18 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/aa87af9d544fb0ac41aa8c4dfa9ae456.pdf 0c614144ea52b0b135d6f87e4579ade9 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 Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives 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 1st forum to feature Kenyatta Creator An entity primarily responsible for making the resource Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 10/14/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7ee9a9711ecb4317e0b8a61744450b76.pdf cb5b8d352d89c712a03b47fc4251a185 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 20 Seize Office at Swarthmore Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Tom Fox Publisher An entity responsible for making the resource available Philadelphia Daily News Date A point or period of time associated with an event in the lifecycle of the resource 01/10/1969 Format The file format, physical medium, or dimensions of the resource PDF http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2cb7b64a24128e1c22a8b430fea39522.jpg ecfad07860520ee350e704c0aa237558 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 2000 Attend Rites for Swarthmore President Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The Philadelphia Evening Bulletin 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 JPG 1969 sit-in Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/336c7193ad1c6c7d70f64c76612d3d81.pdf e2f998f89a22c03af7b8557817276e78 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 Delaware County Daily Times Description An account of the resource A daily newspaper with headquarters in Upper Darby Township, Delaware County, Pennsylvania. The articles, editorials and announcements included here were published between September 1968 and December 1972. Source A related resource from which the described resource is derived McCabe Library Microfilm Archives 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 34 units meet on problems Creator An entity primarily responsible for making the resource Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 09/19/1968 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f233baa380fe5e8b92ceaf65e8a763a5.jpg 24377a38c5c20b60cbe99aac42655de7 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 35 Negro Collegians Form Unit Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Chester Times Date A point or period of time associated with an event in the lifecycle of the resource 12/21/1966 Format The file format, physical medium, or dimensions of the resource JPG SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/db4247a2a4831472793404c569af52ad.jpg a9472f0a0f7552d1de904ae0faec1e0a 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 4 Stage Hunger Strike at Swarthmore Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Dominic Sama Publisher An entity responsible for making the resource available Philadelphia Inquirer Date A point or period of time associated with an event in the lifecycle of the resource 01/15/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b800083eb7ad942cb1ce088302230c7e.pdf 6117801d12cba19e05fa5b458ab00e6e 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 500 Return to Classes at Swarthmore Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Francis Geary Publisher An entity responsible for making the resource available Philadelphia Evening Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 01/14/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/513acc0354f1b32cb256746f9a296de6.jpg 9daf2b654ce13afaf6a7bb417cdff9a8 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 The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 A Black Studies Major Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/11/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/66cfd7f4000728f9cb90c2a821944211.pdf 35f2e94222779da15abf29d7a4a16089 PDF Text Text AOALL Eoa OPEN DISOUSSION Now 1s th~ t1me for open discussion of our situation as students. HUman events demandcontinuous reappraisal. The continuing claims of each group must be examined objectively. Objective appraisal of our condition is what we need now. A Student Week without classes will serve the purpose 'of engaging all members of the college . in an open discussion. It will be a varied and useful week in which we can take stock of life here, propose changes, and implement changes. ~, This proposal is not an expression of dissatisfaction, overt or covert, rather it is a recogni fum of the need to change with changing times. Conditions change rapidly, and as we participate in the present we must also participate in our own futures. This Week is the measure of our hope for the future. This is not, however, an appeal to sentiment. Student Week will be of practical benefit to the community in these ways: 1. Co-ordinated expression of opinion will provide concret prop osals for changes students desire. With these popular proposals clear action could be taken to implement them. 2. Student Week would give interest groups a chance to express their needs to the whole student body and achieve changes not otherwise possible 3. It would cover important topics not covered adequately by Superweek and new situations which have arisen. 4. It would bring together people who would not ordinarily meet to discuss topics of shared interest last~ 5. It would draw students who were not here year into discussion --_. .. -----.__ ._- 6. It would offer other groups a clearer picture of student life and opinion 7. Finally and most important a student-planned and run Student Week would stimulate awareness of our position as students and demonstrate our willingness to think and act constructively �Student Week answers the needs of our situation. The time for positive action is now. Certain criticisms have been made of the plan for Super Week. The substance of these criticisms is this: . 1. Student Week will not lead to action It will be chaotic 3. Now is a bad time for a Student Week 4. The Faculty and Adminstration will not approve any student proposals --2: First,the expressi9n of opinion and the achievment of student consensus on particu~ar proposals is the only basis for action. Student Week will provide the basis for any action which should be taken in the eyes of the students. This will not be a Super week it will be a week of student participation on which all action depends. The week will not be chrutlc. A framework for discussion and a tentative program of events for Student Week is included in this statement. These suggestions, which can be changed to include any other important interests, will insure the orderly and productive quality of the week. Third~ this is a good time for a week of discussion and action. This is the time that was chosen last year after extensive study. The beginning of the year is the time when we should look forward to plan for this year and years to follow. Finally, it is up to us to initiate active criticism of ourselves and the school. Until student opinion is heard it cannot be heeded. Now is the time. Student Week will be useful if there is rational organization of activity during the week. This is a tentative program of discussion which will lead to a set of proposals. After proposals have been a greed on there will be