35 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/364005b5a1c1f57d1c9aaf9e0d927787.pdf 82688679b67fb78ff3a34c97931b519b 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 Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. 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 THE PEOPLE, Plaintiff and Appellant, v. SAMUEL JORDAN et al., Defendants and Respondents Creator An entity primarily responsible for making the resource Gerald Brown Date A point or period of time associated with an event in the lifecycle of the resource 08/19/1971 Format The file format, physical medium, or dimensions of the resource PDF Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2b8a930a44f3edd0ae0d481bcfbb7d21.pdf c0cd87213560b459e1318be74edfad94 PDF Text Text SWARTHMORE COLLEGE Swarthmore, Pennsylvania 1 September 1971 Enclosed is a statement which elaborates in greater detail than previously College policy regarding privacy and confidentiality at Swarthmore. It is incorporated in the Faculty Handbook which will be distributed to all faculty members. Additional copies will be available in the Library and the President's Office. Robert D. Cross President �II-10 PRESERVATION OF PRIVACY AND CONFIDENTIALITY OF RECORDS Members of the College community are frequently asked for information about other persons in the Swarthmore community. The guideliries in Part I of this policy statement deal with questions of privacy; those in Part II with problems of confidentiality of official records. Any staff member in doubt about the application of tffe~~ guidelines to a particular situation should consult his supervisor; any faculty member or student with such a question should consult an appropriate member of the College administration. Departures from the guidelines may be made only by express permission of the President. P~rt I Privacy of Students, Faculty, Staff 1. Verification of the authenticity of requests for information. The credentials of any person requesting information should be checked. All police officials, government agents , and journalists have identification cards with photographs. If there is doubt about the authenticity of an identification card , the office of the person requesting the information should be called , and an attempt made to determine whether the request has been duly authorized. If requests for information concerning a member of the College community are received by mail, that person should, whenever pOSSible, be consulted to verify the legitimacy of the request. Agents of the F.B.I. or members of other investigative agencies of the government checking applicants for federal employment should be asked to show an authorization signed by the person under investigation, or similar evidence that the investigation has a specific, legitimate purpose related to employment or promotion in the government. If the investigator does not have such eVidence, he should be asked to secure it before information is given. 2. Ideas and Information. In a college community, students, faculty members , and staff will learn much about the ideas and beliefs of one another. This process should not be contaminated by the fear that ideas and beliefs, expressions and convictions, are being surreptitiously monitored, or systematically reported to persons or agencies outside the community. Intellectual freedom and mutual trust are indispensible to one another. In classrooms and seminars , in informal discussions in dormitories, dining rooms, and libraries, teachers and students must be free to adventure in ideas and expressions. The communications system of the College, including the telephone and mail facilities, may not be used for surveillance. Messages to and from members of the College community must not be intercepted or monitored, nor information about the origin or destination of messages collected. Information fortuitously gained by those operating the communications system should not be passed on to others. Information gained in the cleaning of faculty offices student rooms, or other facilities is confidential , unless a violation of the law or of College regulations is apparent, in which case appropriate College authorities are to be notified. �," II-ll When members of the community observe cr:i1n:inal activity, the Deans or the Director of the Physical Plant or the Head Residents of dormito~ies or Proctors should be called whenever possible; if it is necessary to call the police, such College authorities normally place the call. 3. Special areas of privacy. Although investigcr,t ions by government agencies usually do not require the respondent to divulge specific information, they usually request an evaluation of such information -- for example, the evaluation of a student's or faculty member's ideas, statements, or behavior. If the respondent feels that the subject to be recommended is not suited to the position for which he has applied, for reasons unrelated to his academic abilities, the respondent should exercise utmost care and discretion in his statement; it is possible and often advisable to give a negative recommendation without stating reasons. If the respondent feels any doubt about the loyalty of a current or past member of the College commul1ity because of his thoughts, opinions, statements, or beliefs, as distinct from his character or stability of personality, a 'Vlritten statement to the investigating authority l-Jill minimize the possibility of ambiguity or misunderstanding. Whenever possible or appropriate, a copy should also be sent to the person under investigation so that he may have the opportunity of presenting the investigating agency with a rebuttal. Police and F.B.I. officials have, on occasion, sought information about the College community, or organizations or individuals within it, l-Jhich bears no clear relation to any criminal activity or employment situation. Such requests should be referred to the appropriate job-supervisor, Dean, or Provost. Hormally, requests for information by the news media are referred to the Ne't'1s Office. Requests for information from outside organizations or research groups are normally handled by the Registrar. There may be occasions on which a faculty or staff member may wish to seek counsel from another member of the community in regard to difficulties he is aware of in a stUdent or faculty member's ability to perform his work. In such an event, scrupulous regard must be shown to the privacy to which the person under discussion is preeminent~ entitled. The rooms of stUdents are accorded as much privacy as possible, but such privacy is not absolute. The College provides maid service for stUdent rooms; it instructs maids not to open drawers or closets, but to report to appropriate authorities in the College visible violations of the la't"l or College policies. 1'10reover, the College reserves the right to make inspections of dormitory premises when there are grounds for suspecting violations therein. Such inspections are conducted by College personnel with witnesses present. If major ~e­ pair work is to be performed on a student's room during his absence, he is normally notified in advance. �II-12 No student is obliged to comply with surveys or questionnaires that .may reach him, except for official College inquiries. Problems regarding .the ethics of research method or other similar issues associated with questionnaires and surveys may be referred to the Committee on Research Ethics, or to the Deans. 4. Sanctions. The College wil~, apply sanctions to individuals violating the policies contained in this statement. All members of the College community should be kept thoroughly familiar with these policies . and their preeminent importance to the well-being of the College. Part II C9_n:(Js!5, !ial.i.!x, of m 1. Student Records. E.eco~ds A student is entitled to an official transcript of his own academic record (subject ~nly to the conditions listed below, under ~~t~El!9..~dj.n..2 of IIl£9.;-~.e_!j,.2El.' pag~'.II-l'S). It is College policy that all other materials in student files are confidential. No student is permitted to see the transcript or academic record of another student without written permission by the person whose transcript is involved. A student has the right to inspect his academic record (from which transcripts are made), and is entitled to an explanation of any information recorded on it. vJhen the original is shown, examination is permitted only under conditions which will prevent al teration or mutiliation. A student who wishes to request copies of his transcript must do so in writing. A telephoned request for copies of a transcript by an alumnus will be honored only at the discretion of the Registrar. Documents submitted by or for a student in support of his application for admission to Swarthmore are not returned to the student, nor sent elsewhere. In exceptional cases, copies may be prepared and sent elsewhere upon the written request of the student. The financial records held by the f-:dvisor on Financial Aid, and a11 medical records are disclosed neither to the student himself nor to any other student. �'. 11-13 Disc-l<?_~ t~ ~.£u..~1=x an,,2 Ad!!li1,!~_~j.!__~~!.i~~ Qt.