14 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7594604688c60a5955102b195605d0a0.pdf 9c8458fd698f580c25da16b250cff4b8 PDF Text Text SWARTHMORE COLLEGE ~\ October 21, 1968 HEMO TO: Swarthmore Faculty and Administration AAUP, Swarthmore Chapter FROM: At the chapter meeting early this month we voted to hold an open meeting for the entire college faculty and administration where opinions about the selection of the new President and the qualifications for this position would be exchanged. The following discussion paper for this meeting was drawn up by an AAUP sub-committee consisting of Monroe Beardsley, Fred Hargadon, Hartin Ostwalt, Jean Perkins, and Harrison W right. We cordially invite you to attend an open meeting to discuss the questions raised in this memo on Wednesday, October 30, 7:45 in Martin, Room. 201. mer �I. Procedures 1. " Should there be an information flow from the ~epresentatives on the Search committee to the faculty at large? It is very .hard , to answer questions of priorities and qualifications in "'the' abstract. If the committee found itself confronted with a dilemma about the qualifications of a particular candidate, would it be possible to have more faculty discussion at that p oint about the question of priorities? No names would be mentioned at all but the specific difficulties could be brought to the attent~on of the faculty. 2. On the issue of individual candidates, would it be desirable to have wider consultation in order to head off the appointment of a President who would turn out to be undesirable? This might be channeled through the CEP, or even one member of each department. The security question would of course be acute. Do there exist contingency plans in case no suitable candidate has been found by next September? 3. II. Questions to be raised with candidates There are certain issues which we believe any candidates for this office should have at least considered even though we are not sure of the answers which he/she might be expected to give. In these cases many faculty members disagree amongst themselves as to the beliefs which a President ought to have and even more on the priority question. We sugg est, therefore, that these issues be raised more in terms of measuring the candidate's intellectual acumen and sensitivity to important issues than in outlining a particular set of beliefs which we believe the ideal candidate ought to have. 1. Philosophy of education variety of purposes relationship of intellectual to practical pressure of graduate school specialization in undergraduate education diversity vs generalization Role of the liberal arts college What kind of a faculty this entails. Role of President as spokesman for the College relationship of College to community at large relationship of College to governmental agencies importance of clear commitment on issues of civil liberties and academic freedom problems of fund-raising 2. 3. 4. �- 2 - 5. Internal problems elected committees ,role of students in policy-making committees role of students in judicial processes ~s the President primarily responsible to the College 6! community or is his major commitment to the wider community? What is the relation of the private college to the public sector? 7. Relationship of the President to various constituencies of the college (how he/she considers them; how to handle disagreements )'. a. b. c. d. e. Students Faculty Board Alumni Major donors III. Qualifications of the person 1. Values - how should we insure that the President is firmly committed to the principles of academic freedom and civil liberties? Are there other values which we feel necessary for the President to hold? Age - certain qualifications which we think desirable will automatically preclude a person either too young (under 30) or too old (over 55). Sex - are we sure that we would accept a woman? If so, how much better qualified does she need to be than the best man available? Race, creed, color, marital status - are these factors totally irrelevant? Character - should any Height be given to such characte.ristics as "strong and silent," Ilopen and friendly," livery fair even though hard to approachl1? Do we have a strong preference as to general personality type? Commitment to the office - do we feel that the College needs some assurance of something like a ten-year span in office, or is this entirely dependent upon the individual candidates? Strong President or mediator type? Do we want an educational innovator who will bring his own particular slant to such areas as the curriculum and lead through force of llinfectious enthusiasm ll ? If so, how much would such a person be limited by our commitment to the CEP innovations and institutional restructuring? Do we want to hedge this individualistic approach with some commitment to the tradition of the college in terms of its intellectual climate? 2. 3. 4. 5. 6. 7. �-3Do we want a mediator type, one who takes in' 'ideas from others and who generates sufficient steam behind these " in'n o1[ations to put them into practice? This is government by consensur rather than by example. Both of these have major drawbacks and are we prepared to opt for ,one or the other in a vacuum? 8 .. .