-
Identifier
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Eng
Catalog_1992-1993.pdf
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Title
-
Eng
Course Catalog, 1992-1993
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Date
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1992
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Creator
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Eng
The Evergreen State College
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extracted text
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A Message from the President
How the Curriculum
Works
Major Modes of Study
Our Community
Other Evergreen Differences
Picking Your Program
Frequently
Asked Questions
Admissions
Financial Aid
Tuition and Fees
Academic Regulations
6
8
10
11
12
14
15
18
22
23
25
The Condensed
Curriculum
Expressive Arts
33
33
35
38
45
Knowledge and
the Human Condition
Language and Culture Center
52
61
Management and
the Public Interest
Native American Studies
64
66
Special Features of the Curriculum
International
Studies
Core Programs
Environmental
Studies
Political Economy
and Social Change
Center for the Study
of Science and Human Values
Science, Technology and Health
68
Master in Teaching
71
73
84
85
85
86
Special Forms of Study
and Academic Resources
Administration and Faculty
87
91
Evergreen- Tacoma
Master of Environmental
Studies
Master of Public Administration
Campus Album
Physically Challenged Access
Facilities
Campus Map
General Index
Academic Index
Campus Profile
Contacting Evergreen
Academic Calendar
98
106
106
108
109
110
112
112
113
"l'm here at
Evergreen to
learn not only
about 'book
knowledge/but
also about
myself, others
and our
surroundings.
Freshman Karena Cox, a San Francisco resident, lists her
future goals as becoming a writer and supplementing her
knowledge of French and Dutch with more foreign languages.
I remember my
first day here how it was in
seminar. I'd just
been to the first
program lecture
and I was feeling
intimidated by the
size of the class.
But then we
broke up into our
seminar groups.
We introduced
ourselves, talked
about where
we were from
and whatwe
wanted from our
seminar meetings.
I thought, 'Wow,
this is exactly
what I was
looking for!'"
"My faculty
member. Terry
Setter. is a real
listener and
that's what I
want to be. He's
aware of the
process of
choice-making
that my classmates and I are
going through.
..
He made one
comment that
really stuck with
me. He said that
choices are like
relationships:
there are a
million of them
out there. You
just have to find
one you can live
with and go
with it."
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Senior David Moseley helped keep Greeners mobile
with his part-time work in Evergreen's Bike Shop, a
student supported facility. His advice to future Greeners:
"Trust the process. Results come out of an Evergreen
education in ways that you don't even expect. "
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We welcome your interest
in a unique education.
You'll find that Evergreen
is a challenging, free-spirited
and continually evolving
community founded on
the values of cooperative
learning, open inquiry
and diversity.
Our alumni are people
from all walks of life:
scientists, teachers, soldiers,
administrators, artists,
journalists, homemakers,
merchants, caregivers
and more.
They are diverse in opinions,
politics, lifestyles and social
and economic backgrounds.
The universal tie these
people share is the wonderful
gift our faculty have given
them: a way of thinking
and learning about the world.
If there's one thing that our
alumni tell us about their
experience here, it's that
it's given them a tremendous
tolerance for differing points
of view and an interactive,
creatively critical way
to approach and solve the
issues and problems of
modern life.
T.L. "Les" Puree
Interim President
September, 1991
How Our Education Works
In the typical American college, students
move from entry level to advanced work by
fulfilling general education courses first and
then completing a major, wherein they
pursue one area of study in depth.
Charted out, such a curriculum
looks like this:
Typical 4- Year College
Academic Pathway
Freshman Year
Take general education courses, for
example, English 101 and 102, science
course, math course, social science course,
foreign language course.
Sophomore Year
Continue to fulfill general education
requirements. Start to take entry level
(l00 level) courses in major and related
fields. By end of sophomore year, declare
area of emphasis-"major."
Junior Year
Enroll in more advanced (200-300 level)
courses required to complete major. Take
courses in fields related to major. Enroll in
more elective courses.
Senior Year
Complete
8
major, emphasizing "advanced"
(300 and 400 level) courses and
related courses.
An Example of One Evergreen
Academic Pathway
Freshman Year
Enroll in a Core Program for a general
orientation to college life and Evergreen,
systematic work on communication
skills,
problem solving and quantitative reasoning, library r"esearch methods, and
exposure to different disciplinary and
cultural points of view.
Sophomore Year
Take an entry-level program in an area of
major interest, such as "Introduction
to
the Performing Arts," "The Marine
Environment"
or "Matter and Motion."
Junior Year
Enroll in a more advanced program, such
as "Molecule to Organism," "Recording
and Structuring Light and Sound" or
continue to broaden your education by
taking a program in any area.
Senior Year
Complete area of concentrated study,
emphasizing "advanced" work through
honor's thesis, internship or relevant group
contract. Each area has some of its own
options for advanced work described in
the area descriptions in this catalog.
Evergreen students pursue a different
pathway toward a four-year degree.
Opportunities
to move from beginning to
advanced work are both "vertical" and
"horizontal. "Because the curriculum is
aggregated to allow full-time study in yearlong integrated programs, students move
from entry level to intermediate and often
advanced work in a single year-at
horizontal progression. Vertical progression is built into the curriculum as a
student usually moves from a Core
Program to entry-level programs in the
specialty areas, to more intermediate and
advanced offerings.
In most curricular areas at Evergreen, two
years of study in a concentrated area is all
that you should take; this will be equivalent to a "major" in another institution. In
a few areas, notably the sciences, and
especially if you are preparing for medical
school, a third year of study is available
and necessary. Nonetheless, the undergraduate degree should not be overspecialized, and it is to your advantage to pursue
a broad course of study.
Most Evergreen
freshmen begin
with a Core
Program. These
programs are
broadly interdisciplinary and taught
by a faculty team
whose expertise
spans several
academic fields.
Generally a year
long, Core Programs provide
opportunities for
you to strengthen
skills you'll need at
Evergreen and
throughout your
life: college-level
reading, writing,
research and
discussion skills.
Check page 35 for
complete details on
Core Programs.
A Coordinated
Study Program is
interdisciplinary
education at its
finest. You will
explore a range of
subjects in detail,
all focused on a
central problem or
theme. The
program will be
taught by a team of
faculty representing
different disciplines;
they will coordinate
your academic
workload from
week to week, so
you never have
conflicting assignments. You, the
faculty team and 40
to 100 other
students become
intensively involved
in reading and
discussing the same
books, attending
lectures, going on
field trips and other
activities. In
frequent and
regular seminars,
you'll have the
opportunity to
clarify your
questions and ideas.
With this unified
approach, you'll
improve your
ability to analyze
problems and
communicate
findings. Most
importantly, you'll
widen your
perspectives.
Group Contracts
operate similarly to
Coordinated
Studies, but are
more narrowly
focused, smaller in
size and taught by
one or two faculty
members. Group
Contracts make up
many of the
intermediate and
advanced offerings
in Evergreen's
Specialty Areas,
where you begin to
specialize in your
own field or related
fields of interest.
Individual Learning
Contracts and
Internships allow
upper-division
students to study
independently using
the perspectives and
skills they acquire
in Coordinated
Studies or Group
Contracts. An
Individual Learning
Contract is an
agreement to study
and conduct
research on a
particular subject
or issue with the
guidance of a
faculty sponsor.
Internships, on the
other hand, are
opportunities to
apply what you've
learned in a work
situation with the
guidance of a
faculty sponsor
and an on-the-job
field supervisor.
Through these different modes, you will gradually progress from a multi-disciplinary
perspective to a specialized focus. You will also move from beginning to advanced study,
from collaborative projects to independent work, and from theories to practical
applications.
For one example of how Evergreen works, suppose you're generally interested in
environmental studies. If you are a first-year student, most of the Core Programs would
make a good beginning. If you signed up for "The Search for Justice," you'd investigate
that theme from the perspective of several disciplines, as well as work on the skills you'd
need for further study.
If you're already at an intermediate level, you might choose to take "The Marine
Environment" in the Environmental Studies Specialty Area.
The next year, you could enroll in "Rainforests," or to broaden your perspectives, a
course such as "Engendering Knowledge."
As a senior, you might begin your transition to the "real world" by doing a senior
research project on an environmental issue in the community, or perhaps by doing an
internship with the Department of Natural Resources.
You have the option, of course, to follow another progression. There's plenty of room
for flexibility and creativity as you plan because the curriculum is not pre-structured by
departmental requirements.
9
Major Modes of Study
Coordinated
Study Program"
Group Contract
Individual
Learning Contract
Internship
Part-time Study
Beginning,
Intermediate,
Advanced
Mostly Intermediate,
Advanced
Mostly Advanced
Intermediate,
Advanced-Seniors
Beginning,
Intermediate,
Advanced
Typical credits 12-16
per quarter
12-16
8-16
8-16
4-11
Nature of
Study
Two to five faculty
40 to 100 students
Students work with
several faculty,
primarily with their
seminar leader
Central theme studied
through different
disciplines
Integrates seminars,
lectures, workshops,
field trips, etc.
Broadly
interdisci pi inary
One to two faculty
20-40 students
Integrates seminars,
lectures, etc., similar
to Coordinated Study
Narrower, more
disciplinary focus
than Coordinated
Study
Study plan agreed on
by student and faculty
sponsor
Sponsor provides
consultation/advice
Contract includes
activities such as
readings, research
papers, field studies
Can be combined with
self-paced learning,
work in programs,
courses and
internships
Learning on the job
in business and public
agencies with guidance
of field supervisor
Supported by
academic activities
with faculty sponsor
Emphasis on practical
experience
Can be combined with
programs, courses and
Individual Learning
Contracts
Usually taught on
one subject or
focus by one faculty
Similar to traditional
college course
Also part-time options
in full-time programs
Also half-time
programs on Saturdays and evenings
Examples
Any Core Program
"The Marine
"Northwest Life"
Environment"
"Energy Systems"
"Writers Workshop"
"Political Economy & "Studio Project"
Social Change," and
many others throughout specialty areas
A study of shorebird
habitat
A study of the writings of Mark Twain
A study of passive
solar walls
A study of the ethics
of warfare
Assistant gallery
manager
Advertising account
management
Psychological
counseling
Legislative liaison
assistant
Wildlife biology
"Options For
Agriculture"
"Theater and the
Changing USSR"
"Principles of Biology"
For more
information
Read Core Descriptions, pages 35-38
Read Specialty Area
offerings, pages 39-82
See Academic
Advising for list of
faculty contract
sponsors
See Internships,
page 87
See The Evergreen
Times, published
quarterly
Levels
of study
Read specialty area
offerings
<- All students are encouraged to begin their studies at Evergreen in a Coordinated Study Program,
whether it is a Core Program or a more advanced Coordinated Study in one of the specialty areas.
"On my first day at
Evergreen. I was
surprised at how
friendly the faculty
and my classmates
were to me. Out of
72 students. I was
the only Asian
along with two
African Americans.
I could easily have
felt lost or isolated
at other schools.
but not at
Evergreen. Since
then. I have kept
strong friendships
with most of my
first classmates
who continuously
support and stimulate one another.
It's also important
to point out that it
was fellow
students who
taught me to say.
'I am a KoreanAmerican' with
pride. when I used
to only say.
'I am a Korean:"
After graduating last spring, Hui Cha Le joined the Peace Corps and is
now teaching art in the Caribbean. She hopes to travel all over the globe,
meeting people of different cultures, and then expressing her experiences
through painting, photography, ceramics and other art forms.
Other Evergreen Differences
The center of learning at Evergreen is you,
the student. Being "student-centered"
means that teaching and learning is the
primary mission of the institution, and that
the structure of the college promotes
effective learning. Being student-centered
also means that students are given
meaningful opportunities
for making
choices, developing their own perspectives,
and becoming socially responsible citizens.
Evergreen's philosophy is that education
should enhance the breadth and depth of a
student's knowledge and skill and foster a
sense of personal empowerment
and social
responsibility.
Three basic tenets of this philosophy are:
(1) that students should begin in broad,
interdisciplinary
programs and work
toward more independent, specialized
study; (2) students know best what
subjects and styles of learning they need,
and (3) since learning is by its nature a
social activity, it is best fostered in a
collaborative rather than a competitive
learning environment.
Our Faculty
Narrative Evaluations
At Evergreen, you'll find that faculty
members are more accessible to students,
receptive to their ideas and open to their
concerns. Students' evaluations of their
faculty members' teaching become part of
their professional portfolios and are one of
the main measures of their effectiveness
when they undergo periodic evaluation by
Evergreen's academic deans.
Faculty are hired and evaluated primarily on the quality of their teaching, not on
the basis of their research or how many
articles they have published. The main
emphasis is on teaching at Evergreen. On
the average, our faculty spend nearly onethird more hours in direct teaching contact
with their students than is the norm at
most public institutions of higher education.
Evergreen faculty write narrative evaluations of each student's work instead of
giving grades. These evaluations describe
in detail just what the student planned to
do in the program or contract; how well
they approached and solved problems,
worked with others and expressed
themselves in written and spoken work;
the student's area of concentration,
and
how well they succeeded. Narrative
evaluations precisely chart the student's
academic development and achievement,
providing him or her much more meaning
and insight than any set of letter or
number grades.
The faculty evaluation of student work
also lists a set of Course Equivalencies
that divides the program or contract into
its constituent parts to aid other schools or
future employers in translating the credit
earned into approximations
of traditional
courses. Sometimes these translations
of equivalencies are easy to make,
i.e., "4 credits-Introductory
Psychology,
3 creditsTheoretical Physics"; but
sometimes the program work resists simple
translation.
Faculty members have final responsibility for seeing that their program's curricular plan is carried out. They also bear final
responsibility for all matters of academic
credit.
The criteria for awarding credit are
spelled out in program covenants and
should also be specified in each individual
contract. Although there may be some
negotiation between you and your faculty
on particular matters, the program
covenant, or the contract, always sets the
limits. You can and should discuss all this
thoroughly with your faculty.
At Evergreen, You'll Become an
Independent Thinker
At the heart of most Evergreen interdisciplinary programs is the seminar, where one
faculty member and an average of 20
students meet regularly for extended
exploration of a crucial topic or reading.
Although up to 100 students and a fivemember faculty team may be involved in a
Coordinated Study Program, much of a
.
student's time is spent in these small group
discussions.
The faculty leader and students ready
themselves for seminars, which meet once
or twice a week, by reading the same
materials, by writing and by preparing
brief reports. Then they gather to share
their understandings
and sort out differences. Through this close collaboration
with faculty and fellow students, you will
learn to research your ideas, to express
yourself clearly, and to work cooperatively-abilities
Evergreen graduates have
found essential in their lives and careers.
12
Evaluation Conferences
Self-Evaluations
Each student also writes a self-evaluation. You will describe your work in your own
words, explaining what was most important to you, and why. You will offer evidence of
your comprehension
and provide details about your progress and success in the program.
The self-evaluation, when done carefully and seriously, often represents a major part of
your learning experience, for in it you summarize your experience, putting everything in
order and connecting this study to your past learning and future directions. Self-evaluations are often the most revealing documents in a student's transcript.
Student Evaluations of Faculty
Students have the right and responsibility to evaluate the work of their faculty sponsors
and seminar leaders. These evaluations are used by the faculty in their own development,
and can guide them toward the improvement of their own teaching strategies. Faculty
need to know specifically what you think has and has not worked.
Student evaluations of faculty also are used by the academic deans, along with other
information, in helping with faculty development, and in determining whether or not
faculty are retained. At a school where teaching is the most important commitment,
student evaluations of faculty are among the most important documents.
You can complete your evaluation of any faculty member with whom you work after
they have completed your evaluation. This eliminates any suggestion that their award of
credit may have been influenced by your evaluation of them, and allows you to give a
frank critique. This is done by turning your evaluation in to the program secretary who
gives it to the faculty member after credit has been awarded.
A Week in the Life of an Evergreen Student
Monday
Tuesday
Wednesday
Thursday
Friday
Lecture
10:30 a.m.12:30 p.m.
Skills
workshop/lab
9:30 a.m.12:30 p.m.
Library
research
8 a.m.-noon
Lecture
10:30 a.m.12:30 p.m
Seminar
10:30 a.m.12:30 p.m.
Seminar
Governance
1-5 p.m.
Field trip
1:30-6 p.m.
Study, write
papers
Individual
Conference
Study
1:30-3 p.m.
2-4 p.m.
The final week of every quarter is Evaluation Week. It corresponds to the conven.tional "exam week," except that it is
devoted entirely to writing and discussing
student and faculty evaluations.
Each faculty member has somewhat
different practices, simply because each has
a personal style. But there are some
uniformities. Students in programs and
contracts should have individual conferences with their faculty to discuss the
evaluations. Your self-evaluation, your
evaluation of the faculty, and the faculty
evaluation of your work are all part of
conference discussions.
Your Transcripts
Student transcripts consist of both faculty
evaluations and student self-evaluations,
along with detailed program descriptions
or actual Individual Contracts. It also
contains a cover sheet listing the course
equivalencies of your work for readers
who want a quick overview. Thus, when
you send your Evergreen transcript to
another school or future employer, they
receive a detailed history and evaluation of
your work here, not a set of course titles
and letter grades. This transcript is hefty,
but written carefully. It can be a highly
useful document, lending the weight of
substantial evidence in support of your
letters of reference.
Governance
3-5 p.m.
"This is one example of a schedule in a Coordinated Study Program. The schedule of
your program, group contract or internship may differ from the above. Not included are
other study times, group project work, consultations with faculty, participating in
governance during the other weekly times Evergreen has set aside for decision making,
work-study hours, recreational events and other activities.
13
1
Eight Easy Steps to Picking Your Program
o,
r-------1. Consider what you want to study. I
Consider your career goals, if you already have them. Also consider anything else that
interests you and is important to you. It is true that you usually take only one program at a
time at Evergreen, but those programs cover many different subjects. So give yourself the
chance to learn broadly.
,
,
2. Read the catalog to find the appropriate
/
/
/
/
/
/
/
/
program
for you.
~ If you are a freshman,
your choice should be one of the Core Programs. Core Programs are described
35-38. Almost any Core Program can lead into any area of specialization.
on pages
~ If you are a transfer student,
look up the subjects that interest you in the Academic Index, beginning on page 110. This
lists all the programs which cover your subjects. Sometimes a Core Program will look just
right, especially if you are transferring as a first- or second-year student. For some transfers,
an intermediate or advanced program in a specialty area may be the right choice. If a
specialty area is listed under your subject in the index, read over all the offerings in that
area.
3. Other things to look for in the catalog:
~ Look at the Academic Pathways
described in the specialty areas where your interests lie. Pathways will suggest a logical
sequence for your years of study in a particular field, and help you decide where to begin.
~ Examine the planned equivalencies
at the end of each program description to see the full range of subject matter it will cover.
The equivalencies may change as faculty develop the program's theme, but the catalog
description will give you a general idea of content.
~ Browse over a number of possibilities
before you settle on one. Try to choose at least three alternates before you take the next
step.
\
\
\
\
\
\
\
4. Discuss your choices and goals
with your faculty, or with the faculty and staff in the Academic Advising Office. Academic
Advising keeps program descriptions that will have been expanded and updated from what
you read in this catalog. Often, programs which appear only vaguely appropriate in the
catalog reveal themselves as exactly appropriate when you read the latest details. Academic
Advising also gives you information about new or revised programs.
/
/
5. Attend the Academic Fair
which is described on page 99. The faculty will be assembled there, all in one place at one
time, sitting at tables marked with their program titles. You can discuss program content,
style and requirements directly with the program faculty.
~ Ask all questions, share your puzzlements and enthusiasms. Don't hesitate to ask for
advice. If a program isn't right for you, faculty will direct you to other options.
\
\
\
6. Choose your program.
In all these discussions-with
/
the Academic Advising Office, with prospective
faculty-keep
your goals in mind and, also, the range of your interests and needs.
~ Ask for any help you need in making your choice.
-----------------------7-.-R-e-g-i-st-er-,.1
•
'- ''-,-
You can register for the full duration
long.
of a program,
whether
8. Pay your tuition by the deadline,
and that's it! You're ready to attend your first seminar.
it is one, two or three quarters
Answers To Some Frequently Asked Questions
I'm undecided
about what I want to study.
Do I need to know exactly
what I want to do?
No. Although it often helps, sometimes it's a hindrance if you want to explore.
Coordinated Study programs are excellent places for pursuing what you want to do, or
discovering directions that are wholly new and unexpected.
Who will help me choose which
program to take each quarter?
The Academic Advising Office, your current program faculty, the faculty in areas which
interest you. Conversations with these individuals and careful reading of the catalog will
give you the information you need to make curriculum decisions. Also, see Academic Fair
(page 99).
Who will help me plan
my degree program?
Your program faculty and the Student Advising Center (SAC) staff, specifically, the
Academic Advising and Career Development Office which are part of SAC. Any or all of
the above. When in doubt, go to the Student Advising Center.
Who is allowed to do an Internship?
When?
Will I receive letter or numerical
grades?
Are all 1992-93 programs listed in this
catalog, or are others added later?
What degrees and certificates
do you offer?
What are advanced study
opportunities
at Evergreen?
Where can I get more
information about programs?
Can I take more than one
program at a time?
Can I take courses in addition to a
full-time program?
Who is allowed to do an individual
learning contract?
Some programs incorporate Internships in their learning plan. Internships can also be
arranged outside of programs through Internship Learning Contracts. A limited number
of Internships are available, and priority is given to juniors and seniors who have
completed one quarter of satisfactory work at Evergreen. All Internships must be
approved by the Office of Cooperative Education, which is part of the Student Advising
Center. See page 88.
The faculty assess the quality of the work done by means of detailed written evaluations.
Evergreen uses this system in lieu of letter or numerical grades. See pages 12 and 13.
Most full-time programs were planned more than a year before the 1992-93 academic
year. Information about changes and additions will be available at the Academic
Advising Office. Part-time offerings, which are described briefly in this Catalog, are
planned shortly before the quarter they are offered. They are publicized in a quarterly
publication distributed on campus, The Evergreen Times.
The Bachelor of Arts, the Bachelor of Science, the Master in Teaching,
Public Administration
and the Master of Environmental
Studies.
the Master of
Coordinated Studies programs and group contracts are available for advanced, upper
division students in the specialty areas and as interdivisional offerings. Advanced students
may also pursue individualized options, such as individual contracts, Internships or enroll
in the student-originated
study programs available in the humanities and the arts.
The Academic Advising Office in the Student Advising Center often has more detailed
program descriptions, including book lists and weekly schedules. These are also available
at the Academic Fairs or directly from program faculty and secretaries.
Since Evergreen believes that focused study in one program is what makes the college
distinctive, taking more than one program or a series of courses at one time is not
encouraged.
Sometimes. Each program description in this catalog specifies whether additional courses
may be substituted for portions of that program, if they are more in keeping with your
academic goals. You can also negotiate this with program faculty.
Usually advanced, highly motivated students with a specific project in mind. Also, many
programs allow individual projects. Individual contracts are only available in very limited
numbers. Entering students should not seek individual contracts.
15
1
Currently Jerry Lassen is serving as
academic advisor in the Hillaire
Student Advising Center. Faculty
members bring their expertise and
perspective to the center as they
rotate into the position for two to
three year periods. Lassen, who
teaches public administration, calls
the advising center "a marvelous
working environment. "
"Evergreen remains a magnificent institution.
It represents
a different
philosophy and
embodies humane
values. I am commited to those
values and find
this an ideal
environment for
work and play.
I hope that you
have an open
mind and desire
to learn in many
different areas.
Hopefully, you
view Evergreen
as an intellectual
adventure rather
than a place to
get a credential,"
."
Admissions
Evergreen is committed to fostering
individual and collective growth in a
democratic society. To that end, we
welcome students of diverse culture, race,
age, previous educational and work
experience, geographical locations and
socio-economic backgrounds.
The college seeks qualified students who
demonstrate a spirit of inquiry and a
willingness to participate in their educational process within a collaborative
framework.
The college desires students who also
express an interest in campus or community involvement, a respect and tolerance
for individual differences, and a willingness to experiment with innovative modes
of teaching and learning.
First Year Students
Students entering directly from high school
or students who have earned less than 40
quarter credits of transferable college work
by the application deadline will be
considered for admission on the following
basis:
1. High school grade point average
(GPA),
2. Test scores on the SAT, ACT or WPC
(if WPC was taken prior to 6/1/89) from
all individuals younger than 25,
3. Class rank (normally in the upper half
of the graduating class).
Because the college seeks to achieve a
diverse student body, special recognition
will be given to applicants who are African
American, Native American IndianlNative
Alaskan, Asian American/Pacific Islander,
Hispanic, physically challenged, Vietnamera veterans, adults 25 years and older,
and students whose parents have not
graduated from college. Determination of
diversity factors is based on information
provided on the Washington Uniform
Application.
First year students are required to have
completed the following college preparatory program in high school:
1. Four years of English selected from
courses designed to develop college-level
reading and writing proficiencies (composition, creative writing, literature);
2. Three years of mathematics selected
from algebra, geometry, trigonometry,
advanced algebra and higher-level courses;
3. Two years of science including one
year of laboratory science (biology,
chemistry, physics, ecology);
4. Three years of social studies;
5. Two years of study in a foreign
language, and
6. One year of study in die fine, visual
and performing arts, or in any of the
aforementioned areas.
In addition, students should select
electives that offer significant preparation
for a challenging college curriculum.
Honors and Advanced Placement courses
are strongly encouraged. Interdisciplinary
study and courses that stress skills in
writing, research and communication are
especially helpful in preparing for Evergreen's innovative programs. (College
preparatory program requirements will
change in 1992. Please check with the
Admissions Office for updated information.) Nontraditional high schools must
provide transcripts that indicate course
content and level of achievement.
Admission can be granted on the basis
of six semesters of high school work
though seven semesters are preferred.
Before final acceptance by Evergreen,
applicants considered on this basis must
submit a transcript showing the completed
high school record and date of graduation.
Failure to submit a final transcript which
shows satisfactory completion of admission requirements will result in disenrollment.
Note: First year students are admitted
for Fall Quarter only.
Transfer Students
Transfer students, i.e., those who have
earned 40 quarter credits of transferable
college work or more at accredited
colleges/universities by the application
deadline, will be considered for admission
on the following basis:
1. Grade point average (minimum 2.00
cumulative GPA);
2. Good standing at the last institution
attended, and
3. Satisfactory completion of a variety of
courses in the liberal arts and the sciences.
Because the college seeks to achieve a
diverse student body, special recognition
will be given to applicants who are African
American, Native American IndianlNative
Alaskan, Asian AmericanlPacific Islander,
Hispanic, physically challenged, Vietnamera veterans, adults 25 years and older,
and students whose parents have not
graduated from college. Determination of
diversity factors is based on information
provided on the Washington Uniform
Application. In addition, special consideration will be given to applicants who (a)
have 90 quarter credits of transferable
college work, or (b) have an Associate in
Arts from a Washington community
•
college or (c) have an Associate of Technical Arts from a Washington community
college with which Evergreen has negotiated an "Upside Down" degree program.
,.
Applicants from other institutions who
have completed 40 quarter hours of credits
of transferable college work need not
submit high school transcripts. Transfer
students must submit official transcripts
from each and every college or university
attended. Currently enrolled students
should assure that the most recent
transcript of their work at the current
college is sent to Evergreen, then have a
final official copy sent immediately upon
completion of all coursework there. Failure
to submit a final satisfactory transcript, as
well as all transcripts of previous college
work, will result in disenrollment.
Note: Evergreen encourages all transfer
students to complete. a variety of academic
courses in the arts, the humanities,
mathematics, the sciences and the social
sciences which will give the student a solid
foundation for intermediate and advanced
levelwork. We strongly encourage all
transfer students to complete the English
composition course sequence (including
research paper) at their present college, if
currently enrolled.
Other Criteria
1. GED
Applications will be considered from
persons 18 or older who have not
graduated from an accredited high school
but who have completed the General
Educational Development tests. Normally,
GED test scores should be at the 60th
percentile or above in all categories. GED
applicants must also submit any college
transcripts and scores for the SAT, ACT or
WPC (if WPC was taken prior to 6/1/89).
2. Returning Students
Former students planning to return to
Evergreen after withdrawing or taking a
leave of absence of more than four
quarters must complete the regular
application process and submit transcripts
from all institutions attended since leaving
Evergreen.
3. Freshmen 25 years of age or older
Applicants who are 25 years of age or
older who have fewer than 40 credits of
transferable college work may not be
subject to the stated freshman criteria and
may be evaluated through alternative
criteria. Please contact the Admissions
Office for more information.
4. International Students
The college will consider applications from
international students who have met the
minimum entrance requirements for
universities in their native country and
who can provide evidence of their proficiency in English. International students
transferring from a college or university
must show satisfactory completion of
courses at a minimum achievement level of
C+ or 75% or equivalent. Applicants must
score at least 525 on the Test of English as
a Foreign Language. Applicants must also
show evidence of having at least $13,000
(U.S.) to pay normal expenses for one
year's enrollment at Evergreen. Interested
international students should request
specific information about application
processes from the Admissions Office by
February 1.
To Apply for Admission
Wanda Curtis
Admissions Counselor
Coordinator of Community College
Relations
All applicants who wish to be considered
for acceptance as fully matriculated
Bob Cillo
Admissions Counselor
Coordinator of High School Relations
FOR MORE
INFORMATION ABOUT
ADMISSIONS,
CALL (206) 866-6000,
EXT. 6170
19
----
students must submit the following items
to the Admissions Office:
1. The Washington Uniform Application, accompanied by a non-refundable
application fee of $25;
2. Official transcripts of all previous
college studies and, for those applying
directly from high school or those with less
than 40 quarter hours of transfer coursework, a record of completed high school
courses including rank in the graduating
class. A transcript is considered official if it
(a) bears the seal of the institution,
(b) is signed by an appropriate school
official, and
(c) is sent directly from the school to
Evergreen's Admissions Office, and
3. Students applying as first-year
students must submit test scores on the
ACT, SAT or WPC (if WPC was taken
prior to 6/1/89).
It is the applicant's responsibility to
assure that all required materials are in the
Admissions Office by the specified
deadline. Incomplete files will not be
considered.
First year applicants are considered for
Fall Quarter only. Transfer applicants are
considered for Fall, Winter and Spring
Quarters.
Note: Students who have already earned
a B.A. or B.S. degree need only to submit a
transcript from the school awarding the
degree as long as the degree confirmation
is indicated on the transcript.
Eligibility for Admission
Eligible applicants are ranked by means of
formulas that combine academic factors,
i.e. grade point average and/or test scores,
and diversity factors. Because the number
of qualified applicants generally exceeds
the number of spaces available in the
entering class, we are unable to offer
admission to all qualified applicants.
20
Application Deadlines
Fall 1992: Applications will be accepted
from September 2,1991 to March 2,
1992. All application materials must be
received in the Admissions Office by 5
p.m. on March 2, 1992. (Postmarks
cannot be accepted.) Note: First year
students are admitted only for Fall
Quarter.
Winter 1993: Applications (transfer
students only) will be accepted from April
1, 1992 to October 1, 1992. All application materials must be received in the
Admissions Office by 5 p.m. on October 1,
1992. (Postmarks cannot be accepted.)
Spring 1993: Applications (transfer
students only) will be accepted from June
1, 1992 to December 1, 1992. All application materials must be received in the
Admissions Office by 5 p.m. on December
1, 1992. (Postmarks cannot be accepted).
If, in receiving an application, Evergreen
determines that a erson's enrollment
could present a physical danger to the
campus community, the college reserves
the right to deny admission.
Late applications will be accepted only if
openings remain.
Notification and Deposit
Target dates for notification of admission
are April 1, 1992 for Fall Quarter 1992;
November 1, 1992 for Winter Quarter
1993 and January 1, 1993 for Spring
Quarter 1993. Upon notice of eligibility
you will be asked to send a non-refundable
deposit of $50 by a stated deadline in
order to assure your space at the college
for the quarter of admission. However,
admission and deposit do not guarantee
your space in a particular program,
contract or course.
-----------------------------------
Attention: Housing and
Scholarship Applicants
Admission to the college does not assure
you a room assignment in college housing.
Please contact the Housing Office for
information about on-campus housing and
observe that office's first-come, first-served
application process. You may complete the
housing application process even before
notification of admission in order to
establish a priority award date.
Scholarship information is available
from the Dean of Enrollment Services after
January 1, 1992. Application deadline is
April 1, 1992.
You are encouraged to prepare your
scholarship application(s) concurrently
with your application for admission, since
you will not have enough time between the
time you receive notification of admission
and the scholarship application deadline to
prepare your scholarship packet.
Retention of Records
Credentials, including original documents
submitted in support of an application for
admission, become the property of the
college and are not returnable or reproducible. Transcripts of students who do not
register for the term for which they applied
will be held two years before being
discarded.
You must request transcripts of work
done at other schools directly from those
schools, not from copies in Evergreen's
files.
Special Students and Auditors
Summer Quarter
If you are a part-time student and do not
wish to have your credit immediately
applied toward a degree, you do not have
to complete the application process
outlined in the "Admission Procedure"
section. Entry into part-time study for nonmatriculated students is handled by the
Office of Registration and Records. Space
is limited for part-time students.
"Special Student" and" Auditor" are
categories for local residents interested in
college work but not currently seeking a
baccalaureate degree. Both categories may
be limited in the amount of credit for
which students can register.
Special Students receive credit and
narrative evaluation. They may later apply
for admission as described in the "Admission Procedure" section. Upon acceptance,
their previous work is credited toward a
degree.
Auditors receive neither credit nor
narrative evaluation to be advanced
toward a degree if they later apply for
admission.
Summer Quarter enrollment is handled
through the Office of Registration and
Records and does not require formal
admission.
Transfer of Credit
Evergreen has a generous policy on the
acceptance of credit from other institutions. The maximum amount of credits
that can be transferred is 135 quarter
hours or 90 semester hours. The maximum
number of credits that can be transferred
from two-year colleges is 90 quarter hours.
To transfer credit, supply official
transcripts of all previous work when you
apply for admission. Policy varies depending on the kind of institution from which
you transfer and the kinds of coursework
involved. In general, courses are acceptable
in which a minimum 2.0 grade point or
grade of C was received. Courses in
physical education, remedial work,
military science and religion are not
transferable. Some vocational and personal
development courses are transferable,
Doug Scrima
Assistant to the Dean
Diane Kahaumia
Coordinator of First Peoples
Recruitment
others are not. Contact Admissions for
details and obtain the Transfer Guide.
Evergreen abides by the policies outlined in
Washington's "Policy on Inter-college
Transfer and Articulation."
Credits earned at nonaccredited
institutions, technical institutes, military,
art and music institutes, foreign colleges
and universities and proprietary schools
(such as business colleges and correspondence schools) are evaluated by the
Admissions Office (see also, Prior Learning
from Experience, page 87). Work performed should be equivalent to work for
which a four-year college or university
would normally give credit toward a
bachelor's degree and is evaluated on a
case-by-case basis.
Community College Transfer
If you are a transfer student who has
completed the appropriate academic
transfer Associate degree at a Washington
state community college, you may receive
the maximum of 90 transfer credits. Since
community colleges offer several degree
programs, you should consult your advisor
for more specific information.
Upside-Down Program
If you hold a vocational or technical
Associate degree from an accredited twoyear community college, you may be
eligible for the Upside-Down Program.
Working with a faculty committee, you
earn 90 credits at Evergreen in interdisciplinary study designed to assure a level of
general education comparable to other
bachelor's degree recipients. Upon
successful completion of 90 credits, your
vocltech degree, including all transfer
credit, will be posted as 90 transfer credits
and you will be recommended for a
bachelor's degree. Non-completion of the
recommended 90 Evergreen credits results
in a course-by-course evaluation of the
vocltech coursework, which usually results
in less than 90 transfer credits.
Minimum eligibility criteria include a
cumulative grade average of at least a 2.5
and satisfactory completion of two English
composition courses. Generally, associate
degrees in forestry, fisheries, business, .
computer programming, social services,
nursing, education, communications and
health services are acceptable for the
Upside-Down Program. Please contact the
Admissions Office about your eligibility,
which must be approved no later than the
30th day of your first quarter.
Financial Aid
Evergreen participates in most federal and
state financial aid programs. You must
apply for these programs every year.
Financial application packets are generally
available by mid-January. Because funds
are limited, it is recommended you submit
your 1992-93 Financial Aid Form to the
College Scholarship Service by February
15, 1992 to receive full consideration for
all available campus-based financial aid.
For more information, pick up a brochure
on Student Financial Aid which outlines
the application process, deadlines and
other details.
Georgette Chun
Director of Financial Aid
Evergreen's goal is to provide financial
guidance to all students and financial aid
to those who could not otherwise attend
Evergreen. Grants, loans, employment or a
combination of these are based on
financial need and can only supplement the
contribution of the student and his or her
family. Priority is given to full-time
students seeking a first bachelor's or
master's degree.
Financial aid is distributed quarterly by
the Financial Aid Office to coincide with
tuition and fee payments. All charges are
deducted from the quarterly award, with
the balance paid to the student during the
first week of instruction. Exceptions are
Stafford and Supplemental Loans, which
have rolling disbursement dates based on
remittance by the student's lender, and oncampus work-study earnings, which are
distributed through monthly payroll
checks.
The Financial Aid Office also offers
financial counseling and maintains a listing
of part-time employment opportunities
both on- and off-campus.
Emergency Loan Program
Emergency loan funds are donated by
businesses, service and professional
organizations, individuals in the community and by the Short Term Loan Fund of
Services and Activities. This program aids
continuing students who have temporary
need by providing short term loans of up
to $200. Application is made by personal
interview with a Financial Aid counselor.
Karan Wade James
Financial Aid Counselor
Scholarships
Carol N. Klacik
Financial Aid Counselor
Charles Wilson
Financial Aid Counselor
FOR MORE
INFORMATION ABOUT
FINANCIAL AID,
CALL (206) 866-6000,
EXT. 6205
A variety of scholarships funded by the
College's Foundation and private donors is
available. Most of these scholarships are
awarded on the basis of merit, e.g., high
academic achievement, community service,
artistic or musical talent, etc. For more
information about these scholarships,
please write or call the Office of the Dean
of Enrollment Services (206) 866-6000,
ext. 6310. Information is available after
January 1. Application deadline is usually
March 1.
You are encouraged to prepare your
scholarship application(s) concurrently
with your application for admission, since
you will not have enough time between the
time you receive notification of admission
and the scholarship application deadline to
prepare your scholarship packet.
Tuition and Fees
a
1e
Washington/Oregon,
Residency Status for Tuition and Fees
Washington/British Columbia Reciprocity
To be considered a resident for tuition and
In accordance with a reciprocity agreement
fee purposes, a nonresident must first
between the states of Washington and
establish a domicile in the state of WashOregon, Evergreen is allocated a number
ington in compliance with state laws. You
of tuition waivers for Oregon residents.
must also establish your intention to
Graduate students and undergraduate
remain in Washington for other than
. students of junior standing or above may
educational purposes. Once established,
apply. Legislation in process could affect
the domicile must exist for one year prior
the Washington/Oregon reciprocity
to the first day of the quarter you plan to
agreement. Washington and the Province
enroll as a resident student.
of British Columbia have a similar
If you are a dependent student (not
reciprocity agreement. For information,
responsible for your own expenses), you
contact the Office of Registration and
do not qualify for residency unless one or
Records.
both of your parents or legal guardian has
had a domicile in this state for at least one
year prior to the first day of the quarter for Billing and Payment Procedures
Student Accounts assembles all student
which you plan to enroll.
financial information, both charges and
Applications to change residency status
credits, and prepares a periodic statement.
must be made no earlier than the 45th
This allows registered students to submit a
calendar day prior to the quarter in which
single check for tuition, fees, housing and
you believe you will become eligible, and
other charges by mail or night depository.
no later than the 30th calendar day of the
The Cashier's Office is open 10 a.m.-4
quarter in which you believe you will
become eligible. Applications are available
p.m., Monday-Friday.