discussion of means of implementation. The schedule is: 1. A general meeting at the beginning of the week when issues pertinent to the whole student body will be discussed and topics of further discussion set 2. Students will meet in smaller groups for the discussion of these topics 3. Some issues are not of interest to the whole student body but cannot be overlooked. Interested students will organize groups for disccusion of these issues and the formulation of proposals 4. Specific proposals derived from meetings will be voted on by the entire student body 5. A final general meeting will be held to discuss implementation of approved proposals �Possible topics fordiscussion in Student Week are: l.P.B. and Eollection 2.Grading 3.Majors 4.Distribution Requirements 5 .Role -~ of-, Stud en t Oouncil 6.Dorm Life --and Off-Campus living 7.Role of the trustees 8.Social Activities 9.Admissions policy IO.Relations with the surrounding communities and outside world ll.Student Power 12.0onflicts of interest 13. Apermanent Student Week This is a tentative lllt designed to privide an initial frame work for discussion; No topics will be excluded from discussion if they are of broad tnterests. THERE WILL BE A DORM MEETING TONIGHT IN EACH DORM TO DISCUSS THIS PROPOSAL. IF OPINION vfARRANTS THERE WILL A SECOND GROUP OF DOID1 MEETINGS AND A VOTE ON THE PROPOSAL WITHIN A T,rfEEK. AT MEETINGS STUDENTS SHOULD DISCUSS THE SUBSTANCE OF THE PROPOSAL, THE TENTATIVE PROGRAM AND BEST DATE FOR THE WEEK ( IT HAS BEEN TENTATIVELY SCHEDULED FOR THE SECOND v-l EEK AFTER THANKSGIVING, BUT THIS COULD BE CHANGED AS STUDENTS WISH.) This Week will be student-planned,student-run and address itself to student problems as well as school problems. The time is now. � AOALL Eoa OPEN DISOUSSION Now 1s th~ t1me for open discussion of our situation as students. HUman events demandcontinuous reappraisal. The continuing claims of each group must be examined objectively. Objective appraisal of our condition is what we need now. A Student Week without classes will serve the purpose 'of engaging all members of the college . in an open discussion. It will be a varied and useful week in which we can take stock of life here, propose changes, and implement changes. ~, This proposal is not an expression of dissatisfaction, overt or covert, rather it is a recogni fum of the need to change with changing times. Conditions change rapidly, and as we participate in the present we must also participate in our own futures. This Week is the measure of our hope for the future. This is not, however, an appeal to sentiment. Student Week will be of practical benefit to the community in these ways: 1. Co-ordinated expression of opinion will provide concret prop osals for changes students desire. With these popular proposals clear action could be taken to implement them. 2. Student Week would give interest groups a chance to express their needs to the whole student body and achieve changes not otherwise possible 3. It would cover important topics not covered adequately by Superweek and new situations which have arisen. 4. It would bring together people who would not ordinarily meet to discuss topics of shared interest last~ 5. It would draw students who were not here year into discussion --_. .. -----.__ ._- 6. It would offer other groups a clearer picture of student life and opinion 7. Finally and most important a student-planned and run Student Week would stimulate awareness of our position as students and demonstrate our willingness to think and act constructively �Student Week answers the needs of our situation. The time for positive action is now. Certain criticisms have been made of the plan for Super Week. The substance of these criticisms is this: . 1. Student Week will not lead to action It will be chaotic 3. Now is a bad time for a Student Week 4. The Faculty and Adminstration will not approve any student proposals --2: First,the expressi9n of opinion and the achievment of student consensus on particu~ar proposals is the only basis for action. Student Week will provide the basis for any action which should be taken in the eyes of the students. This will not be a Super week it will be a week of student participation on which all action depends. The week will not be chrutlc. A framework for discussion and a tentative program of events for Student Week is included in this statement. These suggestions, which can be changed to include any other important interests, will insure the orderly and productive quality of the week. Third~ this is a good time for a week of discussion and action. This is the time that was chosen last year after extensive study. The beginning of the year is the time when we should look forward to plan for this year and years to follow. Finally, it is up to us to initiate active criticism of ourselves and the school. Until student opinion is heard it cannot be heeded. Now is the time. Student Week will be useful if there is rational organization of activity during the week. This is a tentative program of discussion which will lead to a set of proposals. After proposals have been a greed on there will be discussion of means of implementation. The schedule is: 1. A general meeting at the beginning of the week when issues pertinent to the whole student body will be discussed and topics of further discussion set 2. Students will meet in smaller groups for the discussion of these topics 3. Some issues are not of interest to the whole student body but cannot be overlooked. Interested students will organize groups for disccusion of these issues and the formulation of proposals 4. Specific proposals derived from meetings will be voted on by the entire student body 5. A final general meeting will be held to discuss implementation of approved proposals �Possible topics fordiscussion in Student Week are: l.P.B. and Eollection 2.Grading 3.Majors 4.Distribution Requirements 5 .Role -~ of-, Stud en t Oouncil 6.Dorm Life --and Off-Campus living 7.Role of the trustees 8.Social Activities 9.Admissions policy IO.Relations with the surrounding communities and outside world ll.Student Power 12.0onflicts of interest 13. Apermanent Student Week This is a tentative lllt designed to privide an initial frame work for discussion; No topics will be excluded from discussion if they are of broad tnterests. THERE WILL BE A DORM MEETING TONIGHT IN EACH DORM TO DISCUSS THIS PROPOSAL. IF OPINION vfARRANTS THERE WILL A SECOND GROUP OF DOID1 MEETINGS AND A VOTE ON THE PROPOSAL WITHIN A T,rfEEK. AT MEETINGS STUDENTS SHOULD DISCUSS THE SUBSTANCE OF THE PROPOSAL, THE TENTATIVE PROGRAM AND BEST DATE FOR THE WEEK ( IT HAS BEEN TENTATIVELY SCHEDULED FOR THE SECOND v-l EEK AFTER THANKSGIVING, BUT THIS COULD BE CHANGED AS STUDENTS WISH.) This Week will be student-planned,student-run and address itself to student problems as well as school problems. The time is now. � 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 A Call for Open Discussion Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [1969] Format The file format, physical medium, or dimensions of the resource PDF Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ce836ca61c60d2b78664e897b1480e27.jpg 44cb036b2a7d47a0556dc0960dbcae95 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 1969 