~ Previous expe,rience of, . ae His/her own educational experience large university - small college general education - specialized education scholarly interests apprized of constraints which operate in small college atmosphere Current position must we have a person with an academic background or are we willipg to consider someone with experience in government, business, or a foundation? administrative experience are we willing to take a risk on someone who has had little or no administrative experience if the other qualifications seem to be very close to our list of desirable requirements? In addition, are we restricting this type of administrative experience to the academic world? relationship to Swarthmore what about someone already closely connected with the college, i.e., now on faculty or administration. In general do we f e el that we want someone wh o has had some degree of acquaintance with the College or is this irrelevant? b. c. d. 9. Abilities Is it possible to identify any particular abilities which will be particularly needed by the President of this institution in the next decade or so, i.e., flexibility, accessibility. 10. Status Do we want someone of stature or is this apt to be dangerous? Does the Rhodes connection play an important part? Do we insist on someone known in academic circles at least? � SWARTHMORE COLLEGE ~\ October 21, 1968 HEMO TO: Swarthmore Faculty and Administration AAUP, Swarthmore Chapter FROM: At the chapter meeting early this month we voted to hold an open meeting for the entire college faculty and administration where opinions about the selection of the new President and the qualifications for this position would be exchanged. The following discussion paper for this meeting was drawn up by an AAUP sub-committee consisting of Monroe Beardsley, Fred Hargadon, Hartin Ostwalt, Jean Perkins, and Harrison W right. We cordially invite you to attend an open meeting to discuss the questions raised in this memo on Wednesday, October 30, 7:45 in Martin, Room. 201. mer �I. Procedures 1. " Should there be an information flow from the ~epresentatives on the Search committee to the faculty at large? It is very .hard , to answer questions of priorities and qualifications in "'the' abstract. If the committee found itself confronted with a dilemma about the qualifications of a particular candidate, would it be possible to have more faculty discussion at that p oint about the question of priorities? No names would be mentioned at all but the specific difficulties could be brought to the attent~on of the faculty. 2. On the issue of individual candidates, would it be desirable to have wider consultation in order to head off the appointment of a President who would turn out to be undesirable? This might be channeled through the CEP, or even one member of each department. The security question would of course be acute. Do there exist contingency plans in case no suitable candidate has been found by next September? 3. II. Questions to be raised with candidates There are certain issues which we believe any candidates for this office should have at least considered even though we are not sure of the answers which he/she might be expected to give. In these cases many faculty members disagree amongst themselves as to the beliefs which a President ought to have and even more on the priority question. We sugg est, therefore, that these issues be raised more in terms of measuring the candidate's intellectual acumen and sensitivity to important issues than in outlining a particular set of beliefs which we believe the ideal candidate ought to have. 1. Philosophy of education variety of purposes relationship of intellectual to practical pressure of graduate school specialization in undergraduate education diversity vs generalization Role of the liberal arts college What kind of a faculty this entails. Role of President as spokesman for the College relationship of College to community at large relationship of College to governmental agencies importance of clear commitment on issues of civil liberties and academic freedom problems of fund-raising 2. 3. 4. �- 2 - 5. Internal problems elected committees ,role of students in policy-making committees role of students in judicial processes ~s the President primarily responsible to the College 6! community or is his major commitment to the wider community? What is the relation of the private college to the public sector? 7. Relationship of the President to various constituencies of the college (how he/she considers them; how to handle disagreements )'. a. b. c. d. e. Students Faculty Board Alumni Major donors III. Qualifications of the person 1. Values - how should we insure that the President is firmly committed to the principles of academic freedom and civil liberties? Are there other values which we feel necessary for the President to hold? Age - certain qualifications which we think desirable will automatically preclude a person either too young (under 30) or too old (over 55). Sex - are we sure that we would accept a woman? If so, how much better qualified does she need to be than the best man available? Race, creed, color, marital status - are these factors totally irrelevant? Character - should any Height be given to such characte.ristics as "strong and silent," Ilopen and friendly," livery fair even though hard to approachl1? Do we have a strong preference as to general personality type? Commitment to the office - do we feel that the College needs some assurance of something like a ten-year span in office, or is this entirely dependent upon the individual candidates? Strong President or mediator type? Do we want an educational innovator who will bring his own particular slant to such areas as the curriculum and lead through force of llinfectious enthusiasm ll ? If so, how much would such a person be limited by our commitment to the CEP innovations and institutional restructuring? Do we want to hedge this individualistic approach with some commitment to the tradition of the college in terms of its intellectual climate? 