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Academic Program Excerpt from 2020–21 Bryn Mawr College Undergraduate Catalog THE ACADEMIC PROGRAM undergraduate financial aid to students of Quaker lineage fund shall be used to provide undergraduate financial aid for an attending the College. (1985) international student. (2008) The D. Robert Yarnall Fund was established by a bequest from The Harris and Clare Wofford International Fund Scholarship D. Robert Yarnall, of Chestnut Hill, Philadelphia, who died on was established to honor President Wofford and his September 11, 1967. His mother, Elizabeth Biddle Yarnall ’19, commitment to international initiatives which he enthusiastically aunt Ruth Biddle Penfield ’29 and daughter Kristina Yarnall- supported during his tenure at Bryn Mawr. (1978) Sibinga ’83 are graduates of the College. The fund shall be used to provide undergraduate financial aid. (1967) The Nanar and Anthony Yoseloff Endowed Scholarship Fund was established by Nanar Tabrizi Yoseloff ’97 and her THE ACADEMIC PROGRAM husband, Anthony Yoseloff. The fund shall be used to provide undergraduate financial aid. (2009) International Funds The Curriculum The Bryn Mawr curriculum is designed to encourage breadth of The Ann Updegraff Allen ’42 and Ann T. Allen ’65 Endowed learning and training in the fundamentals of scholarship in the Scholarship Fund was established by Ann Updegraff Allen ’42 first two years, and mature and sophisticated study in depth in and Ann T. Allen ’65 for students in good academic standing, a major program during the last two years. Its overall purpose is with preference for international students. The fund shall be to challenge the student and prepare the student for the lifelong used to provide undergraduate financial aid. (2008) pleasure and responsibility of self-education and playing The Bowles Family Scholarship Fund (formerly the Frances a responsible role in society. The curriculum encourages Porcher Bowles Memorial Scholarship Fund) was established independence within a rigorous but flexible framework of by relatives and friends in memory of Frances Porcher Bowles distribution and major requirements. ’36. The fund shall be used to provide undergraduate financial The Bryn Mawr curriculum obtains further breadth through aid for international students. (1985) institutional cooperation. Virtually all undergraduate courses The Chinese Scholarship was established by Beatrice and all major programs at Bryn Mawr and Haverford Colleges MacGeorge, Class of 1901, M.A. ’21. The fund shall be used to are open to students from both schools, greatly increasing the provide undergraduate financial aid. (1929) range of available subjects. With certain restrictions, Bryn Mawr The Lois Sherman Chope Scholarship Fund was established by students may also take courses at Swarthmore College, the Lois Sherman Chope ’49, through the Chope Foundation. The University of Pennsylvania and Villanova University during the purpose of the Fund is to provide undergraduate scholarship academic year without payment of additional fees. support for international students. (1992) Requirements for the A.B. Degree for The Elizabeth Dodge Clarke Fund was established by the Cleveland H. Dodge Foundation. The fund shall be used to students who matriculated in the fall of 2011 provide undergraduate financial aid for international or later (students who matriculated prior to students. (1984) fall 2011 should consult prior catalogs) The Jia Joanna Gao ‘19 Scholarship was established in 2019 Thirty-two units of work are required for the A.B. degree. by a generous gift from Jia Joanna Gao ‘19 and her family. The These must include fund supports undergraduate scholarships, with a preference • One Emily Balch Seminar. for international students. (2019) • One unit to meet the Quantitative and Mathematical The Lucy Chu Lo and Chien-Pen Lo Scholarship Fund was Reasoning Requirement (preceded by the successful established by Anna Lo Davol ‘64 and Peter Davol. This Fund completion of the Quantitative Readiness Assessment or provides financial assistance to an undergraduate student with Quantitative Readiness Seminar). documented financial need who demonstrates high academic promise and a personal commitment to the values of Bryn • Two units to satisfy the Foreign Language Requirement. Mawr College. Preference will be given to an international • Four units to meet the Distribution Requirement. student from China or the Middle East. (2016) • A major subject sequence. The Middle East Scholarship Fund was established by Eliza Cope Harrison ’58, of Ann Arbor, Michigan. The purpose of the • Elective units of work to complete an undergraduate program. Fund will be to enable the College to make scholarship awards to able students from a number of Middle Eastern countries. In addition, all