Sit-In Photographs Description An account of the resource Black and white photographs of SASS during the sit-in at the Admissions Office in Parrish Hall, which began on January 9 and ended on January 16, 1969. Creator An entity primarily responsible for making the resource Harold Buchanan Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 A conversation between students during the 1969 sit in Source A related resource from which the described resource is derived Harold Buchanan Date A point or period of time associated with an event in the lifecycle of the resource 01/09/1969-01/16/1969 Format The file format, physical medium, or dimensions of the resource .jpg 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0b2f6a11b5cf8738e3525e5d9ad6f9df.jpg 776bb1b0cebd1b9254336b819f137873 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 A Leftwinger's Dilemmas Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource Marianne Means Publisher An entity responsible for making the resource available Brazil Herald 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 JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a092005282a9b277bfc7aad265bd2190.pdf ef68555fb566360714b7d21a592c5729 PDF Text Text A List of Faculty Actions as Amended Thursday evening, January ~ The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to work toward the resolution of the present crisis. Pursuant to a proposal from the student meeting in Clothier on the same evening, the faculty views formation of these committees (committee on selection of a black counselor and committee to advise on problems connected with admission of black students) favorably and recommends that President Smith meet with the appropriate student groups to work out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. The examination schedule will start on January 22 instead of January 20, and an adjusted exam schedule will be issued as soon as possible. (It is understood th~t deadlines associated with the schedule will be adjusted accordingly.) The Faculty voted to empower President Smith to invite Swarthmore black students outside of SASS to the Faculty Meeting tomorrow, January 10, if they wish it. Friday afternoon, January 10 That the faculty adopt the agenda as presented by faculty members of the Council on Educational Policy and continue working with this agenda and other items connected with it in continuous session until we have disposed of all of them. The College recognizes that it is necessary to maintain a viable black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at Swarthmore, the College will strive to enroll a minimum of 25 black students in each freshman class. It is hoped that this number can be increased to 35 after a three-year period. That the College vigorously extend its recruitment of the best black secondary school graduates and continue to encourage Swarthmore students to assist in this process. That the College should.: set as its goal the enrollment of a significant number (approximately 10) of black students whose qualifications .are outside normal admissions criteria, for the year 1969-70 . Saturday morning, January 11 (~amended ~ the afternoon of January 12) TheUi~~. ng motion, to establish an Ad Hoc Black Admissions Committee, was made and passed by the faculty. A) The faculty recommends the prompt establishment of an Ad Hoc . Black Admissions Committee. B) We propose that this Committee consist of 3 faculty members, 5 students including representation of SASS, 2 administrators: the representatives of each group to be chosen by that group. C) The chairman of this committee will be chosen from the committee by the committee. �: D) Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: 1) To seek out and recommend appointment at the earliest possible date, of an Admissions Officer who shall be black. 2) To review present admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the college's geographical pattern of recruitment of black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) E) To prepare reports as it sees fit. It is understood that tHs comiittee be free to make use of outside ~- "'. ~., .................~. ..... - consultants. Saturday afternoon, January 11 The following two resolutions were passed by the faculty of Swarthmore College as it continued to discuss the Admissions Policy Report and the SASS demands: l)That the College take immediate steps to recruit and appoint subject to review by S~S~, a bla:k co~nselor . available to all black students for'the purpose of prov1d1ng conf1dent1al adv1ce and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. 2) That immediate action should be taken to design and implement for the academic year 1969-70 a post-enrollment support program that will be available to b~ack studen~s as ~ecessary. Such a program shall be designed by the Curr1culum Comm1ttee 1n consultation with SASS. Sunday morning, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the college enter into negotiations with institutions at present conducting summer enrichment of reinforcement programs for entering freshmen, so that students accepted by Swarthmore for the academic year 1969-1970 who need this preparation may attend such a program. 2) It resolved that the college recruit, encourage the enrollment of, black students from community and junior colleges, and remain open to black transfer students from four-year colleges. Financial aid will be available to such students where appropriate. 3) The faculty decided not to discuss the question of holding classes at this time.(In so acting, it was the sense of the meeting that the faculty would discuss this issue during its afternoon meeting today, when it has a better idea of the amount of work it can complete during this meeting.) 4) It resolved that the college endeavor to enhance opportunities for all black students to attend college: that it should in consultation with the Ad Hoc Black Admissions Committee �a) b) c) d) e) continue to support and maintain an Upward Bound Program. consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evening-a-week seminar program on the campus for able, socio-economica11y deprived 11th and/or 12th grade students from local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need further preparation, may attend such a school on a scholarship basis for one year prior to enterin a college. Sunday afternoon, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) The following resolution was passed: The faculty urges the student council and other organizations to be constantly aware of the need to provide support for activities which, while open to the entire student body, would be largely black in orientation (APC report, pg. 11, C). 2, 3, 4, and 5 were account of. a~endments to previous actions which have already been taken 6) The faculty urged, in the form of a resolution, that the President and the boa~d secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the report of the Admissions committee; the faculty recognizes that such a course requires a reappraisal of budgetary and fund-raising priorities. 