2. 3. 4. 5. 6. 7. �-3Do we want a mediator type, one who takes in' 'ideas from others and who generates sufficient steam behind these " in'n o1[ations to put them into practice? This is government by consensur rather than by example. Both of these have major drawbacks and are we prepared to opt for ,one or the other in a vacuum? 8 .. .~ Previous expe,rience of, . ae His/her own educational experience large university - small college general education - specialized education scholarly interests apprized of constraints which operate in small college atmosphere Current position must we have a person with an academic background or are we willipg to consider someone with experience in government, business, or a foundation? administrative experience are we willing to take a risk on someone who has had little or no administrative experience if the other qualifications seem to be very close to our list of desirable requirements? In addition, are we restricting this type of administrative experience to the academic world? relationship to Swarthmore what about someone already closely connected with the college, i.e., now on faculty or administration. In general do we f e el that we want someone wh o has had some degree of acquaintance with the College or is this irrelevant? b. c. d. 9. Abilities Is it possible to identify any particular abilities which will be particularly needed by the President of this institution in the next decade or so, i.e., flexibility, accessibility. 10. Status Do we want someone of stature or is this apt to be dangerous? Does the Rhodes connection play an important part? Do we insist on someone known in academic circles at least? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum from Swarthmore AAUP 10/21/1968 re hiring next president] Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Swarthmore College AAUP Date A point or period of time associated with an event in the lifecycle of the resource 10/21/1968 Format The file format, physical medium, or dimensions of the resource PDF Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/82c47ec1fa6ccc9bd4cc1dfa68f8414d.jpg 9feae7e8b68d9bc1b866a004d3977890 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Memorandum to Staff, 04/02/1969] Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Lewis Cook Date A point or period of time associated with an event in the lifecycle of the resource 04/02/1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/42f4fc6a2a6d5f664ee888ba822c4f93.pdf b4c46f57c14d95c43d2a4d37d6380c23 PDF Text Text ������ ������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Curriculum Committee 10/29/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 10/29/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/61402bf2c1841b7894ff8539db81407d.pdf b04a03f9e808ee3ca6b442d712ccbdac PDF Text Text ������ ������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Comittee 05/21/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 05/21/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3282310817fc0892de9dffee3a9f47c2.pdf 37f02360e8d7baf9e438ade9afbee668 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Committee 03/20/1969] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 03/20/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5300a52038a0880b09e0b172634d896c.pdf fb43cf698be6a559a7fbc3765729e57a PDF Text Text ������ ������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Committee 05/08/1969] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 05/08/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/cd39e7011f202c347cf538e1e53b9c6f.pdf a24e51d735a811ed085e4d0f6ca04ec3 PDF Text Text ������ ������ Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Committee 05/28/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 05/28/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/84784de8c37c123e247f33bc5d7f2df6.pdf 629fbe1460c164ca63e07e47ff0c2fc9 PDF Text Text ��� ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Committee 10/15/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 10/15/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/65df51a37dca9892002126b2a2cb1686.pdf 52084a41f072b5f7394c1ef7641442f5 PDF Text Text ������� ������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Committee 10/22/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 10/22/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Faculty Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/61185c2980f814d7c477fb3c33a2292f.pdf a1a8428aa67c28f335961ae527c49ccf