~~£~f~· - " -' ' , Faculty and administrative officers of the College who legitimate interest are permitted to inspect the academic record of any student. The contents of the official academic record of a student are not sent outside the Office of the Registrar except in circumstances specifically authorized by the Registrar. Non-academic records of students are not disclosed' to faculty members or administrative officers • 1\ ' . . except under c~rcumstances ~n wh~ch the need for such records can be clearly demonstrated. have ~ a The College does not routinely inform a student's parents of his grades, but such information may be released to parents who request it at the discretion of the Deans or Registrar. Requests from institutions of learning or other agencies for transcripts or other academic information must be accompanied by a written release from the student. The Office of Financial Aid normally reports the academic progress of students to public or private agencies providing scholarship assistance. The materials in a student's placement file (should one exist) are released to prospective employers only when the student requests such a release, or when it is clear that the prospective employer's request is the result of an application for employment by the student. Neither non-academic records of students, nor information taken from these records are released to educational institutions, or other agencies, except with the eh~ress permission of the student involved. Aggregate statistics derived from academic or non-academic records may be released only at the discretion of the Provost or President, provided that individual anonymity is carefully safeguarded. Permission to study student records as a source for scholarly work, whether or not such work is being performed at Swarthmore College, and whether or not the nrunes of students will be used in the study, will not be granted except with the written approval of the President or Provost. �·. 11-14 A~tnistrative offices of the College will furnish information to other 'individuals or organizations only as per those items listed under Telephone Inquiries (page 11-15), unless the request is accompanied by a release from the student. Disclosure to Governmental Agencies Properly identified representatives from federal, state, and local governmental agencies may be given the following information if expressly requested: (1) (2) (3) ~ verification of the date and place of birth; class; dates of enrollment; (4) major, degrees earned, honors received, if .any. Such information is taken from the student's permanent record, but the investigating agent is not permitted access to the record itself. Concerning the release of further information, it should be noted that governmental investigative agencies have no inherent legal right to access to student files and records. When additional information is requested, it is normally released only on written authorization from the student, and even in this case the College reserves the right to withhold such information. If the student does not give authorization, the information is released only on court order, or subpoena duces tecum. If a subpoena is served, the student whose records are involved is notified. The College does not volunteer information about students to Selective Service Boards, except by specific request from the student or his local Board. When the College receives inquiries about a student from a local Board, it attempts to notify the student before responding. �· " ,. II-15 Disclds~e in Response to Telephone Inguiries Only those items determined by the College to be matters of public record are released in response to telephone inquiries. Such items include: ~\ l-1hether or not the student is currently enrolledj his or her graduation class; major, degree earned, honors received, if any. The College does not normally release addresses of students currently enrolled in response to inquiries from outside. Urgent requests for information about stUdents (for example, address, telephone number, or immediate "1hereabouts) based on an apparent emergency are handled with appropriate discretion qy College authorities. Student Directories Directories giving the names, addresses, and telephone numbers of all students are intended for internal use only. Withholding Information There may be conditions such as unmet financial obligations to the College under which the College t~illl'lithhold grade reports, transcripts, certifications, or other information about a student. In such instances, the College will inform the student in writing of the reasons for withholding records. 2 • Al1.Ulllli Rec ords The alumni files are open to members of the College administration in pursuit of normal College tasks. Such information is not available to the Hews Office for publication 't-lithout the consent of the individuals involved. The News Office may, however, release aggregate information derived from the alumni files for College publicity purposes. Use of alumni files for research purposes must be approved by the Provost and the Vice President for Alumni Affairs. . �" . II-16 Infermatien in the alwnni files cencerning addresse" maiden .or s, names, and the like is available te alumni. Infermatien designatedas I1Ubl:Lc inf.ormatien (dates .of enrollment, graduating class, majer, degree earned, henors received, if any) that cencerns a persen's academic career can be released t.o anyene with a legitimate request. marrie~ 3. Faculty Rec.ords Recerds .on facuity ~embers ar~ maintained by the President's and Prev.ost's Offices, by the Business Office, and by department chairmen. Files maintained by the Office .of the President and Office .of the Pr.ovest are held in strictest c.onfidence; their centents are revealed te ne .one .other than the President, Prevest, and Vice President fer Administration. In particular cases, h.ol'Jever, these .officers may release selected infermati.on t.o department chairmen .or te faculty gr.oups specified te review appeintment .or reappeintment decisi.ons, as designated by faculty-appreved precedures. Public inf.ormati.on abeut faculty members such as their rank, length .of empleyment, educati.on, and the ceurses they teach may be given in respense te any legitimate request. Financial inf.ormatien requested by credit bureaus .or ether agencies cannet be released except by written permissi.on .of the persen invelved .or except by c.ourt .order. Other persenal inf.ormatien c.ontained in .official files is strictly c.onfidential. Public infermatien abeut faculty members based .on materials fr.om .official recerds may be released by the Nelis Office. The News Office also releases .other infermatien supplied by the persen abeut whem inquiries are made. Prefessienal infermati.on such as educatien, publicatiens, awards and prizes, and research eff.orts, may be released by the Cellege te suppert institutienal grant requests. The C.ollege requests that such infermatien be held cenfidential by the recipient. Aggregate statistics based en inf.ormati.on in .official recerds is released .only at the discretien .of the Prevest, President .or Vice President fer Administratien. Such infermatien is net released fer c.olTlIl1ercial purpeses. 4. Staff Recerds Recerds en staff members are maintained by the Persennel Office and the Business Office. Public infermatien ab.out staff members includes the employing department and the peried .of empleyment. Financial inf.ormatien requested by credit bureaus .or ether agencies cannet be released except by written permissi.on .of the persen invelved .or by c.ourt .order. All ether inf.ormatien c.ontained in .official files is c.onfidential. In case an evaluatien .of perfermance .of a present .or past empleyee must be made fer a reference fer .other empleyment, the .official files may be censulted at the discretien .of the persennel .officer. Aggregate statistical inf.ormatien abeut staff members that is based en .official rec.ords can be released .only at the discreti.on .of the Pr.ovest, Vice President fer Administratien, .or President. Such infermati.on is net released fer ' primarily cemmercial purpeses. � SWARTHMORE COLLEGE Swarthmore, Pennsylvania 1 September 1971 Enclosed is a statement which elaborates in greater detail than previously College policy regarding privacy and confidentiality at Swarthmore. It is incorporated in the Faculty Handbook which will be distributed to all faculty members. Additional copies will be available in the Library and the President's Office. Robert D. Cross President �II-10 PRESERVATION OF PRIVACY AND CONFIDENTIALITY OF RECORDS Members of the College community are frequently asked for information about other persons in the Swarthmore community. The guideliries in Part I of this policy statement deal with questions of privacy; those in Part II with problems of confidentiality of official records. Any staff member in doubt about the application of tffe~~ guidelines to a particular situation should consult his supervisor; any faculty member or student with such a question should consult an appropriate member of the College administration. Departures from the guidelines may be made only by express permission of the President. P~rt I Privacy of Students, Faculty, Staff 1. Verification of the authenticity of requests for information. The credentials of any person requesting information should be checked. All police officials, government agents , and journalists have identification cards with photographs. If there is doubt about the authenticity of an identification card , the office of the person requesting the information should be called , and an attempt made to determine whether the request has been duly authorized. If requests for information concerning a member of the College community are received by mail, that person should, whenever pOSSible, be consulted to verify the legitimacy of the request. Agents of the F.B.I. or members of other investigative agencies of the government checking applicants for federal employment should be asked to show an authorization signed by the person under investigation, or similar evidence that the investigation has a specific, legitimate purpose related to employment or promotion in the government. If the investigator does not have such eVidence, he should be asked to secure it before information is given. 