7) The faculty moved to send a delegation to the student plenary session this evening to announce what the faculty has done today; that classes will be held tomorrow at the discretion of the instructors; and that the faculty will ~ontinue its meetings this evening at 8:30. Sunday night, January 12-13 The faculty continued its meetings tonight, and took the following action: 1) As the first order of business, the faculty adopted a formalagenda. according to this agenda, and took the actions recorded below. It proceeded 2) The faculty affirms the statement of the President in his letter of 31 December 1968 that "This college has never been and must never be governed by demands or moved by threats. " 3) Faculty resolutions made on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. 4) The President announces his strong support of the actions taken by the faculty, of which he is the presiding officer, and will strongly recommend tgem to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. 5) The President and faculty welcome an opportunity to provide any information they can that identifies and describes the decision -- making organs of the college on every level, and will do so within a matter of days after the resumption of normal college activity. �, Sunday night, January 12-11 (continued) ; ;;::; 6) . In the actions of the faculty responding to the SASS and to the report of the Committee on Admissions Policy, the participation of black people in shaping policies on the special interests of black students. The faculty is principle wherever it appl i es. ~) communication of 23 December the faculty has authorized matters relating directly to determined to adhere to this .~, ~ The college does not contemplate disciplinary action for the SASS actions that are presently known to it. While it does not anticipate cause for disciplinary action, it cannot guarantee amnesty for matters on which it has no information. 8) The faculty resolves that Monday's classes be rescheduled for Wednesday, and that Tuesday's classes take place as normally scheduled. Amplification with reference to Resolution 7: With reference to resolution 7, concerning amnesty: By 'presently known to i t , ' the faculty refers to its knowledge of SASS 'orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit, that property would not be harmed, files would not be rifled, and people not detained against their will. Assuming there are no other grounds for offense, SASS has no cause for concern. � A List of Faculty Actions as Amended Thursday evening, January ~ The Faculty, in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressing itself when the Admissions Office was occupied. It invites all members of the College community to work toward the resolution of the present crisis. Pursuant to a proposal from the student meeting in Clothier on the same evening, the faculty views formation of these committees (committee on selection of a black counselor and committee to advise on problems connected with admission of black students) favorably and recommends that President Smith meet with the appropriate student groups to work out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. The examination schedule will start on January 22 instead of January 20, and an adjusted exam schedule will be issued as soon as possible. (It is understood th~t deadlines associated with the schedule will be adjusted accordingly.) The Faculty voted to empower President Smith to invite Swarthmore black students outside of SASS to the Faculty Meeting tomorrow, January 10, if they wish it. Friday afternoon, January 10 That the faculty adopt the agenda as presented by faculty members of the Council on Educational Policy and continue working with this agenda and other items connected with it in continuous session until we have disposed of all of them. The College recognizes that it is necessary to maintain a viable black student community. Realizing that such a community ultimately depends on the decision of the students both to enroll and to continue their education at Swarthmore, the College will strive to enroll a minimum of 25 black students in each freshman class. It is hoped that this number can be increased to 35 after a three-year period. That the College vigorously extend its recruitment of the best black secondary school graduates and continue to encourage Swarthmore students to assist in this process. That the College should.: set as its goal the enrollment of a significant number (approximately 10) of black students whose qualifications .are outside normal admissions criteria, for the year 1969-70 . Saturday morning, January 11 (~amended ~ the afternoon of January 12) TheUi~~. ng motion, to establish an Ad Hoc Black Admissions Committee, was made and passed by the faculty. A) The faculty recommends the prompt establishment of an Ad Hoc . Black Admissions Committee. B) We propose that this Committee consist of 3 faculty members, 5 students including representation of SASS, 2 administrators: the representatives of each group to be chosen by that group. C) The chairman of this committee will be chosen from the committee by the committee. �: D) Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: 1) To seek out and recommend appointment at the earliest possible date, of an Admissions Officer who shall be black. 2) To review present admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the college's geographical pattern of recruitment of black and other minority group students. 3) To consider and recommend changes in the membership of the standing Admissions Policy Committee. 4) E) To prepare reports as it sees fit. It is understood that tHs comiittee be free to make use of outside ~- "'. ~., .................~. ..... - consultants. Saturday afternoon, January 11 The following two resolutions were passed by the faculty of Swarthmore College as it continued to discuss the Admissions Policy Report and the SASS demands: l)That the College take immediate steps to recruit and appoint subject to review by S~S~, a bla:k co~nselor . available to all black students for'the purpose of prov1d1ng conf1dent1al adv1ce and guidance. It is to be understood that this counselor shall not be responsible to the Deans for providing them with any confidential, privileged information. 2) That immediate action should be taken to design and implement for the academic year 1969-70 a post-enrollment support program that will be available to b~ack studen~s as ~ecessary. Such a program shall be designed by the Curr1culum Comm1ttee 1n consultation with SASS. Sunday morning, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) It resolved that the college enter into negotiations with institutions at present conducting summer enrichment of reinforcement programs for entering freshmen, so that students accepted by Swarthmore for the academic year 1969-1970 who need this preparation may attend such a program. 2) It resolved that the college recruit, encourage the enrollment of, black students from community and junior colleges, and remain open to black transfer students from four-year colleges. Financial aid will be available to such students where appropriate. 3) The faculty decided not to discuss the question of holding classes at this time.(In so acting, it was the sense of the meeting that the faculty would discuss this issue during its afternoon meeting today, when it has a better idea of the amount of work it can complete during this meeting.) 