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Identifier
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Eng
Catalog_1993-1994.pdf
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Title
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Eng
Course Catalog, 1993-1994
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Date
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1993
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Creator
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Eng
The Evergreen State College
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extracted text
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Evergreen-Academically
Ahead of its Time
Contents
A Message from the President
Education with a Difference
How It Works
Major Modes of Study
Other Evergreen Differences
Selecting Your Program
Frequently Asked Questions
Admission
Financial Aid
Tuition and Fees
Academic Regulations
Student Support Services
Academic Offerings
6
8
10
12
14
15
16
21
22
24
28
The Condensed Curriculum
Special Features of the Curriculum
Core Programs
Environmental Studies
Expressive Arts
Knowledge and the Human Condition
Language and Culture Center
Management and the Public Interest
Native American Studies
Political Economy and Social Change
Center for the Study of
Science and Human Values
Science, Technology and Health
Evergreen-Tacoma
Graduate Study at Evergreen
Special Forms of Study
and Academic Resources
Administration and Faculty
Campus Life
32
35
37
41
47
54
61
64
65
68
70
73
81
82
85
89
The Evergreen Album
and Greener Glossary
Campus Services
Academic Index
General Index
Campus Map
Campus Profile
Contacting Evergreen
Academic Calendar
96
106
108
110
111
112
112
113
"When I heard about
Evergreen, I knew it was
where I wanted to be.
I was ready for a new type of learning - not the regurgitation of facts
but some actual thinking for a change.
If you're thinking about
attending Evergreen,
COMEVISIT.This school
is definitely not for
everyone. (orne on
campus, take a
tour and go to class
with someone. I don't
think you can really get
the feel for what
Evergreen is about
without being first-hand
in the classroom."
Afourth·year student from Washington state, Kirsten Roberts plans to stay at Evergreen for
aMoster's in Teaching degree. As a four· year team captain of Evergreen's soccer team,
Kirstenparticipated in the school's first·ever playoff appearance. She eventually wants to
teachhistory and contemporary world issues at the high school level.
"Because Evergreen is really a
small community, there is a sense
of friendliness, but, like small
communities, there's a lot of
internal conflict. However, this
should not scare anyone away, but
rather give them a challenge in
helping the community grow.
Because Evergreen has taken one
step forward does not mean that it
has done its job and should stop
moving. Now Evergreen must
continue to step, whether forward
or backward, and not
RicardoAyala·Cruz is the eleventh offspring of Puerto Ricanparents and the first to graduate
from college. He has been studying film throughout his college career, particularly
anthropological, ethnographic and documentary genres.
let its philosophy be static."
"Faculty are people too, just like
the students. Sometimes, students
forget that. Because
the relationship between students and faculty is different here than at most colleges,
students see that faculty are also
learning new things themselves."
Evergreen is
an exciting place
if you have a
sincere interest
in learning.
That's as relevant
to me as
its President
as it is to you
as a prospective
student.
Message from the President
•
You and I may have much in common.
I wanted to be part of a learning community that makes an effective difference in people's lives.
I looked for a college that provided challenge and opportunity for its students, for
an academic community that valued change and recognized the need to continually evolve, for an environment that would seek diversity and appreciate differing
points of view.
I found Evergreen. And now you have the opportunity to find Evergreen, too.
It's no Utopia. But it is something much better. Evergreen, like all the rest of the
world, has much to learn. We don't have all the answers. We do try to allow and
encourage all questions. We do try to foster an environment in which it is safe to honestly and earnestly explore
real issues and problems. We do try to value individual
expression, to safeguard this community for learners
who seek to explore, to grow, to interact and find
meaningful connections in today's world. We are studentcentered-to ensure that our students and the quality of
their experience remain our focus and highest priority.
The scientists, teachers, soldiers, doctors, administrators,
artists, lawyers, journalists, homemakers, merchants,
entrepreneurs, care providers and other individuals who
are Evergreen's alumni share an important bond:
a way of thinking and learning about the world in a
creatively critical, interactive way. We invite you to join
them ...and to join us...on an exciting educational journey
at one of the best public liberal arts and sciences colleges
in the country.
Jane l. Jervis
President
Education With a Difference-How
It 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 10 1 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
(100 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 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 research methods
and exposure to various 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," "Word, Sound and
Image: Advanced Inter-Arts" 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 integrated to allow
full-time study in year-long interdisciplinary
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 are 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.
8
Most first-year
students 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 37 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
participating in other
activities. In frequent
and regularly
scheduled seminars,
you'll have the
opportunity to clarify
questions and ideas.
With this unified
approach, you'll
improve your ability
to analyze problems,
communicate
findings and broaden
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 "Mirrors of Language," 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 "Introduction to Environmental Studies" in the Environmental Studies Specialty Area.
The next year, you could enroll in "Rainforests," or to broaden your perspectives, a course
such as "Biogeography."
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
Levels
of study
Beginning,
Intermediate,
Advanced
Mostly Intermediate,
Advanced
Mostly Advanced
Intermediate,
Advanced-Seniors
Beginning,
Intermediate,
Advanced
Typical credits
per quarter
12-16
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
interdisciplinary .
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 Context
of Discovery"
"Mirrors of Language"
"Great Stories"
"Environment, Land
and People" and many
others throughout
speciality areas.
"The Marine
Environment,"
"Mediaworks,"
"Studio Project"
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 37-40
Read Specialty Area
offerings, pages 41-81
Read Specialty Area
offerings
See APEL
for list of
faculty contract
sponsors
See Internships,
page 85
See The Evergreen
Times, published
quarterly
*First-year students are encouraged to begin their studies in a Core Program since they are specifically designed for them.
Transfer students are encouraged to look at Coordinated Studies and Group Contracts, if appropriate,
as the best places for them to begin their studies at Evergreen.
A third-year, thirty-something student from Seattle,
Cindy is also a writer, mother of two and "human
being who has no off-switch on herradar dishes."
While raising her children, she hopes to continue
writing. After graduation, Cindy would like to work
in the business world, eventually as a travel writer.
"In my 'Cutting Edge of
Neural Cognition' seminor, I
heord questions ond
discussions from students
on neurol networks ond
ortificiol intelligence thot
mode me think they'd been
studying these things for
mony yeors_ It didn't
intimidote me os much os it
foscinoted me. And when I
spoke in doss, those
students were interested in
whot I wos soying.
But don't believe thot
Evergreen is 0 utopio.
Thinkof it more as a microculture of what is really happening out there.
Onlyhere, you will find the tools to deal with that world."
Other Evergreen Differences
Evergreen is the only public institution in
U.S. higher education mandated by its state
legislature to carry out a unique style of
teaching and learning. This unique learning
community focuses its strong commitment to
undergraduate education on an integrated
interdisciplinary curriculum, on student
responsibility and involvement in design and
delivery of their education and on faculty
dedication to teaching.
Here, you'll find a cooperative rather than
competitive learning environment, education
devoted to "real life," and a diverse,
multicultural emphasis. Most of all, you'll
find a college that's truly "student centered."
What, exactly, does student centered mean
to you? It means that our primary mission is
teaching and learning and that the structure of
the college is specifically designed to promote
effective learning. It means students are given
meaningful opportunities for making choices,
developing their own perspectives and
becoming socially responsible citizens.
Our philosophy is simple: Education should
enhance the breadth and depth of a student's
knowledge and skill and foster a sense of
personal empowerment and social responsibility. Students are taught to synthesize ideas,
concepts and problems in a unified, interdisciplinary manner. They are continually
challenged to see the connections between
various elements, to integrate ideas, to
experience competing perspectives and to
work together as teams to solve problems.
12
¥
Our Faculty
Pathways to Learning
At Evergreen, you'll find faculty members
are accessible to students, receptive to their
ideas and open to their concerns. Student
evaluations of 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 publishing success.
On the average, faculty members at Evergreen
spend nearly one-third more hours in direct
teaching contact with students than is the
norm at most public institutions of higher
education.
The college is organized into a small
number of interdisciplinary "specialty areas,"
each providing multiple pathways to a degree.
These specialty areas and pathways replace
traditional academic departments and majors,
just as faculty teams replace individual
instructors. These teams work with small
groups of students in seminar and laboratory
sessions to explore course material. Faculty/
student ratios are kept at about 20-to-one at all
levels of study. Students are taught to engage
ideas, concepts and problems in a unified,
interdisciplinary manner. Academic progress
and quality of work is described by narrative
evaluation rather than a letter or numerical
grade. These written evaluations become
students' permanent records.
Our Students and Graduates
Seminars
The Evergreen environment attracts selfstarters and encourages them to work hard to
achieve their goals. Its more than 12,000
graduates tend to carry their sense of
involvement and social responsibility with
them after earning diplomas. Counseling and
social services are their top career choices,
followed closely by work in the biological and
environmental sciences. Many become
teachers and many choose to be entrepreneurs.
The demands on Evergreen students are
perhaps both greater and different than on
students in traditional college settings, and it
naturally follows that the results are greater,
too. Employment statistics are solid testament
to Evergreen's success, showing a placement
rate of 94 percent for recent graduates and 88
percent for all graduates. A 1990 survey found
that both employers and graduate school
faculty ranked Evergreen graduates higher in
six main areas of preparedness (writing,
speaking, critical thinking, blending theory
with practice, appreciating cultural differences
and integrating information) than counterparts
from other schools.
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 five-member 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 prepare
themselves for seminars, which meet once or
twice a week, by reading the same materials,
writing and 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.
Narrative
Evaluations
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 the student
approached and solved problems, worked with
others and expressed her!himself in written
and spoken work; the student's area of
concentration and how well s/he succeeded.
Narrative evaluations precisely chart the
student's academic development and
achievement, providing 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, dividing 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 are easy to make, i.e., "4 creditsIntroductory 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 and for all matters of academic
credit.
Criteria for awarding credit are spelled out
in program covenants and should also be
specified in each individual contract.
Although the faculty member and students
may negotiate to some extent on particular
matters, the program covenant, or contract,
always sets the limits. You can and should
discuss all this thoroughly with your faculty
members.
Self Evaluations
Transcripts
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 selfevaluation, 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 transcripts consist of both faculty
evaluations and student self-evaluations, as
well as detailed program descriptions or actual
Individual Contracts. Transcripts also contain
a cover sheet listing the course equivalencies
of your work for readers who want a quick
overview.
When your transcript is provided to another
school or future employer, it consists of a
detailed history and evaluation of your work
here, not just a set of course titles and letter
grades. This transcript is hefty, but when
written carefully, it can be a highly useful
document, lending substantial evidence to
support your letters of reference.
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 determining whether or not faculty
are retained. When teaching is the most
important commitment of a college's faculty,
student evaluations are among the most
important documents.
You can complete your evaluation of any
faculty member with whom you work after
your own evaluation has been completed,
eliminating any suggestion that the award of
credit may have been influenced by your
evaluation and enabling 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.
Evaluation
Conferences
The final week of every quarter is Evaluation Week. It corresponds to the conventional
"exam week," except that it is devoted
entirely to writing and discussing student and
faculty evaluations.
Faculty members' practices may vary
slightly because of personal styles, but there
are some uniformities. Students in programs
and contracts should have individual conferences with their faculty to discuss evaluations.
Your self-evaluation, your evaluation of the
faculty member and the faculty member's
evaluation of your work are all part of
conference discussions.
Evergreen, A Leader
in Higher Education
Evergreen is nationally acclaimed as one of
the best public liberal arts and sciences
colleges in the country. Many of the principles
now viewed as much-needed innovations in
higher education are principles that have been
practiced at Evergreen for more than 20 years.
Describing Evergreen as "academically ...
way ahead of its time," Edward Fiske, former
education editor for The New York Times and
editor of The Selective Guide to Colleges,
states that many colleges are picking up on
bits and pieces of the nontraditional, decidedly alternative methods of education that
Evergreen was born to provide. The college
was most recently ranked third among liberal
arts colleges in the western U.S. by U.S. News
and World Report and has been featured or
ranked in the top five every year since the
ranking began. And in The Little Public Ivys,
Richard Moll describes Evergreen as a college
offering "excellent faculty, small classes, an
intellectual ambiance, a stimulating student
body and an emphasis on liberal arts."
Accolades aside, the real Evergreen
difference starts with you-when you make it
your choice, when you make it your own
academic adventure, when you make it work
for your life and your future.
13
Eight Easy
to Picking Your Program
Consider what you want to study.
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.
Read the catalog to find the appropriate programs for you.
> If you are a freshman,
your choice should be one of the Core Programs. Core Programs are described on pages
37-40. Almost any Core Program can lead into any area of specialization.
> If you are a transfer student,
look up the subjects that interest you in the Academic Index, beginning on page 108. 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.
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.
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.
Discuss your choices and goals
with your faculty, or with the faculty and staff in the Academic Planning and Experiential
Learning (APEL) Office. APEL 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. APEL staff can also give you information about new or revised programs.
Attend the Academic Fair
described on page 97. 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 program faculty.
> Ask all questions, share your puzzlement and enthusiasm. Don't hesitate to ask for
advice. If a program isn't right for you, faculty will direct you to other options.
Choose your program.
In all these discussions-with
the APEL advisors, with prospective faculty-keep
goals in mind and, also, the range of your interests and needs.
> Ask for any help you need in making your choice.
your
Register.
You can register for the full duration of a program, whether it is one, two or three quarters
long.
Pay your tuition by the deadline,
and that's it! You're ready to attend your first seminar.
Answers To Some Frequently Asked Questions
ANSWERS
I'm undecided about what I want to
study. Do I need to know exactly what I
want to do?
No. Although it sometimes helps to know exactly what you want to do, it can be a hindrance
if you want to explore. Coordinated Study programs are excellent for pursuing what you want to
do or for discovering new, unexpected directions and interests.
How do I know which program to take
each quarter? Where do I go for
help in planning?
Advisors in the Academic Planning and Experiential Learning (APEL) Office, the faculty
members in your current program or faculty in other areas that interest you-all are excellent
sources of information. Conversations with these individuals and careful reading of the catalog
can help you make curriculum decisions. The Academic Fair is another great source of
information (see page 97).
Are all 1993-94 programs listed in this
catalog, or are others added later?
One of the greatest strengths of Evergreen's academic program is the fact that programs
change from year to year - ensuring fresh new approaches and up-to-date information on issues
relevant to today's world. Most full-time programs listed in this catalog were planned more than
a year before the 1993-94 academic year. While every effort is made to present accurate
information, it's inevitable that some programs and faculty will be revised, revamped, added or
deleted. Information about changes is available at Academic Planning and Experiential
Learning (APEL).
What if I want to attend part time, or
enroll in a program part time so that I can
also pursue other interests?
Most academic programs are planned for full-time enrollment, but other options do exist for
part-time attendance. Part-time offerings are planned shortly before the quarter they are offered.
They are publicized in a publication distributed quarterly on campus, The Evergreen Times.
What do I do if I can't enroll in the
program I want?
We make every effort to ensure that students will have their first choice of prograrn offerings,
but this is not always possible. If you don't get your first choice, don't be discouraged. Part of
your education at Evergreen involves learning to take risks. Be willing to try something you
hadn't considered before and remember-APEL advisors and faculty members can help you find
out what's available.
What degrees does Evergreen offer?
The Bachelor of Arts, the Bachelor of Science, the Master in Teaching, the Master of Public
Administration and the Master of Environmental Studies.
What opportunities does Evergreen have
for advanced or upper division study?
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 and internships. Student-originated
study programs are also available in the humanities and the arts.
Can I take more than one program at a
time or take courses in addition to a fulltime program?
Since focused study in one program is part of what makes the college distinctive, taking more
than one program or a series of courses at one time is not encouraged. Each program description, however, specifies whether additional courses may be substituted for portions of that
program if they are more relevant to your academic goals. You can also negotiate this with
program faculty, but must limit the number of credits you take to 16 per quarter.
Where can I learn more about programs,
individual and group contracts,
intemships and all the opportunities
available at Evergreen?
Check with APEL in the Student Advising Center, first floor Library. More detailed program
descriptions, including book lists and weekly schedules, are available there, as well as information about program and faculty changes.
QUESTIONS
15
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.
16
Criteria for First Year Students
Students entering directly from high school
and high school graduates who have accumulated fewer than 40 transferable quarter credits
by the application deadline will be considered
for admission on the following basis (students
entering directly from high school will be
reviewed as first year students regardless of
college credit earned while in high schoolthis includes individuals participating in
Washington's Running Start Program):
1. High school grade point average (GPA),
2. Test scores in 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),
4. Good standing of college work completed after high school graduation.
Because the college seeks to achieve a
diverse student body, special recognition will
be given to applicants who are African
American, Native American Indian/Native
Alaskan, Asian American/pacific Islander,
Hispanic, physically challenged, Vietnam-era
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 Undergraduate
Application.
First year students are required to have
completed the following college preparatory
program in high school:
English
4 years
Social Studies
3 years
Foreign Language
2 years
Mathematics
3 years
Science (at least 1 laboratory science)
2 years
Fine, Visual and Peforming Arts; or
College Prep Elective from one of the
above areas
1 year
English: Four years of English study are
required, at least three of which must be in
composition and literature. One of the four
years may be satisfied by courses in drama as
literature, public speaking, debate, journalistic
writing, business English, or a course in
English as a Second Language (ESL). Courses
that are not generally acceptable include those
identified as remedial or applied (e.g.,
developmental reading, remedial English,
basic English skills, review English, yearbook/annual, newspaper staff, acting, library).
Mathematics: Three years of mathematics
are required, at the level of algebra, geometry,
and advanced (second year) algebra. More
advanced mathematics courses are recommended, such as trigonometry, mathematical
analysis, elementary functions, calculus.
Arithmetic, pre-algebra, and business
mathematics courses will not meet the
requirement. An algebra course taken in the
eighth grade may satisfy one year of the
requirement if second-year algebra is
completed in high school.
Social Science: Three years of study are
required in history or in any of the social
sciences, e.g., anthropology, contemporary
world problems, economics, geography,
government, political science, psychology,
sociology. Credit awarded for student
government, leadership, community service or
other applied or activity courses will not
satisfy this requirement.
Science: Two years are required. One full
year-both semesters in the same field-of
biology, chemistry, or physics must be
completed with a laboratory experience. The
second year of science may be completed in
any course that satisfies your high school's
graduation requirement in science. Two years
of agricultural science is equivalent to one
year of science. It is strongly recommended
that students planning to major in science or
science-related fields complete at least three
years of science, including at least two years
of laboratory science.
Foreign Language: Two years of study in
a single foreign language are required. A
course in foreign language or study in
American Sign Language taken in the eighth
grade may satisfy one year of the requirement
if the second year course is completed in high
school. Two years of study in American Sign
Language will satisfy the foreign language
requirement. The foreign language requirement will be considered satisfied for students
from non-English-speaking countries who
entered the United States educational system
at the eighth grade or later.
Fine, Visual and Performing Arts or
Academic Electives: One year of study is
required in the fine, visual and performing
arts, or in any of the aforementioned areas.
The fine, visual, and performing arts include
study in art appreciation, band, ceramics,
choir, dance, dramatic performance and
production, drawing, fiber arts, graphic arts,
metal design, music appreciation, music
theory, orchestra, painting, photography,
pottery, print making, and sculpture.
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.
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.
Bob Cillo
Admissions Counselor
Coordinator of High School Relations
Criteria for Transfer Students
Transfer students, i.e., those who are not
currently enrolled in high school and who
have earned 40 or more quarter credits of
transferable work 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.
Course work should include classes in the
Humanities, Social Sciences, Natural
Sciences and Art.
Because the college seeks to achieve a
diverse student body, special recognition will
be given to applicants who are African
American, Native American Indian/Native
Alaskan, Asian American/Pacific Islander,
Hispanic, physically challenged, Vietnam-era
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 Undergraduate
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.
Wanda Curtis
Admissions Counselor
Coordinator of Community
College Relations
Applicants from other institutions who have
completed 40 quarter credits of transferable
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 ensure 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.
Students who will not be able to complete
40 transferable quarter credits by the application deadline must submit official high school
transcripts, pre-college test scores from either
the SAT or ACT or WPC (if the WPC was
taken prior to 6/1/89) along with official
transcripts from each and every college or
vocational institute attended regardless of
credit earned or nature of the program.
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-level work. We
strongly encourage all transfer students to
complete the English composition course
sequence (including research paper) at their
present college, if currently enrolled.
'.
Jay Joseph
Admissions Counselor
First Peoples' Recruitment
For more information about
Admissions,
caII (206) 866-6000, ext. 6170
17
Other Criteria
l.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 quarter credits of
transferable 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 must request,
in writing, specific information about
application processes from the Admissions
Office by February 1.
Doug Scrima
Assistant to the Dean - Admissions
18
To Apply for Admission
All applicants who wish to be considered
for acceptance as matriculated students must
submit ALL the following items to the
Admissions Office by the stated deadline:
1. The Washington Uniform Undergraduate
Application;
2. $35 non-refundable Application Fee
(cash, check or money order only); ANDFirst year students entering directly from
high school must supply an official high
school transcript and official pre-college test
scores from the SAT or ACT or WPC (if the
WPC was taken prior to 6/1/89).
First year students who have taken the
GED must submit an offical set of GED test
scores along with official pre-college test
scores from the SAT or ACT or WPC (if
WPC was taken prior to 6/1/89).
First year students who have accumulated fewer than 40 transferable quarter
credits must submit an official high school
transcript, official pre-college test scores from
the SAT or ACT or WPC (if WPC was taken
prior to 6/1/89) and official transcripts from
each and every college or vocational institute
attended after high school regardless of credit
earned or nature of the program.
First year students who are 25 years of
age or older need not submit pre-college test
scores from the SAT or ACT or WPC, but
should contact the Admissions Office for
more information.
Transfer students who have accumulated
40 or more transferable quarter credits by
the application deadline must supply official
transcripts from each and every college or
vocational institute attended regardless of
credit eamed or nature of the program.
A transcript or test score is official if it
bears the official seal and signature of the
issuing institution and is:
sent directly by the institution to the
Admissions Office; OR
enclosed in a sealed envelope from the
issuing institution and delivered by the
applicant to the Admissions Office. If the
envelope is opened prior to receipt in the
Admissions Office, the transcript is no longer
official.
The Admissions Office will try to keep you
informed about the status of your application.
However, the volume of applications may
preclude us from notifying all students in a
timely manner. 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.
Facsimilies (FAX copies) of any of the
application materials (The Washington
Uniform Undergraduate Application,
transcripts, or pre-college test scores) will not
be accepted as part of the application. Original
copies must arrive in the Admissions Office
by 5 p.m. on the date of the deadline.
First year applicants are considered for
admission to Fall Quarter only. Transfer
applicants are considered for admission Fall,
Winter and Spring Quarters.
Note: Students who have already earned a
B.A. or B.S. degree need only submit an
official transcript from the institution
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 factor. 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.
Transfer of Credit
Evergreen has a generous policy of the
acceptance of credit from other accredited
institutions. The maximum amount of credit
that can be transferred is 135 quarter hours
(90 semester hours). The maximum number of
credits that can be transferred from two-year
colleges is 90 quarter hours (60 semester
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, 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."
An evaluation of your official transcript is
done after you have been admitted and paid
the $50 non-refundable advance tuition
deposit.
Community College Transfer
If you are a transfer student who has
completed the appropriate academic Associate
transfer 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 two-year
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 Evergreen credits, 90 credits will be
posted 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 your
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.
Application Deadlines
Fall 1993: Applications will be accepted
from September 1,1992 to March 1, 1993. All
application materials must be received in the
Admissions Office by 5 p.m. on March 1, 1993.
(Postmarks cannot be accepted.) Note: First
year students are admitted only for Fall
Quarter.
Winter 1994: Applications (transfer
students only) will be accepted from April 1,
1993 to October 1, 1993. All application
materials must be received in the Admissions
office by 5 p.m. on October 1, 1993. (Postmarks cannot be accepted.)
Spring 1994: Applications (transfer students
only) will be accepted from June 1, 1993 to
December 1, 1993. All application materials
must be received in the Admissions Office by
5 p.m. on December 1,1993. (Postmarks
cannot be accepted).
If, in receiving an application, Evergreen
determines that a person'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
Special Students and Auditors
Target dates for notification of admission
are April 1, 1993 for Fall Quarter 1993;
November 1,1993 for Winter Quarter 1994
and January 1, 1994 for Spring Quarter 1994.
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 enrollment in a particular
program, contract or course. Offers of
admission cannot be deferred or transferred
from one quarter to another. Applicants
should contact the Admissions Office for
more information.
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 "To
Apply for Admission" section. Entry into
part-time study for non-matriculated 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 "To Apply for
Admission" 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.
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
I, 1993. Application deadline for these
scholarships is March 1, 1993.
You are encouraged to prepare your
scholarship application(s) concurrently with
your application for admission. Completed
scholarship application packet(s) will be
reviewed if the applicant has been offered
admission.
Summer Quarter
Summer Quarter enrollment is handled
through the Office of Registration and'
Records and does not require formal admission.
Full-time students who wish to continue
their studies into Fall Quarter can do so only
if they have been admitted to the college
through the application process described in
the "To Apply for Admission" section.
However, if you are interested in part-time
studies, please review the preceding section
regarding "Special Students and Auditors."
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.
Diane Kahaumia
Coordinator of
First Peoples' Recruitment
19
"My students are individuals of diverse personal backgrounds, gifted with
wide-ranging interests and natural abilities. I find myself learning from them.
The most exciting moments are
when students discover points of
contact between their personal
lives and the material we are
studying. The material comes alive
for them, and, at the same time,
they see their own lives from a
new perspective. Then they understand what they ore capable of
accomplishing within the Evergreen
community and within the national
and global community."
A Russian literature specialist, Pat Krafcik earned a B.A. at
Indiana University and an M.A. and Ph.D. at Columbia
University. Her areas of academic interest are Russian
language, literature and culture, Slavic folklore, Eastern
Orthodox Christianity and her own Carpatho·Rusyn heritage.
Financial Aid
Evergreen participates in most federal and
state financial aid programs. You must apply
for these programs every year. Financial Aid
application packets are generally available by
mid-January. Because funds are limited, it is
recommended you submit your 1993-94
Financial Aid Form (FAF) to the College
Scholarship Service by February 15, 1993 to
receive full consideration for all available
campus-based financial aid. The 1993-94 FAF
covers Summer 1993, Fall 1993, Winter 1994
and Spring 1994. For more information, pick
up a brochure on Student Financial Aid which
outlines the application process, deadlines and
other details.
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 on-campus workstudy 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 onand off-campus.
Scholarships
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.
Georgette Chun
Director of Financial Aid
Karan Wade James
Financial Aid Counselor
Emergency Loan Program
Emergency loan funds are contributed by
businesses, service and professional organizations, individuals in the community and by
state regulation. This program aids continuing
students who have temporary need by
providing short term loans of up to $300.
Application is made at the Financial Aid
Office.
Charles Wilson
Financial Aid Counselor
For more information about
Financial Aid,
call (206) 866-6000, ext. 6205
Carol N. Klacik
Financial Aid Counselor
21
Tuition and Fees
Residency Status for Tuition and Fees
To be considered a resident for tuition and
fee purposes, a nonresident must first
establish a domicile in the state of Washington in compliance with state laws. You must
also establish your intention to remain in
Washington for other than educational
purposes. Once established, the domicile must
exist for one year prior to the first day of the
quarter you plan to enroll as a resident
student.
If you are a dependent student (claimed by
a parent for tax purposes), you are eligible for
residency only if one or 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.
Applications to change residency status
must be made no earlier than 4-6 weeks prior
to the quarter in which you may become
eligible, and no later than the 30th calendar
day of the quarter in which you may become
eligible. Applications are available at the
Office of Registration and Records.
Washington/Oregon,
Washington/British
Columbia Reciprocity
In accordance with a reciprocity agreement
between the states of Washington and Oregon,
Evergreen is allocated a number of tuition
waivers for Oregon residents. Graduate
students and undergraduate students of junior
standing or above may apply. Legislation in
process could affect the Washington/Oregon
reciprocity agreement. Washington and the
Province of British Columbia have a similar
reciprocity agreement. For information,
contact the Office of Registration and
Records.
Billing and Payment Procedures
Student Accounts assembles all student
financial information, both charges and
credits, and prepares a periodic statement.
This allows registered students to submit a
single check for tuition, fees, housing and
other charges by mail or night depository. The
Cashier's Office is open 10 a.m.-4 p.m.,
Monday-Friday.
Tuition and fees are billed quarterly by mail
if you are "preregistered." Payments must be
in the Cashier's Office by 3:45 p.m. on the
second day of each quarter. Cash, check,
money order, Visa and Mastercard are all
acceptable forms of payment.
If you are unable to make full payment of
tuition by the second day of the quarter, you
may receive a hardship deferment for one-half
tuition. This is automatically granted if you
pay at least one-half tuition by the deadline.
The remaining balance then becomes due four
weeks later.
You may set up a special billing address so
your bills are sent directly to the person who
pays them. Contact the Student Accounts
Office for more information.
Failure to pay tuition and fees by the
deadline will result in cancellation of
registration. 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.
Estimated Expenses
These estimates are for a single student who
lives on- or off-campus during the nine-month
academic year. They are the rates for the
1992-93 year. Tuition rates for 1993-94 will
be set by the Legislature during winter or
spring of 1993.
Residents
Nonresidents
Tuition and Fees
(Full-time
undergraduate)
$1785
$6297
Books & Supplies
594
594
Housing & 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.
Housing Deposit
Please contact the
Housing Office for a
copy of the Housing
Contract which
contains complete
details on deposits
and refund schedules.
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.
For more information about
Tuition and Fees,
call (206) 866-6000, ext. 6447
22
Tuition and Fees
These were the projected tuition and fee rates for the 1992-93 academic year. Tuition rates for
1993-94 will be set by the Legislature in winter or spring of 1993 and were not available at the
time of publication.
Enrollment
Status
Quarter
Credit Hours
Washington Resident Tuition
Nonresident Tuition
Full-time
undergraduate
students
10-16
$595 per quarter
$2099 per quarter
Part-time
undergraduate
students
9 credits
or less
Southeast Asian
Veteran undergraduate students**
$59.50 per credit;
2 credits minimum
$209.90 per credit;
2 credits minimum
$119 for 2 credits
$153 for 3-16 credits;
2 credits minimum
Does not apply
Full-time
graduate students
10-12
$948 per quarter
$2880 per quarter
Part-time
graduate
students
9 credits
or less
$94.80 per credit;
2 credits minimum
$288 per credit
2 credits minimum
$153 for 2 credits or more;
2 credits minimum
Does not apply
Southeast Asian
Veteran graduate
students**
A $93.50 fee for student Services and Activities is included in tuition.
