42 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a4174b5f6ab1867e96fc3f7e697050ec.pdf 37b5dc4ed2cdf23c1e4aaa4e722106ab 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 College Council Encounters Powerful Black Opposition 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 12/04/1970 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8b7606a6ccb1993515d584d8d1e433ce.pdf 07d082e0473bad329c6d0d545622afad Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Documents from the Franklin and Marshall archives regarding Samuel R. Jordan, Jr. Source A related resource from which the described resource is derived Franklin and Marshall Christopher Raab Description An account of the resource During the 1969 sit-in, journalist Drew Pearson wrote an article falsely connecting Franklin and Marshall alumnus Samuel R. Jordan Jr. to the SASS action. The documents in this collection provide information on Jordan, particularly his court proceedings in Lancaster that Pearson referenced in his article. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Jordan Surrenders, Begins Jail Term Creator An entity primarily responsible for making the resource Lancaster New Era Date A point or period of time associated with an event in the lifecycle of the resource 12/05/1970 Format The file format, physical medium, or dimensions of the resource PDF Samuel Jordan Jr. http://s3.amazonaws.com/sc-lib-ds-bl1969/original/714f7bc5028152db9986668d83d9474d.jpg 7a26f9666a63c0e7c5d97766e0276669 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 Days Gone By 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 12/08/1970 Format The file format, physical medium, or dimensions of the resource jpg SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/9cf92b097d190168188939d70b781795.pdf da3e9fe0a4ce656334cc064dafba8b8e 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 Police abuse hearings end Creator An entity primarily responsible for making the resource James F. Byrnes Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 12/09/1971 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0f534a2a7f75328d123a31368824e08e.pdf f94e75672cef9b360fe78b3345fef878 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 Gorbey, I'm not that bad Creator An entity primarily responsible for making the resource Joe Sullivan Delaware County Daily Times Date A point or period of time associated with an event in the lifecycle of the resource 12/10/1970 Format The file format, physical medium, or dimensions of the resource .pdf Robert Woodson http://s3.amazonaws.com/sc-lib-ds-bl1969/original/47c1257112406a0069e9403adfef2591.pdf d7c078921cffc7c3646fa01f1fd48437 PDF Text Text �� �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Correspondence re Student counselors, between Robert Cross and William Cline, 12/11/1969] Description An account of the resource Box 2, Cross and SASS correspondence Creator An entity primarily responsible for making the resource Robert Cross William Cline Date A point or period of time associated with an event in the lifecycle of the resource 12/11/1969 Format The file format, physical medium, or dimensions of the resource PDF Aundrea White (Kelley) Ava Harris (Stanley) Don Mizell post-enrollment support President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c6de597e481c37f7004d53175e7f265a.jpg c83315cfbcc14dcc1ccb78b587f9498e 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 Noted Educators to Deliver Addresses on Blacks' Role 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 12/12/1969 Format The file format, physical medium, or dimensions of the resource jpg Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ee738f801d5ee6629e46bb5b902873ee.pdf 6dc4600b0112f145d0c768568a51321d 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 West Indian Exchange Slated For Black Studies in Fall '72 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 12/14/1971 Format The file format, physical medium, or dimensions of the resource jpg Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/8fe177ccfcdbad4a2fc583d08ab8a01d.jpg 37c219924fb7423e5086dd8099603d52 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 Representation Issue Prevents Agreement On Council Proposal 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 12/15/1970 Format The file format, physical medium, or dimensions of the resource jpg President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ad27115f3a67a2baa77035c8f01da0fe.pdf 4b39de6b75d429ea28bccba3f9ab3ab9 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 Black Admissions Decision Expected by Semester End Creator An entity primarily responsible for making the resource Phoenix Ken Roberts 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 12/17/1968 Format The file format, physical medium, or dimensions of the resource jpg Black admissions Frederick Hargadon Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3e197877c2ddef5e59377817f7de1adb.pdf 23e203949ebc7d104557143eea6d91f6 PDF Text Text 12. -12- 19 -5", . '1 · The- TolJ.ow+ng,.J,.s. .a,. ..J,.e-tter-f-:rom "S.tuden-t -Counc i ~ to .Mr. Hargadon l'equcnating a formal channel of communications. be t ween the Admissions policy eommittee a nd SASS. l~ December 1968 To: Mr. Hergadon and members of the hdmissions Committee Student Council The status r of policy relafing to black admissions From: Re: Both~ StUde~t Council and S~SS have cum municated to you their belief that it tA essential that S ~S ~ , in some formal an1 organized way suc~ as th r ough thei r college relations committee, be consulted in questions of policy with respect to Black admissions. l~ould you please inform us as to the status of · these deliberations in your committ~~, of any plans you have for including S ~ SS in these considerations, and of the timeta~l~. under whi~h you are operating on these metter~ • .S. tud~nt Counci I has been informed that the Dean of Admissions has been approached and asked to speak to two outside people wellversed in problems of Black admissions, and that he declined the offer. These . two individuals are Harriet Michel from the National Scholarship Service ~und for Negro Students ani William Adams, the assistant dean at thepri~versity of Pen ~ sylvania. We feel that ~ oth of these people might ~e able to offer helpful insights into our own situation at Swarthmore and that it would be useful for them. to speak to tbe Admissions Committee as well as to interested students. A meeting could be arranged, if you are willing. We would appreciate hearing from you on each of these questions as soon as possible. ~ ha~k you very much for your attention. Sincerely, Ellen Scha 11 Student Council President �~ ln~"'-fonowlng i-s iVl r. 1far gad on'srep1 y ~ecember dent Council. 