4) It resolved that the college endeavor to enhance opportunities for all black students to attend college: that it should in consultation with the Ad Hoc Black Admissions Committee �a) b) c) d) e) continue to support and maintain an Upward Bound Program. consider the use of its facilities during the summer for the establishment of a program similar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evening-a-week seminar program on the campus for able, socio-economica11y deprived 11th and/or 12th grade students from local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations with several private secondary schools to arrange that black students applying to Swarthmore for September, 1969, who need further preparation, may attend such a school on a scholarship basis for one year prior to enterin a college. Sunday afternoon, January 12 The faculty continued its discussion of the SASS demands and the Admissions Policy Report, and took the following action: 1) The following resolution was passed: The faculty urges the student council and other organizations to be constantly aware of the need to provide support for activities which, while open to the entire student body, would be largely black in orientation (APC report, pg. 11, C). 2, 3, 4, and 5 were account of. a~endments to previous actions which have already been taken 6) The faculty urged, in the form of a resolution, that the President and the boa~d secure funds to carry out the recommendations of the faculty, based on the SASS communication of 23 December and the report of the Admissions committee; the faculty recognizes that such a course requires a reappraisal of budgetary and fund-raising priorities. 7) The faculty moved to send a delegation to the student plenary session this evening to announce what the faculty has done today; that classes will be held tomorrow at the discretion of the instructors; and that the faculty will ~ontinue its meetings this evening at 8:30. Sunday night, January 12-13 The faculty continued its meetings tonight, and took the following action: 1) As the first order of business, the faculty adopted a formalagenda. according to this agenda, and took the actions recorded below. It proceeded 2) The faculty affirms the statement of the President in his letter of 31 December 1968 that "This college has never been and must never be governed by demands or moved by threats. " 3) Faculty resolutions made on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. 4) The President announces his strong support of the actions taken by the faculty, of which he is the presiding officer, and will strongly recommend tgem to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. 5) The President and faculty welcome an opportunity to provide any information they can that identifies and describes the decision -- making organs of the college on every level, and will do so within a matter of days after the resumption of normal college activity. �, Sunday night, January 12-11 (continued) ; ;;::; 6) . In the actions of the faculty responding to the SASS and to the report of the Committee on Admissions Policy, the participation of black people in shaping policies on the special interests of black students. The faculty is principle wherever it appl i es. ~) communication of 23 December the faculty has authorized matters relating directly to determined to adhere to this .~, ~ The college does not contemplate disciplinary action for the SASS actions that are presently known to it. While it does not anticipate cause for disciplinary action, it cannot guarantee amnesty for matters on which it has no information. 8) The faculty resolves that Monday's classes be rescheduled for Wednesday, and that Tuesday's classes take place as normally scheduled. Amplification with reference to Resolution 7: With reference to resolution 7, concerning amnesty: By 'presently known to i t , ' the faculty refers to its knowledge of SASS 'orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit, that property would not be harmed, files would not be rifled, and people not detained against their will. Assuming there are no other grounds for offense, SASS has no cause for concern. � 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 A List of Faculty Actions as Amended Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource [Faculty] Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1e020f7fe73d615c0e691392400e4a00.jpg 1ddadbc91bc0db4c8e82856ff80d79a9 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 The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 A New Dimension Creator An entity primarily responsible for making the resource Phoenix Charles Spadoni Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 11/22/1968 Format The file format, physical medium, or dimensions of the resource jpg Black admissions SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a51196b8d99020d58d9ba9c0a35e3ec6.pdf debe718b2143089fee8839706566f914 PDF Text Text .... ~~!.}j"'", Ii? , WCflU-'l'V believes a televis1:on stahon has a 1'csponsibility to makc r:Yl/l~ (.1 f1 mll! ~t s position known on vital local Q j iYJfJJW = l!i:JU tssucs and, tn accordance wzth , station policy, to give qualified [f:!rl;lut~If(i 'f)[{Pl71;l fJ " representativ~s oj opposing viewpoints {J;LIj} Ii I:Wl1lJfjffiJ[l:~ . th e opportumly to reply, ,d)P"'mt!'m:') n tf '1 zg~:m:.z.:':~2:'::;:.~~~ il':':'iilfr-?iil!. •.;"d.' · I. •" ,, ' CBS @ TVIO Philadelphia Bruce R. Bryallt, Vi ee PJ'esidc1zt General Ma1wycr, WCAU,TV BROADCAST: SUBJECT: JANUARY 20, 1969 6:55 - 7:00 PM A RAPPORT BASED ON MUTUAL RESPECT AND DISCUSSION Yesterday afternoon, Swarthmore College paid its last respects to its college president. "Respect" is an apt word when one talks of Dr. Courtney Smith. If ever there is a real generation gap at some' coll e ges, it's between a college administration and its student body. At Swarthmore, Dr. Smith was able to break down that gap and create a rapport based on mutual respect and discussion. His death has no doubt focused the attention of educators allover the country on what's going on at Swarthmore . Swarthmore is far ahead of many othe r colleges becaus e it had the ability and the willingness to relate to what was going on in society today. So, it is our contention that the administration headed by Dr. Smith was willing to listen without a sit-in take-over demonstration. In that way, th e college life of the other students seeking an education would not have been disrupt ed at all and progress could have been made on these other matters quietly and in an orderly manner. The Swarthmore administration h as communicated with its student body. For example, students have b een on faculty committees for some time . They are now on the committee to select a new pr es ident. But even so, th e system apparently could not cope with one small faction which laid down wh a t were t ermed "non-negotiable demands". WCAU-TV urge s all colleges and univ e r s ities to look clos ely at Swar thmor e and the trag e dy which took plac e there. Stude nt governme nt (at too ma ny oth e r oo lleges ) l S a p lay -time game of politics with more interest in the way the game is played th an in the accomp li shments which might come of it. Stude nt governmen t mu s t be th e