For other fees, see the "Miscellaneous Fees" chart on this page.
*
Tuition and fees may vary Summer Quarter, which is not part of the regular academic year.
**
Ifregistered before May, 1992
Miscellaneous Fees
.
Mandatory health fee (quarterlyjf
WashPIRG
(quarterly, waivable) t
Housing deposit/administrative fee
Rental contract
Unit lease
Transcript
Extra transcripts ordered
at same time
ID 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)
Parking*
Automobiles
M otorcycles.
$ 30
3.50
60
100
10
5
5
15
35
50
15
50
25
10-25
5-100
Per Day
Quarter
Year
.75
.75
$22
11
$54
27
§
Students may also purchase health insurance
for themselves and dependents. Information
about the plans is available from Student
Accounts. All payments and questions
regarding specifics of the plans may be
directed to the insurance agent, Robert Beatty,
at (206) 943-4500.
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.
*
At the time of this publication's printing,
proposed increases to these rates were being
reviewed.
23
Academic Regulations
Registration·
Judy Huntley
Assistant to the Dean
-- Registration and Records
24
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 mid-May. 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 offcampus 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 22.)
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 22.
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
22.
Enrollment
Status
Full-time
Part-time
Status
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.
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.
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
eamed beyond this limit will not be accepted.
Evaluation
Evergreen's credit system distinguishes
between quantity and quality. The quantity of
youracademic work is recognized by an
awardof credit based on satisfactorycomplelionof program, contract or course requirements.The quality of your work is expressed
ina written evaluation.
To evaluate your work, you meet individuallywith the faculty member who leads your
seminar.At the end of each quarter, two
evaluationsare written about your academic
accomplishments,one by your faculty member
andone by yourself. For more about this
uniqueway of grading, see pages 12 and 13.
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.
Typically, when the student is a member of
a program, the first appeal should be made to
the program team. If a satisfactory resolution
is not reached, a further appeal may be made
to the team's academic dean.
Note: Appeals must be made within 60 days
of the end of the appropriate quarter.
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 intentionally
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
about
Academic Regulations,
caII (206) 866-6000, ext. 6180
25
•
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 selfevaluation 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 self-evaluations,
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.
26
Confidentiality of Records
Graduation Requirements
Evergreen complies with the federal Family
Education Rights and Privacy Act of 1974,
which establishes fair information practices
regarding student records at U.S. 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.
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 BA and BS 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 and MIT programs,
please refer to the appropriate Graduate
Catalog.
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
while in warning status 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 re-enter
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.
Evergreen's director of Acodemic Planning
and Experiential Learning knows the
advisingand planning needs of students
becauseshe once was one herself. Kitty
Parkergraduated from Evergreen in
1976, received her teaching certificate in
1982 and was a high school art teacher
beforepermanently ioining the Student
Affairsstaff in 1986.
"I love what I do here and the
people I work with because we
share a belief that what we're
doing really does make a
difference. The things that make
Evergreen unique also make it a
true alternative educational
experience. But it's an
alternative that works well for
all kinds of students.
Ourrolein Academic Advising is to make sure students have
the information they need to make good, thoughtful decisions.
We never tell students what to do,
but we do help them think about it
and explore all the options."
.Student Support Services
Evergreen's learning environment is profoundly engaging and challenging. The education
you receive here ideally will bridge the gaps between academic disciplines and enable you to
view concepts, problems and solutions in a unified, interdisciplinary manner. It's an experience
designed purposely to empower you for your entire life, not just to prepare you for a job.
You will find the experience most valuable if you look carefully at the many decisions you 'U
be making about your education, if you take responsibility for your own learning and keep your
eyes wide open for the rich and varied opportunities Evergreen offers.
Evergreen's commitment to you means more than just making all this available. It also means
we're committed to helping you succeed and make the most of your academic career. Sound
advice, genuine support and good information are invaluable tools for students entering and
making their way through the Evergreen community of learners. The following student services
are designed to provide the help and support you need.
Academic Planning and Experiential
LIB-1400, ext. 6312
Kitty Parker
Learning
(APEL)
APEL offers both individual and group advising sessions when you need advice and
information on programs, degree requirements, individual contracts, internships, credit for prior
learning and other academic concerns. You'll find it an excellent resource for all your academic
planning.
Access Services for Students with Disabilities
LIB-1610, ext. 6348
Linda Murphy
Coordinator
Access Services supports and assists students with disabilities by providing access to
Evergreen's programs and facilities. In addition to acting as an institutional liaison for students
with disabilities, Access Services offers interpretive services for the hearing impaired and books
on tape for visually and sensory challenged students. Information is available on resources for
testing, study skills development, tutoring and reader services.
Campus Recreation Center (CRC)
CRC Office, ext. 6530
Ron Cheatham
Director
Evergreen has one of the finest recreation and fitness centers in the area. The facility offers
swimming and diving pools, a gymnasium, a rock climbing wall, weight rooms, Wellness Lab,
racquetball courts and more. Nearly 100 Leisure Education courses are offered throughout the
year in a variety of fun and useful pursuits, including skiing, sailing, printmaking and
storytelling.
Career Development Center
LIB-1407, ext. 6193
Wendy Freeman
Director
The Career Development Center offers a variety of services, including workshops, individual
counseling, job search groups, career exploration and planning, resume writing, interviewing
techniques and career fairs. Resources in the Center include assessment inventories, a computerized career information system, graduate school information, entrance exam practice testing and
a 3,000-volume library on topics such as career exploration, graduate schools, job search and
employer information. A job board, updated daily, lists available state, national and international positions.
.
David Schoen
Director
Counseling and Health Center
Counseling: SEM-2109, ext. 6800, Health: SEM-2110, ext. 6200
Services in the Health Center are available to all full-time students who have paid the
mandatory $30 health fee. Part-time students may pay the fee for the entire quarter or use the
Health Center for a fee of $10 per visit. The Health Center offers treatment of injuries and
illnesses, workshops on issues ranging from safe sex to stress management, HIV counseling and
anonymous HIV testing.
Counseling services are available at no charge and include one-on-one appointments as well
as directed support groups on such issues as alcohol and drug addiction, self esteem awareness,
eating disorders and aid to victims of sexual assault. Programs for chemical dependency
recovery are sponsored through the Counseling Center by the substance prevention coordinator.
28
Eugene Fujimoto
Director
First Peoples' Advising Services
LIB-1415,ext. 6467
Mentoring, peer support, advocacy and counseling are offered to students of color in a spirit of
hospitality and respect at First Peoples' Advising Services. The staff are committed to providing
students of color with a welcoming environment. First Peoples' also provides referrals to
community resources and a library/lounge/meeting room for individual or group use.
Jeannie Chandler
Director
Housing
Housing Office, ext. 6132
Campus Housing offers excellent accommodations ranging from single and double studios to
six-bedroom apartments and duplexes. In addition to free recreational activities for residents,
Housing offers workshops on self-defense, roommate relationships, drug awareness and other
relevant topics.
Eddy Brown
Director
KEY Student Support Services
LIB-1407, ext. 6464
KEY (Keep Enhancing Yourself) is a federally funded student support program. If neither of
your parents graduated from a four-year college and you meet federal guidelines for low-income
status, or if you are physically disabled or have a documented learning disability, you are
eligible for KEY Student Services. KEY staff will work with you individually or in groups to
help you with needs assessment, financial aid and scholarship information, personal counseling,
free tutoring, academic and study skills development, cultural enrichment, career guidance and
advocacy for your concerns.
Tom Maddox
Director
Learning Resource Center
LIB-2122,ext.6420
The Learning Resource Center offers assistance in writing, reading and study skills at basic or
advanced levels, and help in math skills at basic levels through calculus and statistics. Diagnostic testing and individual conferences are offered to help determine your academic needs. The
Center's professional staff and student tutors can help you in individual or small group work in
self-paced programs. Students receive assistance on a first-come, first-served, drop-in basis or
can call for an appointment.
Tom Mercado
Director
Student Activities
CAB-320, ext. 6220
A variety of student organizations offer active participation in cultural, educational, recreational and spiritual activities. Their offices are located on the third floor of the CAB, where you
will also find the office of the Director of Student Activities. A complete list of S&A student
organizations and affiliated organizations appears on page 107 in the Campus Services section.
Your participation is welcome!
Shannon Ellis
Dean
Student and Academic Support Services
LIB-1414, ext. 6034
Advice on Evergreen policies and procedures is available in the office of the Dean for
Student and Academic Support Services (SASS). The dean's office also offers mediation
services, coordinates new student programs and provides referrals to campus and community
resources.
Art Costantino
Vice President
Student Affairs Office
LIB-3236,ext.6296
The office of the Vice President for Student Affairs can assist you in determining how to
proceed with a grievance concerning other persons or institutional issues. The vice president
oversees the grievance and appeals process outlined in the Student Conduct Code, supervises the
grievance officer and establishes a hearings board in the event of an appeal regarding alleged
infractions of the Code. The vice president also oversees Student and Academic Support
Services, Enrollment Services, Recreation and Housing.
29
Academic Offerings
"I enjoy taking a useful discipline and translating it for people. In making
conceptsclick, there is a lot of empowerment.
I gravitate toward math and concepts that certain people
find intimidating. I don't convince them they can do it, it's
that they are going through the learning process and
convincing themselves.
Find a faculty member with the right ideas, perspectives and
objectives who will influence you in a positive way. You
should be looking for mentors. The more you see teachers as
mentors and the less you see them as people running the
show, the better off you are."
A 1981 Evergreen alum and
faculty member since 1989, Tom
Womeldorff views himself first and
foremost as a teacher. With a Ph.D.
in economics from American
University, Washington, D.C, his
areas of academic interest center
around the environment,
particularly in Latin America.
Curriculum 1993-94
Special Features of the Curriculum, page 35
Interdivisional Offerings
Learning Resource Center
International Studies and Opportunities to Study Abroad
Mathematics at Evergreen
Part -time Studies
Core Programs, pages 37-40
The Context of Discovery
Credits
F
48
48
48
48
F
F
F
F
Constructions of Human Experience
The American West as Image and Reality
48
48
Conquest and Revolution:
Mexican, Irish and Peruvian Cultures
Mirrors of Language
Environment, Land and People
Great Stories
Classical and Modern:
W
W
W
S*
W
W
S
S
S
S
F
F
W
W
S
S
48
F
W
S
48
32
48
F
F
F
W
W
W
S
32
32
16
F
F
F
F
W
W
Environmental Studies, pages 41-46
Nisqually Landscapes:
The Mountain to The Sound
Introduction to Environmental Studies
Ecological Agriculture
Geography and Environment:
Systems in Conflict
Landscape Processes
Mammalogy
Temperate Rainforests
Tropical Rainforests
The Marine Environment
Biogeography
Natural History of the American Southwest
Ornithology
The Practice of Sustainable Agriculture
(Spring '94/8c, Summer'94/16c, Fall '94/8c)*
Tribal: Community Based/
Community Determined
16
16
32
16
16
W
W
16
*
S
Expressive Arts, pages 47-53
Performing Arts
S
S
S
S
S
Introduction to the Performing Arts
At the Crossroads: Performance and Culture
48
48
F
F
Music Cultures of the World
Moving Image Theatre:
32
F
Production and Performance
W
W
W
12
S
S
S
Film/Video
Mediaworks
48
F
W
S
Visual Arts
S
Studio Project
Studio Project: Three-Dimensional Form
Sculpture in Time and Place
Fiber Arts
Seeing the Light
Related Offering:
Learning from the Past:
History, Evolution, Tradition
Bob Haft
Convener
48
F
W
48
F
W
32
16
24
16
16
F
W
F
W
W
48
F
W
32
F
W
16
48
F
W
S
S
48
16
F
F
W
S
S
S
S
Cross Area
Toward the 21st Century: American Identities,
Communities and Globalism
The "Artist" in Technoculture:
Paul Butler
Pete Taylor
Conveners
Representational Politics
Pacific Northwest Art: Changing Perspectives
of the Landscape and the People
Word, Sound and Image: Advanced Inter-Arts
Related Offerings:
Miracles: Literature and Community Work
Creative Writing: Poetry
Writers' Workshop
32
S
16
S
Don Finkel
Secretary
Craig Carlson
David Whitener
Conveners
Knowledge and the Human Condition, pages 54-60
Auto/biography
48
Heroes, House Spirits and Fairies: Celtic
and Slavic Folk Traditions in Song and Tale
32
Ethnography and Culture: Practicing the Craft
32
Advanced Studies in Ethnography and Culture
16
Happy Talk, Graven Images:
Mass Media in America
48
F
W
F
F
W
W
S
Native American Studies, pages 65-67
Cultural Re-entry: Dimensions of Existence
S
Human Behavior in the Social Environment
Washington State Juvenile Delinquency
Miracles: Literature and Community Work
F
W
S
The Mythic Image
Evergreen's First Years:
48
F
W
S
An Oral History Project
Creative Writing: Poetry
Student Originated Studies in Humanities
The English Romantics:
Poetry and Fiction, Wordsworth to Scott
32
16
16
F
F
F
W
Writers' Workshop
Banned in Boston:
The Hidden History of the Struggle for
Community and Equality in the U.S.
Related Offerings:
Toward the 21st Century: American Identities,
Communities and Globalism
Celebration: Myth, Ritual, Language and Culture
Science of Mind
Word, Sound and Image: Advanced Inter-Arts
Leaming from the Past:
History, Evolution, Tradition
Post-Modem Bodies
Pacific Northwest Art: Changing Perspectives
of the Landscape and the People
Music Cultures of the World
Language and Culture Center, pages 61-63
The Classical World: The Greek Tradition
Celebration: Myth, Ritual, Language and Culture
Hispanic Forms in Life and Art
Related Offerings:
Heroes, House Spirits and Fairies: Celtic and
Slavic Folk Traditions in Song and Tale
Music Cultures of the World
Management and the Public Interest, page 64
Management and the Public Interest
Related Offering:
America in the 1990s:
Our Social and Economic Legacy
W
16
16
S
16
S
48
48
48
F
F
F
W
W
W
W
S
S
48
F
48
32
F
F
W
S
16
32
F
W
48
48
F
F
48
F
W
W
W
32
32
F
F
W
W
48
F
W
S
48
F
W
S
Related Offerings:
Brazil: Slavery, Sugar and Samba
Tribal: Community Based
Community Determined
48
F
W
S
48
48
F
F
W
W
S
S
48
F
W
S
16
F
48
F
W
S
F
W
F
W
S
F
F
W
S
Political Economy and Social Change, pages 68-69
Political Economy and Social Change:
Race, Class and Gender
32
America in the 1990s:
Our Social and Economic Legacy
48
Toward the 21st Century: American Identities,
Communities and Globalism
48
Brazil: Slavery, Sugar and Samba
16
S
S
Peter Bohmer
Convener
W
S
S
S
S
f
~~'
Susan Fiksdal
Convener
Dean Olson
Convener
33
Leo Daugherty
Convener
Center for the Study of Science and Human Values, pages 70-71
Learning from the Past:
History, Evolution, Tradition
48
F
W
Post-Modem Bodies
32
F
W
Related Offering:
Nisqually Landscapes:
The Mountain to The Sound
Science, Technology and Health, pages 73-80
Foundations of Natural Science
Matter and Motion
Energy Systems
Mathematical Systems
S
48
F
W
S
48
48
48
48
F
W
F
F
W
W
F
F
F
F
F
W
W
W
W
W
S
S
S
S
F
W
F
W
Data to Information
48
Science of Mind
48
Student Originated Software
48
Molecule to Organism
48
In the Master's House: Disenfranchised Populations
and Psychological Counseling
48
Social and Organizational Change
for the 21st Century
32
Models of Health Care and Reform
16
Related Offerings:
Post-Modem Bodies
32
Human Behavior in the Social Environment
48
Washington State Juvenile Delinquency
48
S
S
S
S
John Marvin
Convener
S
S
F
F
F
W
W
W
S
S
Willie L. Parson
Acting Director
Tacoma Program, page 81
Global Citizenship, Community Collaborations
48
F
W
Graduate Study at Evergreen, pages 82-84
Master of Environmental Studies (MES)
Master of Public Administration (MPA)
Master in Teaching (MIT)
*Key
F-Fall Quarter
W-Winter Quarter
S-Spring Quarter
Ralph Murphy
Director, MES
Lucia Harrison
Director, MPA
Jan Kido
Director, MIT
S
Special Features of the Curriculum
International Studies and
Opportunities to Study Abroad
Do You Want to Study
Mathematics at Evergreen?
Post-Modern Bodies, page 71
Evergreen offers a variety of ways to study
different cultures both in Olympia and abroad.
The curriculum offers a variety of programs
with an international and/or multicultural
theme; they are offered within the various
specialty areas and in the core curriculum. In
some programs opportunities are available for
part-time language study.
Evergreen students may also pursue options
to study abroad. The Language and Culture
Center, in particular, usually offers one or
more programs each year that travel abroad
for a quarter. Students may also 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. 1993-94 programs with a strong
international focus include:
Science of Mind, page 78
Tropical Rainforests (Costa Rica), page 44
Learning Resource Center
(Core) Conquest and Revolution:
Mexican, Irish and Peruvian Cultures, page 40
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 probably will
enable you to rid yourself of any math anxiety
that you might have-we think 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" or "Data
to Information." These programs and others
incorporate traditional mathematics. 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 self-paced programs at the Learning
Resource Center (see this page). At Evergreen, as in probably no other institution, you
will receive personalized attention; the college
will try to adapt to your individual interests
and needs.
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,
so much so because they are team-taught by
faculty from divergent specialty areas and
possibly of equal interest to students with
widely different fields of interest.
Toward the 21st Century: American
Identities, Communities and Globalism,
page 52
Pacific Northwest Art: Changing Perspectives
of the Landscape and the People, page 53
Celebration: Myth, Ritual and Culture,
page 55
Library 2122/2126, Ext. 6420
The LRC is open to all students who desire
individual help in either 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, first-served
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 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.
Introduction to Performing Arts, page 48
At the Crossroads:
Performance and Culture, page 48
Music Cultures of the World, page 48
Part-time Studies
Heroes, House Spirits and Fairies: Celtic and
Slavic Traditions in Song and Tale, page 55
Celebration: Myth, Ritual and Culture,
page 62
Hispanic Forms in Life and Art, page 63
Brazil: Slavery, Sugar and Samba, page 69
Political Economy and Social Change:
Race, Class and Gender, page 68
Part-time courses (for 4 or 8 credits) are
offered each quarter. Most of these courses
are offered to fill specific needs of the fulltime curriculum or to enrich and complement
that curriculum. Thus they do not provide a
wide and coherent array of courses for parttime students.
In general, full-time students are discouraged from substituting several courses in a
quarter for participation in a full-time group
contract or coordinated studies program.
People wishing to enroll in studies parttime should speak with the Admissions Office
and the Student Advising Office to better
understand the courses available to them. Upto-date descriptions of part-time offerings are
published quarterly in The Evergreen Times.
35
Third·year student Kirk
Knittle was a member of the
Tumwater, Washington,
High School state
championship football team.
College has helped
transform him from "jock"
to scholar. Kirk plans
eventually to earn a Ph.D.
in economics and teach at
the college level.
III was never interested in current
or world events. I was into body
building and football. I didn't know
how to read analytically and I
don't think I'd read a whole book
in my life. I'd never thought of
going to Evergreen because of the
stereotypes of it being a '60s-type
school. I didn't know how I would
be accepted because I'm kind of
conservative. But
it's been a great learning experience. I get more enjoyment from studying,
reading and going to school than I ever did playing sports. My motivation and desire to learn is something I'm really proud oi,"
Core Programs
Core Programs are designed to give first- or
second-year students a solid foundation of
knowledge and skills as preparation for more
advanced studies. Core Programs introduce
you to the central mode of study at Evergreen-the Coordinated Study Program, in
which faculty members from three or four
different disciplines help you explore a central
theme or problem. This interdisciplinary
approach means you study a situation as a
whole, not as a collection of unrelated
fragments. Core Programs reveal the full
breadth of issues-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 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 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, laboratories-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.
The Context of Discovery
Fall, Winter, Spring/Coordinated Study
Coordinator: Cheryl Simrell King
Enrollment: 100 Faculty: 5
Prerequisites: None
Special Expenses: Program retreat, field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Rachel Carson, Charles Darwin, Albert
Einstein, George Elliot, Escher, Sigmund
Freud, Galileo, Margaret Mead, Mozart, Alice
Walker. What is the common thread in this
list? All of these people have significantly
influenced Western thought through discovery
or creation.
What is discovery? What is creation? Are
creation and discovery the same or different?
What is the context in which discovery is
possible? What creates this context? These
questions form the basic structure of this
program, which looks at some of the key
discoveries and creations in the sciences,
social sciences, humanities and arts in order to
understand why and how discovery and
creation happen.
In studying discovery and creation, we will
read and learn about the whole process that
led to that discovery, not just the discovery
itself. We will examine the basic elements or
conditions of that discovery or creation,
including the cultural, political, social,
personal, historical, physical and intellectual
circumstances. We will also study implications of the discovery and its impact on life in
the 20th and 21st centuries.
We will pay special attention to those
conditions that inhibit discovery, elements
that keep it from being recognized by the
greater community or keep it at the margin of
the discipline. Although these elements can
take many forms, the program will focus on
inhibitors related to race, gender and class.
Through learning how others discover and
create, we learn about ourselves. We will
explore our cultures and examine the values
that we carry and the symbols and rituals that
allow us to translate those values into thought
and action. Through field trips, experiments,
creative writing, music and art, we will learn
about our own capacity for discovery and
creation and the elements that influence or
inhibit us. We will learn how to discover the
things within ourselves that can, and should,
be shared with the world.
We will focus extensively on writing,
critical thinking and analytical skills, also
integrating quantitative skills to the extent
possible and the level appropriate for our
studies.
Credit will be awarded in natural history, the
physical and biological sciences, music, the
social sciences, philosophy, mathematics/
statistics, cultural studies, feminist theory,
writing and research.
Total: 48 credits
Every Core Program prepares students for
entry programs in all specialty areas.
37
Mirrors of Language
Environment, Land and People
Fall, Winter, Spring/Coordinated Study
Coordinators: Susan Fiksdal, Doranne Crable
Enrollment: 44 Faculty: 2
Prerequisites: None
Special Expenses: Project materials, workshop
fees, tickets to performances, lectures/presentations off-campus
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, required, see
description
Fall, Winter, Spring/Coordinated Study
Coordinators: Oscar Soule, Barlow/Kelly,
Yvonne Peterson
Enrollment: 66-88 Faculty: 3-4
Prerequisites: None
Special Expenses: $50 per quarter field trip
expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In this program, we will consider language in its
broadest sense-as a means of communication.
Through our study of the languages of film, text,
drama, visual and performing arts and conversation (among others), we will study conceptions
of intent, both conscious and unconscious. How
does a writer's intent shape a reader's understanding of a text or a spectator's understanding
of a play? In what ways do speakers convey their
intent in conversation? What effect do artists'
conceptions and perceptions have on cultural
communication? How can these languages be
understood in an intercultural context? Are there
universal languages? The power of soundsintonation, rhythm, words-will
be one aspect of
our study. Another, which is equally important,
will be the power of silence, of gesture, of
movement.
We will examine theories of language origins
and changes and the use of language to persuade,
deceive, express cultural and personal identity.
Debates on bilingualism, linguistic imperialism
and censorship will be presented. Students will
keep a series of notebooks and create several
projects based on audio-visual, print, performance and visual art sources in order to explore
a number of languages and their reflections.
There will be opportunities to write research
papers, present analyses of particular types of
discourse and to do creative work based on
students' understanding of languages.
Because our major metaphor is mirrors, we
will look closely at representation of and by
language. Class meetings will be our laboratory
as well as our place for inquiry and synthesis.
We invite students with backgrounds in
linguistic diversity as well as those who would
like to enter that world to read, write, experience,
create and share conceptions about languages
from a multicultural perspective.
Students must take a module in a second or
third language, mathematics, drawing, music or
another form of cultural expression.
Credit will be awarded in linguistics, expository
and creative writing, verbal and non-verbal
communications, introduction to performance
theory, literary text analysis and critical thinking.
Total: 48 credits, including one module per
quarter
Every Core Program prepares students for
entry programs in all specialty areas.
38
Using coastal and southwest Washington as
a laboratory to study interactions between
people and their biological and physical
environments, this program will consider
how the land got here, how plant and animal
communities developed, how Native
American and more recent inhabitants
arrived and lived on the land, how people
utilize biological and physical resources of
the area and what the future may hold for
this region of Washington State. We expect
to focus attention on the past, present and
future of the regionally important industries
of cranberry production, forestry and fishing.
We will study the past through geology
and fossils, evolution and ecological
succession, and history of the peoples of the
region. We will study the present through
environmental analysis, sociology of the
peoples and economics of the industries. We
will study the future through examining state
and local governments, land use and
community planning. Through all of this we
will pay particular attention to interactions
between people and their environment-the
decisions they make and the land and its
resources, the technology they use in their
industries and its impact on the land.
We will alternate between periods of
intense course work and focused periods of
application and extensive field work in both
the biological and social sciences. We will
leam background in mathematics and the
natural and social sciences as they apply to
the overall program studies. For example, we
will study physics to understand technology
involved in cranberry harvest, economics to
examine the roles of corporations in the
region, chemistry to understand environmental monitoring; sociology to better understand human communities.
The program will involve extensive
research, writing and presenting as we attempt
to document and form an understanding of the
region. Portions of the study will involve
videotaping as a means of visualizing the arts,
crafts and industries of the people. Although
instruction will continue throughout the year,
students will devote a significant portion of
Spring Quarter to group projects designed to
aid local communities in planning and to help
us more fully understand the region. Community planning, park development, habitat
surveys, resource management and environmental or pollution monitoring are likely
topics for this project.
By the end of the program students should
understand how many areas of the liberal arts
curriculum apply to the study of land and
people and have a good sense of the
multidisciplinary education needed to
undertake careers in communications and
natural and social sciences.
Credit will be awarded in biology, ecology,
economics, ethnography, geology, history,
humanities, land-use planning, mathematics,
physical science and sociology.
Total: 48 credits
Every Core Program prepares students for
entry programs in all specialty areas.
Great Stories
Fall, Winter Spring/Coordinated Study
Coordinator: Tom Grissom
Enrollment: 110 Faculty: 5
Prerequisites: None
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Consult faculty
People have always told stories to try to make
sense of the world. These stories have taken
various forms, such as oral-traditional myths
and epic poetry, drama, novels, religious texts
and scientific treatises. In this program we
will examine some of the important stories
that have shaped our world view and those of
other cultures, particularly Japanese. In doing
so, we will explore the impact that the
development of written language, scientific
notational systems, the printing press, the
computer and audio-visual recording have had
on the way we think, organize our knowledge
and make sense of the world.
We will ask the following kinds of
questions. How do the notational systems we
use influence the kinds of questions we ask
and the kinds of stories we tell? How does a
society's concept of "law" change when that
society acquires a written language? Does the
emphasis on mathematics in modem science
predispose the scientist to ignore factors that
are not easily measurable? How has the
metaphor of the computer affected the way in
which we think about our own thinking
ability? How does the medium in which a
story is told (or shown) affect its significance?
Does the old story of King Lear change when
it is shaped into a drama by Shakespeare?
Does the drama's significance alter when its
performance moves from the stage to the
film? What happens to the English drama
when Japanese film director Kurosawa
transforms it into the film Ran?
We will deal with these kinds of questions
historically. Fall Quarter we will study the
transition from an oral to a literate culture in
early Greece. Starting with the oral poetry of
Homer, we will read selections from Greek
drama, philosophy, mathematics and science.
Winter Quarter will be devoted to texts of the
16th, 17th and 18th centuries. Planned
readings include the King James version of
the Bible and selected works of Shakespeare,
Newton and other literary, scientific and
philosophical writers. Spring Quarter will deal
with 20th century models of the world
developed within both the arts and the
sciences. Throughout all three quarters we
will compare and contrast European/American
procedures with those of other cultures.
There will be twice-weekly seminars and
weekly lectures on the readings. Other
meetings of the whole group will be devoted
to presentations, including audio-visual
works. Regular writing workshops will help
students improve the papers they will submit
each week. There will also be workshops in
mathematics, logic, and the workings of oral
tradition.
Credit will be awarded in literature, philosophy, history, mathematics, history of science,
English composition and critical reasoning.
Total: 48 credits
Every Core Program prepares students for
entry programs in all specialty areas.
Classical and Modern:.
Constructions of Human Experience
Fall, Winter, Spring/Coordinated Study
Coordinator: David Marr
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: Field trips to Seattle
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Faculty signature
required
"Classical and Modem" will study human
experience through literature, art history and
the social sciences. The program is built
around a series of exercises in interpretation
and authorship and stresses careful reading
and much writing. We will learn to read and
interpret texts, films, artworks and musical
performances. Because of the faculty team's
expertise, we will draw our materials
primarily from Euro-American and Japanese
traditions, ranging from classical works
(Plato, Shakespeare) to modem films
(Godard, Kurosawa). Our main goal is to read
and communicate well.
In "Classical and Modem" we assume that
cultural objects like books, paintings and
films are constructions and compositions of
human experience. Human experience itself,
we assume, is constructed and composed, not
given by nature. Values and beliefs, too, are
constructions and therefore open to question
and subject to change. Daily media reports of
a traumatized earth make us all question the
values by which we live. We will interpret
classical constructions of experience and
value while expanding our own.
Among modem texts we will include our
own acts of communication as objects of
study. For example, as members of a seminar,
all Evergreen students are expected to engage
in dialogue. What is the potential and what are
the limitations of dialogue as a way of
composing experience? In addition to writing
short papers weekly, students will keep
journals recording their responses to the books
and other materials encountered in the
program and will write one paper each quarter
about the most important themes they have
observed.
Credit will be awarded in humanities, social
sciences and English composition.
Total: 48 credits
Every Core Program prepares students for
entry programs in all specialty areas.
39
The American West
as Image and Reality
Fall, Winter, Spring/Coordinated Study
Coordinator: Brian Price
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: For possible field trips
Part-Time Options: No
Internship Possibilities: No
Additional Course Allowed: No
When we think of the American West, our
images are often of individualistic pioneers
carving free lives out of a wild, beneficent
nature, or of the epic national manifest destiny
to dominate and civilize the wilderness. Land
of freedom or land of opportunity, what
makes the United States distinctive is
inextricably bound up with the idea of the
West.