2. Ideas and Information. In a college community, students, faculty members , and staff will learn much about the ideas and beliefs of one another. This process should not be contaminated by the fear that ideas and beliefs, expressions and convictions, are being surreptitiously monitored, or systematically reported to persons or agencies outside the community. Intellectual freedom and mutual trust are indispensible to one another. In classrooms and seminars , in informal discussions in dormitories, dining rooms, and libraries, teachers and students must be free to adventure in ideas and expressions. The communications system of the College, including the telephone and mail facilities, may not be used for surveillance. Messages to and from members of the College community must not be intercepted or monitored, nor information about the origin or destination of messages collected. Information fortuitously gained by those operating the communications system should not be passed on to others. Information gained in the cleaning of faculty offices student rooms, or other facilities is confidential , unless a violation of the law or of College regulations is apparent, in which case appropriate College authorities are to be notified. �," II-ll When members of the community observe cr:i1n:inal activity, the Deans or the Director of the Physical Plant or the Head Residents of dormito~ies or Proctors should be called whenever possible; if it is necessary to call the police, such College authorities normally place the call. 3. Special areas of privacy. Although investigcr,t ions by government agencies usually do not require the respondent to divulge specific information, they usually request an evaluation of such information -- for example, the evaluation of a student's or faculty member's ideas, statements, or behavior. If the respondent feels that the subject to be recommended is not suited to the position for which he has applied, for reasons unrelated to his academic abilities, the respondent should exercise utmost care and discretion in his statement; it is possible and often advisable to give a negative recommendation without stating reasons. If the respondent feels any doubt about the loyalty of a current or past member of the College commul1ity because of his thoughts, opinions, statements, or beliefs, as distinct from his character or stability of personality, a 'Vlritten statement to the investigating authority l-Jill minimize the possibility of ambiguity or misunderstanding. Whenever possible or appropriate, a copy should also be sent to the person under investigation so that he may have the opportunity of presenting the investigating agency with a rebuttal. Police and F.B.I. officials have, on occasion, sought information about the College community, or organizations or individuals within it, l-Jhich bears no clear relation to any criminal activity or employment situation. Such requests should be referred to the appropriate job-supervisor, Dean, or Provost. Hormally, requests for information by the news media are referred to the Ne't'1s Office. Requests for information from outside organizations or research groups are normally handled by the Registrar. There may be occasions on which a faculty or staff member may wish to seek counsel from another member of the community in regard to difficulties he is aware of in a stUdent or faculty member's ability to perform his work. In such an event, scrupulous regard must be shown to the privacy to which the person under discussion is preeminent~ entitled. The rooms of stUdents are accorded as much privacy as possible, but such privacy is not absolute. The College provides maid service for stUdent rooms; it instructs maids not to open drawers or closets, but to report to appropriate authorities in the College visible violations of the la't"l or College policies. 1'10reover, the College reserves the right to make inspections of dormitory premises when there are grounds for suspecting violations therein. Such inspections are conducted by College personnel with witnesses present. If major ~e­ pair work is to be performed on a student's room during his absence, he is normally notified in advance. �II-12 No student is obliged to comply with surveys or questionnaires that .may reach him, except for official College inquiries. Problems regarding .the ethics of research method or other similar issues associated with questionnaires and surveys may be referred to the Committee on Research Ethics, or to the Deans. 4. Sanctions. The College wil~, apply sanctions to individuals violating the policies contained in this statement. All members of the College community should be kept thoroughly familiar with these policies . and their preeminent importance to the well-being of the College. Part II C9_n:(Js!5, !ial.i.!x, of m 1. Student Records. E.eco~ds A student is entitled to an official transcript of his own academic record (subject ~nly to the conditions listed below, under ~~t~El!9..~dj.n..2 of IIl£9.;-~.e_!j,.2El.' pag~'.II-l'S). It is College policy that all other materials in student files are confidential. No student is permitted to see the transcript or academic record of another student without written permission by the person whose transcript is involved. A student has the right to inspect his academic record (from which transcripts are made), and is entitled to an explanation of any information recorded on it. vJhen the original is shown, examination is permitted only under conditions which will prevent al teration or mutiliation. A student who wishes to request copies of his transcript must do so in writing. A telephoned request for copies of a transcript by an alumnus will be honored only at the discretion of the Registrar. Documents submitted by or for a student in support of his application for admission to Swarthmore are not returned to the student, nor sent elsewhere. In exceptional cases, copies may be prepared and sent elsewhere upon the written request of the student. The financial records held by the f-:dvisor on Financial Aid, and a11 medical records are disclosed neither to the student himself nor to any other student. �'. 11-13 Disc-l<?_~ t~ ~.£u..~1=x an,,2 Ad!!li1,!~_~j.!__~~!.i~~ Qt.~~£~f~· - " -' ' , Faculty and administrative officers of the College who legitimate interest are permitted to inspect the academic record of any student. The contents of the official academic record of a student are not sent outside the Office of the Registrar except in circumstances specifically authorized by the Registrar. Non-academic records of students are not disclosed' to faculty members or administrative officers • 1\ ' . . except under c~rcumstances ~n wh~ch the need for such records can be clearly demonstrated. have ~ a The College does not routinely inform a student's parents of his grades, but such information may be released to parents who request it at the discretion of the Deans or Registrar. Requests from institutions of learning or other agencies for transcripts or other academic information must be accompanied by a written release from the student. The Office of Financial Aid normally reports the academic progress of students to public or private agencies providing scholarship assistance. The materials in a student's placement file (should one exist) are released to prospective employers only when the student requests such a release, or when it is clear that the prospective employer's request is the result of an application for employment by the student. Neither non-academic records of students, nor information taken from these records are released to educational institutions, or other agencies, except with the eh~ress permission of the student involved. Aggregate statistics derived from academic or non-academic records may be released only at the discretion of the Provost or President, provided that individual anonymity is carefully safeguarded. Permission to study student records as a source for scholarly work, whether or not such work is being performed at Swarthmore College, and whether or not the nrunes of students will be used in the study, will not be granted except with the written approval of the President or Provost. �·. 