enly aware of the bond between physics and
philosophy. His courses on "Twentieth Century Physics and
Philosophy" and "Experiments and the Nature of Existence" were
concerned with the philosophical insights provided by recent
developments in•tigh energy physics.
In his last few years at Haverford, Doug became interested
in the contributions physics might make to renewable energy
sources though wind turbines and energy storage systems. He
taught a course on "Climate and Weather" that added significant
the course offerings for general education atbreadth to
.Haverford.
Doug was
strikingly new
neighboring dis
colleagues were
a deeply thoughtful scientist who brought
perspectives to many issues in physics and
iplines. The lives of many students and
nriched by his presence, and we are grateful for
the years he gave to Haverford.
HA VERFORD COLLEGETHE FACULTY OF THE COLLEGE
Regular Meeting December 20, 1990Joanne Hutchinson, Clerk 9:00 A.M.
Moment of Silence.
ACTION 1. The minutes of the meeting of November 15, 1990, wereapproved as amended.
ACTION 2. Louis Green's memorial minute for Cletus Oakley (Annex I i wasread and approved for inclusion in the minutes.
MINUTE 1. REPORT OF THE PRESIDENT.1) The formal announcement of our upcoming five-year capital
campaign is near. Two events will mark it: an academic convocationandCcorporation meeting on April 27, and a formal kickoff celebration onMay 3.
2) The President has met with the architects to begin planning on theSharpless remodeling and Campus Center construction projects. A secondstage of planning, with wider community input, will follow. The initial stagesof Campus Center work, scheduled for this summer, will involve disruptionof parking in the big lot.
3) The President welcomed all to the holiday party the next day.
MINUTE 2. REPORT OF THE PROVOST.1) The Board of Managers has approved the reappointment of Terry
Newirth and Susan Stuard and the promotion to full professor of SlavicaMatacic (applause). Other recommendations for reappointments andpromotions will go before the February Board meeting.
2) Faculty searches are proceeding. In the chemistry search, an offeris already out.
3) Julie Sum merfield of the bookstore asks that faculty members lether know if course enrollment stands to be different from preregistrationfigures - she goes by the latter in ordering books. (Note: course enrollmentlimitations not previously approved by EPC are not permitted.)
4) Registrar Lee Watkins has made an agreement with Bryn Mawrthat senior deadlines are to be the same in the two colleges. This will resultin a small shift of Haverford's (and Bryn Mawr's) deadline for senior gradeentry: it will now be 5 P.M., Monday, May 13.
5) The Provost emphasized that, at Haverford, classes or otherrequired sessions should not be scheduled at times reserved for non-academic activities (weekdays after 4, Wednesday and Thursday evenings).
6) He mentioned various grants and fellowships available to facultymembers and invited them to see Judy Young for specific announcementsand deadlines.
7) He announced grants: $39,000 from the Merck Foundation tosupport student research in biology; $84,000 from the Pew Foundation forhelp in library work on manuscript collections; and NEH grant to supportDavid Dawson's work on a book about Augustine.
MINUTE 3. Israel Burshatin reported for the Educational Policy Committee.1 ► EPC has approved one more new course (Annex II). The faculty
raised no objection.2) In the case of any Bryn Mawr student majoring at Haverford. it has
been settled that her Haverford major advisor must approve her programbefore her Bryn Mawr dean does.
3) Department chairs must petition EPC by February 1 if they wish toadd new positions in their departments in 1992-93. EPC would appreciateknowing projected needs for the following three years at this time also.
4) Department chairs have not responded well to an updatequestionnaire on multicultural aspects of their department's teaching, andwill be asked again to do so.
MINUTE 4. Michael Sells, for the Committee on Honors, Fellowship, andPrizes, introduced discussion of the committee's proposed new criteria forcollege honors (Annex III). Invited to be presented were Steve Waiters andstudents Mark Neff and Elliot Suchin. It was hoped that discussion couldlead to approval of the proposal, but, though there was a generally favorableresponse to most aspects of it, it was clear that there were too many specificobjections for consensus to be reached as yet. The major objectionsconcerned the still important function of a student's grade point average inthe new proposal; some felt that use of GPA as an important criterion sentthe wrong message to the students, i.e. that they should seek high gradesabove all else. Others felt that the disparity in grading between divisions,departments and even individual faculty members needed in some way tobe -taken into account in calculating GPA. The committee defended the use ofGPA as providing a needed way of winnowing out students so that thenumber of individual inquiries to be made will not overburden thecommittee; distinguished students below the GPA cutoff point could still beproposed and considered. The committee will consider the matter further,and try again.
ACTION III. Harvey Glickman, for the Academic Advisory Committee.presented a set of prinCiples regarding campus mailings designed to cutpaper waste and inefficient use of staff time in the mailroom (Annex IV).The principles have been worked out by a student committee and arebacked by the Student Council. The Faculty approved the endorsement ofthis initiative.
Adjournment: 10:30 A.M.
Respectfully submitted,
John DavisonSecretary to the Faculty
Annex IMeeting 12/20/90
Cletus Odia Oakley died on Monday, November 12, 1990, at the age of 91. He wasliving in a retirement home near his son in Ann Arbor, Michigan. He took his doctorate inmathematics at the University of Illinois in 1929, taught for five years at Brown and joinedthe Haverford staff in 1934. His research field in mathematics was analysis, primarilydifferential and integral equations. However, most of his great energy was devoted to theimprovement of the teaching of mathematics at the college level. He was the author ofeight books, three together with C. B. Allendorfer, Chairman of Mathematics at Universityof Washington, and one with R. V. Andree of the Institute for Advanced Study inPrinceton. These volumes concentrated on introducing the "new math" into college coursesand sold in the tens of thousands of copies. Cletus also published some fourteen articlesand was Associate Editor of the American Mathematical Monthly for five years. He heldfour Fulbright Scholarships. He was in demand as a mathematics lecturer and spoke insome thirty states and foreign countries. He also delivered approximately fiftymathematical talks on television.
The customary form for a Faculty Minute is somewhat inappropriate in the case ofthis energetic, spirited man whose good judgment on faculty committees and as facultyrepresentative to the Board contributed so much to the College as it passed from anauthoritarian structure to one of wide faculty participation in the formation of policy andits operation.
Ramrod straight throughout his years at the College, Cletus defeated all corners inhandball into his late sixties. His unrestrained sense of humor, which he attributed to aTexas background, led him to hand out explosive cigars, make a large skillet in the shape ofthe State of Texas in which he made very large pancakes, and offer a U.S. thousand dollarbill for a cup of coffee with the statement that as a Texan it was the smallest bill he carried.He loved dynamiting tree stumps for the groundsmen when areas of the campus were to becleared. He liked working about his house and the surrounding grounds. He prepared aspecial mixture for varnishing the stairs from the first to the second floor of his home,forcing his wife, Louise, to use a ladder for six weeks to reach the bedrooms while waitingfor drying. He constructed a picnic table and seats from concrete pillars and a massivemarble slab, all found in the College dump. It was said in the faculty that if an atomicbomb fell on Philadelphia, the only trace of the city left would be Oakley's picnic table.
Cletus's wife, Louise, was a person of equally good judgment and high concern forothers. They had two sons, one now a professor of psychology at the University ofMichigan and the other a rancher in Australia. Unfortunately, Louise developedParkinson's and became less and less able over many years to take care of herself even inthe slightest details; for months her only means of communication was by the raising of herindex finger. At her death, Cletus joined mathematical friends in Seattle, but later movednext to his son in Michigan.
This kindly, concerned, dynamic man made life richer for all who knew him.
Louis Green for the FacultyDecember 1990
Annex IIMeeting 12/20/90
HAVERFORD COLLEGEMemorandum
To: Faculty
From: Israel Burshatin, for EPC
Re: 2nd Addendum to New Courses for Semester II
Date: December 19, 1990
The Educational Policy Committee has approved the followingcourse:
History and Spanish 325b Ethnohistory of Latin America: 1500-1950.H-2, S-1
Study of the evolution of ethnic groups from the European conquestto the present in Latin America and the Caribbean. Interpretationof the use and function of ethnic stereotype and distinction insocial organization in order to understand the ways in which ethnicgroups interact, cooperate, and come into conflict.
Prerequisites: Coursework on Latin America or ethnohistory, orworking knowledge of Spanish or Portuguese, or consent of theinstructor.
Temporary Approval.
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Annex III, p. 1Meeting 12/20/90
HAVERFORDMenmnmdmIl
5 ). Faculty and Administration
F):()in: Honors Committee: M. Sells, J. Tekosky-Feldman, S. Waldman, Steve Watter, MarkNeff, Elliot Suchin
Re: Revised Criteria for College Honors
Date: 12/13/90
In response to the polling of the faculty, the discussion at last month's faculty meeting, andto individual conversations, the Committee on College Honors has proposed a new set ofcriteria for choosing magna and summa cum laude at Haverford. We have paid closeattention to the concerns both of those who wish to move toward a more GPA basedsystem and those who wish to keep a version of the present emphasis upon intellectualbreadth. We believe this proposal addresses both sets of concerns, and does so in a waythat the two major components of the process will strengthen one another. Special attentionwas given to the formulation of a more inclusive definition of extraordinary intellectualachievement.
The revised catalogue copy would read:
The Committee on College Honors and Fellowships will consider all studentswhose overall performance is exceptionally high for College Honors: magna cumlaude or summa cum laude. In addition, the Committee will consider studentsnominated by members of the Faculty. Whereas distinguished performance in the majoris the criterion for Departmental Honors, the award of College honors recognizes studentswhose work has been outstanding overall. Special attention is given to study that goesbeyond the requirements of the major. Such study can be interdivisional (as evidenced bysuperior work outside one's major division) or interdisciplinary (as evidenced by superiorwork in more than one department of a single division, by superior work in severalconverging domains of knowledge represented by an area of concentration or theequivalent, or by other evidence of extraordinary initiative beyond the requirements of themajor and the college. Students may enhance the possibility of receiving College Honorsby avoiding extensive use of the pass/fail option, by engaging in significant work beyondthe requirements of the major, and by selecting substantial programs if they choose tostudy abroad. Both magna cum laude and summa cum laude are awarded by theFaculty on the recommendation of the Committee. Summa is awarded rarely, tostudents of exceptional merit.
A copy of the present catalogue statement is attached, with indications of where changesand omissions would occur, and marginal notes as to why some of the changes arenecessary.
The process:
1) As in the past, the names of the most likely students to be nominated will be sent to thefaculty: the top 12% in GPA. These names are given to spur the memory of faculty whomight see a name and suddenly remember an outstanding performance from a studentoutside their particular area. Faculty are urged to write on any student not on the list whois deserving of consideration.
Annex III, p. 2Meeting 12/20/90
2)The top 15 students of each class in cumulative GPA would be nominated for magnacum laude automatically, unless there were unusual and compelling evidence to indicate aparticular nomination would not be appropriate. If there is a significant imbalance amongthe divisions in this group, special attention would be paid to those divisions not wellrepresented in the process outlined in 3.