PDF Text Text ��� ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Committee 11/13/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource 11/13/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Clinton Etheridge Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e34b62b7a67fce00a155fc9506484563.pdf 555481b4e824fba4eae08ff1e6a181cc PDF Text Text ���� ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Committee 11/20/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource [11/20/1968] Format The file format, physical medium, or dimensions of the resource PDF Black Studies Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c3c53171ad0c9e0b68113d3f8d3e3757.jpg 9722d60c4f45761ca2d374ca1db1e68b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Commission for Educational Policy, 01/06/1969] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 01/06/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Black admissions Black Studies Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/14594a38aa693a1a0723c32b463ab8d4.pdf edff5fe24701b68cb241a184737b2aa3 PDF Text Text ��� ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Commission on Educational Policy, 01/20/1969] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 01/20/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/5a4e2444d8eaa1b4a40c68ecbf916822.pdf 3763f1b49ebcfb045ca7cbed58b1cec8 PDF Text Text / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � / Minutes of CEP Neeting, November 18, 1968 The CEP meeting convened at 4:00 P .11. Present ivere Arbuthnot, Bekavac, Cobbs, Hauptman, Heald, North, Pennock, Pierson and Thompson. President Smith presided. After asking for corrections of the l\linutes of the last meeting, President Smith asked Vnss Cobbs to explain the arrangement we have with Haverford and Bryn l1awr for alloiving students to take courses at one of the other institutions, and allovring their students to take courses here. (Students may take courses not offered by their home colleges, and at the end of the year a token payment is made by whichever co11ege has fam,ed out more students than it has taken in. We have a similar arrangement \dth Penn, except that in this case no money changes hands, because Penn does not ·hd.sh to be bother,ed ,·lith the complicated book-keeping.) We are considering "mat arrangement could be made with Lincoln University, where five Swarthmore students are nOi1 taking a course in black 1iterature. It 1--JaS decided that it would be appropriate to enter into the same agreement as the one "re . have with Haverford and Bryn Hawr, requiring some token payment for surplus students. It was a1so agreed that we should ask that the dean and faculty adviser at Linco1n screen p~ospective app1icants for admission to Swarthmore courses, just as our students vmo vrish to take courses e1se"mere are screened by the corresponding people here: The President reported that the representatives from the }liddle States Association who are to visit the campus for the periodical review of accreditation will arrive Sunday evening. He described their proposed schedule and listed the groups and indi vidua1s v"hom they plan · to intervie\'f. The CoUtici1 continued its discussion of the program for accrediting high school teachers. Hiss Cobbs reported on the results of talks she has had ivi th members of our ovm faculty and persons at Bryn Na,'fr on various aspects of 'the foreign language programs. There was some discussion of the necessary qua1ifications of the person in charge of our program, should we present one, the appropriate organization of such a program, and the problem of finding a home for it, if the Department of Psych010gy decides that it is unsuitable for it to be described as a Department of Psychology and Education. It seemed best that the work in educatibn be listed in the catalogue as a program of teacher education and that it be made responsible to the Provost (or the Dean). It was decided that Hiss Cobbs and the Teacher Education COlTunittee should meet >ofith chairmen of departments to determ ine which if any are interested in participating in the program, should the faculty agree to go ahead and app1y for approval. The secretary was asked to prepare a report on the CEP discussion, to be presented at tbe faculty meeting on N ovember 21. Hiss Cobbs read portions of a tentative and summary report from Francis Tafoya on the possibility of offering a two-year progrilln in the Cninese 1anguage. Nr. Tafoya recol11inended that \ve engage in such a program and suggested a "modified intensive program" such as is now offered in Russian 1anguage, to be given in spoken Chinese, beginning with texts in the Roman alphabet. After the second year, further ~1irk could be done at Penn. Hr. Tafoya thought that at first there would not be?rgr a full-time person teaching Chinese. He left open the question whether. the same person should do the "master-teaching!! and be responsib1e for drill as "VIrell. He Has opposed to offering Italian or Portuguese, maintaining that tapes are available · in the language laboratory for self-instruction in these and other modern Western languages." �CEP Report, page 2 The remainder of the meeting was spent in a discussion of summer programs and SUlI'Jner use