voic e of al l student s --minority group s , fraternity and inde pendent students , m a l ~ and femal e studen ts--th e voic ~. of all stude nt s . Then minority group s can approach the administr ation through stu d e nt governm e nt orga ni zations . Then there can be open discussion, n e goti a tion or compromis e on ' ques tion s which truly affect an entire school . �1 - - 2 - Too often, the gap between. student and administration is seemingly insurmountable. The administration must respond to its students by listening, by talking, discussing, and by changing where change is called for. A f .ew moments ago, we used the words "negotiati9n" and "compromise". To some, these are unreasonablE? wordsithey allegedly show a sacrifice of ideals. This is untrue, they show a willingness on both sides to discuss and reason together. Unreasonable words are words like "non-negotiable demands". And these were the words used by young college students approaching the administration at Swarthmore. WCAU-TV would urge all college students to develop a meaningful student government which serves the needs of all students. We would also urge with equal emphasis that administrations show a greater willingness to listen and to react. If that could happen, some thing constructive will have come out of the tragic death of Dr. Courtne y Smith, President of Swarthmore Coll ege . Presente d by Peter W. Dunc a n - WCAU-TV Editori a l Director � .... ~~!.}j"'", Ii? , WCflU-'l'V believes a televis1:on stahon has a 1'csponsibility to makc r:Yl/l~ (.1 f1 mll! ~t s position known on vital local Q j iYJfJJW = l!i:JU tssucs and, tn accordance wzth , station policy, to give qualified [f:!rl;lut~If(i 'f)[{Pl71;l fJ " representativ~s oj opposing viewpoints {J;LIj} Ii I:Wl1lJfjffiJ[l:~ . th e opportumly to reply, ,d)P"'mt!'m:') n tf '1 zg~:m:.z.:':~2:'::;:.~~~ il':':'iilfr-?iil!. •.;"d.' · I. •" ,, ' CBS @ TVIO Philadelphia Bruce R. Bryallt, Vi ee PJ'esidc1zt General Ma1wycr, WCAU,TV BROADCAST: SUBJECT: JANUARY 20, 1969 6:55 - 7:00 PM A RAPPORT BASED ON MUTUAL RESPECT AND DISCUSSION Yesterday afternoon, Swarthmore College paid its last respects to its college president. "Respect" is an apt word when one talks of Dr. Courtney Smith. If ever there is a real generation gap at some' coll e ges, it's between a college administration and its student body. At Swarthmore, Dr. Smith was able to break down that gap and create a rapport based on mutual respect and discussion. His death has no doubt focused the attention of educators allover the country on what's going on at Swarthmore . Swarthmore is far ahead of many othe r colleges becaus e it had the ability and the willingness to relate to what was going on in society today. So, it is our contention that the administration headed by Dr. Smith was willing to listen without a sit-in take-over demonstration. In that way, th e college life of the other students seeking an education would not have been disrupt ed at all and progress could have been made on these other matters quietly and in an orderly manner. The Swarthmore administration h as communicated with its student body. For example, students have b een on faculty committees for some time . They are now on the committee to select a new pr es ident. But even so, th e system apparently could not cope with one small faction which laid down wh a t were t ermed "non-negotiable demands". WCAU-TV urge s all colleges and univ e r s ities to look clos ely at Swar thmor e and the trag e dy which took plac e there. Stude nt governme nt (at too ma ny oth e r oo lleges ) l S a p lay -time game of politics with more interest in the way the game is played th an in the accomp li shments which might come of it. Stude nt governmen t mu s t be th e voic e of al l student s --minority group s , fraternity and inde pendent students , m a l ~ and femal e studen ts--th e voic ~. of all stude nt s . Then minority group s can approach the administr ation through stu d e nt governm e nt orga ni zations . Then there can be open discussion, n e goti a tion or compromis e on ' ques tion s which truly affect an entire school . �1 - - 2 - Too often, the gap between. student and administration is seemingly insurmountable. The administration must respond to its students by listening, by talking, discussing, and by changing where change is called for. A f .ew moments ago, we used the words "negotiati9n" and "compromise". To some, these are unreasonablE? wordsithey allegedly show a sacrifice of ideals. This is untrue, they show a willingness on both sides to discuss and reason together. Unreasonable words are words like "non-negotiable demands". And these were the words used by young college students approaching the administration at Swarthmore. WCAU-TV would urge all college students to develop a meaningful student government which serves the needs of all students. We would also urge with equal emphasis that administrations show a greater willingness to listen and to react. If that could happen, some thing constructive will have come out of the tragic death of Dr. Courtne y Smith, President of Swarthmore Coll ege . Presente d by Peter W. Dunc a n - WCAU-TV Editori a l Director � 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 A Rapport Based on Mutual Respect and Discussion Description An account of the resource Box 11, Black Crisis January 1969 (20-26) Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available WCAU-TV 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 Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f3728366c8cf3f85be05668e70492776.pdf 365f704cdb41e30702907ec3d7058e25 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 A Report to the President and the Faculty of Swarthmore College on The Admissions Office 1962-1964 Description An account of the resource Box 01, "Admissions 1964" Creator An entity primarily responsible for making the resource John Hoy Date A point or period of time associated with an event in the lifecycle of the resource 07/01/1964 Format The file format, physical medium, or dimensions of the resource PDF Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6cb9981ee8cdc639fe294e1f369a925c.jpg 585f21be54e53b6a0426e86577791911 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 The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 Absence of Progress in Black Studies, Cultural Center Discourages SASS Creator An entity primarily responsible for making the resource Phoenix Swarthmore Afro-American Students' Society Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 03/06/1970 Format The file format, physical medium, or dimensions of the resource jpg Black Cultural Center Black Studies SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f30db6022a0393534cc0001615dd1617.jpg 7640ce7395f3ae85f9d4cf4be9bde77c 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 The Swarthmore College Halcyon Description An account of the resource This is a collection of photos of black students at Swarthmore from 1968 - 1972. The photos have been gathered from the Swarthmore College Halcyon, the College's yearbook. See also, the Black at Swarthmore photo collection and the Exhibit on Black Student Life. Note: A few documents in this collection are not photographs: the academic calendar for the 1969 school year and some narrative text from the 1969 Halcyon. Source A related resource from which the described resource is derived Swarthmore College Halcyon Date A point or period of time associated with an event in the lifecycle of the resource 1966-1970 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. 