Yet the West, its cultures and ecology,
have been transformed again and again. For
thousands of years the West has been
understood as a place of vast distances and
almost unimaginable space and as home to
hundreds of diverse Native American peoples.
Immigrants from England, France, Spain,
Russia and elsewhere have explored and
occupied territory only in the last 200 or so
years. They have done so in such numbers
that 100 years ago Frederick Jackson Turner
declared the American Frontier closed. The
1990 census revealed that the West is now the
most urban of American spaces.
All of the immigrants to the West have
brought changes to the land, transforming it
from a natural wilderness into an urban
civilization, perhaps epitomized by the
polluted, smog-shrouded, strife-tom media
capital, Los Angeles. Yet when modem
Americans imagine the West, their images are
more often of Yosemite than of Watts, of the
Grand Canyon than of the Space Needle, of
rugged pioneers than of the urban poor, of
John Wayne than of Frederick Weyerhauser.
In this program our project is to investigate
the historically changing dominant images of
the environment and peoples of the American
West, looking at how these images-in
written and visual texts-square
with the
documentary evidence we have about the
experiences of exploration, conquest and
settlement of the West, and about the
transformations of its cultures and ecology.
We will investigate the past as a guide to
understanding the present, and will ask how
both past and present can guide our pathway
to the future.
As we do so, we will pay consistent
attention to skill development, focusing on
analytical reading and writing, critical
reasoning and film analysis.
Credit will be awarded in American literature,
history, political economy, and cultural
studies, as well as in environmental studies.
Total: 48 credits
Every Core Program prepares students for
entry programs in all specialty areas.
Conquest and Revolution: Mexican,
Irish and Peruvian Cultures
Fall, Winter, Spring/Coordinated Study
Faculty: Patrick Hill, Eric Larson, Raul
Nakasone, Gil Salcedo
Enrollment: 66 Faculty: 3
Prerequisites: None
Special Expenses: $20 for films
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The conquest of cultures and revolutionary
resistance occupy a central stage in human
history. The consequences of these events are
both negative and positive. From the
standpoint of the indigenous cultures, there is
death, enslavement, destruction of languages
and cultural mimicry. In the perspective of
centuries, however, there is also the emergence of vital hybrid cultures, peoples and
languages, new technologies and new visions
of independence and social justice. This
program will examine the dynamics of
conquest and revolution in Mexico, Ireland
and Peru, three separate and essentially
unconnected countries, sharing only the
misfortune of having their land and resources
coveted by more powerful countries.
We will seek to learn about the dynamics of
culture and power in these three examples.
We will read theories of cultural interaction
and of the relationship of the indigenous
cultures of the past to the present in such
authors as Friere, Fuentes, Vasconcellos,
Anzaldua, Yeats and Connolly. We will
critically examine successes and failures of
revolutions in restoring or creating vital
cultures and just societies.
We will divide our study into four basic
units of Mexican, Irish and Peruvian history:
the native culture prior to the conquest, the
process of conquest, the revolution and efforts
to dignify important aspects of the original
culture, and the state of present -day Mexico,
Ireland and Peru.
Four credits of introductory and/or
intermediate Spanish are an integral part of
the program for all students except native
speakers. Program activities will include
lectures, book seminars, films and music.
Credit will be awarded in Irish and Mexican
and Peruvian history, cultural studies,
anthropology, philosophy, history and
political economy.
Total: 48 credits
Every Core Program prepares students for
entry programs in all specialty areas.
Environmental
Conveners:
Pete Taylor/Paul Butler
Affiliated Faculty: Michael Beug, Paul Butler,
Jovana 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 Nadkami, Tom Rainey, John
Perkins, Oscar Soule, Jim Stroh, Pete Taylor
and Al Wiedemann
The philosophy of Environmental Studies is
that interaction of human societies and natural
systems must ensure 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 and
interactions of terrestrial and marine ecosystems and human societies;
• to learn the richness and limits of 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 blends material from
many disciplines drawn from natural and
social sciences, arts and humanities. Furthermore, it strives to break down boundaries
between disciplines in order to realize the
integration necessary to achieve the goals
stated above.
Studies
Curricular Pathways
in Environmental Studies
Nisqually Landscapes:
The Mountain to The Sound
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
permission of the instructor if it is appropriate
to their curriculum and they have the
necessary prerequisites.
Fall, Winter, Spring/Coordinated Study
Coordinator: Mark Levensky
Enrollment: 44 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: $30 per quarter for field
trips and guest speakers; each student must
provide own raingear, boots, camping gear,
binoculars
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
First Year:
Any Core Program.
Second or Third Years:
"Introduction to Environmental Studies"
"Nisqually Landscapes"
"Geography and Environment"
"Ecological Agriculture"
"Marine Environments"
Third or Fourth Years:
"Landscape Processes"
"Natural History of the American Southwest"
"Temperate Rainforests"
"Tropical Rainforests"
"Mammalogy"
"Ornithology"
"Biogeography"
"Nisqually Landscapes: The Mountain to The
Sound" is a one year, focused study of the
Nisqually River and its small communities
and natural surroundings from the Nisqually
Glacier on Mt. Rainier to the Nisqually Delta
where the river joins Puget Sound. Program
themes will include concepts of nature,
natural history, principles of ecology, small
communities and environmental ethics. Prior
study of any of these themes will not be
necessary for enrollment. Students whose
primary interest is in the arts, humanities or
social sciences, but who wish to gain solid
exposure to environmental studies will be
most welcome in this program ..
Each member of the program will participate in all program meetings, book seminars,
writing workshops, field workshops, weekly
all-weather field trips, labs and group project
meetings. Spring Quarter each student will
work with a small group of fellow students to
design, research and complete a substantial
research project on a program theme. The
group will then present some results of its
work to the program and to a part of the larger
Nisqually River community.
Through conscientious attention to the
work of the program, comprehension of the
structure and function of natural and human
communities and a substantial introduction to
contemporary environmental ethics, the
overall goal of the program is to increase each
person's understanding of and respect for
nature.
Credit will be awarded in expository writing,
environmental ethics, natural history,
principles of ecology, community studies and
group project in environmental studies.
Total: 48 credits
Program is preparatory for advanced-level
work in environmental studies or for pursuing
studies in any of the other specialty areas of
the college.
41
Introduction to
Environmental Studies
Fall, Winter/Coordinated Study
Coordinator: TBA
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: Field-trip costs estimated at
$30 per quarter
Part-time Options: 12 units, concurrently with
Chemistry or Principles of Biology, with
permission of the program coordinator
Internship Possibilities: No
Additional Course Allowed: Yes, see Parttime Options
While specific content will depend on faculty
staffing, the program generally will examine
natural systems and human affairs which
interact to affect local and global environments. Areas of ecological science, social
science and humanities which apply toward
understanding environmental issues will be
covered by assigned readings, lectures,
written assignments, seminars, labs and field
studies. Probable themes are biodiversity and
its conservation, intensifying urbanization,
declining rural environments and others.
Primary examples will be from the Pacific
Northwest, with likely emphasis on forest
ecosystems and urban and rural environments.
It is also likely that tropical Latin America
will be featured.
Credit will be awarded in areas of natural
science (ecology), social science (probably
political economy, geography, sociology and/
or anthropology), and humanities (environmental philosophy).
Total: 32 credits
Program is preparatory for careers and
future study in environmental natural sciences
and social sciences.
42
Ecological Agriculture
Fall, Winter, Spring/Coordinated Study
Coordinator: Pat Labine
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent,
some college work in chemistry and political
economy recommended
Special Expenses: Approximately $75 in field
trip fees
Part-time Options: By arrangement with
faculty
Internship Possibilities: Spring Quarter
Additional Course Allowed: By arrangement
with faculty
The Ecological Agriculture program provides
a broad, interdisciplinary study of agriculture
from a critical perspective concerned with
social and ecological sustainability. Fall
Quarter will examine the history and present
predicaments of American agriculture. Winter
Quarter will consider alternatives and possible
futures. Spring Quarter will focus on the role
of agriculture in Third World development.
Critical reading and expository writing will be
emphasized. In addition to seminar work,
there will be substantial study in natural and
social sciences (ecology, soil science,
entomology, community studies, land use
planning). Students will also have the
opportunity for practical experience in food
production at the Organic Farm. Students
wanting more extensive training in agricultural production may begin the program "The
Practice of Sustainable Agriculture" Spring
Quarter as part of their work in Ecological
Agriculture. Other student projects and
internships will also be Spring Quarter
options.
Credit will be offered in ecology, soil science,
entomology, political economy of American
agriculture, community studies, agriculture
and development in the Third World,
expository writing, library research and farm
practicum.
Total: 48 credits
Program is preparatory for careers and
future studies in environmental studies and
agriculture.
Geography and Environment:
Systems in Conflict
Fall, Winter/Group Contract
Sponsor: William Brown
Enrollment: 24 Faculty: 1
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: Consult faculty
Internship Possibilities: No
Additional Course Allowed: Consult faculty
This contract will examine the historical
relationship that has developed between
natural environments and those human
systems that have been imposed upon it. We
will be broadly concerned with the
sustainability of the earth's natural environments in the face of increasing population
growth and resource use. We will address
distribution, access to and use of earth's
diminishing resources as they conflict with the
ideology of growth and development. We will
begin with a study of physical geography and
climate, the basis of all natural systems. Our
studies will focus on two major problems that
have been imposed on the environmenturbanization and agriculture. We will also
take a look at our traditional preoccupation
with political maps and examine the artificial
nature of political territorialization that has
resulted not only in the present global division
between the "haves" and "have nots," but in
the new promise of an environmentally
conscious "fourth world" of emerging
cultures.
Credit will be awarded in geography (according to individual student emphasis, (e.g.,
political, physical, cultural, urban), environmental studies and regional studies.
Total: 32 credits
Program is preparatory for careers or future
study in geography, global studies, environmental studies, and economic development.
Landscape Processes
Mammalogy
Temperate
Fall, Winter/Group Contract
Sponsor: James M. Stroh
Enrollment: 22 Faculty: 1
Prerequisites: Junior standing, geology or
physical geography, college algebra; statistics
and chemistry desirable; faculty signature
required
Special Expenses: $20 lab fee and $70 field
trips
Part-time options: Yes, faculty consent
required
Internship possibilities: No
Additional course allowed: Yes, faculty
consent required
Fall/Group Contract
Sponsor: Steven G. Herman
Enrollment: 24
Prerequisites: Introduction to biology; general
understanding of natural history and interest
in field work
Special Expenses: $100 for transportation and
related expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Possibly
Fall/Coordinated Study
Coordinator: Paul R. Butler
Enrollment: 44 Faculty: 2
Prerequisites: Advanced standing in Environmental Studies; interview and faculty
signature required. Students must apply early
Spring Quarter 1993. Contact faculty for
announcement describing application process
which includes a letter of application.
Selection based on appropriateness of the
student's background as well as quality of
student's work.
Special Expenses: $150 for field trips
Part-time Options: Yes, faculty consent
required
Internship Possibilities: No
Additional Course Allowed: Consult faculty
This program is about the surface and near
subsurface of the earth, the processes that
shape it and environmental problems. We will
pursue the study of geomorphology, hydrology and physical geography with particular
emphasis on the western United States and
western Washington. Modes of study will
include texts, scientific articles, lectures,
laboratory and field exercises, seminars
(including "landscape literature") and special
workshops. Individual and group research will
be required. The class will focus on use of a
computer-based Geographic Information
System in modern analysis of landscapelinked environmental studies and environmental problem solving.
Credit will be awarded in geology, geography
and environmental studies. Some credit may
be upper-division science.
Total: 32 credits
Program is preparatory for careers in earth
science, environmental science and geography.
"Mammalogy" is an advanced program
designed to familiarize students with the class
Mammalia, emphasizing Washington
mammals through lectures as well as lab and
field work. Students will be required to
prepare scientific study skins and research one
species of mammal in both the library and the
field. At least two overnight field trips are
planned, one west of the Cascade Mountains,
one east. Most other field work will be local,
emphasizing live trapping. Students will
maintain field records using a rigorous
technique pioneered by Joseph Grinnell.
Required materials will include a curatorial
kit, standard field guides, Mammalogy by T.
Vaughn and shorter texts as needed.
Credit will be awarded in mammalogy and
another course or area of emphasis on
mammals.
Total: 16 credits
Students who do well in "Mamrnalogy"
will have an excellent background in the
natural history and physiology of mammals
and a thorough working knowledge of the
natural history of Washington mammals,
including selected marine species. These
studies are applicable to career preparation in
natural resource work and will be especially
helpful for graduate studies in vertebrate
zoology.
Rainforests
The world's rainforests are under tremendous
pressure. This program will focus on the
temperate forests of the Olympic Peninsula.
Through extensive field work, both directed
and student-originated seminars and lectures,
students will develop an understanding of this
unique ecosystem. With this background, we
can then compare and contrast the region with
other temperate and tropical rainforests, both
in a natural history sense and as it relates to
human activities.
Credit will be awarded in ecology, biology,
geology and environmental studies.
Total: 16 credits
Program is preparatory for careers and
future study in field biology and ecology,
environmental studies and geology.
43
Tropical Rainforests
The Marine Environment
Biogeography
Winter/Coordinated Study
Coordinator: John Longino
Enrollment: 24 Faculty: 2
Prerequisites: "Temperate Rainforests" or
equivalent; faculty signature required, some
Spanish language preferred
Special Expenses: $3,000 for field studies in
Costa Rica
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Winter, Spring/ Group Contract
Sponsor: Kaye V. Ladd
Enrollment: 48 Faculty: 2
Prerequisites: 2 quarters of college chemistry
with laboratory and a quantitative background; junior or senior standing preferred
Special Expenses: $25 lab fee
Part-time Options: Consent of faculty
Internship Possibilities: No
Additional Course Allowed: No
Spring/Group Contract
Sponsor: Pete Taylor
Enrollment: 24 Faculty: I
Prerequisites: College-level biology, ecology
or evolutionary biology or equivalent.
Special Expenses: Field-trip costs estimated to
$60
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The "Marine Environment" program focuses
on the sea as a habitat for marine life and the
relationships between marine organisms and
properties of the sea. Material will be
developed through study of oceanography,
marine ecology, statistics, lab and field work
and research projects. Topics covered include
marine geology, physical oceanography,
chemical oceanography, biological oceanography and the ecology of specific habitats such
as the deep sea, the Antarctic Ocean and the
Pacific coastal regions. Lab and field work
will focus on understanding the measurements
necessary to understand the physical,
chemical and biological properties of marine
systems. Students will learn how to determine
vertical profiles for salinity, temperature and
relative light intensity and to associate these
profiles with phytoplankton distributions and
mixing patterns. Methods for determining
suspended solids, chlorophyll, soluble
phosphates, nitrogen-containing species,
dissolved oxygen and primary productivity
will be developed. Statistics will be developed
within the context of understanding measurement and quantification of the marine
environment.
This program is about "biogeography," a
scientific field which seeks to describe and
explain distributions of organisms based on
historical and modern causes. Biogeography
integrates knowledge from several areas of
environmental science, including ecology,
evolutionary biology and geology. The
program will also explore aspects of "conservation biology," an emerging field that applies
concepts of biogeography, ecology and
evolutionary biology to protecting
biodiversity, now recognized as declining
globally at an unprecedented rate due to
human causes. These subjects will be covered
by lectures, readings, seminars, field studies
and projects featuring global and local
perspectives. Local examples may include the
Olympic Peninsula and Mount Saint Helens,
forests, salmon and numerous other possible
organisms, places and issues.
Students and faculty will conduct field studies
at the Monteverde field station in Costa Rica
for the entire quarter. Also included is a trip
around the country to introduce students to the
various habitats found in this diverse Central
American nation. Emphasis is on learning the
natural history of tropical ecosystems.
Credit will be awarded in ecology, biology,
geology and environmental studies.
Total: 16 credits
Program is preparatory for careers and
future study in field biology and ecology,
environmental studies and geology.
Credit will be awarded in marine ecology,
oceanography, statistics and research/
laboratory/field work in marine science.
Total: 32 credits
Program is preparatory for careers and
future study in marine and other environmental sciences.
Credit will be awarded in biogeography and
conservation biology.
Total: 16 credits
Program is preparatory for further studies
and careers in natural sciences and related
environmental fields.
Natural History
of the American Southwest
Spring/Group Contract
Sponsor: Paul R. Butler
Enrollment: 22 Faculty: 1
Prerequisites: Junior or senior standing;
previous academic work in natural history;
faculty interview and signature. Students must
apply early Fall Quarter 1993. Contact faculty
for announcement describing application
process which includes a letter of application.
Selection based on appropriateness of the
student's background as well as quality of
student's work.
Special Expenses: Field trip expenses for
approximately four weeks, including twoweek river trip through the Grand Canyon,
$2,000
Part-time Options; Consent of the faculty
Internship Possibilities: No
Additional Course Allowed: No
Prior to departure on the field trip, students
will study the natural history of the region
through lectures, seminars and individually
tailored reading assignments. The first two
weeks in the field will be spent in the Death
Valley region, where students will learn field
techniques like vegetation sampling and
geologic field mapping. The second two
weeks will be spent on the Colorado River
studying the natural history of the Grand
Canyon. Upon return to Evergreen, students
will write up the results of their field studies
and make presentations to the class.
Credit will be awarded in upper-division
science-geology,
botany and ecology.
Total: 16 credits
Program is preparatory for careers and
future study in environmental studies, ecology
and geology.
Ornithology
Spring/Group Contract
Sponsor: Steven G. Herman
Enrollment: 24 Faculty: 1
Prerequisites: Basic understanding of natural
history, basic understanding of bird identification and record-keeping techniques
Special Expenses: $500 for field expenses
(room and board), $170 for transportation
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Ornithology" is an advanced program
designed to provide students with a comprehensive background in avian biology with an
emphasis on field studies. Required materials
include standard field guides (Ornithology,
The Naturalist's Field Journal, Bird
Study), field journal materials and high
quality binoculars.
Credit will be awarded in bird ecology,
ornithology, bird behavior and
bird structure.
Total: 16 credits
Students completing this program as part of
a larger scheme of study will be in a position
to seek careers or future study in resource
management, vertebrate zoology or environmental interpretation. Those who finish the
program will be competent to study birds
successfully at the sub-professional level and
well-qualified for graduate work in the field
of ornithology.
The Practice
of Sustainable Agriculture
Spring, Summer, Fall/Group Contract
Coordinator: Pat Moore
Enrollment: 12 Faculty: I
Prerequisites: "Ecological Agriculture" or
equivalent college-level work in natural
sciences and political economy. Faculty
signature required. A personal interview will
be required to assess the student's aptitude,
experience and interest in practical agriculture.
Special Expenses: $30, field trips and
materials
Part-time Options: This is a part-time offering
Internship Possibilities: Yes
Additional Course Allowed: Yes
This program will provide upper-division
students with direct experience in the practice
of sustainable agriculture. There will be
weekly lectures and occasional field trips;
however, the major emphasis of this program
will be practical skill development in
intensive food production at the Organic
Farm. Students can expect instruction in soils,
plant propagation, greenhouse management,
composting, green manuring, the use of
manures, equipment combinations, the
economics of small farms, livestock management, pest control, weed control strategies,
water management, irrigation system design,
machinery maintenance, basic horticulture,
intensive vegetable culture, marketing,
orchard systems and more. We will also
examine bio-dynamics, permaculture and
radionics.
Credit will be awarded in sustainable
agriculture.
Total: Spring Quarter-S credits
Summer Quarter- 8 to 16 credits
Fall Quarter-S credits
Program is preparatory for careers and
future study in agriculture.
45
Tribal: Community BasedCommunity Determined
Learning from the Past:
History, Evolution, Tradition
Fall, Winter, Spring/Coordinated Study
Coordinator: Carol J. Minugh
Enrollment: 48 Faculty: 2
Prerequisites: Consult coordinator; faculty
signature required
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Western concern with the study of human
history as a specialized discipline is
relatively recent, having emerged around the
middle of the 19th century. At the same
time, historical sciences such as geology and
evolution were established. Why did so
many Europeans and Americans become
fascinated by the past at this time? How did
their attempts to learn from the past differ
from emphases in non-Western cultures?
What has happened to their efforts to
reconstruct "objective" records of human
and natural history? Is "objectivity" a
realistic goal in thinking about the past?
Such questions will be the focus of this yearlong, upper-division group contract. For a
complete description, turn to page 70 of the
Center for the Study of Science and Human
Values.
This community based program emphasizes
community building within Native American
communities where the classes are held. The
curriculum for the program is a direct result of
students themselves determining "What do
educated members of an Indian nation, who
want to contribute to their community, need to
know?" The interdisciplinary approach
provides opportunity for students to participate in seminars while also studying in their
individual academic interest areas.
Development of the curriculum for the
academic year begins with community
involvement the previous spring. Current and
potential students work to identify educational
goals and curriculum topics for the program.
A primary function of this process is that the
student is able to be effective in or outside the
native community. After the students make
decisions, the faculty and students identify
texts, methods and resources to assist the
learning process. 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 in
human services, tribal government/management, education and community development.
46
Expressive Arts
Convener: Bob Haft
Affiliated Faculty
and area of Graduate Advising:
Susan Aurand-Visual
Art
Andrew Buchman-Music
Sally Cloninger-FilmNideo
Doranne Crable-Performance
Studies,
Literature
Joe Fedderson-Visual
Art
Anne Fischel-FilmNideo
Bob Haft-Visual
Art, Photography
Meg Hunt-Dance
Rose Jang-Theater
Bud Johansen-Dance
Jean Mandeberg- Visual Arts/Sculpture
Laurie Meeker-FilmNideo
Sandie Nisbet-Theater
Ratna Roy-Dance,
African-American
Studies, South Asian 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
work in more than one art form simultaneously, and collaboration and crossdisciplinary 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, ensuring that
the faculty and 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 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 creati ve writing. In all of
these, we are working to create a learning
environment which supports a strong
multicultural perspective.
Offerings in the Expressive Arts include
annual sophomore-level coordinated study
programs which provide an introduction and
theoretical foundation for work in the arts.
Also generally included are junior/senior-level
programs where students apply and refine art
skills.
Individual contracts and senior thesis
projects allow students to do work to suit their
own particular needs and abilities. For both
these options eligibility requirements include
a minimum of three quarters of prior experience in the Expressive Arts.
Independent contracts in film/video are
available on a limited basis to students who
are ready for advanced work in film/video
production, history and theory. Independent
contract projects might involve production of
a film, video or mixed media piece, writing a
script or screenplay or conducting research on
media history or theory. In order to do an
independent contract, students must be at the
junior or senior level and must demonstrate
that they have gained a solid theoretical and
technical background in film and video
production, history and theory. This background should be developed through work in
programs, courses and modules equivalent to
a concentration. Students must have at least
three quarters of prior experience in the
expressive arts or expect to have taken and
successfully completed an entry-level film
and video program, such as "Recording and
Structuring Light and Sound." Transfer
students who have spent a year in coordinated
studies may also plan independent contracts if
they have at least one year of intensive
coursework in media production and theory
from their former institution. Students may
not use independent contracts to learn basic
production skills that are taught in full-time
programs, courses or modules.
Students wishing to do either contracted
individual study or a senior thesis in the arts
should check with Expressive Arts faculty
members about these requirements prior to
submitting proposals. Students may also
enroll in skill development modules designed
to supplement work in programs and group
contracts. Finally, there are internship
possibilities for pre-professional work
experience.
47
Introduction to Performing Arts
Fall, Winter, Spring/Coordinated Study
Coordinator: Ratna Roy
Enrollment: 72 Faculty: 3 Ratna Roy, dance;
Andrew Buchman, music; Ainara Wilder,
theater
Prerequisites: Core Program or equivalent
Special Expenses: Performance tickets,
movement/dance clothes, audio tape
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with faculty
permission
This program is designed to build basic skills
in music, theater and dance and to explore the
interacting of these art forms in performance.
We will look at art forms of several different
cultures, including South Asia, Eastern
Europe and North America. While students
will choose a "specialty" among the three art
forms, everyone will be expected to learn
something of all of them. We will concentrate
on oral cultures and the art of storytelling
(story acting, musical dance, drama), resulting
in a collage of intercultural presentations and
interactions (specifics will depend on the
composition of the students in the class).
Credit will be awarded in music theory and
composition, dance technique and choreography, acting and dramatic literature, mime
theater, oral traditions, history and aesthetics
of the performing arts, performing arts in
cultural context and expository writing.
Total: 48 credits
Program is preparatory for careers and
future study in Western music and world
music, Western and Asian dance, Western and
Eastern theater and performance art.
At the Crossroads:
Performance and Culture
Fall, Winter, Spring/Coordinated Study
Coordinator: Bud Johansen
Enrollment: 48 Faculty: 2
Prerequisites: Junior/senior standing.
"Introduction to Performing Arts" or
equivalent. Faculty signature required.
Interview and audition with faculty. Selection
based on quality of presentation and performance.
Special Exp~nses: Performance wear, travel
and ticket expense
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
This program is designed to study theater,
dance and music as well as their mutual and
interlocked relationships in many performing
art forms. We will analyze a wide spectrum of
performance styles from various cultures.
From Western tradition we will focus on
modern and contemporary style such as music
drama, Brechtian epic theater, modern dance
and musicals. From Eastern tradition we will
look at both traditional theater, such as
Chinese opera and Japanese Kabuki, and
contemporary invention such as Japanese
Butoh. We will study each individual art form
and explore its unique combinations of dance,
theater and music independently, while also
conducting careful comparative study between
different cultural performances and investigating their mutual influences.
Fall Quarter will introduce students to all
these various performance styles through
weekly study of theory and practicum. Winter
Quarter will concentrate on faculty-facilitated
performance projects in reflection of particular efforts and considerations at the crossroads
of culture and performance genres. These
projects will follow a unified theme decided
and directed by the faculty, performed by the
students and presented to the public at the
quarter's end. Spring Quarter will again focus
on performance, but this time projects will be
student-initiated, collaborative projects
reflecting on what students have learned
through the year. The performance will also
be open to the public at the end of the quarter.
Credit will be awarded in performing arts and
multicultural perspectives in the arts.
Total: 48 credits
Program is preparatory for careers and
future studies in the performing arts.
48
Music Cultures of the World
Fall, Winter/Group Contract
Sponsor: Sean Williams
Enrollment: 24 Faculty: I
Prerequisites: Junior/senior standing. Faculty
signature required: Interview and compatibility between the student's interests and the
content of the program required.
Special Expenses: $100 per quarter for books,
concerts, lessons
Part-time Options: Yes, with faculty permission
Internship Possibilities: No
Additional Course Allowed: Language study
Ethnomusicology is the study of music in its
cultural context. The three broad areas of
musical sound, concepts and behavior will be
explored cross-culturally as we try to make
sense of the many different musical cultures
we encounter in the world. All the music we
listen to will come directly from traditional
and popular artists in the area under discussion, with the aim of understanding local
terminology and theory rather than forcing
Western music theory onto non-Western
music. We will examine several major
musical areas each quarter including parts of
Asia, Africa, the Middle East and the
Americas through listening, reading and
writing. Our theoretical perspectives on music
in relation to politics, economy, colonialism,
ritual, dance, spirituality, acculturation,
language and gender perspectives will help to
guide us across cultural and national boundaries throughout the year.
Program activities will include lectures,
seminars, critical listening, films, research,
writing and workshops with guest artists. We
will also frequently refer to specific texts
which incorporate a variety of scholarly and
cultural perspectives, such as "The Study of
Ethnomusicology," "Music of Many Cultures," "Women and Music in Cross-Cultural
Perspective" and "Popular Music of the NonWestern World." At the end of the second
quarter, students will have a deep understanding of the world's music and the sociopolitical
and cultural forces which lead to its creation
and evolution.
Credit will be awarded in ethnomusicology,
area studies and expository writing.
Total: 32 credits
Program is preparatory for careers and
future study in ethnomusicology, anthropology, folklore and specific area studies.
Moving Image Theatre:
Production and Performance
Spring/Group Contract
Sponsor: Doranne Crable or other performance faculty
Enrollment: 20 Faculty: 1
Prerequisites: One academic year of coordinated studies or group contract work in
Expressive Arts; junior/senior standing;
audition!interview Fall 1993; faculty signature
required, faculty announced through the
Academic Advising Office, Fall 1993.
Special Expenses: Yes, TBA
Part-time Options: Yes, in technical theatre
modules for technical students
Internship Possibilities: No
Additional Course Allowed: Yes
Auditors: No
"Moving Image Theatre" will focus on
creating and producing a public performance
in week nine. The work will be self-contained,
i.e., we will work as an ensemble, designing
and implementing all aspects of 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 Fall, Winter and Spring Quarters. If
available, the modules are: Fall, Lighting
Design and Implementation; Winter, Set
Design and Construction; Spring, Publicity
and Promotions.
Faculty will interview students Fall
Quarter. Those interested in performing will
audition through movement, voice, instrumentation and/or acting. Those interested in
technical theater, arts management, composing, stage-managing 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 no more than
once a week during Winter Quarter.
Collaboration before and during the
spring work is the most important aspect of
the program. Students and faculty will plan
the spring production by reading and
discussing sources selected by faculty 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.
These techniques include Laban Movement
and Movement Analysis; movement and
voice for the performer; "scripting"
(developing performance text from existing
or alternative sources); interpreting and
using archetypes in performance and design.
Faculty will present possible sources to
the ensemble after auditions and selections
in Fall Quarter. Winter Quarter meetings
will be informal and required for all people
involved in the spring production. Students
will earn credit primarily through their area
of interest for the program. Sourceswhatever they might be-will include
influences, references or actual concentrations in comparative mythologies, depthpsychology 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 areas relevant to
individual and group work, e.g., text
analysis, performance theory, technical
design and composition; production and
performance skills.
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.
Mediaworks
Fall, Winter, Spring/Group Contract
Sponsor: Anne Fischel
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing; one year of
college-level work emphasizing either art-making
or critical reading and writing. Faculty signature
required. To apply, schedule interview with faculty
and submit copy of evaluation from a recently
completed program. Selection will be based on
quality of previous work.