3)The committee will actively look for other students of extraordinary intellectualachievement as defined in the new catalogue copy. Traditional means would be used(examination of transcripts, faculty letters), but the committee may make further inquiriesof faculty concerning individual students. Work taken abroad or in the final semester ofsenior year will be evaluated with the assumption that, without evidence to the contrary, thestudent's work is consistent with her overall record over four years.
4) Summa cum laude will continue to be awarded only in the most exceptional cases.
Rationale:
1)The definition of college-wide intellectual achievement is made more inclusive and morerepresentative of the diversity of programs within the bi-college curriculum.
2)The honors committee is liberated from the incommensurate logic that exists amongdivisions in numbering their courses. Also eliminated are the impenetrable anomalies thatoccur in interpreting which courses meet the present, algorithmic criteria.
3)The honors committee is able to go beyond GPA, but is not put in the position ofcontradicting it. (GPA represents the cumulative judgment over several years by a widevariety of instructors who have known a student's work. In many cases, the committeewill have no first hand knowledge of the student or her work). While this proposed use ofGPA is more straightforward than it was last year, it is actually less bound by grades andgives the committee more discretion. A letter from an instructor attesting to a student'ssuperior intellectual breadth will now be read without worry over whether a student'sgrades in a particular course met any pre-set grade criteria.
4) In terms of the integrity of names, our use of the terms magna and summa will becloser to what is meant in the common usage, but the new procedure will preserve andenhance the distinctiveness of the Haverford program.
5) Most important is the freedom and initiative that the semi-automatic selection of the top15 will give to the committee. In practical terms, it is difficult for the committee to giveclose attention to more than a limited number of cases. By being freed from worryingabout the top 15, we can give careful attention to those students whose superiorachievement may not be reflected primarily in their grades.
These criteria seek to combine both stability and flexibility. They will allow thecommittee's role to be structured more positively: validating overwhelming cumulatejudgements in the case of the highest GPAs, reading faculty letters of support on theirmerits alone (without worry about whether or not the student's transcript meets some pre-determined set of grade and course specifications), and seeking out and celebrating adiversity of expressions of intellectual achievement at the college.
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2. The Committee on College Hon-ors and Fellowships will invite allstudents whose overall perform-ance is exceptionally high tostand for College Honors: magnacum laude or summa cum !wade.In addition. the Committee willconsider students nominated bymembers of the Faculty. Whereasdistinguished performance in themajor is the criterion for Depart-mental Honors, the award of Col-lege Honors recognizes studentswhose work has been outstandingoverall.E.)ecial consideration isgiven tOThreadth of study, as indi-cated by high performance infields differing substantially fromthe majo tudents may enhancethe possibility of receiving CollegeHonors by avoiding extensive useof the pass/fail option,Gy goingbeyond the minimal satisfactionof distribution requirements, andby selecting substantial pr .gramsif they choose to study abroad.Students under consideration areinvited to submit a personalstatement to the Committee forits consideration. The Column teealso gives heavy weight to Facultyrecommendations. Both magnacum laude and summa cum laudeare awarded by the Faculty onrecommendation of the Commit-tee. Summa cum laude is awardedrarely, and ffenprally rr-nl)ire standing work at an advancedlevel m fields not closely allied tothe Degree.
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Annex IV, p. 1Meeting 12/20/90
Disseminate Information More Effectively (DIME)
A Proposal for Faculty Approval from AAC
December 1990
Objectives:
1. Reduce information clutter and overload in mailboxes.2. Inform each other more effectively about what we ought
to know.3. Permit the mailroom employees to operate more
efficiently.4. Save paper.5. Save the environment.6. Save money.
Proposals:
1. Endorse and abide by rules established for mailroomeffectiveness and efficiency. (see attached)
2. Endorse and say amen to rules and self-denyingordinances adopted by administrative offices to reducecampus-wide, unaddressed mass mailings to a self-examined minimum. (see attached)
3. Eliminate faculty inspired campus-wide, unaddressedmass mailings; utilize targeted, addressed mail; utilizecampus communications devices: E-mail, The Guide, TheNews, events posters, Founders Bell, Career DevelopmentNewsletter, notes and E-mail to other faculty to announceevents in classes.
3a. Exceptions to this rule by appeal to the Provost.
Harvey Glickman
Annex IV, p. 2
HAVERFORD COLLEGE Meeting 12/20/90
INTEROFFICE MEMORANDUM9011-319
TO: Users of Mail Room Services
FROM: G. Richard Wynn
SUBJECT: Guidelines for Use of the Mail Room
DATE: November 21, 1990
COPIES: Tom Kessinger, Harvey Glickman (Chair of AAC)
To help the mail room staff provide the best possibleservice, and also to assist in the Watch on Waste effort tosave resources, the following guidelines have been reviewedand approved by the President and the Administrative AdvisoryCommittee (AAC). We thank you for your cooperation infollowing these guidelines!
ADDRESSING MAILINGS
1. Address all mailings clearly. Include a return address,in case students or faculty are away. Use the StudentDirectory/Finding List to determine if students are on StudyAway. Don't waste envelopes; staple or tape mail instead.
2. Include the class of each student. Check the StudentDirectory/Finding List to make sure there is not more thanone student with the same name; if there is, include themiddle initial.
3. Mailings to all members of one class (e.g., sophomores,seniors) need not be separately addressed. The mail boxesare color-coded by class, so just provide instructions that amailing is to go to all sophomores, or all seniors, etc.
4. Mailings to all staff always should include thedepartment. New employees regularly join the Haverfordstaff. You know the department of the person to whom you aresending mail; the mail room staff may have to look up thename, a very time consuming chore.
HANDLING LARGE MAILINGS
1. Be sure to provide enough copies of a general mailing.Asking that a mailing go to all members of the senior classand then providing only 100 copies will mean that only 100seniors will receive your mailing. The mail room staff doesnot have time to arrange for production of missing copies.
Annex IV, p. 3
INTEROFFICE MEMORANDUM: 9011-319 Meeting 12/20/90
Guidelines for Use of the MailroomNovember 21, 1990Page 2
2. Please do not wait until the last minute to inform themail room staff that you are going to make a large mailing.Knowing in advance that a mailing is coming will expedite theprocess.
3. Inform the mail room staff if there is a deadline on alarge mailing you are making to members of the Haverfordcommunity. If mail boxes are full because of other mailings,the staff may have to wait a day...but if the staff knowsthere is a deadline, they make sure it is met.
4. Because of the size of the mail boxes, 8 1/2" by 11"sheets have to be folded to fit into the boxes. Please askCentral Services to fold any 8 1/2" by 11" sheets that arebeing mailed; they have a folding machine available. If youfail to do so, your mailing will not be placed in individualmail boxes. This applies to ALL mailings.
5. No mailings should be made on sheets that are less than3" by 5".
REDUCING VOLUME
1. To minimize mailings, departments/offices/students groupsshould consider collaborating. For example, differentdepartments within the Dean's Office could combine severalmailings to students on a single sheet.
2. Whenever possible, use the VAX e-mail system when you arejust sending a short note to another person. -
MAILINGS AT BRYN MAWR COLLEGE
1. Be aware that the staff at Bryn Mawr College will NOTstuff mail boxes with large mailings. In such cases you mustdesignate a person to stuff the mail boxes. If you don't,your mailing will not be delivered, and paper will be wasted.
ENTERING THE MAIL ROOM
1. Space in the mail room is limited. Please do NOT enterthe mail room seeking your personal mail. This applies toALL students, faculty, administrators, staff. If you mustenter the mail room, please ask the permission of the staff.The mail room is their office, and you should no more walkinto their office uninvited than you would a student room orfaculty/administrative office.
Again, thank you for helping the busy mail room staff and forsaving paper!
HAVERFORD COLLEGE
Annex IV, p. 4
INTEROFFICE MEMORANDUM
Meeting 12/20/90
9012-302
TO: Alan Crosman and Mary Wilson
FROM: G. Richard Wynn
SUBJECT: Mass Mailings to All Students
DATE: December 5, 1990
COPIES: Tom Kessinger
As part of the effort to Disseminate Information MoreEffectively and cooperate with the Watch On Waste (also knownas DIME? WOW!), administrative offices have agreed to limitunaddressed mass mailings to all students. If anyone wishesto make a mailing which does not appear on the followinglist, he or she should be asked to call me. In turn, I willconsult with Matt Hamabata and the two of us will considerthe request. The burden of proof will be on the mailer todemonstrate that only through a mass mailing to all studentscan his/her message be conveyed.
Approved mass mailings are:
HOUSING OFFICE
1. Notices for fall break, Thanksgiving, winter break,spring break, and school closing.2. Reminder about proper storage.3. Blue Bus schedules, including exam schedules.4. Room draw information, including mini draw first semester5. Fall and Semester II directories.6. Reminder to clear out storage areas for spring cleaning.7. Notice to students leaving or changing rooms at mid-year.
DEAN'S OFFICE
1. Welcome back letter from the Dean.2. Leave of Absence deadlines.3. End of semester deadlines and policies.4. Class visiting warning and class attendance warning.5. Family Rights and Privacy Act of 1974.6. Joint letter with Provost regarding communication betweenfaculty and students.7. October notice of exams/holiday plans.8. Notices of major changes in policy, e.g., alcohol policy.
EIGHTH DIMENSION
1. Notice of Volunteer Services Fair.2. Newsletters twice each semester.
Annex IV, p. 5Meeting 12/20/90
INTEROFFICE MEMORANDUM: 9012-302Mass Mailings to All StudentsDecember 5, 1990Page 2
3. Newsbriefs three times each semester.
DEPUTY DEAN
1. Notice of learning skills workshop.2. Notice of sexuality workshop.
CAREER DEVELOPMENT
1. Career Development Newsletter, published biweekly.
OFFICE OF MULTICULTURAL AFFAIRS
1. OMA Newsletter, first issue of the year only.
REGISTRAR'S OFFICE
1. Course guide and addenda.2. Pre-registration materials.3. Course verifications.
PROVOST'S OFFICE
1. Notice of lectures by candidates for faculty positions.
PERSONNEL OFFICE
1. Faculty/staff directory.
SECURITY DEPARTMENT
1. As required by Pennsylvania law, distribution of annualstatistics about crime on campus.2. Safety alerts as needed.
BOOKSTORE
1. Spring notice about used books buyback.
At this point we are placing no limits on mailings sent tolarge numbers of students by class but which do not involveall students. For example, David Hoy sends a financial aidletter to all students except seniors. This is a verynecessary mailing and will be continued; it does not appearon this "approved" list because the mailing does not go toall students. If this becomes a problem, we may reconsiderthis practice.
HA VERFORI) COLLEGETHE FACULTY OF THE COLLEGE
Regular Meeting January 24, 1991Joanne Hutchinson, Clerk 4:15 P.M.
Moment of Silence.
ACTIONI. The Faculty approved the minutes of the meeting of December 20,1990, as circulated.
ACTION 2. Richard Bernstein read a memorial minute (Annex I) for PaulDesjardins, whose death had just been announced. The Faculty approved itsincorporation into the minutes. An additional moment of silence wasobserved in Paul's memory.
MINUTE 1. Joanne Hutchinson invited appropriate chairs to introduce newfaculty members (Annex II) teaching at the college this semester.