11-14 A~tnistrative offices of the College will furnish information to other 'individuals or organizations only as per those items listed under Telephone Inquiries (page 11-15), unless the request is accompanied by a release from the student. Disclosure to Governmental Agencies Properly identified representatives from federal, state, and local governmental agencies may be given the following information if expressly requested: (1) (2) (3) ~ verification of the date and place of birth; class; dates of enrollment; (4) major, degrees earned, honors received, if .any. Such information is taken from the student's permanent record, but the investigating agent is not permitted access to the record itself. Concerning the release of further information, it should be noted that governmental investigative agencies have no inherent legal right to access to student files and records. When additional information is requested, it is normally released only on written authorization from the student, and even in this case the College reserves the right to withhold such information. If the student does not give authorization, the information is released only on court order, or subpoena duces tecum. If a subpoena is served, the student whose records are involved is notified. The College does not volunteer information about students to Selective Service Boards, except by specific request from the student or his local Board. When the College receives inquiries about a student from a local Board, it attempts to notify the student before responding. �· " ,. II-15 Disclds~e in Response to Telephone Inguiries Only those items determined by the College to be matters of public record are released in response to telephone inquiries. Such items include: ~\ l-1hether or not the student is currently enrolledj his or her graduation class; major, degree earned, honors received, if any. The College does not normally release addresses of students currently enrolled in response to inquiries from outside. Urgent requests for information about stUdents (for example, address, telephone number, or immediate "1hereabouts) based on an apparent emergency are handled with appropriate discretion qy College authorities. Student Directories Directories giving the names, addresses, and telephone numbers of all students are intended for internal use only. Withholding Information There may be conditions such as unmet financial obligations to the College under which the College t~illl'lithhold grade reports, transcripts, certifications, or other information about a student. In such instances, the College will inform the student in writing of the reasons for withholding records. 2 • Al1.Ulllli Rec ords The alumni files are open to members of the College administration in pursuit of normal College tasks. Such information is not available to the Hews Office for publication 't-lithout the consent of the individuals involved. The News Office may, however, release aggregate information derived from the alumni files for College publicity purposes. Use of alumni files for research purposes must be approved by the Provost and the Vice President for Alumni Affairs. . �" . II-16 Infermatien in the alwnni files cencerning addresse" maiden .or s, names, and the like is available te alumni. Infermatien designatedas I1Ubl:Lc inf.ormatien (dates .of enrollment, graduating class, majer, degree earned, henors received, if any) that cencerns a persen's academic career can be released t.o anyene with a legitimate request. marrie~ 3. Faculty Rec.ords Recerds .on facuity ~embers ar~ maintained by the President's and Prev.ost's Offices, by the Business Office, and by department chairmen. Files maintained by the Office .of the President and Office .of the Pr.ovest are held in strictest c.onfidence; their centents are revealed te ne .one .other than the President, Prevest, and Vice President fer Administration. In particular cases, h.ol'Jever, these .officers may release selected infermati.on t.o department chairmen .or te faculty gr.oups specified te review appeintment .or reappeintment decisi.ons, as designated by faculty-appreved precedures. Public inf.ormati.on abeut faculty members such as their rank, length .of empleyment, educati.on, and the ceurses they teach may be given in respense te any legitimate request. Financial inf.ormatien requested by credit bureaus .or ether agencies cannet be released except by written permissi.on .of the persen invelved .or except by c.ourt .order. Other persenal inf.ormatien c.ontained in .official files is strictly c.onfidential. Public infermatien abeut faculty members based .on materials fr.om .official recerds may be released by the Nelis Office. The News Office also releases .other infermatien supplied by the persen abeut whem inquiries are made. Prefessienal infermati.on such as educatien, publicatiens, awards and prizes, and research eff.orts, may be released by the Cellege te suppert institutienal grant requests. The C.ollege requests that such infermatien be held cenfidential by the recipient. Aggregate statistics based en inf.ormati.on in .official recerds is released .only at the discretien .of the Prevest, President .or Vice President fer Administratien. Such infermatien is net released fer c.olTlIl1ercial purpeses. 4. Staff Recerds Recerds en staff members are maintained by the Persennel Office and the Business Office. Public infermatien ab.out staff members includes the employing department and the peried .of empleyment. Financial inf.ormatien requested by credit bureaus .or ether agencies cannet be released except by written permissi.on .of the persen invelved .or by c.ourt .order. All ether inf.ormatien c.ontained in .official files is c.onfidential. In case an evaluatien .of perfermance .of a present .or past empleyee must be made fer a reference fer .other empleyment, the .official files may be censulted at the discretien .of the persennel .officer. Aggregate statistical inf.ormatien abeut staff members that is based en .official rec.ords can be released .only at the discreti.on .of the Pr.ovest, Vice President fer Administratien, .or President. Such infermati.on is net released fer ' primarily cemmercial purpeses. � 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 Robert Cross 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 Robert Cross' 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 Preservation of Privacy and Confidentiality of Records Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource [Robert Cross] Date A point or period of time associated with an event in the lifecycle of the resource 09/01/1971 Format The file format, physical medium, or dimensions of the resource PDF FBI President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/17e22661281cc9f19376392f574eea48.pdf 299c2ff7d069c8db3080849552d1f77f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [SASS Constitution draft 09/02/1971] Description An account of the resource Box 3, Official Documents and Constitutions Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 09/02/1971 Format The file format, physical medium, or dimensions of the resource PDF SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4c047d1485c4a278feb4fefa21daa734.pdf cf6bfe28b331c9b67e2ce7b39292dc2f PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Correspondence between Robert Cross, Robert Barr, James Batton, 09/09/1969] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Robert Cross Robert Barr Date A point or period of time associated with an event in the lifecycle of the resource 09/09/1969 Format The file format, physical medium, or dimensions of the resource PDF post-enrollment support President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b17ee116070bacd8d4147d01ae53e4d1.jpg be1f8e148b9a21e177b7ba16543da542 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Robert Cross to Don Mizell, 09/09/1969] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Robert Cross Date A point or period of time associated with an event in the lifecycle of the resource 09/09/1969 Format The file format, physical medium, or dimensions of the resource JPG post-enrollment support President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a5be7a2f3a3d0cf338dee1d65332a5b6.jpg 3c9aa6463367a3d021e2371290bd065f 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 [Financial Aid Report for Incoming Black Students, 1964] Creator An entity primarily responsible for making the resource Frank B. Williams Date A point or period of time associated with an event in the lifecycle of the resource 09/10/1964 Format The file format, physical medium, or dimensions of the resource JPG Black admissions http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4a379d112e99590b6bb9e5391f7c7854.jpg e6b003420db604b9529eed35498d32d4 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 Names of Board Members Description An account of the resource Box 20, Board of Managers 1966-1969 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 09/18/1967 Format The file format, physical medium, or dimensions of the resource JPG Board of Managers 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/316cedfe210ec894d36ff3ce8f76deec.pdf 1b33e7b2ddd925d0180ed955f9251f62 PDF Text Text / September 1966 To: From: Alumni Interviewers Fred Hargadon, Dean of Admissions Well, the Class of 1970 has arrived and after a five-day orientation program they began classes on the 26th. I think they're great (naturally) and I am sorry that each of you could not be on hand to see them get their feet wet (quite literally true, as on the day they arrived we had a real