Special Expenses: $250 materials; $40 per quarter
screening fee
Part-time Options: No
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: 4-credit course
Winter and Spring Quarters, if necessary for
program work
"Mediaworks" is the entry-level moving image
program. It is designed to provide students with
basic skills in nonfiction film, video and audio
production, as well as with a background in
nonfiction film and video history and theory. All
moving image programs emphasize the linkage of
media theory and practice. For this reason,
emphasis will be on the development of critical
perspectives on image-making, with special
reference to gender, race, class and sexual diversity.
"Mediaworks" is designed as a flexible program
that responds to current aesthetic and theoretical
concerns. Themes for 1993-94 may include:
documentary film/video, modernist and postmodem film/video, feminist film theory and
practice, media activism and Third Cinema.
During Fall and Winter Quarters, students will
acquire basic technical skills in film and video,
and will execute design projects in a variety of
media. We will also explore critical and theoretical
frameworks for addressing aesthetic, political and
ethical issues of film and video-making. Students
will be expected to do independent research and
present it orally and in written form. Students will
also prepare a detailed proposal for a Spring
Quarter project. During Spring Quarter students
will produce an independent project in the medium
of their choice.
Students should expect to work collaboratively,
in groups, and to design projects consistent with
the stated themes of the program. Technical
instruction may include: pre-production design,
cinematography, film and video lighting techniques, film and video editing, basic sound
recording and post-production strategies. Considerable attention will be given to the process, as
well as the product, of media production, with
frequent screenings of work in progress and
emphasis on group discussion and critique.
Credit will be awarded in film/video production,
media history and theory, visual research and
independent film/video projects.
Total: 48 credits
Program is preparatory for careers and future
study in media production.
49
Studio Project
Fall, Winter/Group Contract
Sponsor: Bob Haft, Hiro Kawasaki
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent.
Faculty signature required. Schedule interview with faculty.
Special Expenses: Art supplies and lab fee
Part-time options: No
Internship possibilities: No
Additional Courses allowed: No
"Studio Project" is an entry-level program for
sophomores, juniors and seniors wishing to
study two- and three-dimensional visual arts.
Fall and Winter Quarters will be devoted to
the study of drawing and photography, with
students rotating from one medium to the
other during the course of the two quarters. In
the drawing section we will be working with
still life and live models. Fall students will
also work with collage as a part of their study
of design. Students will learn basic and
intermediate drafting skills as well as
introduction to color theory and painting. In
the photography section, students will learn
the basics of black and white photography,
from use of the camera to enlarging and
presenting final prints. Also included is a
study of the history of world art.
Credit will be awarded in drawing, design,
aesthetics, photography and art history.
Total: 32 credits
Program is preparatory for careers and
future study in art and art education.
Studio Project:
Three-Dimensional
Sculpture in Time and Place
Form
Spring/Group Contract
Sponsor: Phil Harding
Enrollment: 24 Faculty: 1
Prerequisites: "Studio Project," Fall and
Winter, or faculty signature required. Students
must present academic and art portfolio and
schedule interview with the faculty. Selection
is based on compatibility of student's interests
and abilities with the content of the program.
Special Expenses: $50 for photography and
materials
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
The aim of this group contract will be to
cultivate three-dimensional "literacy," to be
able to experience, "see" and discuss threedimensional works.
There will be a series of seven assigned
exercises followed by two individually
selected works. The assigned exercises will
vary in their focus and will include responses
to sites, themes and materials. Each project
will be formally presented and critiqued.
Course equivalencies will reflect specific
work done, but all will be under the general
category of art.
Total: 16 credits
Program is preparatory for careers and
future study in art and art education.
Fall, Winter/Group Contract
Sponsor: Jean Mandeberg
Enrollment: 24 Faculty: 1
Prerequisites: Full year of "Studio Project" or
equivalent art experience. Faculty signature
required. Review of student's art portfolio
which might include slides, photographs or
examples of previous work. Selection based
on quality of student work in preparation for
the program.
Special Expenses: Art materials and lab fees
for use of metal and wood shops
Part-time Options: Program is for 12 credits
only
Internship Possibilities: No
Additional Course Allowed: Yes
This intermediate/advanced visual art program
will be an intensive study of three dimensional art that addresses issues of site,
function and community interests. Whether
the site is the human body for jewelrymaking, an architectural setting for temporary
sculpture, or a domestic setting for functional
objects, we will be studying artwork created
in response to particular places or needs. This
study will include skill-building, historical
background and design process.
Our study of design will be enriched by
joining with the "Energy Systems" program
for selected seminars, lectures and workshops.
Field trips will include visits to public art in
the Northwest, talking to artists who have
designed artwork for non-traditional spaces
such as jails, power stations and city streets.
Over two quarters, students will work
individually on sculptural forms in the
materials of their choice and in small groups
as design teams on collaborative projects.
Weekly class meetings will include studio
work, critique, technical demonstrations and
seminars.
Credit will be awarded in sculpture, design
theory and practice, and contemporary art
seminar: public art.
Total: 24 credits
This program is preparatory for careers and
future study in arts and humanities.
Fiber Arts
Seeing the Light
Winter/Group Contract
Sponsor: Gail Tremblay
Enrollment: 24
Prerequisites: None
Special Expenses: $50, or more if desired, for
yarn, wool, etc.
Part-time Options: Yes, 12 credits, possible
with faculty permission
Internship Possibilities: No
Additional Course Allowed: Yes, one
Spring/Group contract
Sponsor: Bob Haft
Enrollment: 24 Faculty: 2
Prerequisites: Core Program or equivalent.
Faculty signature required. Schedule interview, present photography portfolio.
Special Expenses: Materials and lab fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In this program students will develop skills in
weaving and felting. Students will start work
at their own levels and beginning, intermediate and advanced weavers will be accepted
into the program. We will examine techniques
for off-loom, tapestry and four-harness
weaving, drafting and design for the loom and
color theory. Students will be expected to
weave samples, four small projects and two
large ones in the ten weeks of the quarter. The
emphasis will be on work that is fine art rather
than functional. Students will also learn to
draft using the computer.
This is a one-quarter course designed for
intermediate and advanced-level photography
students. Students will work with large format
as well as 35mm cameras, non-silver as well
as traditional processes and in color as well as
black and white. Students will look at the
work of historical and contemporary photographers and will read texts on the history and
critical analysis of the medium. In addition to
classroom work, field trips will be taken to
galleries to view exhibits of photographic
work and to sites of special interest for onlocation work. Emphasis will be placed on
using photography as a means of personal
expression.
Credit will be awarded in weaving, felting,
textile design and drafting, and color design.
Total: 16 credits
Program is preparatory for careers and
future study in textile or fiber design and the
visual arts generally.
Credit will be awarded in intermediate and
advanced photography, aesthetics and
criticism and the history of photography.
Total: 16 credits
Program is preparatory for careers and
future study in photography and photo-related
arts.
The "Artist" in Technoculture:
Representational Politics
Fall, Winter/Group Contract
Sponsor: Joe Feddersen
Enrollment: 18 Faculty: 1
Prerequisites: Core Program or equivalent;
some studio experience; faculty portfolio
review, interview and signature
Special Expenses: $20 plus own art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
To an ever greater degree, the work of art
reproduced becomes the work of art designed
for reproducibility. From a photographic
negative, for example, one can make any
number of prints; to ask for the "authentic"
print makes no sense. But the instant the
criterion of authenticity ceases to be applicable to artistic production, the total function
of art is reversed. Instead of being based on
ritual, it begins to be based on another
practice-politics.
-Walter Benjamin
How is technology changing what we see and
how we see it? Who creates, controls and
evaluates this information? Technology is
rapidly changing image making and information processing, opening up whole new ways
to explore and consider our world. This
program is a two-quarter exploration into
ideas and forms of visual communication
utilizing and/or addressing electronic and
mechanical reproduction. The direction of
student work, and the program as a whole,
will be influenced by current theories and
criticisms surrounding the aesthetics and
politics of contemporary image production.
Our seminars will be based on lectures, books
and essays. We will spend Fall Quarter
acquiring and refining specific skills in areas
such as photography, electronic imaging,
desktop publishing and printmaking. During
Winter Quarter, working in an arena emphasizing alternative and experimental approaches to artistic problem solving, we will
collaborate on, plan and pursue a project
culminating in a public exhibition.
Total: 32 credits
51
Toward the 21st Century:
American Identities, Communities
and Globalism
Fall, Winter, Spring/Coordinated Study
Coordinator: Sally Cloninger, Jeanne Hahn,
Laurie Meeker, Rita Pougiales
Enrollment: 96 Faculty: 4
Prerequisites: Sophomore standing or above;
Core Program or equivalent
Special Expenses: $25 per quarter screening
fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In this program we will consider conditions
of life in America today and our prospects as
we approach the threshold of the 21st century.
Focusing on American identities and
communities, we will consider how people
think about their lives and how they act
collectively. We will attempt to understand
the processes by which modern Americans
transform their political and economic
actions. Key to understanding these processes
will be a study of the construction and use of
media and the ideologies and practices of
social institutions.
In particular, we will try to understand the
relationship of our communities and our
country to the changing global system. For
example, we have to understand the new
north-south relationship (being reconstructed
out of the collapse of the old east-west
ideological axis), how the U.S. figures in this
New World Order and why the U.S. response
is reactionary, backward looking, and
increasingly hostile (and, we predict,
militaristic) as it loses economic and moral
leadership. How is all this related to the "new
culture of disintegrity" now rampant in the
U.S.? What happens in our particular
communities is also related to the larger
world. An obvious case is when General
Motors or Liz Claiborne, on a moment's
notice, moves its assembly plant to Mexico or
Sri Lanka. What happens to the U.S.
community it leaves behind? To the individu-
als, the social structure, the "vitality" of the
abandoned community? How are the identities
and communities of the Sri Lankans and
Mexicans who get "our" jobs transformed?
Why does this happen?
All this has a great deal to do with our own
individual identities as we live in fortress
America, as we struggle to understand and
interpret it through the media, popular culture
and politics or ignore it through withdrawal,
hopelessness or excessive individualism and
consumerism. The 21st century may look
bleak. Can we develop analytical frameworks
for understanding the relationships among all
these developments? In this program we will
draw upon a range of strategies-field
and
library research, the production of public
access radio and television, the experience of
community service and college governanceto understand and respond to the problems we
study. Students will be asked to develop
individual and team research projects and to
identify themes and other material to be
included in the program.
Credit will be awarded in cultural studies,
political economy, media and popular culture,
American history and feminist theory.
Total: 48 credits
Program is preparatory for careers and
future studies in social science, media studies
and political economy.
Pacific Northwest Art:
Changing Perspectives of the
Landscape and the People
Spring/Coordinated Study
Coordinator: Pat Matheny-White
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent;
faculty signature; and, likely, interview to
review research writing, printmaking skills;
writing sample may be requested
Special Expenses: Art supplies, lab fees, field
trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will present rich historical and
artistic perspectives for students to use for
their own observation and documentation of
the Pacific Northwest. Emphasis will be
placed on problems and issues related to
visual documentation throughout the history
of this region. Our study will begin with the
art of Native Americans. We will then study
approaches to documentation by early marine
artists who, in the 18th century, participated in
exploration of the Pacific Northwest. We will
survey changes in the way artists perceive the
regional landscape and the increasing diverse
population, as documented in 19th and early
20th century paintings, prints and photographs. As we complete this survey we will
devote attention to social, political and
economic development of the region. We will
examine the ways artists working in the
Pacific Northwest explore differing perspectives of the contemporary environment. As we
progress through history we will use these
varying points of view as a stimulus for our
own observation and documentation. Students
may work in various media, initially with
drawing, sketching or photographing and will
then be required to produce a portfolio of
work for final presentation. Some students
may want to do historical research and use
writing as the primary focus for their final
presentation. Workshops and/or studio time
will be provided in drawing, photography,
printmaking, painting or in historical research
and writing.
Weekly lectures, reading and seminars will
provide the historical content for the program.
Workshops, labs, field trips and visual critique
seminars will provide the basis for doing
individual creative work produced within a
broad regional, historical context.
Credit will be awarded in Pacific Northwest
history, art history, studio art (drawing,
photography, painting), Pacific Northwest
historical research.
Total: 16 credits
Program is preparatory for careers and
future study in visual arts and humanities.
52
Word, Sound and Image:
Advanced Inter-Arts
Miracles:
Literature and Community Work
Fall, Winter, Spring/Coordinated Study
Coordinator: Susan Aurand
Enrollment: 80 Faculty: 4
Prerequisites: Junior/senior standing recommended; interview and faculty signature
required; visual art and creative writing
students must submit portfolio of work;
theater students must present short audition
piece.
Special Expenses: Art supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: With permission
of the faculty
We will search for miracles in art, stories,
poems and songs from a multicultural
perspective in work by people like William
Blake, Fadwa Tuqan, Izumi Shikibu and John
Lee Hooker. We will study contemporary
social theory, models from natural science,
history (European and non-traditional), and
indigenous wisdom in works by thinkers like
Renato Rosaldo, John Seed, Helen Schucman
and Zala Chandler. We will conduct field
research in places like El Centro de la Raza,
Little Skookum Inlet and the Makah Nation at
Neah Bay. Students will complete a major
project in art or other media on themes
relating to miracles and community work.
Also, students will complete a volunteer
service project in the community. For a
complete description turn to page 67 in the
Native American Studies Specialty Area.
"Word, Sound and Image" is a year-long,
advanced inter-arts program. The focus of the
program is on creating work that closely
examines thematic issues in our lives and
culture. In the process, we will study the
relationship between form and meaning in
visual art, writing and theater. In all aspects of
the program we will stress the integration of
theory and practice and examine the influence
of historical sources on contemporary work.
To focus our work over the year, we will
begin by exploring the autobiographical
sources of our creative work; we will then
look at how the arts can help us see and
understand contemporary values and issues;
last, we will explore the possibility of shaping
our individual and collective futures through
creative work.
Students will spend the first 14 weeks of
the year concentrating in the area of their
expertise. In the last 14 weeks, students will
work both in a new medium and
collaboratively with students in other media.
Students entering the program should make a
commitment to complete the full year.
All students in the program will participate
in weekly lecture/presentations, seminars,
skill workshops, journal workshops and
critiques. The program will offer skill
development in visual art, writing and theater.
Creative Writing:
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 round-robin 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 through
workshop, seminar and lecture activities. Each
student will be responsible for one tutorial
presentation of an author of hislher choice.
For a complete description, turn to page 58 in
the Knowledge and Human Condition
Specialty Area.
Poetry
Students will write and rewrite poetry. They
will be expected to produce at least 20 pages
of finished, well-crafted original work. This
work will be part of the text for class and
students will be expected to read one
another's work carefully in preparation for
workshop discussions. In addition, we will
read and discuss one book on prosody and
works by important poets like Theodore
Roethke, Richard Hugo, Janice Mirikitani,
Alan Chong Lau, Colleen McElroy, Lucille
Clifton, Lorna D. Cervantes, James Santiago
Baca, Joy Harjo, Sherman Alexie, Elizabeth
Bishop and Dylan Thomas. From these works,
we will gain an understanding of what these
writers have to say and how they use images,
form and figurative language to make their
poems "technically tick." For a complete
description, turn to page 57 in the Knowledge
and Human Condition Specialty Area.
Credit will be awarded in visual art, writing,
theater, humanities, literature and art history.
Total: 48 credits
Program is preparatory for careers and
future study in art, theater, creative writing
and humanities.
53
Knowledge and the Human Condition
Secretary: Don Finkel
Auto/biography
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.
Fall, Winter, Spring/Group Contract
Coordinator: Virginia Darney
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, with
approval
The end of the 20th century finds Americans
and American universities more and more
dubious about the certainties of what we
know. This curricular grouping focuses on
current questions about knowledge and frames
those questions in the political and cultural
context. 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.
At the end of the 20th century, when ideas of
a single truth seem to be lacking, we turn
more and more to stories, and particularly to
those stories told by the participants. The
presentation of self is one of the most
interesting questions of our time: how do
people present their lives? How do they
represent themselves? In this program we
will explore literary theory, autobiography
and biography and the presentation of self.
This program will consider the ways people
tell their stories and the stories they tell. We
will read contemporary autobiographies as
well as "classic" ones; American lives and
lives from other cultures; lives of
marginalized people and those in elite social
positions. We will read theories of autobiography as a way to learn the varieties of literary
theory. We will write autobiographical prose,
and use the texts and theory to inform the
writing.
With faculty approval, students may take an
additional course. Their evaluations will
reflect credit for that course, but the course
cannot substitute for work in the program.
Credit will be awarded in American autobiography, multicultural literature, literary theory
and exposition.
Total: 48 credits
The program is preparatory for careers and
future study in humanities, social science and
education.
II
Ethnography and Culture:
Practicing the Craft
Fall, Winter/Coordinated Study
Coordinator: Sam SchrageriPeta Henderson
Enrollment: 48 Faculty: 2
Prerequisites: Two years of college or equivalent
Special Expenses: $30 for field trips or research
expense
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Possibly
This program explores the ethnographic
approach to documenting human experience.
Students will examine the participant-observation research tradition; learn about emerging
trends in anthropology, sociology and folklore;
and engage in fieldwork, becoming practicing
ethnographers themselves. What is involved?
How can it be done accurately and responsibly?
Can ethnography encourage conversation across
lines of ethnicity, gender, race, religion and
class?
Starting with writings by key figures of the
early 20th century (e.g., Malinowski, Benedict,
Evans-Pritchard), we will study how scholars
established the scientific authority of the
ethnographic enterprise. Then we will study the
disintegration of that authority with the
beginnings of world decolonization and take up
newer interpretive strategies (symbolic,
feminist, Marxist, ecological and reflexive)
which now animate the field. We will read
current work that views culture as a process of
human interaction through which meaning is
constructed and power enacted. We will
examine ethnography as a literary form and
compare it to other genres (the novel, autobiography, literary journalism) which also document
human life.
Faculty will teach fieldwork methods,
research design, ethical considerations,
interpretive approaches and writing techniques.
Students will develop a repertoire of skills and
undertake a substantive field-based study of
some group, community or social setting. We
will also use ethnography as a tool to analyze
some aspects of mass-mediated culture, in
particular popular films and popular taste.
Credit will be awarded in anthropology,
folklore, international and intercultural studies,
history and media criticism.
Total: 32
Program is preparatory for careers or further
study in teaching, research, foreign service,
social services, community issues and critical
media.
54
Heroes, House Spirits and Fairies:
Celtic and Slavic Folk Traditions
in Song and Tale
Fall, Winter/Coordinated Study
Coordinator: Patricia Krafcik
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
one full year of college
Special Expenses: Special project fees and
possible field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will explore the folklore of the
Celtic and Slavic peoples from epic times to
the present in a cross-cultural study of two of
Europe's and Eurasia's oldest ethnic groups.
Both groups are dispersed among several
nations today: the Celts in Scotland, Ireland,
Wales, Brittany, Cornwall and the Isle of
Mann; and the Slavs in Russia, the Ukraine,
Poland, Czechoslovakia, Yugoslavia and
Bulgaria. Altogether Celtic and Slavic
civilizations span Europe and Eurasia from
the British Isles to the Pacific Far East. Both
are renowned for their abundant folklore
traditions, which have deep roots in a remote
past and have served as a valuable source of
inspiration for writers, composers and
dramatists from the 19th century to today.
What characteristics and influences do both
traditions share? What can we deduce from
these similarities? What distinguishes the two
cultural traditions as unique, inimitable?
These are some of the questions we will
examine.
Fall Quarter, we will explore the heroic
epic traditions of the Celts and Slavs,
traditions which reflect a response to outside
oppressors-Danes,
English, Tatars and
Turks. In conjunction with the epic traditions
with their varied motifs and formulas, we will
also examine the larger pagan world of the
Celts and Slavs. What were the art, music,
customs, rituals and beliefs of these ancient
societies? Have vestiges of these customs and
beliefs survived in modern times? In what
ways did Christianity coexist with or absorb
pagan rituals and beliefs? What might this
suggest about the persistence of human
culture?
Winter Quarter, we will look at how formal
literature, art, music and dance among the
Celtic and Slavic peoples have appropriated
elements of folklore-legend,
song, beliefs.
We will read and listen to works significant in
their use of folklore by the great Russian and
east European poets and composers and Irish
writers and playwrights. How have elements
of folklore been employed in the formal arts?
What are the functions of folklore in art,
literature and music? How have the folk
traditions themselves evolved or been
preserved? We will explore these questions
through a variety of academic and creative
approaches.
Credit will be awarded in folklore, literature
and humanities.
Total: 32 credits
Program is preparatory for careers and
future study in humanities, literature,
expressive arts, cross-cultural studies and
education.
Advanced Studies
in Ethnography and Culture
Spring/Group Contract
Sponsor: Sam Schrager
Enrollment: 24 Faculty: 1
Prerequisites: Previous ethnographic field
work
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Possibly
This program is for students who already have
done ethnographic work and want to develop
their skill in this kind of research. Students
will conduct fieldwork, preferably in a
community already familiar to them, and
write a study in which they tell the story of
their experience. Readings will consist of
innovative works by ethnographers and
literary journalists.
The program continues the course of study
begun in the "Ethnography and Culture"
program Fall and Winter Quarters. Prerequisites can be met by completing that program
or some equivalent.
Credit will be awarded in cultural studies and
related subjects.
Total: 16 credits
Program is preparatory for careers and
future study in teaching, research, foreign
service, social services, community issues and
critical media.
Happy Talk, Graven Images:
Mass Media in America
Fall, Winter, Spring/Group Contract
Sponsor: Ginny Ingersoll
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: No
People become attached to the verbal patter
and visual images that spill from the mass
media. Those sights and sounds amuse,
comfort and inform us. They also function as
powerful instruments of persuasion and
propaganda, sometimes intentionally,
sometimes unwittingly. In this program we
will study media offerings as propaganda,
devoting particular attention to the ways in
which visual imagery and language help
people form tacit assumptions about what the
world is, how it ought to be and how people
are called to act in it. We will analyze media
offerings systematically to identify some of
the most commonly presented images and
messages. We will also study how dominant
images and language are generated in an
industrialized, high technology context. There
will be workshops in journalism (Fall Quarter)
and media production (Winter Quarter) so that
students can appreciate ways in which
technical constraints shape media offerings.
These activities are not central to this
program, however. Spring Quarter will be
devoted to internships in media organizations
and at related sites, where students can learn
first-hand how persuasive offerings are
assembled in the workaday world. Authors
under consideration include Jean Baudrillard,
Herbert Schiller, Ernst Cassirer, Stuart Ewen,
Harold Innis, George Lakoff and Jacques
Ellul.
Credit will be awarded in mass communication, journalism, persuasion and propaganda,
communication theory and applied psychology.
Total: 48 credits
Program is preparatory for careers and
future studies in mass communication,
marketing, journalism and applied psychology.
56
The Mythic Image
Fall, Winter, Spring/Group Contract
Sponsor: Gordon Beck
Enrollment: 24 Faculty: I
Prerequisites: Junior or senior standing;
faculty signature: demonstrated ability to
write, discuss and do advanced research.
Special Expenses: Field trip each quarter,
Spring Quarter program retreat
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Myth, as a history of the soul, is still a history,
and each stage of the evolution of consciousness generates its appropriate story. As the
spiral of history turns, one archetypal story
becomes the recapitulation of the old, the
performance of the new, and the overture to
what is to come.
-William Irwin Thompson
The Time Falling Bodies Take to Light.
This program is a study of myths, images and
religions of societies from prehistoric to
modern times. It includes mythology,
comparative religion, art, artifacts, images,
literature, folk tales and social customs.
It is a program of exploration and discovery. We search for answers to these questions:
What value is myth, image or religion to
society? What are the connections between
myth, ritual and image? How do myth, image
and religion change to suit the needs of
society? Do societies make myths or do myths
make societies?
Fall: the mythology of the prehistoric,
primitive and ancient world.
Winter: the world of divided religions and
the mythology of East and West.
Spring: the creative mythology of today
and tomorrow and a synthesis of the cumulative power of world mythology.
Program books include Joseph Campbell's
Hero with a Thousand Faces, The Masks of
God, and The Mythic Image, Mircea Eliade's
History of Religious Ideas, Robert Graves'
The White Goddess and The Greek Myths,
Jean Seznec's Survival of the Pagan Gods,
Mary Barnard's The Mythmakers and Time
and the White Tigress, Heinrich Zimmer's
Myths and Symbols in Indian Art and
Civilization, William Irwin Thompson's The
Time Falling Bodies Take to Light, and Carl
Jung's Man and His Symbols. Documents
include the World Bible, The Koran, and
Papers From the Eranos Yearbooks. Images
include the "Venus" of Laussel, the Lascaux
caves, Botticelli's "Primavera" and Picasso's
"Guernica, "
Activities include lectures, seminars,
workshops, demonstration periods (films,
story tellers, image presentations, myth
creations) and field trips.
Credit will be awarded in comparative
religion, comparative literature and mythology, art history, and world history (ancient to
modern).
Total: 48 credits
Program is preparatory for careers and
future studies in humanities, arts and social
sciences.
Evergreen's First Years:
An Oral History Project
Fall, Winter/Group Contract
Sponsor: Nancy Taylor
Enrollment: 20 Faculty: 1
Prerequisites: Upper division; faculty
interview and signature; strong writing skills
and a commitment to this group effort
required.
Special Expenses: Cost of audio and video
tapes for oral history project
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
As this program begins, The Evergreen State
College will be starting its twenty-second year
of teaching. It will be time to look at our
history and capture stories about its early
days, before those stories are lost. Students in
this program will do just that, by engaging in a
major oral history project aimed at producing
a professional set of documents (audio, video
and written) about people who were associated with the college-their
hopes and
dreams, their achievements and their failures.
We will not attempt to write the college's
history; rather we will collect stories from
faculty, staff, students, community members,
state officials and professional educators-all
of whom have personal stories to tell which
should provide an important perspective on
Evergreen's history.
The program work divides itself into three
segments: (1) studying U.S. history and the
alternative traditions and issues in higher
education which influenced Evergreen's
founding; (2) learning the techniques of doing
formal oral history, including designing a
project, locating appropriate people to
interview, conducting background research,
audio and video taping, transcribing, editing
and oral history research and writing; and (3)
learning how to do archival research in
Evergreen's archives and the archives of the
State Library.
Students completing this program will gain
an understanding of the history and philosophy of higher education in America, the skills
necessary to do oral history research and an
appreciation for and critique of Evergreen's
early years. The reading list will include
works by Dewey, Meiklejohn, Duberman,
Tussman and Jones, Evergreen documents and
sample works and books laying out conventional oral history techniques of oral historians.
Students should have strong reading and
writing skills, be willing to work cooperatively with other people and be passionately
interested in learning about Evergreen's past.
While skills in media are not required,
familiarity with audio and video taping would
be helpful.
Credit will be awarded in philosophy of
education, history of higher education, oral
history and American studies.
Total: 32 credits
Program is preparatory for careers and
future studies in education, humanities and
social sciences.
Creative Writing: Poetry
Fall/Group Contract
Sponsor: Gail Tremblay
Enrollment: 24 Faculty: 1
Prerequisites: One year of college work,
faculty review of student work and writing,
faculty signature
Special Expenses: Weekly photocopying of
work for class
Part-time Options: With faculty approval only
Internship Possibilities: No
Additional Course Allowed: With faculty
approval only
Students will write and rewrite poetry and will
be expected to produce at least 20 pages of
finished, well-crafted original work. This
work will be part of the text for class and
students will be expected to read one
another's work carefully in preparation for
workshop discussions. We will read and
discuss one book on prosody and works by
important poets like Theodore Roethke,
Richard Hugo, Janice Mirikitani, Alan Chong
Lau, Colleen McElroy, Lucille Clifton, Lorna
D. Cervantes, James Santiago Baca, Joy
Harjo, Sherman Alexie, Elizabeth Bishop and
Dylan Thomas. From these works, we will
gain an understanding of what these writers
have to say and how they use images, form
and figurative language to make their poems
"technically tick."
Credit will be awarded in creative writing and
20th century poetry.
Total: 16 credits
Program is preparatory for careers and
future study in creative writing, editing
poetry, literature and humanities.
57
Student Originated
Studies in Humanities
Fall/Cluster Contract
Sponsor: Leo Daugherty
Enrollment: 2 to 10 per cluster
Prerequisites: Two quarters of successful
work at Evergreen. Faculty signature required.
Written academic proposal. A recent writing
sample must accompany creative writing
proposals. Selection based on quality of
student's preparation for the work proposed.
Special Expenses: No
Part-time Options: No
Internship Possibilities: Unlikely, but not
impossible
Additional Course Allowed: Yes, but only
one, not to exceed 4 quarter hours
"Student-Originated Studies in the Humanities" is conceived as a convenience for
advanced-level students who wish to do small
cluster contracts of their own design on
subjects of their own choosing during Fall
1993. (Cluster registration will be via
identical Individual Contracts.) Some
examples of recent humanities clusters
include Shakespeare and Writing; American
Studies; Carl lung's Psychology; Renaissance
and Reformation Studies; Literary Theory;
and Ecological Writing.
Interested groups should send written
proposals to faculty member Leo Daugherty at
Library 2102. Proposals should be carefully
written and 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 creative writing and
advanced-level expository writing and
research; however, a sizeable sample of recent
work must accompany such proposals.
Credit will be awarded in the humanities
subject areas of the various 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.
58
The English Romantics:
Poetry and Fiction,
Wordsworth to Scott
Winter/Group Contract
Sponsor: Charles McCann
Enrollment: 24 Faculty: 1
Prerequisites: Junior or senior standing,
faculty signature
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Seminars on poetry, 6-7 hours per week.
Seminars on novels, 2-3 hours per week.
Students will make one lO-minute oral
presentation per week on the poetry and
undertake a quarter-long, independent study
of a major figure, group of minor figures,
critical or cultural movement, etc. Some
aspects of the independent study will be the
subject of a paper submitted at quarter's end.
Common Readings: The poetry of William
Wordsworth, Samuel T. Coleridge, John
Keats, Percy B. Shelley and Sir Walter Scott.
Novels by Maria Edgeworth, Jane Austen (3),
Sir Walter Scott (2), and Mary Shelley.
Credit will be awarded in poetry, fiction and
the subject of independent study.
Total: 16 credits
Program is preparatory for careers and
future study in the various humanities
disciplines, including literature and expressive
writing.
Writers' Workshop
Spring/Group Contract
Sponsor: Argentina Daley
Enrollment: 24 Faculty: I
Prerequisites: Core Program or equivalent.