MINUTE 2. REPORT OF THE PRESIDENT.1) The President thanked those who had offered guidance and
support to students concerned at the recent outbreak of war.2) He reported that many had already moved to new permanent
offices in renovated Founders Hall, in fact, all offices in Roberts Hall are no -c:vacated preparatory to renovation work there. Psychological services havemoved from 601 Walnut Lane, which will be added to the faculty housingpool in the fall.
3) He announced that a new format for the Board of Managersweekend of February 22-23 included the possibility of dinners with Boardmembers at faculty homes. and ast ed for volunteers to host such dinners,the college providing costs.
MINUTE 3. REPORT OF THE P1(:)\- 0:11) The Provost welcomed new faculty members.2) He joined the Presider' in thanking faculty members who had
provided leadership for students d7 ,ricerned at the war.3) In the midst of five faculty searches, he asked forbearance
because of his eltremc4) He anrir.Juncd.1;i.!' bc44inning on Fe17,:ua7 o`:
next special reading and stud -i, 7orary, foi . students.
faculty minutes, 1/24/91, page 2
5) He reminded faculty members of the complex ethica and legalissues involved in copying course materials, and urged them to work withJulie Summerfield at the bookstore when planning large copying projects
6) Our next faculty meeting will be back in the Common Room, newrefurbished.
7) He announced the upcoming faculty research talk of WillieWilliams, whom he praised for his extraordinary work in building up thecollege's art photography collection.
8) He brought up again the ever-lively issue of grades and gradeinflation in connection with his giving out of a table (Annex III) of last year'sgrade distribution broken down by etiv;s ion, During the brief discussionthat ensued, the discrepancies between faculty members in gradingpractices, and between student and faculty ideas of what grades mean,came up for discussion. Are we getting too soft, or do our students in factdeserve the rather good grades we tend to give them? Perhaps gradingshould be discussed annually w eac!, c.i,partment. Tl'. .
Policy Committee plans to examine issues of grading this semester, as it doesperiodically.
MINUTE 4. Mark Gould reported for the Educational Policy Committee,noting 1) that proposals for new courses for next year were due by February22, on a slightly redesigned form incorporating provisions for the socialjustice dimension; 2) that any department's hopes for personnel expansionduring the next three years should be reported to the committeeimmediately.
MINUTE 5. As discussion of yet another reworked proposal from thecommittee on Honors, Prizes and Fellowships( Annex IV) was about to begin,a faculty member raised a procedural point. He noted that it was customaryto involve, in the preliminary discussion of a reworked proposal. those whohad most strongly objected to earlier forms of that proposal. and that heknew of one case where that had not occurred in the present insance.Michael Sells, for the Committee, stated that he took this objection to heart,and that he would withdraw the proposal from present discussion so that therecommended consultation (and possible further reworking resulting. fromit) could take place.
MINUTE 6. Harvey Glickman for the Academic Advisory Con ._ mpresented for discuss:jun proposed 19';1-92 budget (An .:lei: t 1,that, though not of course ideal. it seemed acceptable in its balances andpriorities. It involved more modest increases than in recen: yea7 . : in froth,student fees and faculty-staff salaries, the latter drop being ofIset thecollege's willingness and ability to assume, so far, the vasti ,,, - increased costs
faculty minutes, 1/24/91, page 3
of medical coverage. We can still afford new technology we need, and weare still able to offer sufficient aid for all deserving students to enroll here
In the ensuing discussion, the point came up that our financialplanning base is still a student body of 1020, far fewer than tend actua:ly toenroll. Should we increase that official number? But then, would that notcause still greater actual enrollment and necessitate extensive new planning?The faculty, in the past, has wanted to hold to the lower number.
MINUTE 7. Sidney Waldman reported as Faculty representative to thespecial Board Committee on Medical Insurance. He noted recent steepincreases in the cost of such insurance (31% in 1989, 23% in 1990). With thelikelihood of similar increases in the future, the option of cost-sharing mustbe considered, since the college's income boasts no equivalent increase.Among the possibilities are 1) the increase of various deductibles: 2) thechanging of coverage procedures for families as opposed to singleindividuals. The Coniaiittee will be bringing up specific proposals of this sortfor discussion soon.
MINUTE 8. Jenny Sartori, reporting as Chair of the student Honor Council,reminded faculty members of the appropriate procedures to follow if anHonor Code violation is suspected: speak to the student involved first; keepcomplete confidentiality. She urged faculty members to offer writtenreactions to the abstracts of Honor Code trials that are circulated to thecommunity, and invited faculty participation in an upcoming series of paneldiscussions on Honor Code matters.
Adjournment: 6:07 P.M.
Respectfully submitted,
John DavisonSecretary to the Faculty
Annex I, 1/24/91, page 1
PAUL DESJARDINS
Paul Desjardins joined the Haverford Faculty in 1958 at atime when Haverford was a college of 450 students, wheneveryone from the grounds crew to the president knew eachother personally, when the entire college would cometogether twice a week for collection and meeting. It tookimagination by Douglas Steere and Frank Parker, thephilosophers at Haverford, to hire Paul. For Paul was uniqueand different --a passionate thinker, a deeply religiousCatholic, and an irrepressible gadfly. Haverford soonbecame his agora, and he could been seen at almost any timeengaging students, colleagues, and staff in animatedconversation. His home became an extension of the classroomwhere with his remarkable wife, Rosemary, all were welcomedwith warmth, generosity, and lively talk. When DouglasSteere retired and Frank Parker left Haverford, Paul as thesenior member of the philosophy department helped to shapeits character over the past thirty years. He was activelyinvolved in bringing Aryeh Kosman, Tink Thompson, myself,Ashok Gangadean, Kathleen Wright and Lou Outlaw to Haverford--a bunch of individualists and strong personalities whonevertheless shared a common vision of the central role ofphilosophy in an undergraduate college. When Change magazine singled out our department as among the best in thecountry, the title that they gave to their articleepitomized Paul -- "Classical to the Core." For Paul lovedthe classics and by his words and deeds showed theirrelevance for coming to grips with our deepest conflicts andproblems.
Long before we began speaking about diversity andmulticultural studies, Paul practiced it. From his ownexperience in China during the Second World War when heserved as an officer in the navy and from his encounterswith Japanese culture, Paul had a profound sense of thedistinctiveness of different cultures and those universalthemes that transcend cultural boundaries. Havingwitnessed the ravages of war, he dedicated himself to thehealing power of authentic dialogue--the type of dialoguethat respects the otherness of the other and seeks forcommon understanding. What was so distinctive about Paulwas his concern with detail and particularities. He taughtus how the shape of a Chinese character could reflect anentire world view. He approached everything, no matter howmundane and trivial it might seem to others, with areligious—aesthetic—ethical attitude. And this is the wayhe lived his life at Haverford. For Paul it was just asimportant to pay careful attention to where we planted ourtrees, how we designed our buildings and even how wedetermined the physical arrangement of a classroom as it wasto select the texts to be taught. I remember vividly theday when Paul came to me agitated and distressed because the
Annex I, 1/24/91, page 2
College was planning to tear down Founders Annex,- a buildingwhich he thought was one of the most beautiful on campus.I asked Paul, did he really want to take on the PropertyCommittee, the Board and the President, who were allconvinced that Founders Annex should go? Was it reallyworth the effort? But as we all know, when Paul waspossessed by an idea which he thought was for the good ofthe College, no one could dissuade him. He spent endlesshours talking to everyone who would listen -- Board members,administration, faculty, students, and staff. Eventually hispower of persuasion prevailed. But this was not the end. Heconvinced Miriam Thrall, who was the companion of MargaretGest, to donate the funds for renovating Founders Annex intothe Gest Center. When the College hired architects to designthe renovation, Paul's work wasn't finished. He cajoledthem to respect the integrity of the building, not to cut upthe spaces into little boxes. He searched the Barn forproper furnishings and convinced friends of the College todonate beautiful antiques. He even supervised the buildingof the chairs and tables for the classrooms. All of this wasa manifestation of his love for Haverford, and demonstratedhis conviction that it is the smallest details that make forthe differences in our lives. Paul prevailed and when theGest Center was completed all of the College took pride inthe building. He had shown all of us what the force of oneperson's persistence and imagination could achieve.
Paul was a great believer in ritual. He rightly believedthat without meaningful rituals our lives are greatlyimpoverished, and that •if one is really to understandanother culture one has to participate in its rituals. Whenhe taught his famous course, Philosophy East and West, hisstudents learned how to do calligraphy, to meditate, and toperform a tea ceremony. Anyone who ever had a meal at Pauland Rosemary's table learned anew the meaning of breakingbread together and the power of silent prayer.
But I have not yet touched upon Paul•is greatest virtue --Paul as a teacher, a teacher of his students, colleagues andfriends. He was authentically Socratic. He had that rareability to break through those defenses that many of us setup against really opening ourselves to learning andexperiencing something new and different. Paul not only knewhow to do this, he --more profoundly that anyone I have everknown --could really touch the souls of his students, tomake a real difference for the better in their lives.Sometimes it was difficult to follow what Paul was saying.Even I, who knew Paul for thirty five years, would have tolisten carefully for some time before I could figure outwhat he was saying. But I came to realize that there weretwo reasons for this. Paul saw and experienced affinitiesand connections where less imaginative persons were blind.He could start by reflecting on the grain of a piece ofwood, move to a Confucian text, back to a passage from Plato
Annex I, 1/24/91, page 3
and conclude with reflecting on the design of a Persian rug.It was confusing and breathtaking, but always stimulatingand thought-provoking. The second reason why it could bedifficult to keep up with Paul is because unlike most of uswho think that possibilities are less real and vivid thanactualities--it was just the opposite with Paul. He had thetype of imagination which could see, touch and feel what hadnot yet come into being, what was still only a potentiality.When he looked at an old piece of barn board or a landscapehe did not see what was "there" but what it might become.For Paul this was reality. And this is the way in which heeven approached his students--he would see vividly thepotential for what they might become. Paul knew what Platolong ago taught us--that real education, real learning, notonly involves the pain of confusion but a "turning of thesoul" that required the experience of eros. Paul not onlyexemplified this in his caring, but he evoked the love ofhis students--many of whom felt that Paul was the greatestand most significant teacher that they had ever encountered.
In one of the most beautiful passages in Plato's dialoguePhraedrus, Socrates describes the virtue of the genuinelover of wisdom. He likens the dialectician, the teacher toa farmer planting his seeds in fertile soil. Socrates tellsus that such a person "selects a soul of the right type, andin it he plants and sows his words founded on knowledge,words which can defend both themselves and him who plantedthem, words which instead of remaining barren contain a seedwhence new words grow up in new characters, whereby the seedis vouchsafed immortality, and its possessor the fullestmeasure of blessedness that man can attain unto." This isthe art that Paul was able to practice so effectively andlovingly.
When Paul retired from Haverford in 1987, the philosophydepartment wanted to honor him. We thought of many things wemight do: have a party in his honor or a special lectureseries on themes that were so important for him.Characteristically, Paul would have none of this. He wantedto do what he had always done -- be a participant in agenuine conversation. So it was decided to select a shortConfucian text and invite Paul's former students andcolleagues to discuss the text. Students and some of theworlds most distinguished Confucian scholars came from allover the country and even from abroad to join him in a day'sconversation. Like everything Paul did, it was fresh andoriginal. One of the highlights of the day came after dinnerwhen Wing Tsit Chan --the elder statesman and mostdistinguished Confucian scholar in the world, sang a Chinesepoem to Paul--- a poem written by one of Paul's formerstudents. That is the effect that Paul had on those whoknew him. He made one want to sing! For in Paul.'.s presenceone always felt more alive and fulfilled.