Northeaster). Not only are they bright, but they seem unusually poised and good-looking. The physical education department, having run all of them through their tests, assures me that as a class they are also unusually healthier and wellfit. At any rate, more of the.m can swim. There are 269 of them, and their academic laurels include 19 National Merit Scholarships, 4 National Achievement Scholarships (these are awards by National Merit to exceptionally promising Negro students), and 2 Presidential Scholarships. There are 31 children of alumni in the class, and 14 Quakers. On the athletic side, 23 of the 147 men captained varsity squads in high school. (Additional statistics are appended.) Admissions Procedures. There have been no significant changes in the forms for this year. Both the application form and the interview report form seemed satisfactory. We did make a change in the procedure of the admissions committee, however. In the first place, rather than having the co.mmittee read summaries of each candidate's application, we asked them to read the full folder. We also had them read all of the folders with the exception of those where the application was clearly unrealistic. An additional significant change was having them read the folders before looking at the candidate's college board test results. In the ·past the results of these tests were prominently displayed on our summary cards and it seemed to us that there was too great a chance that a glance at the scores would predispose the reader toward the rest of the candidate'S application. Each member of the committee read about 125 folders, and, instead of grading the application for "acceptance" or "rejection," the reader wrote out comments on the folder, pointing out particular strengths or weaknesses, unusual qualities, and so forth. It was left to those of us in admissions, based on our overview of the entire applicant group with respect to the needs of the College, to put the class together. �-2- School and scholarshi¥ Committees. Last l" linter Joe Shane and I made a rat4~r hectic trtp 0 a week's length beginning in St.. Louis, through Denver, L.A., San Francisco, Portland, and ending in Seattle. We talked with alumni interested in forming School and Scholarship Commi ttees to aid us in the interviewing and recmi tment ef geed studerits. - The response was extremely good, and we are at present working out the fermal arrangements, necessary publications, and so forth. We have been unable to meve as quickly on this as I had heped, primarily because we have had to. shift out attention to the needs ef the newly fonned Academic Commission (discussed below). This past summer we have been involved largely in conferences having to de with a reappraisal of the College ~\in all of ·its aspects. And since the Admissions Office is the major repositery of educational data having to. do with secondary scheols, their curricula, their products, and the whole range of testing data, we shall be engaged in processing such data for the use ef the new Commissions. I 'nevertheless hope to get the School Cemmittees in these six cities off the ground this year, and to initiate such cemmittees in several other locations. '!heir three basic aims will be: (1) to improve and extend our communication with secondary scheels and prespective applicants; (2) to improve eur arrangements for the scheduling of alumni interviews, hopefully using a team method wherever feasible; and (3) to help ~s pinpoint outstanding candidates for the Swarthlrore National Scholarships. I will try my best to fully develop this program throughout the year, although right now I am not sure where the necessary time will come . from. Swarthmore Natienal Scholarships. These are explained in the latest edition of the catalogue.'ihBy replace the Open Schelarships (which were not only confUSing in their nomenclature, but which also became increaSingly the preserve of students who. lived clese enough to the College to come to campus tor the competition and interviews), and there will be a greater number of them. They will be awarded on a national basis and an Award Committee will held competitiens (interviews) wherever there are a sufficient number of potential National Scholarship candidates to warrant them. Yeu might want to review the criteria for these awards in the attached announcement. I hope you will make every effert to get us outstanding candidates for the.m. The Cellege. This promises to be one of the most provocative and exciting years in the College's recent histeT,Y. Late in the Spring Courtney Smith announced the establishment ef three Commissions to take a searching leok at all aspects of the College and to make recommendations concerning our role in higher education in the decade ahead. The full details are explained in the new (October) issue of the alumni magazine. Among the other fe8tures ef the Cellege which you will discuss with candidates, an explanation ef the Commissions should prove interesting to them. The McCabe Library is on its way up and the centractors (Turner Construction Company) are still eptimistic about having it ready for use by Septe. ober, 1967. Also, ground has been broken and r the foundations are being laid for the two new men's donnitories (Dana and Hallowell), the work also being done by Turner, and there is a slight chance that these will also be ready fer occupancy by next Fall. �-3In the middle of last March we moved the Admissions Office (without losing a folder) to our new location in the old dining room. Needle's s to say, the area has been completely renovated, and we have gained much in the way of office space and lounge facilities. The students think it looks like a bank (it does), but we are all used to i~ no~. Parents no longer are stacked up in the halls of Parrish, and the entire staff is appreciative of the more efficient arrangements of files, etc. Admissions Staff. Peggy MacLaren has moved out of admissions, and has6ecome Associate Dean of Students, wOTking with both Dean Lange and Dean Barr. Sh~ will continue her duties as Director of Financial Aid. John Shuchardt, who was with us for a year, is now with the Experiment in International Living. Two new Assistant Deans of Admission have been appointed: Edith Twombly, who graduated from Swarthmore in 1964, and Doug Thompson, who graduated in 1962. Edie, after leaving Swarthmore, received her M.Ed. from Harvard and taught last year at the International School in Frankfurt, Germany. Doug, who graduated with a B.S. in Electrical Engineering from Swarthmore, was working as a junior physicist with the Bartol Foundation here on campus. He also spent over two years with the Bartol Cosmic Ray Laboratories in Antartica and the South Pole. Doug will have primary responsibility for the recruitment of engineering students. Problem areas. A. Engineering applicants. This remains a critical area for us. We simply do not get a sufficient number of applicants who expect to major in engineering. Consequently, we are underenrolled in this division of the College. We are not interested in lowering the standards of admission for such candidates, nor can we afford to have candidates indicate engineering as their likely major if they are doing so because they believe it's more likely that they will be accepted for admission. We need good, solid, qualified engineering candidates sufficient in quantity, and sufficiently interested in "engineering in a liberal arts college" program, to enroll at least 30-35 freshmen engineers now, and 40 when we have completed the men's dormitories and increase the number of total men enrolled accordingly. Please do all you can to foster interest in our engineering program. We have sufficient scholarship funds, also. B. Negro male applicants. While we do not accept Negro students according to any quota system, we have made special efforts the past three years to increase the number of such students enrolled in the College, and have had the generous support of a grant from the Rockfeller Foundation. Our policy has been to accept the Negro stUdents on almost the same basis as all other students, expecting a certain minimum academic ability but also recognizing reasons for less than excellent academic achievement in the past. As far as Negro males go, we were �-4 ... taken to the cleaners this year. We enrolled only 3 out of the 12 we accepted (last year we enrolled 8 of I?). Our scholarship offers were more than competitive, but the social . status (in contrast to the academic status) of the Ivy League appa~ently clobbered us. Interestingly enough, many of those we lost were not only bright, but also athletic - the first such group of Negro scholar-athletes that we have had apply to us ever. Since these young men seemed to have the leadership qualities the Rockefeller grant sought to recruit and develop, it is, all the more disappointing to have lost them. We still have considerable · Rockefeller funds and I hope that you will devote whatever efforts you can toward helping us find (and enroll) such students. C. Scholar-Athletes. The philosophy of the College with regard to the proper role of an athletic program is well-known and need not be restated. As with all other major extra-curricular programs (e.g. music), we do seek students of good academic quality who have ability and interest