13, 1968 To: Ellen Schall, Student Council President From: Fred A. Hargadon. Chairman of the Admissions Policy Committee Concerning your letter inquiring about the status of policy relating to the admission of Negro students to Swarthmore College, the follow~ng can be sairl at this time: 1) The Committee will be meeting next week to make final revisions in a tentative statement of policy recommendations to be submitted to the faculty for discussion. It is anticipated that such a discussion will take place immediately after the return from Christmas vacation. After having ascertained faculty views on the matter, we intend to distribute the tentative recommendations to all Negro students in order to ascertain their views on the subject. Hopefully a fi~al policy .statement would then be forthcoming within a week or so after that. This timetable would allow us to take such policy into consideration before making admissions decisions for this year . 2) The reasons why it has taken nearly a full semester to bring forth policy recommendations should be clear to anyone who has read the Phoenix during that period of time. 3) The Committee has (and will continue to do so) consulted all Negro students--including SASS and its members--on matters relating to the admission of Negro students. However, since all of us on the Committ~e c~~ry other responsibilities in the College, we have had to bring our efforts to a conclusion as best we could within the limited time and r e sources available to us. We have patiently waited for repli es to inquiries made in a letter sent to all Negro students last October 21st, but as ye t have received not a sing le reply. (See especially the last two pages of the attached letter; please also not that this letter preceeded your Council meeting of Nov. 6 by fifteen days.) �4 _''' T he ' -Co~", 'rf i" Lt: C' , ·,mc{_ 'tr' h elL - q"c " r i - (;1,- S - , d. ' the 'College ,Re lations C()mr,i it tcc :o f SASS ' on l~'lVembc,__ 3rc:, a t ,,, hic h time ,,'8 di;3cusscd t h ~-,ir jd::.:as (;,', rcc:;.-uitm(:Clt 2nd cnl r,llmenl ( l a t e ;:- i; u bmitt e d t ,,) U 3 in a ~c mn r and u m. ) .,1 5', The Cnrr;;,;i tt c c h as ' sough t l: he Vi C;1.-7S n f (o ther cnll c ge s and univcrsi ti es r cg2':\! ing t he I1~a tt c r at hand u hc):c the ir c:xp c ricnc~s s eemed a p p rn pri atc on~s fo r us to draw u po n . W have al s o cone sulted wit h v ari n us p rog r ams , c ,g. t h e ABC a nd Tr an s itional Yea r prr~g r ams' f cn- inf r,rmation (n p:r (,' grams o f lhat',',a t u;:-c. We have fo un d 1~ r u r cons ul t in g tha~ it i s v~ry easy t o gai ~ gr ~ at n o mbe n; , )i' subjective op~ n i o ~ ~ s , a n d e xtrcITie':'ydi ffic u lt to g ather a riy h'a r'(~n",sed i nfo:!:Tr a t io[l ',".' : racts c o"ccrning 'pr r,grcs s with ri sk pr \3' gr a ms, dcgre;:: of d i fficulty of :Juch prog r ams, c sp": cially fro m co ll eges s i mi lar in their academic p r og ram t o Swarthmore. W have," \vritt E:n to on ,,-\E:si~:; t o n t Dean o f ",dm i ss i n n s a t Pe nn, cc at t he sug ~~2 s t ioi1 of 3 ~1.SS , actd <'1 :'e cx pc:: c ~ing h i s re ply 'tIi th wha t '~ve r pe r tinent i nfo:C,iJa t iO ll he ]--,a.::; b2 Lhei.':: i ~ on th e s ubj e ct. As f Oi' t he i'1:3Si.;' (,]~'P;:( 30" ~ t:: (; orr, : , , ~n (: (" d by SASS ; I hav" ~ ~;p()k e n with ... 'f\ her and sugge s ted tha t \leo: cOLi id rn-:-·r e app:..-opr~at'~ly draw o n her expe ;:-ti se at NSSFUS after S ,):3 r~hfIi O'.:C itself:, :: I-u· ou t h it ;:; faculty , de r id :u the OHle r (Lcd dc::; :'.-c. c ', of i t s i,L! Tities . (NSSFNS is a cl ea ti ng house "'pr.,;c:: ti ,;n fo r Ne E; "'- O .::;<: u duct s thro u g h o ut . the c o untry.) The t en t ati\i\;; recOlTmlcc-.. d<:,tion,s b2 icg dral,J n up by t he Committee wi 11 be in t h re e par t s : U.) :cecol!1n~l ',da ti ()n s con c e r n ing the: rc> c r uit ment and errol lment cf NegrG stuien t s a t Swar t hmo re ; ( B) r e comme n da_ Ot\s (~once:::nin ~; C PJtfl i: ~ (stedent life ;! a:;pects "f ti th e expede nc esof N c ~~;:'o ~turkn t s i n th2 Co llege; an d (C) recomme nd a t ions c o ncer n i ng t he c or'Lllbu tior_s ~"hici l, the Col\egc mi g h t appropr i a te 11' ;nake to'v2 r d enhanc i ng the op por tuni tics , f o r ' Neg r o stude nt s t o ~ r tend col lege in genera l. I woul d emphas i ze tha t th ~ re comme~c J t i o ns th e Committe e is n ow wo rki ng on will be ten t ative and no n e w ill be a d opte d without the provis i o n of o pp ortu n it i e s fo r fu ll d i sc u ss i o n , by the Negro st u d e nt s a lre a d y he r a . S t ncere ly, Fred A. Hargado n 'i \~\\': t \\ ":!t .~: I .: I :\( 6.:; . L1 ", . : 7. i ,.', . ':! I, • • " t! • • ,. .. • • co . .. , ... c ,;I • ~ " .. • ~ .. • • " .1 (' e " C" ~ • t, ,. " " .~ co , '. !I ~ ~ e '.J .. .. " " " .' c ., I' ~ " " • ... • " .. .. " • • • • • • • .. • • .. �; , . 12 , 0ec ember, 196 3 To: Mr. Hargadon a nd m e wb~rs ~f the Ad~ i sslo~~ Commit t e e From: Student Cauntil Re: the appointment of , stud ~ nt~ ~o tt e ~Jmis ~ ~ons comm itt ee 1 he Admis sion s C ommitt ~e has indicated i t s desi re to have stude nts serving on a newly constituted rdrnission3 Po ll ey Committee . Student Council feels that it i s very i:T"lO): i: ant '::h d t these s t uden t s j o in the Admissions Co mm itt ee i n it~ dcllb~r~t i ond as bOGn 23 poss i ble. W wou l d e like to appoint these st ud er.ts nC'.·,', if only fo r a t erm of one semester. Could you p le ase ad vis e us as to yO ll l ,dlJ.i l. . [,[les ~; to meet with s uch students as soon as poss ib le. Th .:; n:: you ver y ~'n"ch ::o r your conside ration. Sj. nc 2re l y~ i I . . :" 1, l ' i ,. . t~ . ~, . . 1:\ \ 'J 'j I' I' I ~ . I ; , Ellen Schal l , president St: u dent Council ,':lee. 13, 1968 To: Ellen Scha ll, Pr e s id eht of Student Council From: Fred Harg adon, C h~ irm a n of t he Adm is s i ons Policy Committee Re: Possible student r e pres ~ ntati on ofi the Adm issions Commi ttee "'-_~~-"-"S- I , it " , ", ', I I i \ .; I , I : 1; ' ! I ' : : :i , ' I - - - Due to the pre ss of other business, the Committee has not had time to fully . explo re th e qu~ ~ti o n of whe ther i t ~bQili l d have s tudent members, or, if so, under ~hat conditions. We br ief ly d i scussed t he matter of stu de nt representati on at th e fir s t mee~i n g of t he year , and while generally favorably disp ose d, came t o no conc l us i on o~ th e matte r. Since the procedure for pla cing· students on f a ~:ul t y ccmm i ttees slJbseq ue ntly underwent a change, the Committee will certain l y wis h t o exp l ore t he question more fully when the o ppo rtunity pr ese ~t s its e lf. Gi ve n the timetable for getting out our recommendaticns on Negro e;Ll:d ent recruitment; I doubt whether we will ge t to the matter of s tude n t rep res e ntat io n be fore second ~emester. FAl1 .. , ~\ �-7- 17 December 1968 Dear Mr. Hargadon and members of the Admissions Committee, Student Council has considered your tentative plans for presenting your proposals tela ting to black admissions and would like to expresfs its conviction that an alternative plan might be more appropriate. It seems essential to us tha·t students, e specially black students, hav e a n opportunity to make cl e ar their position~ OR th e t entativ e prop osals b e for e the faculty mee ts to discuss th e's e proposals . SASS and other black stude ntsha v e not been involve d in formul a ting policy to any significant extent up to this point. We feel that it is important that th ey p a rticipate in making policy; their role should not 'b e limited t 0 that of commentators aft e r th e fact. Furthe rmore, ~t is entir e l y possibl e that these students would not r e ach the same conclusions on these matt e rs as the ran ge of opinions b e cle a r to th o f a culty from th e b e ginning . Th e r e is no r e ason for the f a culty to . hav e to sp end extra time on th e se discussions b e cause it was not initially awar e of the opinions of a ll thos e people conc e rn e d. Student Counci l hopes tha t you will soriously consider its proposal a nd move to make your tent a tive r e port known to all memb e rs of the community a s soon as possibl e . Thank you for y our considera tion. Sinc e rely, Ell en Schall, SC Pre sident •••••••• 0 . 