39 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/620179d9d122c8888c910f095d642af9.pdf fd18df5bb0c1d7b722b81e8c28471724 PDF Text Text Courtney President/Smith's Statement to the Faculty and Stud en ts of Swarthmore Coll ege presented at 1:45 .p .M. on I) January 1969 in Clothier Memorial Hall Let me say just a few words about what I think we have b een doing. In my letter of Dec ember 31st to the Faculty I asked our entire Coll ege community to con'sider conscientiously and imagin ative ly ' the b es t way to achieve what I believed to be '. I the und er lying conc erns of SASS·::- , and of the Admis s ions Policy Committee. I believe that we have been doing that. Certainly the Faculty, for which I can speak as its presiding officer, has responded in a way that has deepened, if that were possible, my pride in Swarthmore. The Faculty met in long sessions -- last Tues day afternoon, Thursday night, Friday afternoon, Frid a y ni ght , Sat~rday morning, Saturday aft ern oon, Sund ay morning from 10:00 A.M. to clos e ~ to to 2:00 P.M., Sunday afternoon from 3:30 P.M./close to 7:00 P.N., and Sunday night from 8:30 P.f1. to around 3:30 A.M. At about One faculty member reports that his youn gest child did not · recogl1ize him Hhen h e got hom e for a quick meal. 3:20 A.M. this morning Profess~r Alburt Ros enberg rose to h~ I . I I I i I I say that from his supply of thre e buttons carries with him for his lap e l he was going to change to a new one with thJ'ee Hords on it. \lIhi Ie he tried to. find th e but ton, the I I ! Heary faculty n at ura lly speculated on the Hords, \-lith "H e Try Ha rder " a leadin g po ss ibility. The button he actually put on had only t'l'JO Horels -- "Escalate Peace." ·::-S'VJartb m ore Afro - Ame rican Stud ents' S.o ci e ty , .! ! �-2I stronely support the actions He have taken as a Faculty, and I will strongly support them to the Board of Mru1agers. I am confident that the Board shares the same values and concerns that have motivated the Faculty in our actions. I feel so sure of the Board's feelings on these matters that I am ready to begin immediately to implement the actions we . have taken. What we have passed is clear to those of us who have passed it, and vJe believe it to be right. to be worked out as we go along, Co m~issiOrt Details will have just as details of our on Educational Policy actions have to .be worked out every day, but I see no probl ems in that if, as I am assuming, \..,e . can work in a spiri t of mutual trust. there Hill riot be any Hho \'li ll seek to SOhT I hope, I pray, distrust. I am SU1'e SASS Hi 11 VJant to work in a spirit of mutual trust, and I call on all of us to seek and work through the good in each oth er. It is possible to use our present problem to esdalate real and fancied differences that exist in any community. But I would ask of all of us never to trade Swarthmor e 's excellente . . and fin enes s and r eadiness to hold itself open to from whatever source it comes , never to for slo gans and h a t e . ne~" light, trad ~ th ese things It took no for'ce to brin g about compre It hensiv e propo sa ls fo r th e development of B l a ck Studies. took no forco to brine about our fund amonta l and compre h ensive ex aminatio~ of ourself in our Co mm ission on Educational POlicy. Stud ents '-lere involv ed , were .Ul7ged to b e involved) in �...... -3~ll of those considerations. I realize that some now sneor at the CEP, but there \Vas no sneering in the Danforth groups and no sneering in the referendum Vlhich students l-lere urged to take in order to express themselves on everyone of the recommendations. We have lost something precious at Swarthmore -the feelin,g that force and disruptiveness 'are just not our way. But maybe He can see to it that this one tinle is only For certainly if there are the exception that proves the rule. any Hha now think that direct action should eventually be used for Black Stud· es, or Student Heek.) or any proposals that i might come out of a Student Week, or the Sex Rule, or Dormitory Autonomy, or the University City Science Center, or the Physical Education requirement, or Beards, or on the question of institutional structure and the gove:rnance of higher education [let me di8ress to say that I am far from convinced that the prevailing system of governance of higher education in America . is right for our times, though I'am convinc e d that it is Vlrong ~lso far from and I am very conscious of the - fact that the abstractions of the description of the govern a... lce Y of our 0'\;'11 particular insti tution al\Jays obscure the basic but hum anity and 'H a rmth vIith "Hhich ",e have tr'iec1 to proceed; these ma tters of governanc e a r e il, elY opinion ones foy- deep "" " from and thou ghtful consideratio,~7 then.J to cQ n:e back AD my di g r e ssion, 1 hav e to s a y th a t I seriously doubt th e ir faith in educatio n , �and the . educational process, and I Hould be saddened to see further accept ance of force as against those qualities of t ru st · an d to I e ran c e an d hum iIi t y an d a.nt i - tot a lit a r ian ism and Hillingn e ss to seek th·e good in others -- those qualities .e specially that hav e made, and can make, Swarthmore E=:,;.~;~::?~ ;~~it~}},~ "fine". ' � Courtney President/Smith's Statement to the Faculty and Stud en ts of Swarthmore Coll ege presented at 1:45 .p .M. on I) January 1969 in Clothier Memorial Hall Let me say just a few words about what I think we have b een doing. In my letter of Dec ember 31st to the Faculty I asked our entire Coll ege community to con'sider conscientiously and imagin ative ly ' the b es t way to achieve what I believed to be '. I the und er lying conc erns of SASS·::- , and of the Admis s ions Policy Committee. I believe that we have been doing that. Certainly the Faculty, for which I can speak as its presiding officer, has responded in a way that has deepened, if that were possible, my pride in Swarthmore. The Faculty met in long sessions -- last Tues day afternoon, Thursday night, Friday afternoon, Frid a y ni ght , Sat~rday morning, Saturday aft ern oon, Sund ay morning from 10:00 A.M. to clos e ~ to to 2:00 P.M., Sunday afternoon from 3:30 P.M./close to 7:00 P.N., and Sunday night from 8:30 P.f1. to around 3:30 A.M. At about One faculty member reports that his youn gest child did not · recogl1ize him Hhen h e got hom e for a quick meal. 3:20 A.M. this morning Profess~r Alburt Ros enberg rose to h~ I . I I I i I I say that from his supply of thre e buttons carries with him for his lap e l he was going to change to a new one with thJ'ee Hords on it. \lIhi Ie he tried to. find th e but ton, the I I ! Heary faculty n at ura lly speculated on the Hords, \-lith "H e Try Ha rder " a leadin g po ss ibility. The button he actually put on had only t'l'JO Horels -- "Escalate Peace." ·::-S'VJartb m ore Afro - Ame rican Stud ents' S.o ci e ty , .! ! �-2I stronely support the actions He have taken as a Faculty, and I will strongly support them to the Board of Mru1agers. I am confident that the Board shares the same values and concerns that have motivated the Faculty in our actions. I feel so sure of the Board's feelings on these matters that I am ready to begin immediately to implement the actions we . have taken. What we have passed is clear to those of us who have passed it, and vJe believe it to be right. to be worked out as we go along, Co m~issiOrt Details will have just as details of our on Educational Policy actions have to .be worked out every day, but I see no probl ems in that if, as I am assuming, \..,e . can work in a spiri t of mutual trust. there Hill riot be any Hho \'li ll seek to SOhT I hope, I pray, distrust. I am SU1'e SASS Hi 11 VJant to work in a spirit of mutual trust, and I call on all of us to seek and work through the good in each oth er. It is possible to use our present problem to esdalate real and fancied differences that exist in any community. But I would ask of all of us never to trade Swarthmor e 's excellente . . and fin enes s and r eadiness to hold itself open to from whatever source it comes , never to for slo gans and h a t e . ne~" light, trad ~ th ese things It took no for'ce to brin g about compre It hensiv e propo sa ls fo r th e development of B l a ck Studies. took no forco to brine about our fund amonta l and compre h ensive ex aminatio~ of ourself in our Co mm ission on Educational POlicy. Stud ents '-lere involv ed , were .Ul7ged to b e involved) in �...... -3~ll of those considerations. I realize that some now sneor at the CEP, but there \Vas no sneering in the Danforth groups and no sneering in the referendum Vlhich students l-lere urged to take in order to express themselves on everyone of the recommendations. We have lost something precious at Swarthmore -the feelin,g that force and disruptiveness 'are just not our way. But maybe He can see to it that this one tinle is only For certainly if there are the exception that proves the rule. any Hha now think that direct action should eventually be used for Black Stud· es, or Student Heek.) or any proposals that i might come out of a Student Week, or the Sex Rule, or Dormitory Autonomy, or the University City Science Center, or the Physical Education requirement, or Beards, or on the question of institutional structure and the gove:rnance of higher education [let me di8ress to say that I am far from convinced that the prevailing system of governance of higher education in America . is right for our times, though I'am convinc e d that it is Vlrong ~lso far from and I am very conscious of the - fact that the abstractions of the description of the govern a... lce Y of our 0'\;'11 particular insti tution al\Jays obscure the basic but hum anity and 'H a rmth vIith "Hhich ",e have tr'iec1 to proceed; these ma tters of governanc e a r e il, elY opinion ones foy- deep "" " from and thou ghtful consideratio,~7 then.J to cQ n:e back AD my di g r e ssion, 1 hav e to s a y th a t I seriously doubt th e ir faith in educatio n , �and the . educational process, and I Hould be saddened to see further accept ance of force as against those qualities of t ru st · an d to I e ran c e an d hum iIi t y an d a.nt i - tot a lit a r ian ism and Hillingn e ss to seek th·e good in others -- those qualities .e specially that hav e made, and can make, Swarthmore E=:,;.~;~::?~ ;~~it~}},~ "fine". ' � 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 President Courtney Smith's Statement to the Faculty and Students of Swarthmore College presented at 1:45 P.M. on 13 January 1969 in Clothier Memorial Hall Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Courtney Smith Date A point or period of time associated with an event in the lifecycle of the resource 01/13/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Faculty President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1e9de46eb92424aeb4874c3c1d040d5f.pdf e2c33b1c3f9a3104027b7afe9198da5d 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 President Cross Resigns, Cites Job Incompatibility Creator An entity primarily responsible for making the resource Phoenix Peter Gould 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 10/05/1971 Format The file format, physical medium, or dimensions of the resource jpg President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/92ae68cf6a6a4f881be3fca00f70857f.jpg f5be273fad256629566b5f598086da3b 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 Presidential Statement Creator An entity primarily responsible for making the resource Phoenix Robert Cross 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 01/16/1970 Format The file format, physical medium, or dimensions of the resource jpg Black Cultural Center President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e25b15f072330e523d0de9408a4edfe7.pdf 9e8bc93e8fc325841b9b67d65d57cb44 PDF Text Text -/ To: Ning Robinson, Hark Breihart, Dave Smith, Lew Cook, and Robert Cross From: Fr ed Pryor and Jerry Wood Enclosed, you ''lill find a draft of the statements on pr ivacy. He ''lOuld appreciate your comments, not only on formulations but also on completeness • - . �PRIVACY OF MEMBERS OF THE COLLEDE COMMUNITY Members of the college community, primarily faculty and staff members, are frequently 'a'sk;d for information about other members of the college community. On the one hand such requests may concern recommendations of students for graduate school or employment or information for a daily newspaper regarding awards granted to outstanding faculty members or students; on the other hand such requests may concern political opinions of community members or information concerning criminal activities. It is often difficult to determine which information is private or confidential and should not b~ released ' in order to protect the privacy of members of the college community and which may be publicly r eleased. The principles presented in this statement deal with general issues and those presented in the following statement concern specific problems of the confid entiality of academic, financial, and other records. I. Verification of reguest In all cases the credentials of the person reques ting information should be closely checked. All police officials, F.B.I. agents, and newspapermen have identification cards with photographs; if there is any doubt as to the authenticity , of such identification cards, the home office of the person requesting information should be called to see if such requests were authorized. Authenticity of requests for information by mail are more difficult to check, but if they regard particular members of the college community, these members should be called to verify the legitimacy of the request. F.B.Io agents or members of other investigation agencies checking the loyalty of applicants for f ederal jobs should be asked to show the release signed by the person under investigation giving' permission for such an enquiry. II. Privileged information In the course of fulfilling college duties both faculty members and staff learn much about other members of the college community which must be cons id ered privileged information; this information is not to be released to those r equesti ng such information from either inside or outside the college community. 