in athletics. As With all other conceivable categories in admissions, it is necessary to have a sufficient number of qualified applicants from which to make selections each year. Our particular program should be attractive to those qualified students with athletic ability who are interested in an excellent education and participation in an amateur (but excellent) varsity sports program. Because of our small size, f ·reshman are eligible to play on the varsity in all sports. An increase in the number of applications from scholar-athletes is necessary to assure the continuation of our present athletic program as a vital part of the extra-curricular program of the College. I trust this need can be stated frankly without engendering false beliefs (or hopes) that the College is going "big time". It is not. Our only hope is to maintain a high quality applicant group in all respects. As amateurs, our record in varsity sports over the past few years is unusually good. With your help we should be able to attract scholar-athletes of high quality. D. Public Relations. We have noticed over the past year that many applicants mention (adversely) the write-ups about Swarthmore College in various guidebooks of college and universities. One in particular is a real problem: the Cass and Birnbaum Comparative Guide to Colleges, in which the authors give subjective interpretations of the various schools. The fact that neither of the authors has visited the College does not deter them from drawing all sorts of inferences from various statistics, old copies of the Phoenix, etc. We think that terms such as "extraordinarily intense pressure for academic achievement" are somewhat overdrawn, and statistics (e.g. those for academic attrition) are simply false. President Smith wrote them a four-page letter suggesting that their picture was somewhat less than accurate, included the correct data on a number of points (e.g. attrition, �-5numberof Fh.D's on the faculty)pnd invited them to visit the College themselves. There has never been any reply, although they were willing to make some corrections in a rather contentiou~ fashion in their second edition. Unfortunately, we have had candidates with excellent academic records and abilities who have withdrawn their applic~tions after reading this _ particular summary of the College. Our academic attrition in tne past five years has varied from 2.5% to 2.9%. The fact that 77% of the men and 83% of the women graduate in four years is of course attributable to a host of factors other than that of academic failure. The percentage who do graduate in four years is quite high for a college of this calibre, or any calibre, ~or that matter. And it is interesting to note that in a recen1A, study of all the National Merit Scholars since 1956, some 15% do not graduate in four years, although 95% eventually do. The problems of the subjective analysis are apparent in the following two excerpts from Cass and Birnbaum: Swarthmore: "Despi te the . ost c~reful selection during adm mission process, one out of every four students failsto graduate (an even higher figure was reported in the student newspaper in 1962)." (77% of the men and 83% of the women graduate in four years.) IIDespite a competitive student climate, only a small percentage of students fail to graduate". (71% of . the men, and 7CY/o of the women graduate in four years.) Pomona: I would not belabor this point if it were not for the accumulated mail on the subject from candidates who could do well at any college in the country. And I think you ought to be prepared to answer such inquiries yourself. Our program is as rigorous as any in the countr.y, but it has also been shown that we take in students of a wider variety of academic abilities and graduate a higher percentage of those students than similar colleges throughout the country. It would be particularly useful if Cass and Birnbaum could sit in on the Committee on Acade. ic Requirements and learn that many of those m who do fail out of Swarthmore do so not because they lack the ability (many of them have the best high school records) but rather because they don't do any work at all, have personal problems, and so forth. I would appreciate all you can do to allow the Admissions Office of Swarthmore to make the detenninations of whether a candidate II can do the work" here. Self-selection by students is probably the key factor in college admissions everywhere, and it is obvious that if they do not apply to Swarthmore we cannot accept them. And if only those who are first in their class, or who have ver.y high college board scores, apply, it will reinforce . the erroneous idea that we only accept such students. Otherwise wetre all healthy and ready to start allover again. W do need a selective increase in applications, as many of our applie cations look alike. If we are to maintain the diversity of the College, we need more diversity in the application group, particularly among the men! Many thanks for all you have done and will do on our behalf. �A App1ication~ . last year .Men: . 1,092 W6:men: '1 ,187 Total: 2,279 ~\ Acceptances sent out Men: WO. en: m Total: Enrolled Men: Women: Total: 147 122 269 247 201 448 The schools to which we lost the largest numberof those we accepted but who went elsewhere were: Harvard Yale Princeton 28 10 11 Radcliffe Wellesley Stanford 34 6 6 Negro Acceptances and Enrollment Of the l! male Negro applicants accepted only 3 enrolled. Of those who went elsewhere, 6 went to Harvard, 1 to Princeton, 1 to M.I.T., and 1 to Earlham. Of the 12 female Negro applicants accepted, 8 enrolled. or those who went elsewhere, 1 went to Radcliffe, 1 to Mount Holyoke, 1 to Cor.nell University, and 1 whose College we do not know. Two of the Negro men and two of the Negro women we did enroll are National Achievement Scholarship winners. �B Interviews for Applicants Acce£ted for Admission Enrolled Interviewed by Staff: Interviewed by Alumni: Interviewed waived: 309 119 20 185 76 7 268 448 Scholarship funds Offered: Accepted: $189,950 127,550 Loan Funds Offered: Accepted: $7,600 6,900 (This is for the freshman class alone.) Scholarship offers to Negro students (included in above figures): Offered: Accepted: $36,100 15,500 � / September 1966 To: From: Alumni Interviewers Fred Hargadon, Dean of Admissions Well, the Class of 1970 has arrived and after a five-day orientation program they began classes on the 26th. I think they're great (naturally) and I am sorry that each of you could not be on hand to see them get their feet wet (quite literally true, as on the day they arrived we had a real Northeaster). Not only are they bright, but they seem unusually poised and good-looking. The physical education department, having run all of them through their tests, assures me that as a class they are also unusually healthier and wellfit. At any rate, more of the.m can swim. There are 269 of them, and their academic laurels include 19 National Merit Scholarships, 4 National Achievement Scholarships (these are awards by National Merit to exceptionally promising Negro students), and 2 Presidential Scholarships. There are 31 children of alumni in the class, and 14 Quakers. On the athletic side, 23 of the 147 men captained varsity squads in high school. (Additional statistics are appended.) Admissions Procedures. There have been no significant changes in the forms for this year. Both the application form and the interview report form seemed satisfactory. We did make a change in the procedure of the admissions committee, however. In the first place, rather than having the co.mmittee read summaries of each candidate's application, we asked them to read the full folder. We also had them read all of the folders with the exception of those where the application was clearly unrealistic. An additional significant change was having them read the folders before looking at the candidate's college board test results. In the ·past the results of these tests were prominently displayed on our summary cards and it seemed to us that there was too great a chance that a glance at the scores would predispose the reader toward the rest of the candidate'S application. Each member of the committee read about 125 folders, and, instead of grading the application for "acceptance" or "rejection," the reader wrote out comments on the folder, pointing out particular strengths or weaknesses, unusual qualities, and so forth. It was left to those of us in admissions, based on our overview of the entire applicant group with respect to the needs of the College, to put the class together. �-2- School and scholarshi¥ Committees. Last l" linter Joe Shane and I made a rat4~r hectic trtp 0 a week's length beginning in St.. Louis, through Denver, L.A., San Francisco, Portland, and ending in Seattle. We talked with alumni interested in forming School and Scholarship Commi ttees to aid us in the interviewing and recmi tment ef geed studerits. - The response was extremely good, and we are at present working out the fermal arrangements, necessary publications, and so forth. We have been unable to meve as quickly on this as I had heped, primarily because we have had to. shift out attention to the needs ef the newly fonned Academic Commission (discussed below). This past summer we have been involved largely in conferences having to de with