Tuition and fees are billed quarterly by
at the Office of Registration and Records.
mail if you are "preregistered." Payments
Processing takes approximately ten days.
must be in the Cashier's Office by 3:45
p.m. of the second class day.
Failure to pay tuition and fees by this
deadline will result in disenrollment.
Payments must be received by the deadline;
i.e., postmarks are not considered.
Students allowed to register during the
second class week must pay a $15 late
registration fee. Students allowed to
register or re-enroll after the tenth class
day must pay a $50 late registration fee.
FOR MORE
Estimated Expenses
These estimates are for a single student
who lives on- or off-campus during the
nine-month academic year. They are
projections for the 1992-93 year and
subject to change.
Residents
and Fees I
(Full-time
undergraduate)
Nonresidents
I Tuition
$1785
$6297
Books and Supplies
594
594
Housing and Meals
3954
3954
Personal Needs
1272
1272
In-State Travel
840
840
$8445
$12,957
Total
Refunds/Appeals
Refunds of tuition and fees are allowed if
you withdraw from college or are called
into military service. In addition, If you
change your credit load, the schedule
below will determine what refund, if any,
you will receive. If you follow proper
procedures at the Office of Registration
and Records, you will be refunded as
follows:
Fee/Charge Category
Applicable Refunds
Tuition and Fees
100 percent to fifth
class day of quarter,
50 percent to 30th
calendar day; after
that, no refund.
Please contact the
Housing Office for a
copy of the Housing
Contract which
contains complete
details on deposits
and refund schedules.
Housing Deposit
INFORMATION ABOUT
TUITION AND FEES,
CALL (206) 866-6000,
EXT. 6180
Appeals on tuition and fee charges must be
made to the Office of Registration and
Records. Appeals on any financial policy
or other charges must be made to the
Controller's Office.
23
-r
Tuition and Fees
These are projected tuition and fees for the 1992-93 academic year" and may
be subject to change.
Enrollment
Status
Quarter
Credit Hours
Washington Resident Tuition
Full-time
undergraduate
students
10-16
$595 per quarter
onresident Tuition
Miscellaneous Fees
Mandatory health fee (quarterly)
WashPIRG
(quarterly, refundable)
Housing deposit/administrative
fee
Rental contract
Unit lease
$2099 per quarter
60
100
10
Transcript
Extra transcripts ordered
at same time
Part-time
undergraduate
students
9 credits
or less
Southeast Asian
Veteran undergraduate students ,'-<-
$59.50 per credit;
$209.90 per credit;
2 credits minimum
2 credits minimum
$119 for 2 credits
$153 for 3-16 credits;
Does not apply
2 credits minimum
10-12
$948 per quarter
$2880 per quarter
Part-time
graduate
students
9 credits
or less
$94.80 per credit;
$288.00 per credit
Parking
2 credits minimum
2 credits minimum
Automobiles
Motorcycles
Per Day
Southeast Asian
Veteran graduate
students" »
$153 for 2 credits or more;
2 credits minimum
Does not apply
A $93.50 fee for student Services and Activities is included in tuition.
For other fees, see the "Miscellaneous
Fees" chart on this page.
and fees may vary Summer Quarter,
If registered
before May, 1990
which is not part of the regular academic
5
10 card replacement
Returned check
Application fee (non-refundable)
Admission deposit (non-refundable)
Late registration fee
Reinstatement/late
registration fee
Graduation fee
Lab fee (varies)
Leisure Education (varies)
Full-time
graduate students
Tuition
year.
3.50 t
.75
.75
Quarter
$22
11
5
15
25
50
15
50
25
10-25
5-100
Year
$54
27
§
Students may also purchase health
insurance for themselves and dependents.
Options include either a major medical
plan or full health care coverage. Students
registered for ten credits or more are
automatically enrolled in the major
medical plan unless they submit a waiver
card or full health care request to Student
Accounts by the fifth class day of each
quarter. Dependents are not automatically
covered. Students must formally enroll at
Student Accounts for additional coverage.
Students registered for eight or nine credits
must request coverage. Students registered
for less than eight credits or as special
students are not eligible for coverage.
Contact Student Accounts for more
information.
t
WashPIRG, or the Washington Public
Interest Research Group, is a consumer
and environmental
organization directed
by students. Students who do not pay the
$3.50 special fee are not blocked from
enrollment. If you do not wish to support
WashPIRG, you may waive the fee.
Academic Regulations
Registration
Judy Huntley
Assistant to the Dean for
Enrollment Services
New and Continuing Student
Enrollment Process
If you are a continuing student, you should
consult registration information that is
mailed out each quarter. You should select
your academic programs for the following
year during advance registration in midMay. If you are a new student, you will be
asked to participate in an orientation and
an academic advising session before you
register. The Admissions Office will inform
you about the dates.
All programs are filled on a first-come,
first-served basis, and some require a
faculty interview or audition for entry.
Early registration will increase your
chances of getting into the program of
your choice. As a full-time Evergreen
student, you will be enrolled in only one
full-time learning activity. When you
enroll, you will designate the length of
your program or contract by specifying the
beginning and ending dates. You also will
specify the number of quarter credit hours
you'll take per quarter during that period.
There will be no need to re-enroll each
quarter during this designated period if
you continue in the same program or
contract. Changes in the dates or amount
of credit need to be made as far in advance
as possible to assure proper assessment of
tuition and fees.
Special registration periods are held for
those desiring to enroll as non-degree
seeking Special Students or Auditors.
These special registration periods usually
coincide with the opening dates announced
in both on- and off- campus publications.
Throughout the year, important
information will be mailed to you from a
variety of sources, therefore you are
required to keep a current address-even
one of short duration-on
file with the
Office of Registration and Records
throughout your stay at the college. (See
also Billing and Payment Procedures,
page 23.)
To Drop Or Change A Program
If you want to reduce credit, or drop or
change a program, you must do so by the
30th calendar day of the quarter. Use a
Change of Registration Form from the
Office of Registration and Records, and
also check to see if faculty signatures are
required for the particular programs
involved. It is essential to complete these in
advance. See Refunds/Appeals
on page 23.
Withdrawal
You may withdraw any time up to the
30th calendar day of the quarter, but
please inform the Office of Registration
and Records. See the tuition and fee refund
schedule on page 23.
Enrollment
Status
Full-time
Part-time
Undergraduate
Students
12-16
credits
11 credits
or less
Graduate
Students
9-12
credits
8 credits
or less
Veteran
Students
Important:
VA standards
for full-time training are
different than Evergreen's.
The "seat-time" rule
requires a specific amount
of time in classroom situations. To be sure you
meet these standards,
check with Evergreen's
Office of Veteran Affairs.
Status
Full-time enrollment must include any
credit earned concurrently
at another college for transfer to Evergreen. Maximum enrollment
may not exceed the credit totals indicated
above.
I
25
Leave of Absence
If you have been regularly admitted and
registered and need to "step out" for
awhile, you are eligible for a leave of
absence of no more than one year. If you
are not enrolled in a program or contract
by the enrollment deadline, you are
considered to be on leave (up to one year
for undergraduate
and graduate students).
Academic Credit
General Policies
You accumulate academic credit for work
well done and levels of performance
reached and surpassed. Only if you fulfill
academic obligations will full credit,
expressed in quarter hours, be entered on
the permanent academic record. Evergreen
will not accept credit twice for the same
coursework.
Partial Credit Options
Some programs will make provisions for
partial credit, others will not. That
determination
rests with the faculty of
each particular program or contract.
Faculty will announce their policy at the
outset of the quarter. Exceptions are made
only with their approval.
Credit Limit
Students may register for a maximum of
16 credits during any given quarter. If the
student is concurrently pursuing
coursework at another college, he/she may
register for a combined maximum of 16
credits. Credits earned beyond this limit
will not be accepted.
Evaluation
Evergreen's credit system distinguishes
between quantity and quality. The
quantity of your academic work is
recognized by an award of credit based on
satisfactory completion of program,
contract or course requirements. The
quality of your work is expressed in a
written evaluation.
To evaluate your work, you meet
individually with the faculty member who
leads your seminar. At the end of each
quarter, two evaluations are written about
your academic accomplishments,
one by
your faculty member and one by yourself.
For more about this unique way of
grading, turn to page 12.
Appeals of Evaluation
Wording and Credit
The faculty member has the right to make
the final determination of credit and
evaluation wording. However, students
have a right to an appeal for mediation
and procedural review. A right to an
appeal should be identified in each
program covenant, but is presumed to
exist in any case as a right to appeal to the
members of a program team who are not
directly involved in the award of credit.
For cases where a student is working with
a single faculty member or where all
members of a program team are directly
implicated in the evaluation, a student may
appeal directly to the dean responsible for
that program team.
Typically, when the student is a member
of a program, the first appeal should be
made to the program team. If a satisfactory resolution to the issues is not reached,
a further appeal may be made to the
team's academic dean. To make an appeal,
a student should submit a written notice of
appeal to other members of a faculty team
with a duplicate copy to the dean responsible for that program.
Arnaldo Rodriguez
Dean of Enrollment Services
Academic Honesty
Academic honesty is a necessity in a
learning community. It makes coherent
discourse possible, and is a condition for
all sharing, dialogue and evaluation. All
forms of academic dishonesty, including
cheating, fabrication, facilitating academic
dishonesty and plagiarism are violations of
the Social Contract. Cheating is defined as
intentional using or attempting to use
unauthorized materials, information or
study aids in any academic exercise.
Plagiarism is defined as representing the
works or ideas of another as one's own in
any academic exercise. It includes but is
not limited to copying materials directly,
failure to cite sources of arguments and
data, and failure to explicitly acknowledge
joint work or authorship of assignments.
FOR MORE
INFORMATION
ACADEMIC
ABOUT
REGULATIONS,
CALL (206) 866-6000,
6180
EXT.
Record Keeping
Transcript and Portfolio
The transcript and portfolio are the main
records of your academic achievement at
Evergreen. Maintained by the Office of
Registration and Records, your transcript
will include all work done for credit, the
official description of the program or
contract, faculty evaluations and, when
required, your own evaluations.
Unless you go on a leave of absence,
withdraw or change programs, credit and
evaluations are reported only at the end of
a program or contract. Once the evaluation is accepted in the Office of Registration and Records, a copy is sent to you. If
you need your faculty to further revise
your evaluation, you have 60 days or until
you request your transcript to be sent out,
whichever comes first.
Since your self-evaluation becomes part
of your permanent transcript, pay close
attention to spelling, typographical errors,
appearance and content before you turn it
in. Your self-evaluation cannot be removed
or revised once it has been received in the
Office of Registration and Records.
The entire body of information is mailed
when a transcript is requested, although
graduate students who also attended
Evergreen as undergraduates
may request
transcripts of only their graduate work.
Please allow two weeks for processing
between your request (and $10 fee) and
mailing of the transcript. Evergreen
reserves the right to withhold transcripts
from students who are in debt to the
institution. If you need more information
on this issue, contact the Office of
Registration and Records.
You maintain your own portfolio, which
should include official descriptions of all
your programs and contracts, copies of
faculty evaluations, and your own selfevaluations, particularly those not in the
transcript. You should also include
examples of your best work and any other
pertinent information.
The portfolio is your academic biography' to be shared with faculty during your
learning experience and with graduate
schools and prospective employers in
future interviews.
Confidentiality of Records
Evergreen complies with the federal Family
Education Rights and Privacy Act of 1974,
which establishes fair information
practices regarding student records at
American colleges and universities. Copies
of Evergreen's policies may be obtained
from the Office of Registration and
Records or the Office of the Dean of
Enrollment Services.
Academic Standing Policy
The academic standing of each Evergreen
student is carefully monitored to ensure
the full development of his or her academic
potential. Any student not making
satisfactory academic progress, as defined
below, is informed of her or his standing in
the college and is advised accordingly.
Faculty evaluation of student achievement formally occurs at the conclusion of
programs, contracts, courses and internships. In addition, any student in danger of
receiving less than full credit is so notified
in writing at mid-quarter by his or her
sponsor. A student making unsatisfactory
academic progress will receive an Academic Warning and may be required to
take a Leave of Absence.
1. Academic Warning. A student who
earns fewer than three-fourths the number
of registered credits in two successive
quarters will receive an Academic Warning
issued by the Dean of Enrollment Services.
A student registered for six (6) quarter
credit hours or more who receives no
credit in any quarter will receive an
Academic Warning. Such warning will
urge the student to seek academic advice
or personal counseling from a member of
the faculty or through appropriate offices
in Student Affairs. A student will be
removed from Academic Warning status
upon receiving at least three-fourths of the
credit for which he or she is registered in
two successive quarters.
2.Required Leave of Absence. A student
who has received an Academic Warning
and who, at the next evaluation period,
receives either an incomplete or fewer than
three-fourths of the credit for which she or
he is registered will be required to take a
Leave of Absence, normally for one full
year. A waiver of Required Leave can be
granted only by the academic dean
responsible for academic standing upon
the student's presentation of evidence of
extenuating circumstances. A student
returning from Required Leave will reenter on Academic Warning and be
expected to make satisfactory progress
toward a bachelor's degree. Failure to earn
at least three-fourths credit at the first
evaluation period will result in dismissal
from Evergreen.
Graduation Requirements
The minimum requirement for awarding
either the Bachelor of Arts (B.A.) or the
Bachelor of Science (B.S.) is 180 quarter
credit hours. Continuation
beyond 200
quarter credit hours without graduating
requires approval by an academic dean.
If you transfer credit from another
college, you must earn at least 45 of the
last 90 quarter credit hours while enrolled
at Evergreen to be eligible for an Evergreen
degree. Prior Learning credit or CLEP tests
do not satisfy the 45 credit requirement.
If you have a baccalaureate degree from
a regionally accredited institution (including Evergreen), and wish to earn a second
baccalaureate degree, you must earn at
least 45 additional quarter credit hours as
an enrolled Evergreen student.
The B.S. degree requirement also
includes 72 quarter credit hours in
mathematics and natural science, of which
48 quarter credit hours must be in
advanced subjects.
Concurrent award of a B.A. and B.S.
requires at least 225 quarter hours,
including 90 at Evergreen, and application
at least one year in advance.
An application, exit interview and
payment of a $25 fee are necessary for
graduation. Contact the Office of Registration and Records at least one quarter in
advance of the anticipated graduation
date. For specific information regarding
graduation requirements for MP A, MES,
MIT programs, please refer to the appropriate Graduate Catalog.
I
27
Academic Offerings
"I really enjoy
working with
students on a
one-to-one basis,
investigating
issues that are
important to
them. I don't
think about
student work in
terms of projects,
but process
because they're
at the stage
where they're
gaining and
developing skills
that will be with
them long after
their college
Faculty Member Joe Fedderson came to
Evergreen in 1989 after earning fine arts
degrees from the University of Washington
projects are over.
I'm enthused
when students
begin taking
control of their
education, when
they become
engaged in their
own work."
and the University of Wisconsin. His areas of
interest include art, art history, printmaking,
sculpture, design and computer graphics.
Curriculum 1992-93
Special Features of the Curriculum, page 33
Interdivisional Offerings
Advanced Interdivisional Offerings
International Studies and Opportunities to Study Abroad
Core Programs, page 35
Human Culture and Natural Environment:
Latin America
The Third Millenium
Love and Work
The Search for Justice
The Science and Politics of Pollution
Ways of Knowing
Great Books: The Pursuit of Virtue
Popular Art: A Window on
Contemporary American Life
I
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5,
Environmental Studies, page 39
Introduction to Environmental Studies
Chemistry of Pollution I
Chemistry of Pollution II
The Marine Environment
The Nature of Natural History
Field Natural History
Third World Service in Agriculture and
Sustainable Development
Mushrooms of the Pacific Northwest
Rainforests I
Rainforests II
Principles of Biology: Cells and Organisms
Conservation Biology and
Restoration Ecology
Contemporary Environmental Issues:
Environmental Studies Senior Seminar
Options for Agriculture in the
Twenty-First Century:
Environmental Studies Senior Seminar
Forests and Salmon:
Pacific Northwest Natural Resources
Tribal: Community Determined,
Community Based
Related Offerings:
Maritime Exploration: Inner and
Outer Horizons
Environmental Education Now
Making a Difference: Doing Social Change
Pete Taylor
Convener
32c
16
F
F
W
32
16
16
F
W
W
32
16
16
16
8
F
F
F
W
W
W
W
W
W
W
S
S
S
S
48
F
W
S
S
S
S
Jean Mandeberg
Convener
W
W
F
16
S
4-16
W
4-16
S
16
S
32
16
48
F
F
F
F
F
F
F
S
12
48
48c
48
48
48
48
48
48
F
F
W
S
W
S
S
S
W
Expressive Arts, page 46
Introduction to the Performing Arts
Theater and the Changing USSR
Moving Image Theater:
Production and Performance
Recording and Structuring Light and Sound:
The History, Theory and Production
of Non-Fiction Film and Video
Mask Theater
Media Ethics
Music: Composition and Technology
Studio Project
Studio Project: Printmaking
3-Dimensional Form Studio
Fast Track
Islamic Art and Culture
Writers' Workshop
Senior Thesis
Related Offerings:
1492-1992, Image, Discourse:
Decolonizing the Americas
Indigenous Art and Literature:
Australia and America
Key
F Fall Quarter
W Winter Quarter
S Spring Quarter
c Credits
32c
24-32
F
F
W
W
12
S
48
16
16
32
32
16
48
32
32
16
F
W
F
F
W
W
F
F
F
F
W
W
W
48
F
W
32
F
W
S
S
S
S
S
S
Virginia Darney
Secretary
Knowledge and the Human Condition,
Maritime Exploration:
Inner and Outer Space
And Now, The Twenty-First Century
American Studies III: 1910-1990
The Listening Self:
Personal Development and Social Change
AfroAsiatic Roots of Greek Myth
The Paradox of Freedom:
Criticism, Pedagogy and Politics
Psychology and Literature: The Study of
Landmarks in the Symbolic Process
Environmental Education Now
Chaucer and His World
S.O.S. (Student Originated Studies)
in the Humanities
Engendering Knowledge:
Inscribed Bodies/Disembodied Minds
1492-1992, Image, Discourse:
Decolonizing the Americas
Indigenous Art and Literature:
Australia and America
Power in Perspective
I F-'-II
page 53
'r~-
32c
48
48
F
F
W
W
W
32
16
F
W
32
F
W
48
16
16
F
W
16
F
S
S
S
Language and Culture Center, page
Japan Today: Language, Customs and
International Relations
Russia/USSR
Paris-Dakar-Fort de France:
Voices of Revolution and Tradition
S
S
S
Susan Fiksdal
Convener
61
48c
48
F
F
W
W
S
S
48
F
W
S
24-32
F
W
Related Offering:
F
32
,-"
Theater and the Changing USSR
W
W
S
48
F
W
S
32
48
F
F
W
W
S
16
32
48
48
48
32
F
F
F
F
F
F
W
W
W
W
W
Related Offerings:
Writers' Workshop
Islamic Art and Culture
Changing Minds, Changing Course
The Human Condition: Time, Place, Values
Russia/USSR
British Imperialism
S
S
S
M~:.
John Filmer
. -..
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Convener
Management and the Public Interest, page 64
Management and the Public Interest
48c
Making a Difference: Doing Social Change
48
Changing Minds, Changing Course
48
F
F
F
W
W
W
S
S
S
F
W
S
Related Offering:
Japan Today: Language, Customs and
International Relations
Native American Studies, page
Communication:
An Uncommon Denominator
48
66
48c
F
W
S
48
F
W
S
32
F
W
48
F
W
Related Offerings:
Tribal: Community Based,
Community Determined
Indigenous Art and Literature:
Australia and America
1492-1992, Image, Discourse:
Decolonizing the Americas
Forests and Salmon:
Pacific Northwest Natural Resources
16
..-\WL..ft
!
I
I
'L~
Craig Carlson
David Whitener
Conveners
S
S
I 31
Peter Bohmer
Convener
Leo Daugherty
Convener
Political Economy and Social Change, page 68
Power in Perspective
48c
F
W
Race, Class and Gender in
Comparative Perspective
British Imperialism
32
32
F
F
W
W
48
48
48
F
F
F
W
W
32
F
W
S
Center for the Study of Science
and Human Values, page 71
The Human
Related Offerings:
1492-1992, Image, Discourse:
Decolonizing the Americas
Making a Difference: Doing Social Change
Strategies for Change
The Listening Self:
Personal Development and Social Change
The Paradox of Freedom:
Criticism, Pedagogy and Politics
W
Condition:
Time, Place, Values
48c
S
F
W
48c
48
48
48
F
F
F
F
W
W
W
W
48
F
W
S
S
4-16
48
F
F
48
32
48
48
F
F
F
F
W
W
W
S
S
S
W
W
S
W
S
48
F
W
S
48
F
W
S
48
32
16
16
F
F
F
W
W
S
8
F
S
S
S
Science, Technology and Health, page 73
32
F
Foundations of Natural
Matter and Motion
W
Science
Physical Systems
Atoms, Molecules and Research (AMR)
Molecule to Organism
Undergraduate
Research in
Molecular Biology
Data to Information
Computability
and Cognition
Human Health and Behavior
Strategies for Change
Counseling Theory and Practice
Psychological Counseling:
A Multicultural
Focus
S
S
S
Related Offerings:
Tom Grissom
Psychology and Literature: The Study of
Landmarks in the Symbolic Process
Communication:
An Uncommon Denominator
The Marine Environment
Chemistry of Pollution I
Chemistry of Pollution II
Principles of Biology: Cells and Organisms
Convener
S
W. Joye Hardiman
Director
Tacoma Program, page 84
The Art of Leadership
48c
F
W
S
Graduate Study at Evergreen, page 85
Master of Environmental
Studies (MES)
Master of Public Administration
Master in Teaching (MIT)
(MPA)
Jan Kido
Lucia Harrison
Ralph Murphy
Director, MIT
Director, MPA
Director, MES
Special Features of the Curriculum
Interdivisional Offerings
A well-known aspect of Evergreen's
interdisciplinary curriculum is the way
academic programs integrate several
disciplines in the study of one problem or
theme. The programs listed below are
especially interdisciplinary because they are
team-taught by faculty from divergent
specialty areas and appeal to students with
widely different fields of interest.
Maritime Exploration: Inner and Outer
Horizons, page 54
And Now, the Twenty-first Century, page 54
The Listening Self: Personal Development
and Social Change, page 55
Psychology and Literature: The Study of
Landmarks in Symbolic Process, page 56
1492-1992, Image, Discourse: Decolonizing
the Americas, page 58
The Human Condition: Time, Place,
Values, page 71
Learning Resource Center
The LRC (Library 3407, Ext. 6420) is open
to all students who desire individual help in
writing or math. Priority is given to assisting
students within their academic programs.
Diagnostic testing and individual
conferences are available to help determine
needs. Students can work in self-paced
programs, in small groups or with
individual help from the professional staff
and student tutors on a first-come, firstserved basis.
Writing tutors are available to students
who would like help with writing, reading
or study skills, at basic or advanced levels,
by appointment or on a drop-in basis.
Also, any student can receive help in
basic math through calculus and statistics.
Additionally, any student can register at the
beginning of the quarter in a self-paced
program in either intermediate algebra or
pre-calculus; students in these courses can
receive help from the math tutors and will
work under the supervision of the math
coordinator. However, students are
encouraged to register in regular courses
when such are being offered.
International Studies and
Opportunities to Study Abroad
Do You Want to Study Mathematics
at Evergreen?
Evergreen offers a variety of ways to study
different cultures both in Olympia and
abroad. The curriculum offers a variety of
year-long programs with an international
theme within the various specialty areas and
the core curriculum. Opportunities are
available for part-time language study.
Evergreen students may also pursue
options to study abroad through individual
learning contracts, group contracts or
programs offered by other U.S. universities.
For further information regarding these
options, contact the Student Advising
Center preferably a year before you seek to
study abroad.
Other programs in the curriculum offer
an international focus. The Language and
Culture Center, in particular, usually offers
one or more programs each year that travel
abroad for at least a quarter.
If you like math and want to learn about
how it relates to art, philosophy and, of
course, science, Evergreen is the ideal place
for you to go to school. If, on the other
hand, you have had unpleasant experiences
in your previous mathematical education,
the learning environment at Evergreen can
enable you to rid yourself of any math
anxiety that you might have; we think that
you could learn to enjoy math.
In our catalog, you usually will not find
a course explicitly called "Calculus II" or
"Linear Algebra"; but don't be misled into
believing that we don't study such things at
Evergreen. Instead, you will find programs
with titles like: "Matter and Motion;"
"Calculus, Chaos and Confucius" or
"Computability
and Cognition." These
programs and others incorporate traditional
mathematics into their studies. In addition
to developing your mathematical skills, you
will also discuss, with faculty and other
students, philosophical issues and social and
political implications of the use of
mathematics and science.
At Evergreen you can also take math
modules that are separate from the
programs or you can participate in the selfpaced programs at the Learning Resource
Center. At Evergreen, you will receive
personalized attention; the college will try to
adapt to your individual interests and needs.
Human Culture and Natural Environment:
Latin America, page 35
The Search for Justice, page 37
Third World Service in Agriculture and
Sustainable Development, page 42
Rainforests (overseas travel possible),
page 42,43
Islamic Art and Culture, page 51
Indigenous Art and Literature: Australia
and America, page 58
Japan Today: Language, Customs and
International Relations, page 62
RussialUSSR (overseas travel possible),
page 62
Paris-Dakar-Fort
de France: Voices of
Revolution and Tradition (overseas
travel possible), page 63
Race, Class and Gender in Comparative
Perspective, page 69
I
33
Philip Kinnamon, a junior from Shelton, Washington, recently completed an internship
with the United Way Agency of Mason County in which he automated their campaign
processing system. His work helped the agency meet a record fundraising goal.
"Last fall I was
in the Core
Program, 'Problems Without
Solutions???'
We were studying
the conflict in
Northern Ireland
and I, like the
majority of my
classmates, felt
overwhelmed by
the assignment of
our final paperpropose a
solution to ending
the conflict.
On the last day
of the quarter,
a panel of four
who were ratsed
in Ireland held a
discussion on the
conflict. I was
amazed that their
conclusions
matched the
conclusions I had
made in my paper.
This convinced
me that the
faculty had given
us the essential
information on
the issue."
Core Programs
Core Programs
Core Programs are designed to give students
in their first or second year of college a solid
foundation of knowledge and skills as
preparation for more advanced studies.
Core Programs will introduce you to the
central mode of study at Evergreen-the
Coordinated Study Program, in which
faculty members from three or four
different disciplines use their knowledge to
help you explore a central theme or
problem.
This interdisciplinary approach means
you will study a situation as a whole, not as
a collection of unrelated fragments. Core
Programs reveal the full breadth of the
issues that will concern you-the
connection of artistic expression to social
conditions, for example, or the relation of
biological facts to individual psychology.
Core Programs emphasize the
development of skills necessary for you to
do successful college work. For most
students this means learning how to write
well in various modes, read carefully,
analyze arguments, reason quantitatively or
mathematically, work cooperatively in small
projects or discussion groups, and how to
use the many resources in the Library.
Core Programs also help you connect
your studies with your own intellectual and
personal concerns. You learn to contribute
directly to the decisions central to your
education.
Each of the Core Programs listed in this
section is an integrated study program that
combines several activities: seminars,
individual conferences with faculty
members, lectures, field trips, laboratory
work-whatever
is appropriate. In a Core
Program you learn about the program
theme or topic at the same time you learn
about your own goals, about defining
problems and dealing with them, and about
the college's people and facilities.
Human Culture and Natural
Environment: Latin America
Fall, Winter, Spring/Coordinated
Study
Coordinator: Tom Womeldorff
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: Fall program retreat costs
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Each culture is shaped in part by the natural
environment. Rainfall, soil fertility, physical
characteristics, plant and animal life all
impact the welfare and identity of a people.
The natural environment is also transformed
by human cultures from the terracing of
land for cultivation to the construction of
large dams.
This program will explore the
interrelationships
of the cultures and natural
environments of Latin America. We will
consider questions like: How do cultures
perceive the land? What role has the land
played in shaping culture, myths, identity,
ideology and the welfare of the people?
What forces determine how people interact
with the land? What forces determine
whether humans enter into destructive or
sustainable relationships with the land?
In the process, we will also explore the
general characteristics of Latin American
cultures including social and political
structures; Spanish language, food, music
and literature and the place of Latin
America in the world economy.
We will also discuss what factors
determine our perceptions of Latin
American cultures and natural
environments. We will look at the role Latin
America played in European scientific
discovery and how European perceptions of
Latin America have changed over time.
With Spanish language instruction and
introductions to the social and natural
sciences, this will be a rigorous and a
rewarding program.
Credit will be awarded in Spanish, Latin
American studies, social and natural
sciences.
Total: 48 credits
Program is preparatory for careers and
future study in liberal arts and science.
I
35
The Third Millennium
Love and Work
Fall, Winter, Spring/Coordinated
Study
Coordinators: Justino Balderrama and
Craig Carlson
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated
Study
Coordinator: Hiro Kawasaki
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: Field-trip expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No in Fall and
Winter, maybe in Spring
We are in the midst of profound changes in
our interpretation of human existence, in a
new, different world of de-centered cultures,
where voices and descriptions compete in
tension-filled, multicultural environments.
What awaits us as a society and culture as
we enter the twenty-first century, "The
Third Millennium?"
From 1492 AD to the twenty-first
century, through a prism of multicultural
thought-systems, we will examine the
transition from the ancient to the futurist, as
well as determine what kind of traditional
human systems remain contemporary. We
will tamper with the familiar presuppositions of time and space to shake up
the normal flow of the linear to allow for
other space/time dimensions. Thus, we will
make room for the necessary insights/
sightings of a new interpretive human
perspective that is derivative of a
multicultural description/existence.
We want to move through and away
from 19th and 20th century assumptions,
both Western and non-Western, and move
into the contemporary multicultural
explosion that is part of an emerging global
postmodernist culture(s), and beyond.
Specifically we will concentrate our
examination on the social sciences with
emphasis on human services and social
work and on the expressive arts with
emphasis on poetry, creative writing and
multicultural literary analysis.
This program takes as its premise that love
and work are fundamental to human life.
What role does love and work play in
defining who we are? How does our
romantic or sexual love and our work
interact in our lives? Can love and work go
together? Under what circumstances does
love enhance work? Work enhance love?
In this program we will examine the
relationship between love and work from
many points of view. We will study the lives
and works of people from various cultures
and historical periods; we will read and
discuss autobiographies and biographies of
artists, writers, scientists, teachers, etc., and
then examine their work to see the extent to
which their private lives influence their
work. In some cases we will start our studies
with the products of their work and see
what inspired them. We will consider
theoretical writings about love and work to
provide a framework for our study.
In Fall Quarter our work will be crosscultural and across time. We will look at the
lives and work of ordinary people as well as
famous individuals, of women as well as
Credit will be awarded in expressive arts,
social science, expository writing, creative
writing, quantitative methods, critical
thinking, multicultural studies, social work
and individual projects.
Total: 48 credits
Program is preparatory for careers and
future study in social science, social work,
health studies, human services, expressive
arts, creative writing and multicultural
studies.
men, of poor as well as rich from a variety of
cultures and historical periods. What was
their concept of work? What was their
concept of private life? What can we say
about changes over time, about differences
between race, gender and class?
In Winter Quarter we will focus on
famous couples-historical,
mythical and
fictional. Possible candidates include the
Brownings, George Sand and Chopin,
Georgia O'Keeffe and Stieglitz, the Curies,
Tosca and Cavaradossi, Frida and Diego, the
Duke and Duchess of Windsor, Akiko and
Tekkan Yosano, Heloise and Abelard,
Virginia Woolf and Vita Sackville-West.
In Spring Quarter, we will study
contemporary and future issues related to
our theme. What kind of changes are taking
place in the love and work of individuals as
well as couples today? What will be the
relationship between love and work in the
post-feminist era?
This interdisciplinary program will help
students develop their academic and
communication skills. We will balance the
development of verbal and non-verbal skills,
paying close attention to reading, writing,
seeing, listening, speaking and
contemplating. Although this is not primarily
a hands-on program, there will be some
opportunity to do creative work, especially in
the areas of visual art, music and writing.
Credit will be awarded in literature, art,
music, gender studies, psychology, crosscultural studies and writing.
Total 48 credits
Program is preparatory for careers and
future study in liberal arts.
The Search for Justice
Fall, Winter, Spring/Coordinated
Study
Coordinator: Lawrence Mosqueda
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: $20 film fee
Part-time Options: Perhaps Spring Quarter
Internship Possibilities: Perhaps Spring
Quarter
Additional Course Allowed: Not in Fall or
Winter Quarters
In this program, we will examine how the
concept of justice has changed over the
centuries, and how it has varied from
culture to culture. For example, few (if any)
would today accept Plato's view that the
select should be philosopher-kings
and the
majority should be slaves. Yet, for some,
that was at one time considered justice. Few
would accept that slavery based on race was
the natural order of human beings. Yet the
very foundations of a "free" society were
based for hundreds of years on such a
concept and considered just. European
societies have used concepts of justice to
support the establishment of colonial
empires. In various societies relationships
between the sexes have been defined by
"just" concepts-usually
to the detriment of
women.
How does our concept of right and
wrong, of justice, become formed? Who
teaches us about justice? Who teaches the
teachers?Whose interest is served by various
theories of justice? Which theories of justice
are explicit in various philosophies and
which theories of justice are ingrained in
our cultures so that relationships appear
"natural," or a part of "human nature" or
"just the way the world works"?
As part of our exploration of this subject
we will study various theories of justice in
the social sciences and philosophy. We will
apply these theories in their historical
context and test them for their degrees of
validity and plausibility in the present as
well. We will also ask about possibilities for
the future. Great works of art and
literature, such as Les Miserables, present us
with visions and questions about justice.
Mundane "art" such as Rambo films also
present some questionable visions of justice.
We will examine how even supposedly
"objective" natural sciences may have
preconceived notions of justice embedded
within them. Questions of justice may also
make one ask whether that which is
scientifically and technologically possible is
also desirable.
By the end of the program, we will have
raised many questions and, we hope,
suggested some answers. Just as
importantly, we hope to have provided a
basis to continue the search for justice as we
enter the twenty-first century.
Credit will be awarded in political science,
philosophy, social sciences, history, art,
literature, feminist theory and international
relations.
Total: 48 credits
Program is preparatory for careers and
future studies in social sciences, literature,
legal careers and ethics.
The Science and
Politics of Pollution
Fall, Winter, Spring/Coordinated Study
Coordinator: Fred Tabbutt
Enrollment: 66 Faculty: 3
Prerequisites: None (two years of high school
algebra recommended)
Special Expenses: $30/quarter lab fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will consider the chemical,
geological, biological and political/legal
aspects of environmental issues related to
pollution. The chemistry of the atmosphere,
fresh and saltwater systems, weathering and
the geology of soils, environmental policy,
integration of ecological and land use
parameters, environmental law and toxicology will be covered. Students will also learn
calculus and computer programing to do
ecological modeling.
There will be a laboratory component
where students will learn techniques in
analytical chemistry, instrumental analysis,
field work and the statistical analysis of data.
The laboratory will also involve a group
study of a local water system in conjunction
with a regulatory agency.
During Winter and Spring Quarters,
students will study the legislative process by
closely tracking a bill during the 1993
session.
Credit will be awarded in chemistry, geology,
political science and biology.
Total: 48 credits
Program is preparatory for careers and future
study in environmental chemistry, geology or
environmental policy.
I 37
Ways of Knowing
Great Books: The Pursuit of Virtue
Fall, Winter, Spring/Coordinated
Study
Coordinator: Josie Reed
Enrollment: 88 Faculty: 4
Prerequisites: No
Special Expenses: No
Part-time Options: 12-credit option
Internship Possibilities: No
Additional Course Allowed: Yes, with approval
Fall, Winter, Spring/Coordinated
Coordinator: Richard Alexander
Enrollment: 88 Faculty: 4
Prerequisites: No
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
As we try to make sense of the world-as we
make our world, or worlds-how do we use
the intuitive, perceptual and analytical
functions of our brains? What is the influence
of the ways we have been conditioned to
think and communicate? In this program, we
will explore the signs and symbols we use to
make meaning (words, sounds, gestures,
visual images, physical forms), the notational
systems through which we can manipulate
and store information (writing, mathematics,
music, pictures, electronic media) and the
larger patterns into which we shape our
cultural and personal experience (rituals,
stories, histories, theories, ethical systems,
socio-political systems, natural and built
environments and other complex models).
By working as a team through readings,
discussions, exercises in observation,
research, presentations and writings, we shall
attempt to examine how we know what we
know-and the inevitable shaping of the what
by the how. Our investigation will be of the
main historical forces, values and biases at
work in' literate western culture and the
English language; but it will extend to other
cultures, other world-views, and other
combinations of symbols, notational systems
and experience-defining patterns.
Students will also be able to select among
in-program workshops and related courses to
develop more skill in the notation and
communication methodologies introduced in
the program-for example, foreign languages,
mathematics, the arts, computers or creative
writing. We will use individual and group
projects to apply what we are learning to our
lives and our communities in meaningful ways.
The "Great Books" program will use classic
literature to explore how ideas about virtue
and relationships of individuals to their
families, societies, and governments have
developed from the early Heroic Ages.
We will examine contrasting ideas of
nature, the gods (or the One True God), social
roles, and romantic love of individualism,
laying the foundation for further study.
To develop each to some depth, we will
concentrate on only a few traditions-pagan
Greece and Rome; Judaism, Christianity and
Islam, and the Norse (Germanic) tradition.
These are sufficiently different, yet similar
enough to provide interrelations. They are all
fundamental to our culture.
Fall Quarter, we will take up the Heroic
Ages, with readings from Homer, Hesiod,
Greek tragedy, the Old Testament, the Koran,
Arabic epics, the Eddas and an Icelandic saga.
God, nature, war, roles and duty will be
major themes.
Winter Quarter will be devoted to the
conflict between romantic love and religious
ideals on one hand, social duties on the other.
We will read Virgil, Sappho, Ovid, Catullus,
medieval romances, Persian tales and love
poetry, French tragedy, Paradise Lost and
The Sorrows of Young Werther.
Spring Quarter, we will examine the
individual and the state through political
philosophy (Plato, Hobbes, Mill), the New
Testament and a modern Iranian novel. We
will conclude with Tolstoy's War and Peace.
There will be twice-weekly lectures to
supplement the reading. Writing workshops
will help students improve their papers.
Students will learn how to use library
resources and make major presentations.
Planned equivalencies in quarter hours:
12-written and oral communication
8-humanities, such as literature, ethics,
mythology
8-social sciences, such as anthropology,
psychology, history, sociology, political
economy
-l-arts, such as music, architecture
4-logic
12-foreign languages or math or art
Total:
48 credits
Program is preparatory for careers and/or
future study in humanities, social sciences,
arts, education, and public policy.
Study
Planned equivalencies in quarter hours:
8-epic poetry
8-religious classics
8-western civilization
-l-political philosophy
12-expository prose
8-individual project; library research
Total:
Popular Art: A Window on
Contemporary American Life
48 credits
Program is preparatory for careers and/or
future study in the humanities and many other
fields. Students wishing to take this program
who also plan further study in mathematics
and the sciences should have had strong
preparation in those subjects.
Fall, Winter, Spring/Coordinated
Study
Coordinator: Charles Pailthorp
Enrollment: 88 Faculty: 4
Prerequisites: None
Special Expenses: $100 for program retreat,
field trips, art supplies
Part-time options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with approval
Culture appears to come at us from two
spheres: one, "popular culture," seems simply
a part of life, while the other, "serious
culture," seems to be something we have to
pursue, discover and build into that edifice we
call the sophisticated life. In this program we
will take the sights, sounds, and slogans of
popular culture seriously and make every effort
to become more sophisticated about the role of
popular art in our daily lives.
Both critics and advocates seem to agree on
the power of popular art to shape what we
believe, feel and do. Because popular art and
our reactions to it reflect how Americans see
themselves and how they see one another,
we can learn much about ourselves and one
another by looking closely and critically at the
sounds, ~logans and images that fill our lives
and at how we, and others, reacttothem.
We will look at the historical context of
popular art and the ways in which what is
popular changes. We will also examine the
social and political context of popular art.
Because popular art directs us to think, feel
and act in particular ways, it is laden with
ideas about who we are. We will examine a
variety of popular images and then ask what
the image makers assume about those who are
in the audience as image "consumers."
Throughout, we will be seeking a better
understanding of the diversity of American
culture and the value of that diversity in our
daily lives.
We will learn to think more critically, see
and hear more clearly, and express, both in
writing and in speech, what we see, hear, think
and feel. Our texts will include the visual,
musical and literary, the contemporary and
historical, the serious and light, the offensive
and comforting. In all instances, our task will
be to see, hear and read in detail and in depth.
Planned equivalencies in quarter hours:
Will be distributed among American studies,
American history, cultural history, art history,
sociology of the arts, literature, music, visual
art, aesthetics, writing and humanities.
Total:
48 credits
Program is preparatory for careers and future
study in all of the liberal and fine arts.
Environmental Studies
Convener: Pete Taylor
Affiliated Faculty: Michael Beug, Paul
Butler, Jovanna Brown, William Brown,
Richard Cellarius, Larry Eickstaedt, Russ
Fox, Steven G. Herman, Pat Labine, Kaye
V. Ladd, John Longino, David Milne, Carol
Minugh, Ralph Murphy, Nalini Nadkarni,
Tom Rainey, John Perkins, Oscar Soule,
Jim Stroh, Pete Taylor and Al Wiedemann
The philosophy of Environmental Studies is
that the interaction of human societies and
natural systems must be managed in a
manner that insures the prosperous survival
of both. It is our primary goal to help
people develop the knowledge, skills and
experiences to express that philosophy in
many different roles in society.
Specifically, the goals of Environmental
Studies are:
To understand the nature, development
interactions of terrestrial and marine
ecosystems and human societies;
and
To learn the richness and the limits of the
environmental and social resources
available to sustain both human
environments and natural systems;
To study the cultural values and
philosophies that shape environmental
behaviors; and
Through applied work, to develop the skills
necessary to handle our resources wisely.
Environmental Studies requires students
and faculty who are willing to study
material from many disciplines drawn from
the natural and social sciences, from the arts
and from the humanities. Furthermore, it
requires students and faculty who are
willing to break down the boundaries
between the disciplines in order to realize
the integration necessary to achieve the
goals stated above.
Career Pathways in Environmental
Studies
Major curricular pathways in Environmental
Studies include (1) Field Biology and Natural
History, (2) Marine Studies, (3) Ecological
Agriculture and (4) Environmental Assessment
and Design. Additional strengths of the
Environmental Studies faculty include
ecological physiology, environmental
chemistry, environmental history and
philosophy, environmental policy, geology,
physical geography and planning. The faculty
are experienced in, and committed to,
providing students with practical experience
through field work and projects that serve the
people and organizations of southwest
Washington and the Pacific Northwest.
Environmental Studies has close working
relationships with two other specialty areas.
Political Economy and Social Change provides
a strong social science component, particularly
in environmental politics, economics and the
social impacts of technology.
Science, Technology and Health provides
additional work in the physical sciences,
including chemistry and energy studies, and in
the biological sciences, emphasizing molecular
and organismal biology. Most faculty in
Environmental Studies are also affiliated with
Evergreen's Graduate Program in
Environmental Studies (MES). Advanced
undergraduates may be able to enroll in a
graduate course with the permission of the
instructor if it is appropriate to their
curriculum and they have the necessary
prereq uisites.
First Year:
Any Core Program. Students interested in
Environmental Studies may want to consider
the following Core Programs: "Human
Culture and Natural Environment: Latin
America," or "The Science and Politics of
Pollution. "
Second or Third Years:
"Introduction to Environmental Studies" (FW)
"The Marine Environment" (FW)
"Principles of Biology" (F)
"Chemistry of Pollution I and II" (FW)
"Maritime Exploration"
(WS)
Third or Fourth Years:
"Third World Service in Agriculture and
Sustainable Development" (FW)
"Rainforests" (FW)
"Conservation Biology and Restoration
Ecology" (S)
"Environmental Education Now" (S)
"Forests and Salmon" (S)
"Mushrooms of the Pacific NW" (F)
39
Introduction to
Environmental Studies
Fall, Winter/Coordinated
Study
Coordinator: TBA
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent,
college biology (may be taken concurrently
during Fall Quarter)
Special Expenses: $30 for field trips
Part-time Options: 8 units, if taking
"Principles of Biology" concurrently with
permission of program coordinator
Internship Possibilities: No
Additional Course Allowed: "Principles of
Biology" may be taken with 8 units of this
program, with permission of the program
coordinator
Specific content of this program will depend
on faculty who will determine the particular
content. Generally, the program will
examine natural systems and human affairs
which interact to affect local and global
environments. Ecological science and areas
of social science (i.e., political economy,
cultural anthropology, geography, etc.)
which apply toward understanding
environmental issues, will be covered by
assigned readings, lectures, written
assignments and seminars. Primary
examples, including field studies, will be
drawn from the Pacific Northwest with
likely emphasis on forest ecosystems and it
is also likely that some attention will be
given to tropical Latin America.
Credit will be awarded in ecology, political
economy, anthropology and/or geography.
Total: 32 credits
Program is preparatory for careers and
future study in environmental natural
science and/or social sciences.
Chemistry of Pollution I
Chemistry of Pollution II
Fall/Group Contract
Sponsor: Kaye V. Ladd
Enrollment: 24 Faculty: 1
Prerequisites: Junior standing, plus
"Introduction to Marine Environments,"
"Matter and Motion," or "Foundation of
Natural Science;" faculty signature
required; transfer students need at least one
year of college chemistry with much
laboratory experience, college algebra and
introduction to statistics; preference given
for chemical training and statistics.
Special Expenses: $10 lab fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring/Group Contract
Sponsor: Kaye V. Ladd
Enrollment: 15 Faculty: 1
Prerequisites: "Chemistry of Pollution I" or
"Matter and Motion" and "Molecule to
Organism;" faculty signature required
Special Expenses: $10 lab fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Students may
take a 4 credit course in addition to this 12
credit contract
This advanced group contract will cover
spectroscopic analytical methods, both
theory and practice, and explore chemical
models for various environmental
situations. In addition to learning specific
analytical methods, students will be
expected to apply some of the methods in a
major research project of mutual agreement
between the student/s and the instructor.
Credit will be awarded in instrumental
analysis/analytical chemistry.
Total: 16 credits
Program is preparatory for careers and
future study in environmental science and
graduate studies in chemistry and biology.
This advanced group contract will develop
chromatographic
methods of analysis (GC,
GCMS, HPLC), both theory and practice.
In addition to learning specific analytical
methods, students will be expected to
develop the procedure for extracting and
analyzing for a particular group of
pollutants by either GCMS or HPLC.
Credit will be awarded in instrumental
analysis/analytical chemistry.
Total: 12 credits
Program is preparatory for careers and
future study in chemistry, biology and
environmental science.
The Marine Environment
The Nature of Natural History
Field Natural History
Fall,Winter/Group Contract
Sponsor: David Milne
Enrollment: 24 Faculty: 1
Prerequisites: Second-year standing, Core
Program or equivalent and college biology
Special Expenses: $30 lab fee and $60 field
trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Winter/Group Contract
Sponsors: Alfred M. Wiedemann and
Steven G. Herman
Enrollment: 48 Faculty: 2
Prerequisites: Core Program
Special Expenses: $20 for field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Auditors: No
This program will be about the marine
environment, marine organisms and their
ecology. The subjects to be covered during
the two quarters will be introductory
oceanography, marine ecology, survey of
marine organisms and (tentatively)
paleo history of marine life on earth.
The modes of study will be textreadings, lectures, seminars, laboratory
studies and field studies. Primary examples,
including field studies, will be drawn from
local Pacific Northwest marine
environments.
There will be several day trips and,
tentatively, a week-long field trip. Special
projects for individual and small-group
efforts will include researching topics using
library resources and brief field projects.
The objective of this program is to provide
the student with the basic skills and
understanding necessary to competently
observe, record and interpret natural
phenomena (plants, animals and the
landscapes in which they live).
The program will consist of nature and
history of natural history, developed
through lectures, seminars, laboratory
work, reading and short field trips.
Instruction will emphasize the proper use
of the field journal and species accounts,
plant and animal morphology and
identification of plants and animals in
winter. There will be five one-day field trips
during the quarter.
Spring/Group Contract
Sponsors: Steven G. Herman and
Alfred M. Wiedemann
Enrollment: 30 Faculty: 2
Prerequisites: "The Nature of Natural
History" or equivalent, faculty signature;
preference may be given to students in this
winter's "Nature of Natural History"
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Auditors: No
Credit will be awarded in introductory
oceanography, marine ecology and marine
biology.
Credit will be awarded in history and scope
of natural history, field records in natural
history, winter field biology and
identification morphology of plants and
animals.
Total: 32 credits
Total: 16 credits
Program is preparatory for careers and
future study in marine and other
environmental sciences.
Program is designed for anyone who wants
to gain a greater appreciation and
knowledge of our natural environment. It is
also preparatory for careers and future
study in environmental sciences.
This program is designed to follow "The
Nature of Natural History" and to involve
students from that program at a more
advanced level. Intensive field work will
involve the identification of landscape
components, animal behavior and plant
phenology.
A rigorous record-keeping system
(naturalist field journal and species
accounts) will be the nucleus of student
work. Instruction will emphasize advanced
techniques of vascular plant and vertebrate
animal identification. Herbarium and
museum techniques (collection, preservation
and cataloging) will also be covered. At
least half of the quarter will be spent in the
field.
Credit will be awarded in natural history of
the Pacific Northwest, field records in
natural history, field zoology, field botany
and community ecology.
TDtal: 16 credits
Program is preparatory for careers and
future study in environmental sciences.
I
41
Third World Service in Agriculture
and Sustainable Development
Mushrooms of the
Pacific Northwest
Fall, Winter/Coordinated
Study
Coordinator: Pat Labine
Enrollment: 24 Faculty: 1
Prerequisites: Junior or senior standing.
Previous academic work in environmental
studies ("Ecological Agriculture" is
recommended), or "Political Economy and
Social Change," or equivalent; faculty
interview and signature
Special Expenses: None
Part-time Options: No
Internship Possibilities: Yes, for Spring
Quarter
Additional Course Allowed: Language
study only
Fall/Group Contract
Sponsor: Michael W. Beug
Enrollment: 16 Faculty: 1
Prerequisites: "The Nature of Natural
History" or equivalent and junior or senior
standing
Special Expenses: About $60 for field trips
Part-time Options: None
Internship Possibilities: None
Additional Course Allowed: No
Auditors: No
This program will help upper-division
students prepare for Third World service as
interns or graduates. Seminar readings and
lectures will examine the current debate on
the appropriate form of development and
the role industrialized countries play, for
better or worse, in the process. Winter
Quarter will focus on the function of
agriculture in development and how we
might best participate in it.
In addition, students can expect
extensive training in group skills and
participatory research so that they can
function with sensitivity in culturally diverse
groups and can serve as facilitators of
community.
Spring Quarter, students, with the
agreement of the faculty, may contract for
an internship in a Third World placement.
Credit will be awarded in seminar:
sustainable development, seminar:
agriculture and development in the Third
World, group skills and group dynamics
and participatory research methods.
Total: 32 credits
Program is preparatory for careers and/or
future study in development work,
international studies and community
planning.
This program is designed for the advanced
biology student interested in the study of
the fleshy fungi. Intensive fieldwork will
involve the identification of mushrooms
followed by extensive taxonomic study of
the microscopic features of mushrooms.
Students should be adept at maintaining
naturalist field journals. Instruction will
include the taxonomy and ecology of
mushrooms, microscopic techniques and
herbarium techniques. We will also examine
the uses of mushrooms in various cultures.
Rainforests I
Fall/Coordinated
Study
Coordinator: Paul Ray Butler
Enrollment: 50 Faculty: 2.5
Prerequisites: Advanced standing in
Environmental Studies; interview and
faculty signature required
Special Expenses: $100 for field trips
Part-time Options: Yes, faculty consent
required
Internship Possibilities: No
Additional Course Allowed: Consult faculty
Rainforests exist in both temperate and
tropical regions. This program will be spent
studying the temperate rainforests of the
Olympic Peninsula and will allow students
to conduct field studies there. The program
will provide comparisons and contrasts to
the rainforests of tropical regions both in a
natural history sense and as they relate to
human activities. Those students planning
to take "Rainforests II" will also be trained
in preparation for field work in Costa Rica.
Credit will be awarded in ecology, biology,
geology and environmental studies.
Credit will be awarded in mycology.
Total: 16 credits
Total: 16 credits
Program is preparatory for careers and
future study in biology and environmental
studies.
Program is preparatory for careers and
future study in field biology and ecology,
environmental studies and geology.
Rainforests II
Winter/Group Contract
Sponsor: Nalini Nadkarni
Enrollment: 24 Faculty: 1
Prerequisites: "Rainforests I," interview and
faculty signature
Special Expenses: $1500 for Costa Rica trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Students and faculty will travel to Costa
Rica to conduct studies at the Monteverde
research facility.
Credit will be awarded in ecology, biology
and environmental studies.
Total: 16 credits
Program is preparatory for careers and
future study in field biology and ecology
and environmental studies.
Principles of Biology:
Cells and Organisms
Conservation Biology and
Restoration Ecology
Falilhalf-time/Group
Contract
Sponsor: Richard Cellarius
Enrollment: 48 Faculty: 1
Prerequisites: None, but high school
chemistry and advanced algebra or one
quarter of college chemistry and algebra are
strongly recommended
Special Expenses: None
Part-time Options: Contract is part time, 8
quarter hours
Internship Possibilities: No
Additional Course Allowed: Yes
Spring/Group Contract
Sponsor: Larry Eickstaedt
Enrollment: 24 Faculty: 1
Prerequisites: Third year standing, at least
one course in ecology
Special Expenses: Field trip costs,
approximately $75
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This part-time contract will study the major
principles of cellular and organismal
biology, focusing on structure, function and
interrelationships.
Topics will include biological organization, bioenergetics, cell structure and
metabolism, genetics, evolution, plant and
animal structure and physiology, and
development. Ecological concepts will not
be covered except in the context of
evolution and cellular and organismal
physiology.
A very basic introduction to the major
groups of organisms will occur throughout
the quarter. Laboratory exercises will
illustrate principles and important biological techniques. Classes will consist of six
hours of lecture/discussion and six hours of
laboratory each week.
The conservation of species and habitats
grows in importance every year. In many
instances, conservation may need to be
supplemented through restoration efforts.
The primary goal of this group contract will
be to critically examine the latest
information pertaining to the theory and
practice of conservation biology and
restoration ecology. Theory will be explored
through lectures, seminars, texts and
journals. Exposure to the practice will be
gained through consultation with
professionals and visits to field sites.
Credit will be awarded in conservation
biology and restoration ecology.
Total: 16 credits
Program is preparatory for careers and
future study in conservation, restoration
and environmental studies.
Credit will be awarded in principles of
biology I and II (cells and organisms) with
laboratory.
Total: 8 credits
Program is preparatory for careers and
future study in biology, medicine,
environmental studies and other natural
sciences.
I
43
Contemporary Environmental
Issues: Environmental Studies
Senior Seminar
Winter/Group Contract
Sponsor: Richard Cellarius
Enrollment: 24 Faculty: 1
Prerequisites: Senior standing; minimum of
60 hours of credit in Environmental Studies
and Political Economy, including (a) general
biology and chemistry, (b) political science
and economics, and (c) work in any two of
the following four areas: (1) ecology and
natural history, (2) ecological agriculture
and sustainable community, (3) aquatic and
marine studies and (4) energy systems.
Special Expenses: Possibly, depending on
options chosen
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This contract is designed as the culminating
experience for students who are concentrating their work in environmental studies,
and as an opportunity for students to have
that focus identified on their transcript. The
core will be a seminar, meeting 3-4 hours
each week on contemporary environmental
issues and classic environmental literature,
including books, journals and news media.
Presentations will be made by different
faculty, visiting lecturers and the students in
the program. Students may supplement this
seminar with an internship, senior honors
project, additional course work or research,
and present one or more core seminar
topics.
Credit will be awarded in environmental
studies, environmental research project.
Total: 4-16 credits
Program is preparatory
environmental studies.
for careers in
Options for Agriculture
in the Twenty-First Century:
Environmental Studies
Senior Seminar
Spring/Group Contract
Sponsor: Pat Labine
Enrollment: 20 Faculty: 1
Prerequisites: Senior standing; minimum of
60 hours of credit in Environmental Studies
and Political Economy, including (a) general
biology and chemistry, (b) political science
and economics, and (c) work in any two of
the following areas: (1) ecology and natural
history, (2) ecological agriculture and
sustainable communities, (3) aquatic and
marine studies, (4) energy systems.
Special Expenses: Possibly, depending on
options chosen
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This contract is designed as the culminating
experience for students who are concentrating their work in environmental studies,
and as an opportunity for students to have
that focus identified on their transcript. The
core will be a seminar meeting 3-4 hours
each week. Dilemmas facing the future of
agriculture will be presented and discussed.
Topics will include farm structure and
sustainability, food safety and consumer
concerns, animal rights, farm labor and
biotechnology.
In addition to the seminar, students may
include internships, senior honors projects,
or additional course work.
Credit will be awarded in Senior Honors
Seminar in Environmental Studies: Options
for Agriculture; additional credit, depending
on options chosen.
Total: 4-16 credits
Program is preparatory for careers and
future study in environmental studies.
Forests & Salmon: Pacific Northwest
Natural Resources
Spring/Group Contract
Sponsors: Pete Taylor and Richard Cellarius
Enrollment: 48 Faculty: 2
Prerequisites: Third year standing;
introductory environmental studies or social
science; general biology or field biology
Special Expenses: $30 field trip expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will study the biology,
management and social-political-economic
issues of the two most prominent natural
resources of the Pacific Northwest: moist
coniferous forests and Pacific salmon. A
major goal will be to understand the impact
of resource use and management on oldgrowth forest ecology, with a focus on
forested watersheds. The present-day
situation and the past history of forest and
fisheries resources will be examined,
including their importance for Native
American culture. The primary modes of
learning will be lectures, seminars and field
trips. In addition, each student will
undertake research on selected topics.
Students will prepare formal written papers
for inclusion in a joint summary report
about forests and salmon.
Credit will be awarded in forest ecology and
management, salmon ecology and
management and technical document
research and writing.
Total: 16 credits
Program is preparatory for careers and
further study in forestry, fisheries, natural
resources management and environmental
economics, politics, law and protection.
Tribal: Community Determined/
Community Based
Fall, Winter, Spring/Coordinated
Study
Coordinator: Carol F. Minugh
Enrollment: 48 Faculty: 2
Prerequisites: Contact coordinator
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This community based program seeks
students who work/live on a reservation,
are tribal members or are Indian.
The curriculum for the community
determined program is a direct result of a
process of students examining "what does
an educated member of an Indian nation,
who wants to function within the Native
American community, need to know?"
Development of the curriculum for the
academic year begins with community
involvement in the previous spring. The
students work as a group to identify
educational goals and the curriculum topics
for the program. A primary function of this
educational process is that the student is
able to be effective in or outside of the
native community. After the students make
their decisions, then the faculty and students
identify texts, methods and resources to
assist the learning process. The students play
a major part in making the learning
appropriate to them in their community.
Within the framework of the identified
curriculum is the overall premise that an
"educated person" needs to have skills in
research, analysis and communication. The
material is taught using a tribal perspective
and issues related to tribal communities are
most often the topics of discussion.
For program information contact: Dr.
Carol]. Minugh, Program Director, The
Evergreen State College, Olympia WA
98505, (206) 866-6000 ext. 6025 or The
Evergreen Indian Center, (206) 866-6000
ext. 6105.
Maritime Exploration:
Inner and Outer Horizons
Making a Difference:
Doing Social Change
This program provides the student with the
opportunity to explore dimensions of both
inner and outer horizons via discovery and
exploration of a physical landscape-the sea.
We will read global maritime history,
studying the journals of sea explorers, and
will relate their experiences to the wider
context of history and geopolitics. For a
complete description, turn to page 54 in the
Knowledge and Human Condition section.
During the first years of college we learn
about societal and environmental problems.
Population growth, our homeless, misuses
of our natural resources and our environment, questionable business ethics and
child abuse are some examples. Many of us
will choose to devote our futures to solving
these kinds of problems or we will want to
learn how to make changes in the places
where we work and live. The good news is
that useful methods exist now for making a
difference: for being an effective agent for
change. Increasing students' skills and
knowledge about the ethics, goals and
practices of doing change is the purpose of
this program. For a complete description,
turn to page 65 in the Management and the
Public Interest section.
Environmental Education Now
The goal of "Environmental Education
Now" is to make a collection of objects
which will be useful to others in helping
grade school children learn something
important about our environment. Each
student will participate in lectures,
discussions, critiques and in a ten-week
small group project. Grade school teachers
and students will work with the group
project. Writings about systems, teaching
and learning, environmental ethics, ecology
and change will be studied. The unexpected
will occur. For a complete description, turn
to page 56 in the Knowledge and Human
Condition section.
Credit distribution relates to specific
curricular foci and topics adopted in the
program.
Total: 48 credits
Program is preparatory for careers and
future studies in tribal government and
tribal management.
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45
Expressive Arts
Convener: Jean Mandeberg
Affiliated Faculty and area of Graduate
Advising:
Susan Aurand-Visual Art, Ceramics
Andrew Buchman-Music
Sally Cloninger-Film/Video
Doranne Crable-Performance
Studies,
Laban Movement, Theater
Llyn DeDannan-Visual
Communication
Joe Fedderson-Visual
Art
Anne Fischel-Film/Video
Marilyn Frasca-Visual Art
Bob Haft-Visual Art, Photography
Phil Harding-Architecture
and Design
Meg Hunt-Dance
Rose Jang- Theater
Bud Johansen-Dance,
Performing Arts
Jean Mandeberg-Visual
Arts, Sculpture
Laurie Meeker-Film/Video
Sandie Nisbet-Theater
Ratna Roy-Darice, African Studies
Terry Setter-Music
Paul Sparks-Visual Art, Photography
Gail Tremblay-Fiber
Arts, Creative
Writing
Ainara Wilder-Theater
Sean Williams-World
Music
Bill Winden-Music,
Visual Art
The Expressive Arts Specialty Area is
primarily concerned with helping students
gain skills and experience in the arts. In
many programs students have the
opportunity to do work in more than one
art form simultaneously, and collaboration
and cross-disciplinary approaches to
learning are stressed throughout the
specialty area. Program themes are drawn
from issues of current and historic interest
to the faculty and vary widely from year to
year. This ensures that the faculty and the
curriculum remain vital and relevant.
Students should be aware that sequential
skills training is not available in most of the
arts.
The Expressive Arts faculty are
committed to the importance of creative
work as a central element in liberal arts
education. The skills acquired in Expressive
Arts programs will contribute to the work
students undertake in future academic
programs. However, it is important for
students primarily interested in the
expressive arts to have a broad range of
other academic experiences. Students should
not expect to do all of their undergraduate
work within the expressive arts. They are
encouraged to move into and out of the
area, taking advantage of study opportunities in other specialty areas. While in the
Expressive Arts, students are encouraged to
work in more than one of the arts areas and
to consider undertaking multimedia,
collaborative projects with other students.
The faculty believe that a wide range of
experience in the arts and other disciplines
is necessary to broadly develop students'
creativity and perspective.
Expressive Arts offerings include work
in dance, theater, film/video, photography,
visual arts, music and creative writing. In all
of these, we are working to create a learning
environment which supports a strong
multicultural perspective.
Each year the offerings in Expressive Arts
include:
Sophomore level, coordinated study
programs which provide an introduction
and theoretical foundation for work in the
arts;
Junior/senior level programs
apply and refine arts skills;
where students
Individual contracts, internships, and senior
thesis projects where advanced students
with a minimum of three quarters of prior
experience in the Expressive Arts can do
work which is developed in relation to their
own particular needs and abilities;
Skill development modules designed to
supplement work in programs and group
contracts, and
Internship possibilities for pre-professional
work experience.
Evergreen students and faculty members join
visiting dancers from India in the production of
"Warrior Oueen: Jhansi Ki Rani, " the story of a
provincial queen who led a revolt against the
British in 1858. Performed at the Washington
Center for the Performing Arts, the drama
blended Western ballet and Orissi dance into a
colorful, dramatic event.
Introduction to the Performing Arts
Theater and the Changing USSR
Fall, Winter/Coordinated
Study
Coordinator: Rose J ang
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: Performance tickets,
Fall, Winter/Group Contract
Sponsor: Ainara Wilder
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or at least one
movement/dance clothes, audio tape, etc.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with
faculty permission
Special Expenses: Screening fee, field trips
Part-time Options: Yes, 12 credits
Internship Possibilities: No
Additional Course Allowed: Yes
This program is designed to build basic
skills in music, theater and dance and to
explore the interaction of these art forms in
performance. We will look at the art forms
of several different cultures, probably
including China, India and 20th century
America. While students will choose a
"specialty" among the three art forms,
everyone will be expected to learn
something of all of them.
Planned equivalencies in quarter hours will
be distributed among music theory and
composition; dance technique and
choreography; acting and dramatic
literature; history and aesthetics of the
performing arts; performing arts in cultural
context and expository writing.
Total: 32 credits
Program is preparatory for careers and
future study in music, dance, theater and
performance art.
year of college work
In the Soviet Union the art of theater is a
fascinating, fully developed giant. It is a
popularly practiced form of art that
addresses ethnic aspirations and Soviet
anxieties, human pleasures and daily
frustrations. And in doing so this
multinational theater tells who and what
the Soviet citizen was in the past, has
become today and wishes to be tomorrow.
This program will closely focus on the
multi-ethnic and multinational "characters"
that have been created by the genius of
masters, mostly unknown to the West, of
dramatic literature. By way of the play and
its playwright, we will look at the
economics, politics and philosophies of the
changing Soviet citizen; who and what hel
she was in the past and has become today.
Particular attention will be paid to the
works of the Eastern European republics
(countries), Armania, Estonia, Latvia,
Lithuania, Moldavia, Russia and Ukrain.
Program activities will include: playreading seminars, lectures, film viewings
and theater workshops.
Credit will be awarded in the history of the
USSR, dramatic literature of the USSR,
cultural studies of the USSR and theater arts
of the USSR.
Total: 24-32 credits
Moving Image Theater:
Production and Performance
Spring/Group Contract
Sponsor: Doranne Crable
Enrollment: 20 Faculty: 1
Prerequisites: One academic year of
coordinated studies or group contract work
in Expressive Arts; junior/senior level;
audition/interview in Fall 1992 (week 9);
faculty signature
Special Expenses: Yes, TBA
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Auditors: No
"Moving Image Theater" will focus on
creating and producing a public
performance in Week 9. The work will be
self-contained, i.e., we will work as an
ensemble, designing and implementing all
aspects of the production/performance
(lighting, sets, sound, costumes, make-up,
masks, publicity). All technical positions
must be held by students who have been
trained and have proficiency in their area of
interest and/or are willing to take technical
modules (if available) in Winter Quarter.
Students will work in one area of interest
only.
To facilitate production as smoothly as
possible, faculty will audition and interview
students in Fall Quarter. Those interested in
performing will audition through
movement, voice, instrumentation and/or
acting. Those interested in technical theater,
arts management, composing, stagemanaging and assistant directing will
audition through personal interview and
portfolio, with faculty- and self-evaluations
included. After auditions and selections, the
ensemble will begin preparation for the
actual credit-generating work, meeting once
weekly during Winter Quarter.
Program is preparatory for careers and
future study in Soviet studies, Eastern
European studies, theater arts and cultural
studies.
I
47
Collaboration is the most important
aspect of the program, both before and
during the actual spring work. Students and
faculty will plan the spring production by
reading and discussing sources selected by
faculry as possibilities for themes;
deconstructing, interpreting, adapting or
creating alternative performance text;
designing first-draft lighting plot, sets,
costumes, and publicity strategies and
beginning to learn techniques of image
production and performance in this model
(Image Theater). These techniques include
Laban Movement and Movement Analysis
with some introduction to basic notation;
guided imagery and meditation; developing
the natural voice; interpreting and using
archetypes and ritual in rehearsal, design
and performance.
Faculty will present possible sources to
the ensemble after auditions and selections
in Fall Quarter. Winter Quarter meetings
will be informal, non-credit generating and
strictly required for all people involved in
the spring production. Students will earn
credit primarily through their area of
interest for the program. Sources-whatever
they might be-will include influences,
references or actual concentrations in
comparative mythologies, depth-psychology
and personal cultural stories. The Fall
auditions/interviews
are important for entry
into the program. Likewise, full
commitment to Winter Quarter meetings is
important for faculty and students alike.
Credit will be awarded in moving image
theater text analysis, theory and
composition, as well as moving image
theater production/performance,
Total: 12 credits
Program is preparatory for careers and
future study in technical theater,
performance theory, performing arts skills
and teaching, arts promotion and
management, and writing for performance.
Recording and Structuring
Light and Sound:
The History, Theory and Production
of Non-Fiction Film and Video
Fall, Winter, Spring/Group Contract
Sponsor: Laurie Meeker
Enrollment: 24 Faculty: 1
Prerequisites: Junior or senior standing; one
year of Core Program, "Studio Projects" or
"Political Economy and Social Change" or
equivalent; interview and signature required
Special Expenses: $250 materials, $75
screening fee
Part-time Options: No
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: No
All of the media curricula in Expressive Arts
have a strong commitment to a critical
perspective on imagemaking, the interface
of theory and practice, skill development
and a concerted effort to integrate multiple
perspectives on gender, race, class and
sexual diversity. Specific attention to the
politics and poetics of nonfiction
imagemaking, as well as to theoretical
positions informed by feminist scholarship
and Third World filmmaking praxis, form
the basis of film/video studies at Evergreen.
This program is the entry-level media arts
contract designed to provide students with a
basic, yet comprehensive background in
technical, theoretical and aesthetic aspects
of nonfiction imagemaking with emphasis
on film, video and audio production.
Students will spend Fall and Winter
Quarters acquiring specific technical skills,
exploring the design process as it applies to
these media, executing experiments in visual
imagemaking, screening and evaluating
films and video tapes, attending lectures and
participating in critiques of student work.
Seminars will focus on visual and written
texts that explore the history and theory of
documentary and experimental forms of
imagemaking. Students are expected to have
competent research skills and will be
writing research papers as well as critical
essays analyzing visual material. During
Spring Quarter, students will work
individually or collectively on a complete
film or videotape.
Students will be instructed in
preproduction design, cinematography
(including camera operation and location
lighting), sound recording for film and
video and post-production
techniques.
Although technical skills will be stressed,
the overall emphasis will be on
experimentation and the development of a
critical and political viewpoint with regard
to one's own imagemaking.
Credit will be awarded in film/video
production, audio production, documentary
film/video history and theory, documentary
film ethics, experimental film/video history
and theory, feminist film theory,
introduction to visual research, and
independent film and video projects.
Total: 48 credits
Program is preparatory for careers and
future study in media, visual
communications and inter-arts.
Mask Theater
Media Ethics
Spring/Coordinated
Study
Coordinator: Ratna Roy
Enrollment: 72 Faculty: 3
Prerequisites: Theater experience, faculty
interview and signature
Special Expenses: Ticket costs and travel
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With faculty
approval
Spring/Coordinated
Study
Coordinators: Sally Cloninger and Duke
Kuehn
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: Screening fee of $20;
research project needs
Part-time Options: No'
Internship Possibilities: No
Additional Course Allowed: No
This program will deal with both the
theoretical aspects and the practical
applications of mask theater. It will
concentrate on the philosophy of mask
theater in Indonesia, China, India and
contemporary Western performance.
Students will have hands-on experience in
building masks and actively exploring the
concepts of mask theater.
We hope to consider a number of questions
in this program. For example, is it ethical to
editorialize in news and documentaries? Is
pornography ethical? Is it ethical to present
stereotypes in the media? What right does
the state have to regulate the use of the
media?
We hope to examine the nature of lies,
the notion of bias, the complexity of free
speech and the irony of censorship. We will
spend part of the program on the
explication of the process of perception (i.e.,
how media tools are utilized to construct
"reality"). We will focus on the philosophy
of media, specifically looking at situational
ethics as they are practiced in Western
media. Finally, we will consider the validity
of the current practice to have the State take
care of ethics.
Extensive screenings, photographic
representations and current theoretical
writings will form the basis of our study.
Students will be expected to design and
execute a quarter-long research project (in
any format) that will address the theoretical
and ideological concerns of the program.
Readings will include texts by Gisela Bach,
Andrea Dworkin and Noam Chomsky, as
well as U.S. Copyright Law!
Credit will be awarded in theater history
and theory, philosophy of religion, stylistic
performance and dance movement.
Total: 16 credits
Program is preparatory for careers and
future study in performing arts, theater arts,
comparative theater, dance and Asian
studies.
Credit will be awarded in philosophy of the
mass media, media law, communication
theory, visual sociology and independent
research.
Total: 16 credits
Program is preparatory for careers and
future study in media arts, social science,
public administration and/or
communications.
Music: Composition
and Technology
Fall, Winter/Group Contract
Sponsor: Terry Setter
Enrollment: 24 Faculty: 1
Prerequisites: Core Program and one year
study or equivalent in Expressive Arts; some
skills in music technology (synthesis,
recording, etc.); faculty signature
Special Expenses: Audio tape; tickets and
transportation
to musical events, lab fees
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The program will focus on the creation of
electronic and acoustic music. Students will
study composition, recording, synthesis,
theory and history in order to gain the
broadest possible perspective on the subjects
and the greatest number of usable skills.
Students will attain proficiency in at least
two of the campus media studios.
Class meetings will be divided into
seminars on the various topics. Readings in
related materials will be assigned, as will
musical projects. A concert of original
works by members of the program will be
presented at the end of Winter Quarter. The
recording workshops will make use of
professional artists visiting the campus to
perform in the Evergreen Expressions
concert series as well as local artists.
Emphasis will be placed upon linking the
skills developed in each of the areas noted
above.
Concerts and other related events will be
attended by students during both quarters.
Attendance will be mandatory and critical
response to these events will be an integral
part of the program.
If you are interested in developing your
creative voice in music, this is the program
for you.
Credit will be awarded in music
composition, audio recording, electronic
music, music history, research and project
development.
Total: 32 credits
Program is preparatory
future study in music.
for careers and
I
49
----------------------------------------Studio Project
Studio Project: Printmaking
3-Dimensional Form Studio
Fall, Winter/Group Contract
Sponsor: Bill Wind en
Enrollment: 50 Faculty: 2.5
Prerequisites: One year of college, faculty
signature, review of portfolio
Special Expenses: Art supplies and lab fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Spring/Group Contract
Sponsor: Joe Fedderson
Enrollment: 24 Faculty: 1
Prerequisites: Fall and Winter Quarters of
"Studio Project"
Special Expenses: Studio fees, portfolio fee,
material, special tools or equipment
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Art history
module
Fall, Winter, Spring/Group Contract
Sponsor: Phil Harding
Enrollment: 24 Faculty: 1
Prerequisites: Core Program; examples of
current works in visual arts at interview
with faculty; faculty signature required
Special Expenses: Cost of project materials,
lab fees, field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Spring Quarter of the "Studio Project" will
introduce the student to the analysis of the
historical, theoretical, technical and
aesthetic concerns in contemporary
printmaking. This program will cover a
variety of methods of printmaking such as:
woodcut, lithography, etching, collagraph
and silkscreen. Students will be expected to
commit a minimum of 20 hours in the
studio per week, as well as personal
research. Field trips will be taken to view
prints first-hand and one research paper on
contemporary issues in printmaking will be
required. A group project, editing a
portfolio on off-set litho, should be
anticipated. Students will also be expected
to participate in an art history module.
Total: 32 credits
This is a studio program aiming at visual
literacy in 3-D form and space. Fall Quarter
will consist of an exploration of form, space
and content through a series of assigned
project exercises. For example, "The Shape
of an Argument," wherein there is a 3dimensional dialogue between the sides of
an argument; "3-D Forms of Poems;" and
"3-D Model of Parts of Your Life," read by
colleagues as if it were their own.
Winter Quarter will consist of assigned
exercises that apply this literacy to specific
applications in areas such as sculpture,
architecture and product design.
Spring Quarter will support individual
student work in areas of their own
selection. The assumption of the program is
that 3-D literacy is relevant and applicable
to all creative and design fields involving
three dimensions, as well as "reading" and
understanding the world through which we
move.
Throughout the program year, and
concurrent with the studio work, there will
be readings and discussions of current issues
in the arts, development of critiquing skills,
field trips to galleries, shows and
appropriate environments, cultural aspects
of space and form (e.g., pauses or "spaces"
between speakers in conversation), and
lectures, readings and exercises that develop
each individual's creative process. All work
will be photographed for portfolio
development.
Program is preparatory for careers and
future study in visual arts and humanities.
Credit will be awarded in art and
architecture.
During Fall and Winter Quarters, students
enrolled in "Studio Project" will complete
work in drawing, painting, printmaking and
3D art.
"Studio Project" is a program lasting for
three consecutive quarters which prepares
students for advanced work in the visual
arts and offers opportunities for skill
development in the use of a variety of
materials. The study of art history and
visual design will be augmented by
examples of expression arising from other
art forms, including music and theater.
Many sources will be drawn upon to
stimulate the evolution of personal imagery.
Half of the program schedule will be
devoted to studio work. Integrated with
studio activities will be the development of
familiarity with such design elements as
color, line, texture and formal structure.
From discussions of their own work and
seminars in which concepts are developed
through assigned reading and analytical
seeing, students will become articulate in
the exchange of aesthetic ideas, some of
which they may wish to explore in personal
work.
Lectures and films, many devoted to art
history, will complete the range of activities
designed to expand conceptual thinking and
proficiency with several media.
Credit will be awarded in studio art, design
and art history.
Credit will be awarded in introduction
printmaking, design and art history.
Total: 16 credits
Program is preparatory for careers and
future study in art, art history and arts
administration.
to
Total: 48 credits
Program is preparatory for careers and
future study in arts and humanities.
Fast Track: Advanced Projects
Work Group
Fall, Winter/Group Contract
Sponsor:PauIJ.
Sparks
Enrollment: 16 Faculty: 1
Prerequisites: Faculty signature, evidence of
ability and preparation to do intensive
thesis quality work, and/or a faculty
recommendation,
junior or senior status
Special Expenses: Arts supplies, field trip
Part-time Options: Yes, but only in
exceptional circumstances
Internship Possibilities: No
Additional Course Allowed: Yes, but
negotiated on a case by case basis
This program is designed to support
students in the areas of 2D art, 3D art, film,
video, photography or writing, who want to
do intensive work with one of these goals in
mind: (1) preparation for graduate school;
(2) preparation for a thesis project; or (3)
execution of a thesis project.
"Fast Track" will be run along the lines
of a graduate level workshop. Formal
program structures will be limited to a
weekly seminar and faculty conferences,
with an expectation for at least two peer
reviews per quarter. In order to participate,
students must have at least junior standing
and evidence of their ability and
preparation to do serious advanced work.
Students who intend to complete their thesis
work during this program need to contact
the faculty sponsor before the start of
Spring Quarter, 1992.
Islamic Art and Culture
Writers' Workshop
Fall, Winter/Coordinated
Study
Coordinators: Marilyn Frasca and
Doranne Crable
Enrollment: 40 Faculty: 2
Prerequisites: Faculty signature
Special Expenses: TBA
Part-time Options: TBA
Internship Possibilities: TBA
Additional Course Allowed: TBA
Fall/Group Contract
Sponsor: Argentina Daley
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or equivalent,
preference given to juniors/seniors; portfolio
and signature required
Special Expenses: Students must provide
own duplication copies for workshop
discussion
Part-time Options: None
Internship Possibilities: No
Additional Course Allowed: No
With the aid of students, Faculty Members
Doranne Crable and Marilyn Frasca will
develop a program on Islamic art and
culture, with focus on feminist writings. The
faculty will plan the program during the
spring of 1992 with interested and
committed students.
Credit will be awarded in culture studies
and art.
Total: 32 credits
Program is preparatory for careers and
future studies in arts and humanities.
Writers! Here's your chance to hone your
creative writing skills within a workshop
setting for credit. The primary emphasis of
this course will be on the practical side:
writing, critiquing and more writing.
Students will share their work in roundrobin fashion during scheduled workshops,
rewriting and revising manuscripts per
criticism received in the workshop and from
the instructor. We will also explore
hallmark works of contemporary fiction
and poetry, as well as essays by writers on
writing during book seminars. Becoming
familiar with the formal properties of
fiction and poetry will also be stressed
throughout workshop, seminar and lecture
activities. Each student will also be
responsible for one tutorial presentation of
an author of his/her choice.
Credit will be awarded in creative writing
(fiction or poetry) and contemporary
American authors.
Credit will be awarded in 2D or 3D visual
art, film, video, photography and creative
writing.
Total: 16 credits
Total: 32 credits
Program is preparatory for careers and
future study in literature, editing and
expressive writing.
Program is preparatory for careers and
future study in visual arts, media arts and
humanities.
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51
Senior Thesis
Prerequisites: Senior standing during the
year in which the senior thesis project will
be completed; 36 credits in Expressive Arts
Programs (Individual Contract credits do
not apply to the 36); agreement of an
Expressive Arts faculty to sponsor the
project; submission of a completed Senior
Thesis application before the advertised
deadline.
Special Expenses: Depends on individual
thesis project
Part-time Options: Depends on individual
thesis project
Internship Possibilities: Depends on
individual thesis project
Additional Course Allowed: Depends on
individual thesis project
The Expressive Arts Senior Thesis projects
allow students to work intensively on a final
undergraduate project. Senior Thesis
students have the support of a faculty/staff
committee, can be awarded funding, and
receive increased priority for equipment and
space usage.
Senior Thesis applications are submitted
to the performing arts coordinator early in
the Fall and Spring Quarters in order to be
considered for subsequent quarters. Finalists
are selected by the Expressive Arts faculty
as a whole.
Funding for Senior Thesis projects is
subject to availability. Credit is awarded in
areas agreed upon by the student and thesis
sponsor. Application forms and the current
list of available sponsors and committee
members are available through the office of
the performing arts coordinator in the
Communications
Building.
1492-1992, Image, Discourse:
Decolonizing the Americas
Indigenous Art and Literature:
Australia and America
In this program, students will examine
paradigms used to interpret the history of
Europe, Africa and the Americas through
an exploration of images and texts. We will
begin by studying the period prior to
Columbus' departure from Spain, exploring
the consequences of his so-called
"discovery" and the effects of the colonial
and post-colonial periods on the shaping of
new paradigms in the modern world. This
program will integrate studies in history,
political economy, literature, art and film.
For a complete description, turn to page 58
in the Knowledge and Human Condition
section.
We will examine the rich traditional art
forms of both continents and their current
contemporary expressions in literature,
poetry and mythology. In art workshops,
we will examine and express our own
symbology in art mediums and past
mythology produced by indigenous
Australian Aborigine and Native American
writers, poets and journalists. We will study
the history of dominant cultural influences
and the current social conditions in
modern, urban and rural settings. We will
compare the two cultures and their
relationships to the dominant Australian
and American cultures. For a complete
description, turn to page 58 in the
Knowledge and Human Condition section.
Knowledge and the Human Condition
Secretary: Virginia Darney
Affiliated Faculty: Nancy Allen, Bill Arney,
Susan Aurand, Gordon Beck, Thad Curtz,
Argentina Daley, Virginia Darney, Betty
Ruth Estes, Susan Fiksdal, Don Finkel, Tom
Foote, Marilyn Frasca, Tom Grissom, Bob
Haft, Dave Hitchens, Ginny Ingersoll, Hiro
Kawasaki, Rob Knapp, Al Leisenring,
David Marr, Rudy Martin, Harumi
Moruzzi, Frank Motley, Janet Ott, Chuck
Pailthorp, David Paulsen, Sarah Pedersen,
Tom Rainey, Gil Salcedo, Sam Schrager,
Zahid Shariff, Pete Sinclair, Nancy Taylor,
Kirk Thompson.
The end of the twentieth century finds
American universities and Americans in
general more and more dubious about the
certainties of what we know. This curricular
grouping focuses on our current questions
about knowledge and frames those
questions in the context of the political and
cultural situation.
We examine knowledge from the
perspectives of culture, gender, history,
language and power. We want to look at
the ways knowledge develops, is codified,
described and used in particular human
settings. We explore these questions with
content and strategies from the Humanities,
the Social Sciences, the Arts and the Natural
Sciences.
This is not a traditional specialty area
with entry points and career pathways, but
rather a way to effect a greater mixing of
disciplines in the conceiving and planning of
the curriculum.
Internationally acclaimed writer Eduardo Galeano lectures on "History as a Mask, " as part of the annual
Willi Unsoeld Seminar symposium. The Unsoeld Seminar program honors the memory of Founding Faculty
Member Willi Unsoeld by bringing prominent speakers and writers to campus every spring.
\ 53
Maritime Exploration:
Inner and Outer Horizons
Winter, Spring/Coordinated
Study
Coordinator: Bill Bruner
Enrollment: 72 Faculty: 3
Prerequisites: Junior standing, must know
how to swim
Special Expenses: Personal gear and food
for overnight sailing trips in south Puget
Sound, lab fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program provides the student with the
opportunity to explore dimensions of both
inner and outer horizons via discovery and
exploration of a physical landscape, the sea.
We will read global maritime history,
studying the journals of sea explorers, and
will relate their experiences to the wider
context of history and geopolitics.
In Winter Quarter we will concentrate
on global maritime history, reaching back
to ancient times. A focus on the nature of
the heroic journey, including the internal or
psychological dimension will also be
stressed.
In Spring Quarter we will narrow the
focus to include exploration of the Pacific
and, specifically, the Pacific Northwest. We
will concentrate on history and literature
reflecting the themes of West Coast and
Pacific exploration.
Over the two quarters, students will
have an opportunity to sail the S/V Resolute
throughout the south Puget Sound area,
gaining practical exposure to coastal
navigation, maritime "rules of the road,"
basic seamanship and small boat safety.
Credit will be awarded in literature,
maritime history and social science.
Total:
And Now, The Twenty-First Century
American Studies III: 1910-1990
Fall, Winter, Spring/Coordinated
Study
Coordinator: Sandie Nisbet
Enrollment: 72 Faculty: 3
Prerequisites: Sophomore standing
Special Expenses: No
Part-time Options:
0
Internship Possibilities:
0
Additional Course Allowed:
0
Fall, Winter, Spring/Group Contract
Sponsor: David L. Hitchens
Enrollment: 24 Faculty: 1
Prerequisites: Two years of work in
literature, history and philosophy
Special Expenses: None
Part-time Options: No
Internship Possibilities: Must negotiate with
faculty
Additional Course Allowed: Must negotiate
with faculty
Life in the twenty-first century has already
been shaped by the major social and
intellectual revolutions of the twentieth.
With this premise as our starting point,
"And Now, The Twenty-first Century" will
study major achievements in literature,
science, philosophy and the arts.
In Fall Quarter we will center on visions
of the human condition in which chance
paradoxically rules the lives of individuals.
We will study leading theories of physical
reality, expressions of racial identity and
gender differences in literature, and the
gradual disappearance of nineteenth century
world views of the good life. In Winter
Quarter we will focus on political violence
in the making of contemporary sensibilities.
In Spring Quarter we will examine late
twentieth century dilemmas of power and
personal vulnerability in an effort to
imagine the forms of life in the next
century.
Some of the books we will read are:
Camus, The Plague; Miller, Death of a
Salesman; Woolf, To the Lighthouse; Kline,
Mathematics: The Loss of Certainty; E.
Franklin Frazier, The Black Bourgeoisie;
Shaw, Man and Superman; Faulkner,
Absalom, Absalom!; Arendt, On Violence;
Prigogine and Stengers, Order out of Chaos;
Johnson, Middle Passage; Hwang, M.
Butterfly; Gordimer, July's People; Rhodes,
The Making of the Atomic Bomb, and
Ibsen, The Enemy of the People.
32 credits
Program is preparatory for careers and
future study in social sciences and
humanities.
Credit will be awarded in literature and the
arts, history of modern science, philosophy
and cultural history of modernity.
Total: 48 credits
Program is preparatory for careers and
future studies in all professions.
"American Studies III" is an advanced
group contract for students in the
Humanities who wish to achieve deeper
understandings of the direction and impact
of their culture in more contemporary
times.
In many ways, the promised "perfect
society" of the 19th century never
materialized in the 20th century. WWI,
prosperity, economic depression, WWII,
Cold War and Vietnam-generated
angst
have played important roles in preventing
full participation in the American Dream by
large segments of our population. The
"melting pot" did not work, and we will
work hard to learn why it did not succeed.
Reading will be intense, extensive and
demanding. Each student will do outside
readings and discuss their independent work
in papers and class presentations.
Here is a
reading list for Fall Quarter:
Sherwood Anderson, Winesburg, Ohio;
Theodore Dreiser, An American Tragedy;
Isadora Duncan, My Life; Sinclair Lewis,
Mainstreet; Willa Cather, Death Comes for
the Archbishop, One of Ours; John Dos
Passos, Three Soldiers; T.S. Eliot, The
Waste Land; William Faulkner, The Sound
and the Fury; Eugene O'Neill, The Hairy
Ape; William E. Leuchenbery, The Perils of
Prosperity, 1914-32; Isabel Leighton, (ed.)
The Aspirin Age; Ernest Hemingway, A
Farewell to Arms, The Sun Also Rises; H.L.
Mencken, The Vintage Mencken; W.1.
Susman, Culture As History; John Henrik
Clarke, Marcus Garvey and The Vision of
Africa; Richard Wright, Black Boy and
Charlotte Perkins Gilman, Herland.
Credit will be awarded in U.S. political and
economic history; U.S. social and
intellectual history, and American literature.
Total: 48 credits
Program is preparatory for careers and
future study in U.S. culture, history,
literature, graduate work, law school,
foreign service, international business and
sociology.
The Listening Self: Personal
Development and Social Change
Fall, Winter/Coordinated
Study
Coordinator: Cam Stivers
Enrollment: 48 Faculty: 2
Prerequisites: Junior/senior standing
Special Expenses: Field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
If a person is going to be an effective social
change agent, she or he must develop
certain personal capacities. An important
and often neglected one is listening.
If we are to analyze situations,
communicate our views, develop solidarity
with other people, and take effective action,
we must be able to listen well. This program
will encompass a number of diverse
disciplines, including music, political
science, psychology and moral philosophy.
We will also explore how cultures other
than "white-Western-industrialized"
ones
understand listening and how listening is
affected by gender relations. The program
will examine theories concerning both
listening and the nature of the self. It will
include practical work in classroom
exercises and out in the field; theories will
be explicitly applied to the seminar process
itself. The program's aim is to bring
students closer to the development of those
social and moral capacities that enable
people to work effectively toward changea practice of the self.
Credit will be awarded in moral philosophy,
psychology, political science and music.
AfroAsiatic Roots of Greek Myth
Spring/Group Contract
Sponsor: Gordon Beck
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing;
demonstrated ability to write research
papers
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program is a search for origins of
Greek mythology and literature among
peoples from Africa and central Asia, sea
peoples and indigenous peoples. In the
course of our search we will read texts of
bone, ash, stone, ivory and paint, as well as
ancient texts. This work will involve
research, careful interpretation of evidence
and speculative reasoning.
Our search will utilize the academic
tools of history, archaeology, anthropology,
art history, literature, mythology, folklore,
religion and cosmology.
Some major texts we will use: Martin
Bernal's Black Athena: The AfroAsiatic
Roots of Classical Civilization and Greece;
Joseph Campbell's Primitive and Occidental
Mythology, Marija Gimbutas' Goddesses
and Gods of Old Europe, 7000-3500 B.C.;
Myths, Legends and Cult Images, Robert
Graves' The Greek Myths, and Greek
classical poetry and dramas.
Credit will be awarded in Greek mythology,
classical literature, AfroAsiatic prehistory,
classical art history and archeology.
Total: 16 credits
Total: 32 credits
Program is preparatory for careers and
future study in community, public or nonprofit administration and social science.
Program is preparatory for careers and
future study in humanities and social
sciences.
The Paradox of Freedom:
Criticism, Pedagogy and Politics
Fall, Winter/Group Contract
Sponsors: Bill Arney and Don Finkel
Enrollment: 48 Faculty: 2
Prerequisites: Competent expository writing
ability
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Two years ago we started writing The
Paradox of Pedagogy. It is a co-authored
book on the paradoxical position of a
teacher who would teach students how to
be free. This book will be completed by the
time this program begins. This program is
our way to continue the conversation
between us which led to the writing of that
book.
One scholar says of paradox that it is "a
dilemma inherent in the thing itself, the
kind of inner breach not improperly called
tragic, a grave difficulty that enhances
rather than degrades its matter." This
program will examine the set of paradoxical
issues that surround the social and political
acts of criticizing, teaching, writing and
assuming the stance of an intellectual in
modern society. We will examine the
writings of such critics as Hannah Arendt,
George Orwell, Paul Goodman, Ivan IIIich,
Michael Foucault and Edward Said, among
others. We will also explore the classical
terrain that helps us understand what these
contemporary writers are trying to do. We
will take as our program theme the question
of boundaries, limits and their potential
transgression. The program will touch on
issues of the solitary life, life in community
and the delicate subject of friendship.
We offer this program for students who
are serious about writing. The program will
form a "writing community," and the
program activities will revolve around each
member's written work.
January, 1991- Evergreen students participate in an all-night vigil on the eve of the Persian Gulf war
Credit will be awarded in sociology,
philosophy, psychology, political theory,
literary criticism, educational theory and
writing.
Total: 32 credits
Program is preparatory
future study.
for careers and
I
55
Psychology and Literature:
The Study of Landmarks in the
Symbolic Process
Fall, Winter, Spring/Coordinated
Study
Coordinator: David Rutledge
Enrollment: 48 Faculty: 2
Prerequisites: Sophomore standing or
above, faculty signature, submit college
paper
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No (in special
circumstances, consult faculty)
Our intention is to explore psychologies and
literatures, in the plural, as symbol systems.
The inner world of the individual and the
interpersonal world of society and culture
are constructed of symbols. "Meaning" is
constructed, individually and socially, by
assimilating and accommodating not just
events, but emotion-laden patterns of
Imagery.
In the modern Western world,
interpretation of these patterns is the work
of social scientists and scholars in the
humanities, including psychologists,
anthropologists
and literary critics. In all
times and places, however, these patterns
are embedded in culture, are carried onward
by ritual and myth and evolve through
dramatic enactment and the telling of tales.
In psychology, our starting-point will be
analytical (or Jungian) psychology, because
it is especially attuned to symbol systems
and because it calls for and supports the
development of interpretive skills. We will
also consider other theories of personality
and will explore relevant aspects of
developmental, cognitive, social and
abnormal psychology.
In literature, we will consider examples
of storytelling in all its modes. We plan to
devote equal attention to "canonical" texts,
the kind traditionally encountered in
humanities, Western Civilization and
English and comparative literature courses,
and to non-traditional
literature, including
myths and folktales, with emphasis on
Native American traditions and authors.
We will also include film as a mode of
literature, on grounds that it is the uniquely
powerful storytelling medium of the
twentieth century.
56
Typical weekly activities will include: a
"receptive" seminar focused on the week's
text and a "responsive" seminar focused on
student response papers; a workshop on
interpretation, using (in alternate weeks)
psychological case studies and folktales; and
a film, artwork or guest lecturer. In Fall
Quarter we will focus upon basic
interpretive and writing skills. In Winter
Quarter we will include a research project
and in Spring Quarter a creative project.
The first two quarters will be planned by
the faculty as a continuous sequence of
interdisciplinary studies. (Enrollment for
only the Fall Quarter is discouraged.) Spring
Quarter will be planned by faculty and
students together.
Credit will be awarded in psychology
(personality theory and developmental
psychology); literature (American, English
and comparative in translation).
Total: 48 credits
Program is preparatory for careers and
future study in the humanities and social
sciences (particularly psychology);
education (at all levels); and the helping
professions, including psychological
counseling.
Environmental Education Now
Spring/Group Contract
Sponsor:s Mark Levensky and Bill Arney
Enrollment: 40 Faculty: 2
Prerequisites: Knowledge of ecology, one or
more of the sciences, environmental ethics
and/or education. A knowledge of one or
more arts or crafts would also be useful.
Special Expenses: Field trips and lectures
Part- Time Options: No
Additional Course Allowed: Yes, but not in
place of some part of the program
The goal of "Environmental Education
Now" is to make a collection of objects
which will be useful to others in helping
grade school children learn something
important about our environment.
Each student will participate in lectures,
discussions, critiques and in a ten-week,
small group project. Grade school teachers
and students will work with the group
project. Writngs about systems, teaching
and learning, environmental ethics, ecology
and change will be studied. The unexpected
will occur.
Credit will be awarded in environmental
education, research in social sciences and
group project work.
Total: 16 credits
Program is preparatory for careers and
future study in environmental education,
environmental studies, advanced
undergraduate work in humanities or social
saences.
Chaucer and His World
Fall/Group Contract
Sponsor: Charles B. Teske
Enrollment: 24 Faculty: 1
Prerequisites: At least one year of
undergraduate study of the humanities,
including literature
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
We shall intensively study one of the most
humane, witty and eloquent authors who
ever wrote in English. Starting with an
overview of the history of our language, we
shall immerse ourselves in Chaucerian
Middle English and its cultural context. The
group will concentrate on The Canterbury
Tales. Individual presentations will treat
other works of Chaucer. We shall devote
one period each week to the study of
medieval drama and music.
Credit will be awarded in English literature,
cultural history, study of the English
language, medieval drama and music, and
advanced expository writing.
Total: 16 Credits
Program is preparatory for careers and
future study in advanced study of literature
and cultural history; the teaching of
literature and other humanistic fields.
S.O.S. (Student-Originated Studies)
in the Humanities
Engendering Knowledge: Inscribed
Bodies/Disembodied Minds
Fall, Winter/Cluster Contracts
Sponsor: Leo Daugherty
Enrollment: 2·10 Faculty: 1
Prerequisites: Two quarters of successful
work at Evergreen, plus faculty approval of
written academic proposal
Special Expenses: None
Part- Time Options: No
Internship Possibilities: Unlikely, but not
impossible
Additional Course Allowed: Yes, but only
one, not to exceed 4 quarter hours
Winter, Spring/Coordinated
Studies
Coordinator: Alan Nasser
Enrollment: 48 Faculty: 2
Prerequisites: Junior standing, preference
given to seniors, interview and faculty
signature required, writing sample and
evaluations from previous faculty members
Special Expenses: None
Part- Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The "S.O.S." Program is conceived as a
convenience for advanced-level students
who wish to do small cluster contracts of
their own design during Fall 1992 and/or
Winter 1993. (Cluster registration will be
via identical individual contracts.) Some
examples of recent humanities clusters
include Shakespeare and writing, American
studies, screenwriting, Renaissance and
reformation studies, and literary theory.
Interested groups should send written
proposals to faculty member Leo Daugherty
at Library 2102. Proposals should be
carefully written and they should be as
specific as possible. Tentative booklists will
be especially helpful. Suggested length: one
single-spaced typed page (in addition to
booklist).
Applicants for cluster contracts should
work out their own unresolved differences
before submitting their group proposal, and
the collaborative writing of the proposal
should in fact serve as an early way for
them to do so.
"S.O.S. in the Humanities" is
appropriate for students interested in
writing and research. A sizeable sample of
recent work must accompany such
proposals.
Proposals for Fall Quarter 1992 must be
sent to Leo Daugherty by the end of the
previous Spring Quarter.
Credit will be awarded in the humanities
subject areas of the student-generated
clusters.
Total: 16 credits
Program is preparatory for careers and
future study in the various humanities
disciplines, as well as such professional
areas as law, theology and museum studies.
There is more than one way to think and
feel about these familiar pairs: knowledge
and morality, the body and the mind,
subjectivity and objectivity, and nature and
culture. In Winter Quarter we will examine
the difference between traditional and
modern ways of thinking and feeling about
these pairs, and we will assume that
capitalism and modern science mark the
division between tradition and modernity.
In the modern world the pairs become
dualisms, polar opposites. And they become
gendered: knowledge becomes as Francis
Bacon wrote, "masculinized," along with
mind, objectivity and culture, while the
body, subjectivity and nature become
feminized. The language of modernity
comes to inscribe and be inscribed by each
of these pairs in a way that makes their
gendered character a principal source of
their opposition. What were the historical
and cultural dynamics that engendered (our
conceptions of) knowledge, body, mind,
subjectivity, objectivity, nature and culture?
And what has happened, in the meantime,
to the modern world that now makes these
settlements seem so unstable?
An important part of the answer to these
questions may be that we have, in late
modernity, become so much more aware of
the way language structures and is
structured by our relation to these pairs.
And this awareness itself changes our
relation to them: right now we are not quite
sure how to think and feel about
knowledge, body, mind.
In Spring Quarter we will inquire into
the historical and cultural dynamics that
have worked to undermine modernity's
signature dualisms. Are there new historical
and cultural developments that provide a
basis for a transition to post modernity, as
. modern science and capitalism once effected
the transition to modernity? If so, do these
developments effect a new engendering, or
do they abolish gender altogether?
\ 57
Science fiction videos, which often make
gender ambiguous, will be screened to
frame ways of thinking and feeling about
the dualism: human "other" (e.g., animal,
machine, alien). The representational
practices in Michael Jackson's Thriller tape,
in television's Max Headroom, and in films
such as Bladerunner, Attack of the Fifty
Foot Woman, Man Facing Southeast and
Total Recall enable us to ask questions
about (post)modernism's
symbolic
economy.
This will be a demanding, bookish and
rigorous program. It will also be fun.
Among our readings will be Alfonso Lingis,
Excesses: Eros and Culture; Bordo, The
Flight to Objectivity; Alison Jaggar and
Susan Bordo (eds.), Gender, Body,
Knowledge.
Credit will be awarded in feminist theory
(cultural studies, feminist science studies,
body knowledge and postmodernity),
philosophy of language, from tradition to
modernity, anthropology of knowledge, and
philosophy of science: the failure of the
enlightenment project.
Total: 32 credits
Program is preparatory for careers and
future study in philosophy, anthropology,
feminist theory and sociology.
1492-1992, Image, Discourse:
Decolonizing the Americas
Indigenous Art and Literature:
Australia and America
Fall, Winter, Spring/Coordinated
Study
Coordinator: Gail Tremblay
Enrollment: 72 Faculty: 3
Prerequisites: Core program or equivalent
work
Special Expenses: Screening fee for films,
cost of materials for student projects,
especially in film or visual arts
Part-time Options: With faculty signature,
if negotiated with team (not recommended)
Internship Possibilities: Spring Quarter
possibilities for certain projects
Additional Course Allowed: See part-time
options
Fall, Winter/Coordinated
Studies
Coordinator: Mary F. Nelson
Enrollment: 48 Faculty: 2
Prerequisites: Core Program, interest, skills
in writing and literature
Special Expenses: Art supplies, possible field
trip costs
Part-time Options: By permission of faculty
Internship Possibilities: No
Additional Course Allowed: Yes, with
faculty consultation and no program
conflict
In this program, students will examine
paradigms used to interpret the history of
Europe, Africa and the Americas through
an exploration of images and texts. We will
begin by studying the period prior to
Columbus' departure from Spain, exploring
the consequences of his so-called
"discovery" and the effects of the colonial
and post-colonial periods on the shaping of
new paradigms in the modern world.
This program will integrate studies in
history, political economy, literature, art
and film. It will have components that allow
students to work in communities and/or to
produce projects in a wide variety of media.
It will also allow for interaction with faculty
and students in the "Community
Determined Education" program on
reservations in the area when such
interaction is possible.
Credit will be awarded in history,
anthropology, art history, film theory,
community studies, literature and additional
art, filmmaking or other credit tailored to
specific project work.
Total: 48 credits
Program is preparatory for careers and
future study in the arts, filmmaking,
writing, social sciences, depending on the
focus of the students project work to some
degree.
We will study and compare selected
examples of indigenous art and literature of
specific areas of Australia and AmericaNorthwest Coast and Southwest. We will
examine the rich traditional art forms of
both continents and their current
contemporary expressions in literature,
poetry and mythology.
In art workshops, we will examine and
express our own symbology in art mediums
and past mythology produced by
indigenous Australian Aborigine and Native
American writers, poets and journalists. We
will study the history of dominant cultural
influences and the current social conditions
in modern, urban and rural settings. We
will compare the two cultures and their
relationships to the dominant Australian
and American cultures. How do they differ,
how are they similar in art, mythology,
history, social issues and literature? We will
attempt to learn from the indigenous Earth
Wisdom expressed in traditional and
contemporary oral, written and visual
forms.
Partial book list: Daughters of the
Dreaming, Aborigines in White Australia,
Australian Legendary Tales, My Place, The
Way to Rainy Mountain, Southwest Artists
and Potters, Book of the Hopi. Films/video
tapes: "The Loon's Necklace," "Maria,"
"Potter of the SW," "Australia's Art of the
Dreamtime," "Fringe Dwelling."
Credit will be awarded in aborigine
Australian art, indigenous Australian
literature, Native American art (NW &
SW), Native American literature, indigenous
Australian history, Native American
history, indigenous Australian
contemporary issues and Native American
(NW & SW) issues.
Total: 32 credits
Program is preparatory for careers and
future study in art, literature, humanities,
social studies/sciences and multicultural
studies.
Power in Perspective
Fall, Winter, Spring/Coordinated
Study
Coordinator: Brian Price
Enrollment: 72 Faculty: 3
Prerequisites: One year of college
Special Expenses: $35 for movie series and
retreat
Part- Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
When we interact with others and when we
try to understand what is happening in the
world around us we bring to these
encounters frameworks of understanding
which guide our perceptions and help
determine our responses. These frameworks
involve ways of thinking about individual,
community, intellectual, spiritual, political,
economic, social and cultural power.
For example, when we think about the
major lines of dominance and opposition
among people in the United States today,
some of the major categories that we use to
comprehend them are race, gender, class
and sexuality. After all, political and
economic power, at least, are unequally
distributed among racial and ethnic groups,
women and men, the working, middle and
upper classes and homosexuals and
heterosexuals.
Similarly, when we meet someone new,
often the first things we notice about the
person have to do with his/her race, gender,
class and sexuality. These categories
frequently condition our expectations of his/
her actions and our own. Thus, our
conceptual frameworks influence our
perception of the world on both the
analytical and personal levels.
When we try to find out where such
frameworks come from, we tend to examine
the past by looking for the same
interpretations of dominance and
opposition we use now, and we tend to
look through the lenses of our current
conceptual categories. That is, we tend to
assume that peoples in the past thought
about the same problems of power using
the same kinds of thinking that we use.
This program will question that
assumption. Taking Europe and North
America as our terrain, we want to examine
how the frameworks of thought and
categories for understanding social life have
evolved in the past 500 years. We will do
this by examining several moments in that
evolution. We will ask such questions as:
What frameworks were used by dominant
groups to explain and justify their position
in the world? What impact did these
frameworks have on others? How did they
resist the dominant groups' descriptions of
their lives? How do categories of thought
gain or lose importance and change form,
meaning and content over time? How did
our contemporary frameworks of
perception emerge and become influential?
To address these issues and questions,
we will examine a great variety of
narratives, including stories from oral
traditions, fictions, autobiographies,
philosophical discourses, political economic
analyses, histories and visual media. We will
pay particular attention to the ways in
which the form of narrative influences and
is influenced by our understanding of
power.
Finally, given that our ways of
conceptualizing domination and opposition
change over time, in Spring Quarter we will
look for ways of thinking to guide our
understandings of power in the future.
This program is the equivalent of the
introductory program of the Political
Economy and Social Change Specialty Area.
Writers' Workshop
Writers! Here's your chance to hone your
creative writing skills within a workshop
setting for credit. The primary emphasis of
this course will be on the practical side:
writing, critiquing and more writing.
Students will share their work in roundrobin fashion during scheduled workshops,
rewriting and revising manuscripts per
criticism received in the workshop and from
the instructor. We will also explore
hallmark works of contemporary fiction
and poetry, as well as essays by writers on
writing during book seminars. Becoming
familiar with the formal properties of
fiction and poetry will also be stressed
throughout workshop, seminar and lecture
activities. For a complete description turn to
page 51 in the Expressive Arts Specialty
Area.
Islamic Art and Culture
With the aid of students, Faculty Members
Doranne Crable and Marilyn Frasca will
develop a program on Islamic art and
culture, with a focus on feminist writings.
The faculty will plan the program during
the spring of 1992 with interested and
committed students. For a complete
description, turn to page 51 in the
Expressive Arts Specialty Area.
Credit will be awarded in political
economy, anthropology, history, literature
and literary theory, social science theory
and gender studies.
Total: 48 credits
Program is preparatory for careers and
future study in social sciences and
humanities.
I 59
Changing Minds, Changing Course
In our public lives, work lives, private lives
and education, we are regularly subjected to
attempts at influence, whether from persons
known to us, such as bosses, friends and
family, or from distant campaigns or
scholarly reports. Some persuasion is
calculated and intentional; some is
unplanned and beyond our awareness. We,
ourselves, play this influence game. It is an
inescapable aspect of human relationships
and institutions. This program will explore
influence processes and the way changes in
people and institutions issue from them. For
a complete description, turn to page 65 in
the Management and the Public Interest
Specialty Area.
Russia-USSR
The Human Condition:
Time, Place, Values
Time provides landmarks for much of our
lives. Western ways of understanding time
have generated powerful, subtle ideas about
origin, history and person and have fostered
notions of progress, civilization and
purpose. Yet much of nature, much of
community and many individuals are
organized by other concepts than linear
time (e.g., by place, land, spirituality) and
meaning for them must come from other
landmarks and associations. For a complete
description, turn to page 71 in the Center
for the Study of Science and Human
Specialty Area.
Values
This program will explore the history,
literature and culture of Russia and the
Soviet Union from the ninth century to the
present. Contemporary developments in
the Soviet Union will be thoroughly
examined during Spring Quarter. All
students will be encouraged to enroll in a
language class appropriate for their level;
however, the program will also be open to
students who do not wish to take language
classes. Given sufficient student interest,
the faculty will arrange study trips to the
Soviet Union during the summer of 1993.
For a complete description, turn to page 62
in the Language and Culture Center
Specialty Area.
British Imperialism: South Africa
and South Asia
The psychological, cultural and
philosophical consequences of British
imperialism and colonization will be
explored through theoretical texts as well
as literary texts. The program will also
view films and study visual and performing
arts in the context of colonization of
culture(s). The voice of the colonized will
be explored. For a complete description,
turn to page 70 of the Political Economy
and Social Change Specialty Area.
<,
Language and Culture Center
Director: Susan Fiksdal
The Language and Culture Center plans
and coordinates year-long programs and
courses in the area of foreign languages and
cultures on a two- to three-year cycle. It also
serves as a source of information and
academic advice for students traveling
abroad who have an interest in foreign
languages and area studies. The Center's
director, Dr. Susan Fiksdal, is a full-time
Evergreen faculty member who specializes
in Linguistics, E.S.L. Methodology, and
French Culture. Associate Dean Jose Gomez
also serves as a source of information and
academic advice for students who have an
interest in studying abroad.
The Center coordinates study abroad
programs and counsels students on studies
at foreign and local universities with
expanded area offerings. Faculty associated
with the center may also sponsor individual
contracts involving language and culture
studies in foreign countries.
For students interested only in language
studies, Evergreen offers a series of parttime courses. Most of these courses are
offered during evening hours. Language
components of area programs may also be
taken as separate courses, but they are
mostly conducted during the day. Students
interested in careers in business, journalism,
education, anthropology and human
services may want to consider such
language study. In the 1992-93 academic
year, courses in first-year college French,
German, Spanish and Japanese will be
offered as well as second-year French.
The following list includes the academic
programs in this area planned through
1994:
1992-1993
"Japan Today: Language, Customs and
International Relations," FWS
"Paris-Dakar-Fort
de France: Voices of
Revolution and Tradition," FWS
"RussiaIUSSR," FWS
1993-1994 (tentative)
"Spanish Forms in Life and Art"
"Classical World"
"Laisse Ie bontemps rouler, mais lache pas
la patate! Cajun, Creole and French
Canadian Cultures"
The Jackson School of International
Studies: A Partnership Program with
the University of Washington
Evergreen students of junior and senior
standing who have met the necessary
prerequisites may be eligible to spend up to
a full year studying language, area studies,
economics or international trade and affairs
as special students in the University of
Washington's Jackson School of
International Studies. The School of
International Studies has been a pioneer in
offering programs in non-Western
languages and cultural studies. It offers
interdisciplinary curricula emphasizing both
regional and topical studies. Students may
concentrate their study on a major world
area within the context of humanities and
the social sciences, they may specialize in
topical studies, or they may pursue a more
general course of study within the program.
Major areas normally available through this
program include: Chinese studies, Japanese
studies, Korean studies, Middle Eastern
studies, Russian and East European studies,
South Asian studies and comparative
religion.
Application to participate in a year at the
University of Washington should be made
through Dean Jose Gomez. Application
must be made before April 1 of the year
preceding admission to the University of
Washington.
Student Exchanges with Japanese
Universities
Evergreen has reciprocity agreements with
two Japanese universities, Miyazaki and
Kobe for exchanging two students with
each institution, tuition-free, for one
calendar year, beginning in Ma y or
October.
Interested and qualified students may
obtain further particulars from Dean Jose
Gomez. The students who plan to apply for
this exchange program must have a
sufficient proficiency in Japanese as most of
the teaching at both universities is in lecture
format in Japanese. Applications should be
submitted in the form of a letter of intent
accompanied by portfolios to Dean Gomez.
no later than February 15. The applications
will be screened by a selection committee.
\ 61
Japan Today: Language, Customs
and International Relations
Fall, Winter, Spring/Coordinated
Study
Coordinator: Harumi Moruzzi and
John Cushing
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: Screening fee
Part-time Options: Yes, language, FWS;
film studies, FW
Internship Possibilities: No
Additional Course Allowed: No, unless
student is taking part-time option
Japan has earned the admiration of other
countries through its economic rise out of
the ashes of World War II. At the same
time, Japan's economic dominance has
invited the resentment of other countries.
Developed nations tend to view Japan as
unfair in its trade operation and
irresponsible in the face of world problems.
Developing nations often view Japan as
exploitative of their natural resources and
unsympathetic to their economic and
political plights.
Obviously, Japan suffers from a negative
international public image in spite of its
genuine commitment to peace and its welldocumented economic assistance to
developing countries, which was second
only to the United States in terms of dollar
value in 1987. Is Japan a ruthlessly selfish
country which functions only for its own
economic advantage? Is Japan a
psychologically isolated country in spite of
its apparent abundance of cultural
diversities? Can the United States have a
mutually beneficial relationship with Japan?
In this program, we will examine these
issues as well as others such as the Japanese
educational system and environmental
problems.
In Fall and Winter Quarters we will
examine the history of Japan and
contemporary Japanese society through
various sources including Japanese cinema,
which is well known for its artistry as well
as its critical and uncompromising approach
to the society it depicts. We will study
critical approaches to film appreciation and
see films by directors such as Kurosawa and
Mizoguchi.
In Spring Quarter we will examine
modern Japan's politics, economics and
international relations, particularly with the
United States. We will also study Japanese
literature in translation.
Japanese language will be taught
throughout the year. We will emphasize the
development of oral-aural competency.
Diligent students can expect to learn enough
Japanese to manage the necessities of daily
life and travel. In Winter and Spring
Quarters, students will learn how to use a
computer program to help acquire reading
and writing skills in Japanese.
Credit will be awarded in Japanese
language, film studies, Japanese history and
culture, Japanese politics and economy, and
Japanese literature.
Total: 48 credits
Program is preparatory for careers and
future study in Japanese language and
culture, international relations and business.
Russia-USSR
Fall, Winter, Spring/Coordinated
Study
Faculty: Thomas B. Rainey and
Patricia Krafcik
Enrollment: 48 Faculty: 2
Prerequisites: Junior or senior standing,
sophomores must obtain faculty permission
Special Expenses: Study trip to Soviet Union
in Summer of 1993 (optional)
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes (4 quarter
hours)
This program will explore Russia and the
Soviet Union from the ninth century to the
present. Readings may include chronicles,
epics, saints' lives, historical texts, folklore,
tales and the literature of Pushkin, Gogol,
Turgenev, Dostoevsky, Tolstoy, Chekhov,
Herzen, Gorky, Blok, Zamiatin, Mayakovsky,
Esenin, Akmatova, Solzhenitsyn, Pasternak,
Zoshchenko, Ginzburg, Brodsky and
Rasputin.
Intensive Elementary Russian will be
offered during the summer of 1992.
Elementary and Intermediate Russian (at a
less intensive pace) will be offered during fall,
winter and spring, 1992-93. All students will
be encouraged to enroll in a language class
appropriate for their level; however, the
program will also be open to students who do
not wish to take language classes. Topical
workshops will be offered each quarter for
students who wish to receive full credit for
program work, but who do not enroll in a
language class. Language classes will be open
to qualified students outside the program if
space is available. Students enrolled full-time
in the program will be given first preference
for enrollment in the language classes.
Students can enroll each quarter for 12 or
16 quarter hours. To earn 16 quarter hours a
student must regularly attend weekly lectures,
participate in weekly book seminars, complete
the required reading, submit assignments in a
timely manner and attend a language class or
a program workshop.
Given sufficient student interest, the
faculty will arrange study trips to the Soviet
Union during the summer of 1993.
Credit will be awarded in Russian language,
history, literature and culture, and Soviet
history, political economy, literature and
culture.
Total: 48 credits
Program is preparatory for careers and future
study of diplomatic service for international
trading corporations, graduate studies in
international affairs and in Russian-Soviet
studies.
Paris-Dakar-Fort de France: Voices
of Revolution and Tradition
Fall, Winter, Spring/Group Contract
Sponsors: Susan Fiksdal and
Marianne Bailey
Enrollment: 60 Faculty: 3
Prerequisites: Core or equivalent
Special Expenses: Spring trip to Frenchspeaking country (optional)
Part-time Options: 8 quarter hours
language work
Internship Possibilities: No
Additional Course Allowed: Yes
The French-speaking world offers a
veritable crossroads of cultures; its
literature, film and visual arts will provide
the voices of revolution and tradition which
our program will explore. We will trace
artistic and political developments within
France and in the Francophone cultures of
Africa and the Caribbean.
In Fall Quarter we will study revolution
through the parallel historical examples of
the French and Haitian Revolutions, and
through literary and artistic figures whose
works caused upheaval in a tradition-bound
society. We will read Diderot and Voltaire
who laid the foundations for revolutions,
and study the romantic, symbolist, decadent
and naturalist aesthetic movements through
such authors as Hugo, Sand, Baudelaire,
Rimbaud, Jarry and Zola. We will read
Cesaire on the Haitian Revolution and
Foucault on the mentality of the French
Enlightenment.
In Winter Quarter we will consider the
Cubist, Dada-Surrealist, Existentialist and
Aegritude movements. We will emphasize
the voices of writers from Africa and the
Caribbean who use the colonizer's French
as a tool of their liberation and discuss such
concepts as religious and cultural
syncretism, culture building and ritual.
Students will learn about colonialism from
the viewpoint of the colonized and the
colonizer.
We will read Cesaire, Depestre, Conde,
Schwarz-Bart and Fanon from North
Africa; Sembene, Senghor, and Laye from
West Africa and Sartre, Genet, Artaud and
Beauvoir from France.
In Spring Quarter we anticipate two
travel options, one to France and the other
to the Caribbean. Program members
enrolled full time will complete eight
quarter hours of intensive work in French
language and will choose two of these three
module options each quarter: (1) Seminar
in French and Francophone texts in
translation; (2) Introduction to
Sociolinguistics; (3) Photography-Its
History and Techniques.
Theater and the Changing USSR
This program will closely focus on the
multi-ethnic and multinational "characters"
that have been created by the genius of
masters, mostly unknown to the West, of
dramatic literature. By way of the play and
its playwright, we will look at the
economics, politics and philosophies of the
changing Soviet citizen; who and what he/
she was in the past and has become today.
For a complete description, turn to page 47
in the Expressive Arts Specialty Area.
Credit will be awarded in French language,
French and Francophone literature, history,
art history, photography and linguistics.
Total: 48 credits
Program is preparatory for careers and
future studies in humanities, intercultural
studies and graduate work in arts.
I 63
Management and the Public Interest
Convener: John Filmer
Affiliated Faculty: John
Ingersoll, Duke Kuehn,
Mulka, Chuck Nisbet,
Skov, Greg Weeks and
Filmer, Virginia
Paul Mott, Art
Dean Olson, Niels
Tom Womeldorff
Upper-division work in this specialty area
consists of a Coordinated Study Program
titled "Management and the Public
Interest" for the first year and a changing
series of advanced Group Contracts,
Individual Contracts and Internships for
the second year. Students may take one or
two years of work in this area. During the
first year, the "MPI" program provides
students with the opportunity to acquire
essential managerial skills and concepts.
The program will address broader issues
such as the ability of the private and/or
public sector to meet the public's needs.
Management and the Public Interest
Fall, Winter, Spring/Coordinated
Study
Coordinator: John Filmer
Enrollment: 72 Faculty: 3
Prerequisites: Microeconomics, principles of
accounting, upper-division standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Management and the Public Interest" or
"MPI" teaches management concepts and
skills to upper-division students. The program
focuses on the private business sector, but also
gives attention to public and not-for-profit
sectors. Values, ethics and the public interest
are addressed throughout the year.
The program is designed for full-time
students who take the same academic
offerings throughout the year. Special
emphasis is placed on the development of
analytical and people skills.
The core of the MPI program in the first
year consists of organizational psychology,
managerial economics, managerial
accounting, managerial finance, case studies
and the functions of management. Additional
courses in statistics, marketing, computing for
managers, personnel management and
international business are routinely offered.
Core book seminars each quarter allow
students to improve critical reading, writing
and communication skills. These seminars
demonstrate the need for managers to
integrate many business disciplines.
"MPI" is a demanding and concentrated
effort to prepare students for careers in
business, the public sector and service
organizations. The program provides
fundamental preparation for graduate studies
in business administration, public
administration and law.
Program prerequisites can be met through
transfer of credit or summer courses or
through concurrent enrollment in accounting
and economics during Fall Quarter.
Credit will be awarded in accounting,
economics, management, managerial
economics, managerial finance, organizational
behavior, marketing, statistics and case studies
in business and public administration.
Total: 48 credits
Program is preparatory for careers and future
study in business and public administration.
Making a Difference:
Doing Social Change
Fall, Winter, Spring/Coordinated
Study
Coordinator: Paul Mott
Enrollment: 24 Faculty: 1
Prerequisites: Senior standing, interview,
faculty signature
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
During the first years of college, we learn
about societal and environmental
problems. Population growth, our homeless,
misuses of our environment, questionable
business ethics and child abuse are some
examples. Many of us will devote our futures
to solving these kinds of problems or we will
want to learn how to make changes where
we work and live.
The good news is that useful methods
exist for making a difference: for being an
effective agent for change. Increasing skills
and knowledge about the ethics, goals and
practices of doing change is the purpose of
this program. It is designed for seniors with
backgrounds in environmental studies,
helping professions, labor/management,
education and the social sciences.
In the fall we will learn the techniques of
doing change and preparing for field studies.
Students are encouraged to negotiate in
advance internships where they will conduct
or observe field change projects during
winter and spring. A special effort will be
made to develop internships concerned with
the problems of growth in the Olympia area.
Students who do not have or want
internships are welcome in the program,
provided that they design and carry our their
own change projects.
Topics will include: personal skills of
change agents; social goals and ethics of
planned change; assessing the capacities of
organizations to change; change theory and
techniques; participant observation and
measurement, and evaluation of change.
Credit will be awarded in theories of social
change, organizational theory, field methods
of research and evaluation, advocacy
techniques and internship or field change
study.
Total: 48 credits
Program is preparatory for careers and
future study in advocacy in a variety of
fields-environment,
human services,
management, sociology/social change,
organizational design, legislative affairs;
graduate work in law and social sciences.
Changing Minds, Changing Course
Fall, Winter, Spring/Group Contract
Sponsor: Virginia Ingersoll
Enrollment: 24 Faculty: 1
Prerequisites: Junior standing, basic statistics
course recommended
Special Expenses: Cost of travel to local
research site
Part-time Options: No
Internship Possibilities: Spring Quarter
Additional Course Allowed: No
What we do is grounded in what we know.
We come to our knowledge through a sea
of communication that is inevitably
rhetorical. In our public lives, work lives,
private lives and education, we are regularly
subjected to attempts at influence, whether
from persons known to us, such as bosses,
friends and family, or from distant
campaigns or scholarly reports.
Some persuasion is calculated and
intentional; some is unplanned and beyond
our awareness, deeply hidden in the
structures of social discourse. Many people,
such as managers, marketing experts,
political strategists and psychotherapists,
make their livings at it. Moreover, we,
ourselves, play this influence game. It is an
inescapable aspect of human relationships
and institutions. This program will explore
influence processes and the way changes in
people and institutions issue from them. We
will see how planned persuasion and
propaganda campaigns are executed and
how they work, both psychologically and
socially.
Teams of students will examine in depth
planned campaigns in the community, such
as marketing campaigns, volunteer
recruitment efforts, or public
communication campaigns. Training in
research methods, including use of the
computer for data analysis, will be
provided. Students will produce
professional quality research reports for
presentation to their local clients.
In Spring Quarter students will serve as
interns in local organizations where they
can exercise and augment their own
persuasive skills.
Japan Today: Language, Customs
and International Relations
Japan has earned the admiration of other
countries through its economic rise out of
the ashes of World War II. At the same
time, developed nations tend to view Japan
as unfair in its trade operation and
irresponsible in the face of world problems.
Obviously, Japan suffers from a negative
international public image in spite of its
genuine commitment to peace and its welldocumented economic assistance to
developing countries. In this program, we
will examine these issues as well as others
such as the Japanese educational system and
environmental problems. Japanese language
will be taught throughout the year. For a
complete description, turn to page 62 in the
Language and Culture Center Specialty
Area.
Credit will be awarded in communications,
social science, research methods, marketing
research, rhetoric, public speaking and
public relations.
Total: 48 credits
Program is preparatory for careers and
future study in communications, marketing,
politics, education, psychology, advertising
and public relations.
65
1
Native American Studies
Conveners: Craig Carlson and
David Whitener
Affiliated Faculty: William Aldridge, Craig
Carlson, Rainer Hasenstab, Lovern Root
King, Mary Nelson, Yvonne Peterson,
David Rutledge and David Whitener
Associated Faculty: Betty Kutter,
Betsy Diffendal, Carol Minugh and
Gail Tremblay
The major goal of Native American Studies
is to provide an open alternative education
opportunity through experiencing a Native
American philosophy of education which
promotes education in self-determination,
individual research, goal setting, internal
motivation and self-reliance.
This interdisciplinary area is designed to
serve a variety of student groups: Native
American students who are interested in
enriching their unique cultural heritage and
developing strategies for self-determination
in a pluralistic society, and students
interested in learning about their own
traditional cultures and values including the
dynamics of change in a pluralistic society.
Native American Studies, in keeping
with student self-determined education,
includes programs to complement various
cognitive styles. Additionally the area, and
programs within the area, collaborates with
other specialty areas and programs to offer
interdisciplinary opportunities in education.
Examples of such collaboration include
history, science, environmental studies,
health and the expressive arts.
Career Pathways in
Native American Studies
We tailor the educational experience of
each student to his or her particular needs.
There are, therefore, no prescribed
"pathways" in Native American Studies
although there is a general pattern which
most students follow.
Work in Native American Studies begins
with an interview with one of the specialty
area faculty. In this interview, student and
faculty plan an individualized course of
study to ensure that study in this area will
satisfy that student's personal needs.
Students are often asked to answer four
important education questions: (1) What do
I plan to do? (2) How do I plan to do it? (3)
What do I plan to learn? (4) What
difference will it make?
Students in Native American Studies
work to develop (1) individual identity, (2)
group loyalty and (3) personal authority.
Having developed these strengths and the
particular skills they need, they return to
their communities to have a positive impact
on the world around them.
Communication: An
Uncommon Denominator
Fall, Winter, Spring/Coordinated
Study
Coordinator: David Whitener
Enrollment: 48 Faculty: 2
Prerequisites: Faculty signature
Special Expenses: Field trips, tapes
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
"Communication"
is a student-centered
program, designed to incorporate
community interaction in the education
process. The student, community and
institution will mutually share authority in
developing a valuable education within a
constantly changing pluralistic society.
The program provides an academic
framework for students to clarify and
validate their educational experience in a
genuine community with a spirit of
hospitality and reciprocal respect.
"Communication"
will encourage
students to assume responsibility for their
choices. Faculty will facilitate the
internalization of student motivation.
Four major questions frame the
education process for the program: (1)
What do I want to do? (2) How do I want
to do it? (3) What do I plan to learn? (4)
What difference will it make? Serious
consideration of the questions provides a
reliable structure for educational pursuit.
"Communication"
is an open alternative
education opportunity intended to include
student designed projects into a coordinated
studies theme of recognition and respect.
Credit will be awarded in Native American
historical perspectives, cross-cultural
studies, perspectives of a pluralistic society,
philosophy, human resource development,
individual project work and cross-cultural
communication.
Total: 48 credits
Program is preparatory for careers and/or
future study in education, archeology, the
arts, anthropology, multicultural studies,
tribal government and Native American
studies.
Tribal: Community Determined/
Community Based
Fall, Winter, Spring/Coordinated
Study
Coordinator: Carol F. Minugh
Enrollment: 48 Faculty: 2
Prerequisites: Contact coordinator
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
This community based program seeks
students who work/live on a reservation,
are tribal members or are Indian.
The curriculum for the community
determined program is a direct result of a
process of students examining what an
educated member of an Indian Nation, who
wants to function within the Native
American community, needs to know.
Development of the curriculum for the
academic year begins with community
involvement in the previous spring. The
students work as a group to identify
educational goals and the curriculum topics
for the program. A primary function of this
educational process is that the student is
able to be effective in or outside of the
native community. After the students make
their decisions, then the faculty and students
identify texts, methods and resources to
assist the learning process. The students
playa major part in making the learning
appropriate to them in their community.
Within the framework of the identified
curriculum is the overall premise that an
"educated person" needs to have skills in
research, analysis and communication. The
material is taught using a tribal perspective
and issues related to tribal communities are
most often the topics of discussion.
For program information contact: Dr.
Carol]. Minugh, Program Director, The
Evergreen State College, Olympia W A
98505, (206) 866-6000 ext. 6025 or The
Evergreen Indian Center, (206) 866-6000
ext. 6105.
Credit distribution relates to specific
curricular foci and topics adopted in the
program.
Total: 48 credits
Program is preparatory for careers and
future studies in tribal government and
tribal management.
Forests and Salmon: Pacific
Northwest Natural Resources
This program will study the biology,
management and social-political-economic
issues of the two most prominent natural
resources of the Pacific Northwest: moist,
coniferous forests and Pacific salmon. A
major goal will be to understand the impact
of resource use and management on oldgrowth forest ecology, with a focus on
forested watersheds. The present-day
situation and the past history of forest and
fisheries resources will be examined,
including their importance for Native
American culture. For a complete
description, turn to page 44 in the
Environmental Studies Specialty Area.
Indigenous Art and Literature:
Australia and America
We will examine the rich traditional art
forms of both continents and their current
contemporary expressions in literature,
poetry and mythology. In art workshops,
we will examine and express our own
symbology in art mediums and past
mythology produced by indigenous
Australian Aborigine and Native American
writers, poets and journalists. We will study
the history of dominant cultural influences
and the current social conditions in modern,
urban and rural settings. We will compare
the two cultures and their relationships to
the dominant Australian and American
cultures. For a complete description, turn to
page 58 in the Knowledge and Human
Condition section.
1492-1992, Image, Discourse:
Decolonizing the Americas
In this program, students will examine
paradigms used to interpret the history of
Europe, Africa and the Americas through
an exploration of images and texts. We will
begin by studying the period prior to
Columbus' departure from Spain, exploring
the consequences of his so-called
"discovery" and the effects of the colonial
and post-colonial periods on the shaping of
new paradigms in the modern world. This
program will integrate studies in history,
political economy, literature, art and film.
For a complete description, turn to page 58
in the Knowledge and Human Condition
section.
I 67
Political Economy and Social Change
Convener: Peter Bohmer
Affiliated Faculty: Peter Bohmer, Priscilla
Bowerman, Ken Dolbeare, Fred Dube,
Angela Gilliam, Jeanne Hahn, Peta
Henderson, Larry Mosqueda, Matt Smith
and Tom Womeldorff
Political Economy and Social Change
integrates anthropology, economics, history,
law, political science, philosophy and
sociology as a way of understanding the
modern world and as a set of tools for
analyzing contemporary public problems.
We focus on problems related to class, race
and gender-globally, nationally and locally.
We are interested in how such problems
interweave and overlap, how they evolved,
how they are understood, how and why
certain decisions are made about them, and
what difference all this makes for the
quality of human life. We also analyze
strategies for social change, historically and
in the present.
All major problems are deeply grounded
in cultural, philosophical, social, economic
and political theories, history and practice.
Their understanding involves exploring
basic analytic concepts and values (freedom,
equality, justice and democracy) and their
meanings today. We look at societies as
dynamic and ever-changing systems,
compare them in different countries and
cultures and evaluate their impacts on the
everyday lives of all affected people.
Power in Perspective
Fall, Winter, Spring/Coordinated
Study
Coordinator: Brian Price
Enrollment: 72 Faculty: 3
Prerequisites: One year of college
Special Expenses: $35 for movie series and
retreat
Part- Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
When we interact with others and when we
try to understand what is happening in the
world around us we bring to these
encounters frameworks of understanding
which guide our perceptions and help
determine our responses. These frameworks
involve ways of thinking about individual,
community, intellectual, spiritual, political,
economic, social and cultural power.
For example, when we think about the
major lines of dominance and opposition
among people in the United States today,
some of the major categories of thought
that we use to comprehend them are race,
gender, class and sexuality ..After all,
political and economic power, at least, are
unequally distributed among racial and
ethnic groups, women and men, the
working, middle and upper classes and
homosexuals and heterosexuals.
Similarly, when we meet someone new,
often the first things we notice about the
person have to do with his/her race, gender,
class and sexuality. These categories
frequently condition our expectations of hisl
her actions and our own. Thus, our
conceptual frameworks influence our
perception of the world on both the
analytical and personal levels.
When we try to find out where such
frameworks come from, we tend to examine
the past by looking for the same
interpretations of dominance and
opposition we use now, and we tend to
look through the lenses of our current
conceptual categories. That is, we tend to
assume that peoples in the past thought
about the same problems of power using
the same kinds of thinking that we use.
This program will question that
assumption. Taking Europe and North
America as our terrain, we want to examine
how the frameworks of thought and
categories for understanding social life have
evolved in the past 500 years. We will do
this by examining several moments in that
evolution. We will ask such questions as:
What frameworks were used by dominant
groups to explain and justify their position
in the world? What impact did these
frameworks have on others? How did they
resist the dominant groups' descriptions of
their lives? How do categories of thought
gain or lose importance and change form,
meaning and content over time? How did
our contemporary frameworks of
perception emerge and become influential?
To address these issues and questions,
we will examine a great variety of
narratives, including stories from oral
traditions, fictions, autobiographies,
philosophical discourses, political economic
analyses, histories and visual media. We will
pay particular attention to the ways in
which the form of narrative influences and
is influenced by our understanding of
power.
Finally, given that our ways of
conceptualizing domination and opposition
change over time, in Spring Quarter we will
look for ways of thinking to guide our
understandings of power in the future.
Credit will be awarded in political
economy, anthropology, history, literature
and literary theory, social science theory
and gender studies.
Total: 48 credits
Program is preparatory for careers and
future study in social sciences and
humanities.
Race, Class and Gender in
Comparative Perspective
Fall, Winter/Group Contract
Sponsors: Stephanie Coontz and
Jeanne Hahn
Enrollment: 48 Faculty: 2
Prerequisite: "Political Economy and Social
Change" or equivalent
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This advanced program will explore the
relationships of class, gender and race in a
comparative and cross-cultural context.
Using the United States and India as case
studies, we will investigate how each
society, through its culture and politicaleconomic development, has constructed the
categories of class, gender and race (and in
the case ofIndia, caste and ethnicity) and
how these categories operate on individuals
as well as on the larger society. For
example, we will investigate the political,
legal and economic practices that have
defined and maintained these categories.
As these categories operate differently in
different historical contexts and from
culture to culture, we will look deeply into
specific historical periods in each country.
The strikingly different cases of the U.S. and
India will enable us to consider the cultural
and historical specificity of these
relationships as well as to better understand
the common social processes that operate
across cultures and historical periods. For
example, is patriarchy a universal system, or
is it a flexible and variable set of ideologies
showing significant variation in each
historical and cultural context?
We will investigate these issues through
a mix of theoretical and historical works,
supplemented by fiction.
Credit will be awarded in U.S. history,
political economy, economic history,
feminist theory, political science, women
and development and history of India.
Total: 32 credits
Program is preparatory for careers and
future study in graduate studies, pre-law,
public policy and foreign service.
I
69
British Imperialism:
South Africa and South Asia
1492-1992, Image, Discourse:
Decolonizing the Americas
Fall, Winter/Coordinated Study
Coordinator: Ratna Roy
Enrollment: 48 Faculty: 2
Prerequisite: Faculty signature, submit
In this program, students will examine
paradigms used to interpret the history of
Europe, Africa and the Americas through
an exploration of images and texts. We will
begin by studying the period prior to
Columbus' departure from Spain, exploring
the consequences of his so-called
"discovery" and the effects of the colonial
and post-colonial periods on the shaping of
new paradigms in the modern world. This
program will integrate studies in history,
political economy, literature, art and film.
For a complete description, turn to page 58
in the Knowledge and Human Condition
section.
This program is designed for persons with a
personal and/or professional commitment
toward constructive change. All
opportunities for facilitating change,
whether embedded in friendships, family
relations, employment or chance
encounters, have common elements
grounded in the nature of human biological,
psychological and social make-up. We will
examine the human condition to explore
the possibilities for (and advisability of)
initiating changes ranging in scope from
altering one's own habits to global activism.
For a complete description, turn to page 80
in the Science, Technology and Health
Specialty Area.
Making a Difference:
Doing Social Change
The Listening Self: Personal
Development and Social Change
During the first years of college, we learn
about societal and environmental problems.
Population growth, our homeless, misuses
of our natural resources and our
environment, questionable business ethics
and child abuse are some examples. Many
of us will choose to devote our futures to
solving these kinds of problems or we will
want to learn how to make changes in the
places where we work and live. The good
news is that useful methods exist now for
making a difference: for being an effective
agent for change. Increasing students' skills
and knowledge about the ethics, goals and
practices of doing change is the purpose of
this program. For a complete description,
turn to page 65 in the Management and the
Public Interest Specialty Area.
If we are to analyze situations,
communicate our views, develop solidarity
with other people and take effective action,
we must be able to listen well. This program
will encompass a number of diverse
disciplines, including music, political
science, psychology and moral philosophy.
We will also explore how cultures other
than "white-Western-industrialized"
ones
understand listening and how listening is
affected by gender relations. For a complete
description, turn to page 55 in the
Knowledge and Human Condition section.
writing sample
Special Expenses: Film rental
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With faculty
permission
British colonialism falls under the second
category described by Professor Nandy,
"the one which at least six generations of
the Third World have learned to view as a
prerequisite for their liberation. This
colonialism colonizes minds in addition to
bodies and it releases forces within the
colonized societies to alter their cultural
priorities once for all." (The Intimate
Enemy)
India and Pakistan, fractured into two
countries when the British left India, were
the first of the Third World colonized
countries to throw off the British yoke.
South Africa is still struggling against British
Imperialism. The Indian struggle for
freedom began with Mahatma Gandhi in
South Africa, connecting the two continents
in their fight for freedom. Political freedom
is just the beginning of decolonization-the
cultural process is long and drawn-out.
The psychological, cultural and
philosophical consequences of British
imperialism and colonization will be
explored through theoretical texts as well as
literary texts. The program will also view
films and study visual and performing arts
in the context of colonization of culture(s).
The voice of the colonized will be explored.
Credit will be awarded in psychology,
history, Third World and performing arts.
Total: 32 credits
Program is preparatory for careers in
history, teaching, social services, Third
World studies, psychology and performing
arts.
Strategies for Change
The Paradox of Freedom: Criticism,
Pedagogy and Politics
One scholar says of paradox that it is "a
dilemma inherent in the thing itself, the
kind of inner breach not improperly called
tragic, a grave difficulty that enhances
rather than degrades its matter." This
program will examine the set of paradoxical
issues that surround the social and political
acts of criticizing, teaching, writing and
assuming the stance of an intellectual in
modern society. We offer this program for
students who are serious about writing. For
a complete description, turn to page 55 in
the Knowledge and Human Condition
section.
Center for the Study of Science and Human Values
Convener: Leo Daugherty
Affiliated Faculty: Beryl Crowe, Leo
Daugherty, Carolyn Dobbs, Betty Ruth
Estes, Alan Nasser, Hazel Jo Reed, Sandra
Simon and York Wong
The aim of the Center for the Study of
Science and Human Values is to provide a
bridge between science and the humanities.
It is based upon three assumptions:
- That the purpose of knowledge is to
improve the human condition by alleviating
suffering and providing ways to live in
harmony within our species and within the
natural environment;
- That the traditional questions asked by
the humanities are relevant, and that, when
informed by current knowledge in natural,
physical and social sciences, the humanities
can help insure our survival as a species and
promote an optimal civilization, and
- That citizenship in such an optimal
future (as well as responsible and successful
professionalism) requires a moral
vocabulary, drawn from the humanistic
tradition, that can generate reasoned
responses to contemporary problems in the
human condition.
The Center for the Study of Science and
Human Values educates students to be,
both professionally and politically,
interpretive life scientists and
technologically informed humanists.
The Human Condition:
Time, Place, Values
Fall, Winter, Spring/Coordinated
Study
Coordinator: Rob Knapp
Enrollment: 72 Faculty: 3
Prerequisites: Two years of college study,
including strong foundation work in at least
one of the following: humanities, political
economy, physical or biological science
Special Expenses: No
Part-time Options: Ordinarily none,
students in unusual circumstances should
consult coordinator
Internship Possibilities: Appropriate parttime internships may substitute for research
projects in Spring Quarter
Additional Course Allowed: Yes, one per
quarter
The program will work toward research
projects which combine humanities, "hard"
science and political economy. The program
is intended for students who have acquired
some expertise in one of these three areas
and wish to deepen and extend their
expertise through contributing to
collaborative interdisciplinary research.
Credit will be awarded in literature,
political economy, physical science, history,
expository writing, architectural theory and
the specific fields of each student's project
research.
Total: 12-16 credits each quarter
Program is preparatory for careers and
future study in humanities, political
economy and physical science.
Time provides landmarks for much of our
lives. Western ways of understanding time
have generated powerful, subtle ideas about
origin, history, person and fostered notions
of progress, civilization and purpose. Yet
much of nature, much of community and
many individuals are organized by other
concepts than linear time (e.g., by place,
land, spirituality) and meaning for them
must come from other landmarks and
associations.
This program's goals are: (1) to
understand the scope and limitations of
using time to filter knowledge and values in
the sciences and humanities; (2) to study
other organizing factors that challenge the
structures fostered by time; (3) to reinterpret conceptions of nature, people and
person, and, (4) to imagine new
relationships and societies.
Specific areas of study will include:
- history and political economy of Western
industrial technology
- chaos theory and related scientific
understanding of the emergence of order
from random origins
- Northwest and other regional writing, by
both indigenous and immigrant authors
- "pattern language" architectural theory
and other explorations of the meaning of
place, and
- autobiographical
and personal essay
writing.
I 71
"My first class
in advanced
calculus was like
being on another
planet. But the
faculty had faith in
me: John Marvin
was supportive;
Josie Reed is a
great math
teacher, clear and
concise, and Jim
Stroh's 'geological
sunrises' were fun.
I wish now that
I had come to
Evergreen first
instead of my
previous schools.
There are so many
programs I wish I
had time to takeprograms like
'Matter and
Motion,' 'Physical
Systems,' 'Computability and
Cognition' and
'Data to Information' that allow
for lots of
exploration
and experience."
After graduation Sherry Bloxam began work at Microsoft
in the product support division. She lists her best
accomplishments at Evergreen as, "designing a data
system for a social service agency, making computers
less intimidating to other students and making some
good lifetime friends. "
Science, Technology and Health
Convener: Tom Grissom
Affiliated Faculty: John Aikin-Cushing,
Justino Balderrama, Clyde Barlow, Michael
Beug, Judy Bayard-Cushing, Rob Cole,
Diana Cushing, George Dimitroff, Tom
Grissom, Burton Guttman, Ryo Imamura,
Neil Jacobsen, Linda Kahan, Jeff Kelly, Rob
Knapp, Betty Kutter, Al Leisenring, Carrie
Margolin, John Marvin, Earle McNeil, Don
Middendorf, Janet Ott, Willie Parson,
David Paulsen, Greg Stuewe-Portnoff,
Masao Sugiyama, Fred Tabbutt, Les Wong
and Byron Youtz
Associated Faculty: Bill Bruner, Hazel ]o
Reed, Kirk Thompson
This area is a center for the study of the
physical sciences, mathematics, computing,
human services and health-related subjects
and laboratory biology. These subjects are
studied in several ways: for their own sake
(theories and experiments), for their
applications (e.g., in engineering,
information systems or healing), and for
their place in culture and society. Science,
Technology and Health explores this vast
field within its own programs, and in
partnership with other specialty areas.
The area has three main goals: to
provide high-quality introductory and
advanced work for undergraduates
interested in careers or future work in
science, technology or health; to investigate
the relationship of science, technology and
health to social and individual human
concerns, and to make learning about
science, technology and health available to
students who have primary commitments to
other areas of study.
Academic Pathways: For ease in
planning, we have laid out suggested
program sequences, or academic pathways,
in subjects where student interest is strong
and where we have special strength.
Students may take any of the programs and
courses in this area at any time, provided
they meet all prerequisites. Each pathway is
composed of a number of regularly offered
programs and courses arranged so that
students can easily gain essential
prerequisites, and also arranged so students
can balance Science, Technology and
Health with studies in other areas.
We do not want students to spend all
their time in a single subject, so they should
plan to select at least two quarters of work
from other specialty areas.
Some pathways are equivalent to the
"majors" available in conventional colleges
and universities. Others are unique to
Evergreen, and take advantage of the
college's special emphasis on
interdisciplinary learning. All are designed
to give students the knowledge and skills
they need to go on to productive work or
graduate study in the fields of their choice.
The current Science, Technology and
Health academic pathways are listed below.
Detailed descriptions of each pathway are
on the following pages.
Chemical Systems
Computer Studies
Energy Studies
Health and Human Behavior with three
sub-pathwaysPsychological Counseling
Human Services
Health Sciences
Laboratory Biology
Mathematics
Physical Systems
Programs and Courses: Much of the
academic work in Science, Technology and
Health takes place in full-time integrated
programs, in which several subjects are
taught in a coordinated way that allows the
concepts and skills from each to aid the
learning of the others. A full-time student
typically enrolls in one of these programs
for 12 to 16 quarter hours each quarter.
Almost all of the descriptions on the
following pages refer to programs of this
kind.
In addition, we offer a number of
courses in which a single subject is taught.
These courses typically award 4 or 6
quarter hours or about one-fourth to onethird of a full-time load. These courses are
useful for gaining prerequisites, for pursuing
part-time studies, or simply for gaining an
acquaintance with a subject without making
a full-time commitment to it.
Important Note: Students who plan to gain
a given prerequisite by taking one of these
courses should pay close attention to their
timing. We offer most courses only once
each year. Courses are listed quarterly in
The Evergreen Times.
I
73
Career Pathways
in Science, Technology
and Health
Chemical Systems
This pathway will provide a strong
background for professional work or study
in chemistry as well as a superior
foundation for students going into medicine
or quantitative environmental studies.
Advanced topics in chemical
thermodynamics
and bonding will be
offered. In addition, other topics offered in
rotation will include chemical dynamics,
molecular structure, biochemistry,
environmental chemistry, inorganic
chemistry and chemical instrumentation.
Laboratory work will place a heavy
emphasis on laboratory computation and
computer graphics using recently acquired
AT&T computer systems. Linear/digital
electronics, microprocessors and their
applications to scientific measurements will
be covered in alternate years.
Senior project topics include studies and
simulations of chaotic chemical systems,
silicon chemistry, instrument design,
biophysics and biochemistry.
First Year:
Any Core Program, plus courses, if
necessary, to meet prerequisites for "Matter
.and Motion," e.g., pre-calculus math and
basic chemistry.
Second Year:
"Matter and Motion"
Third and Fourth Years:
"Organic Chemistry I, II and III" course
sequence from "Molecule to Organism";
"Chemical Systems" and senior thesis
Computer Studies
Energy Studies
The Computer Studies pathway is designed
to serve students planning careers or
graduate study in the fields of computer
science and information systems. The
student who completes this pathway will
have a solid foundation in computer science
and will be prepared for career
opportunities in this area.
The pathway is strongly interdisciplinary
and includes partnership programs offered
on a regular basis with other specialty areas
and the disciplines of the arts,
communication, education, management
and business, and the natural sciences. Some
of the Computer Studies pathway is
accessible on a part-time basis and to
students outside the specialty area.
The Energy Studies pathway leads to careers
in applied energy analysis and development,
energy-efficient design, and energy policy
analysis and implementation.
The heart of the Energy Studies
curriculum is the third-year program,
"Energy Systems," which is followed by
fourth-year work in either technical or
policy areas.
The structure of the pathway:
First Year:
Any Core Program, plus courses if
necessary, to meet prerequisites for "Data
to Information"
Second Year:
"Data to Information," an entry-level
program offered each year covering the
fundamentals of information systems,
programming and system design.
Third and Fourth Years:
Advanced offerings alternate, with one
group of topics offered in even years (e.g.,
1990-91) and another group in odd years
(e.g., 1991-92). The programs in each are:
Even years:
"Computability
and Cognition"
Odd years:
"The Business of Computers," "Science of
the Mind," or an advanced Group Contract
Students intending to follow the Computer
Studies pathway should plan to enroll in
"Data to Information" and one more
advanced program. Students in this
pathway are also encouraged to select at
least two quarter's worth of programs from
other specialty areas related to their
interests.
The suggested pathway:
First Year:
Any Core Program
Second Year:
Electives (Introductory calculus and physics
are useful though not required for entry into
"Energy Systems")or "Matter and Motion"
or "Foundations of Natural Science."
Third and Fourth Years:
"Energy Systems" or any combination of
senior thesis, Internships, portions of
"Physical Systems" or programs in other
specialty areas.
· Human Health and Behavior
The Health and Human Behavior pathway
has three main, often intersecting branches:
psychological counseling, human services
and health sciences. Workers in all three
areas need to be fully aware of the
interaction of social, psychological and
biological forces which affect human health
and behavior. Each branch needs to develop
its own tools, but with full awareness of the
impacts and complementary roles of the
other fields.
For Human Services, the entry level
program, "Human Health and Behavior," is
designed to investigate the various fields of
human behavior and their interactions
within a cultural context, while developing
the vocabularies and fundamentals needed
to function within these fields. More
specialized programs at the junior and
senior levels, such as "Science of Mind" and
"Psychological Counseling," develop the
special skills needed in each area.
Health Sciences provides preparation for
professional training in medicine, dentistry,
naturopathic medicine, midwifery and
veterinary medicine; paraprofessional jobs
such as counseling in nutrition and health;
graduate work in nutrition, biochemistry,
genetics, microbiology and pathology. The
entry program for students in this branch
would be either "Matter and Motion" or
"Foundations of Natural Science." Upper
division work would include the "Molecule
to Organism" program and possible
additional work in advanced biology,
nutrition, health policy planning,
computers, statistics or experimental design.
Laboratory Biology
Mathematics
This pathway focuses on studies of
molecular and organismic biology in the
lab, using concepts and methods from
biochemistry, molecular and cellular
biology, genetics, and development and
physiology. It is distinguished from basic
ecological studies (see Environmental
Studies) that entail more field work.
The Mathematics pathway consists of a variety
of courses, integrated programs and individual
contracts that provide students with the
opportunity to do intermediate and advancedlevel work in mathematics. It is designed to
serve those students who are preparing for
careers and/or graduate study in mathematics,
as well as those who want a solid background
in mathematics for work in related fields.
Students are encouraged to combine their
study of mathematics with that of related
disciplines, such as computer science, physics
or philosophy. The two Coordinated Studies
listed below provide the full-time student with
an integrated way to do this. Courses and
Individual Contracts enable both full- and
part-time students to do more specialized and
advanced work.
First Year:
Any Core Program
Second Year:
"Matter and Motion"
Natural Science"
or "Foundations
Third Year:
"Molecule to Organism"
of
or outside studies
Fourth Year:
"Molecule to Organism" or individual
study or an advanced biology Group
Contract
Many students take individualized study
through contracts, sometimes involving
research projects with faculty members. Past
and current students have been involved in
projects such as bacteriophage genetics,
photosynthesis and behavioral physiology.
A recommended
pathway:
First Year:
Any Core Program plus courses, if necessary,
to meet prerequisites for "Matter and Motion"
(or "Matter and Motion" for the wellprepared student).
Second Year:
"Matter and Motion"
course, part-time.
full-time, or calculus
Third and Fourth Years:
"Mathematical Systems," a full-time program
in mathematical structures and advanced
calculus, "Computability
and Cognition," or
mathematics courses as part of an advanced
Individual Contract.
Physical Sciences
Students interested in professional work or
study in chemistry, physics or some fields of
engineering will find that the Physical Sciences
pathway will help them build a strong
foundation of concepts and methods while
providing an unusual opportunity to
understand the applications and impacts of
these technical subjects.
The suggested pathway:
First Year:
Any Core Program plus review, if necessary to
meet prerequisites for "Matter and Motion."
Second Year:
"Matter and Motion"
Third and Fourth Years:
Chemistry emphasis through "Chemical
Systems" and advanced Group Contracts in
chemistry, or "Physical Systems" and "Energy
Systems."
I 75
Foundations of Natural Science
Fall, Winter, Spring/Coordinated
Study
Coordinator: Burt Guttman
Enrollment: 88 Faculty: 4
Prerequisites: Any Core Program or one
year of college work emphasizing writing
and discussion; mathematics through high
school algebra and geometry
Special Expenses: $10-lS/quarter
lab fee
and $30 retreat expenses
Part-time Options: Possibly for special
cases, with permission of faculty
Internship Possibilities: No
Additional Course Allowed: No
This program is designed to develop an
integrated understanding of physics,
chemistry, biology and mathematics in a
cultural and evolutionary context. We will
start with the study of the physical universe
through astrophysics and chemistry: the
four forces of nature, energy and the
structure of matter.
Later we will apply these concepts to
biological systems, viewing biological
evolution as a continuation of physical
evolution. Laboratory work will help
develop an understanding of experimental
methods and major concepts of chemistry,
physics and biology. In Spring Quarter
some specialization will be available in one
of the three sciences or in the philosophical
foundations of science.
Students will be placed in an appropriate
math level, based on an entrance placement
exam, and will be expected to make
substantial progress in mathematics
throughout the year. A weekly seminar
series will deal with the philosophical
foundations of science and the place of
science in society. We will develop the
perception of science as a cultural and
historical phenomenon, and will expect
students to seriously address the complex
relationship between science and society
through reading, discussion and writing.
Throughout this work, we want students
to develop an integrated grasp of the
sciences through lectures, problem sessions,
laboratory work and small-group
conceptual workshops, so they will end the
year with a working knowledge of scientific
and mathematical concepts, with improved
abilities to reason critically and to solve
problems, and with hands-on experience in
natural science.
Credit will be awarded in chemistry,
physics, biology, mathematics and
development of scientific ideas.
Total: 48 credits
Program is preparatory for careers and
future study in education, laboratory
biology, health sciences, environmental!
earth/marine science and for students
interested in natural science as part of a
liberal education.
Matter and Motion
Fall, Winter, Spring/Coordinated
Study
Coordinator: Jeff Kelly
Enrollment: 48 Faculty: 2
Prerequisites: Proficiency in algebra,
trigonometry and high school chemistry and
physics (entrance exam in algebra and
trigonometry), faculty signature
Special Expenses: Above average textbook
expenses; up to $40 per quarter lab fee and
$30 retreat expenses
Part-time Options: Inquire about
introductory offerings in calculus, chemistry
and physics
Internship Possibilities: No
Additional Course Allowed: By permission
of faculty; only as a substitute for portion of
program which student has already
completed
This program is designed for students with
a keen desire to develop a firm physical
science and mathematics background as
preparation for advanced work in the
physical and biological sciences. In addition
to teaching the central concepts and
methods of the physical sciences, "Matter
and Motion" investigates how discovery
happens-both
inside and outside the
sciences. The program is intended for
students with strong high school
backgrounds in science and mathematics.
An alternative program for students with
less complete backgrounds is the
"Foundations of Natural Science" program.
This program combines material from
first-year physics, chemistry, calculus and
computer programming with relevant areas
of history, philosophy and literature in an
exciting exploration of the nature of inquiry
and the basis of scientific discovery.
Differential and integral calculus provide a
foundation for the study of university
chemistry and physics, including mechanics,
stoichiometry and bonding, chemical
equilibrium, thermodynamics,
quantum
mechanics, chemical kinetics and electricity
and magnetism. In seminar sessions,
students will study issues in ethics, literature
and history to see what the sciences canand cannot-contribute
to human affairs.
"Matter and Motion" replaces
traditional science laboratories with
Exploration sessions where students will
explore the nature of physical systems with
special emphasis on the use of laboratory
microcomputers for interfacing
experimental measuring devices, collecting
and processing data and controlling
scientific experiments.
Credit will be awarded in calculus,
university chemistry with lab, university
physics with lab, introduction to scientific
computing and Pascal programming, and
seminar on science and culture.
Total: 48 credits
Program is preparatory for careers and
future study in engineering, medical and
health fields, biological sciences as well as
chemistry, physics or mathematics.
Physical Systems
Fall, Winter, Spring/Group Contract
Sponsor: Robert Cole
Enrollment: 24 Faculty: 1
Prerequisites: One year of calculus and
university physics or engineering
Special Expenses: Above average book and
software costs
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
"Physical Systems" will survey a variety of
topics in physics and applied mathematics,
and is intended for students wishing a
concentrated study of these subjects. An
integrative seminar and lecture series
accompanies the core studies of the
program. Extensive use of PC software and
computer graphics will enrich the study of
physics and mathematics throughout this
program.
In Fall Quarter the program will focus
on classical dynamics, ordinary differential
equations, and an introduction to linear
algebra. Newton's Laws, conservation and
simple oscillatory systems will be examined
in detail with an emphasis on phase space
representations.
In Winter Quarter we will study the
developments of modern physics leading to
the development of quantum mechanics,
along with and introduction to optics and
wave physics. In addition we will study
multivariable calculus, vector calculus, and
the div, grad, curl and Laplacian operators.
In Spring Quarter we will study recent
developments in chaos and non-linear
dynamics, electromagnetism, quantum
mechanics, and the associated partial
differential equations.
Throughout the year we will conduct
readings, research papersand seminar
discussions on issues associating
interactions between scientists and the
societal culture that supports scientific
endeavor.
Credit will be awarded in classical
dynamics, linear algebra, ordinary
differential equations, modern and quantum
physics, partial differential equations and
vector calculus, optics and waves, special
topics in physics, and seminar on science,
culture and society.
Total: 48 credits
Program is preparatory for careers and
future study in physics, engineering, energyrelated fields and applied mathematics.
Atoms, Molecules and Research
(AMR)
Fall, Winter, Spring/Group Contract
Sponsor: Dharshi Bopegedera
Enrollment: 24 Faculty: 1
Prerequisites: "Matter and Motion" or
"Molecule to Organism;" two quarters
college chemistry and calculus; some
programming experience in BASIC,
FORTRAN or Pascal recommended, faculty
signature required
Special Expenses: $40/quarter lab fee, above
average textbook expenses
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
"Atoms, Molecules and Research" (AMR) is
designed to provide the advanced preparation
which will enable students to pursue careers
in chemistry and chemical engineering
(graduate school and industry), fields which
have the highest employment demands in the
sciences. AMR will also be useful for students
considering careers in medicine, biochemistry
or chemical physics.
AMR will cover the traditional junior and
senior level topics of physical and inorganic
chemistry. The ongoing topics will be
thermodynamics, quantum mechanics, and
inorganic chemistry/kinetic theory/statistical
mechanics. In addition, there will be special
topics such as: biochemistry; lasers in
chemistry/high field NMR; advanced topics in
organic chemistry/advanced
instrumental
analysis/analytical techniques; advanced
quantum chemistrylX-ray structure;
environmental chemistry; high resolution
spectroscopy techniques; coordination
chemistry, and group theory and symmetry.
The lab will also be divided into two parts:
set projects and senior thesis. All the members
of the chemistry faculty at Evergreen will be
involved in the lab, thereby ensuring breadth
and individual guidance in the projects. Set
projects include atomic and molecular
spectroscopy, stopped-flow kinetics, high-field
NMR, FTIR, ESR and mass spectrometry.
Senior thesis projects include laser
spectroscopy of highly reactive molecules,
infra-red spectroscopy of metal monohydrides,
monodeuterides and mono halides, kinetic
studies of decomposition of gaseous silanes,
studies of chaotic chemical oscillators,
instrumental design and construction, etc.
Credit will be awarded in thermodynamics,
physical chemistry and inorganic chemistry.
Total: 48 credits
Program is preparatory for careers and future
studies in engineering, advanced chemistry
and environmental studies.
177
Molecule to Organism
Fall, Winter, Spring/Coordinated
Study
Coordinator: Janet Ott
Enrollment: 48 Faculty: 2
P~erequisites: Core Program, introduction to
college chemistry, algebra
Special Expenses: $40/quarter lab fee
Part-time Options: Yes, chemistry, only with
faculty permission
Internship Possibilities: No
Additional Course Allowed: No
"Molecule to Organism" is for students
planning to go on to advanced work in
biology or chemistry. An integrative seminar
series will accompany the core studies of the
program every quarter. The seminar deals
with such subjects as the ethical
considerations of advances in biology,
medicine and molecular biology; the setting
of priorities in research and health care
delivery; and the actual practice of science as
revealed by reading the biographies of
scientists.
As we develop an understanding of
organic chemical structure during Fall
Quarter, we will also look at the other end of
the size scale-at general biological structure
and organization. Since the program assumes
no previous study of biology, we will start
with the whole body-something
more
recognizable than molecular reactions. We
will study comparative physiology and
anatomy, as well as development. As the year
progresses, we will bring the two topics of
organic chemistry and whole organisms
together to examine the workings of bodies
on a smaller and more intimate scale,
studying examples of cellular and molecular
processes.
In Spring Quarter, we hope to offer a
more open-ended set of topics for study. The
topics may include immunology, nutrition,
neuroscience, molecular biology or more
advanced work in chemistry or physiology.
We will take the viewpoint that learning
how to ask good questions and how to find
the answers are better than trying to cram a
lot of soon-forgotten facts into one's brain.
To this end, the seminar will also examine
classic and current research papers. Perhaps
we might also catch the authors' enthusiasm
for their work.
Credit will be awarded in organic chemistry,
biochemistry, comparative and human
physiology and anatomy, as well as
molecular and microbiology.
Total: 48 credits
Program is preparatory for careers and future
study in biology, chemistry and health
sciences.
Undergraduate Research
in Molecular Biology
Fall, Winter, Spring/Group Contract
Sponsors: Betty Kutter and Burton Guttman
Enrollment: 10 Faculty: 2
Prerequisites: Biochemistry and molecular
biology; faculty signature
Special expenses: No
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes, this is a
part-time group contract
This group contract gives students the
opportunity to participate in an ongoing
research program studying the molecular
biology of bacteriophage T4. They learn such
basic techniques as sterile manipulation;
preparing media; analyzing the rate of
production of phage and DNA (using
radioactively labeled precursors); pulselabeling proteins; cloning and sequencing
genes; and using high-speed centrifuges,
scintillation counters and gel electrophoresis.
Students begin by assisting more
experienced members of the lab and, when
ready, move on to their own projects. They
also have the opportunity to do extensive
work in computer analysis of genomic data.
Emphasis is placed on combining genetic
biochemical and biophysical techniques in
approaching problems related to the control
of gene expression after viral infection.
Students also participate in weekly lab
group meetings, discussing articles from the
current literature in molecular biology as
well as current lab work. They normally
begin participating in these meetings, with
extra readings and some basic experiments,
for 4 quarter hours during their final quarter
of "Molecule to Organism."
Students involved in this program in the
summer of 1993 will also participate in the
Ninth Evergreen International Bacteriophage
T4 meeting.
Credit will be awarded in research in
molecular biology.
Total: 4-16 credits each quarter
Program is preparatory for careers and
future study in biological sciences.
Data to Information
Fall, Winter, Spring/Coordinated
Study
Coordinator: Masao Sugiyama
Enrollment: 48 Faculty: 2
Prerequisites: Intermediate Algebra,
entrance math test, signature required
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
"Data to Information" is an entry-level
program for students who are interested in
doing substantive work in computer science.
Each quarter, students will work in
mathematics related to computer science as
well as program in assembly language and a
high-level language. Students will also
participate in a seminar on the history.>
philosophy, ethics and future of science and
technology in general, and computer science
in particular.
Fall Quarter topics: digital logic,
assembly language programming, Cprogramming, discrete mathematics I and
serrunar.
Winter Quarter topics: computer
architecture, data structures I, discrete
mathematics II and seminar.
Spring Quarter topics: operating
systems, data structures II, statistics and
seminar.
Credit will be awarded in programming,
digital logic, computer architecture,
operating systems, discrete math,
quantitative methods and data structures.
Total: 48 credits
Program is preparatory for careers and
future studies in computer science,
mathematics, information science, and
secondary teaching.
Computability and Cognition
Fall, Winter, Spring/Coordinated
Study
Coordinator: Al Leisenring
Enrollment: 48 Faculty: 2
Prerequisites: At least one year of college,
successful completion of entrance exam,
permission of faculty
Special Expenses: No
Part-time Options: Yes
Internship possibility: No
Additional Course Allowed: Yes, with
permission of faculty
This program will explore the nature and
limits of computational models of human
cognition. It will examine the mathematics
of formal systems, topics in cognitive
psychology and the philosophy of mind, as
well as current work in artificial
intelligence. The program will examine the
emerging effort called cognitive science that
brings together elements of mathematics,
philosophy, computer science, cognitive
psychology and linguistics to understand
and model human cognitive abilities.
The mathematics and logic of
computational systems constitutes the
foundation of the program. Topics in
mathematics will be selected which have
clear implications for computer science and
cognitive science. Seminars will examine the
implications of results in the theory of
computation to our understanding of how
the mind might work, particularly in how it
might process language. One primary focus
of the seminar will be on the current debate
between those who favor computational
models of the mind that are based on
symbol manipulation and those who feel
that these models do not adequately explain
the full spectrum of human cognition.
In addition to studying the theory of
computation, students will do applied work
in computer science, including current work
in artificial intelligence research. They will
learn two programming languages-Prolog
and either LISP or C-and will have the
opportunity to use one of these in a Spring
Quarter project. In addition to studying
rule-based models of the mind, such as
expert systems, students will also examine
connectionist models in which the computer
system is a model of a neural network.
Besides intermediate algebra there are no
math prerequisites for this program.
However, a more advanced mathematical
background is desirable, not so much for its
content, but for its exposure to the
mathematical way of thinking. It will be
assumed that students have sufficient
aptitude and motivation to think logically
and to deal with abstract concepts and
symbolic languages. There are no computer
science prerequisites.
Credit will be awarded in lecture/seminar in
philosophy and cognitive science, logic
programming in Prolog, LISP or C
programming for artificial intelligence,
mathematical logic, discrete mathematics,
formal language theory, theory of
computation, connectionist models of
cognition and research or programming
project.
Total: 48 credits
Program is preparatory for careers and
future study in teaching, mathematics,
computer science, philosophy and cognitive
sctence.
Human Health and Behavior
Fall, Winter/Coordinated
Study
Coordinator: Betty Kutter
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or one year of
college work
Special Expenses: Transportation,
food,
lodging for possible retreat
Part-time Options: Yes, 12 credits, with
faculty permission
Additional Course Allowed: Yes, students
with a strong background in science and/or
psychology are encouraged to substitute a
course- i.e. chemistry, college algebra,
media production, language or statistics (4
credits per quarter)which helps meet
needs for future work. Details need to be
discussed with the faculty.
In "Human Health and Behavior" we will
investigate the biological, psychological,
spiritual and social forces that affect human
behavior in order to develop a strong
foundation for further work in the areas of
health, human services, education and
counseling. Program material will be
presented on the basis of two important
assumptions. First, behavior and health are
mutually influenced by psychological,
biological and spiritual forces. Second,
culture defines and influences our
understanding and facilitation of health.
Drawing particularly from human
biology, sociology, anthropology and
psychology, the program will examine
physiological development, the roles of
gender and culture in differentiating human
behavior; the central importance of selfesteem, and the guiding psychological
processes. Emphasis will be placed on
cognitive development, nutrition,
perception, mind-body interactions, the
impacts of social and community structure,
and sociological and ecological forces
influencing mental and physical health.
Students will be encouraged to develop
analytical skills in reading, writing,
discussion and research, as well as programs
to facilitate their own good health.
Credit will be awarded in psychology,
human biology, nutrition, sociology,
anthropology and health.
Total: 32 credits
Program is preparatory for careers and
future study in human services, education,
health sciences and psychology.
I
79
Strategies for Change
Fall, Winter, Spring/Group Contract
Sponsor: Greg Stuewe-Portnoff
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: Part-time
internships required in Winter/Spring
Quarters
Additional Course Allowed: No
This program is designed for persons with a
personal and/or professional commitment
toward constructive change. All
opportunities for facilitating change,
whether embedded in friendships, family
relations, employment or chance
encounters, have common elements
grounded in the nature of human biological,
psychological and social make-up.
We will examine the human condition to
explore the possibilities for (and advisability
of) initiating changes ranging in scope from
altering one's own habits to global activism.
From the outset each student will begin to
formulate answers to crucial questions.
When is intervention called for? What
constitutes real helpfulness? What kinds of
changes can I (and do I wish to) facilitate?
What personal, interpersonal and technical
resources do I need at my disposal?
Counseling will serve as a model for
facilitating change, and methods common
to diverse change agent roles will be
explored. However, the program is intended
to impart the necessary respective for
choosing future study and careers rather
than to train professionals.
In Fall Quarter we will research, discuss
and write about the roots of human
experience, behavior and social
organization and will explore strategies and
formats for initiating constructive change.
In Winter Quarter each student will take
on a half-time internship within an agency
engaged in social change and/or service
activities. The program's on-campus
component will examine the dynamics of
personal and community change in the light
of issues raised by diversity of race, culture
and gender.
Internships will continue in Spring
Quarter. The on-campus component will
focus on broader social, environmental and
philosophical issues. The quarter's writing
assignment will be the explication of each
student's emergent philosophy of change.
Credit will be awarded in contemporary
social problems, research methods,
counseling psychology, community studies,
methods of change, social and
environmental philosophy field experience.
Total: 48 credits
Program is preparatory for careers and
future study in social services, community
studies and social ecology.
Counseling Theory and Practice
(Junior Level)
Fall, Winter, Spring/Coordinated
Study
Coordinator: George Freeman, Jr.
Enrollment: 40 Faculty: 2
Prerequisites: Background in psychology,
junior or senior standing, career plans in
counseling and mental health. Preference
given to juniors/seniors who have not had a
comparable course in counseling. Faculty
signature required.
Special Expenses: Travel to internship
Part-time Options: No
Internship Possibilities: Yes, required
Additional Course Allowed: Consult faculty
This advanced program offers preparation
for paraprofessional jobs in psychological
services and academic and practical
experience appropriate for graduate study
in clinical psychology, counseling
psychology, educational psychology and
psychiatric social work.
The academic component is an
integrated equivalent of courses in:
(1) introduction to clinical assessment,
interviewing and active listening skills,
(2) introduction to family therapy, systems
analysis and group therapy, (3) structure
dynamics and development of personality
and (4) abnormal psychology. Any students
who have taken comparable courses will be
expected to teach one or more classes or to
develop an area of intense study in one of
the four content areas. The academic
component will also address multicultural
pluralism and working with people of color,
gay and lesbian concerns and women's
issues.
Internships will involve repeated face-toface contact with a clinical population and
will be supervised by a counseling or mental
health professional. Internships will be
designed to increase clinical exposure,
culminating in a full-time internship in
Spring Quarter.
The academic and internship
components will be integrated through
workshops, seminars on internship
experience, written assignments involving
the relationship of theory to practice and
supervision practicum.
Credit will be awarded in psychology:
introduction to clinical practice;
introduction to family therapy and systems
analysis; structure, dynamics and
development of personality; abnormal
psychology and clinical practicum.
Total: 48 credits
Program is preparatory for careers and
future study in psychological services,
counseling, clinical psychology, educational
psychology and psychiatric social work.
Psychological Counseling:
A Multicultural Focus (Senior Level)
Fall, Winter, Spring/Group Contract
Sponsor: Ryo Imamura
Enrollment: 24 Faculty: 1
Prerequisites: 12 credits of psychology and
senior standing preferred; faculty signature
required; students wishing to enroll in this
program need to write an essay (consult
faculty for topic)
Special Expenses: Travel to internship site
Part-time Options: No
Internship Possibilities: 16 hours/week in
Winter and Spring Quarters
Additional Course Allowed: No
This is a senior-level program involving
internships in psychological counseling. Its
basic purpose is to allow students to make
and test a commitment to work in counseling
ethnically-diverse clientele. Important subgoals include: (1) studying basic counseling.
psychology and clinical psychology concepts
in preparation for graduate study;
(2) obtaining experience to make a career
choice and to improve one's chances for an
entry-level job in the helping professions, and
(3) "graduating oneself" by engaging in
significant student-initiated study (individual
and group) and by becoming a teacher as
well as a student.
We will consider four basic topics from a
multicultural perspective: (1) the counselor!
therapist as a person from the standpoint that
self-awareness is prior to any particular
techniques or skills; (2) personality theory;
(3) families and relationships, and
(4) abnormal psychology (including use of
DSM III-R).
The students will be regularly involved
in five kinds of sessions: (1) reading and
video seminars; (2) topical lectures and
workshops; (3) case study sessions;
(4) group dynamics workshops and
(5) counseling practice with peers. Regular
classroom use of videotaped peer counseling
sessions will enhance the learning process.
In Spring Quarter students will be
required to do senior thesis level written
work, producing a major research paper on
a topic relevant to their internship
experiences and to give a lecture to the class
based on their research.
Internships will be of six months
duration, entailing a minimum of 16 hours
per week. They will require supervision by a
qualified professional; experience with
psychological development, mental health
and counseling, and direct contact with an
ethnically diverse clientele. The internship
will have to be in an area in which the
student has not had previous significant
experience. Obtaining placement in an
internship is a prerequisite for continuing in
the program Winter and Spring Quarters.
Credit will be awarded in personality
theory, cross-cultural counseling, family
systems, abnormal psychology, gender
issues, ethnics, research methodology,
counseling practicum and counseling
internship.
Total: 48 credits
Program is preparatory for careers and
future studies in counseling, school
counseling, clinical psychology, educational
psychology, social work, research
psychology and cross-cultural studies.
Psychology and Literature:
The Study of Landmarks in the
Symbolic Process
Our intention is to explore psychologies and
literatures as symbol systems. The inner
world of the individual and the
interpersonal world of society and culture
are constructed of symbols. "Meaning" is
constructed, individually and socially, by
assimilating and accommodating not just
events, but emotion-laden patterns of
imagery. In the modern Western world,
interpretation of these patterns is the work
of social scientists and scholars in the
humanities, including psychologists,
anthropologists and literary critics. In all
times and places, however, these patterns
are embedded in culture, are carried onward
by ritual and myth and evolve through
dramatic enactment and the telling of tales.
For a complete description, turn to page 56
in the Knowledge and Human Condition
section.
Communication: An
Uncommon Denominator
"Communication"
is a student-centered
program, designed to incorporate
community interaction in the education
process. The student, community and
institution will mutually share authority in
developing a valuable education within a
constantly changing pluralistic society. Four
major questions frame the education
process for the program: (1) What do I
want to do? (2) How do I want to do it?
(3) What do I plan to learn? (4) What
difference will it make? Serious
consideration of the questions provides a
reliable structure for educational pursuit.
For a complete description, turn to page 67
in the Native American Studies Speciality
Area.
The Marine Environment
Chemistry of Pollution I
Chemistry of Pollution II
This program will be about the marine
environment, marine organisms and their
ecology. The subjects to be covered during
the two quarters will be introductory
oceanography, marine ecology, survey of
marine organisms and (tentatively)
paleo history of marine life on earth. There
will be several day trips and, tentatively, a
week-long field trip. For a complete
description, turn to page 41 in the
Environmental Studies Specialty Area.
This advanced group contract will cover
spectroscopic analytical methods, both
theory and practice and explore chemical
models for various environmental
situations. In addition to learning specific
analytical methods, students will be
expected to apply some of the methods in a
major research project of mutual agreement
between the studentts) and the instructor.
For a complete description, turn to page 40
in the Environmental Studies Specialry
Area.
This advanced group contract will develop
chromatographic
methods of analysis (GC,
GeMS, HPLC), both theory and practice.
In addition to learning specific analytical
methods, students will be expected to
develop the procedure for extracting and
analyzing for a particular group of
pollutants. For a complete description, turn
to page 40 in the Environmental Studies
Specialty Area.
Principles of Biology:
Cells and Organisms
This part-time contract will study the major
principles of cellular and organismal
biology, focusing on structure, function and
interrelationships.
Topics will include
biological organization, bioenergetics, cell
structure and metabolism, genetics,
evolution, plant and animal structure and
physiology, and development. Classes will
consist of six hours of lecture/discussion
and six hours of laboratory each week. For
a complete description, turn to page 43 in
the Environmental Studies Specialry Area.
"In a nutshell,
Evergreen is
The Great Experiment attempting
to create a
synthesis of
autonomous
individualism and
cooperative,
communal consensus. It's a
noble experiment
in ignoble times."
Faculty Member Argentina Daley brings a wide range of teaching
experience to Evergreen. A University of Washington graduate,
Daley has taught at the high school, community college and
university levels in the U.S. and Australia.
Tacoma Campus
Director: W. J. Hardiman
Serving a student population composed
primarily of working adults, The Evergreen
State College-Tacoma provides a broadbased liberal arts education in the arts and
sciences which recognizes the importance
of providing the urban adult learner with
the skills, information and vocabulary
necessary for living and working in the
21st century.
Evergreen's off-campus program in
downtown Tacoma features two-year,
upper division studies leading to a Bachelor
of Arts degree. Classes are scheduled at
times convenient for working people. Both
daytime and evening classes are available.
Students wishing to enroll in an offcampus program must have completed 90
quarter hours of transferable college-level
work before entering. Detailed information
on admission is also available through the
Admissions Office in Olympia. Tacoma
Community College and Evergreen also
offer a two-year, lower division liberal arts
program for freshmen and sophomores in
the evenings at the same site as the upper
division program.
More information can be obtained by
contacting Director W. J. Hardiman in
Tacoma at (206)593-5915 or through the
main campus in Olympia, (206)866-6000,
ext. 6004.
The Art of Leadership
Fall, Winter, Spring/Coordinated
Study
Coordinator: W. J. Hardiman
Enrollment: 120 Faculty: 4.5
Prerequisites: Junior standing and signature
of director
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The goal of this year-long interdisciplinary
program is to explore and practice the art
and craft of leadership.
In Fall Quarter the focus of the program
will be the theory of leadership. In Winter
Quarter the focus will be the practice of
leadership. In Spring Quarter the focus will
be on applying the information gained in
the previous quarters to specific leadership
situations. Among the various themes to be
considered are: organizational change and
development, the implications of diversity,
the fundamentals of financial management,
leadership styles and challenges, technical
expertise in an organizational context and
ethical and legal issues.
The underlying subject matter will
include organizational development,
cultural anthropology, physics, philosophy
and financial management, and history,
biography and social science research
methodology.
Students will be expected to use the
knowledge acquired to do advanced
research, assume leadership roles within
their communities and initiate and
implement communiry responsive activities
or projects. The program format will consist
of large group lectures and discussions,
small group seminars, workshops and
individual projects.
Credit will be awarded in organizational
.development, cultural anthropology, physics
and philosophy, financial management,
history, biography, social science research
methodology and leadership.
Total: 48 credits
Program is preparatory for careers and
future study in organizational development
and leadership, urban studies, law,
education and administration.
Graduate Study At Evergreen
Master of Environmental Studies
(MES)
Master of Public Administration
(MPA)
The Graduate Program in Environmental
Studies opened in 1984 and has a steady
capacity of approximately 80 students. Our
first graduates are now in public and private
sector jobs or continuing graduate studies. A
primary objective for study is a deep
understanding of environmental policy
development and implementation. Study
focuses on the relationship berween science
and policy, featuring a balanced curriculum
which considers and seeks creative solutions to
contemporary issues.
The program is open to part- and full-time
students. To make attendance easier for
employed students, most coursework is
concentrated in the evening.
The 72 quarter hour completion
requirement can be met by part-time students
in nine quarters, while full-time students can
complete their work in six quarters. All
students should have recent coursework in
both the social and natural sciences and in
statistics before entering the program.
The MES Program consists of three parts:
(1) a required core, (2) electives and (3) a
thesis. The core is taught by an
interdisciplinary team, usually a social scientist
and a natural scientist.
The core runs consecutively for four
quarters: Fall, Winter, Spring and Fall. All,
students are required to complete an original
thesis which has policy implications. It may be
the result of an individual or small-group
project. Students enroll in the following core
sequence:
The Graduate Program in Public
Administration offers a master's degree in
public administration (MPA). The
program's primary commitment is to
challenge and thoroughly prepare students
to seek democratic, equitable and practical
solutions to the problems which face state
and local governments in the Pacific
Northwest. The program recognizes the
cultural diversity of the public in our region
and critically examines issues of race,
gender and social class in the practice of
public administration.
The program welcomes both students
intending to pursue a public sector career
and those already working for government
or organizations involved in public issues. It
is open to both full- and part-time students.
Most students enrolled in the program are
employed full time by state, local or tribal
governments and are pursuing their
graduate studies on a part-time basis. To
accommodate these working students,
classes are concentrated in the evenings.
A part-time student can complete the 60
quarter hour degree requirement in eight
academic quarters. A full-time student may
complete the requirement in six quarters.
Students lacking significant public sector
experience are expected to complete an
internship for at least one academic quarter.
To satisfy the degree requirement, a
student must participate in a sequence of
five core programs and complete three
electives courses and an applications
project. Each core program is
interdisciplinary and team taught by rwo or
three faculty. The core sequence provides
sustained instruction in the analytical,
administrative and communication skills
needed for effective public service. It is also
designed to imbue students with the habit of
examining the political and economic
context of public administration and policy
making, and of addressing the ethical
dimension of administration and policy.
Societal and Environmental
Population,
Quantitative
Studies
Processes
Energy and Resources
Analysis for Environmental
Case Studies: Environmental Assessment,
Policy and Management
(All programs are 8 quarter hours)
Electives include: land resources; natural
resource economics; environmental policy,
management, philosophy, history and ethics;
ecological methods and principles, and
watershed management. Electives are 4 quarter
hours each.
Questions should be directed to Carol
Sirnila-Dickinson, Assistant Director, MES,
The Evergreen State College, Lab I, Olympia,
WA 98505; 206/866-6000, ext. 6405.
Elective courses allow a student to
broaden the study of the public sector
beyond the range of the core programs or to
concentrate intensely on a specific public
sector issue.
The applications project is completed
concurrently with the core program in
Public Policy over the Winter and Spring
Quarters of the second year. It is a group or
individually authored research effort,
usually with practical impact for current
public sector entities. The topic, form and
content of any project will vary with the
students' interests, opportunities and
development, but every project represents
the culmination of work in the program and
provides a document which demonstrates
the author's knowledge and ability.
The MP A curriculum is:
Core Programs
The Political and Economic Context of
Public Administration
Managing
Human Resources
Research Methods
for the Public Sector
Fiscal Policy
Public Policy and Its Administrative
Implications
Applications Project in Public Policy and
Administration
(All programs are 8 quarter hours)
Electives
(12 quarter hours; typically, three 4 quarter
hour courses)
Inquiries should be addressed to Bonita
Evans, Program Assistant, MPA, Lab I, The
Evergreen State College, Olympia, WA
98505; (206)866-6000, ext. 6405.
Graduate Program Procedures
Teacher Education
Admissions
The application deadline for early
admission is March 15. After that date,
applications will be considered as they are
completed. Individuals interested in
receiving a catalog or in applying for
admission to the program, should contact
the Admissions Office, The Evergreen State
College, Olympia, Washington 98505.
Admission is competitive. Admission
decisions are based on a thorough review of
the following (see the Graduate Catalog for
details):
Director: Jan Kido
Program Assistants: Ernestine Pearl and
Academic transcripts including certification
of receipt of a bachelor's degree;
Brief essays by the applicant;
GRE score, and
Letters of recommendation.
For some who apply, the transcript or
admissions material may be an incomplete
reflection of their interests and abilities. Our
admissions process considers the applicant's
academic preparation as well as his or her
professional accomplishments or other
public activities and may require an
interview with faculty.
The Graduate Catalog
The Graduate Catalog is available upon
request from the Admissions Office. It
contains a full description of the
curriculum, academic policies and
admissions procedures for both the MPA
and MES programs.
Financial Aid
Limited financial aid is available in the form
of fellowships, assistantships, scholarships,
work-study assistance and guaranteed
student loans. The Financial Aid application
must be completed before any financial aid
decision can be made. Financial Aid Forms
(FAFs) should be mailed to the College
Scholarship service by March 1. Later
applicants who qualify for financial aid will
compete for the remaining monies. Certain
forms of financial aid are available to fulltime students; aid to part-time students,
however, is more limited. In some cases, the
MPA or MES Programs can assist a student
in obtaining part-time public sector
employment. Information on financial aid is
available from the MPA Program, the MES
Program and the Financial Aid Office at
Evergreen.
Marianne Hutcheson
Graduate Teacher Education
Any course required for an endorsement
which is lacking at the time of admission to
the program, must be completed no later
than the summer preceding year two. It is
not possible to undertake any endorsement
courses during the six quarters of the
professional program.
Admission Requirements
Evergreen offers an innovative Master in
Teaching degree program, full-time for six
Admission to the Teacher Education
academic quarters. Successful completion
program is competitive.
will result in the MIT degree and Initial
Minimum requirements include a B.A. or
Certification.
Evergreen's MIT is interdisciplinary and • B.S. at the time of entry, a 3.0 grade point
average on graded transcripts (or
team taught. A group of 60 students and a
comparable work on ungraded transcripts).
faculty of four will form a "learning
General Education requirements for all
community" which will essentially remain
candidates include 8 quarter hours of
together for two academic years.
natural science, 8 quarter hours of social
The program content meets all academic
science and 12 quarter hours of writing.
requirements for the Washington Initial
As part of the entry process, students
Teaching Certificate, and most academic
must take the Graduate Record Exam
requirements for the Washington
(GRE). The score on this exam, however,
Continuing Certificate.
will not be used as a criterion for admission,
Major areas of interdisciplinary study in
but will be used in a long range research
the program will include psychology,
study.
philosophy and history of education,
Students wishing to apply to this
multicultural studies, research and teaching
program must submit all material to the
methods. There will be a strong emphasis
Admissions Office. Required material
on field experience. Five of the six quarters
includes the teacher education application
will include significant work with students
form, official transcripts from every college
in schools.
previously attended, three letters of
recommendation, a work experience resume
Elementary and Secondary Endorsements
and two essays. For complete information
on admission, consult our catalog, "Teacher
An endorsement is a qualifying phrase on a
Education at Evergreen, 1992-1994."
Washington Teaching Certificate which
identifies the grade level and subject matter
area in which an individual may teach.
Before beginning the MIT, students must
have their endorsement area coursework
completed (or within one academic quarter
of completion).
The secondary education candidate,
preparing for teaching in departmentalized
classrooms in grades 4-12, must have a
Primary Endorsement and is encouraged to
add a Supporting Endorsement as well. The
available Primary Endorsements include
English, mathematics, physics, science with
biology, chemistry or physics concentrations
and social studies.
The elementary education candidate,
preparing for teaching in any classroom,
grades K-8, will qualify for the elementary
certificate. S/he has a choice of completion
of one Primary Endorsement or two
Supporting Endorsements. Available
Supporting Endorsements include art,
chemistry, economics, English, Spanish,
French, German, history, math, physics and
political science. The elementary education
endorsement qualifies an individual to teach
any subject in grades K-8 except special
education.
Master in Teaching intern at a local public school.
Special Forms of Study
Internships and
Cooperative Education
More than half of Evergreen's students
complete one or more Internships by the time
they graduate. This compares with a
nationwide figure of less than two percent.
Although most interns work in businesses,
schools, government agencies, or nonprofit
organizations in southwest Washington,
Internships are also available throughout the
state, the nation and even in other countries,
in both the private and public sectors.
Each Internship must be approved in
advance by the Office of Cooperative
Education, which is part of Evergreen's
Student Advising Center. Opportunities to
conduct Internships are built into many
academic programs. They also are available
for upper-division students through Internship Learning Contracts.
Unless an Internship is required as part of
one's work in a Coordinated Studies Program
or Group Contract, students are eligible to
conduct Internships only after they have been
enrolled at Evergreen for at least one quarter.
Priority access to Internships through
Internship Learning Contracts is given to
seniors.
Each Internship is sponsored by an
Evergreen faculty member (or approved staff
sponsor) who works closely with the Intern
and her or his field supervisor to determine
the amount of credit to be awarded for
Internship Learning. Activities at the
Internship site are guided by a field supervisor. At the end of the quarter, the faculty
sponsor, with the benefit of the field
supervisor's evaluation, writes the final
evaluation describing the student's performance and Internship-related learning.
Each quarter of an Internship is planned,
arranged, conducted and evaluated based on
the student's academic objectives for that
quarter. Those objectives and all other
Internship-related matters are negotiated and
agreed to by the student, sponsor and field
supervisor before the Internship begins.
These agreements are formalized in an .
Internship contract that is signed by all
parties. Internships invariably include a
strong component of academic activities such
as related reading, a daily journal, weekly
conferences with one's faculty and various
written reports.
The Office of Cooperative Education is the
central source of current information about
Internship programs, policies and procedures,
available Internship positions and Internship
sponsors. Co-op staff members are available
throughout the year to answer questions
about the program and to assist students,
sponsors and field supervisors with all
activities involved in planning, arranging and
conducting Internships.
You are encouraged to plan for your
Internship at least a quarter ahead of time.
For more information, call or write the
Office of Cooperative Education, the
Evergreen State College, Olympia, Washington 98505.
Writing Center
The Writing Center is available to students
who would like help with reading, study
skills or writing. Priority is given to assisting
students within their academic programs.
Diagnostic testing and individual conferences
are available to help determine needs.
Students can work on reading and writing
improvement with self-paced programs, in
small groups or with individualized help
from the Writing Center professional staff
and student tutors on a first-come, firstserved basis.
Part-time Studies
Self-Paced Learning
Part-time courses are offered throughout the
year. Please check with the Admissions
Office, however, if you only want to enroll
part time, as priority goes to full-time
students. Up-to-date descriptions of part-time
offerings are published quarterly in The
Evergreen Times.
Prior Learning from Experience
Prior Learning from Experience is a structured program for adult students who want
to examine their pre-college experience for
potential academic credit. PLE students plan,
develop and write an extended paper which
discusses the context of their pre-college
experience, and the resultant learning.
The program requires all students accepted
. to take a 4-credit "Writing from Experience"
class, usually offered in Winter and Summer
Quarters. "Writing from Experience"
requires students to examine their own
learning patterns and writing skills and work
on the narrative portion of the PLE document. When completed, the document is
submitted to the PLE Credit Evaluation
Committee for assessment of credit for prior
learning.
Applications for enrollment in the PLE
program are taken Fall, Winter and Spring
Quarters, but enrollment is limited. Interested students are encouraged to contact the
PLE Office after they have enrolled. Most
students complete their papers in a twoquarter sequence, with a third quarter
required for evaluation. When accepted into
the program, students have one academic
year in which to complete the process.
For application forms and further
information about PLE, contact the PLE
Office. For information on other forms of
prior learning credit, see "Credit for Military
and Flight Training," and "Credit for
Training Sequences," page 24. A flyer on the
various possibilities for attaining credit for
work outside the classroom is available from
the PLE Office, Library 1401, ext. 6415.
Since Evergreen opened it has been building a
collection of slide-tapes, computer-assisted
instruction, videotapes, programmed texts
and other resources with which you can
independently study such diverse areas as
science, management, music, mathematics
and languages. Credit for self-paced studies
can be earned either on an individual
contract or, sometimes, in regular academic
programs. Self-paced learning resources that
do not require computers are housed in the
Library. Computer-assisted resources are
housed in the Computer Center.
•
Library
Computer Services
The Daniel]. Evans Library hires people who
are not only experts in media and information management and retrieval, but who
want to share what they know with you. The
selection of books, equipment and other
materials is carefully coordinated with the
college's academic programs. Staff members
are always on hand to help you relate the
Library's resources to your academic work
and personal enrichment.
The Library's resources are the "what" of
information usage while the Library's staff
provides the "how" through research and
media instruction across the curriculum as
well as through various courses in the use of
media equipment and basic media.
"What" you will find in the Library
includes 4,000 items of media loan equipment (including cameras, projectors, tape
recorders and video/audio equipment); over
241,000 books, 30,000 reference volumes,
four well-equipped recording studios, a
complete video production system, films,
recordings, maps, documents, editing
benches, drafting table and 2,400 periodical
subscriptions.
In addition to resources on hand,
Evergreen's Library offers you access to
books and periodicals through the computerized database of the Washington Library
Network and through on-line database
searching. In fact, Evergreen students and
faculty borrow more Interlibrary Loan
materials than any other college in the
Northwest, and the Library circulates more
of its collections proportionately than most
colleges-over
190,000 volumes last year.
More details can be found in the Let's
Go Library publication, which can be picked
up at the circulation desk. You can also call
ext. 6252 for more information or drop in
and talk to any Library staff member.
In Academic Computing the emphasis is on
students and technology. Students are
provided with broad opportunities throughout the curriculum, rather than in just a few
computer science classes. The use of
computer facilities continues to grow as
computing becomes an integral aspect of
Evergreen's curriculum. There is no charge to
students for the use of computing facilities.
Located in Library 2408, the Computer
Center is a place where individual attention
comes first. The Computer Center's student
consultants provide general assistance and
consultation on the use of Computer Center
resources.
Most students use the college's microcomputer laboratories, clusters of microcomputers, minicomputers and mainframes. These
offer a diversity of computer languages (such
as Pascal, C, COBOL, Prolog, LISP and
BASIC) as well as application software (such
as WordPerfect, Excel, MS Works, graphics
packages, and SPSS' ).
Evergreen's computing laboratories include
a 30-station microcomputer laboratory
(AT&T 286 based), with video and audio
projection equipment networked in a StarLan
configuration. The newest laboratory has 20
powerful 386 stations with VGA capability
supporting computer science needs as well as
general usage. One of the most heavily used
facilities is our 25-station Macintosh II
laboratory. This lab is networked to share
printing, peripherals and application
resources. The Mac Lab provides students
with graphics, word processing, imaging and
scanning, and desktop publishing capabilities
for academic projects.
Equipment for the physically challenged is
also available in the Computer Center
(scanners, sound synthesizers, image
enlargement), as are manuals, specially
designed reference materials and workshops
to help you make the best use of the facilities.
Microcomputers designed for natural science
applications are located in LAB II, see page
103.
Evergreen has been able to maintain its
high level of computing resources through
grant assistance from the National Science
Foundation, AT&T, Apple, Digital and
others.
Evergreen has established microcomputer
purchase plans for student use at substantial
educational discounts through the college
Bookstore. We encourage you to consider
purchase of a computer for your academic
work at Evergreen.
•
Student and Academic
Support Services
The Hillaire Student Advising Center
HSAC exists to coordinate advising services
among faculty, students and staff.
The Center includes the offices of Academic Advising; the Prior Learning Program;
Career Development, which provides
students with career planning and placement
starting in their first year; Cooperative
Education, described on page 86; KEYSpecial Services, which provides personal and
academic skills development; the First
Peoples' Advising Services, which supports
students of color by providing academic,
personal and social support on a drop-in
basis; the Academic Support Counselor,
(ASC) who provides advice and direction on
any issue; and the Dean of Student and
Academic Support Services.
Located in the 1400 wing of the Library,
the Student Advising Center provides up-todate information on academic programs,
faculty, job listings and other resources for
students. The Center also offers numerous
workshops throughout the year on such
themes as writing evaluations, how to
compile and maintain Evergreen portfolios,
developing study skills, and career and
academic planning. Programs and services
are designed to assist students as they work
toward their educational goals.
See the Academic Advising Office's
publication, The Evergreen Student Handbook, for more about the HSAC and advising
at Evergreen.
Other Services
Students and Academic Support Services also
include programs located elsewhere on
campus. These include: Student Activities, the
Counseling and Health Center, Upward
Bound, the Evergreen Childcare Center, the
Cooper Point Journal, and KAOS (Campus
radio station). Each office is devoted to
supporting the academic and personal
development of students. See The Evergreen
Student Handbook for more information
about the Academic Support Services, or
contact the Dean in the 1400 wing of the
Library, ext. 6034, or the office that is
directly related to your area of concern.
When asked to name her proudest accomplishment at Evergreen, Senior Andrea Braganza says, "I've
been very proud of being able to show my work." Her photography was displayed downtown in the
Olympia Artwalk show, in a juried show at the Evergreen Galleries and in the Student Art Zone, a
display area in the Campus Activities Building.
"One of the
strengths and
beauties of this
school is that ifs
NOT right for
everybody. It can
be very hard
on your ego
because so much
of the
responsibility for
your education is
placed on your
shoulders. Not
everyone can or
wants to deal
with that. For
some people it's
a joy. It hasn't
always been
. easy for me, but I
feel that what
I've learned will
be invaluable
later on."
"First and
foremost, I'm a
chemist. I have
a body of
knowledge and
some insight
into how to
analyze and
solve problems
and strive to
communicate
both of these to
my students.
A Washington native, Kaye V. Ladd earned degrees at Reed College
and Brandeis University before returning to the Pacific Northwest to
begin her work at Evergreen in 1975.
There is a lot
of delayed
gratification in
the study of
science. I expect
students to work
hard and have an
enthusiasm for
the material and
the willingness
to work through
the hard parts to
get to the goodies at the end."
Faculty
Trustees and Administration
Board of Trustees
September 1991
Carol Vipperman
Chair, Seattle
Herbert Gelman
Vice-Chair, Tacoma
Lila S. Girvin
Secretary, Spokane
Christina A. Meserve
Olympia
Constance W. Rice
Seattle
John N. Terrey
Seattle
Allan M. Weinstein
Vancouver
Administration
Thomas L. "Les" Puree
Interim President
Russell M. Lidman
Provost and
Academic Vice President
Carolyn E. Dobbs
Interim Vice President for Student Affairs
M. Jamil Qureshi
Vice President for Finance and
Administration
Michael W. Beug
Academic Dean
Priscilla V. Bowerman
Academic Dean
Charles N. Pailthorp
Academic Dean
Leslie Wong
Academic Dean
Jose A. Gomez
Associate Academic Dean
Sarah A. Pedersen
Dean of Library Services
Arnaldo Rodriguez
Dean of Enrollment Services
Shannon Ellis
Dean of Student and Academic
Support Services
This is a listing of Evergreen's faculty as of
1991-92. A more extensive detailing of
Evergreen faculty members' areas of expertise
can be found in The Evergreen Student
Handbook, available at the Student Advising
Center.
Humanities-Art
Richard W. Alexander, English and
Literature, 1970; Assistant Academic Dean,
1980-82;
B.A., English, Emory University, 1956; M.A.,
English, Tulane University, 1961; Ph.D.,
English, University of Illinois, 1966.
Nancy Allen, Literature and Languages,
1971;
B.A., Comparative Literature, Occidental
College, 1963; M.A., Spanish, Columbia
University, 1965.
Susan M. Aurand, Art, 1974;
B.A., French, Kalamazoo College, 1972;
M.A., Ceramics, Ohio State University, 1974.
Marianne Bailey, Languages and
Literature, 1989;
B.A., Foreign Languages and Literature,
University of Nevada, 1972; M.A., French
Language and Culture, University of Nevada,
1974; Ph.D., Francophone Literature and
Culture, Sorbonne, University of Paris, 1985;
Graduate work at University of Washington,
University of Tubingen, West Germany.
Gordon Beck, Art History and Cinema,
1971;
A.B., Speech, Bowling Green University,
1951; M.A., Drama, Western Reserve
University, 1952; Ph.D., Theater, University
of Illinois, 1964.
Andrew Buchman, Music, 1986
B.A., Liberal Arts, The Evergreen State
College, 1977; M.M., Music History,
University of Washington, 1982; D.M.A.,
Music Composition, University of Washington, 1987.
Craig B. Carlson, Communications, 1973;
B.A., English, College of William and Mary,
1965; Ph.D., English, University of Exeter,
England,1972.
Caryn Cline, Coordinator of Interdisciplinary
Media Resources, 1991;
B.A., English, University of MissouriColumbia, 1976; M.A., English, University of
Missouri-Columbia, 1987.
Sally J. Cloninger, Film- Television, 1978;
B.S., Syracuse University, 1969; M.A.,
Theater, Ohio State University, 1971; Ph.D.,
Communications-Film, Ohio State University, 1974.
Doranne Crable, Expressive Arts: Performance Art, Literature, Writing, Acting,
Movement, 1981;
B.A., English, University of Michigan, 1967;
M.A., American Literature, Wayne State
University, 1973; Fellow, Edinburgh
University, Scotland, 1975; Ph.D., English,
Wayne State University, 1977.
Thad B. Curtz, Literature, 1972;
B.A., Philosophy-Literature,
Yale University,
1965; M.A., Literature, University of
California at Santa Cruz, 1969; Ph.D.,
Literature, University of California at Santa
Cruz, 1977.
Argentina Daley, American Studies, 1988;
B.A., Comparative Literature, University of
Washington, 1971; M.A. English, University
of Washington, 1973; Ph.D., University of
Washington, 1988.
Leo Daugherty, Literature and Linguisitics,
1972; Academic Dean, 1975-76;
A.B., English-Art, Western Kentucky
University, 1961; M.A., English, University
of Arkansas, 1963; Ph.D., American
Literature, East Texas State University, 1970;
Postdoctoral year in Linguistics, Harvard
University, 1970-7l.
Joe Fedderson, Printmaking, 1989;
B.F.A., Printmaking, University of Washington, 1983, M.F.A., University of Wisconsin,
1989.
Susan R. Fiksdal, Linguistics and Languages,
1973
B.A., French, Western Washington University, 1969; M.A., French, Middlebury
College, Vermont, 1972; M.A., Linguistics,
University of Michigan, 1985; Ph.D.,
Linguistics, University of Michigan, 1986.
Anne Fischel, Film, 1989;
B.A., English and American Literature,
Brandeis University, 1971; M.A., Communication, University of Massachusetts at
Amherst, 1986.
Marilyn J. Frasca, Art, 1972;
B.F.A., Fine Arts, San Francisco Art Institute,
1961; M.A., Art, Bennington College, 1964.
Angela Gilliam, Anthropology, 1988;
B.A., Latin American Studies, University of
California at Los Angeles, 1958; Ph.D.,
Union Graduate School, 1975.
Jorge Gilbert, Sociology, 1988;
M.A., Licenciado en Sociologia, Universidad
de Chile, 1971; M.A., Sociology, University
of Toronto, 1975; Ph.D., Sociology,
University of Toronto, 1980.
Bob Haft, Expressive Arts, 1982;
B.S. Psychology, Washington State University, 1971; M.F.A., Photography, Washington State University, 1975.
W. Joye Hardiman, Literature and
Theater, 1975; Director, Tacoma Program,
1990-present;
B.A., Literature, State University of New
York at Buffalo, 1968; M.A., Literature,
State University of New York at Buffalo,
1968-70; Ph.D., Literature and Education,
The Union Graduate School, 1986.
Patrick J. Hill, Philosophy, 1983; Provost
and Academic Vice President, 1983-1990;
A.B. Philosophy, Queens College, 1963;
A.M. Philosophy, Boston University, 1966;
Ph.D., Philosophy, Boston University, 1969.
Margaret 1. Hunt, Dance, 1976;
B.F.A., Dance, Ohio State University, 1969;
M.Ed., Dance, Temple University, 1972.
Ren-Hui (Rose) Jang, Theater, 1988
B.A., English, National Taiwan University,
1980, M.A., Theater, Northwestern University, 1981, Ph.D., Theater, Northwestern
University, 1988.
Bernard Johansen, Dance, 1972.
Kazuhiro Kawasaki, Art History, 1976;
B.A., Art History, University of Washington,
1970; M.A., Art History, University of
Washington, 1972.
Ernestine Kimbro, Librarianship, 1987;
B.A., Gonzaga University, 1970; M.L.S.,
University of Washington, 1985.
Patricia Krafcik, Russian Language and
Literature, 1989;
B.A., Russian, Indiana University (Bloomington), 1971; M.A., Russian Literature,
Columbia University, 1975; Ph.D., Russian
Literature, Columbia University, 1980.
Mark A. Levensky, Philosophy, 1972;
B.A., Philosophy, University of Iowa, 1959;
A.M., Philosophy, University of Michigan,
1961; Ph.D., Philosophy, University of
Michigan, 1966.
Jean Mandeberg, Fine Arts, 1978;
B.A., Art History, University of Michigan,
1972; M.F.A., Metalsmithing-Jewelry
Making, Idaho State University, 1977.
David Marr, American Studies and English,
1971; Academic Dean, 1984-87;
B.A., English, University ofIowa, 1965;
M.A., English (American Civilization),
University of Iowa, 1967; Ph.D., English
(American Studies), Washington State
University, 1978.
S. R. Martin, Jr., English and American
Studies, 1970; Academic Dean, 1973-76;
A.B., English, University of California at
Berkeley, 1957; M.A., English, San Francisco
State College, 1961; Ph.D., American Studies,
Washington State University, 1974.
Patricia Matheny-White, Librarianship,
1978;
B.A., Music, Macalester College, 1967;
M.A., Library Science, University of Denver,
1968.
Charles J. McCann, Emeritus, 1991;
English, 1968; President, 1968-77;
B.A., Naval Science, Yale University, 1946;
M.S., Merchandising, New York University,
1948; M.A. English, Yale University, 1954;
Ph.D., English, Yale University, 1956;
M.P.P.M., (Honorary), Yale School of
Organization and Management, 1979.
Laurie Meeker, Film/Video, 1989;
B.A., Film Production/Still Photography, S.
Illinois University; 1980, M.F.A., Film
Production, University of British Columbia,
1985.
Carol Minugh, Native American Studies,
1988;
A.A., General Education, Grays Harbor
Community College, 1973; B.A., Liberal
Arts, The Evergreen State College, 1974;
M.S., Education Administration, Washington
'State University, 1975; D.Ed., Higher
Education Administration, Pennsylvania .
State University, 1981.
Harumi Moruzzi, Japanese Language and
Culture, 1990;
B.A., English, Nanzan University, 1970;
Ph.D., English, Indiana University, 1987.
Frank Motley, Librarianship, 1978;
B.S., Psychology, Portland State University,
1965; M.S., Librarianship, University of
Oregon, 1968.
Alan Nasser, Philosophy, 1975;
A.B. Classical and Modern Languages, St.
Peter's College, 1961; Ph.D., Philosophy,
Indiana University, 1971.
Mary F. Nelson, Art, Anthropology,
Minority Studies, 1972;
B.F.A., Art Education, Washington State
University, 1966; M.A., Art Anthropology,
University of Idaho, 1968.
Sandra L. Nisbet, Drama, 1988;
B.A., Speech and DramalEnglish, San Jose
State University, 1958; M.A., Theater Arts,
Indiana University, 1962.
Charles N. Pailthorp, Philosophy, 1971;
Academic Dean, 1988-present;
B.A., Philosophy, Reed College, 1962; Ph.D.,
Philosophy, University of Pittsburgh, 1967.
David Paulsen, Philosophy, 1978;
B.A., Philosophy, University of Chicago,
1963; Ph.D., Philosophy and Humanities,
Stanford University, 1971.
David L. Powell, Literature, 1972;
B.A., English, Pennsylvania State University,
1960; Ph.D., Literature, University of
Pennsylvania, 1967.
Sarah Rideout, Librarianship, 1987;
B.A., The Evergreen State College, 1978;
M.A., Literature, University of Puget Sound,
1982; M.L.S., University of Washington,
1984.
Ratna Roy, Dance/English, 1989;
B.A., English, Ranchi University, 1962; M.A.
English, Calcutta University, 1964; Ph.D
English, University of Oregon, 1972.
Samuel A. Schrager, Folklore, 1991;
B.A., Literature, Reed College, 1970; Ph.D.,
Folklore and Folklife, University of Pennsylvania, 1983.
Terry A. Setter, Music and Audio, 1983;
B.A., Music Composition, University of
California, San Diego, 1973; M.A., Music
Composition, Theory, Technology, University of California, San Diego, 1978.
Sandra M. Simon, English, 1973;
B.A., Psychology, University of California at
Los Angeles, 1954; M.A. , English, University
of California at Los Angeles, 1963.
Leon R. Sinclair, Literature, 1971;
B.A., University of Wyoming, 1964; Ph.D.,
Literature, University of Washington, 1970.
Paul J. Sparks, Art and Photography, 1972;
B.A., Art, San Francisco State College, 1968;
M.A. Art-Photography, San Francisco State
College, 1971.
Charles B. Teske, Literature, 1970;
Academic Dean, 1970-75;
B.A., English, Lafayette College, 1954; M.A.,
English, Yale University, 1955; Ph.D.,
English, Yale University, 1962.
Gail Tremblay, Creative Writing, 1980;
B.A., Drama, University of New Hampshire,
1967; M.F.A., English (poetry), University of
Oregon, 1969.
Setsuko Tsutsumi, Japanese Language/
Culture, 1985;
B.A., Psychology; Teaching license in English
and Guidance and Counseling, 1965; M.A.,
English, 1978; Ph.D., Comparative Literature, 1985.
Sidney D. White, Emeritus, 1990; Art, 1970;
B.A., Art Education, University of New
Mexico, 1951; M.S., Philosophy-Aesthetics,
University of Wisconsin, 1952.
Ainara D. Wilder, Theater and Drama, 1972;
B.S., Speech, General Science, Wisconsin
State University, 1968; M.A., Theater Arts,
University of Wisconsin, 1969.
Sean Williams, World Music, 1991;
B.A., Music, University of California at
Berkeley, 1981; M.A., Ethnomusicology,
University of Washington, 1985; Ph.D.,
Ethnomusicology, University of Washington,
1990.
William C. Winden, Music, 1972; Assistant
Academic Dean, 1976-78;
B.A., Art, Stanford University, 1953; M.A.,
Music, University of Washington, 1961;
D.M.A., Music, University of Illinois, 1971.
Natural Sciences
Clyde Barlow, Chemistry, 1981;
B.S., Chemistry, Eastern Washington
University, 1968; Ph.D., Chemistry, Arizona
State University, 1973.
Michael W. Beug, Chemistry, 1972;
Academic Dean, 1988-present;
B.S., Chemistry, Harvey Mudd College,
1966; Ph.D., Chemistry, University of
"Washington, 1971.
Dharshi Bopegedera, Physical Chemistry,
1991;
B.S., Chemistry, University of Peradeniya,
Sri-Lanka, 1983; Ph.D., Physical Chemistry,
University of Arizona, 1989.
Richard B. Brian, Mathematics, 1970;
B.s., Physics, Grove City College, 1953;
M.A., Mathematics, University of Maryland,
1959; Ph.D., Mathematics Education,
University of Maryland, 1966.
Paul R. Butler, Geology, 1986;
A.B., Geography, University of California,
Davis, 1972; M.S., Geology, University of
California, Berkeley, 1976; Ph.D., Geology,
University of California, Davis, 1984.
Richard A. Cellarius, Plant Biology,
Biophysics, Environmental Policy, 1972;
B.A., Physics, Reed College, 1958; Ph.D.,
Life Sciences, Rockefeller University, 1965.
Robert Cole, Physics, 1981;
B.A., Physics, University of California at
Berkeley, 1965; M.S., Physics, University of
Washington, 1967; Ph.D., Physics, Michigan
State University, 1972.
John O. Aikin Cushing, Computer Science,
1976; Director of Computer Services, 19761984;
B.A., Physics, Reed College, 1967; Ph.D.,
Cognitive Psychology, Brown University,
1972.
Judith E. Bayard Cushing, Computer
Science, 1982;
B.A., Math and Philosophy, The College of
William and Mary, 1968; M.A., Philosophy,
Brown University, 1969.
George E. Dimitroff, Mathematics, 1973;
B.A., Mathematics, Reed College, 1960;
M.A., Mathematics, University of Oregon,
1962; Ph.D., Mathematics, University of
Oregon, 1964.
Larry L. Eickstaedt, Biology, 1970; Academic
Advisor, 1978-81, 1986-88;
B.S., Biology, Buena Vista College, 1961;
M.S., Zoology, State University of Iowa,
1964; Ph.D., Biology, Stanford University,
1969.
Betty R. Estes, History of Science, 1971;
Academic Advisor, 1988-1990;
B.S., Mathematics, University of Oklahoma,
1957; M.A., Mathematics, University of
Pennsylvania, 1960.
John Robert Filmer, Marine Studies, 1972;
B.S., Agriculture, Cornell University, 1956;
B.A.E., Agricultural Engineering, Cornell
University, 1957; M.S., Hydraulic Engineering, Colorado State University, 1964; Ph.D.,
Fluid Mechanics, Colorado State University,
1966.
Thomas Grissom, Physics, 1985;
B.S., Physics, University of Mississippi, 1962;
M.S., Physics, University of Mississippi,
1964; Ph.D., Physics, University of Tennessee, 1970.
Burton S. Guttman, Biology, 1972;
B.A., Interdisciplinary Science, University of
Minnesota, 1958; Ph.D., Biology, University
of Oregon, 1963.
Steven G. Herman, Biology, 1971;
B.S., Zoology, University of California at
Davis, 1967; Ph.D., Zoology, University of
California at Davis, 1973.
Donald G. Humphrey, Emeritus, 1984;
Biology, 1970; Academic Dean, Natural
Sciences and Mathematics, 1970-73;
B.S., Physical Education, University of Iowa,
1949; M.S. Physical Education, University of
Washington, 1950; Ph.D., Zoology, Oregon
State University, 1956.
Neil Jacobsen, Chemistry, 1986;
B.S., Chemistry, University of Oregon, 1977;
Ph.D., Organic Chemistry, University of
California at Berkeley, 1982.
Linda B. Kahan, Biology, 1971;
A.B., Zoology, University of California at
Berkeley, 1963; M.A., Biology, Stanford
University, 1965; Ph.D., Biology, Stanford
University, 1967.
Jeffrey J. Kelly, Chemistry and Biochemistry,
1972; Director of Laboratory Computing,
1984;
B.S., Chemistry, Harvey Mudd College,
1964; Ph.D., Biophysical Chemistry,
University of California at Berkeley, 1968.
Robert H. Knapp, Jr., Physics, 1972;
Assistant Academic Dean, 1976-79;
B.A., Physics, Harvard University, 1965; D.
Phil., Theoretical Physics, Oxford University,
England,1968.
Elizabeth M. Kutter, Biophysics, 1972;
B.S., Mathematics, University of Washington,
1962; Ph.D., Biophysics, University of
Rochester, New York, 1968.
Patricia Labine, Ecological Agriculture,
1981;
B.A., Zoology, Mount Holyoke College,
1961; Ph.D., Biology, Stanford University,
1966.
Kaye V. Ladd, Inorganic Chemistry, 1975;
B.A., Chemistry, Reed College, 1963; M.A.,
Physical Chemistry, Brandeis University,
1965; Ph.D., Inorganic Chemistry, Brandeis
University, 1974.
Albert C. Leisenring, Mathematics, 1972;
B.A., Mathematics, Yale University, 1960;
Ph.D., Mathematics, The University of
London, 1967.
John T. Longino, Zoology, 1991;
B.S., Zoology, Duke University, 1978; Ph.D.,
Zoology, University of Texas, Austin, 1984.
Carrie Margolin, Psychology, 1988;
B.A., Hofstra University, 1976; Ph.D.,
Dartmouth College, 1981.
John Marvin, Mathematics, 1988;
B.A., Mathematics, University of Montana,
1954; M.A., and A.B.D., Mathematics, Johns
Hopkins University, 1961.
Donald V. Middendorf, Physics, Physiology,
1987;
B.A., Biology, University of Missouri, 1977;
M.S. Applied Physics, Cornell University,
1980; Ph.D., Plant Physiology, 1984.
David H. Milne, Biology, 1971;
B.A., Physics, Dartmouth College, 1961;
Ph.D., Entomology, Purdue University, 1967.
Gonzalo Munevar, History/Philosophy of
Science, 1989;
B.A., Philosophy, California State University
at Northridge, 1970; M.A., Philosophy,
California State University at Northridge,
1971; Ph.D., Philosophy, University of
California, 1975.
Nalini Nadkarni, Ecology, 1991;
B.S., Brown University, 1976; Ph.D., College
of Forest Resources, University of Washington, 1983.
Janet Ott, Biology, 1985;
B.S., St. Lawrence University, 1975; Ph.D.,
Biology, University of Southern California,
1982.
Willie L. Parson, Microbiology, 1971;
Academic Dean, 1974-78;
B.S., Biology, Southern University, 1963;
M.S., Bacteriology, Washington State
University, 1968; Ph.D., Microbiology,
Washington State University, 1973.
John H. Perkins, Biology, History of
Technology and Environment, 1980;
Academic Dean, 1980-86;
B.A., Biology, Amherst College, 1964; Ph.D.,
Biology, Harvard University, 1969.
Hazel J. Reed, Mathematics, 1977;
B.A., Mathematics, Reed College, 1960; M.S.
and Ph.D., Mathematics, Carnegie Mellon
University, 1968.
Niels A. Skov, Management, 1972;
B.S., Mechanical Engineering, Teknikum,
Copenhagen, Denmark, 1947; M.S., Physical
Oceanography, Oregon State University,
1965; Ph.D., Physical Oceanography, Oregon
State University, 1968.
Robert R. Sluss, Emeritus, 1991; Biology,
1970;
B.S., Zoology, Colorado College, 1953; M.S.,
Entomology, Colorado State University,
1955; Ph.D., Entomology, University of
California at Berkeley, 1966.
Oscar H. Soule, Biology, 1971; Director of
Graduate Program in Environmental and
Energy Studies, 1981-86; Associate Academic
Dean, 1972-73; Academic Advisor, 1983;
B.A., Biology, Colorado College, 1962; M.S.,
Zoology, University of Arizona, 1964; Ph.D.,
Ecology-Biology, University of Arizona,
1969.
James Stroh, Geology, 1975;
B.S., Geology, San Diego State University,
1968; M.S., Geology, University of Washington, 1971; Ph.D., Geology, University of
Washington, 1975.
Masao Sugiyama, Mathematics, 1988;
B.A., Eastern Washington University, 1963;
M.S., Western Washington University, 1967;
Ph.D., Washington State University, 1975.
Frederick D. Tabbutt, Chemistry, 1970
B.S., Chemistry, Haverford College, 1953;
M.A., Chemistry, Harvard University, 1955;
Ph.D., Physical Chemistry, Harvard University, 1958.
Peter B. Taylor, Oceanography, 1971;
B.S., Biochemistry, Cornell University, 1955;
M.S., Marine Biology, Scripps Institution of
Oceanography, University of California at
Los Angeles, 1960; Ph.D., Marine Biology,
Scripps Institution of Oceanography,
University of California at San Diego, 1964.
Alfred M. Wiedemann, Biology, 1970;
B.S., Crop Science, Utah State University,
1960; M.S., Agronomy, Utah State University, 1962; Ph.D., Plant Ecology, Oregon
State University, 1966.
Byron L. Youtz, Emeritus, 1991; Physics,
1970; Academic Dean, 1973-74; Vice
President and Provost, 1978-83;
B.S., Physics, California Institute of Technology, 1948; Ph.D., Physics, University of
California at Berkeley, 1953.
Social Sciences
Bill Aldridge, Education-Social
Psychology, 1970;
B.A., Mathematics, Oregon State University,
1959; M.Ed., Guidance, Oregon State
University, 1964; D.Ed., Educational
Administration, University of Oregon, 1967.
William Ray Arney, Sociology, 1981;
B.A., Sociology, University of Colorado,
1971; M.A., Sociology, University of
Colorado, 1972; Ph.D., University of
Colorado, 1974.
Justino Balderrama, Health and Human
Services, 1984;
B.A., Sociology, California State University,
1962; M.S.W., Social Work, San Jose State
University, 1975.
Don Bantz, Public Administration, 1988;
B.A., Management/Marketing,
1970, M.P.A.,
University of Southern California, 1972;
D.P.A., University of Southern California,
1988.
Peter G. Bohmer, Economics, 1987;
B.S., Economics and Mathematics, Massachusetts Institute of Technology, 1965;
Ph.D., Economics, University of Massachusetts, 1985.
Priscilla V. Bowerman, Economics, 1973;
Director of Graduate Program in Public
Administration, 1986-89; Academic Dean,
1990-present;
A.B., Economics, Vassar College, 1966;
M.A., Economics, Yale University, 1967;
M.Phil., Yale University, 1971.
/
Jovana J. Brown, Library and Information
Studies, 1974; Dean of Library Services,
1974-81;
A.B., Political Science, University of California, Riverside, 1959; M.L.S., University of
California at Berkeley, 1965; M.A., Political
Science, University of California at Berkeley,
1967; Ph.D., Library and Information
Studies, University of California at Berkeley,
1971.
William H. Brown, Geography, 1974;
B.A., Geography, Antioch College, 1956;
M.A., Geography, University of California at
Berkeley, 1967; Ph.D., Geography, University
of California at Berkeley, 1970.
Bill Bruner, Economics, 1981;
B.A., Economics and Mathematics, Western
Washington University, 1967.
Stephanie Coontz, History and Women's
Studies, 1974;
B.A., History, University of California at
Berkeley, 1966; M.A., European History,
University of Washington, 1970.
Beryl L. Crowe, Political Science, 1970;
A.B., Political Science, San Francisco State
College, 1959; M.A., Political Science,
University of California at Berkeley, 1961.
Diana C. Cushing, Psychology, 1978;
B.S., Occupational Therapy, University of
Buffalo, 1959; Ph.D., Clinical Psychology,
State University of New York at Buffalo,
1971.
Virginia Darney, Literature and Women's
Studies, 1978;
A.A., Christian College, 1963; B.A.,
American Literature, Stanford University,
1965; M.A., Secondary English Education,
Stanford University, 1966; M.A., U.S.
Studies, King's College, University of
London, 1972; Ph.D., American Studies,
Emory University, 1982.
Helen F. Darrow, Teacher Education, 1986;
B.S., Elementary Education, Wilson College,
1943; M.A., Education, University of
California at Los Angeles, 1948; Ed.D.,
Curriculum Development, Columbia
University, 1956.
Llyn De Danaan, Anthropology, 1971;
Academic Dean, 1973-76;
B.A., Anthropology, Ohio State University,
1966; M.A., Anthropology, University of
Washington, 1968; Ph.D., Cultural Anthropology, The Union Graduate School, 1984.
Elizabeth Diffendal, Applied Social Science,
1975; Academic Dean, 1981-85;
A.B., Social Anthropology, Ohio State
University, 1965; M.A., Cultural Anthropology, University of California at Los Angeles,
1968; Ph.D., Applied Anthropology, The
Union Graduate School, 1986.
Carolyn E. Dobbs, Urban Planning, 1971;
Academic Dean, 1987-1991; Interium Vice
President for Student Affairs, 1991-Present;
B.A., History-Political Science, Memphis
State University, 1963; M.A., Political
Science, University of Kentucky, 1966; M.,
Urban Planning, University of Washington,
1968; Ph.D., Urban Planning, University of
Washington, 1971.
Kenneth Dolbeare, Political Science, 1981;
Director of Graduate Program in Public
Administration, 1984-85;
B.A., English, Haverford College, 1951;
L.L.B., Brooklyn Law School, 1958; Ph.D.,
Political Science, Columbia University, 1965;
Fulbright Scholar, Denmark, 1989-90.
Fred Dube, Psychology, 1989;
B.S., Psychology and Sociology, Natal
University, South Africa, 1966; Ph.D.,
Psychology, Cornell University, 1976.
Donald Finkel, Psychology, 1976;
B.A., Philosophy, Yale University, 1965;
M.A., Developmental Psychology, Harvard
University, 1967; Ph.D., Developmental
Psychology, Harvard University, 1971.
Thomas H. Foote,
Education-Journalism, 1972;
B.A., Journalism, University of Tulsa, 1961;
M.S.Ed., Humanities, Western Oregon State
College, 1967; Ph.D., Education, Oregon
State University, 1970.
Russell R. Fox, Community Planning, 1972;
Academic Advisor, 1981-83;
B.A., Mathematics, University of California at
Santa Barbara, 1966; M., Urban Planning,
University of Washington, 1971.
George Freeman, Clinical Psychology, 1991;
B.A., Liberal Arts, Secondary Education,
Adams State College, 1977; M.A., Clinical
Psychology, Southern Illinois University,
1984; Ph.D., Clinical Psychology, Southern
Illinois University, 1990.
Jose Gomez, Social Sciences and Law, 1988;
Assistant Academic Dean 1988-1990,
Associate Academic Dean 1990-present;
B.A., Spanish, Journalism, Education,
University of Wyoming, 1965; Fulbright
Scholar, Universidad Nacional Autonoma de
Nicaragua, 1967; J.D., Harvard Law School,
1981.
Margaret H. Gribskov, Emerita, 1990;
Journalism and Education, 1973;
Ph.D., Education, University of Oregon,
1973.
Jeanne E. Hahn, Political Science, 1972;
Assistant Academic Dean, 1978-80;
B.A., Political Science, University of Oregon,
1962; M.A., Political Science, University of
Chicago, 1964; A.B.D., Political Science,
Chicago, 1968.
Phillip R. Harding, Architecture, 1971;
B., Architecture, University of Oregon, 1963;
M., Architecture, University of California at
Berkeley, 1970.
Lucia Harrison, Public Administration, 1981,
Director, Graduate Program in Public
Administration, 1990-present;
B.A., Arts Administration, Antioch College,
1972; M.P.A., Public Policy, University of
Wisconsin at Madison, 1976; Ph.D., Educational Administration, University of Wisconsin at Madison, 1979.
Rainer G. Hasenstab, Environmental Design,
1974;
B., Architecture, University of California at
Berkeley; 1965; M., Architecture, University
of California at Berkeley, 1970.
Pet a M. Henderson, Anthropology, 1974;
B.A., History, Swarthmore College, 1958;
M.A., Anthropology, McGill University,
1969; Ph.D., Anthropology, University of
Connecticut, 1976.
David Hitchens, History, 1970;
B.A., History, University of Wyoming, 1961;
M.A., History, University of Wyoming, 1962;
Ph.D., History, University of Georgia, 1968.
Taylor E. Hubbard, Library Science, 1986;
B.A., History and Business, University of
Vermont, 1966; M.A., History, San Francisco
State University, 1968; M.L.S., University of
California at Los Angeles, 1969.
Ryo Imamura, Psychology, 1988;
B.A., Mathematics, University of California,
Berkeley, 1967; M.S., Counseling, San
Francisco State University, 1978; Ed.D.,
Counseling/Educational Psychology, University of San Francisco, 1986.
Virginia Ingersoll, Communications, 1975;
B.A., Journalism-Philosophy,
Marquette
University, 1964; Ph.D., Communications and
Organizational Psychology, University of
Illinois, 1971.
Winifred Ingram, Emerita, 1981; Psychology,
1972;
B.A., Sociology, University of Washington,
1937; M.A., Sociology, University of Washington, 1938; Ph.D., Clinical Psychology,
Northwestern University, 1951; Fellow of the
Mary Ingraham Bunting Institute of Radcliffe
College, 1971-72.
Richard M. Jones, Emeritus, 1990, Psychology, 1970;
A.B. Psychology, Stanford University, 1950;
Ph.P., Clinical Psychology, Harvard University, 1956
Jan Kido, Director of Teacher Education,
1991;
M.A., Speech-Communication, University of
Hawaii at Manoa, 1970.
Cheryl King, Research/Statistical Methods,
1991;
B.A. in Psychology, University of Texas;
Master of Applied Experimental Psychology,
College of Liberal Arts and Sciences, University of Colorado at Denver, 1987.
Lovern Root King, Social Sciences, 1977;
B.A., English, Seattle Pacific College, 1972;
M.C., Communications, University of
Washington, 1976; Ed.D., Policy, Governance
and Administration, University of Washington, 1984.
Jaime C. Kooser, Environmental Studies,
1985;
B.A., Geography, Northwestern University,
1975; M.A., Geography, University of
California at Berkeley, 1976; Ph.D., Geography, University of California at Berkeley,
1980.
Stephanie Kozick, Education, 1991;
B.S., Education/Special Education, Northern
Illinois University, 1971; M.S., Curriculum
and Instruction, University of Oregon, 1980;
Ph.D., Human Development/Family Studies,
Oregon State University, 1986.
Lowell Kuehn, Sociology and Public Administration, 1975; Acting Director, Washington
State Institute for Public Policy, 1984-85;
Director of Graduate Program in Public
Administration, 1983-84;
B.A., Sociology, University of Redlands, 1967;
MA., Sociology, University of Washington,
1969; Ph.D., Sociology, University of Washington, 1973.
Eric H. Larson, Anthropology, 1971;
B.A., San Jose State College, 1956; M.S., San
Jose State College, 1957; Ph.D., Anthropology, University of Oregon, 1966.
Gerald Lassen, Public Administration, 1980;
B.A., Mathematics, University of Texas,
1960; M.A., Economics, University of
Wisconsin, 1967.
Daniel B. Leahy, Public Administration,
1985; Director of Labor Center, 1987present;
B.A., Economics, Seattle University, 1965;
M.P.A., NYU Graduate School, 1970.
Russell M. Lidman, Economics, 1974;
Director of Graduate Program in Public
Administration, 1981-83; Director, Washington State Institute for Public Policy, 19851990; Academic Vice President and Provost,
1990-present;
B.S., Electrical Engineering, Cornell University, 1966; M.P.A., Princeton University,
1968; M.S., Economics, University of
Wisconsin at Madison, 1970; Ph.D.,
Economics, University of Wisconsin at
Madison, 1972.
Earle W. McNeil, Sociology, 1971;
Academic Advisor, 1983-86;
B.S., Chemistry, Washington State University, 1964; M.A., Sociology, Washington
State University, 1965.
Maxine L. Mimms, Social Services, 1972;
Director, Tacoma Program, 1973-90;
B.S., Education, Virginia Union University,
1950; Ph.D., Pedagogical and Curriculum
Studies, Union Graduate School-West, 1977.
Larry Mosqueda, Political Science, 1989;
B.S., Sociology/Economics, 1971; M.A.,
Political Science, University of Washington,
1973; Ph.e., Political Science, University of
Washington, 1975; Ph.D. Political Science,
University of Washington, 1979.
Paul Mott, Sociology, 1984;
B.S., Political SCience, Purdue University,
1952; M.A., Political Science, University of
Michigan, 1955; Ph.D., Sociology, University
of Michigan, 1960.
Arthur Mulka, Public Administration and
Management, 1979;
B.A., Sacred Heart Seminary, 1954; S.T.L.,
Catholic University, 1958; S.S.L., Biblical
Institute, Rome, Italy, 1965; M.P.A.,
California State University, 1975; D.P.A.,
Public Administration, University of
Southern California, 1980.
Ralph W. Murphy, Environmental Science,
1984, Director, Graduate Program in
Environmental Studies, 1988-present;
B.A., Political Science and Economics,
University of Washington, 1971; M.A.
Political Science, University of Washington,
1973; Ph.D., Political Science, University of
Washington, 1978.
Charles T. Nisbet, Economics, 1971;
B.A., Economics, Kalamazoo College, 1958;
M.B.A., Business, Indiana University, 1959;
Ph.D., Economics, University of Oregon,
1967.
Dean Olson, Management, 1988;
B.A., International Business, University of
Washington, 1964; M.A., International
Business, University of Washington, 1965;
Ph.D., Business Finance, University of
Washington, 1968.
Mark Papworth, Anthropology, 1972;
B.A., Central Michigan College, 1953; M.A.,
Anthropology, University of Michigan, 1958;
Ph.D., Anthropology, University of Michigan,
1967.
John L. Parker, Education, 1986; Director,
Teacher Education, 1986-91;
A.B., American Civilization, Brandeis
University, 1958; M.A.T., Social Science
Curriculum, Harvard University, 1960; Ed.D.,
Curriculum and Supervision, Harvard
University, 1968.
Yvonne Peterson, Education, 1984;
B.A., Elementary Education, Western Washington University, 1973; B.A., Ethnic Studies,
Western Washington University, 1973; M.A.,
Political Science, University of Arizona, 1982.
Rita Pougiales, Education, 1979;
Academic Dean, 1985-88;
B.A., Liberal Arts, The Evergreen State
College, 1972; M.A., Education, University of
Oregon, 1977, Ph.D., Education and Anthropology, University of Oregon, 1981.
Brian Price, History, 1987;
B.A., American and English Literature,
University of East Anglia (England), 1977;
M.A., History and American Studies, Purdue
University, 1980; Ph.D., Economic and Labor
History, Purdue University, 1987.
Thomas B. Rainey, History, Political Economy and Russian Studies, 1972;
A.B., History, University of Florida, 1962;
M.A., History, University of Illinois, 1964;
Ph.D., History, University of Illinois, 1966.
David Rutledge, Psychology, 1988;
B.A., Philosophy and Psychology, University of
Nebraska, 1970; M.S., Human Development,
University of Nebraska, 1975, Ph.D., Educational Foundations, University of California,
Berkeley, 1986.
Gilbert G. Salcedo, History, 1972;
B.A., U.S. History, San Jose College, 1970.
Zahid Shariff, Public Administration, 1991;
M.P.A., Karachi University, Pakistan; D.P.A.,
New York University, 1966.
Barbara L. Smith, Political Science, 1978;
Academic Dean, 1978-present; Director,
Washington Center for the Improvement of
Undergraduate Education, 1985-present;
B.A., Political Science, Lawrence University,
1966; M.A., Political Science, University of
Oregon, 1968; Ph.D., Political Science,
University of Oregon, 1970.
Matthew E. Smith, Political Science, 1973;
Academic Dean, 1987-90;
B.A., Political Science, Reed College, 1966;
M.A.T., Social Science, Reed College, 1968;
Ph.D., Political Science, University of North
Carolina, 1978.
Camilla Stivers, Public Administration, 1987;
B.A., Wellesley College, 1960; M.A., Johns
Hopkins University, 1967; M.P.A., Health
Administration, University of California at Los
Angeles, 1979; Ph.D., Public Administration,
Virginia Poly tech Institute and State University, 1987.
Gregory Stuewe-Portnoff, Psychology, 1971;
B.A., Psychology, Brooklyn College, 1961;
M.A., General Experimental Psychology,
Brooklyn College, 1964; Ph.D., Social
Psychology, City University of New York,
1976.
Raul Nakasone Suarez, Education, 1991;
Credentials for Secondary Education in
Mathematics, Physics, and Chemistry,
Enrique Guzman y Valle National University
of Education, 1968; M.A., Teaching
(Physics), Lewis and Clark College, 1973.
Nancy Taylor, History-Education,
1971;
A.B., History, Stanford University, 1963;
M.A., Education, Stanford University, 1965.
Kirk Thompson, Psychology and Political
Science, 1971;
B.A., History, Stanford University, 1956;
M.A., Political Science, Stanford University,
1958; Ph.D., Political Science, University of
California at Berkeley, 1965; Postdoctoral
studies, Psychology, e.G. Jung Institute,
1975-77.
Sherry L. Walton, Education, 1987;
B.A., Education, Auburn University, 1970;
M.Ed., Developmental Reading, Auburn
University, 1977; Ph.D., Theories in reading,
research and evaluation methodology,
University of Colorado, 1980.
Gregory Weeks, Economics, 1981;
B.S., Economics, Iowa State College, 1969;
M.S., Economics, Pittsburgh State College,
1972; Ph.D., Economics, Washington State
University, 1978.
David W. Whitener, Native American
Studies, 1978;
B.Ed., English History, Western Washington
University, 1962; M.Ed., Public School
Administration, Western Washington
University, 1970.
Sarah Williams, Feminist Theory, 1991;
B.A., Political Science, Mankato State
University, 1982; M.A., The State University
of New York at Binghamton, Anthropology
Department, 1985; Ph.D. with a Parenthetical Degree Notation in Anthropology, 1991.
Thomas Womeldorff, Economics, 1989;
B.A., Economics, The Evergreen State
College, 1981; Ph.D., Economics, American
University, 1989.
Leslie Wong, Psychology, 1988; Academic
Dean, 1990-present;
B.A., Psychology, Gonzaga University, 1972;
M.S., Experimental Psychology, Eastern
Washington University, 1974; Ph.D.,
Education Psychology, Washington State
University, 1986.
York Wong, Management and Computer
Sciences, 1975; Director of Computer
Services, 1973-75; Assistant Academic Dean,
1979-81;
B.s., Electrical Engineering, University of
Arkansas, 1956; M.B.A., Columbia University, 1970.
Andrea Ziegert, Economics, 1991;
B.S., Economics, Miami University-Oxford,
Ohio, 1978; M.A., Economics, Miami
University-Oxford, Ohio, 1982; .Ph.D.,
Economics, University of North Carolina,
1985.
Campus Life
"I came to
Evergreen because
I had heard it
offered one of the
best liberal arts
educations in the
Northwest. Also,
while visiting
the college,
I only encountered
fun and interesting people.
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I've stayed here
because I am
assured of a
constant stimulation of the mind.
When I leave
I know I'll miss
all the people and
all the ideas born
here every year."
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II
Andy Pyle remembers his first day at Evergreen as,
"a bunch of sweaty men running around a soccer
field. Putting that aside, I remember the thousands
of smiles as people met new friends and embraced
old ones." Andy capped his senior year by being
voted "Most Valuable Player" by his teammates.
•••
•••
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Earth's one and only eight-foot
Geoduck. The Evergreen mascot
represents the college's unofficial
motto, Omnia Extares, which loosely
translates to "let it all hang out!"
(Yes, that's Willard Scott of the
''Today'' show on the right.)
Studying in the shade and the sun.
Evergreen's campus offers many places
for quiet and solitude.
"See you at the CAB!" This popular
Greener refrain is not a reference to a
vehicle for hire, but an invitation to
meet in the College Activities Building.
The CAB features a bookstore, a deli
and cafeteria, meeting rooms, KAOS
radio station, The Cooper Point Journal
(the student newspaper) and other
student offices. There's also plenty of
space to talk and relax.
Evergreen
Glossary
At home in Housing. Over 1,000 students live
in Evergreen's Housing, which offers a
choice of single and double studios, one-to
six-bedroom apartments and duplexes.
ACADEMIC
ADVISING
A key part ofthe
Student Advising
Center, the Hillaire
Academic Advising
Office provides students
up-to-date information
on programs, faculty
and academic services.
You'll also receive
Evergreen has received national recognition
for the Organic Farm. Located on the west
edge of campus, the farm is 13 acres of
bustling agricultural and academic activity.
The widest possible array of crops are grown
to demonstrate which vegetables, fruits,
berries and nuts do well in the region without
s or commercial fertilizers.
advising-formal and
informal-on an ongoing
basis from faculty in
your programs and
areas of interest.
ACADEMIC FAIR
A mass gathering of
faculty and students
where faculty are
available to explain
upcoming programs
or discuss possible
contracts with students.
Held in the Library
Lobby at the beginning
of each academic year
and toward the ends of
Fall, Winter and Spring
Quarters, Academic
Fairs are chaotic, fun
and informative. Faculty
sit at tables; signs
indicate their program
or contract assignment
for the quarter.
Personnel from
Academic Advising and
the Office of Registration and Records also
attend, as do the
academic deans. Check
with Academic
Advising, Admissions or
Registration and
Records for dates
and times.
Take a break from everything on the Evergreen beach.
I
99
Evergreen
Glossary
ACADEMIC
PATHWAYS
Faculty Member Rob knapp and his
students take a personal look at
Evergreen's personal computers. See
page 88 for details
Computer Services.
on
The way to specialize in
a particular field of study
at Evergreen is to plan
an academic or career
"pathway."
Talk with
Academic Advising or
an Evergreen faculty
member teaching in the
field of your interest to
find out how to plan your
own academic pathway.
CHAOS
Around here, it's spelled
KAOS and it means the
college's FM community
radio station.
CONTRACTS
There are three kinds of
academic contracts at
Evergreen: Group
Contracts,
Individual
Learning Contracts and
Internship Contracts.
See the chart, "Major
Modes of Study" on
page 10.
CPJ
Stands for the Cooper
Point Journal,
Evergreen's student
newspaper.
DTF
Students m
especially d
Annex houses
sculpture. casti
work. and painti
The initials stand for
Disappearing Task
Force. Evergreen's
planners wanted to
avoid permanent
committees,
so they
created DTFs to study
problems, make
recommendations and
then disappear.
Students are encouraged to participate on
any ofthe approximately
20 DTFs usually active in
the course of an
academic year.
Show time!
Evergreen provides extensive
state-of-the-art media
production equipment and
professional advice on a
personal basis. See
"Library" on page 88.
Evergreen
Glossary
~,~:/,\,
:it
EVALUATION
Evergreen's
..
~
narrative evaluation of a
student's academic
'
work at the end of each
quarter. Faculty
W ~tll
*
if ••
grading
system consists of a
ill
members write
evaluations of each
student's work and
" ~
~t•
ss
••
"
"
e
"
~
*
'"
progress; each student
writes a self-evaluation
e
~ *
as well as a faculty
Evergreen's Weight Room features instruction
and encOJlrflgementJls well as top flight
eq,ui.p~ei\t~l}~,.CI\.~ld~mpus
Recreation
Center)"'al(tiJDilu"tL41~!lf(ielrpose
dance and
"e~eICJ~.(!9q"'~t~1i611'~~ew
gymnasium,
~,
,"""""L,LY $ bL""!"",,,.')'
ine area and an
evaluation. Usually one
typed page, these
official documents
make up your
permanent transcript.
EVALUATION
CONFERENCE
Hers everything
aks to skis and
ing equipment.
A quarterly conference
in which a faculty
member and student
discuss their evaluations ofthe student's
work. Conferences
occur during Evaluation
Week, the eleventh
and final week of
each quarter.
FACULTY
SPONSOR
A student's chief
instructor
during any
given quarter in a Group
Contract, Individual
Contract or Internship.
~ ', "" ", '}:", ",.~~; ":<,," ,h
FIELotRU?S.,.,
With feeling. Rehearsal for a studentwritten, student-produced drama.
One of the mcst-axcitinq
examples of this ""'>:"
college's approach to""
,;
education. At Ever-
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green, field trips are
regularly integrated
into the schedule of'
program activities
ctures, .. '
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Evergreen
Glossary
Ho. Ho. Ho!
The tatman visits Evergreen's Child Care
Center. There is usually a waiting list. so
call ext. 6061 as soon as possible.
FIRST PEOPLES
At Evergreen describes
people of color,
commonly referred to in
America as minoritiesAfrican Americans,
Asian Americans,
Pacific Isle Americans,
Alaska Natives, Indians!
Native Americans,
Chicanos and Latinos.
See the First Peoples'
Advising Services, in
the section on the
Student Advising
Center, page 88.
GOVERNANCE
An ongoing process at
Evergreen, where we
work to make decisions
together. Governance is
conducted 3-5 p.m. on
Mondays and 1-5 p.m.
on Wednesdays.
Students participate
governance
in
along with
staff and faculty
members-don't
be
surprised if you're
asked to serve as a
member of a DTF.
Participatory democracy is hard work and
time-consuming, but
you have a voice in
what happens at
Evergreen if you choose
to exercise this unusual
and valuable franchise.
GREENER!
Short for Evergreener.
Th¢&~~n{~ni~ationsL~b~ratQtv«(;9MM."
•...
·i,...•
·.••.
:BUildin9nSil\dVilamrctocalPoin~'forthe··
.
'..····.:'·b~~rf?rR)Jti~an~~;You'I(Jind:PJ~dU~~ip~·
a'nd,:,
.•.:':"'•..·.iipenotinancefaC.ilitiesJorJil~~:theat~r··.·
/ '!ll~~ic •.da nee a n.djwo~dime.9~ionaIdt}sigo:
/;":as:well
ilsa:ZOO~seat~eCital.~~Uil~~:a i
;:~. !i)~l~~
bI'~;~b~ EX~;:'2!~~~~i.r,;
. ::>.:>:':--:"
":~'/.::~
.. ' .
,':'-'-'->'d"
,..,.
-\->.,
'.,,::--:;,::
Evergreen
'Glossary
-~.
".
The Evergreen bookstore,
located in the CAB,
features general reading
and reference books, film
processing, ticket sales
and the latest in geoduck
leisure wear. For late
night needs, including
books, magazines, snacks
and school supplies,
check out the Branch
bookstore in Housing's
Community Center.
INTERNSHIPS
Supervised experience
in a work situation for
which a student
receives academic
credit. Internships
require advance
planning through the
Office of Cooperative
Education. Seniors are
generally given priority,
as are students in
academic programs
that require Internships.
For additional
information, see the
"Major Modes of
Study" chart on page
10, read the information
on page 87 and visit the
Cooperative Education
office.
PRIOR
EXPERIENTIAL
LEARNING
Practical knowledge of
a subject that is the
equivalent of academic
learning in that field,
and for which
Evergreen may award
academic credit. See
sonal development and encouragement of lifelong
goal of Evergreen's Leisure Education Classes. These
en-credit classes can teach you everything from ethnic
sea kayaking and rock climbing. There's also
i1Q,~~~robics,
tennis, neon and nearly 70 other courses to choose
aV~f~geprice of $35. Call 866-6000, ext. 6530 for complete details.
page 87 for more
information.
RETREAT
Many academic
programs go on retreat
during the year, often
off campus. Retreats
allow for secluded work
on a particular project
or the finale to an entire
year's studies. Also, the
whole curriculum
is
planned at an annual
Faculty Retreat. The
programs in this catalog
were planned at the
Faculty Retreat of
spring, 1991.
Come on in! The 11-lane swimming pool is
complemented by a separate diving well,
competition timing system, power lift for
the physically challenged and saunas.
Evergreen
Glossary
SElF-EVALUATION
Your evaluation of your
own academic work as
measured against your
objectives atthe
beginning of a quarter
and the requirements
of your program,
contract or Internship.
Evergreen believes that
developing the ability to
assess oneself is an
important ability in the
modern world. Student
self-evaluations are
part of their formal
academic record.
SEMINARS
One of the central
experiences
of an
Evergreen education,
seminars usually meet
twice weekly to discuss
the readings assigned
in a particular program.
In addition to intercollegiate teams in
women's and men's soccer, swimmin
diving, Evergreen's Recreation and A
program also offers intramural activit
basketball, volleyball, soccer, tennis,
track and field, ultimate frisbee, cre
skiing and more.
The discussion group
consists of a faculty
member and an average
of 20 students. The
faculty member or,
often, a student leads or
facilitates the seminar.
Participants
are
expected to prepare for
the seminar by reading
and analyzing the book
to be discussed.
SOCIAL
CONTRACT
Evergreen's planning
faculty wanted
Evergreen to function
as a community, so they
wrote their ideas about
working together and
social ethics into the
Social Contract.
See The Evergreen
Student Handbook for
a full copy.
Dedication of the statue of a woman drum
Graduation Ceremonies, 1985. Carved by m
"Ceremonies: Prefigurative Culture" progra ,.
welcomes visitors to campus and symboliz~~:(
commitment to diversity of peoples, culture"
Evergreen
Glossary
SPECIALTY AREA
An interdisciplinary
grouping of Evergreen
faculty, all of whom are
interested in a specific
set of disciplines or
issues. Faculty within
each specialty area
meet regularly to plan
curriculum and often
teach together.
Evergreen's nine
specialty areas are
listed in "The
Condensed Curriculum"
on page 30.
THE EVERGREEN
STUDENT
HANDBOOK
Published by the
Academic Advising
Office, this publication
is an invaluable source
of information and a
tool for planning your
career at Evergreen
and beyond.
The launching ofthe Resolute. Formerly used at Annapolis.
the 44-foot craft joined the Seawulff as floating classrooms
for marine studies and research projects around Puget Sound.
Access & Facilities
Student Governance
Student involvement in governance
currently occurs through student membership on compus-wide committees, and on
an ad hoc basis when specific issues arise.
Throughout Evergreen's history, students
have annually worked to develop a
permanent governance structure (usually
called" Student Government" at most
college's). Students who are interested in
being informed of and involved with such
efforts can contact the Services & Activities Office or the vice president for Student
Affairs.
Other Facilities On Campus
LABS I and II provide a learning environment for the arts and sciences. LAB I
houses teaching and research labs, an
advanced microscopy lab, and several
instrument labs which feature a scanning
electron microscope with x-ray elemental
analysis capability, a gas chromatograph,
mass spectrometer and other equipment.
LAB II houses the Computer Applications Lab and weaving, printmaking, neon,
batiking, drawing and design facilities as
well as open studio spaces and general
laboratory science space.
Food Services
Student Activities
Students fund a variety of organizations
which provide cultural, informational,
social, recreational, spiritual and educational services and activities. The current
organizations include Asian/Pacific Isle
Coalition; Bike Shop; Cooper Point
Journal, Evergreen's student newspaper;
Students With Challenges; Childcare
Center; Political Information Center;
Environmental Resource Center; Graduate
Student Association; KAOS-FM; Lesbian!
Gay Resource Center; Maarava, Jewish
Cultural Center; MEChA, Chicano/Latino
Student Movement; Innerplace; Jurassic
Substance Abuse Education Group;
Veterans and Reservists Group; YWCA;
Northwest Indian Center; Parents Center;
Peace and Conflict Resolution Center;
Recreational Sports; Slightly West Literary
Magazine; Student Produced Art Zone
(SPAZ); Umoja/African American Student
Organization; Women of Color; Women's
Center; the Community Network Organization, and the Wilderness Center. The
Student Activities Office is currently in
CAB 305, ext. 6220. Student organizations
are located on the third floor of the
Library, the CAB and the College Recreation Center.
The Corner Cafe, located in the Housing
Student and staff member Anna Mae Livingston
addresses Convocation.
If you are a physically or sensory challenged person you will not only be
welcomed at Evergreen, but encouraged to
become a vital, active participant in our
community.
Our goal is to provide support and
assistance that will facilitate the greatest
degree of personal independence and selfreliance possible during your Evergreen
career. In order to identify appropriate
support services, we ask you to notify the
college 60 days before registration to
ensure required accommodations.
All
verification disability materials are held in
strict confidence and must be received
prior to enrollment for a student to be
eligible for special services.
Offices that will assist you:
Affirmative Action
ext. 6364 or (206) 866-6834 for direct
VoiceffDD;
Physically and Sensory
Challenged Students
ext. 6348.
Students Wi* Challenges Group
ext. 6092
To make arrangements to visit, request
an information brochure on our services or
just talk, please feel free to call the
Affirmative Action Office. We look
forward to learning with and from you.
Community Center, is a student-run
collective, featuring homemade breads,
soups and daily vegetarian specials.
The Greenery, located on the first floor
of the CAB, offers a bountiful salad bar,
Mexican food, homemade pastries,
international food bar and more. One
floor up, The Deli features sandwiches,
espresso, ice cream and beverages.
Payment may be in cash or on a scrip
ticket basis. Scrip tickets are convenient
and save 10 percent on food purchases.
You may purchase your $50 books of scrip
for $45 in the Cafeteria.
Mail Services
Student mail is delivered six days a week
and a self-serve postal unit is provided in
the CAB. If you're a new student moving
into Campus Housing, you can send your
belongings to Mail Services, The Evergreen
State College, Olympia, WA 98505.
Security
Campus Security is open 24 hours a day,
seven days a week and is staffed by officers
trained in law enforcement and problem
resolution skills. Security works to resolve
problems by using Evergreen's Social
Contract (see The Evergreen Student
Handbook for a complete copy of this
document). While charged with law and
college regulation enforcement, in the case
of a serious incident, unarmed campus
officers may act as intermediaries between
campus community members and county
deputy sheriffs rather than perform direct,
initial involvement.
Although the college is not responsible
for the loss of personal property from
campus buildings, Security provides cards
for listing personal valuables and, for a
small fee, will register and license bicycles.
Security keeps property information on file
in case 'of loss or theft.
Labor Center
The Rosalie Gittings Labor Education and
Research Center was founded in 1987 and
mandated to provide labor education to
Washington state union members. The
center's programs focus on economic
analysis, labor history and organizing for
social justice. The staff of the Labor Center
design and implement union-initiated
programs, as well as center-sponsored
classes and residential programs. The
center also provides work study and
internship opportunities
for Evergreen
undergraduate
and graduate students.
Veterans Affairs
assists veterans and other eligible persons
with information and all VA-related
applications to ensure them maximum use
of educational entitlements. The Office of
Veterans Affairs also provides counseling,
advocacy and referral for veteran students.
The Washington State Institute
for Public Policy
undertakes research studies, sponsors
conferences, publishes newsletters and
otherwise promotes the flow of information between higher education and public
officials. The Institute also provides
internship opportunities
for Evergreen
undergraduate
and graduate students.
One of the Institute's largest projects is an
annual survey of 2000 low-income and atrisk Washington families. This information is an invaluable aid to state policy
making.
Facilities Regulations
Because Evergreen is state-owned, there
are responsibilities to the state and county
that must be met.
Alcoholic Beverages
No liquor is allowed on campus or in
campus facilities unless a banquet permit
has been issued by the State Liquor
Control Board. Rooms in the residence
halls and modular units are homes, and
drinking is legally permissible for students
21 years of age or older.
Using College Premises
Evergreen's facilities may be used for
activities other than education, provided
that users meet eligibility requirements,
suitable space is available and adequate
preparations
are made.
Arrangements for conferences or group
gatherings by outside organizations are
made through Conference Services, CAB
214.
Evergreen students, faculty and staff
who want to schedule a special event or
outside speaker must contact the Production Clearance coordinator,
CAB 305.
Reservations for space and/or facilities
are made through the Space and Scheduling Office, Seminar Building, room 4109.
Allocations of space are made first for
Evergreen's regular instructional and
research programs, next for major allcollege events, then for events related to
special interests of groups of students,
faculty or staff, and then for alumnisponsored events. Last priority goes to
events sponsored by individuals and
organizations outside the college.
No admission fee may be charged or
contributions solicited at on-campus events
or meetings without written permission
from the Production Clearance coordinator or Conference Services.
Special events or outside speakers that
are sponsored by S&A funded organizations are scheduled through the Student
Activities Office. Evergreen students,
faculty and staff who want to schedule a
special event must go through the Space
and Scheduling Office, Seminar Building,
room 4109.
All private and student vendors must
schedule tables through Student Activities
Office. Student vendors are provided with
tables and the fee is $2. Private vendors,
and alumni will have to provide their own
table and the fee is $15.
Non-student vendors will be limited to
two tables per day and three days per
quarter.
Firearms
The college discourages anyone from
bringing any firearm or weapon onto
campus. However, firearms that must be
brought on campus property will be
checked in and retained by Campus
Security. A special explanation must be
filed with the Security Chief accompanying
the retention request for handguns.
Persons in possession of an unchecked
firearm on campus will be subject to
immediate expulsion from Evergreen or to
criminal charges.
Pets
Pets are not allowed on campus unless
under physical control by their owner. At
no time are pets allowed in buildings.
Stray animals will be turned over to the
Humane Society.
Bicycles
Bicycles should be locked in parking
blocks provided at various locations
around campus. They should not be
placed in, or alongside, buildings, and
should not be locked to railings. Bicycle
registration/licenses
that aid in recovery of
lost or stolen bicycles are available at
Campus Security for a small fee.
Smoking
Smoking is only allowed in "Smoking
Permitted" areas. A revised policy,
creating a smoke-free campus became
effective January 1, 1990. Members of the
campus community are expected to respect
this policy by their actions and accept
shared responsibility for its enforcement.
Parking Regulations
Motor vehicles must display valid parking
permits, available at the prices below:
Automobiles
Motorcycles
Per Day
.75
.75
Quarter
Year
$22
11
$54
27
Daily permits can be purchased at the
information booth on the front entrance
road to campus. Parking is permitted in
designated areas only. Parking in or
alongside roadways is hazardous and
prohibited.
Illegally parked vehicles will
be cited or impounded at the expense of
the vehicle owner or driver. The college
cannot assume responsibility for any
vandalism or theft while parked on
campus.
Affirmative Action
The Board of Trustees of The Evergreen
State College expressly prohibits discrimination against any person on the basis of
race, color, national origin, sex, marital
status, religion, sexual preference, age,
disability or veteran status.
The responsibility for, and the protection of, this commitment extends to
students, faculty, administration,
staff,
contractors and those who develop or
participate in college programs.
To implement this commitment,
Evergreen has developed an Affirmative
Action Policy, which is available in the
Library and Affirmative Action Office.
Persons who wish legal or statistical
information on Affirmative Action, or who
believe they have been discriminated
against at Evergreen, are urged to contact
the Affirmative Action Officer, ext. 6368,
or V!fDD, (206) 866-6834.
Student Conduct Code
Current copies of this document, which
describes students' rights and responsibilities, are available in the office of the vice
president for Student Affairs.
107
1
Campus Map
The Evergreen State College is an hour's drive away from the Seattle-Tacoma airport.
Olympia is also served by the Greyhound and Trailways bus companies. Evergreen and
the state capital are only a scenic drive from most Washington cities and major points of
interest.
How to get here
Whether you are coming from the north or south, you can reach the campus by taking
Interstate 5 into Olympia and then turning onto Highway 101 at Exit 104. Follow 101
west for three miles to The Evergreen State College exit and go another two miles on the
Evergreen Parkway to the campus entrance.
INDIAN
PIPE LOOP
, ..
Parking Lot A
Parking Lot B
••••
N
General Index
A
F
p
Academic Advising, 14, 15,88,99
Academic Credit, 26
Academic Fairs, 99
Academic Subject Index, 110
Accreditation, 113
Address, changes, see Registration, 25
Admission, 18
Affirmative Action, 107
Alcohol, 107
Appeals, 23, 26
Application deadlines, 20
Application fee, 20, 24
Athletics, 104
Auditors, 20
Facilities
use regulations, 107
Faculty, 91
Fees and charges, 23, 24
Financial aid, 22
Firearms, 107
First People, 102
First People's Advising Services, 88
Food services, 106
Foreign language study, 61
Foreign students, 19
Foundation scholarships, 22
Freshman admission requirements, 18
Full-time status, 25
Parking, 24
Part-time study, 87
Payment procedures, 23
Pets, 107
Physically Challenged Access, 106
Placement, 112
Political Economy and Social Change, 68
Portfolios, 27
Prior Learning Program, 87
Public Administration, graduate program, 85
B
G
Bachelor of Arts, 27
Bachelor of Science, 27
Bicycles, 106
Billing Procedures, 23
Bookstore, 103
Gardening, 99
General Education Development Tests, 19
Geoduck,98
Governance, 106
Graduate study, 85
Graduation requirements, 27
Group Contracts, 9
Reciprocity, 23
Record keeping, 27
Recreation, 101, 103, 104
Refunds, 23
Registration, 25
Academic Standing, 27
Academic Warning, 27
Withdrawals, 25
Residency, 23
Resolute, 105
Returning students, 19
H
5
Handicapped Access,
see Access & Facilities, 106
Housing, 20, 99
Scholarships, 22
Science, Technology and Health, 73
Seawulff, 105
Security, 106
Self-Evaluations, 104
Self-Paced Learning, 87
Seminars, 104
Smoking, 107
Social Contract, 104
Special forms of study, 87
Special Students, 20
Sports, 104
Student Activities, 106
Student Advising Center, 88
Student Development, 88
Student evaluation of faculty, 13
Study abroad, 61
Subjects, academic, 110
Summer Quarter, 21
C
Calendar, 113
Campus Profile, 112
Campus Recreation Center, 101
Center for the Study of Science
and Human Values, 71
Child Care, 102
College Activities Building, 98
Computer Services, 88
Condensed Curriculum, 30
Confidentiality of records, 27
Contacting Evergreen, 112
Contracts,
see Group, Individual, Social
Cooper Point Journal, 100
Cooperative Education, 87
Coordinated Study, 10
Core Programs, 9, 35
Counseling Services, 88
Academic Advising, 14, 15, 88
Career Development, 88
First Peoples Coalition, 88
KEY-Special Services, 88
Psychological counseling, 88
Credit, 26
Curriculum, 8
D
Degree requirements, 27
Deposits, 20, 23, 24
Disappearing Task Force, 100
Drops, program changes, 25
E
Emergency loans, 22
Enrollment figures, 112
Environmental Studies, graduate program, 85
Environmental Studies, 39
Evaluations, 12, 100, 104
Expenses, estimated yearly, 23
Expressive Arts, 46
I
Insurance, 24
International students, 19
International studies, 33, 61
Internships, 87
J
Jackson School of International Studies, 61
K
KAOS, 105
KEY-Special Services, 88
Knowledge and the Human Condition, 53
L
Language and Culture Center, 61
Leaves of absence, 26
Leisure Education, 103
Library, 88
Loans, 22
M
Mail service, 106
Management and the Public Interest, 64
Map of campus, 108
Master of Environmental Studies, 85
Master of Public Administration, 85
Master in Teaching, 86
N
Native American Studies, 66
R
T
Tacoma Program, 84
Teacher Education, 86
Transcri pts, 27
Transfer of Credit, 21
Transfer students, 18
Tuition, 23
U
University of Washington, 61
Upside-down Degree Program, 21
V
Vacations, 113
Veterans, 107
W
Washington Public Interest Research Group
(WashPIRG),24
Washington State Institute
for Public Policy, 107
Withdrawals, 25
Writing Center, 87
109
1
Academic Index
A
AFRICAN AMERICAN STUDIES
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
And Now, The Twenty-First Century, 54
AEGEAN PREHISTORY
AfroAsiatic Roots of Greek Myth, 55
AGRICULTURE
Third World Service in Agriculture and
Sustainable Development, 42
AMERICAN STUDIES
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
American Studies III, 1910-1990, 54
Popular Art, 38
ANTHROPOLOGY
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
Introduction to Environmental Studies, 40
The Third Millennium, 36
Ways of Knowing, 38
ARCHEOLOGY
AfroAsiatic Roots of Greek Myth, 55
Indigenous Art & Literature:
Australia and America, 58
ART
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
3-Dimensional Form Studio, 50
Fast Track, 51
Indigenous Art & Literature:
Australia and America,S 8
Islamic Art and Culture, 51
Mask Theater, 49
Popular Art, 38
Studio Project, FallfWinter, 50
Studio Project: Printmaking, 50
Ways of Knowing, 38
ART HISTORY
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
Fast Track, 51
Indigenous Art & Literature:
Australia and America, 58
Love and Work, 36
Popular Art, 38
Studio Project, FallfWinter, 50
Studio Project: Printmaking, 50
ASIAN STUDIES
Japan Today, 62
Mask Theater, 49
B
BALTIC STUDIES
Theater and the Changing USSR, 47
BIOLOGY
Foundations of Natural Science, 76
The Marine Environment, 41
Molecule to Organism, 78
Mushrooms of the Pacific Northwest, 42
Principles of Biology: Cells and Organisms, 43
Rainforests, 42, 43
BOTANY
Mushrooms of the Pacific Northwest, 42
Principles of Biology: Cells and Organisms, 43
BUSINESS
MPI,64
C
CALCULUS
Matter and Motion, 76
CHEMISTRY
Atoms, Molecules and Research, 77
Chemistry of Pollution I, 40
Chemistry of Polution II, 40
Foundations of atural Science, 76
Matter and Motion, 76
Molecule to Organism, 78
The Science and Politics of Pollution, 37
COMMUNICATION
Changing Minds, Changing Course, 65
Communication:
An Uncommon Denominator, 67
Popular Art, 38
Ways of Knowing, 38
COMMUNITY STUDIES
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
The Art of Leadership, Tacoma Campus, 84
Communication:
An Uncommon Denominator, 67
Strategies for Change, 80
Tribal: Community
Determined/Community Based, 45
COMPUTER SCIENCE
Computability and Cognition, 79
Data to Information, 78
COUNSELING
Counseling Theory and Practice, 80
Psychological Counseling:
A Multicultural Focus, 81
Psychology and Literature, 56
Strategies for Change, 80
CRITICISM
The Paradox of Freedom, 55
CULTURAL STUDIES
The Art of Leadership, Tacoma Campus, 84
British Imperialism, 70
Indigenous Art & Literature:
Australia and America, 58
Islamic Art and Culture, 51
Japan Today, 62
Human Culture and Natural Environment:
Latin America, 35
Love and Work, 35
Paris-Dakar-Fort de France:
Voices of Revolution and Tradition, 63
Popular Art, 38
Power in Perspective, 59
Psychological Counseling, 81
Russia-USSR, 62
The Third Millennium, 36
Writers' Workshop, 51
o
DANCE
Mask Theater,
DESIG
3-Dimensional
Fast Track, 51
Studio Project,
DRAWING
3-Dimensional
Fast Track, 51
Studio Project,
49
Form Studio, 50
FallfWinter, 50
Form Studio, 50
FallfWinter, 50
E
EASTERN EUROPEAN STUDIES
Theater and the Changing USSR, 47
ECOLOGY
Environmental Studies Senior Seminar, 44
Forests and Salmon, 44
Introduction to Environmental Studies, 40
The Marine Environment, 41
Mushrooms of the Pacific Northwest, 42
Rainforests, 42, 43
Strategies for Change, 80
ECONOMICS
Power in Perspective, 59
EDUCATION
Communication:
An Uncommon Denominator, 67
ENVIRONMENTAL SCIENCE
Environmental Education Now, 56
Environmental Studies Senior Seminar, 44
Forests and Salmon, 44
Introduction to Environmental Studies, 40
Making a Difference: Doing Social Change, 65
Molecule to Organism, 78
Mushrooms of the Pacific Northwest, 42
Rainforests, 42, 43
The Science and Politics of Pollution, 37
ETHICS
Ways of Knowing, 38
F
FEMINIST THEORY
Communication:
An Uncommon Denominator, 67
The Search for Justice, 37
FILM
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
Fast Track, 51
Japan Today. 62
FOLKLORE
AfroAsiatic Roots of Greek Myth, 55
FRENCH
Paris-Dakar-Fort de France:
Voices of Revolution and Tradition, 63
G
GEOGRAPHY
Introduction to Environmental Studies, 40
Human Culture and arural Environment:
Latin America, 35
GEOLOGY
Rainforests, 42, 43
The Science and Politics of Pollution, 37
GOVERNMENT
Communication:
An Uncommon Denominator, 67
H
HISTORY
And Now, The Twenty-First Century, 54
British Imperialism, 70
Chaucer and His World, 57
Communication:
An Uncommon Denominator, 67
Maritime Exploration, 54
Popular Art, 38
Russia-USSR, 62
The Search for Justice, 37
Ways of Knowing, 38
HUMANITIES
Ways of Knowing, 38
I
INTERNATIONAL RELATIONS
Japan Today, 62
L
LABAN MOVEMENT
Moving Image Theater:
Production/Performance, 47
LANGUAGE STUDIES
Japan Today, 62
Human Culture and Natural Environment:
Latin America, 35
LATIN AMERICAN STUDIES
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
Human Culture and Natural Environment:
Latin America, 35
LIBRARY RESEARCH
Great Books, 38
Molecule to Organism, 78
The Third Millennium, 36
LITERATURE
AfroAsiatic Roots of Greek Myth, 55
And Now, The Twenty-First Century, 54
British Imperialism, 70
Chaucer and His World, 57
Great Books, 38
The Human Condition: Time, Place, Values, 71
Indigenous Art & Literature:
Australia and America, 58
Japan Today, 62
Love and Work, 36
Making a Difference: Doing Social Change, 65
Maritime Exploration, 54
Paris-Dakar-Fort de France:
Voices of Revolution and Tradition, 63
Popular Art, 38
Psychology and Literature, 56
Russia-USSR, 62
Theater and the Changing USSR, 47
The Third Millennium, 36
Ways of Knowing, 38
Writers' Workshop, 51
M
MANAGEMENT
The Art of Leadership, Tacoma Campus, 84
Making a Difference: Doing Social Change, 65
MARINE SCIENCE
The Marine Environment, 41
MARINE STUDIES
Maritime Exploration, 54
Environmental Studies Senior Seminar, 44
MARKETING
Changing Minds, Changing Course, 65
MATHEMATICS
Computability and Cognition, 79
Data to Information, 78
Foundations of Natural Science, 76
Mathematics, 33
MEDIA
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
Music: Composition and Technology, 49
MOLECULAR BIOLOGY
Molecule to Organism, 78
MUSIC
The Listening Self, 55
Love and Work, 36
Music: Composition and Technology, 49
Ways of Knowing, 38
MYTHOLOGY
AfroAsiatic Roots of Greek Myth, 55
Psychology and Literature, 56
Ways of Knowing, 38
N
NATIVE AMERICAN STUDIES
1492-1992, Image, Discourse:
Decolonizing the Americas, 58
And Now, The Twenty-First Century, 54
Communication:
An Uncommon Denominator, 67
Indigenous Art & Literature:
Australia and America, 58
The Third Millennium, 36
Tribal: Community
Determined/Community Based, 45
NATURAL HISTORY
Environmental Studies Senior Seminar, 44
Field Natural History, 41
Human Culture and Natural Environment:
Latin America, 35
Nature of Natural History, 41
NEUROLOGY
Molecule to Organism, 78
o
OCEANOGRAPHY
The Marine Environment, 41
p
PERFORMANCE THEORY
Moving Image Theater:
Production/Performance, 47
PHILOSOPHY
And Now, The Twenty-First Century, 54
British Imperialism, 70
Computability and Cognition, 79
Great Books, 38
The Listening Self, 55
PHOTOGRAPHY
3-Dimensional Form Studio, 50
Fast Track, 51
PHYSICS
Foundations of Natural Science, 76
Matter and Motion, 76
Physical Systems, 77
PHYSIOLOGY
Molecule to Organism, 78
Principles of Biology: Cells and Organisms, 43
PLAYWRITING
Fast Track, 51
POETRY
Great Books, 38
Indigenous Art & Literature:
Australia and America, 58
The Third Millennium, 36
Writers' Workshop, 51
POLITICAL ECONOMY
The Human Condition: Time, Place, Values, 71
Introduction to Environmental Studies, 40
Power in Perspective, 59
The Search for Justice, 37
Ways of Knowing, 38
POLITICAL PHILOSOPHY
American Studies III, 1910-1990,54
Communication:
An Uncommon Denominator, 67
Great Books, 38
The Paradox of Freedom, 55
The Search for Justice, 37
POLITICAL SCIENCE
British Imperialism, 70
The Listening Self:
Personal Development and Social Change, 55
Making a Difference: Doing Social Change, 65
PRINTMAKING
Studio Project: Printrnaking, 50
PSYCHOLOGY
British Imperialism, 70
Counseling Theory and Practice, 80
The Listening Self:
Personal Development and Social Change, 55
The Paradox of Freedom, 55
Popular Art, 38
Psychological Counseling, 81
Psychology and Literature, 56
The Third Millennium, 36
Ways of Knowing, 38
PUBLIC ADMINISTRATION
Making a Difference: Doing Social Change, 65
R
RELIGION
Great Books, 38
RUSSIAN
Russia-USSR, 62
5
SCIENCE
Data to Information, 78
SCRIPT ADAPTATION
Moving Image Theater:
Production/Performance, 47
SCULPTURE
3-Dimensional Form Studio, 50
Fast Track, 51
Indigenous Art & Literature:
Australia and America, 58
SOCIOLOGY
Indigenous Art & Literature:
Australia and America, 58
Love and Work, 36
Making a Difference: Doing Social Change, 65
The Paradox of Freedom, 55
Popular Art, 38
Strategies for Change, 80
The Third Millennium, 36
Tribal: Community
Determined/Community Based, 45
Ways of Knowing, 38
SOVIET STUDIES
Theater and the Changing USSR, 47
STATISTICS
Data to Information, 78
T
THEATER
Mask Theater, 49
Moving Image Theater:
Production/Performance, 47
Theater and the Changing USSR, 47
V
VIDEO
Fast Track, 51
W
WOMEN'S STUDIES
American Studies III, 1910-1990, 54
Islamic Art and Culture, 51
Love and Work, 36
Power in Perspective, 59
The Third Millennium, 36
WRITING
British Imperialism, 70
Chaucer and His World, 57
Fast Track, 51
Great Books, 38
Making a Difference: Doing Social Change, 65
The Paradox of Freedom, 55
Popular Art, 38
Studio Project: Printmaking, 50
The Third Millennium, 36
Writers' Workshop, 51
Z
ZOOLOGY
Principles of Biology, 43
Molecule to Organism, 78
/111
Campus Profile
Faculty
Ph.D. or terminal degree
Percent female
Percent male
Faculty of color-total
Olympia Campus
Tacoma Campus
Average studentlfaculty
ratio
Staff
Enrollment
Graduate
5%
Undergraduate
95%
Olympia Campus
Tacoma Campus
Female
Male
175
70%
35%
65%
20%
14%
50%
20/1
582
3340
199
3141
3224
116
1902
1438
Full-time
Part-time
18-24 age group
25-29 age group
30-39 age group
40+ age group
Students living on campus
Students of color-total
Asian
Black
Mexican/Latino
Native American
Olympia Campus
Tacoma
Enrollment
Male
Female
Students of color
88%
12%
64%
10%
15%
11%
1200
10%
4%
2%
2%
2%
10%
116
29%
71%
34%
Entering Class
Applicants, degree-seeking
Admitted
51 %
Enrolled
57%
Nondegree-seeking
enrollment
Washington
Other states
Other countries
Financial aid
Students receiving aid
Average award
Placement
1988-89 classes
Employed
Graduate school
Travel, homemaking, etc.
1354
3804
1929
1281
73
876
395
10
50%
$4336
95%
78%
16%
1%
Contacting Evergreen
Dial 866-6000, then ask for the office or extension listed below. Inquiries about
admission should be directed to: Director of Admissions, The Evergreen State College,
Olympia, Washington 98505, or (206) 866-6000, ext, 6170. General information may be
obtained through the Office of College Relations, ext. 6128. Direct all correspondence
to the
appropriate office at The Evergreen State College, Olympia, Washington 98505.
Academic Advising
Academic Deans
Admissions
Alumni Relations
College Relations
Controller/Business
Office
Development
Financial Aid
Hillaire Student Advising Center
Housing
President's Office
Recreation Center
Registration and Records
Student Accounts
Tacoma Campus
Vice Presidents:
Academic Affairs
Finance and Administration
Student Affairs
ext. 6312
ext. 6870
see above
ext. 6192
ext. 6128
ext. 6450
ext. 6565
ext. 6205
ext. 6560
ext. 6132
ext. 6100
ext. 6530
ext. 6180
ext. 6447
(206) 593-5915
ext. 6400
ext. 6500
ext. 6296
Academic Calendar
1992-93
Begins
Ends
Evaluations
Fall
Sept. 21
Dec. 12
Dec. 7-12
Winter
Jan. 4
March 20
March 14-20
Spring
March 29
June 12
June 6-12
Vacations
Fall
Thanksgiving
Nov. 22-29
Winter
Martin Luther
King Day
Jan. 18
Spring
Memorial
May 24
Winter Break
President's
Dee. 13-Jan. 3 Feb. 15
Day
Summer
June 21
Aug. 28
First
June
July
July
Summer
Independence
Day, July 4
First Session
Independence
Day, July 4
Session
21
24
21-24
Second Session
July 26
Aug. 28
Aug. 25-28
Day
Spring Break
March 21-28
Affirmative Action Policy
The Equal Opportunity Policy of The Evergreen State College expressly prohibits discrimination
against
any person on the basis of race, sex, age, religion, national origin, marital status, sexual preference,
Vietnam era or disabled veteran status, or the presence of any sensory, physical or mental disability
unless based upon a bona fide occupational qualification.
Disclaimer
Academic calendars are subject to change without notice. The Evergreen State College reserves the right to revise or
change rules, charges, fees, schedules, courses, programs, degree requirements and any other regulations affecting
students whenever considered necessary or desirable. The college reserves the right to cancel any offering because of
insufficient enrollment or funding, and to phase out any program. Registration by students signifies their agreement to
comply with all current and future regulations of the college. Changes become effective when Evergreen so determines
and apply to prospective students as well as those currently enrolled.
The Evergreen State College Production Team
Editing: Keith Eisner
Research, Writing and Copywork: Judy Saxton, Pat Barre, Priscilla Bowerman
Design: Mary Geraci, Marianne Kawaguchi
Production: Shirley Greene, Dan Heinzkill
Cover and Interior Photography: Steve Davis, Jon Snyder
Distribution: Laura Allen, Kort Junge! and a host of others
with special thanks to the subjects of student and faculty portraits
This catalog is published by The Evergreen State College,
College Relations Office, Sandra Hanson, Director.
© 1991 by The Evergreen State College
Accreditation
The Evergreen State College is fully
accredited by the Northwest Association
Schools and Colleges.
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of
This catalog is printed on recycled paper.
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Catalog_1992-1993.pdf