Preference given to juniors/seniors. Faculty
signature required. Students must submit
academic portfolio and writing samples for
review and schedule an interview with the
faculty. Selection is based on commitment to
hard work and compatibility between the
student's writing interests and the content of
the program.
Special Expenses: Students must provide own
duplication copies for workshop discussion
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
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 round-robin 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 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.
Total: 16 credits
Program is preparatory for careers and
future study in literature, editing and expressive writing.
Banned in Boston:
Hidden History of the Struggle for
Community and Equality in the U.S.
Toward the 21st Century:
American Identities,
Communities and Globalism
Spring/Group Contract
Sponsor: Angela Gilliam and Patrick Hill
Enrollment: 40 Faculty: 2
Prerequisites: At least one year of undergraduate study of the humanities and social sciences
Special Expenses: $20 for films
Part-time Options: No
Internship Possibilities:No
Additional Course Allowed: No
We will consider conditions of life in America
today and our prospects as we approach the
threshold of the 21 st century. Focusing on
American identities and communities, we will
consider how people think about their lives
and how they act collectively. We will attempt
to understand the processes by which modern
Americans transform their political and
economic actions. Key to understanding these
processes will be a study of the construction
and use of media and the ideologies and
practices of social institutions. In particular,
we will try to understand the relationship of
our communities and our country to the
changing global system. For a complete
description, turn to page 69 in the Political
Economy and Social Change Specialty Area
or page 52 in Expressive Arts.
Most of us have become aware that the story
of our nation's past, as told by 'the "official"
history books, is just one story, a story
socially constructed to serve certain purposes,
It is more and more obvious that the official
story is too narrow to comprehend or to serve
the democratic aspirations of our increasingly
diverse and complex nation. This program is
designed to provide an overview of the
dynamics of the original unification of the
nation and to highlight several stories about
the resistance of our diverse peoples to that
imposed identity.
The program will focus on three historical
periods: (I) the so-called "founding era," with
attention to such topics as the cultures of
African, Native American, and European
(especially the Irish) peoples, patterns of
settlement in the colonies, the controversies
over the framing of the Constitution, Shay's
rebellion, the Salem witch hunts and the
struggle for the definition of spiritual
legitimacy; (2) the afterbirth of the nation,
with attention to such topics as the Civil War,
re-construction and re-segregation in the
North and South and the immense waves of
immigration; and (3) the post-World War II
era, in which the American "community" is
consolidated, with attention to such topics as
the class struggle in popular cultures, the
transformation of Euro-ethnics (especially the
Irish), political movements and educational
controversies (like bilingualism and
multiculturalism).
Program activities will include lectures,
book seminars and films. Student work will
focus on the contrasting patterns in official
and hidden history, on current approaches to
the teaching of history in our schools and on
the in-depth researching of one topic.
Science of Mind
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have raised questions about the human
mind. What is the structure of mind? What is
the relationship of mind and brain? Does the
brain work like a computer? If so, what kind
of computer? How do culture and biology
affect the development of mind? To what
extent is the mind rational? "Science of Mind"
will explore the nature of this revolution. It
will consider theories from contemporary
cognitive psychology and neurobiology,
issues in philosophy of science, mind and
language, as well as computer models of
mental activity.
Emphasis will be on theories about the
nature of memory and reasoning as well as
current developments in the use of neural nets
for computer simulation. For a complete
description turn to page 78 in the Science
Technology and Health Specialty Area.
Celebration:
Myth, Ritual, Language and Culture
This program will draw from the disciplines
of literature, music, film and folklore, as well
as comparative mythology, religion, psychology and French language studies. We will
explore the roles of myth and ritual in the
creation and survival of cultures. In folklore,
in the music, tales and celebrations of a
people, we believe the essential underlying
structures of culture can be found. Myth, we
believe, can reveal not only a culture's
primordial moments, its origins and ancestors,
but also a culture's desired future, its
projected ideal. We will study the importance
of performance. In performance the separation
of actor and spectator, past and present, is
transcended. The telling and retelling of
folktales reinforces cultural continuity and
demands individual virtuosity. For a complete
description, turn to page 62 in the Language
and Culture Center.
Credit will be awarded in American history,
cultural studies, Irish studies, AfricanAmerican studies, political economy and
philosophies of community.
Total: 16 credits
Program is preparatory for careers and
future study in American history, political
economy, Irish studies, African-American
studies and cultural studies.
59
Word, Sound and Image:
Advanced Inter-Arts
The focus of this year-long, advanced interarts program is on creating work that closely
examines thematic issues in our lives and
culture. In the process, we will study the
relationship between form and meaning in
visual art, writing and theater. We will begin
by exploring the autobiographical sources of
our creative work; we will then look at how
the arts can help us to see and understand
contemporary values and issues; last, we will
explore the possibility of shaping our
individual and collective futures through
creative work. In all aspects of the program
we will stress the integration of theory and
practice and examine the influence of
historical sources on contemporary work. For
a complete description, turn to page 53 in the
Expressive Arts Specialty Area.
Learning from the Past:
History, Evolution, Tradition
Western concern with the study of human
history as a specialized discipline is relatively
recent, having emerged around the middle of
the 19th century. At the same time, historical
sciences such as geology and evolution were
established. Why did so many Europeans and
Americans become fascinated by the past at
this time? How did their attempts to learn
from the past differ from emphases in nonWestern cultures? What has happened to their
efforts to reconstruct "objecti ve" records of
human and natural history? Is "objectivity" a
realistic goal in thinking about the past? Such
questions will be the focus of this year-long,
upper-division group contract. For a complete
description, turn to page 70 of the Center for
the Study of Science and Human Values.
Post Modern Bodies
Music Cultures of the World
Our world has always been in a health care
crisis. Recently, however, this crisis has come
to America-both
in fact and in heightened
realization of the situation. This program is, in
part, a response to that crisis and our plight.
The ultimate goal will be to understand the
political, cultural and social contexts within
which health care institutions, people and
technologies operate-to discover the ways in
which experts and expertise are formed and
controlled by power systems which are
themselves but dimly understood to date. Our
focus will be the aesthetics, ethics and science
of medical representation; however, the
program will seek to provide a broad
education which includes history, literature,
language and art. For a complete description
turn to page 71 in the Center for the Study of
Science and Human Values.
Ethnomusicology is the study of music in its
cultural context. All of the music will come
directly from traditional and popular artists in
the area under discussion, with the aim of
understanding local terminology and theory
rather than forcing Western music theory onto
non-Western music. We will examine several
major musical areas each quarter through
listening, reading and writing, including parts
of Asia, Africa, the Middle East and the
Americas. Our theoretical perspectives on
music in relation to politics, economy,
colonialism, ritual, dance, spirituality,
acculturation, language and gender perspectives will help to guide us across cultural and
national boundaries throughout the year. For a
complete description, turn to page 48 in the
Expressive Arts Specialty Area.
Pacific Northwest Art:
Changing Perspectives of the
Landscape and the People
This program will present rich historical and
artistic perspectives for students to use for
their own observation and documentation of
the Pacific Northwest. Emphasis will be
placed on problems and issues related to
visual documentation throughout the history
of the region. Students may work in various
media, initially with drawing, sketching or
photographing and will then be required to
produce a portfolio of work for final presentation. Some students may want to do historical
research and use writing as the primary focus
for their final presentation. For a complete
description, turn to page 53 in the Expressive
Arts Specialty Area.
Language and Culture Center
Director: Susan Fiksdal
The Language and Culture Center plans
and coordinates year-long interdisciplinary
programs which integrate the study of
language and culture. These programs are
offered, for the most part, on two-year cycles.
Most of these programs offer study abroad
options, and faculty affiliated with the Center
advise students who have an interest in
studying abroad. The Center's director, Dr.
Susan Fiksdal, specializes in linguistics,
E.S.L. methodology, and French Culture. The
Student Advising Center also provides
information and academic advice for study
abroad.
Three year-long language and culture
programs are being offered in 1992-93 under
the auspices of the Center: "Japan Today:
Language, Customs and International
Relations," "Paris-Dakar-Fort de France:
Voices of Revolution," and "Russia/USSR."
For students interested only in language
studies, Evergreen offers a series of part -time
courses at first-and second-year levels. Most
of these courses are offered during evening
hours. Language components of area
programs may also be taken as separate
courses, space permitting, and most of these
are conducted during the day. Students
interested in careers in law, business,
journalism, education, anthropology and
human services may want to consider such
language study. In the 1993-94 academic year,
we expect to offer courses in first-and
second-year French, German and Spanish as
well as second-year Japanese and Russian.
The academic programs planned in this area
through 1995 are as follows:
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 ofInternational
Studies. The School of International Studies
has been a pioneer in offering programs in
non-Western languages and cultural studies.
Students may concentrate their study on a
major world area within the context of
humanities and the social sciences, specialize
in topical studies or pursue a more general
course of study within the program. Major
areas normally available through this program
include: Canadian studies, Chinese studies,
Japanese studies, Korean studies, Middle
Eastern studies, Russian and East European
studies, South Asian studies, Southeast Asian
studies, comparative religion and Jewish
studies.
Application to participate in a year at the
University of Washington should be made
through Dean Jose Gomez. Application must
be made before April i 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
University of Commerce, for exchanging two
students with each institution for one calendar
year, beginning in Mayor October.
Interested and qualified students may
obtain further particulars from the director of
the Language and Culture Center. 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 interest accompanied by
portfolios to Dean Jose Gomez no later than
March I. The applications will be screened by
a selection committee.
1993-1994
"Classical World"
"Celebration: Myth, Ritual, Lanaguage and
Culture"
"Hispanic Forms in Life and Art"
1994-1995 (tentative)
"Paris-Dakar-Fort de France: Voices of
Revolution and Tradition"
"Japan Today"
"Russia at the Crossroads"
"Environment, Development and Culture:
Latin America" (tentative title)
61
The Classical World:
The Greek Tradition
Celebration: Myth, Ritual,
Language and Culture
Fall, Winter, Spring/Group Contract
Sponsor: Art Mulka
Enrollment: 24 Faculty: I
Prerequisites: Completion of one year of college
Special Expenses: No
Part-time Options: Yes, for students who do not
take Greek language
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter, Spring/Coordinated Studies
Coordinators: Marianne Bailey, Tom Foote
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent
Special Expenses: $25 per quarter lab-film
fee, travel and field research costs
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The "Classical World" program will focus its
attention on the Greek World. The Roman
Republic and Empire will not be considered in
this program with the exception of the epic
tradition of Vergil's Aeneid.
In the Fall Quarter, the students will study the
epic tradition of Homer and Vergil. The
Odyssey, Iliad, and the Aeneid will be read. The
Homeric question, the idea of oral tradition, and
the transition to writing will be investigated. The
study of the Greek and Roman epic will include
such issues as the heroic tradition of Greece and
Rome; the meaning of life, death and afterlife; and
the place of war in the Greco-Roman epic. The
Minoan and Mycenaean cultures will be explored
for their contribution to the Homeric tradition.
The focus Winter Quarter will be on the tragic
and comedic tradition of Greece. The plays of
Aeschylus, Sophocles, Euripides and
Aristophanes will be read. These will include the
Oresteia of Aeschylus; the Oedipus cycle of
Sophocles; and the Medea, Andromache, and
Trojan Women of Euripides. Aristophanes' The
Frogs will exemplify the comedic tradition. The
origins and development of Greek tragedy and
comedy will be traced. Films depicting Greek
tragedy will be viewed and discussed. The link
to Greek myth and religion will be made.
Finally, in Spring Quarter, students will
explore the philosophic tradition of Greece: the
Pre-Socratics, Plato and Aristotle. The fragmentary tradition of the Pre-Socratics, the Republic
of Plato and the appropriate philosophic
dialogues will be read. The philosophy of
Aristotle and his contribution to the Christian
tradition will be investigated.
The study of Classical Greek language will be
an option for students in this program. Four
quarter hours of credit may be earned each
quarter for the study of Greek. This portion of
the program will be open to outside students as
well. Those wishing to take four quarter hours
outside the program may do so providing this
does not conflict with the core offering of twelve
quarter hours.
This program will draw from the disciplines
of literature, music, film and folklore, as well
as comparative mythology, religion, psychology and French language studies.
We will explore the roles of myth and ritual
in the creation and survival of cultures. In
folklore, in the music, tales and celebrations
of a people, we believe the essential underlying structures of culture can be found. Myth
can reveal not only a culture's primordial
moments, its origins and ancestors, but also its
desired future and projected ideal.
We will study the importance of performance. In performance the separation of actor
and spectator, past and present, is transcended. The telling and retelling of folktales
reinforces cultural continuity and demands
individual virtuosity.
Our study centers on three culture groups:
the French-Canadians of Quebec and northern
New England, the Cajuns of Louisiana and the
Haitians of the Caribbean basin. These
cultures are unified through their experience
of French Colonialism and its impact on their
language and cultural identities. Students will
practice image and textual analysis, using
such models as R. Barthes, C. Levi-Straus and
M. Eliade. We will study the Acadian exodus
to New England and Louisiana, life in Quebec
and the Caribbean, etc., paying particular
attention to music, the stories and folklore that
both unite and separate us. All these cultures
are rich accretions, cultures that celebrate the
diversity of their origin. They provide us with
living, vital examples of the process of
syncretism, the mixing of disparate elements
and emergence of a vital new entity. The
integrating of the French cultural experience
of rural southwest Louisiana with the
structural form of southern hillbilly music
yields the curious cultural phenomenon of
Cajun music. In Haiti, the worshipping of
African gods under the camouflage of
Catholicism resulted in voodoo, a rich and
intricate new religion.
Credit will be offered in Classical Greek, Greek
philosophy, classical Greek tragedy and comedy,
and Greek and Roman epics.
Total: 48 credits
Program is preparatory for careers and future
study in history, classics, Greek, humanities and
philosophy.
62
The practical component of our work will
concern learning folkloric field observation
technique and ethnography in preparation for
field study. Spring Quarter, students will plan
and carry out a major personal ethnographic
research project. Research opportunities will
exist for students in the Francophone cultures
which our program highlights, or, of course,
in the Olympia area.
Integrated into this program will be four
hours each quarter of French language study
to prepare students for possible fieldwork in
French speaking cultures and to help them
grasp the complex relationships between
language and culture and language and
identity.
Credit will be awarded in ethnography,
folklore, field methodology, literature, music,
comparative mythology and French.
Total: 48 credits
Program is preparatory for careers and
future study in folklore, anthropology,
Iiterature and language.
Hispanic Forms in Life and Art
Fall, Winter, Spring/Coordinated Study
Coordinator: Nancy Allen
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent,
some work in history or literature
Special Expenses: Approximately $3000 for
Spring Quarter trip to Spain or Latin America
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
1993 offers an opportunity to synthesize the
various issues and controversies which
emerge from a year's international attention
on the 500th anniversary of Columbus'
voyage from Spain to America. This program
will explore the inextricable cultural,
historical and linguistic links between Spain
and Latin America. In Fall and Winter
Quarters students will be involved in
intensive Spanish language classes and a
history/culture seminar conducted in English.
Spring Quarter, all program work will be
done in Spanish. The program will also
provide students the option of travelling and
studying in Spain or Latin America in Spring
Quarter.
Fall Quarter we will concentrate on the
right cultural interactions among Christians,
Muslims and Jews in medieval Spain, and the
militant Christian ethic which grew out of the
"Reconquest" and promoted the Inquisition as
well as the conquest of America. Through the
study of literature and history, we will
attempt to understand the actions of the
Spaniards who went to America and the
response of the indigenous people they
encountered. Student groups will research
such topics as Islamic contributions to
Spanish life and the comparative roles of
women in Islamic, Christian and Aztec
groups.
Winter Quarter we will read Spanish and
Latin American literary masterpieces,
including the works of three women writers:
Saint Teresa de Avila, Maria de Zayas and
Sor Juana Ines de la Cruz. Students will
develop skills in literary analysis and an
understanding of Spanish and Latin American
culture.
Spring Quarter will be devoted to the 20th
century, studying such literary movements as
Spain's "Generation of '98" and Latin
America's indigenismo and "magic" realism.
We will also study the cultural and social
impact of the Spanish Civil War, post-Franco
reform, and Latin American struggles for selfstudy in Spain or Latin America. In Spain,
students will be able to explore various
questions related to that country's present -day
view of America and its own colonialimperialist past. In Latin America, students
will be able to explore these and others issues
from the point of view of the mestizo and
indigenous survivors of that past.
Credit will be awarded in medieval Spanish
literature in translation, history of medieval
Spain and the conquest, and Spanish language
(Fall); golden age Spanish literature in
translation, history of 16th and 17th century
Spain, Spanish American colonial literature,
history of colonial Latin America, and
Spanish language (Winter); Spanish language
and additional equivalencies depending on
country of travel and student project (Spring).
Total: 48 credits
Program is preparatory for careers and
future study in languages, teaching, history,
literature and international studies.
Heroes, House Spirits and Fairies:
Celtic and Slavic Folk Traditions
in Song and Tale
This program will explore the folklore of the
Celtic and Slavic peoples from epic times to
the present in a cross-cultural study of two of
Europe's and Eurasia's oldest ethnic groups.
Both groups are renowned for their abundant
folklore traditions that have deep roots in a
remote past and have served as a valuable
source of inspiration for writers, composers
and dramatists from the 19th century to today.
What characteristics and influences do both
traditions share? What can we deduce from
these similarities? What distinguishes the two
cultural traditions as unique, inimitable?
These are some of the questions we will
examine. For a complete description, turn to
page 55 in the Knowledge and Human
Condition Specialty Area.
Music Cultures of the World
Ethnomusicology is the study of music in its
cultural context. All of the music will come
directly from traditional and popular artists in
the area under discussion, with the aim of
understanding local terminology and theory
rather than forcing Western music theory onto
non-Western music. We will examine several
major musical areas each quarter through
listening, reading and writing, including parts
of Asia, Africa, the Middle East and the
Americas. Our theoretical perspectives on
music in relation to politics, economy,
colonialism, ritual, dance, spirituality,
acculturation, language and gender perspectives will help to guide us across cultural and
national boundaries throughout the year. For a
complete description, turn to page 48 in the
Expressive Arts Specialty Area.
63
Management and the Public Interest
Convener: John Filmer
Affiliated Faculty: John Filmer, Virginia
Ingersoll, Duke Kuehn, Paul Mott, Art Mulka,
Chuck Nisbet, Dean Olson, Greg Weeks and
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 also 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
America in the 19905:
Our Social and Economic Legacy
Fall, Winter, Spring/Coordinated Study
Coordinator: John Filmer
Enrollment: 72 Faculty: 3
Prerequisites: Junior/senior standing;
microeconomics and principles of accounting
are prerequisites or can be taken concurrently
in Fall Quarter
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
America faces a wide range of challenges and
opportunities as we move through the last
decade of the 20th century. Among these are
social and economic issues that seem out of
control and beyond our capacity. These issues
are often described in cataclysmic terms: the
crisis in education, the health insurance crisis,
the environmental crisis, our critical shortage
of infrastructure, the crisis of teenage mothers,
the alarming rise in children's poverty, the
federal deficit crisis and on and on. This
program will look at the public issues facing
the United States and the world and apply the
analytical framework of social science to shed
light on the nature of these problems. For a
complete description, turn to page 68 in the
Political Economy and Social Change
Specialty Area.
"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, accounting and 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 or
economics during Fall Quarter.
Credit will be awarded in accounting, economics, management, managerial economics,
managerial finance, organizational behavior,
international business, 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.
64
Native American Studies
Conveners: Craig Carlson
and David Whitener
Career Pathways
in Native American Studies
Cultural Re-entry:
Dimensions of Existence
Affiliated Faculty: Craig Carlson, Rainer
Hasenstab, Lovern Root King, Mary Nelson,
Yvonne Peterson, David Rutledge and David
Whitener
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, the student and
faculty plan an individualized course of study
to ensure that study 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?
Fall, Winter, Spring/Coordinated Study
Coordinator: Dave Whitener
Enrollment: 72 Faculty: 3
Prerequisites: Faculty signature required. A
diagnostic interview and review of preliminary proposal of projected study to determine
the nature and quality of the proposed study
project required.
Special Expenses: Field trips, tapes
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Associated Faculty: Betsy Diffendal, Betty
Kutter, Earle McNeil, Carol Minugh, 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 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 collaborate 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.
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.
"Cultural Re-Entry" is a student-centered
program, institutionally 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.
"Cultural Re-Entry" 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.
"Cultural Re-Entry" is an open, alternative
education opportunity intended to include
student-designed projects in a Coordinated
Studies theme of recognition and respect.
Credit will be awarded in Native American
historical perspectives, 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
future study in education, archaeology, art,
anthropology, multicultural studies, tribal
government and Native American studies.
65
Human Behavior
in the Social Environment
Washington State
Juvenile Delinquency
Fall, Winter, Spring/Group Contract
Sponsor: Justino Balderrama
Enrollment: 24 Faculty: I
Prerequisites: Core Program or equivalent,
interest in social work and human services
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
Fall, Winter, Spring/Group Contract
Sponsor: Mary F. Nelson
Enrollment: 48 Faculty: 2
Prerequisites: Students should have background in counseling, psychology and
multicultural studies. Faculty signature
required. Must present writing samples for
review and schedule interview with faculty.
Special Expenses: Field trips within the state
Part-time Options: No
Internship Possibilities: Yes, Spring Quarter,
all students in this program will be in internships
Additional Course Allowed: Only if they apply
to the program; with faculty permission
This group contract is an introduction to
social work and human services in
postmodern 21st century multicultural
environments. Our challenge is to understand
contemporary human service practice. Thus,
we explore innovative approaches that respect
differences in cultural values and fundamental
civil rights. We begin with the genealogy of
Western thought on helping and caring for
populations in need. Our focus is on diverselived human experience, policy formulation
and implementation, institutionalized service
delivery systems, human service organizations
and alternative human service possibilities
derived from traditional indigenous world
views, womanistlfeminist thought and Eastern
thought systems. It is a multicultural!
postmodern framers) of study.
Our studies will be guided by appreciating
three distinct human populations: children and
youth (Fall Quarter), the physically challenged (Winter Quarter), and the population
more than 65 years of age (Spring Quarter). In
all our studies we will be aware of differences
in gender, class, race, ethnicity and sexual
orientation. Our goal is to learn how to
provide human services in a culturally diverse
workplace and world.
Each quarter, students are required to
commit to at least 10 hours per week of
community service with a human service
agency.
Credit will be awarded in social work and
human services, social psychology, health
studies, social policy, child development,
adolescent behavior, aging studies, ethics of
intervention and treatment, methods in
multicultural practice, counseling the
culturally different, human service organizations, civil rights and social justice, critical
thinking, quantitative reasoning, expository
and creative writing and community service
practicum.
Total: 48 credits
Program is preparatory for careers and
future study in Native American studies,
social science, social work, health and human
services, mental health counseling,
multicultural counseling, social gerontology,
clinical studies and other helping professions.
66
Washington State Juvenile Delinquency is
designed for students seeking practical
experience, knowledge and preparation in the
field of juvenile justice. Books, films, videos,
history of juvenile delinquency, etc., will
address youthful offenders, runaways and
delinquent juvenile courts, juvenile penal
institutions, mental health services, recividism,
treatment and treatment centers, incarceration,
and psychology of youthful offenders-with
special investigations of youthful violent
offenders and psychopaths.
We will be visited by people working in the
juvenile justice system: juvenile courts,
probation, penal institutions, rehabilitation and
health services. Field trips will be taken to
juvenile court centers and youth institutions.
Special emphasis will be put on the minority
youthful offender since 50% of incarcerated
youth in the U.S. are people of color. Some of
the reading and study will involve minority
youth.
Through readings and workshops a
psychological study will investigate family
dynamics, group dynamics, violent youthful
offenders and psychopaths, counseling theory
and practices.
The program will also include a look at the
way different postmodern critiques view the
discipline of psychology, and how they inform
our present understanding of the contemporary
human being. These critiques include
multicultural studies, poststructuralism,
deconstructionism, critical theol1' and
feminism. The authors we hope to examine in
this context include Foucault, bell hooks,
Lacan, West, Fulani and Haraway.
We will also do self-help investigations with
workshops on listening skills, group dynamics,
burn-out and working with difficult people.
Spring Quarter, students will intern in
juvenile courts, treatment centers, group
homes, youth penal institutions and other
related agencies.
Booklist: Counseling the Culturally
Different, Group Dynamics, Children of
Ishmael, Controlling Stress and Tension,
Winter in the Blood, No, No Boy, Bless Me
Ultima, High Risk: Children Who Kill, Serial
Murders, Ethnicity and Family Therapy,
Power in the Helping Professions, Counseling
American Minorities, Theories of Personality,
Psychotherapy and Culture, and others.
Credit will be awarded in youth psychology, ethnocultural studies, juvenile law/
diagnostic orientation, sociology, writing and
research, cross-cultural perspectives in
counseling, literature/minority, applied
counseling/internship and postmodern
analysis.
Total: 48 credits
Program is preparatory for careers and
future study in counseling, psychology and
minority studies.
Miracles:
Literature and Community Work
Fall, Winter, Spring/Group Contract
Sponsor: Craig Carlson
Enrollment: 24 Faculty: I
Prerequisites: Junior/senior standing;
grounded sense of self and willingness to
work in and with the community
Special Expenses: Field trips
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
Hope is better than fear. So we search for
miracles and ways of learning and working
that move us toward light and love. A miracle
is a shift of thinking-a
willingness to keep
the heart open no matter what is going on
around us. But spiritual seeking without
action is self-indulgent. It takes discipline and
training to unlearn the thought system of fear,
to come to understand the hope that when the
insects take over the world they will remember with gratitude how we took them along on
all our picnics.
We will search for miracles in art, stories,
poems and songs from a multicultural
perspective in work by people like William
Blake, Fadwa Tuqan, Izumi Shikibu and John
Lee Hooker. We will study contemporary
social theory, models from natural science,
history (European and non-traditional), and
indigenous wisdom in works by thinkers like
Renato Rosaldo, John Seed, Helen Schucman
and Zala Chandler. Also, we will conduct
field research in places like El Centro de la
Raza, Little Skookum Inlet and the Makah
Nation in Neah Bay.
Each quarter students will complete a major
project in art or media on themes relating to
miracles and community work and a volunteer
service project in the community. Supporting
these efforts will be an art/media critique
workshop, a book seminar, a writing workshop and weekly lectures, films and presentations.
Credit will be awarded in multicultural and
world literature, research, creative writing,
contemporary social theory, history, expressive art, media, cultural studies, gender
studies and community work.
Total: 48 credits
Program is preparatory for careers and
future studies in literature, writing, the
helping professions, deep ecology, cultural
studies, teaching, media and the arts.
Brazil: Slavery, Sugar and Samba
Brazilian history is rooted in slavery:
indigenous people hid in the rainforest to
escape that institution; African peoples partly
built the modern, nation-state with their
unpaid, forced labor; and many European
settlers derived benefit from a colonialplantation system. Brazil became the first
country in the Americas to be built from the
production of sugar. Its labor-intensive
production created social relations that are
simultaneously reflected, yet unacknowledged, in Brazilian popular culture. Students
will study the consequences of this history,
challenging and assessing both the notion of
Brazilian racial democracy as well as the
"edenic" discourse which engulfs Amazonia.
For a complete description, turn to page 69 in
the Political Economy and Social Change
Specialty Area.
Tribal: Community BasedCommunity Determined
This community based program seeks
students who work/live on a reservation, are
tribal members or are Indian. The program
emphasizes community building within
Native American communities where the
classes are held. The curriculum for the
program is a direct result of a process of
students determining "What does an educated
member of an Indian nation, who wants to
contribute to the community, need to know?"
The interdisciplinary approach provides
opportunity for students to participate in
seminar as well as to study in their individual
academic interest areas. For a complete
description, turn to page 46 in the Environmental Studies Specialty Area.
Ipolitical
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 issues related to class, race and
sex-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.
I
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.
Political Economy and Social Change:
Race, Classand Gender
America in the 1990s:
Our Social and Economic Legacy
Fall, Winter/ Coordinated Study
Coordinator: Peter Bohmer
Enrollment: 72 Faculty: 3
Prerequisites: Sophomore standing
Special Expenses: $10 per quarter
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
Fall, Winter, Spring/Group Contract
Coordinator: Greg Weeks
Enrollment: 48 Faculty: 2
Prerequisites: Sophomore standing
Special Expenses: Up to $50 for student
versions of statistical computer software
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
This program will examine the nature and concrete
working of modern capitalism with the U.S.
experience as a focus. A central concern will be
how race, gender and class relations have shaped
the past and present development of U.S. society.
We will analyze political and economic relations
between the U.S. and the rest of the world and the
meaning and implications of.a global economy.
Other recurring themes will be the relation between
oppression and resistance nationally and internationally and how historically and today we
understand the interrelation of democracy and
capitalism.
Social problems examined will include the
nature of work, poverty and the distribution of
income, wealth and power, the quality of life,
popular participation, popular culture, racism,
sexism, intervention in other countries, and
economic development and underdevelopment. We
will develop an analysis of these problems by
studying institutions such as the economy, the
state, the community and the family and theories
that shape our understanding of them. These
theories will include liberalism, conservatism and
more critical social and political theories such as
Marxism; and economics, both neoclassical and
political. Feminist theories and theories of racism
will be analyzed. We will analyze and study the
social and historical context for the development of
feminist and racism theories and their roles in
shaping ideology.
Our goal is to understand how and why race,
gender and class have shaped the U.S. social order
and what kinds of political economic changes are
desirable and necessary for social justice and human
rights. Social movements and strategies for achieving
desirable social change will also be examined.
Credit will be awarded in political economy,
history of economic thought, history, feminist
studies, theory of racism, international political
economy and other social sciences.
Total: 32 credits
Program is preparatory for careers and future study
in economics, political economy, political science,
history, Third World and ethnic studies, anthropology, history, women's studies, development
studies, labor studies, organizing, teaching and law.
68
America faces a wide range of challenges
and opportunities as we move through the
last decade of the 20th century. Among
these are social and economic issues often
described in cataclysmic terms: the crisis in
education, the health insurance crisis, the
environmental crisis, our critical shortage
of infrastructure, the crisis of teenage
mothers, the alarming rise in children's
poverty, the federal deficit crisis. and on and
on. This program will look at public issues
facing the United States and the world and
apply the analytical framework of social
science to shed light on the nature of these
problems. In this program, students will
begin to inform their opinions on social
issues such as these with sophisticated
empirical analysis.