Annex I, 1/24/91, page 4
There is a moving passage that comes at the end of Plato'sdialogue Phaedo, which has always perplexed commentators.The Phaedo portrays the last day of Socrates where hediscusses the immortality of the soul. It ends when Socratestakes the hemlock and his body is beginning to grow stiffand cold. Socrates turns to 4rit.o and says, "Crito, we oughtto offer a cock to Asclepius. See to it, and don't forget."This are the very last words of Socrates. This passage tookon a special significance for me the last time I was withPaul. It was New Year's Eve, "and my wife Carol and I wentto welcome the New Year and drink champagne with Paul andRosemary-- a tradition that we had shared many times overthe years of our friendship. Paul's body was extremelyfrail; he looked like a child, but he was full of life.Lying in bed he was surrounded by photographs of hischildren and a picture of the Center he had been buildingfor years in the Adirondacks to house the conversations anddialogues he cherished. That very morning Rosemary hadbought him a present --two finches because Paul wanted tolisten to their singing. Paul was dying, but his talk wasfilled with what still needed to be done, of the futureplans for conferences. Like Socrates it was still theunfulfilled obligations of the living and the details to beattended to that concerned him.
Paul's death is a painful and deep loss---a gap in each ofour lives. But what is most vivid now is not Paul ' s absencebut his presence-- the way in which he survives, lives on.Paul's spirit breathes through every nook and cranny ofHaverford. He lives in the many ways in which he has becomea part of each of us and our own destinies. For Paul is theliving embodiment of what we still aspire to in our ownjourneys toward the Good --to be more caring, more loving,more authentic, more open to wonder, mystery and joy.
Annex II, 1/24/91
NEW FACULTY 1990-91SPRING SEMESTER
Introductions at Faculty MeetingJanuary 24, 1991
INTERIM PART-TIME APPOINTMENTS
Elaine Hansen will introduce:
Abbe Blum, Visiting Associate Professor of English
Linda Gerstein will introduce:
Jeannette Dumas, Visiting Instuctor of General Programs
Adam M. Garfinkle, Visiting Professor of General Programs/Political Science
Ann M. Roth, Visiting Assistant Professor of General Programs
Steve Boughn will introduce:
Leslie Kilgren, Visiting Assistant Professor of Physics
Harvey Glickman will introduce:
Marsha P. Posusney, Visiting Instructor of Political Science
Annex III, 1/24/91
HAVERFORD COLLEGEHaverford, Penna. 19041
GRADE DISTRIBUTION INFORMATIONFOR THE YEAR 1989-90
Percent of ALL
Percent of all
Percent of all
Percent of allgrades at the
HUMANITIES
NATURAL SCIENCE SOCIAL SCIENCEnoted grade grades at the gradeS at the grades at the
GRADE
interval
noted grade noted grade noted arade
4.0
2.7
interval
15.55 13.70
25.00 25.52
interval
25.42
25.29
interval
12.67
'")") C^
3.3 26.17 23.54 19.80 26. 11
2.0 16.84 16.66 12.69 19.60
2.7 8.40 8.49 6.57 9.36
2.3 3.67 3.28 4.56 3.75
2.0 2.02 1.79 2.30 2.23
L.7 1.01 0.78 1.71 0.99
1.3 0.34 0.28 0.59 0.31
1.0 0.31 0.21 0.54 0.34
0.7 0.69 0.75 0.53 0.67
100.00 100.00 100.00 100.00
Example: The grade of 4.0 accounts for 15.55% of all grades given during
1989-90 while it accounts for
the Humanities division during
13.70% of all grades
the same period.
given in
Annex IV, 1/24/91, page 1
Faculty and Administration
Honors Committee: M. Sells, J. Tecosky-Feldman, S. Waldman, Steve Watter, MarkNeff, Elliot Suchin
Revised Criteria for College Honors
1/21/91
We seemed to be close to approving new criteria for magna and summa cum laude atour last meeting. Some areas still needed attention, however. First, it was pointed out thatthe language from the old catalogue regarding study abroad and pass-fail wasinappropriate. This was the only suggestion made concerning the proposed catalogue copyand we have adopted it. Concerns were also raised about the use of grades in the selectionprocess. We have adopted the suggestion made on the floor (see #2 below) for those casesin which we did not yet have adequate information on a student. In such cases we wouldmake a second request for information, specifically to the student's adviser or other facultymember who knew the student well. Each of the points below involves a consideredrationale. That rationale was outlined in the last meeting and will not be repeated here.
The revised catalogue copy would read:
The Committee on College Honors and Fellowships will consider all studentswhose overall performance is exceptionally high for College Honors: magna cumlaude or summa cum laude. In addition, the Committee will consider studentsnominated by members of the Faculty. Whereas distinguished performance in the majoris the criterion for Departmental Honors, the award of College honors recognizes studentswhose work has been outstanding overall. Special attention is given to study that goesbeyond the requirements of the major. Such study can be interdivisional (as evidenced bysuperior work outside one's major division) or interdisciplinary (as evidenced by superiorwork in more than one department of a single division, by superior work in severalconverging domains of knowledge represented by an area of concentration or theequivalent, or by other evidence of extraordinary initiative beyond the requirements of themajor and the college. Both magna cum laude and summa cum laude are awardedby the Faculty on the recommendation of the Committee. Summa is awarded rarely, tostudents of exceptional merit.
A copy of the present catalogue statement is attached, with indications of where changesand omissions would occur.
Annex IV, 1/24/91, page 2
Process for Selection of Nominees for College Honors
1)As in the past, the names of the most likely students to be nominated will be sent to thefaculty: the top 12% in GPA. These names are given to spur the memory of faculty whomight see a name and suddenly remember an outstanding performance from a studentoutside their particular area. Faculty are urged to write on any student not on the list whois deserving of consideration. Faculty letters concerning students outside a facultymember's department or division are especially appreciated.
2)The top 15 students of each class in cumulative GPA would be nominated for magnacum laude given a) positive faculty comment and b) lack of substantial evidence againstintellectual breadth. In cases where faculty comment is lacking, the committee will make asecond, directed appeal for such comment. If there is a significant imbalance among thedivisions in this group, special attention would be paid to those divisions not wellrepresented in the process outlined in 3.
3)The committee will actively look for other students of extraordinary intellectualachievement as defined in the new catalogue copy. Traditional means would be used(examination of transcripts, faculty letters), but the committee may make further inquiriesof faculty concerning individual students. Work taken abroad or in the final semester ofsenior year will be evaluated with the assumption that, without evidence to the contrary, thestudent's work is consistent with her overall record over four years. Special attention willbe paid to achieving reasonable balance and fairness among divisions.
4) Summa cum laude will continue to be awarded only in the most exceptional cases.
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2. The Committee on College Hon-ors and Fellowships will invite allstudents whose overall perform-ance is exceptionally high tostand for College Honors: magnacum laude or summa cum laude.
consider students nominated byIn addition, the Committee will
mendiers of the Patllty. Whereasdistin guished performance in themajor is the criterion for Depart-mental Honors, the award of Col-lege Honors recognizes studentswhose work has been outstandingoverall. S )ecial consideration isgiven tiTGreadth of study, as indi-cated by high performance infields differing substantially fromthe majonStuclimts-ata,f-k-nhanka#tha-possibilityni-receiviti-g-College1--lonors-by-avoiding--exterasive,--useuf-the-beyond-U .44-minim-al-sares-factiorof-dibtribution iequirentt-n-9,-a4adby--selecting-substuntial-progranisif_they-choose-to-study-a-brad.Students under consideration areinvited to submit a personalstatement to the Committee furits consideration. Tlie Committeealso gives heavy weight to Facultyrecommendations. Both magnacum laude and summa cum laudeare awarded by the Faculty onrecommendation of the Commit-tee. Summa corn booth , is awardedrarely, find cem•rally reclaim , out-standing work at an advancedlevel in Lids not elo,t-Iv :Allied tothe Degree.
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1PROJECTION OF 1991-92 BUDGET
Annex V, 1/24/91, page
+6.9% in Charges and +5% in Salaries(in
REVENUES
thousands of dollars)
1990-91 1991-92
Tuition & Fees $15,419 $16,493 1020 FTESx$15,992+feesEndowment 3,605 3,850 Formula spendingGifts & Grants 2,250 2,300 Restricted funding downSponsored Research 550 550 Rev. = Exp.Miscellaneous 654 700 Mostly current fund invest.
Wesleyan HAVERFORD Williams WesleyanAmherst Wellesley Wesleyan AmherstWilliams Wesleyan Amherst HAVERFORDWellesley Amherst HAVERFORD SmithMt. Holyoke Williams Pomona Swarthmore
MEDIAN Smith Mt. Holyoke Wellesley WellesleyHAVERFORD Smith Smith WilliamsSwarthmore Swarthmore Swarthmore Mt. HolyokePomona Pomona Bryn Mawr PomonaBowdoin Bryn Mawr Mt. Holyoke Bryn MawrBryn Mawr Bowdoin Bowdoin Bowdoin
N.B. "Average Compensation" used in this comparison includes salary, allinsurances and retirement paid by the College, the College's payment to Social
,curity on behalf of the individual,, housing and mortgage subsidies, and_uition remission benefits. This is a standard (AAUP) definition reported bythe peer institutions and used generally in higher education.
N.B. Most of these schools provide "variable packaging" which lowers theseexpectations for certain first year students.
HA VERFORD COLLEGETHE FACULTY OF THE COLLEGE
Regular Meeting February 21. 1991Joanne Hutchinson. Clerk 4:15 PM
A short feast took place before the meeting to celebrate moving back to theCommon Room.
Moment of Silence.
ACTION 1. The Faculty approved the minutes of the meeting of January 26.1991. as circulated.
MINUTE 1. REPORT OF THE PRESIDENT.1) President Kessinger circulated a rewritten childbirth leave and
child adoption policy (Annex I). Questions clarified the fact that a) the policyis similar to that of our peer institutions and b I the arrangements in the caseof adoption, while not completely spelled out and adjustable in individualcases, may involve both parents while with childbirth they affect only themother. Some faculty members expressed themselves as uncomfortablewith this discrepancy.
2) A general consensus seems to exist that the classroom Gest 101might appropriately be named after Paul Desjardins. We will proceed to dothis.
31 Faculty members are requested to answer their invitations to bepresent at the Academic Convocation the last weekend in April
4i Several possible plans for the new Campus Center will he onexhibit in the Library for some days. Responses are invited.
MINUTE 2. REPORT OF THE PROVOST.1) Provost Partridge noted that the students, having failed to achieve
quorum at a plenary session, had rescheduled it for March 24. He suggestedthat faculty members could help in the student governance process by notscheduling a major test for March 25 or having a major project due that day.