1. Such privileged information especially concerns ideas expressed by students in writing and class participation. One of the aims of a college education is to question and shake opinions and beliefs pre';'iously arrived at and to form opinions that have been tested by the individual himself. The student is exposed to new ideas put forth by faculty members, by other students, or in r eading . During his college years he is asked to look with an open mind at different theories and philosophies and is also encouraged to tryout ideas in experience. Many students go through a series of divergent yet passionately held philosophical convictions while at college. They may defend each strongly, this being one way of t esting them. The espousal by some students in discussion or papers of ideas considered subversive outside the campus, must therefore be recognized as a normal activity in a college . It follows from this that there must exist a special relationship of trust among students and faculty in th eir acad emic association. Members of the college community should f eel confid ent that expression of their ideas will be A. .' �.. 2. regarded as strictly an academic matter, to be considered privileged and not to be reported tp those outside the college community. This relationship of trust is indispensable·' to. a college community if it is to serve its proper function in society. 2. The communications system of the college, including the telephone system and the mail system, must remain completely private and messages of college community members are neither to be intercepted, overheard, or in any way monitored without explicit court order; ~urther, i~formation about senders or receivers of messages is considered as privileged information and not to be released. Any information accidentally gained by staff members operating these communications systems is to be considered privileged and not to be reported to others, except in instances where disruptive or criminal activity may be involved; in these cases a report should be made only to one of the deans, vice presidents, or president of the College. 3. Information gained in the cleaning of faculty offices, student rooms, or other college facilities is to be considered privileged, insofar as the faculty member or student is not violating governmental or college regulations. 4. If there are questions regarding whether particular information is privileged, the matter should be discussed with the deans or higher administrative authorj,ties. B. Privileged information and political, social, and criminal matters 1. Privileged information regarding political and social ideas, concerns, and actions of members of the col·lege community is not to be reported to others, either within or without the college community, under penalty of the sanctions discussed below. 20 Privileged information regarding criminal acts or violation of college regulations raise particular dilemmas, since competing demands of duty to the government or college are placed in opposition to the rights of privacy outlined in this document. With regard to reporting criminal action to outside authorities, the college deans should be consulted before action is taken. III. Areas of Privacy Three areas in which privacy is involved require special attention: issues concerning recommendations; concerning special requests for information by news media, police, and other outside sources; and concerning "privacy of person." / A. Recommendations and 1I1 oyalty checks" Two serious problems arise with regard to the giving of recommendations or information for "loyalty checks." 1. First, such recommendations may be us ed in situations other than those for which the recommendation is asked. For instance, a recommendation · sent to the Civil Service Commission may form part of an F.B.I. dossier of the person that may follow him for years. 2. Second, although recommendations do not require the divulging of privileged information, they often require an evaluation of the person that is based �3. on privileged information, e.g. the observation of a student's behavior in the classroom. Although the "specific political and social ideas of the student are certainly privLleged information and not to be divulged, the problems of what to reveal with regard to inferences based on this information are more difficult to resolve. If, on the basis of such inf€rences, the faculty member feels that a particular student , is not suited for the position for which he applied and needs a recommendation, it is best to give a negative recommendation without stating the !reasons. 3. "Loyalty checks" provide more difficulties. The basic assumption of the federal security program is that the Government has the right to, and indeed must, protest itself 'from disloyalty and subversion. "However, ascertaining the loyalty of any individual or the possibility of future acts of subversion by him, is fraught with danger. The relationship between opinion expressed by community members and their deeds is tenuous for two reasons. First, the spoken or written word or the studying of certain materials is far removed from actions. To act requires more than intellectual assent. Often we may not know what we believe until we are challenged to act upon our beliefs. Second, few "people reveal to others their deepest thoughts and feelings; and even when they do, opinions which are voiced are easily misinterpreted. ~, " I i If there is doubt expressed about the loyaLty of one member of the college comnlunity by another, or about his safety as a security risk because of his thoughts, opinions, or beliefs, as distinct from his character or stability of personality, a full statement of the charge should be given in writing to the investigating authorities, a copy of which should also be given to the person being investigated. B. Other requests for info~lation by outside agencies Members of the college community are requested often for information, especially from news media and police, but also from research agencies a~d other interested parties. 1. Police and F.B.I. officials have, on occasion, requested general information about college community members that concern no specific acts of the person involved but which are concerned with building up a dossier for unknown purposes. On no account is privileged information nor inferences from privileged information or second or third hand information to be divulged . If such sources are persistent, they should be referred to one of the college deans. 2. News media have often requested information regarding famous or infamous members of the college community. Again, privileg ed information or inferences from privileged information should not be divulged. In order to respect the rights of privacy of the individual under examination most thoroughly, it is advised to check with the person in question before supplying information. If information is solicited concerning particular groups or organizations on campus, the same principles hold. In cases of doubt, one of the college deans should be consulted. / 3 • . Various outside organizations and research groups constantly apply to particular college community members for particular j..nf<;>rmation. In many cases �4. this involves somernatter of public knowledge about the college and no difficulty is involved. Again, neither privileged information nor inferences from privileged information should be divulged. Difficult questions should be referred to one of the college·:deatls., I I C. Privacy of person College community members have a right to conduct their normal college business as well as their social life without fear that their privacy is being invaded. Several areas of especial concern, including privacy of faculty offices and student rooms, are briefly discussed below. 1. Faculty members perform a larger role in relation to their students than that of academic mentors. They are frequently called upon to advise students on matters of a personal nature, including "family problems, II social interrelationships with their peers, as well as the development of a philosophy for the conduct of life. Such private discussions between faculty and students are to be regarded as falling within the realm of strictest confidentiality (insofar as the substance of such discussions are concerned), though there may conceivably be occasions on which faculty members--in evaluating with their colleagues the academic performance of a student--may find it constructive to indicate the presence (though not the sUbstance) of. personal difficulties faced by that student. 2. As a general rule, the rooms of students are to be regarded as the private domain of their occupants and, thus, protected by the normal canons of privacy. It is to be understood, however, that the College reserves the right to make inspections of student premises when there is reasonable grounds for suspecting violations therein of governmental or College regulations. [- 3. It is expected, of course, that individuals will conduct their private affairs in a private manner, and with all due respect for the privacy of others. 