In the past 30 years we have experienced
wide variation in public policy ranging
from the interventionist "Keynesian" 1960s
to the laissez-faire 1980s. The 1970s are
best left uncharacterized. Each of these
shifts in public policy has left a legacy
which we carry into the next century. The
thematic notion underlying this program is
that the state of our current social and
economic institutions and relationships are
derivative of past policy choices. Students
will develop the tools to explore this
relationship between the past and the
present in this rigorous interdisciplinary
program incorporating economics,
sociology and statistics.
Credit will be awarded in principles of
micro-economics, introduction to statistics,
principles of macro-economics, using
computers in social and economic research,
intermediate micro-economics, introduction
to econometrics, social science research
and seminar.
Total: 48 credits
Program is preparatory for careers and
future study in the social sciences, law,
public and private management and public
policy.
Toward the 21st Century:
American Identities, Communities
and Globalism
Fall, Winter, Spring/Coordinated Study
Faculty: Sally Cloninger, Jeanne Hahn, Laurie
Meeker, Rita Pougiales
Enrollment: 96 Faculty: 4
Prerequisites: Sophomore standing or above;
Core Program or equivalent
Special Expenses: $25 per quarter screening fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
In this program we will consider conditions of
life in America today and our prospects as we
approach the threshold of the 21 st century.
Focusing on American identities and
communities, we will consider how people
think about their lives and how they act
collectively. We will attempt to understand the
processes by which modern Americans
transform their political and economic actions.
Key to understanding these processes will be a
study of the construction and use of media and
the ideologies and practices of social institutions.
In particular, we will try to understand the
relationship of our communities and our
country to the changing global system. For
example, we have to understand the new
north-south relationship (being reconstructed
out of the collapse of the old east-west
ideological axis), how the U.S. figures in this
New World Order, and why the U.S. response
is reactionary, backward looking, and
increasingly hostile (and, we predict, militaristic) as it loses economic and moral leadership.
How is all this related to the "new culture of
disintegrity" now rampant in the U.S.? What
happens in particular communities is also
related to the larger world. An obvious case is
when General Motors or Liz Claiborne, on a
moment's notice, moves its assembly plant to
Mexico or Sri Lanka. What happens to the
U.S. community it leaves behind? To the
individuals, the social structure, the "vitality"
of the abandoned community? How are the
identities and communities of the Sri Lankans
and Mexicans who get "our" jobs transformed? Why does this happen?
All this has a great deal to do with our
individual identities as we live in fortress
America, as we struggle to understand and
interpret it through the media, popular culture
and popular politics or ignore it through
withdrawal, hopelessness or excessive
individualism and consumerism. The 21st
century may look bleak. Can we develop
analytical frameworks for understanding the
relationships among all these developments?
In this program we will draw upon a range of
strategies-field
and library research, the
production of public access radio and
television, the experience of community
service and college governance-to
understand and respond to the problems we study.
Students will be asked to develop individual
and team research projects and to identify
themes and other material to be included in
the program.
Credit will be awarded in cultural studies,
political economy, media and popular culture,
American history and feminist theory.
Total: 48 credits
Program is preparatory for careers and
future studies in social science, media studies
and political economy.
Brazil: Slavery, Sugar and Samba
Fall/Group Contract
Sponsor: Angela Gilliam
Enrollment: 24 Faculty: 1
Prerequisites: "Political Economy and Social
Change" (microeconomics)
Special Expenses: $25 film fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Brazilian history is rooted in slavery:
indigenous people hid in the rainforest to
escape that institution; African peoples partly
built the modern, nation-state with their
unpaid, forced labor; and many European
settlers-particularly
Portuguese=-derived
benefit from a colonial-plantation system that
ultimately underdeveloped Portugal itself.
Brazil became the first country in the
Americas to be built from the production of
sugar. Its labor-intensive production created
social relations that are reflected, yet
unacknowledged, in Brazilian popular culture.
Students will study the consequences of this
history, challenging and assessing both the
notion of Brazilian racial democracy as well
as the "edenic" discourse which engulfs
Amazonia. The learning experience will
include cultural anthropology, literature,
economic analysis, cinema and popular music.
Credit will be awarded in Brazilian history,
cultural anthropology and visual anthropology.
Total: 16 credits
Program is preparatory for careers and
future studies in Latin American studies,
Africa in the Americas, music as cultural
resistance, political economy, Amazonia and
indigenist discourse.
Icenter
for the Study of Science and Human Values
Convener: Leo Daugherty
Affiliated Faculty: Beryl Crowe (Emeritus),
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.
The Center is founded 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 ensure our survival as a species and
promote an optimal civilization;
• That citizenship in such a future civilization
(as well as responsible and successful
professionalism) will require a moral
vocabulary, drawn from the humanist
tradition, which 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.
70
Learning from the Past:
History, Evolution, Tradition
Fall, Winter, Spring/Group Contract
Sponsor: Betty R. Estes
Enrollment: 24 Faculty: I
Prerequisites: Junior or senior standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Western concern with the study of human
history as a specialized discipline is relatively
recent, having emerged around the middle of
the 19th century. At the same time, historical
sciences such as geology and evolution were
established. Why did so many Europeans and
Americans become fascinated by the past at
this time? How did their attempts to learn
from the past differ from emphases in nonWestern cultures? What has happened to their
efforts to reconstruct "objective" records of
human and natural history? Is "objectivity" a
realistic goal in thinking about the past? Such
questions will be the focus of this year-long,
upper-division group contract.
During Fall Quarter, this contract will
examine the 19th century concern with the
past. We will focus on an intensive study of
England, where the interest in human history,
geology and evolution was especially strong,
while at the same time industrialization was
contributing to rapid change in English life.
Winter Quarter, we will study current
critiques of those 19th century perspectives.
We will look closely at social constructionist
views on the writing of history and the nature
of science. We will consider feminist critiques
of historical and evolutionary writings. We
will also carefully examine critiques written
from non-Western perspectives, by and about
people for whom history does not play the
same role it has played for Euro-Americans.
Spring Quarter will be devoted to individual
and small-group student research. Throughout
the year students will be expected to do
extensive reading, writing and library
research.
Credit will be awarded in European history,
historiography, history and philosophy of
science.
Total: 48 credits
Program is preparatory for careers and
future study in humanities, social sciences,
natural sciences and education.
Post Modern
Bodies
Fall, Winter/Coordinated Study
Coordinator: Sara Rideout
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or equivalent
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Our world has always been in a health care
crisis. Recently, however, this crisis has come
to America-both
in fact and in heightened
realization of the situation. This program is, in
part, a response to that crisis and our plight.
Our investigation will begin with the
presumption that all of us have, in the course
of our lives, experienced significant interactions with medical institutions, health care
practitioners and medical technologies. The
ultimate goal will be to understand the
political, cultural and social contexts within
which these institutions, people and technologies operate-to discover the ways in which
experts and expertise are formed and
controlled by power systems which are only
dimly understood. Our focus will be the
aesthetics, ethics and science of medical
representation; however, the program will
seek to provide a broad education that
includes history, literature, language and art.
A major emphasis will be on the development of medicine, centering on the changing
definition of the human body as a territory
divided between medical specializations. We
will examine the social construction of
diseases such as AIDS and tuberculosis. In
creating this historical perspective, we will
begin by looking at literary representations of
medicine, including the brooding, meditative
works of Sir Thomas Browne and Robert
Burton in the 17th century, extending to the
20th century poems, essays and mysteries of
such writers as William Carlos Williams,
Oliver Sacks and Burton Roueche. The highly
specialized scientific writing of biomedical
researchers will be a central concern in our
study of language and rhetoric.
We will then bring our knowledge of
rhetorical theory to an examination of medical
photography and abstract images and
representations produced by medical
instruments. Students will learn to interpret
images of the human body and its various
parts.
We will visit hospitals and other medical
facilities to observe state-of-the-art equipment
and talk to practitioners engaged in research,
diagnosis and treatment.
Finally, we will look at ethics and education-at the systems that train doctors and
nurses. Western medical practices will be
contrasted to other beliefs about health and
medicine.
We want each student to leave the program
as a strong interpreter of medical language
and images and as a thoroughly competent
researcher in biomedical literature. Each
student will produce a medical narrativeincluding images-created
out of family
history, personal experience and imagination.
Each student will learn how to use information to tell a story that has personal meaning
and social significance.
Credit will be awarded in philosophy of
science, sociology, scientific/technical
writing, literary theory, cultural theory,
literature and medical ethics.
Total: 32 credits
Program is preparatory for careers and
future studies in medicine, literature,
sociology and cultural theory.
Nisqually Landscapes: .
The Mountain to The Sound
This is a one year, focused study of the
Nisqually River and its small communities
and natural surroundings from the Nisqually
Glacier on Mt. Rainier to the Nisqually Delta
where the river joins Puget Sound. Program
themes will include: concepts of nature,
natural history, principles of ecology, small
communities and environmental ethics. Prior
study of any of these themes will not be
necessary for enrollment. Students whose
primary interest is in the arts, humanities or
social sciences, but who wish to gain a solid
exposure to environmental studies will be
most welcome in this program. For a complete
description, turn to page 41 in the Environmental Studies Specialty Area.
Dharshi Bopegeclra earnecl a bachelor of science clegree in chemistry
from the University of Peracleniyea, Sri Lanka ancl a Ph.D. in physical
chemistry from the University of Arizona. She has been an Evergreen
faculty member since 1991. Bopegeclra's areas of acaclemic interest
are physical ancl inorganic chemistry, chemical instrumentation ancl
East-West philosophies.
"As a teacher,
Evergreen is a
place where you
can define yourself.
This is true for
students too. You
don't have to fit
into a mold.
"I expect my students
to be willing to learn.
They don't necessarily
have to have a great
science or moth
background, but
they need to
(Orne with open minds and be willing to explore different things."
72
Science, Technology and Health
Convener: John Marvin
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, Linda Kahan,
Jeff Kelly, Rob Knapp, Betty Kutter, Al
Leisenring, Carrie Margolin, John Marvin,
Earle McNeil, Don Middendorf, Frank
Motley, Gonzalo Munevar, Janet Ott, Willie
Parson, David Paulsen, Hazel Jo Reed, Sara
Rideout, Greg Stuewe-Portnoff, Masao
Sugiyama, Fred Tabbutt, Les Wong
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,
suggested program sequences, or academic
pathways, are laid out in subjects where
student interest is strong and faculty 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 comprised of a number of
regularly offered programs and courses
arranged so that students can easily gain
essential prerequisites, and also balance
Science, Technology and Health with studies
in other areas.
Students 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 subpathwaysPsychological 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 concepts and
skills from each to aid in learning the others.
A full-time student typically enrolls in one of
these programs for 12 to 16 quarter hours each
quarter. Most of the descriptions following
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 one-third of a full-time load.
These courses are useful for gaining prerequisites, pursuing part-time studies or simply
gaining an acquaintance with a subject
without making a full-time commitment to it.
Special Features of the
Natural Science Curriculum
Two features of the Evergreen curriculum-concentrated
work and hands-on
involvement-make
the college a
particularly good place to study the
sciences. Because you aren't taking a
series of separate courses that break up
the week into short blocks, you can
spend hours in the lab or field that are
required to make progress in research.
Evergreen's policy of involving
students in realistic, hands-on work is
especially valuable in the sciences. At
many other colleges, research-quality
instruments are reserved for faculty
members and graduate students; but
here, students have many opportunities
to engage in serious research projects,
both independently and with faculty
members, and excellent instruments are
available to all students who need them.
Labs are equipped with instruments
such as electrophoresis apparatus,
centrifuges and ultracentrifuges, various
spectrophotometers, liquid scintillation
counters, an NMR spectrometer, a gas
chromatography-mass spectrometer
system and a scanning electron
microscope. Several laboratories are
conducting research in such fields as
physical chemistry, neurobiology,
physiology, molecular genetics and
ecology, and advanced students
regularly get research experience in
these subjects. The college has an
excellent record of placing its science
graduates in graduate programs in
science, medical school and in challenging technical jobs.
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.
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 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.
Computer
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
rapidly expanding 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.
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.
Second Year:
"Matter and Motion"
Third Year and Fourth Year:
"Organic Chemistry I, II and III" course
sequence from "Molecule to Organism,"
"Chemical Systems" and senior thesis.
Third and Fourth Year:
Advanced offerings alternate, with one group
of topics offered in even years (e.g., 1993-94)
and another group in odd years (e.g., 199495). The programs in each are:
Even years:
"Computability
and Cognition"
Odd years:
"Student Originated Software," "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 of the
advanced programs. Students in this pathway
are also encouraged to select at least two
quarters of programs in other Specialty Areas
related to their interests.
74
The Energy Studies pathway leads to careers in
applied energy analysis and development,
energy-efficient design and energy policy
analysis and implementation. Opportunities for
employment exist throughout the industrial and
commercial sector and in numerous local, state
and federal agencies.
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 suggested pathway:
First Year:
Any Core Program
Second Year:
The structure of the pathway:
First Year:
Any Core Program plus courses, if necessary,
to meet prerequisites for "Matter and
Motion," e.g., pre-calculus math and basic
chemistry .
Energy Studies
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 Year and Fourth Year:
"Energy Systems" or any combination of senior
thesis, Internships, portions of "Physical
Systems," or programs in other Specialty
Areas.
Health and Human Behavior
Laboratory Biology
Mathematics
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, entry-level programs
are 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." Upperdivision work would include the "Molecule to
Organism" program and possible additional
work in advanced biology, nutrition, health
policy planning, computers, statistics or
experimental design.
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
advanced-level work in mathematics. It is
designed to serve students preparing for
careers and/or graduate' study in mathematics
or related fields.
Students are encouraged to combine the
study of mathematics with related disciplines,
such as computer science, physics or
philosophy. The Coordinated Studies
programs listed below provide full-time
students 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" or "Foundations of
Natural Science"
Third Year:
"Molecule or Organism" or outside studies
A recommended pathway:
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.
First Year:
Any Core Program plus courses, if necessary,
to meet prerequisites for "Matter and Motion"
(or "Matter and Motion" for the well-prepared
student).
Second Year:
"Matter and Motion" full time, or calculus
course part time.
Third and Fourth Year:
"Mathematical Systems," a full-time program
in mathematical structures and advanced
calculus, "Data to Information," "Computability and Cognition," or mathematics courses as
part of an advanced Individual Contract.
Physical Sciences
Foundations
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.
Fall, Winter, Spring/Coordinated Study
Coordinator: Dharshi Bopegedera
Enrollment: 72 Faculty: 3
Prerequisites: Any Core Program or one year
of college work emphasizing writing and
discussion, mathematics through high school
algebra and geometry
Special Expenses: $20 per quarter lab fee
Part-time Options: No
Intemship Possibilities: No
Additional Course Allowed: No
The suggested academic pathway:
of Natural Science
First Year:
Any Core Program, plus review (if necessary)
to meet prerequisites for "Matter and Motion."
Second Year:
"Matter and Motion"
Third or Fourth Year:
Chemistry emphasis through "Chemical
Systems" and Advanced Group Contracts in
chemistry, or "Physical Systems" and "Energy
Systems."
The goal of this program is to help students
develop a basic understanding of the fundamentals of chemistry, mathematics, physics
and biology. We will study chemistry and
mathematics throughout the year. Selected
topics in physics and biology will also be
examined. In the weekly seminar, we will
explore the social and ethical aspects of science
(Fall and Winter Quarters) and the new science
of chaos (Spring Quarter). We will also discuss
current topics in science throughout the year.
We expect students to read, discuss and write
about the interaction of science and society.
You will be placed in an appropriate
mathematics group based on an entrance
placement exam. Laboratory and library
research experience will be an important part
of this program. In Spring Quarter you will
have the opportunity to select a topic of interest
for in-depth study via library research. You
should plan to spend 50 hours per week on this
program.
You will finish this program with a significantly enhanced conceptual understanding of
natural science as well as improved critical
reasoning and problem solving skills.
Credit will be awarded in chemistry, mathematics, physics, biology, philosophy and
ethics of science, and science library research.
Total: 48 credits
Program is preparatory for careers and future
study in biology, health sciences, environmental/earth/marine science, education and for
students interested in natural science as part of
a liberal education.
Matter and Motion
Fall, Winter, Spring/Coordinated Study
Coordinator: Fred Tabbutt
Enrollment: 48 Faculty: 2
Prerequisites: Pre-calculus math skills. Algebra
and trigonometry exam given prior to Spring
Quarter, in the summer and the week before
classes begin. Faculty signature required.
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 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 firstyear physics, chemistry, calculus and computer
programming with relevant areas of history and
literature in an exciting exploration of the
nature of inquiry and 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 can-and 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, seminar on science and culture.
Total: 48 credits
Program is preparatory for careers and future
study in engineering, medical and health fields,
biological sciences, chemistry, physics or
mathematics.
76
Energy Systems
Mathematical
Fall, Winter, Spring/Group Contract
Sponsor: Rob Knapp
Enrollment: 24 Faculty: 1
Prerequisites: A good grasp of algebra, 3
quarter hours or more of college-level science,
Core Program or equivalent college-level
writing and critical reading
Special Expenses: Textbook expenses will be
high, $10 per quarter lab fee
Part-time Options: Seminar is required of
everyone, other part-time arrangements are
possible if consistent with program needs.
Consult sponsor
Internship Possibilities: Appropriate part-time
internships may substitute for design projects
Spring Quarter. Consult sponsor
Additional Course Allowed: Consult sponsor
Fall, Winter, Spring/Group Contract
Sponsor: Josie Reed
Enrollment: 24
Prerequisites: One year of college, plus see
following description
Special Expenses: No
Part-time Options: Yes, see the following
description
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter, Spring/Coordinated Study
Coordinator: George Dimitroff
Enrollment: 48 Faculty: 2
Prerequisites: One year of college, Intermediate Algebra
Special Expenses: No
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Only with faculty
approval
This contract will study particular mathematical structures-geometric,
topological and
algebraic-from
historical and psychological
points of view as well as the purely mathematical. We will consider such questions as:
Are such systems discovered or created? Why
does a particular culture allow some to
flourish while ignoring others? What are some
of the ramifications of embracing one model
instead of another? Why are there so few
ranking women mathematicians?
The contract is designed for people
intending to pursue studies or teach in
mathematics and the sciences and for those
who simply want to know more about
mathematical thinking.
"Mathematical Systems" is divided into
seminars, workshops and course work.
Students may enroll in the seminar/workshop
portion, in individual courses or in the entire
constellation of activities. If you have
questions about the appropriateness of your
background for the various segments, consult
the instructor.
Fall Quarter Courses: "Advanced Calculus
I" (a year of calculus is a prerequisite);
"Geometry."
Winter Quarter Courses: "Advanced
Calculus II" ("Advanced Calculus I" is a
prerequisite); "Topology" (strong collegelevel algebra is a prerequisite, calculus
advised).
Spring Quarter Courses: "Abstract
Algebra" (strong college-level algebra is a
prerequisite); "Differential Equations"
(calculus a prerequisite).
"Data to Information" is an entry-level
program for students 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 highlevel 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, programming in
Pascal or C, discrete mathematics I and
seminar.
Winter Quarter topics: computer architecture, data structures I, discrete mathematics II
and seminar.
Spring Quarter topics: operating systems,
data structures II, numerical methods, and
seminar.
This program is a year-long, intensive study
of ways energy is produced and used. It starts
with skill-building and background study, and
finishes with major community-oriented
projects related to energy. It centers on the
process of design-using
sound imagination
to bring technical possibilities together with
people's needs and wants.
We will concentrate on households and
other small-scale applications where architecture, climate, economic pressures and
personal values interact in challenging ways.
Solar, conservation and other "soft path"
approaches will get close attention, constructive and critical. Our study of design will be
enriched by joining with the "Sculpture in
Time and Place" group contract for selected
seminars, lectures and workshops.
We will develop strong technical understanding of different options for handling
energy through study of applied calculus, heat
transfer, electricity and architectural drawing.
Individual and team projects will start in
Winter Quarter and become the focus of
Spring Quarter.
Credit will be awarded in physics and
chemistry of energy, design theory and
practice, architectural drawing, student
projects, applied calculus, applied electricity
and solar design.
Total: 48 credits
Program is preparatory for careers and
future study in physics, engineering, architecture, energy policy, applied mathematics and
chemistry.
Systems
Data to Information
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 teaching.
Credit will be awarded in abstract algebra,
advanced calculus, geometry, topology,
history of mathematics, psychology of
mathematics and individual projects.
Total: 48 credits
Program is preparatory for careers and
future study in mathematics, education and
humanities.
77
Science of Mind
Student Originated Software
Fall, Winter, Spring/Coordinated Study
Coordinator: David W. Paulsen
Enrollment: 72 Faculty: 3
Prerequisites: Junior or senior standing, or
faculty interview
Special Expenses: $30 per quarter lab fee
Part-time Options: With faculty permission
Internship Possibilities: By special arrangement, Spring Quarter
Additional Course Allowed: With faculty
permission
Fall, Winter, Spring/Group Contract
Coordinator: TBA
Enrollment: 24 Faculty: 1
Prerequisites: "Data to Information" or
equivalent, interview with faculty after
completing questionnaire, faculty signature
required
Special Expenses: Diskettes for student
project work
Part-time Options: 8 credit option for parttime students only
Internship Possibilities: Possibly some
students may arrange internships to work with
their software clients
Additional Course Allowed: No
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have raised questions about the human
mind. What is the structure of mind? What is
the relationship of mind and brain? Does the
brain work like a computer? If so, what kind
of computer? How do culture and biology
affect the development of mind? To what
extent is the mind rational? A "cognitive
revolution" has transformed the study of these
questions.
"Science of Mind" will explore the nature
of this revolution. It will consider theories
from contemporary cognitive psychology and
neurobiology, issues in philosophy of science,
mind and language, as well as computer
models of mental activity. Emphasis will be
placed on theories about the nature of memory
and reasoning as well as current developments
in the use of neural nets for computer
simulation. The program will cover basic
cellular neurobiology, application of neural
network models, techniques of experimental
cognitive psychology, research design in
psychology, descriptive and inferential
statistics with psychological applications, use
of the computer for data analysis and
computer simulations of mental activity.
Fall and Winter Quarters: considerable
work in statistics and research design as well
as a survey of research in cognitive psychology, neurobiology and related philosophical
fields.
Spring Quarter: an extensive research
project in experimental cognitive psychology,
neurobiology, computer modeling or library
research.
Credit will be awarded in cognitive science,
cognitive psychology, research methods in
psychology, neurobiology with laboratory,
descriptive statistics, inferential statistics, data
analysis using the statistical package for the
social sciences and a research project.
Total: 48 credits
Program is preparatory for careers and
future study in psychology, computer science,
biology, the humanities and philosophy.
78
Even the best efforts of computer users,
scientists and software engineers have not
alleviated the fact that most software is late,
over-budget, socially irresponsible, unable to
perform according to user needs, or some
combination of the above. The "software
engineering" problem is not just a matter of
technology, but a problem of organization,
management, psychology, group dynamics
and culture. In addition, considerable
knowledge and understanding of the application area is required to design and implement
a successful system. Few graduates of
computer science programs are prepared to
face it, let alone alleviate it.
This year-long program is designed to give
students with advanced programming skills (or
programming skills and considerable application area expertise) the ability to identify and
carry out a viable software project. Students
will work in groups to identify a software
project, preparing market research and
feasibility studies for that project, identifying a
"real world" client (or class of clients) and
writing software specifications accordingly.
Under the guidance of a faculty member who
has worked in both industry and academia as
software developer, students will conduct
systems analysis and design, implementation,
test and validation and prepare user training,
installation (where appropriate) and documentation. They will also evaluate their software
project according to technical, legal and social
criteria.
Application areas in which successful past
projects have been carried out include: the
natural sciences, music, visual arts and
education. In addition, numerous systems for
small business and local and state agencies
have been developed. The program seminar
will address the role of technical expertise in
modem society; the organizational, social and
cultural milieu of the workplace; ergonomics
and human-machine interaction and the
psychology of computer programming.
Credit will be distributed among computer
science and software engineering: systems
analysis and design, software tools and
advanced programming, special topics (e.g.,
object-oriented programming and databases,
computer graphics or user interface design).
Total: 48 credits
Program is preparatory for careers and future
study in computer science and software
engineering or the project application area.
Molecule to Organism
Fall, Winter, Spring/Coordinated Study
Coordinator: Burton Guttman
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
general college chemistry and algebra required;
general biology recommended but not required
Special Expenses: $40 per quarter lab fee
Part-time Options: Yes, with faculty permission
Internship Possibilities: No
Additional Course Allowed: Possibly, with
faculty permission
"Molecule to Organism" is Evergreen's standard
introduction to experimental (laboratory)
biology and to organic chemistry and biochemistry. It is designed for students who have already
learned general chemistry (usually through a
program such as "Matter and Motion" or
"Foundations of Natural Science") and who
want to explore a broad range of biological
subjects, including biochemistry, molecular and
cellular biology, genetics, immunology,
physiology and developmental biology.
In Fall Quarter, half the time is devoted to
basic organic chemistry. This is necessary for
understanding modern biology, and many
students want to learn it for its own sake or
because of its application to environmental
matters. During Winter Quarter, we will delve
into the fascinating world of modern studies that
have been variously named biochemistry,
molecular biology, molecular genetics and cell
biology. Spring Quarter will be devoted to a few
topics chosen on the basis of student interests,
with opportunities for more individualized work.
Spring also provides the option of learning
advanced instrumentation techniques in organic
chemistry.
We will facilitate the study of these often
complex topics through a combination of
lectures, workshops, assigned problems and
laboratories. We find that students are excited
and successful when they work cooperatively,
primarily in problem-solving workshops, to help
one another learn concepts and analytic
techniques. The emphasis throughout is on
analytic thinking-on
ways to solve interesting
problems-rather
than on memorizing large
bodies of information, and we continually return
to basic concepts in a spiral manner. We
supplement theoretical studies with a series of
instructive laboratories, using some of the most
modern techniques available.
In the Master's House:
Disenfranchised Populations
and Psychological Counseling
Fall, Winter, Spring/Group Contract
Sponsor: George Freeman, Jr.
Enrollment: 24 Faculty: 1
Prerequisites: General psychology, Introduction to Abnormal Psychology and Personality
Theory, senior standing preferred, interview
with faculty and signature required
Special Expenses: Travel to internship site,
possible lab fee
Part-time Options: No
Internship Possibilities: 20 hours required
Winter and Spring Quarters
Additional Course Allowed: Consult faculty
This program will explore the myths and
realities of psychology and psychological
counseling and the concepts of mental health
and the mental health system with regard to
people who have traditionally been
marginalized within American culture
(women, people of color, lesbian, bisexual,
and gay people, people with disabilities, lower
SES individuals). Too often, their life stories
are seen as adjuncts to the central themes of
psychology and psychotherapy and yet they
often experience the greatest challenges in
life. An examination of constructs and
structures within the disciplines of psychology, mental health and psychological
counseling is necessary to explode the current
perspective used to understand the psyches of
these groups and to create a new psychology
freer of bias.
Within this context, the areas of abnormal
psychology and personality theory, family
structure, group dynamics and community
psychology will be considered. Lecture,
workshops, seminar and communication skill
lab will be the formats used for gaining an
understanding of the material.
Program participants will study basic
counseling theory and techniques for both
individual and group counseling, gain a
historical perspective of psychology, obtain
experience that may be applied toward future
job placement or graduate study and examine
the dynamics of oppression and discrimination in shaping human behavior.
Internships of 20 hours per week are
required during both Winter and Spring
Quarters. Supervision will be provided by
professionals at the setting. Program participants and the instructor will utilize personal
experiences and expertise as a group for
further supervision. Each program participant
and the instructor will determine the most
appropriate internship based upon the
participant's needs and available resources.
Credit will be awarded in counseling theory
and technique, abnormal psychology,
personality theory, family and group therapy,
gender issues, lesbianlbisexual and gay
studies, ethnic studies, cross-cultural
counseling, history of psychology, counseling
practicum and counseling internship.
Total 48 credits
Program is preparatory for careers and
future study in counseling and clinical
psychology, cross-cultural studies, ethnic
studies, lesbianlbisexual and gay studies,
gender studies.
,
Credit will be awarded in organic chemistry,
biochemistry and special topics in biology, such
as genetics, molecular biology and physiology.
(All credit is upper division except for 8 credits
of introductory organic chemistry.)
Total: 48 credits
Program is preparatory for careers and future
study in biology, chemistry, environmental
sciences and health sciences.
79
Social and Organizational
for the 21st Century
Change
Fall, Winter/Coordinated Study
Coordinator: Don Bantz
Enrollment: 24 Faculty: 1
Prerequisites: Junior/senior standing
Special Expenses: No
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
This program will explore changes and
challenges facing individuals, groups and
organizations as we approach the 21st
century. During Fall Quarter we will study
social, economic and political trends which
appear to be emerging in the mid-1990s, the
interdependent nature of these problems and
new and alternative organizational structures
and configurations, in the private, public and
third sectors.
In Winter Quarter, students will be asked to
examine a problem/issue within their
communities and to commit at least 10 hours
per week of community service during the
quarter in a community or governmental
agency. During Winter Quarter we will study
the legislative process, social change
strategies, including personal ethics, the role
of change agents and culturally sensitive
community work, community power structures and grant writing.
In Spring Quarter students may choose to
intensify their work through internships with
agencies throughout the Northwest and
Alaska in health care, business, government,
education, tribal affairs, environmental issues,
etc.
Total: 32 credits
80
Models of Health Care and Reform
Post Modern Bodies
Spring/Coordinated Study
Coordinator: Betty Kutter, Don Bantz
Enrollment: 48 Faculty: 2
Prerequisites: Junior/senior standing-or faculty
signature
Special Expenses: No
Part-time Options: With faculty signature only
Internship Possibilities: With faculty signature
only
Additional Course Allowed: With faculty
signature only
Our world has always been in a health care
crisis. Recently, however, this crisis has come
to America-both
in fact and in heightened
realization of the situation. This program is, in
part, a response to that crisis and our plight.
The ultimate goal will be to understand the
political, cultural and social contexts within
which these institutions, people and technologies operate-to discover the ways in which
experts and expertise are formed and .
controlled by power systems which are
themselves only dimly understood to date.
Our focus will be the aesthetics, ethics and
science of medical representation; however,
the program will seek to provide a broad
education which includes history, literature,
language and art. For a complete description
turn to page 71 in the Center for the Study of
Science and Human Values.