2) He announced the February . 27 campus visit of Cesar Chavez.3) He asked that care be taken in scheduling second-semester
courses: a) unfortunate conflicts may be avoided by not scheduling so manyclasses during the popular 10 - 2:30 hours, especially Tuesday/Thursday 11- 12:30, when most Freshman English sections meet; h i the Friday 3 - 4 slotoften involved conflicts for athletes. Feel free to seek scheduling advicefrom his or the Registrar's Office.
4) He reported the successful outcome of the Religion search in theappointment of Seth Brody, an expert on Jewish mysticism and the kabbala.
MINUTE 3. Joanne Hutchinson expreSsed herself as eager to hear of anyplans for writing-intensive courses for either semester next year.
ACTION 2. At the request of the Educational Policy Committee IlsraelBurshatinj the Faculty approved an arrangement (detailed on Annex ri bywhich students entering with the class of '93 or earlier may switch to thecurrent divisional requirements.
ACTION 3. The E.P.C. also presented a plan (on Annex ID by which studentsmay "uncover" the grade in a no-numerical-grade course during the firstweek of the following semester. After some discussion, the Faculty approved the plan. (In the discussion, some faculty members worried that studentsmight be getting too many carrots and too few sticks, and might feelencouraged toward further game-playing with grades rather than learningfor its own sake. E.P.C. promises further discussion of these concerns.)
ACTION 4. Michael Sells presented, for the Committee on Honors, Fellowships,and Prizes, the latest and final version of its proposed changes in the mannerof awarding College Honors (Annex This simple yet flexible versionincorporates suggestions made at the many previous rounds of discussion.The Faculty approved it (applause). Michael Sells thanked the faculty for itssearching and thoughtful consideration of the question of College Honors. Heasked for immediate reports on individually promising students. Theproblem of getting information on students studying abroad may need somefurther consideration.
MINUTE 4. Sidney Waldman reported as Faculty Representative to the BoardCommittee on Medical Insurance, inviting discussion of points he hadbrought up in January's faculty meeting. He reiterated the point that. the
3-
College having limited funds, increase in medical insurance cost mustbasically come out of salaries. Question: What about non-traditional partnercoverage? Answer Ikessinger): insurers have not responded favorably onthis issue. (Can a more favorably disposed insurer he found?) Question:What of insurers other than Blue Cross/Blue Shield? Answer: This questionis being explored, but no reduction in quality of coverage can becontemplated. Yes, we are looking into other institutions plans. Otherfaculty questions and statements: Does the clinical/medical provision notneed revision? Does the whole rationale of coverage need furtherdiscussion? The family-coverage emphasis is good and should be kept,
ACTION 5. President Kessinger reported that in Honor Code cases relating ttiplagiarism he has felt it necessary to intervene five times in the 5 I /2semesters he has been here. He asked that the Faculty reaffirm thestatements on plagiarism in the Faculty Handbook. and the Faculty did so.
MINUTE 5. Student Rachel Gold of Fords for Peace asked that facultymembers be willing to devote 15-30 minutes of class time to discussion ofthe Persian Gulf War.
MINUTE 6. Student Eric Falkenstein asked for Faculty willingness to suspendclasses for a Community Service. Day - first planned for May 1 but nowunder discussion for April 24. Several Faculty members expressed thefeeling very strongly that this request came too late and that all class timeswere needed to carry out carefully designed semester plans.
Adjournment 6:05 P.M.
Respectfully submitted,
John DavisonSecretary to the Faculty
1114;,,j of 212119, A nwc x 14)
I, •
DRAFT: 2/21/91
FACULTY HANDBOOK
CHILD BIRTH LEAVE POLICY
Haverford's child birth leave is designed to assist the mother in handling themedical consequences involved in giving birth to a child. Only tenure-line andregular part-time faculty are eligible for child birth leave. In addition, to he eligiblefor child birth leave, the faculty member must have completed one year ofcontinuous employment prior to the beginning of the leave and have requested andreceived approval of the leave from the Provost at least three months in advance.The details of the leave (e.g., dates, additional unpaid leave if requested,arrangements for covering courses) must be worked out with the Provost and thedepartment chair as far in advance as possible.
The College's basic policy provides for three months of leave with full pay or sixmonths of leave with half pay, inclusive of the period of delivery. All benefitscontinue during the paid leave although those based on salary (social security andretirement) will be prorated for the half-time/half-pay option. Other arrangementsconsistent with the basic policy may be explored with the Provost. Half regularduties for one semester at full pay and benefits, i.e. one course plus advising(analogous to a Leave in Residence) is a common variant.
For employees unable to return to work after a paid child birth leave because ofmedical disability, the provisions of the long term disability policies will apply.
The College may grant additional unpaid leave for a total of up to one year, subjectto agreement between the faculty member and the Provost. See Infant andChildcare Leave below.
The College recognizes the importance of adoption and the demands whichadoption places on the parent(s). Whenever possible, the College will attempt toaccommodate the needs of individual households depending on the timing andcircumstances of each case. Such arrangements should be worked out with theProvost in consultation with the President.
The College assumes that those accepting paid child birth leave do so with theintention of returning to their previous position with the College. If before orduring such a leave, an employee decides not to return to employment at theCollege, she must discuss the matter with the Provost at the earliest possible date.In such an event, the College will not pay the cost of the leave.
(see reverse)
cf 1/21/ffr, A„.<4.t
A faculty member taking paid child birth or unpaid childcare leave (see followingsection) during the probationary period toward tenure may exercise the option ofpostponing tenure consideration by one year. The year in which the leave is utilizedmay either be counted or not counted in the probationary period toward tenure atthe discretion of the faculty member. A person wishing to exercise this option mustnotify the Provost's office in writing by May 1 of the academic year prior to the yearscheduled for tenure consideration. This option may be elected only once, even ifthere is more than one leave.
INFANT AND CHILDCARE LEAVE
In some situations it may be possible for either parent of a young child to receive anunpaid leave of absence to tend to the child's needs. The ability of the College togrant such a leave will depend on the plans for coverage of duties during the facultymember's absence. A tenure-line or regular part-time faculty member who hascompleted one year of continuous employment may request up to a one year leavewithout pay and without fringe benefits, or a half time appointment for up to oneyear at half salary plus half fringe benefits. Faculty may maintain their continuity insome fringe benefit programs (e.g., medical insurance, life insurance) at their ownexpense.
DRAFT: 2/26/91
FACULTY HANDBOOK
CHILD BIRTH LEAVE
Haverford's child birth leave is designed to assist the mother in handling themedical consequences involved in giving birth to a child. Only tenure-line andregular part-time faculty are eligible for child birth leave. In addition, to be eligiblefor child birth leave, the faculty member must have completed one year ofcontinuous employment prior to the beginning of the leave and have requested andreceived approval of the leave from the Provost at least three months in advance.The details of the leave (e.g., dates, additional unpaid leave if requested,arrangements for covering courses) must be worked out with the Provost and thedepartment chair as far in advance as possible.
The College's basic policy provides for three months of leave with full pay or sixmonths of leave with half pay, inclusive of the period of delivery. All benefitscontinue during the paid leave although those based on salary (social security andretirement) will be prorated for the half-time/half-pay option. Other arrangementsconsistent with the basic policy may be explored with the Provost. Half regularduties for one semester at full pay and benefits, i.e. one course plus advising(analogous to a Leave in Residence) is a common variant.
For employees unable to return to work after a paid child birth leave because ofmedical disability, the provisions of the long term disability policies will apply.
The College may grant additional unpaid leave for a total of up to one year, subjectto agreement between the faculty member and the Provost. See Childcare Leavebelow.
The College assumes that those accepting paid child birth leave do so with theintention of returning to their previous position with the College. If before orduring such a leave, an employee decides not to return to employment at theCollege, she must discuss the matter with the Provost at the earliest possible date.In such an event, the College will not pay the cost of the leave.
A faculty member taking paid child birth or unpaid childcare leave (see followingsection) during the probationary period toward tenure may exercise the option ofpostponing tenure consideration by one year. The year in which the leave is utilizedmay either be counted or not counted in the probationary period toward tenure atthe discretion of the faculty member. A person wishing to exercise this option mustnotify the Provost's office in writing by May 1 of the academic year prior to the yearscheduled for tenure consideration. This option may be elected only once, even if
there is more than one leave. The time taken on child birth leave will not countingin determining length of service accrued toward sabbatic leave, but faculty will notlose their place in the priority list for College housing.
CHILDCARE LEAVE
In some situations it may be possible for either parent of a child to receive anunpaid leave of absence to tend to the child's needs. The ability of the College togrant such a leave will depend on the plans for coverage of duties during the facultymember's absence. A tenure-line or regular part-time faculty member who hascompleted one year of continuous employment may request up to a one year leavewithout pay and without fringe benefits, or a half time appointment for up to oneyear at half salary plus half fringe benefits. Faculty may maintain their continuity insome fringe benefit programs (e.g., medical insurance, life insurance) at their ownexpense.
ADOPTION
The College recognizes the importance of adoption and the demands whichadoption places on the parent(s). Whenever possible, the College will attempt toaccommodate the needs of individual households depending on the timing andcircumstances of each case. Such arrangements should be worked out with theProvost in consultation with the President.
C
2/ A/71, 2r
EDUCATIONAL POLICY COMMITTEE
To: Faculty
From: Israel Burshatin, for EPC
Date: 15 February 1991
For consideration by the Faculty at its February meeting.(Please bring this with you to the meeting)
1. Distribution requirement for students who entered with the class '93or earlier.
Students who entered prior to Fall 1989 may fulfill the distribution requirement either asdescribed in the 1988-89 catalog or, upon application to the Registrar's Office (formavailable), with the current divisional requirements [. ..three courses in each of the threedivisions of the curriculum: Humanities, Social Sciences, and Natural Sciences. At leasttwo departments in each division must be represented, and one of the nine courses must bequantitative.].
Note: This proposal allows students to substitute the current distribution requirement (Q-point included) for the dimension-point plan.
2. NNG option modification
Students who wish to change the NNG designation to a numerical grade may do so uponapplication to the Registrar's Office (form available) no later than the end of the first weekof classes of the following term. Even if the grade is uncovered, the course would stillcount against the 4 NNG limit.
Note: This proposal recognizes that the NNG option was created in order to encouragestudents to take courses in "dangerous" fields. By allowing the grade to beuncovered, we would also be restoring incentives for outstanding performance inNNG courses. This option would be available beginning in Fall 1991.
Mtcrinj 212/pi, r.
`,X 1 11.1 -<R )1 n 1.)
Faculty and Administration
Honors Committee: M. Sells, J. Tecosky-Feldman, S. Waldman, Steve Waiter, MarkNeff, Elliot Suchin
Revised Criteria for College 1-lonors
2/16/91
Here is the revised Honors Committee proposal. We have made the following changes.First, it was pointed out that the language from the old catalogue regarding study abroadand pass-fail was inappropriate. This was the only substantive suggestion madeconcerning the proposed catalogue copy and we have adopted it, along with some stylisticimprovements. Concerns were also raised about the use of grades in the selection process.We have adopted the suggestion made on the floor (see #2 below) for those cases in whichwe did not yet have adequate information on a student. In such cases we would make asecond request for information, specifically to the student's adviser or other facultymember who knew the student well. We have also adopted language instructing thecommittee to seek a reasonable balance not only among divisions, but also amongdepartments within divisions (to avoid neglecting students in the lower-gradingdepartments). The rationale for all the other points below was outlined in a previousmeeting and will not be repeated here.