a reappraisal of the College ~\in all of ·its aspects. And since the Admissions Office is the major repositery of educational data having to. do with secondary scheols, their curricula, their products, and the whole range of testing data, we shall be engaged in processing such data for the use ef the new Commissions. I 'nevertheless hope to get the School Cemmittees in these six cities off the ground this year, and to initiate such cemmittees in several other locations. '!heir three basic aims will be: (1) to improve and extend our communication with secondary scheels and prespective applicants; (2) to improve eur arrangements for the scheduling of alumni interviews, hopefully using a team method wherever feasible; and (3) to help ~s pinpoint outstanding candidates for the Swarthlrore National Scholarships. I will try my best to fully develop this program throughout the year, although right now I am not sure where the necessary time will come . from. Swarthmore Natienal Scholarships. These are explained in the latest edition of the catalogue.'ihBy replace the Open Schelarships (which were not only confUSing in their nomenclature, but which also became increaSingly the preserve of students who. lived clese enough to the College to come to campus tor the competition and interviews), and there will be a greater number of them. They will be awarded on a national basis and an Award Committee will held competitiens (interviews) wherever there are a sufficient number of potential National Scholarship candidates to warrant them. Yeu might want to review the criteria for these awards in the attached announcement. I hope you will make every effert to get us outstanding candidates for the.m. The Cellege. This promises to be one of the most provocative and exciting years in the College's recent histeT,Y. Late in the Spring Courtney Smith announced the establishment ef three Commissions to take a searching leok at all aspects of the College and to make recommendations concerning our role in higher education in the decade ahead. The full details are explained in the new (October) issue of the alumni magazine. Among the other fe8tures ef the Cellege which you will discuss with candidates, an explanation ef the Commissions should prove interesting to them. The McCabe Library is on its way up and the centractors (Turner Construction Company) are still eptimistic about having it ready for use by Septe. ober, 1967. Also, ground has been broken and r the foundations are being laid for the two new men's donnitories (Dana and Hallowell), the work also being done by Turner, and there is a slight chance that these will also be ready fer occupancy by next Fall. �-3In the middle of last March we moved the Admissions Office (without losing a folder) to our new location in the old dining room. Needle's s to say, the area has been completely renovated, and we have gained much in the way of office space and lounge facilities. The students think it looks like a bank (it does), but we are all used to i~ no~. Parents no longer are stacked up in the halls of Parrish, and the entire staff is appreciative of the more efficient arrangements of files, etc. Admissions Staff. Peggy MacLaren has moved out of admissions, and has6ecome Associate Dean of Students, wOTking with both Dean Lange and Dean Barr. Sh~ will continue her duties as Director of Financial Aid. John Shuchardt, who was with us for a year, is now with the Experiment in International Living. Two new Assistant Deans of Admission have been appointed: Edith Twombly, who graduated from Swarthmore in 1964, and Doug Thompson, who graduated in 1962. Edie, after leaving Swarthmore, received her M.Ed. from Harvard and taught last year at the International School in Frankfurt, Germany. Doug, who graduated with a B.S. in Electrical Engineering from Swarthmore, was working as a junior physicist with the Bartol Foundation here on campus. He also spent over two years with the Bartol Cosmic Ray Laboratories in Antartica and the South Pole. Doug will have primary responsibility for the recruitment of engineering students. Problem areas. A. Engineering applicants. This remains a critical area for us. We simply do not get a sufficient number of applicants who expect to major in engineering. Consequently, we are underenrolled in this division of the College. We are not interested in lowering the standards of admission for such candidates, nor can we afford to have candidates indicate engineering as their likely major if they are doing so because they believe it's more likely that they will be accepted for admission. We need good, solid, qualified engineering candidates sufficient in quantity, and sufficiently interested in "engineering in a liberal arts college" program, to enroll at least 30-35 freshmen engineers now, and 40 when we have completed the men's dormitories and increase the number of total men enrolled accordingly. Please do all you can to foster interest in our engineering program. We have sufficient scholarship funds, also. B. Negro male applicants. While we do not accept Negro students according to any quota system, we have made special efforts the past three years to increase the number of such students enrolled in the College, and have had the generous support of a grant from the Rockfeller Foundation. Our policy has been to accept the Negro stUdents on almost the same basis as all other students, expecting a certain minimum academic ability but also recognizing reasons for less than excellent academic achievement in the past. As far as Negro males go, we were �-4 ... taken to the cleaners this year. We enrolled only 3 out of the 12 we accepted (last year we enrolled 8 of I?). Our scholarship offers were more than competitive, but the social . status (in contrast to the academic status) of the Ivy League appa~ently clobbered us. Interestingly enough, many of those we lost were not only bright, but also athletic - the first such group of Negro scholar-athletes that we have had apply to us ever. Since these young men seemed to have the leadership qualities the Rockefeller grant sought to recruit and develop, it is, all the more disappointing to have lost them. We still have considerable · Rockefeller funds and I hope that you will devote whatever efforts you can toward helping us find (and enroll) such students. C. Scholar-Athletes. The philosophy of the College with regard to the proper role of an athletic program is well-known and need not be restated. As with all other major extra-curricular programs (e.g. music), we do seek students of good academic quality who have ability and interest in athletics. As With all other conceivable categories in admissions, it is necessary to have a sufficient number of qualified applicants from which to make selections each year. Our particular program should be attractive to those qualified students with athletic ability who are interested in an excellent education and participation in an amateur (but excellent) varsity sports program. Because of our small size, f ·reshman are eligible to play on the varsity in all sports. An increase in the number of applications from scholar-athletes is necessary to assure the continuation of our present athletic program as a vital part of the extra-curricular program of the College. I trust this need can be stated frankly without engendering false beliefs (or hopes) that the College is going "big time". It is not. Our only hope is to maintain a high quality applicant group in all respects. As amateurs, our record in varsity sports over the past few years is unusually good. With your help we should be able to attract scholar-athletes of high quality. D. Public Relations. We have noticed over the past year that many applicants mention (adversely) the write-ups about Swarthmore College in various guidebooks of college and universities. One in particular is a real problem: the Cass and Birnbaum Comparative Guide to Colleges, in which the authors give subjective interpretations of the various schools. The fact that neither of the authors has visited the College does not deter them from drawing all sorts of inferences from various statistics, old copies of the Phoenix, etc. We think that terms such as "extraordinarily intense pressure for academic achievement" are somewhat overdrawn, and statistics (e.g. those for academic attrition) are simply false. President Smith wrote them a four-page letter suggesting that their picture was somewhat less than accurate, included the correct data on a number of points (e.g. attrition, �-5numberof Fh.D's on the faculty)pnd invited them to visit the College themselves. There has never been any reply, although they were willing to make some corrections in a rather contentiou~ fashion in their second edition. Unfortunately, we have had candidates with excellent academic records and abilities who have withdrawn their applic~tions after reading this _ particular summary of the College. Our academic attrition in tne past five years has varied from 2.5% to 2.9%. The fact that 77% of the men and 83% of the women graduate in four years is of course attributable to a host of factors other than that of academic failure. The percentage who do graduate in four years is quite high for a college of this calibre, or any calibre, ~or that matter. And it is interesting to note that in a