In the early 1970s American health care costs
continued to escalate, consumers demanded
health care reform, national health insurance
plans were proposed in Congress and
enactment seemed imminent. Twenty years
later, we are revisiting this scenario, complicated by 37 million people without health
insurance, the development of powerful and
expensive technologies and health care costs
that eat up 14 percent of our GNP despite the
widespread dissatisfaction and serious
problems in availability. In this program, we
will explore the politics of health care in the
U.S., comparative health care delivery
systems and alternative models of health care
and examine the status of various state health
care reform efforts. We will also examine the
nature and implications of recent advances in
molecular genetics, immunology, neurobiology and neuro-immune modulation. These are
greatly increasing our understanding of such
complex biological processes as embryology,
cancer, cardiovascular and autoimmune
disease and viral infections like AIDS, giving
the potential of prevention and treatment
programs much more tailored to each person's
individual genetics and physiology while also
raising major questions of stigmatization,
right to privacy, individual responsibility,
liability and dealing with hard choices.
Total: 16 credits
This program is preparatory for future
studies and careers in health and human
service fields, political science and public
administration.
Human Behavior
in the Social Environment
This group contract is an introduction to
social work and human services in
postmodern, 21st century, multicultural
environments. Our challenge is to understand
contemporary human service practice. Thus,
we explore innovative approaches that respect
difference in cultural values and fundamental
civil rights. We begin with the genealogy of
Western thought on helping and caring for
populations in need. Our focus is on diversely
lived human experience, policy formulation
and implementation, institutionalized service
delivery systems, human service organizations
and alternative human service possibilities
derived from traditional indigenous world
views, womanistlfeminist thought and Eastern
thought systems. For a complete description,
turn to page 66 in the Native American
Studies Specialty Area.
Washington State
Juvenile Delinquency
This program is designed for students seeking
practical experience, knowledge and preparation in the field of juvenile justice. Books,
films, videos, history of juvenile delinquency,
etc., will address youthful offenders, run
aways and delinquent juvenile courts, juvenile
penal institutions, mental health services,
recividism, treatment and treatment centers,
incarceration, and psychology of youthful
offenders. We will be visited by people
working in the juvenile justice system.
Through readings and workshops, a psychological study will investigate family dynamics, group dynamics, violent youthful
offenders and psychopaths, counseling theory
and practices. For a complete description, turn
to page 66 of the Native American Studies
Specialty Area.
Tacoma Campus
Acting Director: Willie L. Parson
Serving a student population composed
primarily of working adults, The Evergreen
State College-Tacoma provides a broad-based
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, upperdivision 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 off-campus 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 freshman and sophomores in
the evenings at the same site as the upperdivision program.
More detailed information can be obtained
by contacting Acting Director Willie L.
Parson in Tacoma at (206)593-5915 or
through the main campus in Olympia,
(206)866-6000, ext. 6004.
Global Citizenship,
Community Collaborations
Fall, Winter, Spring/Coordinated Study
Coordinator: Elizabeth Diffendal
Enrollment: 120 Faculty: 4.5
Prerequistes: Junior standing and signature of
campus director
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Spring Quarter with
approval of faculty
Additional Courses Allowed: No
Our images of ourselves and our futures are
constantly being shaped and reshaped by
global political change, changing population
distribution, environmental dilemmas, fluxes
in the global communications networks and
greater incidences of cultures in contact.
Thus, the goals of this year-long interdisciplinary program are to explore the meanings of
"global citizenship" and to examine how our
understanding of global change can foster
stronger community collaborations and local
action.
In order to explore the idea of "global
citizenship, community collaborations" to its
fullest extent, we will be guided by the
question, "What are the intellectual, aesthetic,
social, moral and spiritual capacities that we
need to analyze changing paradigmatic
situations, live creatively amidst diverse world
views, communicate our ideas, develop
coalitions with other people and take effective
action?" As men and women from diverse
ethnic backgrounds, we have world views
shaped by our environments, experiences and
language. These world views will help us
define and develop a broader sense of global
citizenship.
Students will be expected to use the
knowledge acquired to do research and initiate
and implement community responsive policies
or projects. The program format will consist
of large group lectures and discussions, small
group seminars, workshops and collaborative
projects.
Credits will be awarded in American history
and government, economics, world literature,
moral philosophy, drawing, writing, cultural
studies, social science research methods and
issues in world health.
Total: 48 credits
Program is preparatory for careers and
future study in education, public administration, law, history, humanities and the social
sciences.
81
Graduate Study At Evergreen
(MES)
Master of Environmental Studies
The Graduate Program in Environmental
Studies opened in September, 1984, and has
reached its steady state capacity of approximately 80 students. Our first graduates of
June, 1986, are now in public and private
sector jobs or continuing graduate studies in
related fields. The program is integrated and
interdisciplinary. A primary objective for
study is a deep understanding of environmental policy development and implementation.
Study will focus on the relationship between
science and policy. Students can expect a
balanced curriculum which considers and
seeks creative solutions to contemporary
environmental issues.
The MES Program is open to part-time and
full-time students. To make attendance easier
for employed students, most coursework is
concentrated in the evening and late afternoon.
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 as few as six quarters.
All students are expected to have recent
coursework in both the social and natural
sciences and in statistics before entering the.
program.
The MES Program consists primarily of
three parts: (I) a required core taken by all
students, (2) electives and (3) a thesis. The
core is taught by an interdisciplinary team,
usually a social scientist and a natural
scientist. It is eight quarter hours per quarter
and constitutes the full load for part-time
students. 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 written result of an individual or smallgroup project. Students will enroll in the
following core sequence:
• Political, Economic and Environmental
Processes
• Population, Energy and Resources
• Quantitative Analysis for Environmental
Studies
• Case Studies: Environmental Assessment,
Policy and Management
(All programs are 8 quarter hours)
Electives include land resources, natural
resource economics, environmental policy,
ecological methods, environmental management, ecological principles, environmental
philosophy and ethics, American environmental history and watershed management.
Electives are 4 quarter hours each. Some
variation from year to year will occur based
on student interest and faculty availability.
Questions concerning the MES Program
should be directed to Bonita Evans, Program
Assistant, MES, Lab I, The Evergreen State
College, Olympia, WA 98505;
866-6000, ext. 6707.
(MPA)
Master of Public Administration
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 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 or local 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 60quarter-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 elective courses
and an applications project. Each core
program is interdisciplinary and team taught
by two 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,
addressing the ethical dimension of administration and policy, and attending to the roles
and issues of race and gender in the workplace
and in public policy.
Elective courses allow a student to broaden
study of the public sector beyond the range of
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 student's 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 MPA curriculum is:
• Core Programs
• The Political and Economic Context of
Public Administration
• Research Methods for the Public Sector
• Understanding Public Organizations
• 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 about the)MP A program should be
addressed to Bonita Evans, Program Assistant, MPA, Lab I, The Evergreen State
College, Olympia, W A 98505; (206)8666000, ext. 6707.
MES/MPA Program Procedures
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 regarding these procedures):
• Academic transcripts including certification
of receipt of a bachelor's degree
• Brief essays by the applicant
• GRE score
• 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 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 MP A 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 February 1. Later applicants who
qualify for financial aid will compete for the
remaining monies. Certain forms of financial
aid are available to full-time students; aid to
part-time students, however, is more limited.
In some cases, the MP A 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.
Teacher Education
Director: Jan Kido
Program Assistants: Ernestine Pearl and
Marianne Hutcheson
Graduate Teacher Education
Evergreen offers an innovative Master in
Teaching degree program, full time for six
academic quarters. Successful completion
will result in the MIT degree and Initial
Certification.
Evergreen's MIT is interdisciplinary and
team taught. A group of 60 students and a
faculty of three or four will form a "learning
community," which will essentially remain
together for two academic years.
The program content meets all academic
requirements for the Washington Initial
Teaching Certificate, and most academic
requirements for the Washington Continuing
Certificate.
Major areas of interdisciplinary study in the
program will include psychology, philosophy
and history of education, multicultural studies,
research and teaching methods. There will be
a strong emphasis on field experience. Five of
the six quarters will include significant work
with students in schools.
Elementary and Secondary Endorsements
An endorsement is a qualifying phrase on a
Washington Teaching Certificate which
identifies the grade level and subject area in
which an individual may teach. Before
beginning the MIT, students must have
endorsement area coursework completed (or
be within 8 quarter hours 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 completing
one primary endorsement or two Supporting
Endorsements. Available supporting endorsements include: art, music, 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.
Any course required for an endorsement
which is lacking at 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.
Admissions Requirements
Admission to the Master's in Teaching
program is competitive.
Minimum requirements include a B.A. or
B.S. at the time of entry, a 3.0 grade point
average on graded transcripts (or comparable
work on ungraded transcripts). General
Education admission requirements for all
candidates include 8 quarter hours of natural
science, 8 quarter hours of social science and
12 quarter hours of writing.
As part of the admission process, students
must take the Graduate Record Exam (GRE).
The score on this exam, however, will not be
used as a criterion for admission, but will be
used in a long range research study.
Students wishing to apply to this program
must submit all material to the Admissions
Office. Required material includes the
Master's in Teaching admissions application
form, official transcripts from every college
previously attended, three letters of recommendation, a work experience resume and two
essays. For complete information on
admission, consult our catalog, "Master's in
Teaching at Evergreen, 1993-1995."
Special Forms of Study and Academic Resources
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 APEL. Opportunities to conduct
Internships are built into many academic
programs. They also are available for upperdivision 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
leaming.
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.
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 two-quarter sequence,
with a third quarter required for evaluation.
When accepted into the program, students have
one academic year in which to complete the
process.
85
Writing Center
Library
Computer Services
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 selfpaced programs, in small groups or with
individualized help from the Writing Center
professional staff and student tutors on a firstcome, first-served basis.
The Daniel J. 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 214,000 books, 30,000
reference volumes, four well-equipped recording
studios, a complete video production system,
films, recordings, maps, documents, editing
benches, drafting table and 1,731 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 online database searching. Evergreen students and
faculty borrow more Interlibrary Loan materials
and more of the general collections per capita
than at any of the other four-year public
institutions in the state-more than 105,885
volumes were circulated last year.
More details can be found on the Evergreen
Library Calendar, available 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 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, UNIX
instruction and applications 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.
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.
"I was excited to be by myself and on my own.
It was the first time I had
been away from my
parents and I couldn't wait
to start interacting with
other people. Everyone I
met at Evergreen was very
kind, courteous, outgoing
and easy to talk to. It's
really different from high
school. It's like a different
world here. People are
more outgoing."
Joselyn Turner, a first-year student from
Bremerton, Washington, plans to earn a RA. at
Evergreen,then go on to the University of
Washingtonfor a law degree and eventually
workas a tax lawyer. Joselyn was chosen out of
more than 100 applicants to receive the Martin
LutherKing Scholarship from her community.
An artist, writer and teacher, Gail Tremblay has a B.A. in
drama from the University of New Hampshire and a
M.F.A. in creative writing from the University of Oregon.
Her work has been exhibited nationally, and Tremblay
also serves on the national board of the Women's Caucus
in the Arts. Her areas of interest include multicultural
humanities, literature and art history.
"Because of the way Evergreen is
structured with coordinated studies, I
have students full-time for a long
period. This can create an
experience for students that's very
complex and interesting. They
develop mentoring relationships that
are very important in terms of
understanding their academic
development, and I often am able to
plug them into things happening
nationally that are very important
for their growth and development.
That type of relationship is very
interesting for me as a teacher.
Take risks. Dare to try, to be great at something.
The only way one can fail is to give up."
Administration
Trustees and Administration
Board of Trustees, September 1992
John N. Terrey
Chair, Seattle
Constance W. Rice
Vice Chair, Seattle
Lila S. Girvin
Secretary, Spokane
Frederick T. Haley
Tacoma
Edward F. Kelly
Vancouver
Christina A. Meserve
Olympia
Carol Vipperman
Seattle
Administration
Jane L. Jervis
President
Thomas L. "Les" Puree
Executive Vice President
for Finance and Administration
Russell M. Lidman
Provost and
Academic Vice President
Arthur A. Costantino
Vice President for Student Affairs
Michael W. Beug
Academic Dean
Priscilla V. Bowerman
Academic Dean
Carolyn E. Dobbs
Academic Dean
Barbara L. Smith
Academic Dean
Leslie E. Wong
Academic Dean
Jose A. Gomez
Associate Academic Dean
William E. Bruner
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
1992-93. 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.
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.
William Ray Arney, 1981; B.A., Sociology,
University of Colorado, 1971; M.A., Sociology,
University of Colorado, 1972; Ph.D., University of
Colorado, 1974.
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; Doctor of Letters,
Francophone Literature and Culture, Sorbonne,
University of Paris, 1985; Graduate work at University
of Washington, University of Tubingen, West
Germany.
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.
Clyde Barlow, Chemistry, 1981; B.S., Chemistry,
Eastern Washington University, 1968; Ph.D.,
Chemistry, Arizona State University, 1973.
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.
Michael W. Beug, Chemistry, 1972; Academic
Dean, 1986-92; B.S., Chemistry, Harvey Mudd
College, 1966; Ph.D., Chemistry, University of
Washington, 1971.
Peter G. Bohmer, Economics, 1987; B.S.,
Economics and Mathematics, Massachusetts Institute
of Technology, 1965; Ph.D., Economics, University of
Massachusetts, 1985.
Dharshi Bopegedera, Physical Chemistry, 1991;
B.S., Chemistry, University of Peradeniya, Sri-Lanka,
1983; Ph.D., Physical Chemistry, University of
Arizona, 1989.
Priscilla V. Bowerman, Economics, 1973; Director
of Graduate Program in Public Administration, 198689; Academic Dean, 1990-present; A.B., Economics,
Vassar College, 1966; M.A., Economics, Yale
University, 1967; M. Philosophy, Yale University,
1971.
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.
and Faculty
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.
Andrew Buchman, Music, 1986; Certificate,
School of Musical Education, 1971; B.A., Liberal Arts,
The Evergreen State College, 1977; M.M., Music
Composition, University of Washington, 1982;
D.M.A., Music Composition, University of Washington, 1987.
Paul R. Butler, Geology and Hydrology, 1986;
A.B., Geography, University of California-Davis,
1972; M.S., Geology, University of CaliforniaBerkeley, 1976; Ph.D., Geology, University of
California-Davis, 1984.
Craig B. Carlson, Communications, 1973; B.A.,
English, College of William and Mary, 1965; Ph.D.,
English, University of Exeter, England, 1972.
Richard A. Cellarius, Plant Biology, Biophysics,
Environmental Policy, 1972; B.A., Physics, Reed
College, 1958; Ph.D., Biological Sciences, Rockefeller
University, 1965.
Caryn Cline, Coordinator of Interdisciplinary
Media Resources, 1991; B.A., English, University of
Missouri-Columbia, 1976; M.A., English, University of
Missouri-Columbia, 1978.
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.
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.
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.
Doranne Crable, Expressive Arts, Performance
Theory and Practice, Comparative Mythology,
Women's Studies, Laban Movement Theory and
Practice, 1981; B.A., University of Michigan, 1967;
M.A., Wayne State University, 1973; Fellow,
Edinburgh University, Scotland, 1975; Ph.D., Wayne
State University, 1977; C.M.A., University of
Washington.
Beryl L. Crowe, emeritus, Political Science, 1970;
A.B., Political Science, San Francisco State College,
1959; M.A., Political Science, University of California
at Berkeley, 1961.
Thad B. Curtz, Literature, 1972; B.A., Philosophy,
Yale University, 1965; M.A., Literature, University of
California at Santa Cruz, 1969; Ph.D., Literature,
University of California at Santa Cruz, 1977.
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.
John Aikin Cushing, Computer Science, 1976;
Director of Computer Services, 1976-84; B.A.,
Physics, Reed College, 1967; Ph.D., Cognitive
Psychology, Brown University, 1972.
89
=
Judith Bayard Cushing, Computer Science, 1982;
B.A., Math and Philosophy, The College of William
and Mary, 1968; M.A., Philosophy, Brown University,
1969.
Argentina Daley, American Studies, 1988; B.A.,
Comparative Literature, University of Washington,
1971; M.A., English, University of Washington, 1973;
Ph.D., English, University of Washington, 1992.
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.
Leo Daugherty, Literature and Linguistics, 1972;
Academic Dean, 1975-76; A.B., English and Fine Arts,
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,
1970-71.
Llyn DeDanaan, 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 Anthropology, 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
Institute, 1986.
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.
Carolyn E. Dobbs, Urban Planning, 1971;
Academic Dean, 1987-1991; Interim Vice President for
Student Affairs, 1991-1992; Academic Dean, 1992present; 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.
Larry L. Eickstaedt, Biology, 1970; Academic
Advisor, 1978-81, 1986-88; B.S., Biology, Buena
Vista College, 1961; M.S., Zoology, University of
Iowa, 1964; Ph.D., Biology, Stanford University, 1969.
Betty R. Estes, History of Science, 1971; Academic
Advisor, 1988-90; B.S., Mathematics, University of
Oklahoma, 1957; M.A., Mathematics, University of
Pennsylvania, 1960.
Joe Feddersen, 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.
John Robert Filmer, Management and International Business, 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.
90
Donald Finkel, Psychology, 1976; Chair of
Faculty, 1985-86; B.A., Philosophy, Yale University,
1965; Ph.D., Developmental Psychology, Harvard
University, 1971.
Anne Fischel, FilmNideo, 1989; B.A., English and
American Literature, Brandeis University, 1971; M.A.,
Communication, University of Massachusetts at
Amherst, 1986; Ph.D., Communication, 1992.
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; Director of Center for
Community Development, 1983-86; B.A., Mathematics, University of California at Santa Barbara, 1966;
M., Urban Planning, University of Washington, 1971.
Marilyn J. Frasca, Art, 1972; B.F.A., Fine Arts,
San Francisco Art Institute, 1961; M.A., Art,
Bennington College, 1964.
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.
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.
Angela Gilliam, Anthropology, 1988; B.A., Latin
American Studies, University of Califomia at Los
Angeles, 1958; Ph.D., Union Graduate School, 1975.
Jose Gomez, Social Sciences and Law, 1988;
Assistant Academic Dean 1988-90; 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/Education, 1973; Ph.D., Education, University of
Oregon, 1973.
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.
Bob Haft, Expressive Arts, 1982; B.S., Psychology,
Washington State University, 1971; M.F.A.,
Photography, Washington State University, 1975.
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.
W. Joye Hardiman, Literature and Humanities,
1975; Director, Tacoma Campus, 1990-present; B.A.,
Literature, State University of New York at Buffalo,
1968; Graduate Studies, Literature, State University of
New York at Buffalo, 1968-70; Ph.D., Literature and
Education, The Union Graduate School, 1986.
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.
Peta M. Henderson, Anthropology, 1974; B.A.,
History, Swarthmore College, 1958; M.A., Anthropology, McGill University, 1969; Ph.D., Anthropology, University of Connecticut, 1976.
Steven G. Herman, Biology, 1971; B.S., Zoology,
University of California at Davis, 1967; Ph.D.,
Zoology, University of California at Davis, 1973.
Patrick J. Hill, Philosophy, 1983; Provost and
Academic Vice President, 1983-90; A.B., Philosophy,
Queens College, 1963; A.M.'Philosophy, Boston
University, 1966; Ph.D., Philosophy, Boston
University, 1969.
David Hitchens, History, 1970; Campus
Adjudicator, 1987-89; 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/Business, University of Vermont, 1966;
M.A., History, San Francisco State University, 1968;
M.L.S., University of California at Los Angeles,
1969.
Margaret I. Hunt, Dance, 1976; B.F.A., Dance,
Ohio State University, 1969; M.Ed., Dance, Temple
University, 1972.
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; Consultant to
MIT, 1991-92; 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.
Ren-Hui (Rose) Jang, Theater, 1988; B.A.,
English, National Taiwan University, 1980; M.A.,
Theater, Northwestern University, 1981; Ph.D.,
Theater, Northwestern University, 1989.
Bernard Johansen, Dance, 1972.
Richard M. Jones, Emeritus, 1990; Psychology,
1970; A.B., Psychology, Stanford University, 1950;
Ph.P., Clinical Psychology, Harvard University, 1956.
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.
Kazuhir Kawasaki, Art History, 1976; B.A., Art
History, University of Washington, 1970; M.A., Art
History, University of Washington, 1972.
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.
Janice Kido, Director, Master in Teaching
Program, 1991; A.B.D., Communication: CrossCultural Communication, The Union Institute; M.A.,
Speech/Communication, University of Hawaii at
Manoa, 1970; B.Ed., Secondary Speech Education,
University of Hawaii at Manoa, 1965.
Ernestine Kimbro, Librarianship, 1987; B.A.,
Gonzaga University, 1970; M.L.S., University of
Washington, 1985.
Cheryl King, Research/Statistical Methods, 1991;
B.A., Psychology, University of Texas; Master of
Applied Experimental Psychology, College of Liberal
Arts and Sciences, University of Colorado at Denver,
1987; Ph.D., Public Administration, Graduate School
of Public Affairs, University of Colorado at Denver,
1992.
Lovern Root King, Social Sciences, 1977;
Affirmative Action Officer, 1984-85; B.A., English,
Seattle Pacific College, 1972; M.C., Communications,
University of Washington, 1976; Ed.D., Policy,
Governance and Administration, University of
Washington, 1984.
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.
Stephanie Kozick, Education. 1991; B.S .•
Education. Northern Illinois University. 1971; M.S .•
Curriculum !Instruction, University of Oregon, 1980;
Ph.D., Human Development!Family Studies, Oregon
State University, 1986.
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.
Lowell Kuehn, Sociology and Public Administration, 1975; Acting Director, Washington State
Institute for Pubic Policy, 1984-85; Director of
Graduate Program in Public Administration, 1983-84;
B.A., Sociology, University of Redlands, 1967; M.A ..
Sociology, University of Washington, 1969; Ph.D.,
Sociology, University of Washington, 1973.
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.
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;
Academic Advisor, 1990-present; B.A., Mathematics,
University of Texas, 1960; M.A., Economics,
University of Wisconsin, 1967.
Daniel B. Leahy, Public Administration, 1985;
Director of Labor Center, 1987-present; B.A .•
Economics, Seattle University, 1965; M.P.A., New
York University Graduate School. 1970.
Albert C. Leisenring, Mathematics, 1972; B.A.,
Mathematics, Yale University. 1960; Ph.D .•
Mathematics, The University of London, 1967.
Mark A. Levensky, Philosophy, 1972; B.A.,
Philosophy, University ofIowa, 1959; A.M.,
Philosophy, University of Michigan, 1961; Ph.D.,
Philosophy, University of Michigan, 1966.
Russell M. Lidman, Economics, 1974; Director of
Graduate Program in Public Administration, 1981-83;
Director, Washington State Institute for Public Policy,
1985-90; 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.
John T. Longino, Zoology, 1991; B.S .• Zoology,
Duke University, 1978; Ph.D., Zoology, University of
Texas, Austin, 1984.
Ferdinand "Lee" Lyttle, Library and Information
Sciences; B.A., Architecture, University of New
Mexico, 1974; Masters, Urban Planning, University
of Washington, 1985; M.P.A., Public Administration,
University of Washington, 1985; M.L.S., Library and
Information Sciences, University of Hawaii, 1991
Jean Mandeberg, Fine Arts, 1978; B.A., Art
History, University of Michigan, 1972; M.F.A.,
Metalsmithing-Jewelry Making, Idaho State
University, 1977.
Carrie Margolin, Psychology, 1988; B.A.,
Hofstra University, 1976; Ph.D., Dartmouth College,
1981.
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/AfricanAmerican 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.
John Marvin, Mathematics, 1988; B.A.,
Mathematics, University of Montana, 1954; M.A. and
A.B.D., Mathematics, Johns Hopkins University,
1961.
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.
Earle W. McNeil, Sociology, 1971; Academic
Advisor, 1983-86; B.S., Chemistry, Washington State
University, 1964; M.A., Sociology, Washington State
University, 1965.
Laurie Meeker, Film/Video, 1989; B.A., Film
Production/Still Photography, Southern Illinois
University, 1980; M.F.A., Film Production,
University of British Columbia, 1985.
Donald V. Middendorf, Physics and Biophysics,
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.
Maxine Mimms, Emerita, Social Services, 1972;
Director, Tacoma Program, 1973-90; B.S., Education,
Virginia Union University, 1950; Ph.D., Pedagogical
and Curriculum Studies, Union Graduate SchoolWest, 1977.
Carol Minugh, Environmental Studies (Native
American Community Based) 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.
Lawrence J. Mosqueda, Political Science, 1989;
B.S., Political Science with minors in Sociology and
Economics. Iowa State University, 1971; M.A.,
Political Science, University of Washington, 1973;
Ph.C., Political Science, University of Washington,
1975; Ph.D., Political Science, University of
Washington, 1979.
Frank Motley, Librarianship, 1978; TESC Library
Head of Reference, 1972-79; B.S., Psychology,
Portland State University, 1965; M.S., Librarianship,
University of Oregon, 1968.
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, Management Studies, Latin and
Greek, 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.
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.
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.
Nalini Nadkarni, Ecology, 1991; B.S., Brown
University, 1976; Ph.D., College of Forest Resources,
University of Washington, 1983.
Raul Nakasone, 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.
Alan Nasser, Philosophy, 1975; A.B., Classical
and Modern Languages, St. Peter's College, 1961;
Ph.D., Philosophy, Indiana University, 1971.
Alice A. Nelson, Spanish Language and Culture;
A.B., Spanish, Davidson College, 1986; A.M.,
Spanish, Duke University. 1989; Certification,
Women's Studies, Duke University, 1990; Certification (expected), Latin American Studies. Duke
University, 1992; Ph.D., candidate, Spanish, Duke
University, 1992.
Lin Nelson, Environmental Health; B.A.,
Sociology, Elmira College, 1970; M.A., Sociology,
The Pennsylvania State University, 1975; Ph.D.,
Sociology, The Pennsylvania State University. 1981.
Mary F. Nelson, Art, Anthropology. and Minority
Studies, 1972; B.F.A., Art Education, Washington
State University, 1966; M.A., Art and Anthropology,
University ofIdaho, 1968.
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.
Sandra Lewis Nisbet, Drama and Theater, 1988;
B.A., Speech and Drama/English, San Jose State
University, 1958; M.A., Theater Arts, Indiana
University, 1962.
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.
Janet Ott, Biology, 1985; B.S., St. Lawrence
University, 1975; Ph.D., Biology, University of
Southern California, 1982.
Charles N. Pailthorp, Philosophy, 1971;
Academic Dean, 1988-present; B.A., Philosophy,
Reed College, 1962; Ph.D., Philosophy, University of
Pittsburgh, 1967.
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.
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.
David Paulsen, Philosophy and Computing, 1978;
B.A., Philosophy, University of Chicago, 1963;
Ph.D., Philosophy and Humanities, Stanford
University, 1971.
91
Sarah Pedersen, English Literature, Library
Science; B.A., English, Fairhaven College, 1973;
M.S.L.S., College of Library Science, Lexington,
Kentucky, 1976; M.A., English Literature, Northern
Arizona University, 1979.
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.
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, Anthropology and Education,
1979; Academic Dean, 1985-88; B.A., Liberal Arts,
The Evergreen State College, 1972; M.A., Education,
University of Oregon, 1977, Ph.D., Anthropology and
Education, University of Oregon, 1981.
David L. Powell, Literature, 1972; B.A., English,
Pennsylvania State University, 1960; Ph.D.,
Literature, University of Pennsylvania, 1967.
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, Environmental 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.
Hazel J. Reed, Mathematics, 1977; B.A.,
Mathematics, Reed College, 1960; M.S. and Ph.D.,
Mathematics, Carnegie Mellon University, 1968.
Sara 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.
Evelia Romano de Thuesen, Spanish Language
and Culture, 1992; B.A., Literature and Linguistics,
Catholic University of Argentina, Buenos Aires,
1983; Ph.D. program, Faculty of Philosophy and
Letters, University of Buenos Aires, Argentina, 1985;
Certificate in Advanced Japanese Language Studies,
Osaka University of Foreign Studies, Osaka, Japan,
1986; Graduate Research Student (Kenkyusei),
Traditional Japanese Theater; Kabuki, Department of
Japanese Literature, Sophia University, Tokyo, 1987;
Ph.D. candidate, Hispanic Literature, Department of
Spanish and Portuguese, University of California,
Santa Barbara, 1992.
Ratna Roy, Dance and English, 1989; B.A.,
English, Ranchi University, 1962; M.A., English,
Calcutta University, 1964; Ph.D., English, University
of Oregon, 1972.
David Rutledge, Psychology, 1988; B.A.,
Philosophy and Psychology, University of Nebraska,
1970; M.S., Human Development, University of
Nebraska, 1975, Ph.D., Counseling Psychology,
University of California-Berkeley, 1986.
Gilbert G. Salcedo, History, 1972; B.A., U.S.
History, San Jose College, 1970.
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.
Zahid Shariff, Public Administration, 1991;
M.P.A., Karachi University, Pakistan; D.P.A., New
York University, 1966.
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.
92
Leon R. "Pete" Sinclair, Literature, 1971; B.A.,
University of Wyoming, 1964; Ph.D., Literature,
University of Washington, 1970.
Niels A. Skov, Management, 1972; B.S.,
Mechanical Engineering, Teknikum, Copenhagen,
Denmark, 1947; M.S., Physical Oceanography,
Oregon State University, 1965; 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.
Barbara L. Smith, Political Science, 1978;
Academic Dean, I978-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.
Oscar H. Soule, Biology, 1971; Director of
Graduate Program in Environmental and Energy
Studies, 1981-86; Associate Academic Dean, 197273; Academic Advisor, 1983; B.A., Biology,
Colorado College, 1962; M.S., Zoology, University of
Arizona, 1964; Ph.D., Ecology-Biology, University of
Arizona, 1969.
Paul J. Sparks, Art and Photography, 1972; B.A.,
Art, San Francisco State College, 1968; M.A., ArtPhotography, San Francisco State College, 1971.
Camilla Stivers, Public Administration, 1987;
B.A., Wellesley College, 1960; M.L.A., Liberal Arts,
Johns Hopkins University, 1967; M.P.A., Health
Administration, University of Southern California,
1979; Ph.D., Public Administration, Virginia
Polytechnic Institute and State University, 1987.
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.
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.
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.
Nancy Taylor, History and Education, 1971; A.B.,
History, Stanford University, 1963; M.A., Education,
Stanford University, 1965.