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 Academic Calendar 1969 Creator An entity primarily responsible for making the resource Halcyon Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 1969 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c0a24bba8509defe8c0f4b17c12d4a2e.pdf f64b7a58475256ce6cf4051ae092b822 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 Media Fellowship House Description An account of the resource Correspondence, newspaper articles, promotional materials, and organizational reports from the Media Fellowship House relevant to the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Media Fellowship House 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 Accent Africa Creator An entity primarily responsible for making the resource Earl Wilke Robert Woodson Media Fellowship House Swarthmore Afro-American Student Society Source A related resource from which the described resource is derived Media Fellowship House Publisher An entity responsible for making the resource available Terry's Stationers Date A point or period of time associated with an event in the lifecycle of the resource 11/30/1968 Format The file format, physical medium, or dimensions of the resource .pdf Media Fellowship House Robert Woodson SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7166f5a887a62822be893d57a976b117.jpg b2fe7648097f1258eb63d432b876ecbb 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 The Phoenix Description An account of the resource Clippings from The Phoenix, the student newspaper of Swarthmore College, from the fall of 1968 to the fall of 1973. The newspaper was at that time a bi-weekly publication with the exception of a special supplement on rare occasions such as during the 1969 sit-in which were on a daily basis. Articles mostly, but not exclusively, pertain to events and issues on campus. Source A related resource from which the described resource is derived <a title="Swarthmore Phoenix" href="http://triptych.brynmawr.edu/cdm/search/collection/SC_Phoenix2" target="_blank">Triptych Tri-College Digital Library, Swarthmore Phoenix Collection</a> 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 ACLU Revives Lawsuit Charging FBI Harassment Revealed in Stolen Files Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/16/1973 Format The file format, physical medium, or dimensions of the resource jpg FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/484311f343416177be604f3227de425a.pdf d6708fd6a68d2bd80f6198b79128c442 PDF Text Text ./ " ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'. ~F.LEV~\TT TOPICS ,.. General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69) AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 ) It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee. n. \'le propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee. C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall �\ . • -2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants. ~\ F. (Still being discussed) (1-11-69 "lith amendI"ents) Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.) 5) 6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69) 3) 9) �--3- Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69) 11) 12) d) e) Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69) Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and ~ Fa~l ty 15) a. ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. " �. 1 b. Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. ThePreSid~nt announces his strong support of the actions taken by the c. faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69) 16) The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.) Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69) 18) � ./ " ACTIONS OF TEE FACULTY CONCERNINt; BLACK Am :ISSIONS Al~D OTHEl:'. ~F.LEV~\TT TOPICS ,.. General state1l'ent at the beginning ot' the crisis (1-9-69) 1) The Facuity,. .. in the midst of acting on the problems of black admissions and a black curriculum, finds itself faced with a resort to force and a refusal to make use of rational procedures. The faculty deplores the use of force and plans to continue the orderly consideration of the problems to which it was addressinE itself ~hen the Admissions Office was occupied. It invites all members of the College community to '-lork toward the resolution of, the present crisis. (1-9-69) AHBAC and the black Deans Paralleling a student resolution, the faculty proposed that c9mmittees be established to select a black counselor (later specified as an administrative officer). to select a black member of the admissions staff, and to advise on problems connected with admission of black students. 2) Pursuant to a proposal from the student meetine in Clothier, the faculty views formation of these committees favorably, and reco~ends that President Smith meet \-lith the appropriate student p;roul?s to Hork out the details concerning the make-up of the committees, the functions of the committees, the method of selecting, and other relevant topics. (1-9-69 ) It later seemed advisable to specify more completely the composition and duties of one of these committees. AHBAC u as the result; it Has originally charged with recruiting a black adnissions officer, but this responsibility ,JaS later ,vithdra1;>7n. As anended, the resolution noV! reads as folloHs. .... 3)A.To facilitate the establishment of this committee, the faculty recom-' mends the prompt establishment of an Ad Hoc Elack Admissions Committee. n. \'le propose that this committee consist of 3 faculty members. 5 students including representation of SASS, 2 administrators~ the representatives of each group to be chosen by that group. If possible, at least one of the faculty members and one of the administrators shall be black. If such representation is not possible, an interim faculty-administration committee shall be set up to propose to the faculty and administration black adults to serve as substitutes for faculty and administration if necessary on the Ad Hoc Black Admissions Com."Tlittee. C.The chairman of this committee Hill be chosen from the committee by the committee. D.Among the responsibilities of the Ad Hoc Black Admissions Committee are the following: To review admissions standards and procedures involved in evaluating black applicants, to reco~nend standards and procedures to be applied to black applicants, and in particular to propose neans for implementing black admissions policy. Specifically, the committee shall �\ . • -2also revieH and make recommendations concerning the college's geographical pattern of recruitment of black and other minority grou~ students. To consider ,and recommend changes in the membership of the standing Adroissioris ~oli~y Committee. To prepare reports as it sees fit E.lt is understood that this committee be free to make use of outside consultants. ~\ F. (Still being discussed) (1-11-69 "lith amendI"ents) Concerning the two appointments recorrmended earlier, the faculty clarified its resolution as folIous. 