0 0. 0 •• 9 ••••• 0 Q. 000000.000 •• 3 IJ 6 •••• 00 •• 0.00 0 00 Q 0 0 0 0 0" •• 0 ... 'This is th e compl e te corre sponde nce b e tw een Student Council and Mr . Harga d on a nd his Admissi ons Committ ee . It is pres ent e d in the hop e of a b e tt e r insight;.nto the probl ems a t h a nd. Sign e d, Student Council � 12. -12- 19 -5", . '1 · The- TolJ.ow+ng,.J,.s. .a,. ..J,.e-tter-f-:rom "S.tuden-t -Counc i ~ to .Mr. Hargadon l'equcnating a formal channel of communications. be t ween the Admissions policy eommittee a nd SASS. l~ December 1968 To: Mr. Hergadon and members of the hdmissions Committee Student Council The status r of policy relafing to black admissions From: Re: Both~ StUde~t Council and S~SS have cum municated to you their belief that it tA essential that S ~S ~ , in some formal an1 organized way suc~ as th r ough thei r college relations committee, be consulted in questions of policy with respect to Black admissions. l~ould you please inform us as to the status of · these deliberations in your committ~~, of any plans you have for including S ~ SS in these considerations, and of the timeta~l~. under whi~h you are operating on these metter~ • .S. tud~nt Counci I has been informed that the Dean of Admissions has been approached and asked to speak to two outside people wellversed in problems of Black admissions, and that he declined the offer. These . two individuals are Harriet Michel from the National Scholarship Service ~und for Negro Students ani William Adams, the assistant dean at thepri~versity of Pen ~ sylvania. We feel that ~ oth of these people might ~e able to offer helpful insights into our own situation at Swarthmore and that it would be useful for them. to speak to tbe Admissions Committee as well as to interested students. A meeting could be arranged, if you are willing. We would appreciate hearing from you on each of these questions as soon as possible. ~ ha~k you very much for your attention. Sincerely, Ellen Scha 11 Student Council President �~ ln~"'-fonowlng i-s iVl r. 1far gad on'srep1 y ~ecember dent Council. 13, 1968 To: Ellen Schall, Student Council President From: Fred A. Hargadon. Chairman of the Admissions Policy Committee Concerning your letter inquiring about the status of policy relating to the admission of Negro students to Swarthmore College, the follow~ng can be sairl at this time: 1) The Committee will be meeting next week to make final revisions in a tentative statement of policy recommendations to be submitted to the faculty for discussion. It is anticipated that such a discussion will take place immediately after the return from Christmas vacation. After having ascertained faculty views on the matter, we intend to distribute the tentative recommendations to all Negro students in order to ascertain their views on the subject. Hopefully a fi~al policy .statement would then be forthcoming within a week or so after that. This timetable would allow us to take such policy into consideration before making admissions decisions for this year . 2) The reasons why it has taken nearly a full semester to bring forth policy recommendations should be clear to anyone who has read the Phoenix during that period of time. 3) The Committee has (and will continue to do so) consulted all Negro students--including SASS and its members--on matters relating to the admission of Negro students. However, since all of us on the Committ~e c~~ry other responsibilities in the College, we have had to bring our efforts to a conclusion as best we could within the limited time and r e sources available to us. We have patiently waited for repli es to inquiries made in a letter sent to all Negro students last October 21st, but as ye t have received not a sing le reply. (See especially the last two pages of the attached letter; please also not that this letter preceeded your Council meeting of Nov. 6 by fifteen days.) �4 _''' T he ' -Co~", 'rf i" Lt: C' , ·,mc{_ 'tr' h elL - q"c " r i - (;1,- S - , d. ' the 'College ,Re lations C()mr,i it tcc :o f SASS ' on l~'lVembc,__ 3rc:, a t ,,, hic h time ,,'8 di;3cusscd t h ~-,ir jd::.:as (;,', rcc:;.-uitm(:Clt 2nd cnl r,llmenl ( l a t e ;:- i; u bmitt e d t ,,) U 3 in a ~c mn r and u m. ) .,1 5', The Cnrr;;,;i tt c c h as ' sough t l: he Vi C;1.-7S n f (o ther cnll c ge s and univcrsi ti es r cg2':\! ing t he I1~a tt c r at hand u hc):c the ir c:xp c ricnc~s s eemed a p p rn pri atc on~s fo r us to draw u po n . W have al s o cone sulted wit h v ari n us p rog r ams , c ,g. t h e ABC a nd Tr an s itional Yea r prr~g r ams' f cn- inf r,rmation (n p:r (,' grams o f lhat',',a t u;:-c. We have fo un d 1~ r u r cons ul t in g tha~ it i s v~ry easy t o gai ~ gr ~ at n o mbe n; , )i' subjective op~ n i o ~ ~ s , a n d e xtrcITie':'ydi ffic u lt to g ather a riy h'a r'(~n",sed i nfo:!:Tr a t io[l ',".' : racts c o"ccrning 'pr r,grcs s with ri sk pr \3' gr a ms, dcgre;:: of d i fficulty of :Juch prog r ams, c sp": cially fro m co ll eges s i mi lar in their academic p r og ram t o Swarthmore. W have," \vritt E:n to on ,,-\E:si~:; t o n t Dean o f ",dm i ss i n n s a t Pe nn, cc at t he sug ~~2 s t ioi1 of 3 ~1.SS , actd <'1 :'e cx pc:: c ~ing h i s re ply 'tIi th wha t '~ve r pe r tinent i nfo:C,iJa t iO ll he ]--,a.::; b2 Lhei.':: i ~ on th e s ubj e ct. As f Oi' t he i'1:3Si.;' (,]~'P;:( 30" ~ t:: (; orr, : , , ~n (: (" d by SASS ; I hav" ~ ~;p()k e n with ... 'f\ her and sugge s ted tha t \leo: cOLi id rn-:-·r e app:..-opr~at'~ly draw o n her expe ;:-ti se at NSSFUS after S ,):3 r~hfIi O'.:C itself:, :: I-u· ou t h it ;:; faculty , de r id :u the OHle r (Lcd dc::; :'.