recen1A, study of all the National Merit Scholars since 1956, some 15% do not graduate in four years, although 95% eventually do. The problems of the subjective analysis are apparent in the following two excerpts from Cass and Birnbaum: Swarthmore: "Despi te the . ost c~reful selection during adm mission process, one out of every four students failsto graduate (an even higher figure was reported in the student newspaper in 1962)." (77% of the men and 83% of the women graduate in four years.) IIDespite a competitive student climate, only a small percentage of students fail to graduate". (71% of . the men, and 7CY/o of the women graduate in four years.) Pomona: I would not belabor this point if it were not for the accumulated mail on the subject from candidates who could do well at any college in the country. And I think you ought to be prepared to answer such inquiries yourself. Our program is as rigorous as any in the countr.y, but it has also been shown that we take in students of a wider variety of academic abilities and graduate a higher percentage of those students than similar colleges throughout the country. It would be particularly useful if Cass and Birnbaum could sit in on the Committee on Acade. ic Requirements and learn that many of those m who do fail out of Swarthmore do so not because they lack the ability (many of them have the best high school records) but rather because they don't do any work at all, have personal problems, and so forth. I would appreciate all you can do to allow the Admissions Office of Swarthmore to make the detenninations of whether a candidate II can do the work" here. Self-selection by students is probably the key factor in college admissions everywhere, and it is obvious that if they do not apply to Swarthmore we cannot accept them. And if only those who are first in their class, or who have ver.y high college board scores, apply, it will reinforce . the erroneous idea that we only accept such students. Otherwise wetre all healthy and ready to start allover again. W do need a selective increase in applications, as many of our applie cations look alike. If we are to maintain the diversity of the College, we need more diversity in the application group, particularly among the men! Many thanks for all you have done and will do on our behalf. �A App1ication~ . last year .Men: . 1,092 W6:men: '1 ,187 Total: 2,279 ~\ Acceptances sent out Men: WO. en: m Total: Enrolled Men: Women: Total: 147 122 269 247 201 448 The schools to which we lost the largest numberof those we accepted but who went elsewhere were: Harvard Yale Princeton 28 10 11 Radcliffe Wellesley Stanford 34 6 6 Negro Acceptances and Enrollment Of the l! male Negro applicants accepted only 3 enrolled. Of those who went elsewhere, 6 went to Harvard, 1 to Princeton, 1 to M.I.T., and 1 to Earlham. Of the 12 female Negro applicants accepted, 8 enrolled. or those who went elsewhere, 1 went to Radcliffe, 1 to Mount Holyoke, 1 to Cor.nell University, and 1 whose College we do not know. Two of the Negro men and two of the Negro women we did enroll are National Achievement Scholarship winners. �B Interviews for Applicants Acce£ted for Admission Enrolled Interviewed by Staff: Interviewed by Alumni: Interviewed waived: 309 119 20 185 76 7 268 448 Scholarship funds Offered: Accepted: $189,950 127,550 Loan Funds Offered: Accepted: $7,600 6,900 (This is for the freshman class alone.) Scholarship offers to Negro students (included in above figures): Offered: Accepted: $36,100 15,500 � 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 [Letter from Frederick Hargadon to Alumni Interviewers 09/1966] Description An account of the resource SASS file Creator An entity primarily responsible for making the resource Frederick Hargadon Date A point or period of time associated with an event in the lifecycle of the resource 09/1966 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9570be4a1fa2ee399412c4131efbd9a5.pdf 7ffc68732dac2341ba521fcb3d49c4b4 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 Admissions Report No. 1 Description An account of the resource Box 02, Admissions 1968-1969 Creator An entity primarily responsible for making the resource Frederick Hargadon Date A point or period of time associated with an event in the lifecycle of the resource 09/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/00d741d8decee7d039314b66c625a268.jpg e044a50dd627e108d9ec117cf227dd05 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 Frosh Diverse and Promising; Class of 1972 Is Largest Ever 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 09/20/1968 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e893c7a6d7938640a81e44b62e77118d.jpg e47176eb61fd92443873be5589e3e132 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 [Memorandum from Robert Browning, 09/20/1969] Description An account of the resource Box 20, Board of Managers 1966-1969 Creator An entity primarily responsible for making the resource Robert Browning Date A point or period of time associated with an event in the lifecycle of the resource 09/20/1968 Format The file format, physical medium, or dimensions of the resource JPG Board of Managers President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/24e69e3b1b159e55b3d782b8ef128d08.pdf 687dce49bf29b5a3f7bdeddb4fba7730 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 Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. 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 Jordan Testifies Was Peacemaker Creator An entity primarily responsible for making the resource Daily Intelligencer Journal Date A point or period of time associated with an event in the lifecycle of the resource 09/20/1968 Format The file format, physical medium, or dimensions of the resource pdf Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e1d4da241babb8c165b0a056b55ed768.jpg 3b63b1866a056abcc2f3f4e14137a473 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 Some Tough Talk to Negroes From a Top Negro Minister Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 1969 Creator An entity primarily responsible for making the resource J.H. Jackson Date A point or period of time associated with an event in the lifecycle of the resource 09/22/1968 Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0574e0070308b18ed9fec5ca5e57b777.pdf 51eea0e4d49b2634fdad46855f762eec 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 Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. 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 Jordan Found Guilty on Gun, Bomb Charges Creator An entity primarily responsible for making the resource Lancaster New Era Date A point or period of time associated with an event in the lifecycle of the resource 09/23/1968 Format The file format, physical medium, or dimensions of the resource PDF Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4ff2810ff93413413b5099d6f2c4747a.pdf eee8d3b72457fe8c5cc02f7f66046179 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Robert Barr to Don Mizell, 09/23/1969] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Robert Barr Date A point or period of time associated with an event in the lifecycle of the resource 09/23/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Cultural Center http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e33e89d719f1a871420180fafefdc5ea.pdf 570f10618f921fd6fd3c92cf92ba1f66 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 Fellowship House director urges 'gut issue' thinking 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 09/25/1968 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b4c26925e850d636ca15e6a2b8741b79.pdf bd129b06bd2a1f054434f130d5b2f18f 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 Chester Home Improvement Records, 1965-1969 Description An account of the resource Meeting minutes, Board of Managers and committee membership lists, promotional materials, and organizational reports from 1965 to 1969. Source A related resource from which the described resource is derived [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource 1965-1969 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 Some (Very) Random Thoughts on CHIP Programs Creator An entity primarily responsible for making the resource Holley R. Webster Source A related resource from which the described resource is derived [URB 25/2 Formation 1965], [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource 09/26/1965 Format The file format, physical medium, or dimensions of the resource .pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/08a6204ebfb0042a408e7b23f73ea12f.pdf d1c7bf069fc488c5ab145d1920f0523d 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 Fellowship House schedules forums 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 09/26/1968 Format The file format, physical medium, or dimensions of the resource .pdf Media Fellowship House Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/eda4a765c761b32da265beb330cc8f5f.jpg 30e63049346938221097bc10d6dcc2de 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 Cline Found Unique, Dedicated Creator An entity primarily responsible for making the resource Phoenix Dan Taylor 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 09/26/1969 Format The file format, physical medium, or dimensions of the resource jpg Black admissions post-enrollment support