4) The College take immediate steps to recruit and appoint at the earliest possible date an Admissions Officer lo1ho shall be black. He shall have the other duties commensurate ~~ith that post and shall be responsible, in consultation with the rest of the admissions staff, for the application of admissions policy to black applicants, in the same way that other admission officers charged with special responsibility for certain categories of applicants now operate. The College will make this appointment only after obtaining the advice and counsel of representatives of the SHarthmore AfroAmerican Student's Society. (Feb.) That the ColleEe take immediate steps to recruit and appoint a black administrative officer available primarily to all black students for the purpose of providinp; confidential adviee and guidance. It is to be understood that this officer is not to be accountable to the other deans for providing ther.1 vrith confidential, privileged infornation. The Collefe will fill this position uith a person who is acceptable to the College and the majority of black stude~ts acting through their chosen representatives. (Feb.) 5) 6)A.That these officers shall be as high in rank as possible anrl (B) that the administration shall make every effort to appoint both of them to begin full-·time work by September, 1969. (Feb.) Recruitrrent of black applicants 7) The College recognizes that it is necessary to ~aintain a viable black student community. Realizing that such a community ulti~ately depends on the decision of the students ' both to enroll and to continue their education at Sl~arthmore, the ·- ::ollege will strive to enroll a minimum of 25 black students in each fresh~~n class. It is hoped that this number can be increased to 35 after a three-year peiiod. (1-10-69) 'i'hat the College vigorously extend its recruitment of the best black secondary school eraduates and continue to encourage SHarthmore black students to assist in this process. (1-10-69) TI1at the College should set as its goal the enrollment of a significant nUffiber (approxi~ately 10) of black students whose qualifications are outside normal admissions criteria for the year 1969-70. (1-D-69) 3) 9) �--3- Support programs and others 10) The faculty resolved that the collere enter into negotiations with institutions at present conducting summer enrichment or reinforcement programs for ent~ring , freshmen, so that students accepted by Swarthmore for the acadel!1i'c y~ar. 1969-70 who need this preparation may attend such a program. (1-12-69) It resolved that the college recruit, and encourage the enrollment of, black students from community and junior colleges, and re~~in open to black transfer students from four-year colleges. Financial aid ~lill be available to such studen~~ where ~ppropriate. (1-12-69) It resolved that the collere en~eavor td enhance opportunities tor alL black students to attend collere: that it should in consultation ',"7ith the Ad Hoc Black Admissions Committee a) b) c) continue to support and maintain an Up~'lBrd Bound Program. consider the use of its facilities during the summer for the establishment of a program sit-,iIar in nature to the ABC program. establish a committee of interested faculty and students to explore the possibility of establishing a one-evenin g-a-Heek seninar program on the campus for atle, socio-economically deprived 11th and/or 12th grade students fronl local secondary schools. continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, vIhose efforts are exp ended on behalf of increasing the number of secondary school graduates in the area that go on to college. undertake negotiations ~vith several r>rivate secondary schools to arranee that black students applyinp.: to SvlBrthnore for Septemb er. 1969, t'1ho need further preparation, may attend such a school on a scholarship basis for one year prior to enterine a college. (1-12-69) 11) 12) d) e) Black interests on campus 13) The following resolution Nas passed ; The faculty urges the student council and other organizations to be constantly a"lBre of the need to provide support for activities tJhich , ltlhile open to the entire student body, vJould be largely black in orientation. (1-12-69) Funding 14) The faculty urged, in the form of a resolution, that ~he President and the board secure funds to carry out the recowmendations of the faculty. based on the SASS communicatio~ of 23 December and the report of the Admissions cOT:1mittee ; the faculty recognizes that such a course requires a reappraisal of oudgetary and fund-raising priorities. (1-12- 69) and ~ Fa~l ty 15) a. ad.mi~:!:?..!:..l:"~00n--.E~_r_~~£~!Y~_..E!l_K~£_u.l-!y_~_c:.!-ions The f <lculty af finls the statement of the President in his letter of 31 vecember 196[; that "This c ollege has never been and mus t never be governed by demands or moved by threats. " �. 1 b. Faculty resolutions rr.ade on the basis of the SASS document of 23 December 1968 and the report of the Admissions Policy Committee have been accepted because the faculty believes they are right. ThePreSid~nt announces his strong support of the actions taken by the c. faculty, of which he is the presiding officer, and \'dll strongly recommend them to the board of managers. He is confident that the board shares the same values and concerns that have motivated the President and the faculty in their actions. (1-12 - 13-69) 16) The college does not · con~\emplate d~sciplinary action for the SASS actions that are presently known to it. Enile it does not anticipate cause for disciplinary action. it cannot guarantee amnesty for matters on which it has no information. (1-12·-69) l-Jith reference to resolution 16, concernin~ aMnesty: By' presently knoT-m to it,' the faculty refers to its knoHledge of SASS' orderly occupation of the admissions office and of the shutting off of windows and exits. The faculty is encouraged by the verbal assurances undertaken by representatives of SASS upon their first entering the admissions office -- to wit: that property would not be harmed, files would not be rifled, and people not detained arainst their will. Assuninr there are no other grounds for offense, SASS has no cause for concern. (This stateITent of Amplification was approved by Dean Cobbs and Gil Stott.) Governance of the College 17) The President and faculty welcome an opportunity to provide any informat.ion they can that identifies and describes the decision-mal:inp: organs of the college on every level, and "dll do so Hithin a matter of days after the resumption of normal college activity. (1- 12 - 13-69) In the a\ ttons of the faculty · responding to the SASS cor:mmnication of 23 Decemger and to the report of the COlrJ:littee on f_ dmissions Folicy. the faculty h1s authorized the participation of black people in shapin~ policies on matters relatinr directly to the special interests of black students. The faculty is determined to adhere to this principle wherever i t applies. (1-12 - 13-69) 18) � 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 Actions of the Faculty Concerning Black Admissions and Other Relevant Topics Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource Faculty Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Faculty post-enrollment support