-c. c ', of i t s i,L! Tities . (NSSFNS is a cl ea ti ng house "'pr.,;c:: ti ,;n fo r Ne E; "'- O .::;<: u duct s thro u g h o ut . the c o untry.) The t en t ati\i\;; recOlTmlcc-.. d<:,tion,s b2 icg dral,J n up by t he Committee wi 11 be in t h re e par t s : U.) :cecol!1n~l ',da ti ()n s con c e r n ing the: rc> c r uit ment and errol lment cf NegrG stuien t s a t Swar t hmo re ; ( B) r e comme n da_ Ot\s (~once:::nin ~; C PJtfl i: ~ (stedent life ;! a:;pects "f ti th e expede nc esof N c ~~;:'o ~turkn t s i n th2 Co llege; an d (C) recomme nd a t ions c o ncer n i ng t he c or'Lllbu tior_s ~"hici l, the Col\egc mi g h t appropr i a te 11' ;nake to'v2 r d enhanc i ng the op por tuni tics , f o r ' Neg r o stude nt s t o ~ r tend col lege in genera l. I woul d emphas i ze tha t th ~ re comme~c J t i o ns th e Committe e is n ow wo rki ng on will be ten t ative and no n e w ill be a d opte d without the provis i o n of o pp ortu n it i e s fo r fu ll d i sc u ss i o n , by the Negro st u d e nt s a lre a d y he r a . S t ncere ly, Fred A. Hargado n 'i \~\\': t \\ ":!t .~: I .: I :\( 6.:; . L1 ", . : 7. i ,.', . ':! I, • • " t! • • ,. .. • • co . .. , ... c ,;I • ~ " .. • ~ .. • • " .1 (' e " C" ~ • t, ,. " " .~ co , '. !I ~ ~ e '.J .. .. " " " .' c ., I' ~ " " • ... • " .. .. " • • • • • • • .. • • .. �; , . 12 , 0ec ember, 196 3 To: Mr. Hargadon a nd m e wb~rs ~f the Ad~ i sslo~~ Commit t e e From: Student Cauntil Re: the appointment of , stud ~ nt~ ~o tt e ~Jmis ~ ~ons comm itt ee 1 he Admis sion s C ommitt ~e has indicated i t s desi re to have stude nts serving on a newly constituted rdrnission3 Po ll ey Committee . Student Council feels that it i s very i:T"lO): i: ant '::h d t these s t uden t s j o in the Admissions Co mm itt ee i n it~ dcllb~r~t i ond as bOGn 23 poss i ble. W wou l d e like to appoint these st ud er.ts nC'.·,', if only fo r a t erm of one semester. Could you p le ase ad vis e us as to yO ll l ,dlJ.i l. . [,[les ~; to meet with s uch students as soon as poss ib le. Th .:; n:: you ver y ~'n"ch ::o r your conside ration. Sj. nc 2re l y~ i I . . :" 1, l ' i ,. . t~ . ~, . . 1:\ \ 'J 'j I' I' I ~ . I ; , Ellen Schal l , president St: u dent Council ,':lee. 13, 1968 To: Ellen Scha ll, Pr e s id eht of Student Council From: Fred Harg adon, C h~ irm a n of t he Adm is s i ons Policy Committee Re: Possible student r e pres ~ ntati on ofi the Adm issions Commi ttee "'-_~~-"-"S- I , it " , ", ', I I i \ .; I , I : 1; ' ! I ' : : :i , ' I - - - Due to the pre ss of other business, the Committee has not had time to fully . explo re th e qu~ ~ti o n of whe ther i t ~bQili l d have s tudent members, or, if so, under ~hat conditions. We br ief ly d i scussed t he matter of stu de nt representati on at th e fir s t mee~i n g of t he year , and while generally favorably disp ose d, came t o no conc l us i on o~ th e matte r. Since the procedure for pla cing· students on f a ~:ul t y ccmm i ttees slJbseq ue ntly underwent a change, the Committee will certain l y wis h t o exp l ore t he question more fully when the o ppo rtunity pr ese ~t s its e lf. Gi ve n the timetable for getting out our recommendaticns on Negro e;Ll:d ent recruitment; I doubt whether we will ge t to the matter of s tude n t rep res e ntat io n be fore second ~emester. FAl1 .. , ~\ �-7- 17 December 1968 Dear Mr. Hargadon and members of the Admissions Committee, Student Council has considered your tentative plans for presenting your proposals tela ting to black admissions and would like to expresfs its conviction that an alternative plan might be more appropriate. It seems essential to us tha·t students, e specially black students, hav e a n opportunity to make cl e ar their position~ OR th e t entativ e prop osals b e for e the faculty mee ts to discuss th e's e proposals . SASS and other black stude ntsha v e not been involve d in formul a ting policy to any significant extent up to this point. We feel that it is important that th ey p a rticipate in making policy; their role should not 'b e limited t 0 that of commentators aft e r th e fact. Furthe rmore, ~t is entir e l y possibl e that these students would not r e ach the same conclusions on these matt e rs as the ran ge of opinions b e cle a r to th o f a culty from th e b e ginning . Th e r e is no r e ason for the f a culty to . hav e to sp end extra time on th e se discussions b e cause it was not initially awar e of the opinions of a ll thos e people conc e rn e d. Student Counci l hopes tha t you will soriously consider its proposal a nd move to make your tent a tive r e port known to all memb e rs of the community a s soon as possibl e . Thank you for y our considera tion. Sinc e rely, Ell en Schall, SC Pre sident •••••••• 0 . 0 0. 0 •• 9 ••••• 0 Q. 000000.000 •• 3 IJ 6 •••• 00 •• 0.00 0 00 Q 0 0 0 0 0" •• 0 ... 'This is th e compl e te corre sponde nce b e tw een Student Council and Mr . Harga d on a nd his Admissi ons Committ ee . It is pres ent e d in the hop e of a b e tt e r insight;.nto the probl ems a t h a nd. Sign e d, Student Council � 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 [Correspondence between Student Council and Hargadon, 12/1968] Description An account of the resource SASS Material, 1968 Creator An entity primarily responsible for making the resource Ellen Schall Frederick Hargadon Date A point or period of time associated with an event in the lifecycle of the resource 12/17/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/678f0b4c7320d5d8f5dc5429e3f85f3b.jpg 78d27543949d21ed4986e2bf7949246c 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 Billingsley Analyzes Black Family in America 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 12/17/1969 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/920e1eaa6051c7f7d8b38975d732d951.jpg eff888811ae130fffc2a124f03fb90d7 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 Black Panther Teach-In Criticizes Police Repression Creator An entity primarily responsible for making the resource Phoenix Ken Klothen 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 12/17/1969 Format The file format, physical medium, or dimensions of the resource jpg http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f1b39d5d52950d1fafa0d0f4835c6568.jpg f7c0c271307eb8a883ed8715e8e14013 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 SASS, Soc Comm Plan Scholarship Fund Benefit 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 12/17/1969 Format The file format, physical medium, or dimensions of the resource jpg SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/1f5958d680784fed245454f8a9541361.jpg f3a4166b93fb99ee681754eaa93acf05 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 Support Program Succeeds Initially Creator An entity primarily responsible for making the resource Phoenix Andy Low 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 12/17/1969 Format The file format, physical medium, or dimensions of the resource jpg post-enrollment support http://s3.amazonaws.com/sc-lib-ds-bl1969/original/b7df3def995be650c45dcccb16f497f3.pdf 92da8a7992fac0e721cd3cbdad2dde7e 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 The Admissions Policy Committee's Study of Negro Student Recruitment and Enrollment: A Chronology Description An account of the resource Box 02, Admissions Policy Committee 1968 Creator An entity primarily responsible for making the resource Admissions Policy Committee Date A point or period of time associated with an event in the lifecycle of the resource 12/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Clinton Etheridge Faculty Frederick Hargadon President's Office SASS Student Council http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f233baa380fe5e8b92ceaf65e8a763a5.jpg 24377a38c5c20b60cbe99aac42655de7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Courtney Smith Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Courtney Smith's time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 35 Negro Collegians Form Unit Description An account of the resource Box 56, Negro Question 1958 - 1968 Creator An entity primarily responsible for making the resource [none] Publisher An entity responsible for making the resource available Chester Times Date A point or period of time associated with an event in the lifecycle of the resource 12/21/1966 Format The file format, physical medium, or dimensions of the resource JPG SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f3bfe3ed8e96e67e8a894770f640ee45.pdf 464ba9dece2cfde0cb6b31d6516fc476 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 Demands Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Swarthmore Afro-American Students' Society Date A point or period of time associated with an event in the lifecycle of the resource 12/23/1968 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Black admissions Clinton Etheridge Frederick Hargadon post-enrollment support President's Office SASS http://s3.amazonaws.com/sc-lib-ds-bl1969/original/ba07c8c28f0dd62f10df9400e78db0e4.pdf 137997ce0065ae891befdb3616b761d6 PDF Text Text / SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 � / SWARTHMORE COLLEGE Swarthmore, Pennsylvania 19081 December 30, 1968 TO: FROM: students, Faculty, Administration and Board Managers o~ Swarthmore College Fred A. Hargadon, Chairman Committee o~ o~ the Admissions Policy The Admissions Policy Committee, at its meeting o~ December 18, proposed to ~orward the attached policy recommendations on Negro student recruitment and enrollment to the Faculty ~or their preliminary consideration at the earliest possible date in January. Comments d suggestions regarding these policy recommendations may be ~orwarded to members o~ the Committee. �! S'''arthmore College Swarthmore, Penna. Negro Student Recruitment and Enrollment I. Since the beginning of the Fall Semester, the Admissions Policy Committee has been studying the various aspects of the problem of recruitment and enrollment of Negro students at Swarthmore. The College r s efforts in re cruiting Negro students over the past five years were reviewed in a report, drawn up over the summer, by the Dean of Admissions. The report discussed the problems and pros- pects to be faced by the College in its efforts to recruit Negro students in the future, and suggested various policy alternatives to be considered. The Committee adopted the report as its working paper and proceeded immediately to seek additional information on the problem from a variety of sources. Those Negro students presently enrolled at Swarthmore were asked by the Committee to present, either in person or by letter, their views of the problem. quested from them the following: Specifically, we re- (1) their critique of the ivorldng paper, (2) their thoughts on the matter of policy alternatives for the College, (3) their thoughts on various programs and/or supportive measures by which students of lesser preparation could be incorporated into, and pursue successfUlly, Swarthnlore's academic program, and (4) those comments on their own experience at Swarthmore which they believe to be relevant to the discussion of recruitment and enrollment of Negro students, either lI r isk" or "non-risk, " for Swarthmore. Other colleges and universities were solicited for information concerning their respective accomplishments in this area, and the Committee familiarized itself with special programs (e.g., Transitional Year Programs and A Better Chance Programs) aimed at increasing the pool of Negro high school graduates qualified to go on to College. Were the pool of such qualified candidates sufficiently large, the recruitment of Negro students would present less of a problem. In order to enroll any �-2- significant number of Negro students, many institutions have accepted students who do not meet their entrance requirements and who, in many cases, require remedial work. Few of these institutions have as yet fully evaluated their exThe large majority of them are still in the periences ,'lith such programs. formative or beginning stages, and little in the way of comparative data (especially from institutions similar in nature to Swarthmore) can be expected before two or three more years have passed. Our inquiries have revealed only that as of yet there are no patents pending on either the means by which it is possible to accurately determine in which cases a student's performance on standardized tests reflects considerably less than his true academic abilities (while we knovT this happens, we discover it more by accident than by design), or the means by which colleges can successfully provide ways through which they can absorb students of inadequate preparation into their regular academic programs. To the extent that the Committee anticipated acquiring the cessary hard data by which it could chart a future course based on acknowledged wisdom, it was disappointed. One thing does seem clear, however: the definition of "risk" remains a relative obe, and whatever progress is achieved in the area of "risk student " edUcation, it is unlikely that anyone device or method will work equally well for all institutions, given the great differences which characterize the curricula of colleges and universities in this country. In trying to arrive at policy recommendations on this matter, it was necessary for the Committee to seek anS~Jers to questions, many of which could be phrased only in the abstract and none of which seemed to have absolutely "righttl or "wrong" answers. Some of these questions are suggested below. We caution that we do not feel completely enlightened regarding all of the complexities of the problem of increasing the number of Negro students enrolled at Swarthmore or at similar institutions, nor are w'e pretending to dispense wisdom on that subject. Our thinking on the subject has been an ad.m.iA'ture of experience, �-3intuition, social consciousness, and hope. Our policy recommendations are meant to be suggested approaches for the immediate future, subject to periodic review, rather than tightly reasoned dicta handed down for the decade ahead. II. Despite the fact that Swarthmore ha$ in recent years been relatively success- ful in enrolling more Negro students, the conditions under which such recruitment took place have changed tremendously in the past two years. Whereas our recruit- ing of Negro students to date has been essentially "non_risk" in nature, and whereas the last two years have seen perhaps a two-hundred-fold increase in the number of colleges and universities actively seeking to enroll greater numbers of Negro students, and vlhereas the size of the pool of qualified Negro secondary school graduates remains relatively very small, we have found it increasingly difficult to maintain the success which characterized our earlier efforts in this area. The prospect of continually declining numbers of N eg!ro students enrolled at Why do we want Swarthmore has forced us to ask ourselves some hard questions. more Negro students enrolled here? Is it simply because we want to be able to Is it because they represent the say that we have x-number in the student body? kind (or a kind) of well-qualified student whom we seek anyway ? Or, is it because we feel a social obligation to meet a particularly pressing need of contemporary society? Is it because t"e believe that ''Ie have something special in the way of And, if in order to enroll more Negro an educational program to offer them? students, we find it necessary to admit students with inadequate preparation, would the necessary modifications in the educational program be such that we would thereby lose some of those qualities which distinguish our program from those of many other colleges? Is it because of the educational benefits which are normally thought to occur as the result of bringing together students of varied socio-economic backgrounds and life experiences? And do these benefits persist if a large number of Negro or other students adopt a largely separatist life-style within the community? �-4Questions of a slightly different sort also presented themselves to us, JllOstly having to do with the possibility of enrolling students with less than the nOl~lly required level of academic preparation. How adaptable is the Swarthmore educational program (in terms of its size, the quality and nature of its students, its other comnitments, etc.) when it comes to considering th& enrollment of urisk R students? Even if we could accurately measure the gap between the level of preparation of ''risk tl· students and that; required to pursue our curriculum successfully, how reasonable or vali d is it to expect that Swarthmore's present faculty and other personnel are qualified to help such students overcome that gap, and in what amount of time ? l{hat are the non-academic conditions of student life within the College which would require development should such students be enrolled? What number of "risk" students is it feasible to talk about when discussing their possible enrollment? When we asked ourselves and each other questions such s these, it was not because we expected to arrive at definitive answers upon which all would agree. Rather, the mulling over of a variety of answers to each of the questions provided us with a kind of backdrop against which we could highlight and contrast one possible course of action or another, seeking to determine the implications or Shadowy areas of each. What may be said to have emerged from our collective thinking can be summarized as folloy,s : Neither by its size, the nature of its academic program, or the quality of its faculty and student body is Swarthmore representative of insti. tutions of higher education in this country. It has deliberately chosen to remain small, to offer a rigorous curriCulum, and to seek in both its faculty and its students the very highest quality. Believing in the desirability of pluralism among our colleges and universities, it has opted for offering a particular l~nd and quality of educational experience. It has neither the desire - nor, if it had, the resources - to be all things to all men. Among those things it might do well, it haS set certain priorities and chosen to do well what it best knows how to do. Hmvever, once having agreed upon the type and quality of education to be offered, the College has sought Idthin those limits to gain as much variety within its student body - in terms of socio-economic background, life experiences, career interests - as the standards necessary to assure �-5reasonable success with our academic program would allmv. We have, therefore, never sought to educate only those students whose academic credentials place them at the very top of their class. Rather we have established an acceptable range of academic achievement within which the College is able to enroll a sufficiently diverse student body which is capable of undertaking our academic program with reasonable success. ~fuatever the benefits thereby derived from a diverse student body, however, the small size of the College dictates that they result more from the qualities of individuals and from the closeness of the community than from the representation of anyone kind of student in large numbers. Only by emphasizing quality over numbers can a ~ollege of this size hope to maintain the considerable diversity "1hich presently characterizes it. With this in mind, the Committee sought to find those "'ayS in which the College would be able to: (1) assure an increased enrollment of Negro students at Swarthmore; (2) use its resources to make whatever appropriate contributions it might toward increasing the number of Negro students able to go on to college in general throughout the country ; and (3) more satisfactorily respond to those particular needs, both academic and social, deemed to be uniquely theirs by the Negro stUdents already enrolled in the College. grouped under these three areas. Our reco~endations are then III. 1. ~gro student recruitment and enrollment at Swarthmore. A. The College should continue to recruit vigorously the best qualified Negro secondary school graduates. , While it is recognized by the Committee that a number of factors (e.g., increasing competition from other colleges for qualified Negro students, and S'varthmore's rather forbidding academic reputation) preclude setting unreasonably high eJ~ectations of success in this area, it is suggested nevertheless that the Admissions Office be provided with the necessary additional resources to enable it to make initial contacts with greater numbers of Negro high school students. More available travel time to visit secondary schools, the necessary funds to enable more visits by Negro students to the Swarthmore campus, and more effective use of alumni and students and student organizations, such as the Swarthmore �-6Afro-American Student Society, would undoubtedly enhance the chances for makdng our recruitment efforts more effective in the fUture. The term "vigorous recruit- ment" implies making strenuous efforts to get as many of the best qualified Negro students as possible to look into the Swarthmore program, so that they may determine if Swarthmore offers the education they seek. B. The fact that an applicant for admission is a Negro will obviously be one consideration in the admissions process, but no applicant should be admitted without regard to his other qualifications and solely on the grounds that he is a Negro. The admissions process for all applicants to Swarthmore includes appraisals of factors other than academic credentials. Judgments are made not only of factors such as intellectual achievement and curiosity, but also concerning a candidate's maturity, sense of purpose, capacity for growth, character and special abilities. Under no circumstances should the Admissions Office encourage aca~mic unrealistic applications from students whose level of them clearly outside our acceptable range. preparation places Such applications would serve neither the College nor the individual applicant, and would too often result in creating expectations on the part of the applicant; which could not reasonably be expected to be fulfilled. The Committee realizes that the Admissions Office must then walk a thin line in seeking those students who have not had the opportunity to achieve to their potential while at the same time avoiding the encouragement of unrealistic applications, and it suggests that no student who has not applied on his own should be encouraged by the Admissions Office to make application without some evidence of his academic record to date. C. The College should not adopt a quota system for enrolling Negro stUdents. Given the fact that the Swarthmore student body is not itself representative of college students throughout the country, no particular enrollment figure for Negro students thereby suggests itself as the most appropriate or just one. Rather, the College is urged to strive for a minimum of twenty Negro stUdents in each freshman class, >-lith a slight margin of men over women. �-7The suggestion of a minimum number is not meant to imply any notion that such a number is either ideal or satisfactory. It simply reflects that number i'rhich the Conuni ttee believes represents a challenging but realistic target for the College to aim at in the immediate future. o~timistic The Committee is not, however, concerning the chances of achieving that number for next year's freshRecruiting efforts tend to payoff, if at all, in the years following Reinforced efforts to recruit both qualified man class. that in i'l hich they were undertaken. Negro stUdents and a small number of academically less ivell qualified students (described below') should make it possible to enroll a greater number of Negro students in the freshman class entering in the Fall of 1970. The Committee suggests that the situation of Negro student enrollment be review'ed every two years, thereby incorporating new information and new developments to that time. D. The College should, as an experiment, undertake to enroll a small number of students (somewhere between five and ten, and including some students 1"ho are not Negro) ~o, i"'hile they fall just below our, normal admissions standards, are believed to possess other qualities which will enable them to " close the gap" in their academic preparation through individually tailored programs during their freshman year, or longer if necessary. In looking at other colleges and universities which have enrolled stUdents who had not met their normal admissions requirements, we found (not surprisingly) that most of them have only just recently inaugurated remedial programs of various types, largely innovative and experimental in nature. If Swarthmore itself embarks on such a program, it seems both desirable and appropriate that it develop an approach which is best suited to its o~m purposes, and one which takes into consideration the particular strengths and limitations of a college of our size and particular academic ethos. that ~re The Committee therefore recommends seek to enroll a given number of students who, while not meeting our general admissions requirements across the board, nevertheless reveal certain academic strengths and achievements. A freshman academic program would be �-8devised for each such student ."hich \-Tould do b"o things : first, it would be built largely around his demonstrated academic strengths ; and secondly, an appropriate course offering (probably introductory in nature) would be designated as the one t~xough which he would work to reduce past deficiencies in his academic preparatio~ The faculty member teaching that course and a senior major in that department w·ould have the responsibility of working with the student and devising a particular variation of the course which ,,,ould satisfy the standards of that department and at the same time enable the student to use the course as an instrument by which he can improve his academic capabilities. For instance, for a student weak in the ability to thiruc abstractly, a beginning course in Philosophy nrlght serve the dual pur~ ose of learning a new field at the same time as using the course to improve Or the introductory Economics course might adopt his ability to reason abstractly. slightly different readings and course problems to teach the same principles to a stUdent who might otherwise find it impossible to understan presently taught. the course as it is The specific examples given here are meant only to illustrate the principle of using our regular course offerings in a manner vThich, while not reducing the level of information and understanding of the field necessary to achieve a paSSing grade, nevertheless is adapted to suit a particular student's need to use that course for improving certain academic s1(ills in general. The Committee suggests that interested faculty and students in their departments meet to flesh out this proposal. The Crnmnittee further suggests that in those depart- ments vThich find themselves able and willing to work with one or two students in this fashion that some method of keeping track of what works and what does not work be established. It is hoped that some students could be admitted under the conditions described above in the freshman class to enter the College in the Fall of 1969. Implicit in this recommendation, of course, is the need to establish the necessary counselling support (both social and academic) for those students '''ho would desire and/or require it. �-92. Enhancing opportunities for all Negro students to attend college. A. The College should continue to support and maintain an Upward Bound Program. The College should, in considering the use of its facilities during the summer, consider the establishment of a program similar in nature to the ABC Program. The College should establish a committee of interested faculty and students to explore the possibility of establishing a oneevening-a-week seminar program on campus for able, socioeconomically deprived 11th and/or 12th grade students from local secondary schools. The College should continue its participation in programs, e.g., the College Bound Corporation of Philadelphia, whose efforts are expended on behalf of increasing the number of secondary school graduates in the area who go on to college. B. C. D. In discussing the entire matter of Negro student recruitment and enrollment