4. It is expected that from time to time persons or organizations from within or without the College may wish to conduct surveys or to distribute questionnaires for academic research purposes, ' or for political, commercial, or other objectives. In these instances, the following principles should apply. a. Any outside person or organization wishing to circulate a questionnaire or survey among students or faculty members must obtain prior permission from the Dean of Men or the Dean of Women. b. Questionnaires or surveys regarding student or faculty oplnlons or tastes--whether circulated by persons from within or without the College--should clearly indicate the purpose for which such a canVaS is being made. If the survey or qUestionnaire originates from within the College, the person or organization circulating it should be alert to ethical considerations involving the privacy and integrity of respondents; in cases of doubt, Department Chairman or the Research Ethics Committee should be consulted. Co Only bona fide students may .collect information for commercial purposes. When approached for such information, the person being canvassed may request p~oof of identification from the individual making the enquiry. d. It is to be understood, of course, that anyone sol,icited for information by surveyor questionnaire reserves the right not to respond. �5. -/ ' IV. SanctiQns .' I The College reserves the right to remove from its midst those individuals violating the rights of privacy contained in this document and, if the occasion warrants, to sue for damages. ! �CONFIDENTIALITY OF RECORDS The following principles are applicable to handling any requests for informatiop . about students or former students, faculty members, or members of ~h; college staff and administration by any member of the college community. These principles are intended to protect the individual's right to privacy and the confidentiality of his records throughout the institution. All College personnel in charge of such records must sign a written document indicating their understanding' of these principles. )~ I. Student Records The following major types of student records are officially maintained by the College: academic records and certain personal r e cords by the Registrar's Office; financial records by the Office of Financial Aid; records on disciplinary and other actions by the Office of the ,Deans; medical records by the Colle g e physician; certain high school records and recommendations by the Admissions Office; reco mmenda tions by the Job Placement Office; and particular information about academic performance of former students and their current addresses and activities in the Alumni Office. These records contain privileged informa tion and the contents are to be disclosed only in the situations described below. Further, release of lists of students in raci a l, reli g ious, or social ' ? categories based on student records is forbidden. ~ A. Disclosure to Students 1. A student is entitled to an official trans cript of his own academic record, subj ec t only·to the conditions listed below under ~lithholding Informa tion (s e ction G). It i s Coll ege policy th a t other materials in student files are confide n tial. No student is permitted to see the transcri p t or academic re60td of an ot he r student without written permission by the person whose transcript is involved. A student has the right to inspect his academic record (from which transcripts ar~ made) and is entitled to an expl a nat ion of any information recorded on it. When the ori ginal is shown, examination is p e rmitted only under conditions which will prevent its~teration or mutilation. Students who wish to request copie s of their transcript must do so in writing. Telephoned requests fro m gradu a ted students will be honored only at the discretion of the Registrar. ,I 20 Documents submitted by or for the student in support of his application for admission to Swarthmore are not returned to the student, nor sent elsewhere at his reque s t. In exce p tional c ase s, however, where another transcript is unobt a inab le, or can b e secured only with th e greatest difficulty, copies may be prepare d and released upon the written request of the stude n t. �-~- 30 The fin ancial records held by the Advisor of Finan cial Aid, the r e cords 9n d, sciplin a ry a nd other actions held by the Offic e of the i Deans; and th e medical records held by the Colle ge phys~cian are to be disclosed neither to the student himself nor any other student. 40 Iitformation in alumni files concerning current address or dealin g with matters submitted by the alumni for publication in the Alumni Bulletin i5 _ public information and c a n be obt a ined by students. ' I Other information in is completely confidentialo Bo Disclosure to Faculty and Administrative 10 Faculty and administrative officers of the College who have a legitimate interest in the materials of fil~6 on students and who demonstrate a need to know are permitted to look over the acade mic record of any student. The contents of the official academic r e cord of a stud en t are not sent outside the Office of the Registrar e x cept in circumst ances specifically authorized by the Registrar. Normally a permanent record never leaves the Office of the Registrar since copies can readily be made. 2. Non-academic records of students are not disclosed to faculty members except under extraordinary circums tanc e s in which the need for such records in order academically to aid the student can be clearly demonstrated. 3. Non-academic records of students are not disclo sed to administra tive officers excep t as they pursue their assigned duti~s. C. Di s clo s ure to Parents, Education al Institutions, and Other Agencies 1. Grade reports are routinely released to parents or guardians without prior approval from the st udent unle ss the student is over 21 or , married and requests that his reports be withhe ld. Requests from other ins t itutions of learning for transcripts or other academic information must be accompanied by a written release from the studento 2. The Office of Financial Aid routinely reports the a cade mic prog ress of students su pp orted by public of private agencies providing schol a rship assistance to students unless specifically requested not to do so by the student. 3. The materials in a student!s placement file (should one exist) is releas ed to prospective employers for the purpose of placement only when the student requests such release or when it is clear that the prospective employer's request is the result of an application for employme nt by the student. � -/ To: Ning Robinson, Hark Breihart, Dave Smith, Lew Cook, and Robert Cross From: Fr ed Pryor and Jerry Wood Enclosed, you ''lill find a draft of the statements on pr ivacy. He ''lOuld appreciate your comments, not only on formulations but also on completeness • - . �PRIVACY OF MEMBERS OF THE COLLEDE COMMUNITY Members of the college community, primarily faculty and staff members, are frequently 'a'sk;d for information about other members of the college community. On the one hand such requests may concern recommendations of students for graduate school or employment or information for a daily newspaper regarding awards granted to outstanding faculty members or students; on the other hand such requests may concern political opinions of community members or information concerning criminal activities. It is often difficult to determine which information is private or confidential and should not b~ released ' in order to protect the privacy of members of the college community and which may be publicly r eleased. The principles presented in this statement deal with general issues and those presented in the following statement concern specific problems of the confid entiality of academic, financial, and other records. I. Verification of reguest In all cases the credentials of the person reques ting information should be closely checked. All police officials, F.B.I. agents, and newspapermen have identification cards with photographs; if there is any doubt as to the authenticity , of such identification cards, the home office of the person requesting information should be called to see if such requests were authorized. Authenticity of requests for information by mail are more difficult to check, but if they regard particular members of the college community, these members should be called to verify the legitimacy of the request. F.B.Io agents or members of other investigation agencies checking the loyalty of applicants for f ederal jobs should be asked to show the release signed by the person under investigation giving' permission for such an enquiry. II. Privileged information In the course of fulfilling college duties both faculty members and staff learn much about other members of the college community which must be cons id ered privileged information; this information is not to be released to those r equesti ng such information from either inside or outside the college community. 1. Such privileged information especially concerns ideas expressed by students in writing and class participation. One of the aims of a college education is to question and shake opinions and beliefs pre';'iously arrived at and to form opinions that have been tested by the individual himself. The student is exposed to new ideas put forth by faculty members, by other students, or in r eading . During his college years he is asked to look with an open mind at different theories and philosophies and is also encouraged to tryout ideas in experience. Many students go through a series of divergent yet passionately held philosophical convictions while at college. They may defend each strongly, this being one way of t esting them. The espousal by some students in discussion or papers of ideas considered subversive outside the campus, must therefore be recognized as a normal activity in a college . It follows from this that there must exist a special relationship of trust among students and faculty in th eir acad emic association. Members of the college community should f eel confid ent that expression of their ideas will be A. .' �.. 2. regarded as strictly an academic matter, to be considered privileged and not to be reported tp those outside the college community. This relationship of trust is indispensable·' to. a college community if it is to serve its proper function in society. 2. The communications system of the college, including the telephone system and the mail system, must remain completely private and messages of college community members are neither to be intercepted, overheard, or in any way monitored without explicit court order; ~urther, i~formation about senders or receivers of messages is considered as privileged information and not to be released. Any information accidentally gained by staff members operating these communications systems is to be considered privileged and not to be reported to others, except in instances where disruptive or criminal activity may be involved; in these cases a report should be made only to one of the deans, vice presidents, or president of the College. 3. Information gained in the cleaning of faculty offices, student rooms, or other college facilities is to be considered privileged, insofar as the faculty member or student is not violating governmental or college regulations. 4. If there are questions regarding whether particular information is privileged, the matter should be discussed with the deans or higher administrative authorj,ties. B. Privileged information and political, social, and criminal matters 1. Privileged information regarding political and social ideas, concerns, and actions of members of the col·lege community is not to be reported to others, either within or without the college community, under penalty of the sanctions discussed below. 20 Privileged information regarding criminal acts or violation of college regulations raise particular dilemmas, since competing demands of duty to the government or college are placed in opposition to the rights of privacy outlined in this document. With regard to reporting criminal action to outside authorities, the college deans should be consulted before action is taken. III. Areas of Privacy Three areas in which privacy is involved require special attention: issues concerning recommendations; concerning special requests for information by news media, police, and other outside sources; and concerning "privacy of person." / A. Recommendations and 1I1 oyalty checks" Two serious problems arise with regard to the giving of recommendations or information for "loyalty checks." 1. First, such recommendations may be us ed in situations other than those for which the recommendation is asked. For instance, a recommendation · sent to the Civil Service Commission may form part of an F.B.I. dossier of the person that may follow him for years. 2. Second, although recommendations do not require the divulging of privileged information, they often require an evaluation of the person that is based �3. on privileged information, e.g. the observation of a student's behavior in the classroom. Although the "specific political and social ideas of the student are certainly privLleged information and not to be divulged, the problems of what to reveal with regard to inferences based on this information are more difficult to resolve. If, on the basis of such inf€rences, the faculty member feels that a particular student , is not suited for the position for which he applied and needs a recommendation, it is best to give a negative recommendation without stating the !reasons. 3. "Loyalty checks" provide more difficulties. The basic assumption of the federal security program is that the Government has the right to, and indeed must, protest itself 'from disloyalty and subversion. "However, ascertaining the loyalty of any individual or the possibility of future acts of subversion by him, is fraught with danger. The relationship between opinion expressed by community members and their deeds is tenuous for two reasons. First, the spoken or written word or the studying of certain materials is far removed from actions. To act requires more than intellectual assent. Often we may not know what we believe until we are challenged to act upon our beliefs. Second, few "people reveal to others their deepest thoughts and feelings; and even when they do, opinions which are voiced are easily misinterpreted. ~, " I i If there is doubt expressed about the loyaLty of one member of the college comnlunity by another, or about his safety as a security risk because of his thoughts, opinions, or beliefs, as distinct from his character or stability of personality, a full statement of the charge should be given in writing to the investigating authorities, a copy of which should also be given to the person being investigated. B. Other requests for info~lation by outside agencies Members of the college community are requested often for information, especially from news media and police, but also from research agencies a~d other interested parties. 1. Police and F.B.I. officials have, on occasion, requested general information about college community members that concern no specific acts of the person involved but which are concerned with building up a dossier for unknown purposes. On no account is privileged information nor inferences from privileged information or second or third hand information to be divulged . If such sources are persistent, they should be referred to one of the college deans. 2. News media have often requested information regarding famous or infamous members of the college community. Again, privileg ed information or inferences from privileged information should not be divulged. In order to respect the rights of privacy of the individual under examination most thoroughly, it is advised to check with the person in question before supplying information. If information is solicited concerning particular groups or organizations on campus, the same principles hold. In cases of doubt, one of the college deans should be consulted. / 3 • . Various outside organizations and research groups constantly apply to particular college community members for particular j..nf<;>rmation. In many cases �4. this involves somernatter of public knowledge about the college and no difficulty is involved. Again, neither privileged information nor inferences from privileged information should be divulged. Difficult questions should be referred to one of the college·:deatls., I I C. Privacy of person College community members have a right to conduct their normal college business as well as their social life without fear that their privacy is being invaded. Several areas of especial concern, including privacy of faculty offices and student rooms, are briefly discussed below. 1. Faculty members perform a larger role in relation to their students than that of academic mentors. They are frequently called upon to advise students on matters of a personal nature, including "family problems, II social interrelationships with their peers, as well as the development of a philosophy for the conduct of life. Such private discussions between faculty and students are to be regarded as falling within the realm of strictest confidentiality (insofar as the substance of such discussions are concerned), though there may conceivably be occasions on which faculty members--in evaluating with their colleagues the academic performance of a student--may find it constructive to indicate the presence (though not the sUbstance) of. personal difficulties faced by that student. 2. As a general rule, the rooms of students are to be regarded as the private domain of their occupants and, thus, protected by the normal canons of privacy. It is to be understood, however, that the College reserves the right to make inspections of student premises when there is reasonable grounds for suspecting violations therein of governmental or College regulations. [- 3. It is expected, of course, that individuals will conduct their private affairs in a private manner, and with all due respect for the privacy of others. 4. It is expected that from time to time persons or organizations from within or without the College may wish to conduct surveys or to distribute questionnaires for academic research purposes, ' or for political, commercial, or other objectives. In these instances, the following principles should apply. a. Any outside person or organization wishing to circulate a questionnaire or survey among students or faculty members must obtain prior permission from the Dean of Men or the Dean of Women. b. Questionnaires or surveys regarding student or faculty oplnlons or tastes--whether circulated by persons from within or without the College--should clearly indicate the purpose for which such a canVaS is being made. If the survey or qUestionnaire originates from within the College, the person or organization circulating it should be alert to ethical considerations involving the privacy and integrity of respondents; in cases of doubt, Department Chairman or the Research Ethics Committee should be consulted. Co Only bona fide students may .collect information for commercial purposes. When approached for such information, the person being canvassed may request p~oof of identification from the individual making the enquiry. d. It is to be understood, of course, that anyone sol,icited for information by surveyor questionnaire reserves the right not to respond. �5. -/ ' IV. SanctiQns .' I The College reserves the right to remove from its midst those individuals violating the rights of privacy contained in this document and, if the occasion warrants, to sue for damages. ! �CONFIDENTIALITY OF RECORDS The following principles are applicable to handling any requests for informatiop . about students or former students, faculty members, or members of ~h; college staff and administration by any member of the college community. These principles are intended to protect the individual's right to privacy and the confidentiality of his records throughout the institution. All College personnel in charge of such records must sign a written document indicating their understanding' of these principles. )~ I. Student Records The following major types of student records are officially maintained by the College: academic records and certain personal r e cords by the Registrar's Office; financial records by the Office of Financial Aid; records on disciplinary and other actions by the Office of the ,Deans; medical records by the Colle g e physician; certain high school records and recommendations by the Admissions Office; reco mmenda tions by the Job Placement Office; and particular information about academic performance of former students and their current addresses and activities in the Alumni Office. These records contain privileged informa tion and the contents are to be disclosed only in the situations described below. Further, release of lists of students in raci a l, reli g ious, or social ' ? categories based on student records is forbidden. ~ A. Disclosure to Students 1. A student is entitled to an official trans cript of his own academic record, subj ec t only·to the conditions listed below under ~lithholding Informa tion (s e ction G). It i s Coll ege policy th a t other materials in student files are confide n tial. No student is permitted to see the transcri p t or academic re60td of an ot he r student without written permission by the person whose transcript is involved. A student has the right to inspect his academic record (from which transcripts ar~ made) and is entitled to an expl a nat ion of any information recorded on it. When the ori ginal is shown, examination is p e rmitted only under conditions which will prevent its~teration or mutilation. Students who wish to request copie s of their transcript must do so in writing. Telephoned requests fro m gradu a ted students will be honored only at the discretion of the Registrar. ,I 20 Documents submitted by or for the student in support of his application for admission to Swarthmore are not returned to the student, nor sent elsewhere at his reque s t. In exce p tional c ase s, however, where another transcript is unobt a inab le, or can b e secured only with th e greatest difficulty, copies may be prepare d and released upon the written request of the stude n t. �-~- 30 The fin ancial records held by the Advisor of Finan cial Aid, the r e cords 9n d, sciplin a ry a nd other actions held by the Offic e of the i Deans; and th e medical records held by the Colle ge phys~cian are to be disclosed neither to the student himself nor any other student. 40 Iitformation in alumni files concerning current address or dealin g with matters submitted by the alumni for publication in the Alumni Bulletin i5 _ public information and c a n be obt a ined by students. ' I Other information in is completely confidentialo Bo Disclosure to Faculty and Administrative 10 Faculty and administrative officers of the College who have a legitimate interest in the materials of fil~6 on students and who demonstrate a need to know are permitted to look over the acade mic record of any student. The contents of the official academic r e cord of a stud en t are not sent outside the Office of the Registrar e x cept in circumst ances specifically authorized by the Registrar. Normally a permanent record never leaves the Office of the Registrar since copies can readily be made. 2. Non-academic records of students are not disclosed to faculty members except under extraordinary circums tanc e s in which the need for such records in order academically to aid the student can be clearly demonstrated. 3. Non-academic records of students are not disclo sed to administra tive officers excep t as they pursue their assigned duti~s. C. Di s clo s ure to Parents, Education al Institutions, and Other Agencies 1. Grade reports are routinely released to parents or guardians without prior approval from the st udent unle ss the student is over 21 or , married and requests that his reports be withhe ld. Requests from other ins t itutions of learning for transcripts or other academic information must be accompanied by a written release from the studento 2. The Office of Financial Aid routinely reports the a cade mic prog ress of students su pp orted by public of private agencies providing schol a rship assistance to students unless specifically requested not to do so by the student. 3. The materials in a student!s placement file (should one exist) is releas ed to prospective employers for the purpose of placement only when the student requests such release or when it is clear that the prospective employer's request is the result of an application for employme nt by the student. � 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 Privacy of Members of the College Community [draft] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Frederic Pryor Jerome Wood Date A point or period of time associated with an event in the lifecycle of the resource [1971] Format The file format, physical medium, or dimensions of the resource PDF Faculty FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/36208766e8a95915ae7951a5feb02164.pdf 362546b5cd374b24390fc0e5d3922a01 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 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 Professor Unsurprised by FBI Surveillance Description An account of the resource Black Students: African American/Black Studies Creator An entity primarily responsible for making the resource Paul Levy Kitsi Burkhart Publisher An entity responsible for making the resource available Philadelphia Bulletin Date A point or period of time associated with an event in the lifecycle of the resource 03/21/1971 Format The file format, physical medium, or dimensions of the resource PDF Faculty FBI http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a5ecc3199990b5a190e79574571082f2.jpg 5a109ee764bdbbf978e4711ba53407b5 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 Program in Black Studies Creator An entity primarily responsible for making the resource Leonard A. Barrett Asmarom Legesse Ethel Sawyer Frank C. Pierson Date A point or period of time associated with an event in the lifecycle of the resource 1969 Format The file format, physical medium, or dimensions of the resource JPG Black Studies Harold Buchanan Jannette Domingo Marilyn Allman (Maye) Marilyn Holifield Michael Graves http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c76a40ddcba87ba0770bf7a34b831721.jpg 5ff19b851add0c21253b983c5022f406 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 Propaganda and the Press Creator An entity primarily responsible for making the resource Phoenix Publisher An entity responsible for making the resource available Swarthmore College Date A point or period of time associated with an event in the lifecycle of the resource 02/04/1972 Format The file format, physical medium, or dimensions of the resource jpg SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/992042624bf187dcfa1e320d3791ab18.pdf e040d3a6f61364fd8629fa79f41a2aee PDF Text Text DRJl.FT . 1/3:/69 B ' copi e s (Prop ersed- Minute of Boac_d,- of Nanage rs Swarthmore College) COURTNEY CRAIS SMITH The Board of Managers of Swarthmore College records with sorrow and reverence the death of Courtney Craig Smith on January 16, 1969, in his sixteenth year of service as President of the College. During that time he further elevated the academic standards of the College, oriented its ad.TTlissions policy to the seeking ou't of stUGents with leadership probabilities, attracted and maintained a strong with emphasis upon interest in teaching uls .t.,aad . ~ ar~d vigorous faculty, and inHis if re3earch, tensified the interest and loyalty of the Alumni in the College. vision led to a well timed, critical study of Swarthmore's place in the academic world and the development of academic, structural, and other changes necessary to the achievement of future educational goals of the College. The successful development and building programs, changing the face of the campus, reflect the faith of all in his leadership, which sought and required excellence in all areas. He was a man of wide interests and activities. His leadership was recognized and his influence was felt far beyond the Swarthmore campus not only in his administration of the United States Rhodes' Scholarship activities, but in his association with two additional scholarship groups, two financial institutions, one foundation, two other colleges, three civic groups, and three professional organizations. The esteem in which others held him is shown by the honorary (~.. t' ( f!\.oiA.,. degrees conferred 1t~~..v-fUt&~~~~. l ~fff't~ o~ him by eight othe ~Ainstit~ tions ing,t nd by those in responsible posit~ons ~~~~, of hig r learn- I~ wh sought his counsel. �All of his off-campus activities enhanced the standing of the College. He and his iwmediate fa~ily became members of Swarthmore Monthly Meet- ing of the Religious Society of Friends, whose beliefs and tenets he had practiced for many years. The College was fortunate that his wife, Elizabeth, actively supported his activities and generously shared him with the world. Courtney Craig SmiLh entered this world superbly endowed with God-given extraordinary intellectual capacity, great physical strength, and boundless energy. He will De remembered because he unfalteringly and unstintingly dedicated these gifts to the service of mankind and because of his compassion and love of others. He was sensitive and responsive to other views, and could readily relate himself to all people. ~tanding. He could carryon with sincere patience, tolerance and underHis self-discipline ·and dedication to purposeful ends, howHis unique ever, held these characteristics within useful bounds. thoroughness and deliberatep:-ocesses insured his seemingly uncanny ability to move in the right direction. that decis.ions were implemented. His determination insured These qualities, together with his courage and vision provided the leadership which we will miss so greatly. All are better for having known him. � DRJl.FT . 1/3:/69 B ' copi e s (Prop ersed- Minute of Boac_d,- of Nanage rs Swarthmore College) COURTNEY CRAIS SMITH The Board of Managers of Swarthmore College records with sorrow and reverence the death of Courtney Craig Smith on January 16, 1969, in his sixteenth year of service as President of the College. During that time he further elevated the academic standards of the College, oriented its ad.TTlissions policy to the seeking ou't of stUGents with leadership probabilities, attracted and maintained a strong with emphasis upon interest in teaching uls .t.,aad . ~ ar~d vigorous faculty, and inHis if re3earch, tensified the interest and loyalty of the Alumni in the College. vision led to a well timed, critical study of Swarthmore's place in the academic world and the development of academic, structural, and other changes necessary to the achievement of future educational goals of the College. The successful development and building programs, changing the face of the campus, reflect the faith of all in his leadership, which sought and required excellence in all areas. He was a man of wide interests and activities. His leadership was recognized and his influence was felt far beyond the Swarthmore campus not only in his administration of the United States Rhodes' Scholarship activities, but in his association with two additional scholarship groups, two financial institutions, one foundation, two other colleges, three civic groups, and three professional organizations. The esteem in which others held him is shown by the honorary (~.. t' ( f!\.oiA.,. degrees conferred 1t~~..v-fUt&~~~~. l ~fff't~ o~ him by eight othe ~Ainstit~ tions ing,t nd by those in responsible posit~ons ~~~~, of hig r learn- I~ wh sought his counsel. �All of his off-campus activities enhanced the standing of the College. He and his iwmediate fa~ily became members of Swarthmore Monthly Meet- ing of the Religious Society of Friends, whose beliefs and tenets he had practiced for many years. The College was fortunate that his wife, Elizabeth, actively supported his activities and generously shared him with the world. Courtney Craig SmiLh entered this world superbly endowed with God-given extraordinary intellectual capacity, great physical strength, and boundless energy. He will De remembered because he unfalteringly and unstintingly dedicated these gifts to the service of mankind and because of his compassion and love of others. He was sensitive and responsive to other views, and could readily relate himself to all people. ~tanding. He could carryon with sincere patience, tolerance and underHis self-discipline ·and dedication to purposeful ends, howHis unique ever, held these characteristics within useful bounds. thoroughness and deliberatep:-ocesses insured his seemingly uncanny ability to move in the right direction. that decis.ions were implemented. His determination insured These qualities, together with his courage and vision provided the leadership which we will miss so greatly. All are better for having known him. � 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 Proposed Minute of Board of Managers Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Board of Managers Date A point or period of time associated with an event in the lifecycle of the resource 01/31/1969 Format The file format, physical medium, or dimensions of the resource PDF Board of Managers Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3d723263f2a9997a8af955615abf5d2b.pdf 4728d3f37bfa17a44cc3b08f888a17f6 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 Prospectus Creator An entity primarily responsible for making the resource Chester Home Improvement Project 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 1965 Format The file format, physical medium, or dimensions of the resource .pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c9e11c930e7c7a54dfe5dfc97f8f67d8.jpg f1e98bf5f338ee39c04e0926c40e10e2 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 Protest at Swarthmore Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available The New York Times Date A point or period of time associated with an event in the lifecycle of the resource 01/11/1969 Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7eaa7f43a4a644f6594bfa692d9ced38.pdf 5cce133f62583b06cbccaf1a04b50ac9 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Quaker Way vs. Confrontation Description An account of the resource Box 11, Black Crisis - Newspaper Clippings Creator An entity primarily responsible for making the resource Harry Toland Date A point or period of time associated with an event in the lifecycle of the resource [01/1969] Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1234ac887c62b4f09624a0689264b0ea.pdf 8289668ec1b5ff9a9f374c5653054b6d 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 Quakers won't ask injunction to oust Wade House 'invaders' 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 06/25/1969 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/addd07ab11c02534e0052986a24045c8.pdf aaebc73213fa8221dbeaa7557ff8c02b PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Questions Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [02/19/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/48d2f7ac2d20e9401647673b99c15ee9.pdf 6c922b7990bcfb84626d7ff993109ed0 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 Racial forum slated in Media 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 07/03/1968 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/c070782afe9bb609798bb273747175b2.pdf 33077cc09788de693ebcfa769f63f42c PDF Text Text -= SWART HM DRE COLLEGE PEN N SYLVANIA JUN 11 1969 10 June 1969 SWARTHMORE. PRESiDE N T'S or-Flee: No te: The Americ~n Council on Educ~tion special report referred to on pages 2 and 3 is available in the President!s Office for those Hho di·a !Yot ,_ see it previously. �&~3)O})~l1~~li@rm @if TH~PHON~ ~~rrB(\!~Jfr)l oc!®fin~~~~ 1 R STREET, NORTHWEST, WASHI N '818 GTON, D. C. 20009 (202) 26$-3137 June 3, 1969 Racial Problems and Academic Programs Dear Colleague, ~', The Commission on Liberal Learning and the Commission on Students and Faculty have both been giving earnest consideration to the problems faced by our member colleges in meeting the special needs of black students and the larger responsibility of academic institutions to help close the widening gulf between the dominant majority and racial minorities within the American nation. Those problems are rende,r ed complex and intractable by the inter-· twining of emotional with intellectual fae-tors, as well as by ethical, legal and political considerations. Our efforts to grapple with the problems must, in the opinion of the standing commissions, take account of at least six basic propositions: (1) American educational programs are intellectually defective so long as they rest solely on various interpretations of the European or Greco-Hebraic cul tural heritage. Neglec·t of the cultural experience of minority groups, and especially the Afro-American group, in American society is as indefensible as neglect of the experience of non-Western societies. (2) Racial prejudice, conscious and unconscious, in the dominant majority is in part the result of almost complete lack of contact on equal terms with members of racial rninorities and pervasive ignorance of their contributions to the development of fu~erican society. (3), The general welfare of the nation, no less than simple justice, requires that members of minority groups ~ave equal opportunities with members of the majority group for unfettered self-development and professional achievement. (4) At the same time, the aspirations of the more sensitive and public-spirited members of minority groups will not be satisfied with unlimited opportunities for self-advancement within American society as it is, at the price of turning their backs on their own distinctive heritage and the needs of their less fortunate fellows. They may not wish to be . lifted out of the ghetto but to help lift the ghetto above i tsel f. �Page 2 (5) It is not enough to provide academic programs that will satisfy the above needs and to ensure complete equality ' of access to such programs • . Many members of minority groups not only lack intellectual preparatlcm ... for a worthwhile undergraduate experience but have to surmount grievous psychological barriers to the development of personal identity and self-respect. They need the supp.ort of both fellowship and privacy in their effort to cope with an environment which at the outset is largely alien and to make it their own. More than other students, they need a sense of being rn~.pters of. their own destiny, a sense of that power·of choice whose absence is the most degrading and debilitating characteristic of an underprivileged status. Surely this is a large part of what black students are saying when they speak of "black power" and "decolonization of the mind." (6) The nation owes a debt of gratitude to its minorities for giving a fresh and morally compelling impetus to the movement for restoring relevance to academic programs, not in any trivial or opportunistic sense but in the sense that the worth of an educational system is ult imately measured by the quality of the society it serves. Many colleges and universities, foundations and other agencies, public and private, are striving to respond to the challenge by dev ising black studies programs and related enterprises -- with or without full appreciation of the practical difficulties to be overcome and the intricate inter-relationships of the factors involved. The Association of American Coll eges is anxious to play its part without adding to the confu sion by duplicating and competing with the endeavors of other organizati on s. We believe that a broad range of imaginative experiments n eeds to be coupled with a concerted effort to coordinate them under a co~non st rategy. We therefore welcome the decision of the F.merican Council on Education to make the theme of its 1969 annual meeting "The Campus and the Racial Crisis." We understand that, in preparation for that meeting, the Council is assembling a mass of relevant information such as has hitherto been lacking. I should like to commend to your attention the en clo sed Special . Report on "Bl ack Studies Programs and Civil Rights," which endeavors to classify the various kinds of activities that are emerging under the gen eral rubric of black studies and to summarize the issu es that remain to be resolved. I believe Y9u will find the report illuminating and )h elpful , but I should also be grateful if, between now and yuly 1st, �Page 3 the light your own !you would examln;' it critically in significantof ss ues have experience and let me know if you think that any i be e n omitted. It would be helpful if you would go on to outlin e any programs or projects in this area which your institution h as und e rt·aken, has in contemplation, or would wish to recommend for cooperative action. The aim of the exercise is to ensure tha t any 'cQPcerted ~ttack O F). the problem s in que st ion takes full account of the distinctive functions and potential contributions of liberal arts colleges. Cordially, ';\c~~rd Enclosure J:~,,4I/1Jvf~ H. Sullivan President / � -= SWART HM DRE COLLEGE PEN N SYLVANIA JUN 11 1969 10 June 1969 SWARTHMORE. PRESiDE N T'S or-Flee: No te: The Americ~n Council on Educ~tion special report referred to on pages 2 and 3 is available in the President!s Office for those Hho di·a !Yot ,_ see it previously. �&~3)O})~l1~~li@rm @if TH~PHON~ ~~rrB(\!~Jfr)l oc!®fin~~~~ 1 R STREET, NORTHWEST, WASHI N '818 GTON, D. C. 20009 (202) 26$-3137 June 3, 1969 Racial Problems and Academic Programs Dear Colleague, ~', The Commission on Liberal Learning and the Commission on Students and Faculty have both been giving earnest consideration to the problems faced by our member colleges in meeting the special needs of black students and the larger responsibility of academic institutions to help close the widening gulf between the dominant majority and racial minorities within the American nation. Those problems are rende,r ed complex and intractable by the inter-· twining of emotional with intellectual fae-tors, as well as by ethical, legal and political considerations. Our efforts to grapple with the problems must, in the opinion of the standing commissions, take account of at least six basic propositions: (1) American educational programs are intellectually defective so long as they rest solely on various interpretations of the European or Greco-Hebraic cul tural heritage. Neglec·t of the cultural experience of minority groups, and especially the Afro-American group, in American society is as indefensible as neglect of the experience of non-Western societies. (2) Racial prejudice, conscious and unconscious, in the dominant majority is in part the result of almost complete lack of contact on equal terms with members of racial rninorities and pervasive ignorance of their contributions to the development of fu~erican society. (3), The general welfare of the nation, no less than simple justice, requires that members of minority groups ~ave equal opportunities with members of the majority group for unfettered self-development and professional achievement. (4) At the same time, the aspirations of the more sensitive and public-spirited members of minority groups will not be satisfied with unlimited opportunities for self-advancement within American society as it is, at the price of turning their backs on their own distinctive heritage and the needs of their less fortunate fellows. They may not wish to be . lifted out of the ghetto but to help lift the ghetto above i tsel f. �Page 2 (5) It is not enough to provide academic programs that will satisfy the above needs and to ensure complete equality ' of access to such programs • . Many members of minority groups not only lack intellectual preparatlcm ... for a worthwhile undergraduate experience but have to surmount grievous psychological barriers to the development of personal identity and self-respect. They need the supp.ort of both fellowship and privacy in their effort to cope with an environment which at the outset is largely alien and to make it their own. More than other students, they need a sense of being rn~.pters of. their own destiny, a sense of that power·of choice whose absence is the most degrading and debilitating characteristic of an underprivileged status. Surely this is a large part of what black students are saying when they speak of "black power" and "decolonization of the mind." (6) The nation owes a debt of gratitude to its minorities for giving a fresh and morally compelling impetus to the movement for restoring relevance to academic programs, not in any trivial or opportunistic sense but in the sense that the worth of an educational system is ult imately measured by the quality of the society it serves. Many colleges and universities, foundations and other agencies, public and private, are striving to respond to the challenge by dev ising black studies programs and related enterprises -- with or without full appreciation of the practical difficulties to be overcome and the intricate inter-relationships of the factors involved. The Association of American Coll eges is anxious to play its part without adding to the confu sion by duplicating and competing with the endeavors of other organizati on s. We believe that a broad range of imaginative experiments n eeds to be coupled with a concerted effort to coordinate them under a co~non st rategy. We therefore welcome the decision of the F.merican Council on Education to make the theme of its 1969 annual meeting "The Campus and the Racial Crisis." We understand that, in preparation for that meeting, the Council is assembling a mass of relevant information such as has hitherto been lacking. I should like to commend to your attention the en clo sed Special . Report on "Bl ack Studies Programs and Civil Rights," which endeavors to classify the various kinds of activities that are emerging under the gen eral rubric of black studies and to summarize the issu es that remain to be resolved. I believe Y9u will find the report illuminating and )h elpful , but I should also be grateful if, between now and yuly 1st, �Page 3 the light your own !you would examln;' it critically in significantof ss ues have experience and let me know if you think that any i be e n omitted. It would be helpful if you would go on to outlin e any programs or projects in this area which your institution h as und e rt·aken, has in contemplation, or would wish to recommend for cooperative action. The aim of the exercise is to ensure tha t any 'cQPcerted ~ttack O F). the problem s in que st ion takes full account of the distinctive functions and potential contributions of liberal arts colleges. Cordially, ';\c~~rd Enclosure J:~,,4I/1Jvf~ H. Sullivan President / � 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 Racial Problems and Academic Programs Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Association of American Colleges Date A point or period of time associated with an event in the lifecycle of the resource 06/03/1969 Format The file format, physical medium, or dimensions of the resource PDF Black Studies President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/437a6c67a121e7d675a09e637ba2df75.pdf b3a176f5c31567313fa288f995337523 PDF Text Text I I Swarthmore College Swarthmore, Pennsylvania 7 January 1970 Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest to the faculty and students. Gilmore stott Chairman �SWARTHMORE COLLEGE Swarthmore, Pennsylvania 5 January 1970 Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201 425 Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C. Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~ �-2- The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful. �-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined. '~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If (from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented. �-4" The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ---- �-5" kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies. l~t �-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:., 1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs. . 2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group. 3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours. If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants. �-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results. �.... .. " -8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . , ~, As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor. 1: That increased scholarship funds be made available to support Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70 � I I Swarthmore College Swarthmore, Pennsylvania 7 January 1970 Memorandum To: From: Fa cuI ty and Students Ad Hoc Black Admissions Committee The attached Memorandum to President Cross comprises AHBAC's recommendations concerning- Black admissions policy at Swarthmore. It is felt that the report will be of interest to the faculty and students. Gilmore stott Chairman �SWARTHMORE COLLEGE Swarthmore, Pennsylvania 5 January 1970 Memorandtun To: From: Subject: President Robert D. Cross Ad Hoc Black Admissions Committee Recommendations con6erning Black admissions policy The faculty action of last January which established AHBAC included in its responsibilities: "To review admissions standards and procedures involved in evaluating black applicants, to recommend standards and procedures to be applied to black applicants, and in particular to propose means for implementing black admissions policy. Specifically, the committee shall also review and make recommendations concerning the College's geographical pattern of recruitment of black and other minority group students. II "To prepare reports as it sees fit." Last spring, at the request of the Curriculum Committee, AHBAC provided comments and recommendations concerning the report of that Committee's Sub-Committee on Post-Ehrollment Education. This Memorandum constitutes a report in response to the charge from the faculty which is quoted above. Endorsed by all members of the Committee, the report is based on a working paper concerning policy prepared last summer by Don Mizell '71 at the request of AHBAC. We point out, also, that the report was prepared after consultation of numerous written materials in the field of Black admissions, and conversations between the Committee and the following consultants: Dr. Donald M. Henderson, Director, Experiment in Higher Education, Southern Illinois University, East st. Louis, Illinois 62201 425 Dr. Andress Taylor, Department of English, Federal City College, Second Street, N. W., Washington, D. C. Robert Kirkpatrick, Assistant Dean of Admissions, Wesleyan University, Middletown, Connecticut Harold Davis, Office of Admissions, Wesleyan University The Committee makes this report so as to provide a way of implementing the policy of the faculty as it is stated in the actions concerning Black admissions taken last January. If questions occur about procedures to be used in carrying out these recommendations, we ask that such questions be discussed with the Committee, and that comments about policy issues which may arise be brought back to the Committee. We encourage discussion of our report, and would respond to proposals that may be brought to us which ask for further deliberation or review~ �-2- The educational system still makes the mistake of judging students by their past, ~egardless of how miserable or hopeless it may have been, rather than on their fUtu~e or promise. Sociological sophistication and misplaced compassion may sometimes be as damaging as insensitivity and prejudice. A system of higher education resigned to failure because its potential clientele is the product of ghettoes, slums and/or broken homes becomes an accomplice in victimizing stUdents. The colleges and universities, more than any other level of the American educational systam, , have exhibited inertia, lack of inventiveness, and lack of openness to pedagogical innovation. Horace Mann Bond, Dean of Education at Atlanta University, was justified in saying there is no question that "the universities will be sorely pressed to attempt to comply with the demands of the Black students while clinging to their traditional procedures and formulations: It The Committee is not in a position to chart out what specific changes in method or content of instruction may be called for as students from this different kind of experience and background come in larger nUmbers to colleges such as our own. we do point out that inclusion of a new type of student implies serious consideration of new approaches to educational method and content. We emphasize that we sharply distinguish between this advice, and any euphemism for a predicted "lowering of standards II. The College now has some rather clearly defined standards of admission, but very few precisely stated standards of educational accomplishment. Such standards as exist, for example percentage going on to respectable graduate schools, are certainly not incontrovertible. The new situation is a ~amic situation, bringing with it opportunities to reexamine the goals of a Swarthmore education and those all-important standards of educational achievement which now remain largely undefined. This will enable us to revitalize an educational tradition which, despite acknowledged virtues, has grown too static. The new type of student asks new questions, does not take for granted the relevance of our standard forms of approach to the problems of understanding and of action as seen from his perspective, In broad outline, we understand this perspective to imply the following: this new type of student will demand a more integrated and problem-oriented curriculum -- a curriculum which combines theoretical and practical concerns and brings knowledge and methods acquired in diverse academic disciplines to bear upon the solution to specific problems confronting these stUdents. We encourage faculty receptivity to these new stimuli which we expect from the inclusion of a larger Black student group. At the same time we expect that these students, faced with the more traditional approach to liberal education now largely represented by the Collegels fac\ll.ty, will benefit from a confrontation with that approach. We believe that this will create a new and dynamic mixture of the College community which has a great potential for a more challenging and stimulating educational experience. Our admissions officers and counsellors should actively advise the faculty not simply on how we can teach these young people to learn our way, but on how their perspectives can change and enliven our way. With a new Office of Research Support, we expect its functions would include the seeking of evidence on the effectiveness of educational methods, both old and new, with respect to students of different backgrounds. Such control and feedback is of the utmost importance i f we want our program to be successful. �-3Those few colleges which have explored new criteria for determining the potential of, Black students (generally lower-class) for success in studies at White colleges, -have been pleasantly surprised with their academic performance. Doxey Wilkerson, educational research specialist at Yeshiva University, has observed that IfThe early experiences of these colleges show that the black students they considered high risks have quite frequently performed as well as did their regularly admitted classmates. Clearly, many of these students lack the money, the test scores or the high school preparation to compete on an equal footing for space in college. There is far less evidence to indicate that they lack the ability, the talent or the desire to succeed at college -- even according to the standards by which college is so generally determined. '~oreover, evidence mounts to prove that the 'cultural deprivation' hypothesis is bankrupt. Like its predecessor, the doctrine of 'genetic inferiority', it is untenable as an explanation for the prevailing academic retardation among students from the ghetto. When provided with learning experiences appropriate to their developmental needs, these students, despite their impoverished economic background, do learn effectively. Their academic failure must be attributed in large measure to inappropriate learning experiences in school. If (from Compensatory Education for the Disadvantaged) In addition Kenneth Clark, in a study done for National Scholarship Service and Fund for Negro Students, found that SAT scores either fail alto~ gether to predict academic performance of Black students at integrated colleges, or else underestimate their performance as compared to W hites. We should not, however, dismiss tests as completely irrelevant, as they do give some minimal indication of basic skills for reasoning with words and numbers that a student has acquired, presumably as a consequence of having gone to school. If he appears to be deficient in these skills and if we believe such skills have some relevance to success in college, then it is important that we become aware of these deficiencies, so that we can take specific remedial action as early as possible. We add the caution, however, that the standard pre-college tests do not offer information about these students' total potential, and offer no more than limited information about academic potential; such tests therefore should not be used to deny admission to a disadvantaged Black student, though they may serve as a guide for the nature and direction of our support programs. If -- as is argued by most of our consultants and the various sources we have explored -- tests reflect a strong cultural bias, i.e. White-middle class, then they are not adequate for measuring the potential of candidates whose experiences fall outside the tests' orientation. What, then, are some functional alternatives. The Committee's information indicates that colleges have to re-examine some fundamental assumptions about talent, creativity, and ability, and how these factors are related to admissions decisions. One question we should consider is whether we seek candidates whose records and credentials point only in the direction of academic achievement, or whether we are interested in those candidates whose priorities are more creatively oriented. �-4" The committee believes we will find greater success, including 'academic success , if we concentrate ,on the latter type candidate. There is latent academic talent and creativity tha~is not shown at the high school level, because such accomplishments are not as much acknowledged and praised by peers as other endeavors. If a Black candidate has heretofore been applying his talent and creativity effectively in other areas, this does not mean he cannot do satisfactory academic work at Swarthmore. The current admissions process slights emotive and motivating factors in favor of intellective factors; but the former ' are equally important, frequently more important, to the success of the Black s tudent. We suggest that our predictive criteria' .should consist of both intellective and non-intellective factors; and that our predictive criteria have broader concerns than academic achievement alone. The goal should be more than possession of superior aptitudes and abilities, and more than superior academic achievement; it should include actualization of the self in accomplishment. In the long run we want to identif.y those who in their own way will succeed. We wish to promote the self development of young people who will create and contribute to the improvement of the system -- not merely conform to it. That is to say, we are interested in the potentially scholastically competent who are also creatively oriented. Wallach (a Swarthmore graduate) and Wing, in a book called The Talented Student, comment: "Scores on achievement tests respond to systematic, intense, enlightened instruction and encouragement ••• but ••• such an authoritarian atmosphere, firm in discipline and over-control in children in more 'privileged' families may stifle creativity ••• (whereas) ••• the greater independence and non-conformity of the disadvantaged who succeed academically enables them to grasp the meanings and implications of experience •• " Locating such talent necessitates taking into consideration the ecological field in which the candidate must operate, and the obstructive forces preventing him from realizing his full capabilities. Kenneth Clark writes: "Academic aspiration, achievements and creativity are not only a function of intellect but in a more complex and definitive way, a function of the individual's image of himself, what he has been told about himself, what is expected of him, and what he has accepted as the essence of his identity from childhood through adolescence. There is a complex relationship between expectation and social ego learning." If a student is rewarded for accomplishments as a leader but finds no such responses as a scholar (given the remnants of the internalized inferiority complex derived from insecurities about the integrity of differences projected by White culture), he will consequently excel at being a leader, which of course does not eliminate the possibility of academic talent. Dr. Don Henderson points out that often the student lacks perspective on what colleges can mean. This lack of perspective, and consequent need for an extended period of adjustment, have all too often been mistakenly interpreted as lack of motivation, as low aspiration or absence of self-confidence on the part of the stUdents. It seems likely, then, that a talented student who is operat. ing from this vantage point may only seem to be an unlikely prospect for Swarthmore. ---- �-5" kind of qualities should we look for in a candidate coming from a background sC? different from the usual applicant? The Committee proposes that the most productiv~ method of assessing talent is by evaluating the person as a whole. A student who displays confidence, self-assurance, self-assertiveness in situations of his own choosing; a student who has high levels of energy channeled effectively in whatever endeavor; who is vigorous and spontaneous, persistent and resourceful in the face of social obstacles; who can be realistic about himself, seeing himself objectively and analytically so as to assess the si tua tion when "things go wroni"; such a . student is a good prospect for Swarthmore. This, generally speaking, would be the candidate who achieves via independence as opposed to the one who achieves via conformity. We should seek to answer questions such as: how has he fared relative to his environment's needs and standards? what has he achieved? what is his image of himself? what impression does he make on others (recommendations should, however, be used cautiously unless the person evaluating the candidate has a good knowledge of Swarthmore)? ~\fe should look for personality factors such as a) motivation, b) toughness, c) sense of self-adequacy and self-knowledge, d) ability to argue a point effectively (either orally or in writing), e) creativity, f) originality, g) an inquiring habit of mind, h) sense of identity, i) sense of destiny, j) likability, k) imagination, 1) aspiration -- placing no pre-conceived priority on one of these qualities over the others. 