of the campus. Before taki.ng up specific proposals, the President invited comments en the principles that sheuld guide any decisien Ire might make , asking the Ceuncil to consider whether we should adopt a STh~~er program because it would strengthen the college, .or because it vrould result in some particular advantage to seciety, .or whether financial considerations should be deminant. Ne cenclusion ~~s reached at this meeting en matters of principle, but a nWllher of specific programs came up for discussien. These included pregrams like Upward Beund and ABC, adult educatien pregrams including alwnni seminars ,pre-freshman sessions fer entering students, a program fer 'very bright students frem very poor schoels, NSF Institutes, PeaceCerps programs, a summer language institute (pessibly in conjunctien with Haverford and Bryn Hawr), and an arts or surrmer theatre pregram, teachers institutes, and something cemparable to the Williamsto,ffi Cenference. The discussien teuched upon various advantages and disadvantages associated with the use of the campus in the summer. The President pointed .out that a college as intense as Swarthmore extends students, faculty"and administration te the limit during the schoel year, and t.hat we should be sure (a) tha'~ a summer pregram~~ll not push us beyond the lilllits .of .our strength, 'and (b) that perse~~el will actually be available to man a program. He cited the record .of Upl'lard Beund pregram, ~Ihich, while supported in theory by many on the faculty, has in fact been hard put to find staff. Furthermere, he reminded the Ceuncil that the demands of productive scholarship vull .often conflict with the needs of summer programs, and that it may not always be preper to encourage faculty members to spend their surrrruers on anything but scholarly research. The discussion of the benefits to be derived from summer pregrams brought to light the desire of some members of the Ceuncil te make S\~rthmore a livelier place during the long vacation and the hope of others that the peace and serenity of the campus, so cenducive to schelarly contemplation, may somehow be preserved. The climate .of Shart~~ore during the suwmer months , and the lack of recreatien facilit ies, "Jere recognized as grave disadvantages. The desirability of having students act as research assistants to member of the faculty whe are lvorking at the college during the summer makes more urgent the need,to find funds to support the SQmIDer research program for jQ~ers, which has already proved so valuable. The President proposed that persons intere~ted in specific types .of SUlllffier pregrarn be asked te present memoranda for the next meeting. These are to inclUde the NSF institutes, the pre-freshman sessions and programs for very bright studentsjalwm1i seminars and other types .of adult education, and art festivals. The meeting adjourned at 6 P.M. Helen North � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Commission on Educational Policy, 11/18/1968] Description An account of the resource Box 28, Commission on Educational Policy Creator An entity primarily responsible for making the resource Helen North Date A point or period of time associated with an event in the lifecycle of the resource 11/18/1968 Format The file format, physical medium, or dimensions of the resource PDF Faculty President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/696899b252c565b6821c2cbb288e3437.pdf 77bf65771f251bfeaa5385f2e0ccd503 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Instruction Committee 04/29/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Instruction Committee] Date A point or period of time associated with an event in the lifecycle of the resource 04/29/1968 Format The file format, physical medium, or dimensions of the resource PDF Black Studies Faculty http://s3.amazonaws.com/sc-lib-ds-bl1969/original/31010528573a1c54b041f7d161b81379.pdf 8e79d24769394031a4a3d01fcb07ba48 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Nineteenth century historical timeline and overview] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [02/19/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ea711b0a4db4ba1f7c4ecf016009f511.pdf 9b5acd74164fa21118aac602bef65174 PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Notes on Black Caribs] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [02/19/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7c35ad156ee4f62d3b89e79ccfb66995.pdf befc95e39d1732fb4ca7653103030666 PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Notes on Black Nationalism, Essien-Udom] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [03/26/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7618feedc909d796cb7f18e0547a22a3.pdf 2259d84c017dfb912354ca4c1ecb0768 PDF Text Text ������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Notes on colonialism] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [04/23/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/cf1becb265ab5a3ef81e405516e56af7.pdf 27eaf1219c93795032909b3c1df41f64 PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Notes on Crisis of the Negro Intellectual, Harold Cruse] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [03/05/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye)