5 20 962 http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7646d383c914739ffe312ff40f91a7e0.pdf 4a8c23e40927c385ecd889b069541dda PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Core readings for] Nationalism: separate states Creator An entity primarily responsible for making the resource Black Philosophies of Liberation students Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [03/26/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3b624447f6f9fe4e2e21ac76239e5431.pdf 04ce67434bc41705239f9d61a2eb603a PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chester Home Improvement Records, 1965-1969 Description An account of the resource Meeting minutes, Board of Managers and committee membership lists, promotional materials, and organizational reports from 1965 to 1969. Source A related resource from which the described resource is derived [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource 1965-1969 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Work Camps During the Winter Months Creator An entity primarily responsible for making the resource Chester Home Improvement Project Source A related resource from which the described resource is derived [URB 25/18 Miscellaneous resource and publicity material], [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource [04/1966] Format The file format, physical medium, or dimensions of the resource .pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/7618feedc909d796cb7f18e0547a22a3.pdf 2259d84c017dfb912354ca4c1ecb0768 PDF Text Text ������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Notes on colonialism] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [04/23/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/4837b5482903195960343491baecff5b.pdf abec5a0102975a97081321f698731b52 PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Notes on the Great fear in Latin America, John Gerassi] Creator An entity primarily responsible for making the resource Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [04/23/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f8cef629e77b521a29b74ca018d85287.pdf ee10ecbfea35f730c3f264f2626161a9 PDF Text Text ����� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Philosophies of Liberation Course Description An account of the resource Syllabi, class notes, reading lists, and other documents relevant to the Spring 1969 student-run course "Black Philosophies of Liberation." NOTE: PLEASE READ THE DOCUMENT "Black Philosophies of Liberation Suggested Syllabus" FIRST. Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Some notes on An Introduction to Neo-Colonialism, Jack Woodis Creator An entity primarily responsible for making the resource Black Philosophies of Liberation students Marilyn Allman (Maye) Source A related resource from which the described resource is derived Marilyn Allman (Maye) Papers Date A point or period of time associated with an event in the lifecycle of the resource [04/23/1969] Format The file format, physical medium, or dimensions of the resource .pdf Black Studies Marilyn Allman (Maye) http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0bf95c6bd529cb21f660cb92021d17e8.pdf bf822122bfd9d01a064c54e911796544 PDF Text Text DRAFT At i t s £ina l meeting , W ednesday, May 1 7th , - t h i Black S t u dies the Connni tt ee met to draw up a b r i e f summary repor -t' ou tl ining a re as of consensus and dis e:1sus that h;.\d d(?veloped on s:x~cific is:-~ues re l atin~l fO}~n1ed to the SA S pro?osal fe.:· a Black Stuoies Major discus~;i(ins" which tlH:: pri_ncip.::\l frame-work for: the Conmittee.fs I. Co110(1ui~: -:.......;.;;;,;;;:;.....; 1. If there was space availab P t studen t s no t ma j ori n g i n collonuium offered during BJrCI( Studies could take the l ess adv~n c ed t h e' - jun i or year. The major should include three colloolia: two in the social sciences and one in the huma n i -ie s. co.~ ..loquium One social science would offer a. det.::l..ile< analysis of th0. r- i t '; cal >?conom:v .ol of the bl a c k urban communi ties; and the other 'vauld focus on a v ar i ety of hi stor ical and politic. 1 cevelop~eD-s affecting t.e black colloouium ommun i +y durinq t he 20.:h century. The humani~ i e: to prOV-irl2 fay ('\ rno'-e f1 exj ble us"? of -fa(T l"~ ' resources. The focus of the htmanities co l loquium wou l d cover materials in the a rts and li 2rature e to tal<.e tiVO out of " "he thre e colloouia. during thei r junior or senior ye.::l..r c L~~ In c\.ddi tioD to the col l oquiE\; ma.joy.s in Bl a ck S "1-1 Hes ~o would also bp r00uired to take a senior seminar and tvrite a thesis. �2. 1. In g eneral, for there wcs not firm agreement on the credits the senior seminar , or the thes i s, two .he to b e ~iven the colloquia, al that 911 . t:he.' d~veloping consensus of the Cammi ttee was thrJ. t fo.>: e?,c~ ( ' 0 l ] credi t s shou d be' senior semina.r ~ offr.:.w(.~d o c::.uium; two err.: dj ts for 8 cDei one credi T.' for the senio 'C thesis ~\ 2. With recard to the - abov e-mention~( ere it offerings} - i t was nO,ted th t i.t 'woul d not ena.blc prospective Black Stu c'ie s present r0.n98 o f conrse requirE:~7nents 'w " u Id lea v e s tud'2n ts wi th for .'3, .reak disciplinc'.ry b0.se , "'hieh might lI1C1.k(:: i t rnor(C:; difficul t future bl cck studies ma jors to g a in entr&nce into gradua te or professional schools. 3 $ It \\'<'\5 3.1 so p ro ~')()sed that 1 in some cases 1 bvo courses might be a ccepted as equi ~ l ent from the p :esen t progLam of~ering . to one colIc o..uium upon the a pproval of the Di rpctor of Bl2o.ck Studj (.:> s or the Black Sturl i es COM9ittpc 4. A cl ear delinoation of the relation of the tDO e~(pec i a lly so ci~l science colloqui,?\ to one another t and leve l of a n a lysi s s in terr:1S of content h2o,S not yet · n eE: n fu lly develope , nor is i t pLE~sen t (>d l? clear ho\'! su r v2Y mateLl.a ls in BJacl< Stndics P rogram sub stantir\lly courses, but 2..1so covered in t colloquia, wil l differ.-. and Intro uction to SconoMics ( Economics 1) would be prerequisites to t1' (': SociC).l Sci0nce Co ll oquiC\. on FO .ndatio's of Pulitical Thought mi ght be off0red~ Committee �3 me~bers were unclear as to what the content of the course should be ideally i t might differ in focus. or hry~ ," ap~roach, or content fr0~ simil ar courses in Political Theo r y currently being offered in the Poli tica.l·~Sd"el:~ce Department. 2. Questions were also raised about whether the c o urs,-s now considered p :cerequi si tos to the Colloquia ;' ere b :r:oad enou<.;Jh to provide prospecti0e'm~jors with a sufficient backgroundto the r2,nge of topics that ,\,liould b(? covered in the Colloquia .. I II. §taffing Problems .. " faculty for the Black Studies Program , since it ' vas recognized that this ",'ould have a substantial bearing upon the shape of and prospects fo r developing a Black Studies the meeti.ng 2,t major~ W('.:l.S The Provost, '~10 attended WG\.S 1.'-'bich this issue cliscussPcl f agreed tha. t: it ' both necessary and urgent to recruit additional black factlty more intens(?ly~ B ., The Co:nmi ttee also recognized that the nUr.1ber and interests of faculty members v'ould v.l tir;lately influence the char(-\cter 2,nd scope of the Black Studi(?s najo}: D.nd that the Cornmi ttee ' s conce _,tio1) of the Jd nd of facul t;y de.:i.red for Program 'vould inflLence Fin0.11y ~ i t ~\t<\S 2n ex;:vmded BJ ClCK Stud::'es f~culty ~he ava:l~bility of certain , r0SOUTces. recos;nized t at sDeci~'inc . ... -- the contert of the coI J. oqnia in c;re."\t det2:i.l "-,(mId a.lst) c..ffect the numbe r of available facu1 ty menbe:cs • .l B. The T"E<I21tion of +:he CnlJ.oC}uiC\ to , B~ c'.ck Studj, -.5 courses. C. Th(~ rc:~ .L",. ti'_"lnsl' iT) of L cC'urses offered in Black S ' Helies to �the ack studios D~ Progra~. T e relation of the Bllc< Studies ma j or t o the spec i r-· . II. Pre r eguis~t e s (cont$) Issues ( cont. ) Be Unr~~ q 3. There was not agreement on whether Black Studies majors should take 4 o r 5 courses within the disciplines. � DRAFT At i t s £ina l meeting , W ednesday, May 1 7th , - t h i Black S t u dies the Connni tt ee met to draw up a b r i e f summary repor -t' ou tl ining a re as of consensus and dis e:1sus that h;.\d d(?veloped on s:x~cific is:-~ues re l atin~l fO}~n1ed to the SA S pro?osal fe.:· a Black Stuoies Major discus~;i(ins" which tlH:: pri_ncip.::\l frame-work for: the Conmittee.fs I. Co110(1ui~: -:.......;.;;;,;;;:;.....; 1. If there was space availab P t studen t s no t ma j ori n g i n collonuium offered during BJrCI( Studies could take the l ess adv~n c ed t h e' - jun i or year. The major should include three colloolia: two in the social sciences and one in the huma n i -ie s. co.~ ..loquium One social science would offer a. det.::l..ile< analysis of th0. r- i t '; cal >?conom:v .ol of the bl a c k urban communi ties; and the other 'vauld focus on a v ar i ety of hi stor ical and politic. 1 cevelop~eD-s affecting t.e black colloouium ommun i +y durinq t he 20.:h century. The humani~ i e: to prOV-irl2 fay ('\ rno'-e f1 exj ble us"? of -fa(T l"~ ' resources. The focus of the htmanities co l loquium wou l d cover materials in the a rts and li 2rature e to tal<.e tiVO out of " "he thre e colloouia. during thei r junior or senior ye.::l..r c L~~ In c\.ddi tioD to the col l oquiE\; ma.joy.s in Bl a ck S "1-1 Hes ~o would also bp r00uired to take a senior seminar and tvrite a thesis. �2. 1. In g eneral, for there wcs not firm agreement on the credits the senior seminar , or the thes i s, two .he to b e ~iven the colloquia, al that 911 . t:he.' d~veloping consensus of the Cammi ttee was thrJ. t fo.>: e?,c~ ( ' 0 l ] credi t s shou d be' senior semina.r ~ offr.:.w(.~d o c::.uium; two err.: dj ts for 8 cDei one credi T.' for the senio 'C thesis ~\ 2. With recard to the - abov e-mention~( ere it offerings} - i t was nO,ted th t i.t 'woul d not ena.blc prospective Black Stu c'ie s present r0.n98 o f conrse requirE:~7nents 'w " u Id lea v e s tud'2n ts wi th for .'3, .reak disciplinc'.ry b0.se , "'hieh might lI1C1.k(:: i t rnor(C:; difficul t future bl cck studies ma jors to g a in entr&nce into gradua te or professional schools. 3 $ It \\'<'\5 3.1 so p ro ~')()sed that 1 in some cases 1 bvo courses might be a ccepted as equi ~ l ent from the p :esen t progLam of~ering . to one colIc o..uium upon the a pproval of the Di rpctor of Bl2o.ck Studj (.:> s or the Black Sturl i es COM9ittpc 4. A cl ear delinoation of the relation of the tDO e~(pec i a lly so ci~l science colloqui,?\ to one another t and leve l of a n a lysi s s in terr:1S of content h2o,S not yet · n eE: n fu lly develope , nor is i t pLE~sen t (>d l? clear ho\'! su r v2Y mateLl.a ls in BJacl< Stndics P rogram sub stantir\lly courses, but 2..1so covered in t colloquia, wil l differ.-. and Intro uction to SconoMics ( Economics 1) would be prerequisites to t1' (': SociC).l Sci0nce Co ll oquiC\. on FO .ndatio's of Pulitical Thought mi ght be off0red~ Committee �3 me~bers were unclear as to what the content of the course should be ideally i t might differ in focus. or hry~ ," ap~roach, or content fr0~ simil ar courses in Political Theo r y currently being offered in the Poli tica.l·~Sd"el:~ce Department. 2. Questions were also raised about whether the c o urs,-s now considered p :cerequi si tos to the Colloquia ;' ere b :r:oad enou<.;Jh to provide prospecti0e'm~jors with a sufficient backgroundto the r2,nge of topics that ,\,liould b(? covered in the Colloquia .. I II. §taffing Problems .. " faculty for the Black Studies Program , since it ' vas recognized that this ",'ould have a substantial bearing upon the shape of and prospects fo r developing a Black Studies the meeti.ng 2,t major~ W('.:l.S The Provost, '~10 attended WG\.S 1.'-'bich this issue cliscussPcl f agreed tha. t: it ' both necessary and urgent to recruit additional black factlty more intens(?ly~ B ., The Co:nmi ttee also recognized that the nUr.1ber and interests of faculty members v'ould v.l tir;lately influence the char(-\cter 2,nd scope of the Black Studi(?s najo}: D.nd that the Cornmi ttee ' s conce _,tio1) of the Jd nd of facul t;y de.:i.red for Program 'vould inflLence Fin0.11y ~ i t ~\t<\S 2n ex;:vmded BJ ClCK Stud::'es f~culty ~he ava:l~bility of certain , r0SOUTces. recos;nized t at sDeci~'inc . ... -- the contert of the coI J. oqnia in c;re."\t det2:i.l "-,(mId a.lst) c..ffect the numbe r of available facu1 ty menbe:cs • .l B. The T"E<I21tion of +:he CnlJ.oC}uiC\ to , B~ c'.ck Studj, -.5 courses. C. Th(~ rc:~ .L",. ti'_"lnsl' iT) of L cC'urses offered in Black S ' Helies to �the ack studios D~ Progra~. T e relation of the Bllc< Studies ma j or t o the spec i r-· . II. Pre r eguis~t e s (cont$) Issues ( cont. ) Be Unr~~ q 3. There was not agreement on whether Black Studies majors should take 4 o r 5 courses within the disciplines. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Draft of Black Studies Committee] Description An account of the resource Box 12, Black Curriculum Committee Creator An entity primarily responsible for making the resource Black Studies Committee Date A point or period of time associated with an event in the lifecycle of the resource [05/17/1972] Format The file format, physical medium, or dimensions of the resource PDF Black Studies http://s3.amazonaws.com/sc-lib-ds-bl1969/original/a6f019c5ac36b8cecabe2eee966cee5a.jpg 73ff31931c759b34ac748814f4dd207c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from Robert Cross to Board of Managers, members of the black community at Swarthmore] Description An account of the resource Box 2, Cross and SASS correspondence Date A point or period of time associated with an event in the lifecycle of the resource [06/1970] Format The file format, physical medium, or dimensions of the resource JPG Creator An entity primarily responsible for making the resource Robert Cross Board of Managers President's Office http://s3.amazonaws.com/sc-lib-ds-bl1969/original/35579d9fcdd65e25d9196bf4e4129e24.pdf 76ea421df830dbae2b31cc02dcd36483 PDF Text Text :~ '. " , ~., .' "," '., .. ' .. , WHERE ro -"lEGO FROM HERE 'I Va , riol:i:s ' ~ositions emerging' fromFriday1s ,workshops I. Resolved that the discu~sion ~f restructuring the university 'a nd student's assertion of the ir' rights to partici.pate on all levels rl of decision-making which affect them bedefferred to a later date, perhaps "Student \-leek", so that the imme diate issue of the black students I demands will be iour sole concern. '. \ Resolved that the above dichotomy is both unrealistic and unacc()ptablej that consideration of the four demands m~st recently issued by SASS {Thursday noon) necessariiy entai ls a discussion of restructuring the decision-making proce ss of the collegG. Resolved that there exist student participation, both black and white, in the decision-making processes, specificaily but not exclusively in faculty meetings, at least wit hi n .the current crisis • . II. III. - IV. Resolved that a new dacision-making body composed of A. 50% stude nts and 50% faculty 1. m1coss arily including the President of the college and the President of Student Council· 2. with necess ary representation of black stud ents a. elected at lar ge ' b. appointed by SAsS :: 3. one figure of 20 students and 20 faculty has been propose d B. 4Q% students, 40%faculty, and L~()% administration C. 1/3 students, 1/3 {aculty, and 1/3 ,ac1llinistration be immedia tely empowe'red to deal with th e present crisis I ' T. That theabovG body proceed t o act as a constitutional convention to' insti tute a permanent Senate. . (the composition of which would follow one 0.£ thQ above gl,idlines) subject to a final referendum of the entire student body and faculty. Resolved that this resultant permanent Senate submit its decisions t o the Board of Managers A. That the Sonate may override a possible veto by the Board of Manage rs with a two-thirds vote. VI. j ' I i t I �Propos nl s Conc erninr The Actions of SASS an(l the Course ' .of College T,ife -I. 1. We co hot'''support pny ,erson!'l att8cl\:s, inclu~'inf! those on 11r. H2rfc9.doh, "'''hich is to S2.y 1,.re (1('\n~ ·tsuY)port the c1er~Clnd 2s':- ing ,::thClt . he be fired if the (lep1 anf's aren't l?1e t • .support SASS' confrontation t2.ctics. 2. Be SASS' action i its cond e~na tionof the ad ministration as ~r8cist and totally unres"Jonsive, its decision to' make ndn~negotiable cerands, is an unjustified · action~ The ir ' refusal to l ea ve th~ ad~issions office,ane thr ea ts concerning this 8S only the bef'inning arE' , blaclmai l and in (,lirect opposition to constructive cO ~0 unity decision-making, ;which. SAS.S h8s said is one of its goals. 3~ W~ don't se e any need -to get SASS out of the Af'missions 2. A. We don't . . Office if this ~ea ns ~ither i rrnef'ia tely demands or the use of outside forc e . afrepin~ to their 4. We '\.Arant to J:!1a.l~e· 's pre that non-SASS Black . stUd ents are h ~ard . reuresented 9r 5. We support ther~fusRl1 by the acrinistration ana the faculty to be r' oved by threats. II. Pro and Con 1. We ask that there be no i mmediate disruption of colI eke life, tllat cla sses 2nc eXEWS procpecl. Discussion of the crucial issues shnuld continue, with for ma l action to, · be taken ~oon but at a later time, r , 2.. A continua tion of oisc l1ss ions until the ' crisis situation has re~ch ed a workin? solution (postponement of all college busine ss ); that is, until the 2dmissions office is vaca ted in accore) ance vIi th SASS I pre sent demand sand that there exist black and white stUdent narticination in the 'decision-m ak ~ng process. . .. � 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 Where do we go from here? Various positions emerging from Friday's workshops Description An account of the resource SASS Material 1969 (part 2) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [1/10/1969 Format The file format, physical medium, or dimensions of the resource PDF 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f7688469c259cae36ae77c747ad79947.pdf 0e37d7b85d5e133bef1c58195c3f3151 PDF Text Text ��� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Media Fellowship House Description An account of the resource Correspondence, newspaper articles, promotional materials, and organizational reports from the Media Fellowship House relevant to the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Media Fellowship House Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Report on events leading up to and following the conviction of sixteen Black youth for allegedly "rioting" at a Chester High School football game Creator An entity primarily responsible for making the resource Parents Committee for Justice Source A related resource from which the described resource is derived Media Fellowship House Date A point or period of time associated with an event in the lifecycle of the resource [11/1968-02/1969] Format The file format, physical medium, or dimensions of the resource .pdf Media Fellowship House http://s3.amazonaws.com/sc-lib-ds-bl1969/original/3a82c53e840818794b904650b7881752.pdf 5b5b5eb7dc251a68948a20c0c55c0b61 PDF Text Text REPORT  ON  EVENTS  LEADING  UP  TO  AND  FOLLOWING  THE   CONVICTION  OF  SIXTEEN  BLACK  YOUTH  FOR  ALLEGEDLY   “RIOTING”  AT  A  CHESTER  HIGH  SCHOOL  FOOTBALL  GAME.     In  October,  1968,  sixteen  young  black  men  ranging  in  age  from  18  to  25  years,  were   arrested  for  fighting  at  a  Chester  High  School  football  game.  During  the  melee  a  white   Delaware  couple  and  their  sixteen  year  old  son  were  injured.       The  brothers  were  charged  with  riot,  inciting  to  riot,  aggravated  assault  and  battery,   conspiracy,  nuisance  and  public  nuisance.  They  were  all  found  guilty  by  an  all  white  jury.   The  eight  who  pleaded  guilty  were  given  sentences  ranging  from  4  ½  years  to  11  years  to  6   to  12  years  in  prison.  The  eight  who  pleaded  not  guilty  are  either  out  on  $2,500  bail  or  in   the  county  jail  in  lieu  of  bail.       According  to  the  defendants  and  others  from  the  community  who  were  eyewitnesses,  the   following  events  took  place:     Mr.  and  Mrs.  Howard  E.  Phillips  and  their  son,  Howard  Jr.  were  seated  in  stands  directly  in   back  of  the  group  of  young  men.  (Approximately  10.  The  others  formed  after  the  fight  was   in  progress.)  Members  of  the  group  stood  up  in  front  of  Howard  Jr.  who  asked  them  to  be   seated.  Howard  Jr.  placed  his  hands  on  the  shoulder  of  one  of  the  brothers,  who  turned  and   struck  the  younger  Phillips.  Mr.  Phillips  attempted  to  retaliate  by  striking  out  at  the  group   with  a  crutch  he  was  carrying.  Following  this  all  three  members  of  the  family  were  involved   in  the  fracus  with  certain  members  of  the  group.  As  the  entire  group  was  leaving,  a  teacher   who  is  the  School  Band  Director  made  certain  remarks  to  the  group  regarding  their   behavior.  A  fight  ensued,  resulting  in  injury  to  the  teacher.  (The  press  reported  that  she   was  beaten  unconscious.  However,  this  was  inaccurate.)  A  young  man  in  a  truck  backed   into  one  of  the  brothers  injuring  his  wrist.  The  brother  struck  the  man  who  was  driving  the   truck.  Police  arrived  and  began  breaking  up  the  crowds.     Sixteen  brothers  were  taken  into  custody  and  charged  with  inciting  to  riot,  riot,  aggravated   assault  and  battery,  conspiracy  and  nuisance.  A  few  of  the  brothers  obtained  private   attorneys  while  others  were  assigned  lawyers  from  the  Public  Defenders  Office.  All  were   under  $2,500  bail  pending  trial  date.  Harry  Seth  received  repeated  visits  from  police   officers,  including  one  of  the  captains  of  the  Chester  Police  Department.  He  was  encouraged   to  identify  other  participants  in  the  melee.  Refusing  to  do  so,  Harry  was  tried  with  the   fifteen  other  brothers,  on  charges  mentioned  above,  and  found  guilty.     During  the  course  of  the  trial  eight  brothers  were  advised  by  their  attorneys  to  plead  guilty,   suggesting  to  them  that  they  probably  would  receive  only  light  sentences  of  a  few  months.   �These  eight  brothers  were  all  sentences  to  terms  ranging  from  4  ½  to  11  years  to  a   maximum  of  6  to  12  years.       Eight  other  brothers  were  remanded  to  the  County  Prison  Farm,  under  $2,500  bail,  to  await   sentencing  in  May.  This  time  is  given  to  provide  opportunity  for  attorneys  to  file  appeals.   Lemuel  Belgraves,  one  of  the  brothers,  was  not  with  the  original  group  when  the  fight   started  but  joined  them  afterwards  and  attempted  to  help  break  it  up.  At  the  trial  the   arresting  officers  testified  that  Lemuel  attempted  to  break  up  the  fight,  yet  he,  too,  was   found  guilty.  (This  point  can  be  found  in  the  trial  transcript.)     �-­‐2-­‐   There  are  many  people  in  the  community  who  feel  that  these  sentences  represent  an   attempt  on  the  part  of  Delaware  County  Judicial  System  to  suppress  this  county’s  black   community.  We  feel  the  brothers  should  have  been  charged  with  fighting  and  should  be   tried,  and  if  found  guilty,  punished  accordingly.  It  is  palpably  clear  that  justice  for  blacks  in   Delaware  County  is  different  than  justice  for  whites.  These  sixteen  young  men’s  crimes   were  being  black.  E.g.,  a  few  weeks  following  the  sentencing  of  the  brothers,  there  were   similar  situations  of  fights  at  ball  games  at  Darby-­‐Colwyn  and  Monsignor  Bonner  High   Schools.  (Both  predominately  white  schools.)  At  these  fights  crowbars  were  used,  limbs   were  broken,  and  hospitalization  was  required.  The  youths  involved  were  fined  up  to   $100.00  and  $11.00  court  costs,  and  were  admonished  by  the  magistrate  next  time  they   appear  before  him  for  a  similar  act  they  will  be  sent  to  Media  immediately  on  a  charge  of   inciting  a  riot.  The  magistrate  said,  “You  can  tell  your  friends  that  you  are  not  going  to  turn   Upper  Darby  into  another  Chester.”     A  week  following  the  sentencing,  an  ad-­‐hoc  committee  was  formed  to  plan  methods  to   secure  a  fair,  just  trial  for  all  brothers  concerned.  The  group  is  called,  “Parents  Committee   for  Justice”  and  is  composed  of  community  organizers  working  in  Delaware  County,   parents,  relatives,  friends  and  others  concerned  for  justice.     For  the  past  three  weeks  the  group  has  been  engaged  in  fund  raising  to  defray  legal  cost   and  related  expense,  and  fact  finding.  All  attorneys,  both  Public  Defenders  and  private  were   visited  by  teams  to  find  out  their  interest  and  future  intentions.  Parents  and  relatives  of  the   brothers  involved  were  also  visited  to  gain  their  impression  of  the  entire  proceeding.       We  are  fortunate  to  have  three  black  law  students  volunteer  to  assist  the  parents   committee  in  any  way  deemed  necessary.  Our  present  plan  is  to  increase  the  involvement   of  the  total  community  in  recognizing  that  this  travesty  of  justice  cannot  be  allowed  to  go   uncontested.     We  will  continue  to  meet  weekly  and  do  everything  in  our  power  to  mobilize  the  support   from  the  community  via  speaking  before  groups,  mailing  and  distributing  brochures,  giving   the  facts  in  the  case  as  seen  through  the  eyes  of  the  community.       Petitions  are  currently  being  circulated  requesting  the  U.S.  Department  of  Justice  to   conduct  a  full  and  thorough  investigation  of  the  judicial  system  of  Delaware  County  and  the   activism  of  the  Chester  Police  Department.     Although  we  do  not  condone  violence  engaged  in  by  these  young  brothers,  we  certainly   understand  its  true  cause.  The  truce  causes  are  the  condition  under  which  black  people  are   �forced  to  live  in  Chester.  The  facts  substantiating  this  statement  have  been  stated  over  and   over  –  public  hearings  conducted  by  the  Pennsylvania  Human  Relations  Committee  and  by   voluminous  reports  complied  by  a  number  of  interest  groups.  But  still  the  crises  of  our   frustrated  youth  fall  on  deaf  ears.     We  were  not  at  all  surprised  when  violence  erupted  at  a  game.  The  schools  in  Chester  have   been  among  the  chief  contributors  to  a  climate  that  spawns  unrest.  For  years  the  schools   have  exploited  our  black  young  men.  They  are  encouraged  to  participate  in  athletic   activities  with  the  promise  of  college  scholarships  while  being  advised  to  take  courses  like   practical  arts  that  have  little  terminal  utility.   �           -­‐3-­‐   Upon  graduation  these  athletes  are  unable  to  accept  college  scholarships.  It  has  been   estimated  that  the  schools  gross  over  $20,000  a  year  from  athletic  events.  Yet  blacks   benefit  little  from  this.  The  above  situation  plus  the  absence  of  black  coaches  has  been  a   thorn  in  the  side  of  the  black  community.  While  the  football  game  was  in  progress  a   community  group  was  peacefully  protesting  these  conditions.  It  is  our  firm  belief  that  the   sentences  imposed  on  our  brothers  was  a  direct  attempt  to  curtail  any  challenge  of  the   school’s  unfair  and  unjust  practices.     A  further  example  of  the  school’s  insensitivity  to  its  students  was  its  refusal  to  take   advantage  of  the  Government  funds  to  provide  a  much  needed  school  lunch  program   despite  the  fact  that  Chester  School  children  are  among  the  neediest  in  the  county.  The   school,  however,  saw  fit  to  vote  money  to  send  the  school  board  members  and  the  directors   to  a  convention  in  Miami.     We  as  black  people  must  assume  our  first  responsibility  –  the  protection  of  our  families.                   PARENTS  COMMITTEE  FOR  JUSTICE               �         � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Media Fellowship House Description An account of the resource Correspondence, newspaper articles, promotional materials, and organizational reports from the Media Fellowship House relevant to the Black activism at Swarthmore College from 1968 to 1972. Source A related resource from which the described resource is derived Media Fellowship House Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Legible copy of] Report on events leading up to and following the conviction of sixteen Black youth for allegedly "rioting" at a Chester High School football game Creator An entity primarily responsible for making the resource Parents Committee for Justice Source A related resource from which the described resource is derived Media Fellowship House Date A point or period of time associated with an event in the lifecycle of the resource [11/1968-02/1969] Format The file format, physical medium, or dimensions of the resource .pdf Media Fellowship House http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e34b62b7a67fce00a155fc9506484563.pdf 555481b4e824fba4eae08ff1e6a181cc PDF Text Text ���� ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Black Cultural Center Records Description An account of the resource Correspondence and official documentation regarding the Black Cultural Center and the Swarthmore Afro-American Students' Society. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Minutes of the Black Studies Curriculum Committee 11/20/1968] Description An account of the resource Box 2, Black Curriculum Committee 1968-1969 Creator An entity primarily responsible for making the resource [Black Studies Curriculum Committee] Date A point or period of time associated with an event in the lifecycle of the resource [11/20/1968] Format The file format, physical medium, or dimensions of the resource PDF Black Studies Don Mizell Faculty Marilyn Allman (Maye) Marilyn Holifield http://s3.amazonaws.com/sc-lib-ds-bl1969/original/2bea8bbb20816a07fd78c63d2cd5000a.jpg ef5bcc4a47b870dd76cd7994c6e13525 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 Swarthmore College Calendar [12/1968 - 01/1969] Description An account of the resource SASS Material, 1968 Creator An entity primarily responsible for making the resource [Swarthmore College] Date A point or period of time associated with an event in the lifecycle of the resource [12/20/1968] Format The file format, physical medium, or dimensions of the resource JPG http://s3.amazonaws.com/sc-lib-ds-bl1969/original/38da6e3917ed5d91ebfc9a1e7acd871e.pdf 8a633ed67c0e34c64bcd89bc047b5325 PDF Text Text �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chester Home Improvement Records, 1965-1969 Description An account of the resource Meeting minutes, Board of Managers and committee membership lists, promotional materials, and organizational reports from 1965 to 1969. Source A related resource from which the described resource is derived [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource 1965-1969 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource This Is CHIP Creator An entity primarily responsible for making the resource Chester Home Improvement Project Source A related resource from which the described resource is derived [URB 25/2 Formation 1965], [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource [1965] Format The file format, physical medium, or dimensions of the resource .pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/f7295c2aa4bd5f0d7b9a803bbc93e8d1.pdf 001a9d6fdebf57d81aaef48f1d1951f4 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chester Home Improvement Records, 1965-1969 Description An account of the resource Meeting minutes, Board of Managers and committee membership lists, promotional materials, and organizational reports from 1965 to 1969. Source A related resource from which the described resource is derived [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource 1965-1969 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource To Prospective Volunteers Creator An entity primarily responsible for making the resource Chester Home Improvement Project Source A related resource from which the described resource is derived [URB 25/2 Formation 1965], [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource [1965] Format The file format, physical medium, or dimensions of the resource .pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/c60abaff4fc35e5f48f508f581869f63.pdf 16a1ef25566405b0ff265d47188e7e30 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chester Home Improvement Records, 1965-1969 Description An account of the resource Meeting minutes, Board of Managers and committee membership lists, promotional materials, and organizational reports from 1965 to 1969. Source A related resource from which the described resource is derived [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource 1965-1969 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Draft of message for volunteer recruitment] Creator An entity primarily responsible for making the resource Chester Home Improvement Project Source A related resource from which the described resource is derived [URB 25/2 Formation 1965], [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource [1965] Format The file format, physical medium, or dimensions of the resource .pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/da15101b0430d8f777717ea9f47efb58.pdf 42fc952089c9d83011be34829d5d5486 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Chester Home Improvement Records, 1965-1969 Description An account of the resource Meeting minutes, Board of Managers and committee membership lists, promotional materials, and organizational reports from 1965 to 1969. Source A related resource from which the described resource is derived [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource 1965-1969 Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Director's report on CHIP activities Creator An entity primarily responsible for making the resource Lowell Livezey Source A related resource from which the described resource is derived [URB 25/7 Financial report 1966-1967], [Chester Home Improvement Project (Chester, Pa.) Records 1965-1969], [URB 25], Urban Archives, Special Collections Research Center, Temple University Libraries, Philadelphia, Pennsylvania Date A point or period of time associated with an event in the lifecycle of the resource [1966] Format The file format, physical medium, or dimensions of the resource .pdf http://s3.amazonaws.com/sc-lib-ds-bl1969/original/66cfd7f4000728f9cb90c2a821944211.pdf 35f2e94222779da15abf29d7a4a16089 PDF Text Text AOALL Eoa OPEN DISOUSSION Now 1s th~ t1me for open discussion of our situation as students. HUman events demandcontinuous reappraisal. The continuing claims of each group must be examined objectively. Objective appraisal of our condition is what we need now. A Student Week without classes will serve the purpose 'of engaging all members of the college . in an open discussion. It will be a varied and useful week in which we can take stock of life here, propose changes, and implement changes. ~, This proposal is not an expression of dissatisfaction, overt or covert, rather it is a recogni fum of the need to change with changing times. Conditions change rapidly, and as we participate in the present we must also participate in our own futures. This Week is the measure of our hope for the future. This is not, however, an appeal to sentiment. Student Week will be of practical benefit to the community in these ways: 1. Co-ordinated expression of opinion will provide concret prop osals for changes students desire. With these popular proposals clear action could be taken to implement them. 2. Student Week would give interest groups a chance to express their needs to the whole student body and achieve changes not otherwise possible 3. It would cover important topics not covered adequately by Superweek and new situations which have arisen. 4. It would bring together people who would not ordinarily meet to discuss topics of shared interest last~ 5. It would draw students who were not here year into discussion --_. .. -----.__ ._- 6. It would offer other groups a clearer picture of student life and opinion 7. Finally and most important a student-planned and run Student Week would stimulate awareness of our position as students and demonstrate our willingness to think and act constructively �Student Week answers the needs of our situation. The time for positive action is now. Certain criticisms have been made of the plan for Super Week. The substance of these criticisms is this: . 1. Student Week will not lead to action It will be chaotic 3. Now is a bad time for a Student Week 4. The Faculty and Adminstration will not approve any student proposals --2: First,the expressi9n of opinion and the achievment of student consensus on particu~ar proposals is the only basis for action. Student Week will provide the basis for any action which should be taken in the eyes of the students. This will not be a Super week it will be a week of student participation on which all action depends. The week will not be chrutlc. A framework for discussion and a tentative program of events for Student Week is included in this statement. These suggestions, which can be changed to include any other important interests, will insure the orderly and productive quality of the week. Third~ this is a good time for a week of discussion and action. This is the time that was chosen last year after extensive study. The beginning of the year is the time when we should look forward to plan for this year and years to follow. Finally, it is up to us to initiate active criticism of ourselves and the school. Until student opinion is heard it cannot be heeded. Now is the time. Student Week will be useful if there is rational organization of activity during the week. This is a tentative program of discussion which will lead to a set of proposals. After proposals have been a greed on there will be discussion of means of implementation. The schedule is: 1. A general meeting at the beginning of the week when issues pertinent to the whole student body will be discussed and topics of further discussion set 2. Students will meet in smaller groups for the discussion of these topics 3. Some issues are not of interest to the whole student body but cannot be overlooked. Interested students will organize groups for disccusion of these issues and the formulation of proposals 4. Specific proposals derived from meetings will be voted on by the entire student body 5. A final general meeting will be held to discuss implementation of approved proposals �Possible topics fordiscussion in Student Week are: l.P.B. and Eollection 2.Grading 3.Majors 4.Distribution Requirements 5 .Role -~ of-, Stud en t Oouncil 6.Dorm Life --and Off-Campus living 7.Role of the trustees 8.Social Activities 9.Admissions policy IO.Relations with the surrounding communities and outside world ll.Student Power 12.0onflicts of interest 13. Apermanent Student Week This is a tentative lllt designed to privide an initial frame work for discussion; No topics will be excluded from discussion if they are of broad tnterests. THERE WILL BE A DORM MEETING TONIGHT IN EACH DORM TO DISCUSS THIS PROPOSAL. IF OPINION vfARRANTS THERE WILL A SECOND GROUP OF DOID1 MEETINGS AND A VOTE ON THE PROPOSAL WITHIN A T,rfEEK. AT MEETINGS STUDENTS SHOULD DISCUSS THE SUBSTANCE OF THE PROPOSAL, THE TENTATIVE PROGRAM AND BEST DATE FOR THE WEEK ( IT HAS BEEN TENTATIVELY SCHEDULED FOR THE SECOND v-l EEK AFTER THANKSGIVING, BUT THIS COULD BE CHANGED AS STUDENTS WISH.) This Week will be student-planned,student-run and address itself to student problems as well as school problems. The time is now. � AOALL Eoa OPEN DISOUSSION Now 1s th~ t1me for open discussion of our situation as students. HUman events demandcontinuous reappraisal. The continuing claims of each group must be examined objectively. Objective appraisal of our condition is what we need now. A Student Week without classes will serve the purpose 'of engaging all members of the college . in an open discussion. It will be a varied and useful week in which we can take stock of life here, propose changes, and implement changes. ~, This proposal is not an expression of dissatisfaction, overt or covert, rather it is a recogni fum of the need to change with changing times. Conditions change rapidly, and as we participate in the present we must also participate in our own futures. This Week is the measure of our hope for the future. This is not, however, an appeal to sentiment. Student Week will be of practical benefit to the community in these ways: 1. Co-ordinated expression of opinion will provide concret prop osals for changes students desire. With these popular proposals clear action could be taken to implement them. 2. Student Week would give interest groups a chance to express their needs to the whole student body and achieve changes not otherwise possible 3. It would cover important topics not covered adequately by Superweek and new situations which have arisen. 4. It would bring together people who would not ordinarily meet to discuss topics of shared interest last~ 5. It would draw students who were not here year into discussion --_. .. -----.__ ._- 6. It would offer other groups a clearer picture of student life and opinion 7. Finally and most important a student-planned and run Student Week would stimulate awareness of our position as students and demonstrate our willingness to think and act constructively �Student Week answers the needs of our situation. The time for positive action is now. Certain criticisms have been made of the plan for Super Week. The substance of these criticisms is this: . 1. Student Week will not lead to action It will be chaotic 3. Now is a bad time for a Student Week 4. The Faculty and Adminstration will not approve any student proposals --2: First,the expressi9n of opinion and the achievment of student consensus on particu~ar proposals is the only basis for action. Student Week will provide the basis for any action which should be taken in the eyes of the students. This will not be a Super week it will be a week of student participation on which all action depends. The week will not be chrutlc. A framework for discussion and a tentative program of events for Student Week is included in this statement. These suggestions, which can be changed to include any other important interests, will insure the orderly and productive quality of the week. Third~ this is a good time for a week of discussion and action. This is the time that was chosen last year after extensive study. The beginning of the year is the time when we should look forward to plan for this year and years to follow. Finally, it is up to us to initiate active criticism of ourselves and the school. Until student opinion is heard it cannot be heeded. Now is the time. Student Week will be useful if there is rational organization of activity during the week. This is a tentative program of discussion which will lead to a set of proposals. After proposals have been a greed on there will be discussion of means of implementation. The schedule is: 1. A general meeting at the beginning of the week when issues pertinent to the whole student body will be discussed and topics of further discussion set 2. Students will meet in smaller groups for the discussion of these topics 3. Some issues are not of interest to the whole student body but cannot be overlooked. Interested students will organize groups for disccusion of these issues and the formulation of proposals 4. Specific proposals derived from meetings will be voted on by the entire student body 5. A final general meeting will be held to discuss implementation of approved proposals �Possible topics fordiscussion in Student Week are: l.P.B. and Eollection 2.Grading 3.Majors 4.Distribution Requirements 5 .Role -~ of-, Stud en t Oouncil 6.Dorm Life --and Off-Campus living 7.Role of the trustees 8.Social Activities 9.Admissions policy IO.Relations with the surrounding communities and outside world ll.Student Power 12.0onflicts of interest 13. Apermanent Student Week This is a tentative lllt designed to privide an initial frame work for discussion; No topics will be excluded from discussion if they are of broad tnterests. THERE WILL BE A DORM MEETING TONIGHT IN EACH DORM TO DISCUSS THIS PROPOSAL. IF OPINION vfARRANTS THERE WILL A SECOND GROUP OF DOID1 MEETINGS AND A VOTE ON THE PROPOSAL WITHIN A T,rfEEK. AT MEETINGS STUDENTS SHOULD DISCUSS THE SUBSTANCE OF THE PROPOSAL, THE TENTATIVE PROGRAM AND BEST DATE FOR THE WEEK ( IT HAS BEEN TENTATIVELY SCHEDULED FOR THE SECOND v-l EEK AFTER THANKSGIVING, BUT THIS COULD BE CHANGED AS STUDENTS WISH.) This Week will be student-planned,student-run and address itself to student problems as well as school problems. The time is now. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Call for Open Discussion Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource [none] Date A point or period of time associated with an event in the lifecycle of the resource [1969] Format The file format, physical medium, or dimensions of the resource PDF Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/91ac9145f90d7be85c0ea012bda7c57b.jpg 77c321b59b3a6af09a2ee3e97568d8dc Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Friends Historical Library General Reference Files Description An account of the resource This collection contains a series of folders in the Friends Historical Library that are not part of any particular collection. Most of the documents pertain to SASS, the BCC, and Black Studies. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource [Letter from William Gatens to Peter van de Kamp, 1969 Description An account of the resource SASS Material 1969 (part 1) Creator An entity primarily responsible for making the resource William Gatens Date A point or period of time associated with an event in the lifecycle of the resource [1969] Format The file format, physical medium, or dimensions of the resource JPG 1969 sit-in Student Body http://s3.amazonaws.com/sc-lib-ds-bl1969/original/0d7bb2e8e14da76cc5bcd3e2678468af.jpg f6e4277472ab9c188383c53423176eab 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 Disorder takes a heavy toll of college chief executives Description An account of the resource Box 70, Courtney Smith - death 1/16/1969 Creator An entity primarily responsible for making the resource Richard Spong Date A point or period of time associated with an event in the lifecycle of the resource [1969] Format The file format, physical medium, or dimensions of the resource JPG Courtney Smith's death http://s3.amazonaws.com/sc-lib-ds-bl1969/original/e25b15f072330e523d0de9408a4edfe7.pdf 9e8bc93e8fc325841b9b67d65d57cb44 PDF Text Text -/ To: Ning Robinson, Hark Breihart, Dave Smith, Lew Cook, and Robert Cross From: Fr ed Pryor and Jerry Wood Enclosed, you ''lill find a draft of the statements on pr ivacy. He ''lOuld appreciate your comments, not only on formulations but also on completeness • - . �PRIVACY OF MEMBERS OF THE COLLEDE COMMUNITY Members of the college community, primarily faculty and staff members, are frequently 'a'sk;d for information about other members of the college community. On the one hand such requests may concern recommendations of students for graduate school or employment or information for a daily newspaper regarding awards granted to outstanding faculty members or students; on the other hand such requests may concern political opinions of community members or information concerning criminal activities. It is often difficult to determine which information is private or confidential and should not b~ released ' in order to protect the privacy of members of the college community and which may be publicly r eleased. The principles presented in this statement deal with general issues and those presented in the following statement concern specific problems of the confid entiality of academic, financial, and other records. I. Verification of reguest In all cases the credentials of the person reques ting information should be closely checked. All police officials, F.B.I. agents, and newspapermen have identification cards with photographs; if there is any doubt as to the authenticity , of such identification cards, the home office of the person requesting information should be called to see if such requests were authorized. Authenticity of requests for information by mail are more difficult to check, but if they regard particular members of the college community, these members should be called to verify the legitimacy of the request. F.B.Io agents or members of other investigation agencies checking the loyalty of applicants for f ederal jobs should be asked to show the release signed by the person under investigation giving' permission for such an enquiry. II. Privileged information In the course of fulfilling college duties both faculty members and staff learn much about other members of the college community which must be cons id ered privileged information; this information is not to be released to those r equesti ng such information from either inside or outside the college community. 1. Such privileged information especially concerns ideas expressed by students in writing and class participation. One of the aims of a college education is to question and shake opinions and beliefs pre';'iously arrived at and to form opinions that have been tested by the individual himself. The student is exposed to new ideas put forth by faculty members, by other students, or in r eading . During his college years he is asked to look with an open mind at different theories and philosophies and is also encouraged to tryout ideas in experience. Many students go through a series of divergent yet passionately held philosophical convictions while at college. They may defend each strongly, this being one way of t esting them. The espousal by some students in discussion or papers of ideas considered subversive outside the campus, must therefore be recognized as a normal activity in a college . It follows from this that there must exist a special relationship of trust among students and faculty in th eir acad emic association. Members of the college community should f eel confid ent that expression of their ideas will be A. .' �.. 2. regarded as strictly an academic matter, to be considered privileged and not to be reported tp those outside the college community. This relationship of trust is indispensable·' to. a college community if it is to serve its proper function in society. 2. The communications system of the college, including the telephone system and the mail system, must remain completely private and messages of college community members are neither to be intercepted, overheard, or in any way monitored without explicit court order; ~urther, i~formation about senders or receivers of messages is considered as privileged information and not to be released. Any information accidentally gained by staff members operating these communications systems is to be considered privileged and not to be reported to others, except in instances where disruptive or criminal activity may be involved; in these cases a report should be made only to one of the deans, vice presidents, or president of the College. 3. Information gained in the cleaning of faculty offices, student rooms, or other college facilities is to be considered privileged, insofar as the faculty member or student is not violating governmental or college regulations. 4. If there are questions regarding whether particular information is privileged, the matter should be discussed with the deans or higher administrative authorj,ties. B. Privileged information and political, social, and criminal matters 1. Privileged information regarding political and social ideas, concerns, and actions of members of the col·lege community is not to be reported to others, either within or without the college community, under penalty of the sanctions discussed below. 20 Privileged information regarding criminal acts or violation of college regulations raise particular dilemmas, since competing demands of duty to the government or college are placed in opposition to the rights of privacy outlined in this document. With regard to reporting criminal action to outside authorities, the college deans should be consulted before action is taken. III. Areas of Privacy Three areas in which privacy is involved require special attention: issues concerning recommendations; concerning special requests for information by news media, police, and other outside sources; and concerning "privacy of person." / A. Recommendations and 1I1 oyalty checks" Two serious problems arise with regard to the giving of recommendations or information for "loyalty checks." 1. First, such recommendations may be us ed in situations other than those for which the recommendation is asked. For instance, a recommendation · sent to the Civil Service Commission may form part of an F.B.I. dossier of the person that may follow him for years. 2. Second, although recommendations do not require the divulging of privileged information, they often require an evaluation of the person that is based �3. on privileged information, e.g. the observation of a student's behavior in the classroom. Although the "specific political and social ideas of the student are certainly privLleged information and not to be divulged, the problems of what to reveal with regard to inferences based on this information are more difficult to resolve. If, on the basis of such inf€rences, the faculty member feels that a particular student , is not suited for the position for which he applied and needs a recommendation, it is best to give a negative recommendation without stating the !reasons. 3. "Loyalty checks" provide more difficulties. The basic assumption of the federal security program is that the Government has the right to, and indeed must, protest itself 'from disloyalty and subversion. "However, ascertaining the loyalty of any individual or the possibility of future acts of subversion by him, is fraught with danger. The relationship between opinion expressed by community members and their deeds is tenuous for two reasons. First, the spoken or written word or the studying of certain materials is far removed from actions. To act requires more than intellectual assent. Often we may not know what we believe until we are challenged to act upon our beliefs. Second, few "people reveal to others their deepest thoughts and feelings; and even when they do, opinions which are voiced are easily misinterpreted. ~, " I i If there is doubt expressed about the loyaLty of one member of the college comnlunity by another, or about his safety as a security risk because of his thoughts, opinions, or beliefs, as distinct from his character or stability of personality, a full statement of the charge should be given in writing to the investigating authorities, a copy of which should also be given to the person being investigated. B. Other requests for info~lation by outside agencies Members of the college community are requested often for information, especially from news media and police, but also from research agencies a~d other interested parties. 1. Police and F.B.I. officials have, on occasion, requested general information about college community members that concern no specific acts of the person involved but which are concerned with building up a dossier for unknown purposes. On no account is privileged information nor inferences from privileged information or second or third hand information to be divulged . If such sources are persistent, they should be referred to one of the college deans. 2. News media have often requested information regarding famous or infamous members of the college community. Again, privileg ed information or inferences from privileged information should not be divulged. In order to respect the rights of privacy of the individual under examination most thoroughly, it is advised to check with the person in question before supplying information. If information is solicited concerning particular groups or organizations on campus, the same principles hold. In cases of doubt, one of the college deans should be consulted. / 3 • . Various outside organizations and research groups constantly apply to particular college community members for particular j..nf<;>rmation. In many cases �4. this involves somernatter of public knowledge about the college and no difficulty is involved. Again, neither privileged information nor inferences from privileged information should be divulged. Difficult questions should be referred to one of the college·:deatls., I I C. Privacy of person College community members have a right to conduct their normal college business as well as their social life without fear that their privacy is being invaded. Several areas of especial concern, including privacy of faculty offices and student rooms, are briefly discussed below. 1. Faculty members perform a larger role in relation to their students than that of academic mentors. They are frequently called upon to advise students on matters of a personal nature, including "family problems, II social interrelationships with their peers, as well as the development of a philosophy for the conduct of life. Such private discussions between faculty and students are to be regarded as falling within the realm of strictest confidentiality (insofar as the substance of such discussions are concerned), though there may conceivably be occasions on which faculty members--in evaluating with their colleagues the academic performance of a student--may find it constructive to indicate the presence (though not the sUbstance) of. personal difficulties faced by that student. 2. As a general rule, the rooms of students are to be regarded as the private domain of their occupants and, thus, protected by the normal canons of privacy. It is to be understood, however, that the College reserves the right to make inspections of student premises when there is reasonable grounds for suspecting violations therein of governmental or College regulations. [- 3. It is expected, of course, that individuals will conduct their private affairs in a private manner, and with all due respect for the privacy of others. 4. It is expected that from time to time persons or organizations from within or without the College may wish to conduct surveys or to distribute questionnaires for academic research purposes, ' or for political, commercial, or other objectives. In these instances, the following principles should apply. a. Any outside person or organization wishing to circulate a questionnaire or survey among students or faculty members must obtain prior permission from the Dean of Men or the Dean of Women. b. Questionnaires or surveys regarding student or faculty oplnlons or tastes--whether circulated by persons from within or without the College--should clearly indicate the purpose for which such a canVaS is being made. If the survey or qUestionnaire originates from within the College, the person or organization circulating it should be alert to ethical considerations involving the privacy and integrity of respondents; in cases of doubt, Department Chairman or the Research Ethics Committee should be consulted. Co Only bona fide students may .collect information for commercial purposes. When approached for such information, the person being canvassed may request p~oof of identification from the individual making the enquiry. d. It is to be understood, of course, that anyone sol,icited for information by surveyor questionnaire reserves the right not to respond. �5. -/ ' IV. SanctiQns .' I The College reserves the right to remove from its midst those individuals violating the rights of privacy contained in this document and, if the occasion warrants, to sue for damages. ! �CONFIDENTIALITY OF RECORDS The following principles are applicable to handling any requests for informatiop . about students or former students, faculty members, or members of ~h; college staff and administration by any member of the college community. These principles are intended to protect the individual's right to privacy and the confidentiality of his records throughout the institution. All College personnel in charge of such records must sign a written document indicating their understanding' of these principles. )~ I. Student Records The following major types of student records are officially maintained by the College: academic records and certain personal r e cords by the Registrar's Office; financial records by the Office of Financial Aid; records on disciplinary and other actions by the Office of the ,Deans; medical records by the Colle g e physician; certain high school records and recommendations by the Admissions Office; reco mmenda tions by the Job Placement Office; and particular information about academic performance of former students and their current addresses and activities in the Alumni Office. These records contain privileged informa tion and the contents are to be disclosed only in the situations described below. Further, release of lists of students in raci a l, reli g ious, or social ' ? categories based on student records is forbidden. ~ A. Disclosure to Students 1. A student is entitled to an official trans cript of his own academic record, subj ec t only·to the conditions listed below under ~lithholding Informa tion (s e ction G). It i s Coll ege policy th a t other materials in student files are confide n tial. No student is permitted to see the transcri p t or academic re60td of an ot he r student without written permission by the person whose transcript is involved. A student has the right to inspect his academic record (from which transcripts ar~ made) and is entitled to an expl a nat ion of any information recorded on it. When the ori ginal is shown, examination is p e rmitted only under conditions which will prevent its~teration or mutilation. Students who wish to request copie s of their transcript must do so in writing. Telephoned requests fro m gradu a ted students will be honored only at the discretion of the Registrar. ,I 20 Documents submitted by or for the student in support of his application for admission to Swarthmore are not returned to the student, nor sent elsewhere at his reque s t. In exce p tional c ase s, however, where another transcript is unobt a inab le, or can b e secured only with th e greatest difficulty, copies may be prepare d and released upon the written request of the stude n t. �-~- 30 The fin ancial records held by the Advisor of Finan cial Aid, the r e cords 9n d, sciplin a ry a nd other actions held by the Offic e of the i Deans; and th e medical records held by the Colle ge phys~cian are to be disclosed neither to the student himself nor any other student. 40 Iitformation in alumni files concerning current address or dealin g with matters submitted by the alumni for publication in the Alumni Bulletin i5 _ public information and c a n be obt a ined by students. ' I Other information in is completely confidentialo Bo Disclosure to Faculty and Administrative 10 Faculty and administrative officers of the College who have a legitimate interest in the materials of fil~6 on students and who demonstrate a need to know are permitted to look over the acade mic record of any student. The contents of the official academic r e cord of a stud en t are not sent outside the Office of the Registrar e x cept in circumst ances specifically authorized by the Registrar. Normally a permanent record never leaves the Office of the Registrar since copies can readily be made. 2. Non-academic records of students are not disclosed to faculty members except under extraordinary circums tanc e s in which the need for such records in order academically to aid the student can be clearly demonstrated. 3. Non-academic records of students are not disclo sed to administra tive officers excep t as they pursue their assigned duti~s. C. Di s clo s ure to Parents, Education al Institutions, and Other Agencies 1. Grade reports are routinely released to parents or guardians without prior approval from the st udent unle ss the student is over 21 or , married and requests that his reports be withhe ld. Requests from other ins t itutions of learning for transcripts or other academic information must be accompanied by a written release from the studento 2. The Office of Financial Aid routinely reports the a cade mic prog ress of students su pp orted by public of private agencies providing schol a rship assistance to students unless specifically requested not to do so by the student. 3. The materials in a student!s placement file (should one exist) is releas ed to prospective employers for the purpose of placement only when the student requests such release or when it is clear that the prospective employer's request is the result of an application for employme nt by the student. � -/ To: Ning Robinson, Hark Breihart, Dave Smith, Lew Cook, and Robert Cross From: Fr ed Pryor and Jerry Wood Enclosed, you ''lill find a draft of the statements on pr ivacy. He ''lOuld appreciate your comments, not only on formulations but also on completeness • - . �PRIVACY OF MEMBERS OF THE COLLEDE COMMUNITY Members of the college community, primarily faculty and staff members, are frequently 'a'sk;d for information about other members of the college community. On the one hand such requests may concern recommendations of students for graduate school or employment or information for a daily newspaper regarding awards granted to outstanding faculty members or students; on the other hand such requests may concern political opinions of community members or information concerning criminal activities. It is often difficult to determine which information is private or confidential and should not b~ released ' in order to protect the privacy of members of the college community and which may be publicly r eleased. The principles presented in this statement deal with general issues and those presented in the following statement concern specific problems of the confid entiality of academic, financial, and other records. I. Verification of reguest In all cases the credentials of the person reques ting information should be closely checked. All police officials, F.B.I. agents, and newspapermen have identification cards with photographs; if there is any doubt as to the authenticity , of such identification cards, the home office of the person requesting information should be called to see if such requests were authorized. Authenticity of requests for information by mail are more difficult to check, but if they regard particular members of the college community, these members should be called to verify the legitimacy of the request. F.B.Io agents or members of other investigation agencies checking the loyalty of applicants for f ederal jobs should be asked to show the release signed by the person under investigation giving' permission for such an enquiry. II. Privileged information In the course of fulfilling college duties both faculty members and staff learn much about other members of the college community which must be cons id ered privileged information; this information is not to be released to those r equesti ng such information from either inside or outside the college community. 1. Such privileged information especially concerns ideas expressed by students in writing and class participation. One of the aims of a college education is to question and shake opinions and beliefs pre';'iously arrived at and to form opinions that have been tested by the individual himself. The student is exposed to new ideas put forth by faculty members, by other students, or in r eading . During his college years he is asked to look with an open mind at different theories and philosophies and is also encouraged to tryout ideas in experience. Many students go through a series of divergent yet passionately held philosophical convictions while at college. They may defend each strongly, this being one way of t esting them. The espousal by some students in discussion or papers of ideas considered subversive outside the campus, must therefore be recognized as a normal activity in a college . It follows from this that there must exist a special relationship of trust among students and faculty in th eir acad emic association. Members of the college community should f eel confid ent that expression of their ideas will be A. .' �.. 2. regarded as strictly an academic matter, to be considered privileged and not to be reported tp those outside the college community. This relationship of trust is indispensable·' to. a college community if it is to serve its proper function in society. 2. The communications system of the college, including the telephone system and the mail system, must remain completely private and messages of college community members are neither to be intercepted, overheard, or in any way monitored without explicit court order; ~urther, i~formation about senders or receivers of messages is considered as privileged information and not to be released. Any information accidentally gained by staff members operating these communications systems is to be considered privileged and not to be reported to others, except in instances where disruptive or criminal activity may be involved; in these cases a report should be made only to one of the deans, vice presidents, or president of the College. 3. Information gained in the cleaning of faculty offices, student rooms, or other college facilities is to be considered privileged, insofar as the faculty member or student is not violating governmental or college regulations. 4. If there are questions regarding whether particular information is privileged, the matter should be discussed with the deans or higher administrative authorj,ties. B. Privileged information and political, social, and criminal matters 1. Privileged information regarding political and social ideas, concerns, and actions of members of the col·lege community is not to be reported to others, either within or without the college community, under penalty of the sanctions discussed below. 20 Privileged information regarding criminal acts or violation of college regulations raise particular dilemmas, since competing demands of duty to the government or college are placed in opposition to the rights of privacy outlined in this document. With regard to reporting criminal action to outside authorities, the college deans should be consulted before action is taken. III. Areas of Privacy Three areas in which privacy is involved require special attention: issues concerning recommendations; concerning special requests for information by news media, police, and other outside sources; and concerning "privacy of person." / A. Recommendations and 1I1 oyalty checks" Two serious problems arise with regard to the giving of recommendations or information for "loyalty checks." 1. First, such recommendations may be us ed in situations other than those for which the recommendation is asked. For instance, a recommendation · sent to the Civil Service Commission may form part of an F.B.I. dossier of the person that may follow him for years. 2. Second, although recommendations do not require the divulging of privileged information, they often require an evaluation of the person that is based �3. on privileged information, e.g. the observation of a student's behavior in the classroom. Although the "specific political and social ideas of the student are certainly privLleged information and not to be divulged, the problems of what to reveal with regard to inferences based on this information are more difficult to resolve. If, on the basis of such inf€rences, the faculty member feels that a particular student , is not suited for the position for which he applied and needs a recommendation, it is best to give a negative recommendation without stating the !reasons. 3. "Loyalty checks" provide more difficulties. The basic assumption of the federal security program is that the Government has the right to, and indeed must, protest itself 'from disloyalty and subversion. "However, ascertaining the loyalty of any individual or the possibility of future acts of subversion by him, is fraught with danger. The relationship between opinion expressed by community members and their deeds is tenuous for two reasons. First, the spoken or written word or the studying of certain materials is far removed from actions. To act requires more than intellectual assent. Often we may not know what we believe until we are challenged to act upon our beliefs. Second, few "people reveal to others their deepest thoughts and feelings; and even when they do, opinions which are voiced are easily misinterpreted. ~, " I i If there is doubt expressed about the loyaLty of one member of the college comnlunity by another, or about his safety as a security risk because of his thoughts, opinions, or beliefs, as distinct from his character or stability of personality, a full statement of the charge should be given in writing to the investigating authorities, a copy of which should also be given to the person being investigated. B. Other requests for info~lation by outside agencies Members of the college community are requested often for information, especially from news media and police, but also from research agencies a~d other interested parties. 1. Police and F.B.I. officials have, on occasion, requested general information about college community members that concern no specific acts of the person involved but which are concerned with building up a dossier for unknown purposes. On no account is privileged information nor inferences from privileged information or second or third hand information to be divulged . If such sources are persistent, they should be referred to one of the college deans. 2. News media have often requested information regarding famous or infamous members of the college community. Again, privileg ed information or inferences from privileged information should not be divulged. In order to respect the rights of privacy of the individual under examination most thoroughly, it is advised to check with the person in question before supplying information. If information is solicited concerning particular groups or organizations on campus, the same principles hold. In cases of doubt, one of the college deans should be consulted. / 3 • . Various outside organizations and research groups constantly apply to particular college community members for particular j..nf<;>rmation. In many cases �4. this involves somernatter of public knowledge about the college and no difficulty is involved. Again, neither privileged information nor inferences from privileged information should be divulged. Difficult questions should be referred to one of the college·:deatls., I I C. Privacy of person College community members have a right to conduct their normal college business as well as their social life without fear that their privacy is being invaded. Several areas of especial concern, including privacy of faculty offices and student rooms, are briefly discussed below. 1. Faculty members perform a larger role in relation to their students than that of academic mentors. They are frequently called upon to advise students on matters of a personal nature, including "family problems, II social interrelationships with their peers, as well as the development of a philosophy for the conduct of life. Such private discussions between faculty and students are to be regarded as falling within the realm of strictest confidentiality (insofar as the substance of such discussions are concerned), though there may conceivably be occasions on which faculty members--in evaluating with their colleagues the academic performance of a student--may find it constructive to indicate the presence (though not the sUbstance) of. personal difficulties faced by that student. 2. As a general rule, the rooms of students are to be regarded as the private domain of their occupants and, thus, protected by the normal canons of privacy. It is to be understood, however, that the College reserves the right to make inspections of student premises when there is reasonable grounds for suspecting violations therein of governmental or College regulations. [- 3. It is expected, of course, that individuals will conduct their private affairs in a private manner, and with all due respect for the privacy of others. 4. It is expected that from time to time persons or organizations from within or without the College may wish to conduct surveys or to distribute questionnaires for academic research purposes, ' or for political, commercial, or other objectives. In these instances, the following principles should apply. a. Any outside person or organization wishing to circulate a questionnaire or survey among students or faculty members must obtain prior permission from the Dean of Men or the Dean of Women. b. Questionnaires or surveys regarding student or faculty oplnlons or tastes--whether circulated by persons from within or without the College--should clearly indicate the purpose for which such a canVaS is being made. If the survey or qUestionnaire originates from within the College, the person or organization circulating it should be alert to ethical considerations involving the privacy and integrity of respondents; in cases of doubt, Department Chairman or the Research Ethics Committee should be consulted. Co Only bona fide students may .collect information for commercial purposes. When approached for such information, the person being canvassed may request p~oof of identification from the individual making the enquiry. d. It is to be understood, of course, that anyone sol,icited for information by surveyor questionnaire reserves the right not to respond. �5. -/ ' IV. SanctiQns .' I The College reserves the right to remove from its midst those individuals violating the rights of privacy contained in this document and, if the occasion warrants, to sue for damages. ! �CONFIDENTIALITY OF RECORDS The following principles are applicable to handling any requests for informatiop . about students or former students, faculty members, or members of ~h; college staff and administration by any member of the college community. These principles are intended to protect the individual's right to privacy and the confidentiality of his records throughout the institution. All College personnel in charge of such records must sign a written document indicating their understanding' of these principles. )~ I. Student Records The following major types of student records are officially maintained by the College: academic records and certain personal r e cords by the Registrar's Office; financial records by the Office of Financial Aid; records on disciplinary and other actions by the Office of the ,Deans; medical records by the Colle g e physician; certain high school records and recommendations by the Admissions Office; reco mmenda tions by the Job Placement Office; and particular information about academic performance of former students and their current addresses and activities in the Alumni Office. These records contain privileged informa tion and the contents are to be disclosed only in the situations described below. Further, release of lists of students in raci a l, reli g ious, or social ' ? categories based on student records is forbidden. ~ A. Disclosure to Students 1. A student is entitled to an official trans cript of his own academic record, subj ec t only·to the conditions listed below under ~lithholding Informa tion (s e ction G). It i s Coll ege policy th a t other materials in student files are confide n tial. No student is permitted to see the transcri p t or academic re60td of an ot he r student without written permission by the person whose transcript is involved. A student has the right to inspect his academic record (from which transcripts ar~ made) and is entitled to an expl a nat ion of any information recorded on it. When the ori ginal is shown, examination is p e rmitted only under conditions which will prevent its~teration or mutilation. Students who wish to request copie s of their transcript must do so in writing. Telephoned requests fro m gradu a ted students will be honored only at the discretion of the Registrar. ,I 20 Documents submitted by or for the student in support of his application for admission to Swarthmore are not returned to the student, nor sent elsewhere at his reque s t. In exce p tional c ase s, however, where another transcript is unobt a inab le, or can b e secured only with th e greatest difficulty, copies may be prepare d and released upon the written request of the stude n t. �-~- 30 The fin ancial records held by the Advisor of Finan cial Aid, the r e cords 9n d, sciplin a ry a nd other actions held by the Offic e of the i Deans; and th e medical records held by the Colle ge phys~cian are to be disclosed neither to the student himself nor any other student. 40 Iitformation in alumni files concerning current address or dealin g with matters submitted by the alumni for publication in the Alumni Bulletin i5 _ public information and c a n be obt a ined by students. ' I Other information in is completely confidentialo Bo Disclosure to Faculty and Administrative 10 Faculty and administrative officers of the College who have a legitimate interest in the materials of fil~6 on students and who demonstrate a need to know are permitted to look over the acade mic record of any student. The contents of the official academic r e cord of a stud en t are not sent outside the Office of the Registrar e x cept in circumst ances specifically authorized by the Registrar. Normally a permanent record never leaves the Office of the Registrar since copies can readily be made. 2. Non-academic records of students are not disclosed to faculty members except under extraordinary circums tanc e s in which the need for such records in order academically to aid the student can be clearly demonstrated. 3. Non-academic records of students are not disclo sed to administra tive officers excep t as they pursue their assigned duti~s. C. Di s clo s ure to Parents, Education al Institutions, and Other Agencies 1. Grade reports are routinely released to parents or guardians without prior approval from the st udent unle ss the student is over 21 or , married and requests that his reports be withhe ld. Requests from other ins t itutions of learning for transcripts or other academic information must be accompanied by a written release from the studento 2. The Office of Financial Aid routinely reports the a cade mic prog ress of students su pp orted by public of private agencies providing schol a rship assistance to students unless specifically requested not to do so by the student. 3. The materials in a student!s placement file (should one exist) is releas ed to prospective employers for the purpose of placement only when the student requests such release or when it is clear that the prospective employer's request is the result of an application for employme nt by the student. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Robert Cross Papers Description An account of the resource Correspondence, reports, recommendations, statements, and news clippings from students, administrators, board members, and alums. All of these documents passed through the Swarthmore President's Office during Robert Cross' time there. Source A related resource from which the described resource is derived Friends Historical Library Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Privacy of Members of the College Community [draft] Description An account of the resource Box 03, Federal Bureau of Investigation Creator An entity primarily responsible for making the resource Frederic Pryor Jerome Wood Date A point or period of time associated with an event in the lifecycle of the resource [1971] Format The file format, physical medium, or dimensions of the resource PDF Faculty FBI