t·broughout the past semester, it occurred to many of us that Swarthmore may not be well suited to deal directly, as an institution, with those problems in society which our education makes us best suited to recognize. In all probability, the greatest impact which Swarthmore may have on social problems, such as the education of Negro students, will be the result of the individual efforts and achievements of our graduates, in contrast to those efforts which the College can hope to undertake on its own campus and in addition to its academic program. While our small projects (Upward Bound, the experimental program, Chester tutoria~ etc.) may produce only quantitatively small results, when compared with the dimensions of the problem as a whole, the experiences thereby gained by those students of the College who participate in such programs are likely to have an enduring quality which will ultimately result in much greater benefit when those same students graduate and enter into responsible positions in society. It was with such thoughts as these that the Committee recommended that the College con. tinue its old commitments in such programs as Upward Bound and consider seriously initiating new ones with programs such as ABC. �-10. 3. Negro student life at Swarthmore. While it is not within the province of the Admissions Policy Committee to deal with issues covering aspects of student life on campus, the Committee recognizes that the quality of Negro student life here is and will continue to be interrelated with efforts to recruit and enroll more Negro students. Therefore, without our having been able to gather any significant data on the matter, we would nevertheless like to make some recommendatio,s concerning Negro student life simply as encouragement to other parts of the College, in whose bailiwicks these matters ultimately rest, to bring their attention to bear on such problems. It is antici- pated that both the Black Studies Committee and the Committee on Counselling will ultimately make relevant contributions touching on the recommendations listed helm" • A. Without specii'ying the position within the faculty or administration, the Committee believes the College ought to have Negro adults within the College community Hith whom the Negro st ents could consult on a wide variety of matters which usually come under the heading of "counselling." Whatever the position of such persons, however, they ought to stand in the same relation to all students as they do with Negro students, although the latter ,,,ould undoubtedly find them useful in unique wayS. The Committee recognizes that the College is making efforts to seek qualified Negroes for available or expected fUture openings in both the faculty and administration, and it recognizes the difficulties involved. record as recognizing this urgent need. B. The Committee recommends t hat some informal process be organized whereby those "felt needs ti deemed by Negro students to be uniquely theirs can find expression and support ltrithin the College. It hereby simply goes on The Committee does not think itself particularly qualified to suggest the form such a link between the Negro students and the various component parts of the College conmnmity should take, but perhaps a group of Negro students and interested faculty, ultimately chaired by a Negro faculty or administration member, would be an appropriate starting point. Tt would be necessary to .find ways to �-11 .. relate both to individual Negro students and to organizations such as the Swarthmore Afro-American Society. C. The Committee urges the Student Council and other organizations, e.g., the Cooper Committee, to be constantly aware of the need to provide support for activities, ,.,hich "7hUe "open to the entire student body," would be largely Negro in orientation. IV. It is much easier to recommend that new commitments be undertaken by the College than to divine exactly how the necessary funds for so doing can be acquired. Fortunately, the Committee's task is simply that of recommending ~QOds. policy and not that of raising But it would be irresponsible on our part not to recognize that what may appear to be fairly limited extensions of our pres ent commitments in Negro student recruitment and enrollment will nevert beless require hundreds of thousands of dollars to put into effect. The College's original grant from the Rockefeller Foundation is almost exhausted, and there is little prospect of renewing it, given their recent decision to distribute their funds in other kinds of projects. Foundation grants are nor- mally of the "seed" or ttstarterit type anY'\t'ay, followed by a withdrawal and accompanied by urgings to seek Federal support for continuation of such programs. Therefore, Swarthmore must begin anew, if the recommendations herein are adopted, to seek to establish the funds necessary to carry them out. It is well to remind ourselves that it requires $15,000 to support one student without any financ i al resources through a four-year Swarthmore education. It is not diffi- cult to figure out the additional cost in financial aid which thereby would be incurred by taking only ten such students (in addition to the average number of scholarship students we enroll) each year. sideration additional expenses for And this does not take into concounselling and other facilities. eJ~anded N does it include the additional expenses which would be incurred by the or Admissions O fice :i.n stepping up i t s r .:!cr uitment program fm' such students, or f �-12- the co ~ ts which the College ~rould also have to meet if it were to undertake a summer program such as ABC. Therefore, the Committee urges the College immediate- ly to undertake the search for the required financial support necessary to carry out those policy recommendations ultimately established as formal policy, and at the same time cautions that any optimism over the possibilit0J of "instant success :' with such policies must be tempered by our realistic concern over the anticipated difficulty in acquiring such funding. Admissions Polic1 Committee December 1968 � 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 Negro Student Recruitment and Enrollment Description An account of the resource Box 67, SASS 1968-January 1969 Creator An entity primarily responsible for making the resource Admissions Policy Committee Date A point or period of time associated with an event in the lifecycle of the resource 12/30/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon http://s3.amazonaws.com/sc-lib-ds-bl1969/original/37f67fefe5073a7bc1196e744cf84801.pdf 33bc6f2ca4296aa9e738e27d15fde5a0 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 [Admissions Policy Committee Recommendations, 12/30/1968] Description An account of the resource Box 10, Black Crisis Sept. 1968 - Jan. 12 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 12/30/1968 Format The file format, physical medium, or dimensions of the resource PDF Black admissions Frederick Hargadon