The revised catalogue copy would read:
The Committee on College Honors and Fellowships will consider for CollegeHonors, magna cum laude or summa cum laude, all students whose overallperformance is exceptionally high. In addition, the Committee will consider studentsnominated by members of the Faculty. Whereas distinguished performance in the majoris the criterion for Deparunental Honors, the award of College honors recognizes studentswhose work has been outstanding overall. Special attention is given to study that goesbeyond the requirements of the major. Such study can be interdivisional (as evidenced bysuperior work outside one's major division) or interdisciplinary (as evidenced by superiorwork in more than one department of a single division, by superior work in severalconverging domains of knowledge represented by an area of concentration or theequivalent, or by other evidence of extraordinary initiative beyond the requirements of themajor and the college). Both magna cum laude and summa cum laude are awardedby the Faculty on the recommendation of the Committee. Summa is awarded rarely, tostudents of exceptional merit.
A copy of the present catalogue statement is attached, with indications of where changesand omissions would occur.
/1- 4A..ce TIT, p.
Process for Selection of Nominees for College Honors
1)As in the past, the names of the most likely students to be nominated will be sent to thefaculty: the top 12% in GPA. These names are given to spur the memory of faculty whomight see a name and suddenly remember an outstanding performance from a studentoutside their particular area. Faculty are urged to write on any student not on the list whois deserving of consideration. Faculty letters concerning students outside a facultymember's department or division are especially appreciated.
2) The top 15 students of each class in cumulative GPA would be nominated for magnacum laude given a) positive faculty comment and b) lack of substantial negative evidence.In cases where faculty comment is lacking, the committee will make a second, directedappeal for such comment. If there is a significant imbalance among departments anddivisions in this group, special attention would be paid to those departments and/ordivisions not well represented in the process outlined in 3.
3)The committee will actively look for other students of extraordinary intellectualachievement as defined in the new catalogue copy. Traditional means would be used (e.g.examination of transcripts, faculty letters), but the committee may make further inquiries offaculty concerning individual students. Work taken abroad or in the final semester ofsenior year will be evaluated with the assumption that, without evidence to the contrary, thestudent's work is consistent with her overall record over four years. Special attention willbe paid to achieving reasonable balance and fairness among departments and divisions.
4) Summa cum laude will continue to be awarded only in the most exceptional cases.
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2. The Committee on College Hun-ors and Fellowships will invite allstudents whose overall pt. full' in-ance is exceptionally high tostand for College Honors: magnacum laude or summa cum boucle.In addition, rho Ontiltnittel , willconsider students hy1111.1111i•rs Pii1111 I y. Wliercasaistill guishcd performance in themajor is the criterion for Depart-mental Honors, the award of Col-lege Honors recognizes studentswhose work has been outstandingoverall.Fpecial consideration isgiven tt7Treadth of study, as indi-cated by high performance infields differing substantially fromthe majortud nints-mil-y-e-nhaiuko
e14.onors-by-avoiding--extensivi,-useof--114-pas‘llail-GptionIC:y-guingbeyocl-114-atini-itial-titarrallitt tai r
of-distribution-rcquirementDaudby-selecting 5ubzturtliul-proz;Iiiiisif_tit4y--cilloose-to-ttudy--alsroad.Students under cui ;is.t.eriition areinvited to submit a persulial statunu•t In Il,r Conuit'utt.1.. furits consideration. The Culuiii n I teealsu gives heavy weight to Facultyrecommendations. Both movnacum laude and sumtno cum laudeare awarded by the Faculty unrecommendation of the Commit-tee. Summa cum laude is awardedrarely, and izt-ni.rall4 , 111)L-
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5-- rsvi
HAVERFORD COLLEGETHE FACULTY OF THE COLLEGE
Regular Meeting March 21, 1991Joanne Hutchinson, Clerk 4:15 P.M.
Moment of Silence.
ACTION I. The Faculty approved the minutes of the meeting ofFebruary 21, 1991, as circulated.
MINUTE I. Holland Hunter announced the recent death of EmeritusProfessor of Economics Howard Teaf and read a memorial minute(Annex I) which he and several others had composed.
MINUTE II. REPORT OF THE PRESIDENT1) President Kessinger asked faculty members to let his office
know whether they could be present at the planned AcademicConvocation on April 27.
2) He announced an imposing array of honors granted to ourstudents: three Watson Fellowships, a Fulbright grant, and a MellonFellowship.
MINUTE III. REPORT OF THE PROVOST1) Provost Partridge announced the award of outside-funded
faculty research fellowships: an NEH grant to David Dawson, aPetroleum Research Corporation grant to Suzanne Amador, and tohimself and Stephan Boughn in partnership, NSF grants.
2) He urged faculty members to return their activities-reportforms, and department chairs to complete their evaluations of staffand junior faculty members.
3) He announced the promotion of Elaine Hansen and LuciusOutlaw to full professor rank and the renewal of David Dawson's andShelley Frisch's appointments.
2.
4) He reported appointments resulting from this year'ssearches: in bi-college French at Bryn Mawr, Michael Viegnes; inSpanish (here), Roberto Castillo-Sandoval; and (pending approval bythe Board of Managers) Sally Seidel in Physics, Lynne Butler andStephanie Singer in mathematics and as a one-year Minority Fellowin political science, Jesse Borges; and, from a search last year, LaurieHart•ticCaii in anthropology. The economics search is still going on.
MINUTE IV. Israel Burshatin, for the Educational Policy Committee,invited discussion of the new courses (Annex II) approved by thecommittee. The only substantive discussion was of the "consent ofthe instructor" prerequisite being listed as the sole one for History235a and 349a. Since some faculty members felt that thisprerequisite, listed alone, could be seen as exclusionary in a way notconsonant with our tradition, it was agreed that, for History 349a, theprerequisite should read "junior or senior status or consent of theinstructors," and that, for History 235a, for this coming semester, noprerequisite will be listed, pending further EPC discussion. Withthese changes, all the courses stand, by our present rules, asautomatically approved by the faculty, there having been no othersubstantive objections.
MINUTE V. Colin Mackay, for the Committee on Student Standingand Programs, solicited from the faculty deficiency reports onstudents whose work is marginal as well .as actually failing. Suchreports can help locate and remedy trouble before total disasteroccurs.
MINUTE VI. Joanne Hutchinson invited discussion of the newphysical arrangement for faculty meeting. No immediate consensusresulting, she urged those who felt strongly about the matter tocommunicate with her at their convenience.
Adjournment: 5:03 P.M.
Respectfully submitted,
John DavisonSecretary to the Faculty
meeting 3/21/91, Annex I, page 1
HAVERFORD CflLLECrE •
Minute for Howard Morris Teal, Jr_ Maich
Howard Teal joined the faculty in 1932 and re , tired 1971
aftet 40 years of outstanding service ta lhe college.
conl- ributions in scholarship, teaehin, t-f) +—:Art00
and service for the College, add -r
career, a landark in Haver ford yeceo.
H s schol al ship wa.ippIted r at ti an the
his trai . i in the Econo!iics 01=
Pennsylvania. During his years of g - aduoi.e e!•
firj ures were Simon Fuznets, p t ene LOd,
national income, and Solomon g.evabor, lt-adinm
analyst of insurance systems.. Fitt
spelled out and tested. the conditions 6nder eh cp
efficiently practice selfLinsnrance, a te .,.):c
Quakerly concern for private,
organization of ecnnomic Tt
Department of Labor monograph.
In his professional life he er nn ci,F;
adviser. to Federal are ,State govermtulT m
while devoting most of his off -campo -
respected member of the Ametican Arbitratimc ,
and ..“7.tiool districts, for example, r,-.:1.7,•en rot.
in the arbitration of grievance cass. ThH
fora of applied economics, mo-lb;uaeg ,,;lneie -11
luairran,, wisdom. He also brought sound ecooe.,Hr- to ill,.
of the A: ,.ericau Friends Service Commtt - ,ad
•
' hi
Meeting 3/21/91, Annex I, page 2
Philadelphia Yearly MetTho
Howard was a very gifted teacla-_, r getting
interested in basic economic isues,
11 rerat.ure, and helping all hi
ajors
judgments on the basis of rigorous wa 54;
and interested in what his colleaga wel•e
science departments organized a geueraT
provided key inputs At luacll
7 ,ammients often stimulated. inter. ,-discipliaa y
lertm.- ers were invariably chatluged by hi!, p , oHng
insightful comments.
Howard and his wife, rertlide, Ii hmany rah.o -.:
faculty couples, opened their home to studat; educatiun
confined to the classroom. And warm relatio 3
graduation. Many students sought Howard's advice
alternatives and job oppottunities. He wi.s
counselor long before the College developed a for.al offic ,,J• in thIs
area, maintaining a large corlmunic:Atiow ,,.
helping each other.
When Haver lord College orgaaiz- a and Rei2oni , _(..
unit during World War 1.1, Howard was one of iy
members, and immediately after the war be cjed iu a.-
reconstruction admin:strator for the Ami.--an Fr
Committee, When a Social and Technical ;.0,,,lee aiai
was organized, Howard's courses again we a ren;:ral post
curriculum. In 195d the Service (7(amitte seui him
Board Tr,ember on a fact-finding missiou to thMildie Fa s.
Meeting 3/21/91, Annex I, page 3
izement, he wotked very hatd to find ,,J?rkale
Ouadrangle, a life-care commanicy tha will prm. ,,:! -Lifly
he community around us.
Howard Teaf service to the college. ro mty.
several others he helped forge ,iew U. 1
administration and the far'ulty, ovr -
is tar Comfort through Felix Motley, Gi 1 bet
and John Colemau. Many - fac.u1;-.2
as cheerful, friendTy welcomets 'Then
His practical initiatives had much to do with
fringe benefits we now enjoy. on two 1.“.7„' S b C
retirement to manage the A1uiij. - fice,
arranging faculty talks before alumni gTolAps.
Thus in the - four areas ii fhich rAr,
T.;
members: scholarship, teaching, cmmunic , , OV
service, the record of Howard M. Teaf,
standard. The faculty is united in TfliflU its Jieep
for everything - he contributed the Colleg--_. T. 4 ; -4 f r-2;
as
""1:117:1R11716]14,,•11 'yr r•IWIR
1-IAVERR)RDMeeting 3/21/91, Annex II, page 1
NICHWrIll(h1111
ALL FACULTY
Israel Burshatin for EPC
New Courses for Semester I, 1991-92
March 19, 1991
The Educational Policy Committee has approved the following new courses:
General Programs/Comparative Literature 288b Faust in European Literature V-I, L-2,
HU; BMC:IIIJohn R. Cary
This course is a study of the Faust theme in Western Europe, beginning with the sixteenth century Germanchapbook, emphasizing the versions by Marlowe and Goethe, and including some of the following authors:Calderon, Lcssing, Heine, Turgenev, ValOry, and Thomas Mann.
Prerequisites: none.
Permanent approval.
General Programs/Comparative Literature 289a The Metaphysical Crime Novel inEuropean Literature V-1, L-2, HU; BMC:IIIJohn R. Cary
This course is a study of the metaphysical , or religious, crime novel as a genre in European literature, beginningwith the Gothic novel.
Prerequisites: none.
Permanent approval.
History 349a Topics in Comparative History: Transitions from Feudalism to Capitalism inEurope and China 1-1 -2, S - IPaul J. Smith and Susan Mosher Stuard
This course charts and compares the transformations of the European and Chinese economics from the demographicand agrarian revolutions of the tenth century (Europe and China) to the ascendancy of proto-industrialization(Europe)or agrarian-based petty commodity production (China) in the eighteenth century. Background in European orChinese history is recommended.
Prerequisites: Junior or senior status and consent of the instructors.
Permanent approval.
Music 110f Introductory Voice L- .5, E-1, HU- .5Regina Gordon
This course is for students with little or no private vocal training. Basic tone production, breathing, and posture;guided listening and analysis are included. Students will study literature and perform for one another.
Enrollment limited to two sections of eight students each.
Prerequisites: Basic music reading ability
Temporary approval.
Meeting 3/21/91, Annex II, page 2
Music 22.74. Jazz and the Politics of Culture 11- 1, L-2, HU
Richard Freedman
This course is a study of jazz and its social meanings. Starting with an overview of jazz styles and European idiomsclosely bound to jazz history, the course gives students a basic aural education in musical forms, the process ofimprovisation, and the fabric of musical performance in the context of how assumptions about order and disorder inmusic reflect deep-felt views about society and culture.
This course meets the social justice requirement.
Prerequisites: Sophomore standing or higher; not open to students who have taken Music 126, which this coursereplaces.
Permanent approval.
Physics 100a02Lyle Roclofs
Approved as writing intensive section
Physies/General Programs 108a The Physics of Medical Technologies N-3, NA
Suzanne Amador
This course introduces the nonscientist to the technologies used in modem medicine, the basic physical principleswhich underlie them, as well as their ethical and economic implications.
Prerequisites: None.
Permanent approval.
Sociology/Anthropology 231a Anthropology and the Disenchantment of the World S - 3 SO
Laurie Kain Hart
This course explores anthropology as a discipline concerned with the translation of cultures and with the elucidationof "modes of thought" or belief in traditional societies.
Prerequisites: None
Permanent approval.Sociology/Anthropology 241a The Anthropology of the Mediterranean Area S -3 SO
Laurie Kain Hart
This course will introduce students to the anthropological analysis of the Mediterranean region, including bothIslamic and Christian areas.
Prerequisites: None
Permanent approval.
Spanish 230a Medieval and Golden Age Spain: Literature, Culture, and Society H - 1,L -2,HUIsrael Burshatin
This course is an introduction to the literature of Spain in the context of Castilian expansion, religious diversity, andcultural transformations, from the Reconquest to the Hapsburgs.
Prerequisites: Spanish 102 or consent of the instnictor. Not open to students who have takenSpanish 200a, which this course replaces.
Permanent approval.
Meeting 3/21/91, Annex II, page 3
Spanish 320a Spanish American Colonial Writings H - 1, L -2, HURoberto Castillo Sandoval
This course examines representative writings from the textual legacy left by Spanish discovery, conquest, andcolonization of the New World. Emphasis will be placed on the transformation of historical and literary genres, andthe role of Colonial literature in the formation of Latin American identity.
Prerequisites: One 200-level course or by consent of instructor
Permanent approval
... •
HA\ *ERFORD Meeting 3/21/91, Annex II, page 4
ALL FACULTY
Israel Burshatin for EPC
Addendum to New Courses for Semester 1, 1991-92
'March 21, 1991
The Educational Policy Committee has also approved the following:
Biology 307 (half semester) The Cell in DevelopmentKaye Edwards
This course has been approved as a writing intensive course.
English 282a Representing Native • Americans L-2, H-1Elaine Hansen and James Ransom
This course is a critical examination of the representation of native Americans in written texts, folklore, painting"photography, film, and commercial art from the fifteenth century to the present.
This course meets the social justice requirement_
Prerequisites: None
Permanent approval.
German 299a Marginality in German Society V-2, L-1, HUShelley Frisch
This course is an overview of the issues facing stigmatized groups living, working, and writing in German,particularly Jews, Turks, Afro-Germans, East Europeans, and now East Germans, the newest minority of theenlarged Federal Republic. Interdisciplinary readings consider the nature of minority and majority discourse, pendularswings of xenophilia and xenophobia, patterns of linguistic objectification, and other mechanisms ofmarginalization.
This course satisfies the social justice requirement.
Prerequisites: German 102 or the equivalent.
Permanent approval.
History 235a Material Culture and Colonial North America H-2, S-1Emma Lapsansky
This course will use architecture, fine and folk arts to investigate the public and private ideals and realities ofcommunity life in pre-Revolutionary America. From kitchen to tavern to farmyard, church, school and courthouse,we will explore education, religion, gender and race relations, economic patterns and contemporary fads as theyinfluenced and reflected the material goodS produced and/or consumed by colonial Americans.
Prerequisites: Consent of the instructor
Permanent approval.
(ov er)
Meeting 3/21/91, Annex II, pages
Mathematics 121a Multivariable Calculus
One section emphasizing topics of particular interest to students in the social sciences.
Religion 209a The Origins of Christian Anti -Semitism H - 1, V - 2Anne McGuire
An examination of the social and theological origins of Christian anti-Judaism and anti-Semitism. Topics include:the representation of the Jewish people, Judaism, and the Jewish Scriptures in the New Testament and other earlyChristian literature; the role of these representations in early and contemporary Christianity; the challenge ofdeveloping critical modes of analysing and interpreting scriptural sources that continue to fuel Christian anti-Judaismand anti-Semitism. Readings from the New Testament, other early Christian literature, and contemporaryscholarship. Taught alternate years.
This course satisfies the social justice requirement.
Prerequisites: None.
Permanent approval.
HA VERFORD COLLEGETHE FACULTY OF THE COLLEGE
Regular Meeting
April 18, 1991Joanne Hutchinson, Clerk
4:15 P.M.
Moment of Silence.'
ACTION I. The Faculty approved the minutes of the meeting of March 21,with the following corrections: In Minute III, #1, Dawson received a grantfrom the NEH, not the NFH. In Minute III, #4, the name Kaine-Hart shouldread Hart-McGrath.
MINUTE I. REPORT OF THE PRESIDENTPresident Kessinger distributed information on the up-coming capital
campaign plan and gave some details of our good progress towards its goals.The compaign will officially commence on t ; 4
MINUTE II. REPORT OF THE PROVOST1) Provost Partridge expressed thanks on behalf of the admissions
staff for letters sent to prospective students by members of the faculty.2) He announced the election of board member Joseph Taylor to the
National Academy of Sciences; receipt of an NSF grant by Susan A mador; andawarding of a Pennsylvania Council for the Arts award to Frances Hoekstra.
3) He announced the appointment of some interim members of thecollege faculty; Miguel Ramirez in economics, Jeni Punt in biology and JoshKavaler, also in biology. Ken Sharpe will be teaching Latin American politics.Other appointments will be announced at the next meeting of the faculty.
MINUTE III. REPORT OF THE EPC.1) Israel Burshatin announced the up-coming visiting committee for
General Programs (May 5-7). He encouraged faculty members to arrangeindividual meetings with our visitors as they explore the program and itsplace in the curriculum.
2) Burshatin also mentioned the continuing deliberation of EPCconcerning new tenure-line appointments.
MINUTE IV. REPORT OF THE BOARD COMMITTEE ON MEDICAL COSTS.1) Sid Waldman summarized the work of the committee to date and
reviewed several alternatives for meeting expected increases in medicalinsurance costs for college employees. He solicited reactions to the variousschemes outlined in his report. There was a wide range of opinion as to how
the premium structure or the benefits themselves could be reworked in aneffort to raise the needed funds. It was also suggested that we consideralternatives to Blue Cross/Blue Shield and the possibility of partial self-insurance. Some members of the faculty urged that we consider the legaland ethical issues surrounding the various plans for dividing the extraburdens among single and family subscribers. Others urged that we considerthe college budget as a whole rather than the medical insurance budget inisolation. No clear consensus was reached concerning the best plan of action.
MINUTE V. REPORT OF ACADEMIC COUNCIL.Doug Davis led a discussion of the proposed policy for review of senior
faculty as described in a memorandum of April 15. Members of the facultydiscussed how this new plan differed from proposals considered in pastyears. There were also queries as to how the additional work required inthese senior reviews would affect various committees and administrators.No clear consensus emerged that the proposed policy should be adopted,though the faculty agreed that discussion of the plan should continue.
MINUTE IV. REPORT OF THE DISTINGUISHED VISITORS COMMITTEE.1) Willie Williams reminded members of the Humanities Division that
the budget allocated for the Distinguished Visitors fund was habituallyoverspent. He urged the faculty to keep their spending within the budgetssoon to be approved for each department. He also urged members of theSocial Science and Science Divisions to take better advantage of the PhillipsFund, which sponsors visitors in their fields. This Fund has recently beenunder-spent.
MINUTE VII. Joanne Hutchinson conveyed, on behalf of the faculty of BrynMawr, an invitation to their commencement.
Adjournment: 6:00 P.M.
Respectfully submitted,
John Davison(with gratefully acknowledgedhelp of Richard Freedman)Faculty Secretary
HAVERFORD COLLEGETHE FACULTY OF THE COLLEGE
Regular MeetingJoanne Hutchinson, Clerk
Moment of Silence .
May 16, 19919:00 A.M.
ACTION I. The Faculty approved the minutes of the meeting of April 18,1991, as circulated.
MINUTE I. REPORT OF THE PRESIDENT.1) Though the class of 1995 is not quite set yet, with 285 signed on it
appears that the eventual yield will be 290-300. The President thankedthose faculty members who had written to help recruit promising students.The clearly stated offering of the Rhoads-Magill Scholarship to tenoutstanding students appears to have helped: five of them accepted.
2) At the Capital Fund Campaign kickoff last weekend it wasannounced that $34 million of the $75 million ($60 million . for endowment)being sought was in hand" i.e., pledged, but not necessarily usable in thenear future, since part is in five-year pledges and part in bequests. We mustbe patient as we wait for this money to come in and generate earnings. Itwill make a difference, but not right away.
3) The Lindback awards for outstanding teaching go this year toJoanne Hutchinson and Susan Stuard (applause).
ACTION II. At the request of the Provost, the Faculty approved theawarding of the degrees of Bachelor of Arts or Bachelor of Science,whichever was appropriate, this year to these students who had successfullycompleted the requirements for these degrees.
MINUTE II. REPORT OF THE PROVOST.1) The Registrar's office wishes to thank the faculty for prompt
submission of senior grades this year.2) The Provost announced grants received: a Fuibright Fellowship for
Rob Mortimer, a Research Corporation award for Suzanne Amador, and threeseparate grants for Judy Owen.
3) He announced the reappointment of Anita Isaacs and Rob Scarrowand the promotion to full professor of Joanne Hutchinson (applause).