students must complete six half-semesters of While the countries have not been specifically named, it is physical education courses, including the required wellness expected that Iran and Turkey will be included. The fund shall class, THRIVE. They must also successfully complete a swim be used to provide undergraduate financial aid. (1975) proficiency requirement and meet the residency requirement. The Denise A. Prime ‘94 Scholarship Fund was established Students will normally satisfy the Emily Balch Seminar, the by Denise A. Prime ’94. The fund shall support undergraduate Quantitative and Mathematical Reasoning Requirement, financial aid, with preference given to international students the Foreign Language Requirement, and the Distribution from Latin America and Africa. (2017) Requirement with courses taken while in residence at Bryn Mawr during the academic year. Students may use credits The Elizabeth G. Vermey Scholarship Fund was established transferred from other institutions to satisfy these requirements by friends of Elizabeth G. Vermey ’58, who was the Director only with prior approval. AP, A level, or IB credits may not be of Admissions at Bryn Mawr College from 1965 to 1995. The 29 THE ACADEMIC PROGRAM used to satisfy any of these requirements, although they might areas of scholarship, and prepares them to live in a global allow a student to place into a more advanced course. society and within diverse communities. The aim of this distribution requirement is to provide a structure to ensure a Emily Balch Seminar Requirement robust intellectual complement to a student’s disciplinary work The Emily Balch Seminars aim to engage students in thinking in the major. about broad intellectual questions within and across disciplines Before the start of the senior year, each student must have and to teach close reading and cogent writing. The seminars completed, with grades of 2.0 or higher, one unit in each of the help prepare students for a world that demands critical thinking following Approaches to Inquiry: and effective communication both within and outside of the frameworks of particular disciplines. Students must attain 1. Scientific Investigation (SI): understanding the natural a grade of 2.0 or higher in the seminar in order to satisfy world by testing hypotheses against observational this requirement. evidence. Quantitative Requirement These are courses in which students engage in the observational and analytical practices that aim at Students must demonstrate proficiency in the application of producing causal understandings of the natural world. They the quantitative skills needed to succeed in many social and engage students in the process of making observations natural science courses, not to mention their personal and or measurements and evaluating their consistency with future professional lives, by a) earning a satisfactory score models, hypotheses or other accounts of the natural world. on the SAT, the ACT, b) earning a satisfactory score on the In most, but not all, cases this will involve participation in Quantitative Readiness Assessment offered before the start of a laboratory experience and will go beyond describing the the freshman year, or c) completing a Quantitative Readiness process of model testing or the knowledge that comes from Seminar with a grade of 2.0 or higher during the freshman year. scientific investigation. In addition, before the start of the senior year, students 2. Critical Interpretation (CI): critically interpreting works, must complete, with a grade of 2.0 or higher, one course such as texts, objects, artistic creations and performances, which makes significant use of at least one of the following: through a process of close reading. mathematical reasoning and analysis, statistical analysis, quantitative analysis of data or computational modeling. These courses engage students in the practice of Courses that satisfy this requirement are designated “QM” in interpreting the meanings of texts, objects, artistic course catalogs and guides. creations, or performances (whether one’s own or the work Students cannot use the same course to meet both the QM and of others) through close reading of those works. distribution requirements. A student may use credits transferred 3. Cross-Cultural Analysis (CC): analyzing the variety of from other institutions to satisfy these requirements only with societal systems and patterns of behavior across space. prior approval. Foreign Language Requirement* These courses encourage students to engage with communities and cultures removed from their own. Using Before the start of the senior year, students must complete, with the tools, methodologies and practices that inform our a grade of 2.0 or higher, two units of foreign language. Courses
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