3ecommendation 1: The criteria indicated above should be given priority in reaching decisions concerning Black admissions. There should be heav,y reliance on interviews and letters of recommendation which give evidence of the personality factors which have been described. Adhering to the criteria described above rather than to conventional 'standardized' criteria will we believe produce a student who has the capacity to make it here, but who may initially be deficient in some skills. It is our view that active recruitment of such lower-income academically disadvantaged youth does not need to lower standards at all, if a transitional adjustment period is provided prior to the undertaking of regular course work. There is no need to lower standards if we postpone application of the standards until the students have made a reasonable adjustment, after which the regular standards can be applied. We propose, therefore Recommendation 2: Establishment of a summer pre-enrollment program which would be required of all students judged to be in need of it. The summer program would be designed to increase proficiency in reading, writing, concept mastery, and argumentation; to ease difficulties of social and academic adjustment; and to instill confidence for the coming year. The program ought to emphasize understanding of the Black experience, in an attempt to combat same of the destructive information the student has internalized about himself; and this process will enhance the student's ability and willingness to learn. By making the program directly relevant to the student's experience, he not only gains information but also sharpens the skills necessary for college studies. l~t �-6If it "is feasible, we would favor undertaking such a . .sununer preenrollment program in cooperation with Haverford and Bryn Mawr. It is felt that a combined p~ogr~· might well be more stimulating and more socially interesting than a program limited to our own students. In budgeting for such a program, we point out that for same students an allowance, to help compensate for summer employment foregone, would be desirable. Because the problem of I stigma I. cannot exist until the rest of the student body is present, a fairly structured, intensely academic program can be implemented. We recommend that it be de-centralized and personalized, emphasizing tutorial instruction. 1{hen the fall term begins, support would shift to a flexible program built around individual tutoring, under the supervision of the counsellor to Black students. While the sununer program would have a strong academic emphasis, counselling on a personal level would be provided to counteract the negative anddestructive elements in the lives of the students; indeed, some argue that this emphasis is likely to be more productive in preparing the student for college than any other effort. It is imperative that during the adjustment period the students have capable and continuing support in bridging the gap between themselves and the Swarthmore system. The difficulties to be encountered are products of varying combinations of factors, and within a given sub-group ~he circumstances and contributing factors may vary as much as they do between subgroups. Individual counselling is essential. Finally, some words of caution:., 1) Swarthmore must not ask of them a degree of change far greater than any Swarthmore is willing to make to respond to their needs. . 2) We must discard the notion of these students being pathological deviants. They are different. They have strengths and vleaknesses. Let us recognize the strengths and eliminate the weaknesses. We suspect it will be found that this group does not exist as a unitary group but as a multi-variant group. 3) We must avoid seeing them as potentially middle-class stUdents. They are different, but they can gain the skills necessary to succeed here in whatever manner they deem feasible. We can analyze some of the compensatory programs already in operation to determine the specific character of ours. If we see the cogency of the above proposals, we must be aware that reaching and recruiting this kind of student will necessitat.e some changes in admissions procedure. Experiences of Black students prior to college are generally quite different £rom those of White stUdents. This fact strongly implies that these differences hinder a fair admissions process so long as the process selects candidates with a single set of criteria in mind. A more constructi veapproach would be to compare the strengths and qualifications of Black students within the Black applicant group. We therefore propose: Recommendation 3: That changes in admissions procedures be made which are necessary to ensure admittance of the best qualified applicants identified by this process. Applicants in this group should be compared with each other, and the criteria applied should be relevant to the experiences of the applicants. �-7Such an approach would be a positive step toward assessing the adequacy of the aforementioned variables for predicting success for this type cf student. By selecting a student on the basis of his qualifications compared to those who have had fairly ·s~ilar experiences, we can be assured of enrolling the most promising candidates. At the same time we would further explore an area that has as yet to yield hard and fast data on more relevant criteria for judging Black students. We should not, however, simply select students on the basis or how they look when compared to others in the applicant pool. We should also be concerned with how a student fared relative to the conditions he was faced with. Finding a balance between inte~ and intra-evaluational criteria will probably result in a stronger Black student population. The committee recognizes there are certain limitations on the number of unconventionally qualified students that can be admitted. This circumstance should not, however, place limitations on the total number of Black students admitted to the College, many of whom will be part of the larger pool of conventionally qualified candidates. We propose: Recommendation 4: That the practice of admitting unconventionally qualified Black students be continued. Recommendation "5: That conventionally qualified Black applicants be offered admission regardless of the target number for Black students for a particular year specified in faculty actions of January 1969. Our new directions may, however, meet with frustration if we are unable to attract Black students to attend Swarthmore. This is a definite possibility, since 1) Swarthmore lacks charisma in the Black community, and 2) other colleges are making increasing efforts to recruit. We therefore propose: Recommendation 6: That there be more comprehensive recruitment to increase Black admissions candidates; and that there be use of student help to make this possible. This Admissions Office should utilize more fully the resources of the Black student population through their organization, SASS, to encourage such students to attend here. Designated individuals, for missions agreed upon, should be paid for their services. The rationale is simple: Black students have an intimate knowledge of the kinds of experience of young high school Black students, and subsequently of their concerns and questions about college in general, and White colleges in particular. Moreover, they can convey their impressions of what it is like to be Black at Swarthmore in a much more effective and persuasive manner than would be possible for someone who is not a Black student. Wesleyan, Northwestern, Br,yn Mawr, Antioch and Harvard have adopted this method and the results have been impressive. Recruiting forays into the South, Southeast and Northern urban. ghettoes ought to produce many more applicants per year. We should contact at least 3,000 students a year. But physical recruiting is only one aspect: correspondence with prospective students, hosting them when on campus and evaluating them in interviews are all avenues that students ought to be involved in, for greater results. �.... .. " -8In addition, alumni and lihite students might be used more extensively when Black candidates turn up in their respective areas. When "possible we should encourage the students and their guidance counselors to visit the campus, making funds ~ avail~ble for on-campus meals and lodging. This latter especially will enhance our visibility and charisma in the Black community. If we are dealing with a candidate from a school with which we have had no previous contact, and if we find the candidate unacceptable for admission, we ought to explain why, so that we keep lines of faith and communication open with the people who recommended him, in order to have a source for future reference • . , ~, As a postscript to the matter of recruitment, we mention as a point of information that during the past summer Don Mizell '71 wrote, at AHBAC's request, a promotional brochure for Black admissions, entitled "Black at Swarthmore". The brochure received AHBAC's unanimous endorsement, and is to be published by the College and the Office of Admissions in the near future. The students we are referring to will have greater financial need than we are currently able to provide, since -- with significant numbers of high need students -- the total scholarship need is likely to move up sharply. We therefore propose: Recommendation tIns endeavor. 1: That increased scholarship funds be made available to support Further, there are many potential transfer students who, if given the opportunity, could make a meaningful contribution to the life of the College. We believe there are ways of increasing the number of such transfers in ways that would avoid "raiding" predominantly Black institutions. lie therefore propose: Recommendation 8: A new policy which will facilitate the admission of Black transfer students, waiving the financial aid restriction in cases where this can be done with the agreement of the institution from which the student comes. It is obvious that the issues covered in this report are interrelated; any proposals that this committee would make that did not acknowledge this fact would be short-sighted. We must recognize that a commitment to the principle of educating economically disadvantaged Black students will necessarily mean some restructuring of the entire admissions procedure; it will mean a greater expenditure of money to make our efforts successful (if we are serious); and it will require a psychological readiness on the part of those at this college to deal with the new experience that is inevitable if we implement our plans. If we are only half-serious or half-committed to providing a quality educational opportunity to those who might otherwise be denied it, we should be frank to say so. But we must be aware that elitism threatens to take chances both with the quality of education and with the welfare of our society. William P. Cline Uwe Henke Franciena King '72 Asmarom Lagesse Don Mizell '71 Jean Perkins Alan Robin '70 Gilmore Stott (Chairman) Delmar Thompson '72 Aundrea ifui te '70 � 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 Recommendations concerning Black Admissions Policy Description An account of the resource Ad Hoc Black Admissions Committee Date A point or period of time associated with an event in the lifecycle of the resource 01/05/1970 Format The file format, physical medium, or dimensions of the resource PDF Alan Robin Aundrea White (Kelley) Black admissions Delmar Thompson Don Mizell Faculty Franciena King President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/6f5416a6bd2c40b13cb5520106bfee8d.pdf f2243efed64c5df24035ab66818f6e4a 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 Recreation assistance is needed 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 07/06/1968 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/814a0fac767d8672cdc9a97247c8ce0b.pdf bfca207497bd585391fed8e0af11a7c0 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Recruiting Disadvantaged Students 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 08/14/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon John Morrow http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4bfef1a6a314ac3aff40c8feffbf47ce.pdf cf3d51628e9bf3ccb0bb751b9a53dc92 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 Reforms Flounder Amid Disinterest, Cumbersome Bureaucratic Procedures Creator An entity primarily responsible for making the resource Phoenix Chris Edley 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 05/10/1972 Format The file format, physical medium, or dimensions of the resource jpg Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4057e2436a5fd527223fc75692059ac2.jpg e0819bf56170953764c521374c93cb7f 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 Report Calls for Black To Head Support Program 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 04/22/1969 Format The file format, physical medium, or dimensions of the resource jpg post-enrollment support