4) He announced that John Rothman will be teaching in the PeaceStudies Progam in the fall and for one semester each of three subsequentyears. Elisabeth Young-I3ruehl will join the Faculty, part time, in the springand for one semester of 1992-93 at least.
5) He announced that salary letters, soon to be sent out, would beoffering a standard 4.0 - 4.5% raise in listed salary since the "pool" availablewas only 5%. The increase in compensation is actually 7% if contributions tomedical coverage are included.
6) He reported that EPC had approved searches for next. year inHistory (Latin American) and English (American literature), as well asconverting a special position in Japanese to a tenure-track one. Positions inEconomics and Political Science are still under discussion. (Questions and adiscussion, revolving around a felt need for a statistics course, elicited theinformation that there was no doubt about the real need in these latterareas; it was simply the exact structure of the search that was still up in theair. EPC is trying to weigh traditional departmental structures against. cross-departmental needs.)
MINUTE III. REPORT OF THE EDUCATIONAL POLICY COMMITTEE.1) Israel Burshatin reported, for the committee, that a visiting
committee in biology is planned for next. year.2) The committee has approved a new course (Annex I). (No
substantive objection having been raised, it stands as thus approved by thefaculty also.)
3) Discussion of pass/fail versus credit/no credit options has not yetreached resolution.
4) EPC presented for discussion a proposal (see Annex II) to clarifycurrent requirements for a possible 3-year graduation program forHaverford students. The discussion made it clear that the current three-yearprogram was not entirely rational. EPC was asked to look into the possibilityof a complete restructuring of the program as a whole.
5) A proposal (also on Annex II) for the clarification of academicversus athletic time use failed to reach consensus, though it was obvious thatthere was much faculty sympathy and support for the purpose of theproposal. A note from Gregory Kannerstein stated that he had only just seenthe proposal and felt he needed time to respond and to contribute to thediscussion. It was agreed to postpone discussion of the issue to the fall.
MINUTE IV. REPORT OF THE COMMITTEE ON HONORS, PRIZES, ANDFELLOWSHIPS.
Michael Sells reported that the newly approved guidelines for theCommittee had been most helpful and functional in certain individual cases.He noted that, as a new procedure, the Peace Studies coordinator had beenactive in the deliberations leading to the selection of candidates for theMorris and Scull prizes. He also mentioned that this years "first" and"second" Cope Fellowship candidates, are in the committee's view, effectivelyequal in merit.
ACTION III. The Faculty approved the awarding of prizes and honors tothose students proposed by the committee.
MINUTE V. Academic Council invited a short further discussion, with noconsensus envisioned, of the issue of senior faculty evaluation, broached atthe April meeting. One faculty member questioned the value of suchevaluations, but the point was made that after 1993 - when the mandatoryretirement age of 70 will be nationally abolished - such evaluations couldbecome crucial.
MINUTE VI. Demonstrations of new computer possibilities were given.Michael Freeman introduced Tripod, the three-college computerized librarycatalog to go into operation this summer; Doug Davis demonstrated someresearch possibilities of Tripod and networking to national systems.
Meeting adjourned 11:30 A.M.
ADDENDUM; Results of the elections held at the April meeting and betweenthe two meetings:
John Spielma.n was elected Clerk of the Faculty.Slavic. Mata.cic was elected Faculty Representative
to the BoardPaul Smith was elected First Alternate to the Board of ManagersSteven Boughn was elected Second Alternate to the Board
of ManagersDivision Representative Alternates:
Humanities - Ann McGuireSocial Science - Sara ShumerNatural Science - Claude Wintner
Faculty Representative to the Panel for Review of Cases ofSexual and Racial Harassment and Discrimination -Deborah Roberts
Respectfully submitted,
John DavisonSecretary tx) the Faculty
M' cC7ul.L l.b sa •••Ay .a.ta #
••••11Mr11•••n• I .
14AVERFORDMemorandum
ALL FACULTY
From:
Israel Burshatin for EPC
Re:
New Course for Semester II, 1991-92
Date: May 14, 1991
The Educational Policy Committee has approved the following new course for the springsemester 199192: •
Philosophy/Political Science 240b Conference Course: Human Rights inInternational Affairs; Applied International Ethics S2V1, SO Andras Aschete.
This course in its chief aspect takes the form of a student-run conference on human rightsand their application in world affairs, as a global matter as well as within the nations of theworld. The course begins with an examination of general issues in human rights from aphilosophical and political perspective. Issues considered include: the origin and nature ofbasic human rights; universality or cultural specificity of human rights; the conditions forrecognizing and enforcing requirements of human rights. The latter part of the courseinvestigates the current status of human rights in several areas of the world, such as theMiddle East, the Horn of Africa and the Soviet Union. The object of these case studies isto enable the student to analyze present policy performance and formulate policies that serveto promote human rights. Students work in sub-committees and write individual papers.A number of presentations by visiting experts engaged in human rights work ingovernmental and non-governmental institutions contribute to student deliberations and tothe student-written conference report. The final report is critiqued by an Outside PolicyEvaluator.
Prerequisites: A course in political science or a course in philosophy. In the event of overenrollment, preference will be given to students with both. Course taught one time only;the second of three grant-supported conference courses. Enrollment, limited to 30.
Temporary approval.
HAVERFORDMemorandum
To: All Faculty
From: Israel Burshatin, for the Educational Policy Committee
I. Graduation in Six SemestersII Minimizing Schedule Conflicts Between Class Times and Athletic EventsMay 14, 1991
EPC requests approval of the following (Faculty action necessary at the Facultymeeting of 16 May-- please bring this with you to the meeting):
I. Graduation in Six SemestersClassification of existing regulations as stated in the Catalog for 1990-91
p.167Students who have clearly defined career goals and strong motivation to achieve
them may wish to consider a program for graduation in three years. This program allowsgraduation with 30 course credits which must be taken in residence at Haverford; 16 ofthese must be outside of the student's major. None of the 30 courses required forgraduation may be taken under the NNG option at Haverford, the CR NO/CR option atBryn Mawr, or the P/F option at Swarthmore and the University of Pennsylvania. Overallperformance must be at a high level and, in addition to fulfilling all other general and majorrequirements, the special requirements in the following paragraph must be fulfilled.
In order to ensure depth and breadth in the student's program, some subject oracceptable combination of subjects outside the division of the major department (and notcounting toward the major) must be pursued for four consecutive semesters. Additionally,one of the student's courses in the major must involve a research project on a topicapproved in advance by the major advisor and culminating in a thesis submitted to thedepartment.
Students who wish to graduate in six semesters are urged to consult their Dean andthe department of anticipated major work as early as possible. By the second semester ofthe first year, the student wishing to graduate under this program must propose a major andthe four semester sequence outside the major. The specific program must be approved firstby the major advisor and also by the Committee on Student Standing and Programs. Allstudents who have been granted six semester programs must , by April 15 each year,confirm to their Dean in writing their intention to continue in these programs. Studentswho begin in six semester programs may revert at any time to programs of 32 creditscompleted in seven or eight semesters.
II. Minimizing Schedule Conflicts Between Class Times and AthleticEvents
The Haverford class schedule protects a variety of student extra-curricular interests,including athletics. Nevertheless, with alarming frequency athletic events are nowscheduled during normal class hours. The resulting conflicts have undermined the notionof a protected schedule for non-academic activities as these have come to impinge on theacademic program. If conflicts arise with the regular academic schedule, students are
Re:
Date:
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expected to attend classes. Academic obligations take precedence over athletic or otherextra-curricular activities. Our current academic regulations allow a faculty member to dropa student from a course for failure to attend at any time during the semester, after one suchwarning; the grade of 0.7 appears on the transcript of the "dropped" student.
In order to redress this imbalance, EPC proposes the following:
1. No home games or practice should be held during class hours (8:30 AM to 4:00 PMMonday through Friday; Monday and Tuesday 7:30-10PM - except as noted below).
2. The Athletics Department will publish , in advance, a complete schedule of its games,practice and check-in times for each semester and distribute it to students and facultyduring class registration time. This will allow students to anticipate and avoidscheduling conflicts.
3. Students must inform faculty members well in advance of any possible conflict if theywish to be excused from class attendance.
4. Students on academic probation or doing poorly in a course (and reported as such toCSSP) may not miss class in order to participate in athletic or other activities.
5. Faculty members are expected to teach regular courses during normal class times; thesame applies for regular tutorial and discussion sections that are defined as part of acourse. We recognize that this may not be possible in special junior or seniorseminars. Any irregular arrangements must be made by the consent of all involved.
6. If possible, faculty members are asked not to schedule a course required for the majorthat is taught in a single section during the 2:30-4 PM time slot.
7. Teams should confine away games to either Tuesday /Thursday orWednesday/Friday, and should attempt to schedule departures as late as possible.Scheduling of away games with Friday departures after 3:00 PM and on weekends isencouraged.
HAVERFORD COLLEGEMl(/ .76
INTEROFFICE MEMORANDUM 7t7 14,(p719104-1922
TO: Michael Sells
FROM: Steve Watter
SUBJECT: SCHOLARSHIPS/FELLOWSHIPS, 1990-91
DATE: April 30, 1991
COPIES: CCH File
Nominations by the Committee on College Honors, 1990-91:
Rhodes Al Bing 91 IndianaTamara Lave '90 Pennsylvania (invited for state interview)Andy Shanken '91 Arizona (finalist)Jonathan Wren '91 VirginiaLiese vanZee '91 Washington
Other scholarship results:Watson winners: Rick Colby, Rachel Hall, Tanya Lieberman
(all '91)Mellon winner: Eric Tagliacozzo '89 (former Watson Fellow)
11)
tkhLTri--1-E. s7 /6/7) —
HAVERFORDntu n uutunt
CONFIDENTIAL
Faculty
I will College Honors Committee: Michael Sells, Jeff Tecosky-Feldman, Sid Waldman, Steve Watter,Marc Neff, Elliot Suchin
5/9/9 1
This year's magna and summa nominations
(Areas of strength outside the major are indicated in parentheses)
Political Science (history, religion,intercultural studies, anthropology)
Magna Cum Laude
Sociology (east asian studies, Tibetan buddhism)English (education at Bryn Mawr)Religion (intercultural studies, Arabic)Spanish (chemistry)Philosophy (sociology)Anthropology at Bryn Mawr (geology, pre-med)Greek at Bryn Mawr (mathematics, music)Chemistry and MathematicsPhysics and SpanishBiology (chinese, english, pol. sci at BM)English (latin, classics, german, rel)Chemistry (Japanese language and literature)Physics (chemistry, biology)Philosophy (letters from 5 depts, 3 divisions)Psychology (religion)History (religion, feminist and gender stu)English and PhilosophyBiology (history of religions, hebrew)History (afr-amer, gender studies)History (feminist and gender studies)Chemistry (philosophy, literature)Psychology (biology, philosophy)Biology (music history)
Humanities: 8 and 1/2 Natural Science 7 and 1/2)
Augustus Taber Murray Fellowship: Eric Wertheimer 86' (PhD program U. Penn)
Clementine Cope Fellowships:
1st Fellow: Chris Wilkins2nd Fellow: Antonia Shanahan
Morris and Smith Prizes in Peace Studies 1st Prize: Eric Falkenstein2nd Prize: Richard Kain '933rd Prize: Julie Min
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