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.
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.
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, C. G. Jung Institute, 1975-77 and
University of Washington, 1986-87.
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.
Sherry L. Walton, Education, 1987; B.A.,
Education, Auburn University, 1970; M.Ed.,
Developmental Reading, Aubum 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.
Sidney D. White, Emeritus, 1990; Art, 1970; B.A.,
Art Education, University of New Mexico, 1951;
M.S., Philosophy-Aesthetics, University of
Wisconsin, 1952.
David W. Whitener, Native American Studies,
1978; B.Ed., English History, Western Washington
University, 1962; M.Ed., Public School Administration, Western Washington University, 1970.
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.
Ainara D. Wilder, Theater and Drama, 1972;
B.S., Speech, General Science, Wisconsin State
University, 1968; M.A., Theater Arts, University of
Wisconsin, 1969.
Sarah Williams, Feminist Theory, 1991; B.A.,
Political Science, Mankato State University, 1982;
M.A., Anthropology, The State University of New
York at Binghamton, 1985; Ph.D., History of
Consciousness, Univeristy of California at Santa
Cruz, 1991.
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.
Thomas Womeldorff, Economics, 1989; B.A.,
Economics, The Evergreen State College, 1981;
Ph.D., Economics, American University, 1991.
Leslie E. 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/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.
Part-Time Studies Faculty
Teresa Aragon, Management and Public
Administration; B.A., Philosophy, Seattle University,
1965; M.A., Political Science and Sociology;
University of New Mexico, 1968; Ph.D., Political
Science and Public Administration, 1977.
Stephen Bray, Print Journalism; B.A., American
Studies, Yale, 1975; M.A., History, University of
California at Berkeley, 1980; Ph.C., History,
University of California at Berkeley, 1981; MJ.,
Journalism, University of California at Berkeley,
1982.
Margery B. Brown, Animation, Film, Video,
Computer Graphics; A.A., Visual Media and
Education, Colorado Mountain College, 1976; B.A.,
Media Arts Technology, The Evergreen State
College, 1979; M.A., Feminist and Third World Film
Theory and Motion Graphics, Antioch International
University, 1991.
John Calambokidis, Environmental Studies; B.S.,
Biology, The Evergreen State College, 1977.
Wyatt Cates, Media; B.A., Communications,
Radio-TV, Washington State University, 1971.
Mary Jane Clarke, Music and Piano; Bachelor of
Music, University of Puget Sound, 1957; Graduate
Study, Washington State Elementary School Teacher
Certification, University of Puget Sound, 1970;
Washington State Accredited Teacher of Piano.
Jeff Cederholm, Environmental Studies; B.S.,
University of Washington, 1968; M.S., University of
Washington, 1972.
Kate Crowe, Writing; B.A., Psychology and
Writing, The Evergreen State College, 1980.
Steve Davis, Photography, Electronic Imaging;
B.S., Communications, Photography, Film, University
of Idaho, 1979; M.F.A., Art, University ofIdaho,
1983.
Anne M. Ellsworth, American Sign Language,
Deaf Culture; Certified Drug and Alcohol Abuse
Counselor, Seattle University, 1975; B.A., Art and
Social Sciences, The Evergreen State College, 1989.
Hugo Flores, Spanish, B.S., The Evergreen State
College, 1988.
Wendy Freeman, Psychology; B.A., Psychology,
Califomia State University, San Jose, 1978; M.Ed.,
Counseling, College ofIdaho, 1981.
Bill Hashim, Environmental Studies; B.S., Range
Management, Humboldt State University, 1977; B.A.,
Environmental Studies, The Evergreen State College,
1984; M.E.S, The Evergreen State College, 1986.
Allegra Hinkle, Media, Music; B.A., Cornmunications, Western Kentucky University, 1976.
Ron Hinson, Visual Arts, History of Art; B.F.A.,
Miami University, Oxford, Ohio, 1956; M.F.A.,
Miami University, Oxford, Ohio, 1958.
Doug Hitch, Neon Art, Wood-working, Glassworking, Metal Fabrication, Welding; A.A., 1970;
B.A., Theater Arts, Western Washington University,
1972; Pilchuck Glass School.
Russell Hollander, Philosophy, Ethics; B.A.,
Philosophy, New York University, 1969; M.A.,
Philosophy, California State University, San
Francisco, 1973; M.A., Religion, Personality Studies,
University of Chicago, 1976; Ph.D., Ethics and
Society, University of Chicago, 1977.
Stella Jordan, English, Writing, Reading Skills,
Literature; B.A., University of New Mexico, 1952;
M.A., English, California State College, Northridge,
1963; M.A., Education, Reading, California State
College, Northridge, 1972.
Karen Kirsch, Dance; B.A., The Evergreen State
College, 1979; Associate of Applied Art, Fashion
Institute of Technology, 1972.
Susan J. Landesman, Science; B.S., California
State Polytechnic University, 1983; M.S., California
State Polytechnic University, 1986.
Hugh Lentz, Photography; B.A., University of
Idaho, 1984; M.F.A., Photography, University of
Arizona, 1987.
John McCann, Labor Studies, U.S. History,
Political Economy; B.A., English Literature and
Composition, The Evergreen State College, 1974;
M.P.A., concentration in Labor History, Education,
The Evergreen State College, 1988; A.B.D., U.S.
History, University of Oregon (currently).
Helena Meyer-Knapp, History, Political
Philosophy; B.A., History, Oxford University,
England, 1969; M.A., Communications, University of
Pennsylvania, 1971; Ph.D., Political Studies, Union
Graduate School, 1989.
Christina Miller, Environmental Studies; B.S.,
Wildlife Science, University of Washington, 1981;
M.E.S. (pending), The Evergreen State College.
Pat Moore, Sustainable High-Production
Agriculture; B.A., The Evergreen State College, 1981.
Mike Moran, Ceramics, Painting; B.S., Painting,
Political Science, Eastern Montana College, 1966;
M.F.A., Ceramics, University of Puget Sound, 1982.
Steve Morrison, Environmental Studies; B.S.,
Environmental Planning, Huxley College of
Environmental Studies at Western Washington
University, 1974; M.P.A., The Evergreen State
College, 1985.
Valerie Navarro, French, Spanish, Russian; B.A.,
French, Russian, University of Washington, 1977;
M.A. (in progress) Spanish Language, Literature,
University of Vasconcelos, Durango, Mexico; M.A.
(in progress) The Teaching of Russian as a Second
Language, Gerzen Pedagogical Institute, Leningrad,
USSR.
Leticia Nieto-Johnson, Psychology, Theater;
B.A., Psychology, 1981; M.A., Human Development,
1983; Ph.D., Psychology, 1987.
Peter Ramsey, Visual Arts (Printmaking, Art
History, Color Theory); B.A., University of
Washington, 1963; M.F.A., Cranhrook Academy of
Art, 1965.
Peter B. Randlette, Composition, Media
Production, Audio Recording, Computing Media;
B.A. The Evergreen State College, 1980.
Anthony Reynolds, Computers; B.A., The
Evergreen State College, 1984.
Jutta Riediger, German, 1983; B.A., Human
Services, The Evergreen State College, 1983.
Sally Riewald, Writing, Composition; B.A.,
English, Teacher Certification, University of Puget
Sound, 1962; M.A., Education, University ofPuget
Sound, 1978; Ph.D., Western Institute for Social
Research, Higher Education and Social Change, 1987.
Lawrence D. Starr, Chemistry; B.S., Chemistry,
Whitworth College, Spokane, 1946; M.S., Organic
Chemistry, Washington State University, 1951; Ph.D.,
Organic Chemistry, Washington State University,
1955.
Betty Tabbutt, Environmental Studies; B.A.,
Zoology, Oberlin College; M.A., Medical Sciences,
Radcliffe College.
Lynn Taylor, Ballet; B.A., University of
Colorado, 1979; M.S., University of Colorado, 1986.
Christina Valadez, Spanish; B.A., Social Sciences
and Romance Languages, The Evergreen State
College, 1979; M.A., Sociocultural Anthropology,
University of Washington, 1984.
Billie Williams, French; B.A., Mills College,
1947; M.A., University of California, 1951; Diplome
de Litterature Contemporaire, University of Paris,
Sorbonne.
Ken Wilhelm, Media Arts; Renton Vocational
Institute.
Joan Winden, Class Voice; A.B., Music, Stanford
University, 1953; M.A., Music Education, San
Francisco State University, 1956.
Barbara Zelano, Theater Marketing; B.A.,
Marketing the Arts, Arts Administration, The
Evergreen State College, 1988.
93
PANACEA THERIAC
Campus Life
Panacea Theriacis a fourth·
year student from a one·
stoplight county in Oklahoma.
A contrad with Faculty
Member Peter Ramsey led
Panacea to work with world·
renowned artist Christosetting
up 450·pound umbrellas
for a projed in California.
After graduation, she hopes to
do something creative, like
join the circus.
/II
am so caught up in what I choose to study
that I do not even think of this as 'srheol.'
Not to soy people here don't work hard. But
there is a difference between studying what you are passionate about and
studying what you are told. Faculty members Hugh Lentz, Hazel Jo Reed, Peter Ramsey and Marilyn
Frasco are the bees' knees. Don't be
discouraged by all the burecucnrydo what YOUwant."
~~~~~~~~~~~
¢
Evergreen's programs often take
students out into nature or away from
campus on field trips and retreats.
"The Campus as a Work of Art": It's true of the
Evergreen campus and it's also the title of a
book published in 1991 ranking Evergreen's
campus as the nation's sixth best for beauty
and aesthetic design. You know you are
someplace special as soon as you arrive, the
book says. You're sure to agree.
Play fields offer lots of space for Greener games and recreational activities. Whether it's rugby, frisbee, hackeysack, soccer, boomerang or
something else, there's room to roam, play and grow on Evergreen's beautiful thousand-acre campus.
One of the many spots perfect for visiting, studying or relaxing in the CAB.
Here, a third floor lounge area overlooks the Deli below.
Saturday night live at a local
student-supported performance
space in downtown Olympia.
Evergreen Glossary-APEL-A
key part of the student support services available in the Student Advising Center, Academic
Planningand Experiential Learning offers students up-to-date information on programs, faculty and academic services.You'll also
receiveadvising services- formal or informal, individual or group - on an ongoing basisfrom faculty in your programs and areas
of interest.-Academic
Fair-A massgathering of faculty, student services' staff and students held in the Library Lobby at the
beginningof each academic year and near the end of Fall, Winter and Spring quarters. The Fair provides a great opportunity to
97
The Bike Shop,
student-funded and
operated in the
Campus Recreation
Center, offers bicycle
repair and service at a
reasonable fee as well
as space and
equipment for do-ityourself work.
Evening at the Community
Center: A focal point of
Evergreen Housing, the Center
brings people together for
talking, laughing and relaxing
with friends.
Solitude, sun and saltwater on the Evergreen beach.
What a way to take a break from everything.
get information about upcoming programs, explore possible contracts and talk to people who are genuinely interested in helping
you with planning. Checkwith APEL,Admissions or Registration and Recordsfor dates and times.-Academic
Pathways-The way
to specialize in a particular field of study at Evergreen is to plan an academic or career "pathway." Talk with an APELAdvisor or
a faculty member teaching in your field of interest to find out how to plan your own academic pathway.-Chaos-Around
it's spelled KAOS and it's the college's FM community radio station.-Contracts-Evergreen
98
here,
offers three kinds of academic
Just doing it: A work-out in progress in the Wellness Lab, a facility in
the CRCoffering state-of-the-art fitness equipment and professional
assistance with health, exercise and personal training.
Offices of the CPJ (Cooper Point
Journal) are located on the third
floor of the CAB, along with other
student organizations, KAOS and
the Student Activities Office.
contracts: Group Contracts, Individual
10.-CPJ-lt's
Learning Contracts and Internship Contracts. See the chart, "Major Modes of Study" on page
the Cooper Point Journal, Evergreen's student
planners wanted
to avoid permanent
committees,
newspaper.-OTF-DTF's
so they created DTF's to study problems,
disappear. Several DTF's are active each academic year and students are encouraged
grading system consists of a narrative
evaluation
are Disappearing
Task Forces. Evergreen's
make recommendations
and then
to participate.-Evaluation-Evergreen's
of a student's academic work at the end of each quarter.
Faculty members write
99
Testing, testing:
Students learn to use
state-of-the-art
production techniques
with our extensive array
of equipment and
professional advice and
guidance from program
faculty and technicians in
the Media Center (see
"Library," page 86).
Students roam and explore student art in the Arts Annex, a facility designed especially for
the Expressive Arts. The Annex houses a ceramic studio, a large area for sculpture,
casting, welding and sheet metal work, and painting and design studios.
evaluations of each student's work and progress;eachstudent writes a self-evaluation aswell asa faculty evaluation. Thesebecome
official documents, making up your permanent transcript.-Evaluation
Conference-A quarterly conference in which a faculty
member and student discusstheir evaluations of the student's work. Conferencesoccur during Evaluation Week, the eleventh and
final week of each quarter.-Faculty
Contract or Internship.-Field
100
Sponsor-A student's chief instructor during any given quarter in a GroupContract, Individual
Trips-At Evergreen, field trips are regularly integrated into the schedule of program activities - just
Ok. Soit rains(now andthen)
in Washington. But a
downpour like this one is a
rarity. Rainor shine,it's still
oneof the mostbeautiful and
mostlivable placeson earth.
~,
Decisionson Deadline:The Cooper Point Journal servesasa weekly forum for student opinions,humorand news. Whilethe
paper'scontent occasionallybecomesa point of contention,editorial decisionsare madewith care.
like lectures, seminars, etc.-First
Peoples-At Evergreen, First Peoples refers to people of color - often referred to in the U.S. as
minorities. The name is in recognition of the unique indigenous heritages of all people of color. See First Peoples' Advising Services
in the Student Support Services section, page 28 -Governance-An
working together
to make decisions together.
Students participate
ongoing process at Evergreen, indicating our commitment
to
Governance time is set aside from 3-5 p.m. Mondays and 1-5 p.m. Wednesdays.
in governance along with staff and faculty members, usually through a DTF established to study a problem
101
Super Saturday: You have to
see it to believe it. Celebrated
every year on Graduation
Weekend, Super Saturday
brings more than 30,000
visitors to campus to
experience entertainment,
games, arts and crafts and
tons (Yes, tons) of food.
Evergreen students speak out: Here, members of the Evergreen
community talk ...and listen ...at a campuswide forum, where everyone
is given a voice in examining issues and concerns.
and seek solutions. 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.-Internships-Supervised
experience in a work situation for which a student receives academic credit. Internships require advance planning through the
Office of Cooperative Education. Seniorsare generally given priority, asare students in academic programs that require internships.
See"Major Modes of Study," page 10, for more information.-Prior
102
Learning from Experience-Practical knowledge of a subject
At home in Housing: More than
1,000 students live in Evergreen
Housing, which offers a choice of
single and double studios, one-to-six
bedroom apartments and duplexes.
Evergreen's 11-lane swimming pool features a competition timing system, a power lift for
the physically disabled, a separate diving well and men's and women's saunas. The CRC
(Campus Recreation Center) also features a weight room, multi-purpose dance and exercise
rooms, a gymnasium, Wellness Lab and sports medicine area, racquet ball courts and an
equipment rental center offering everything from sailboats and kayaks to skis and
backpacking gear.
Creativity expressed: Profound?
Intriguing? Enlightened? Creative
explorations are part of academic life at
Evergreen. Here, rehearsal and set-up for
"Kodacious: The Dream World," the
senior project of fabulous fashion
designer and '92 grad Kody Johnson.
that isthe equivalent of academic learning in that field, and for which Evergreen may award academic credit. Seepage 85 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 entire curriculum is planned at an annual Faculty
Retreat. The programs in this catalog were planned at the Faculty Retreat of Spring 1992.-Self-Evaluation-Your
evaluation of
your own academic work asmeasured against your objectives atthe beginning of a quarter and the requirements of your program,
103
The college's community radio station, KAOS, provides
lots of listening pleasure - at 89.3 on the FM dial and
in live concerts throughout the academic year. Here,
singer/songwriter linda Waterfall performs at the
Northwest Songwriters Concert, a KAOS benefit
featuring well-known Northwest entertainers.
Evergreen has received
national recognition for
the Organic Farm, 13
acres of bustling
agricultural and
academic activity located
on the west edge of
campus. A wide array of
crops are grown to
demonstrate which
vegetables, fruits,
berries and nuts do well
in the region without
use of pesticides or
commercial fertilizers.
contract or internship. 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 discussthe readings assigned in a particular program.
The discussion group consists of a faculty member and an average of 20 students. Participants are expected to prepare for the
seminar by reading and analyzing the book to be discussed.-Social Contract-Evergreen's planning faculty wanted the college
to function as a community, so they wrote their ideas about social ethics and working together into the Social Contract. See The
104
The 12-foot statue of a woman drummer
welcomesvisitors to campus.Carvedby
membersof the "Ceremonies:Prefigurative
Culture" program, the statue was dedicatedat
the 1985Graduation ceremoniesand symbolizes
Evergreen'scommitment to diversity of peoples,
cultures and ideas.
Lateevening on
the CampusPlaza:
Night or day,
Evergreen'sRed
Square,anchored
by the landmark
Clocktower, is a
sceneof activity.
Whether hurrying
to a seminar,
strolling and
enjoying the
campusambiance,tossing
frisbees or sitting
and soaking up
Washington's
days of sunshine,
it's a focal point
of this beautiful
campus.
••
Evergreen'scommencementexercisesbring thousands of
graduates,faculty members,family and friends to the campusfor
a beautiful and decidedly unique celebration eachJune.What a
way to end CampusLife.
Evergreen Student Handbook
whom are interested
and often teach together.
Area-An
interdisciplinary
grouping
by the Academic Planning and Experiential
and a tool for planning
of Evergreen faculty, all of
each specialty area meet regularly to plan curriculum
Evergreen's nine specialty areas are listed in "The Condensed Curriculum"
Student Handbook-Published
source of information
for more information.-Specialty
in a specific set of disciplines or issues. Faculty within
on page 32.-The
Learning (APEL) Office, this publication
Evergreen
is an invaluable
your career at Evergreen and beyond.
105
Campus Services
Access for Persons
with Disabilities
If you are a person with a disability of any
kind, you will not only be welcome at
Evergreen, but also able to be an active
participant in the community.
Access Services supports and assists
students with disabilities and provides access
to Evergreen programs and facilities. Our goal
is to provide support and assistance to
facilitate your personal independence and
self-reliance while you are a student at
Evergreen. To enable us to identify appropriate support services, we ask you to contact
Access Services upon admission to the
college. All verification of disability materials
is kept in strict confidence and must be
received in the Access Services office prior to
beginning your education at Evergreen.
In addition to the services provided by Access
Services, you will find valuable help from the
on-campus student organization-The
Evergreen State College Union for Students
with Disabilities. Volunteers are available for
guided tours of the campus during all quarters.
Offices that will assist you:
Access Services, ext. 6348
866-6834 for direct voice/Tfrl)
LIB-1610/l611
Union for Students with Disabilities,
ext. 6092, CAB-320
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 protection of
this commitment extends to students, faculty,
administration, staff, contractors and those
who develop or participate in college
programs.
Copies of the college's Affirmative Action
Policy are available in the Library and the
Affirmative Action Office. Persons who wish
information on Affirmative Action, or who
believe they have been discriminated against
at Evergreen, are urged to contact the
Affirmative Action officer, LIB-3106,
ext. 6368, or VrrDD 206/866-6834.
106
Campus Bookstore
Campus Safety and Security
The Evergreen Bookstore, located in the
College Activities Building (CAB), is the place
to find all required texts and materials for all
programs. The Bookstore also 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, a subsidiary of the Bookstore
in Housing's Community Center.
Campus Security exists for the safety and
welfare of all members of the Evergreen
community. The Campus Security Office is
open 24 hours a day, seven days a week and is
staffed by officers trained in law enforcement
and problem resolution skiJIs. Security works
to resolve problems by using Evergreen's
Social Contract. While charged with law and
college regulation enforcement, campus
officers may act as intermediaries between
campus community members and county
deputy sheriffs when necessary.
Although the college is not responsible for
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.
Persons with disabilities can contact Security
for emergency wheel chair service. Security
can also help students with disabilities gain
entrance to the bike shop, which contains tools
in an accessible area.
Security staff are avai lable to assist students
and other members of the Evergreen community with all safety and security needs. The
office is located in the Seminar Building.
Campus Parking
Motor vehicles must display valid parking
permits. Permit prices are as follows, although
rate increases were under consideration at the
time of publication and may be in effect as of
Winter Quarter of the 1992-93 academic year.
Automobiles
Motorcycles
Daily Pass
Quarterly
Annually
$.75
$.75
$22
$11
$54
$27
Daily permits can be purchased at the
information booth on the front entrance road to
campus. Longer-term passes can be purchased
at the cashier's office, LIB-l 119. Parking is
permitted in designated areas only. Parking in
or alongside roadways is hazardous and
prohibited. Illegally parked vehicles wiJI be
cited or impounded at the expense of the
vehicle owner or driver. The college does not
assume responsibility for any vandalism or
theft while the vehicle is parked on campus.
Convenient parking is available for persons
with disabilities. A TESC special parking
permit must be displayed when a vehicle is
parked in a handicap space. These are issued
through the Affirmative Action Office, LIB3106. Additionally, a TESC daily pass or
parking permit must be purchased and
displayed.
Washington State Institute
for Public Policy
The Institute 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 2,000 low-income and atrisk Washington families. This information is
an invaluable aid to state policy makers.
Facilities and
Campus Regulations
Because Evergreen is state-owned, responsibilities to the state and county 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. For students choosing to live in a
substance-free environment, Housing provides
alcohol-drug free residences.
Use of College Premises
Evergreen's facilities may be used for
activities other than education as long as
suitable space is available, adequate preparations are made and users meet eligibility
requirements.
Arrangements for conferences or group
gatherings by outside organizations are made
through Conference Services, CAB-207F, ext.
6192.
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, LIB-3213, ext. 6314. Allocations of
space are made first for Evergreen's regular
instructional and research programs, next for
major all-college 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.
Special events or outside speakers that are
sponsored by S&A-funded organizations are
scheduled through the Student Activities
Office.
All private and student vendors must
schedule tables through the Student Activities
Office. Student vendors are provided tables for
a $2 fee. Private vendors and alumni must
provide their own tables and the fee is $15.
Non-student vendors are 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 written explanation must accompany the retention request and
filed with the Chief of Security. Persons in
possession of unchecked firearms on campus
will be subject to immediate expulsion from
Evergreen or to criminal charges.
Pets
Pets are not allowed on campus
physical control by owners. At
pets allowed in buildings. Stray
turned over to Thurston County
Control.
unless under
no time are
animals will be
Animal
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 allowed only in "Smoking
Permitted" areas. Members of the campus
community are expected to respect smoking
restrictions and accept shared responsibility for
enforcement.
Food Services
The Greenery, located on the first floor of the
CAB, offers a bountiful salad bar, Fiesta
Grande, Worth the Wok, hot fresh entrees daily
and pastries for your enjoyment.
Visit The Deli for a fresh and refreshing
salad bar, made-to-order sandwiches, pizza and
healthful fast foods. We feature locally roasted
coffee and a wide variety of beverages.
TESC Food Services features a convenient
cash card-a debit card that allows a customer a
declining balance. Purchase your cash card in
the Food Services' office, located in The
Greenery, CAB first floor.
Labor Education
and Research 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 centersponsored classes and residential programs.
The center provides work study and internship
opportunities for Evergreen undergraduate and
graduate students, as well as an eight -credit
part-time labor studies program on Saturdays.
The Labor Center is located in SEM-4166.
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, W A 98505.
Student Activities
Organizations
Students fund a variety of organizations to
provide cultural, informational, social,
recreational, spiritual and educational services
and activities. Current organizations include:
Asian Students in Alliance
Bike Shop
Childcare Center
Community Gardens
Cooper Point Journal (student newspaper)
Environmental Resource Center
Evergreen Indian Center
Evergreen Political Information Center
Evergreen Wilderness Center
Graduate Student Association
Jewish Cultural Center
KAOS-FM Community Radio
Lesbian/GaylBisexual Peoples Resource Center
MEChA, ChicanolLatino Student Movement
Mindscreen Film Group
Middle East Resource Center
Pacific Islander Association
Peace and Conflict Resolution Center
Recreational Sports
Recycling
Slightly West Literary Magazine
Soda Pop (Students on Drug Awareness
and Prevention of Pain)
Student Produced Art Zone (SPAZ)
Union of Students with Disabilities
Umoja, African American Student Organization
Veterans and Reservists
Women of Color Coalition
Women's Center
YWCA
The Student Activities Administration Office,
the Cooper Point Journal, KAOS-FM Community Radio and the student organizations are
located on the third floor of the CAB.
Student
Conduct Code
The Student Conduct Code describes students'
rights and responsibilities. Copies are available
in the office of the Vice President for Student
Affairs, LIB-3236.
Student Governance
Student involvement in governance currently
occurs through student membership on campuswide 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.
Students interested in being informed of and
involved with such efforts can contact the office
of the Vice President for Student Affairs, LID3236.
107
Academic Index
AFRICAN STUDIES
Music Cultures of the World ----------------------------48
AFRICAN-AMERICAN STUDIES
Banned in Boston: The Hidden History of the Struggle
for Community and Equality in the US. ------------- 59
AGRICULTURE
Ecological Agriculture -----------------------------------42
The Practice of Sustainable Agriculture --------------- 45
AMERICAN GOVERNMENT
Global Citizenship, Community Collaboration
(Tacoma Campus) ------------------------------------- 81
AMERICAN HISTORY
The American West as Image and Reality ------------40
Banned in Boston: The Hidden History of the Struggle
for Community and Equality in the U.S. ------------- 59
Global Citizenship, Community Collaborations
(Tacoma Campus) ------------------------------------- 81
AMERICAN STUDIES
Auto/biography ------------------------------------------- 54
Evergreen's First Years: An Oral History Project ------ 57
Writers' Workshop --------------------------------------- 58
ANATOMY
Post Modem Bodies -------------------------------------- 71
ANTHROPOLOGY
Advanced Studies in Ethnography and Culture ------ 55
Brazil: Slavery, Sugar and Samba ---------------------- 69
Conquest and Revolution:
Mexican, Irish and Peruvian Cultures -------------- 40
Ethnography and Culture: Practicing the Craft ------- 54
Mirrors of Language ------------------------------------- 38
Music Cultures of the World ---------------------------- 48
ART
The "Artist" in Technoculture:
Representational Politics ----------------------------- 51
Fiber Arts -------------------------------------------------- 51
Pacific Northwest Art: Changing Perspectives of the
Landscape and the People ---------------------------- 52
Sculpture in Time and Place ---------------------------- 51
Seeing the Light ------------------------------------------- 51
Studio Project --------------------------------------------- 50
Studio Project: Three-Dimensional Form -------------50
Word, Sound and Image: Advanced Inter-Arts ------- 53
ART HISTORY
Classical and Modern:
Constructions of Human Experience --------------- 39
The Context of Discovery ------------------------------- 37
Cultural Re-Entry: Dimensions of Existence --------- 65
Fiber Arts -------------------------------------------------- 51
The Mythic Image ---------------------------------------- 56
Pacific Northwest Art: Changing Perspectives
of the Landscape and the People -------------------- 52
Seeing the Light ------------------------------------------- 51
Studio Project --------------------------------------------- 50
Studio Project: Three-Dimensional Form -------------50
Word, Sound and Image: Advanced Inter-Arts ------- 53
ASIAN STUDIES
At the Crossroads: Performance and Culture ---------48
Introduction to the Performing Arts -------------------- 48
Music Cultures of the World ---------------------------- 48
BIOLOGY
Biogeography --------------------------------------------- 44
The Context of Discovery ------------------------------- 37
Environment, Land and People ------------------------- 38
Foundations of Natural Science ------------------------76
Molecule to Organism ----------------------------------- 79
BOTANY
Foundations of Natural Science ------------------------ 76
Natural History of the American Southwest ----------45
Temperate Rainforests ----------------------------------- 43
Tropical Rainforests -------------------------------------- 44
BUSINESS
Management and the Public Interest ------------------- 64
108
The Practice of Sustainable Agriculture --------------- 45
Student Originated Software ---------------------------- 78
CALCULUS
Energy Systems ------------------------------------------- 77
Foundations of Natural Science ------------------------ 76
Matter and Motion ---------------------------------------- 76
CHEMISTRY
Energy Systems ------------------------------------------- 77
Foundations of Natural Science ------------------------ 76
Matter and Motion ---------------------------------------- 76
Molecule to Organism ----------------------------------- 79
COMMUNICATION
Advanced Studies in Ethnography and Culture ------ 55
Cultural Re-Entry: Dimensions of Existence --------- 65
Happy Talk, Graven Images:
Mass Media in America ------------------------------ 56
Introduction to the Performing Arts -------------------- 48
Management and the Public Interest ------------------- 64
Toward the 21st Century: American Identities,
Communities and Globalism ------------------------ 52
COMMUNITY STUDIES
Advanced Studies in Ethnography and Culture ------ 55
Cultural Re-Entry: Dimensions of Existence ---------65
Ecological Agriculture ----------------------------------- 42
Ethnography and Culture: Practicing the Craft ------- 54
Miracles: Literature and Community Work ----------- 67
Nisqually Landscapes:
The Mountain to The Sound -------------------------41
COMPARATIVE RELIGION
The Mythic Image ---------------------------------------- 56
COMPUTER SCIENCE
Data to Information --------------------------------------- 77
Matter and Motion ------------------------------------~--- 76
Science of Mind ------------------------------------------- 78
Student Originated Software ---------------------------- 78
COUNSELING
Human Behavior in the Social Environment ---------- 66
Washington State Juvenile Delinquency -------------- 66
CULTURAL STUDIES
Advanced Studies in Ethnography and Culture ------ 55
The American West as Image and Reality ------------40
Auto/biography ------------------------------------------- 54
Banned in Boston: The Hidden History of the Struggle
for Community and Equality in the US. ------------ 59
Brazil: Slavery, Sugar and Samba ----------------------69
Classical and Modem:
Constructions of Human Experience --------------- 39
Conquest and Revolution:
Mexican, Irish and Peruvian Cultures -------------- 40
Creative Writing: Poetry ---------------------------------57
Ethnography and Culture: Practicing the Craft ------- 54
Global Citizenship, Community
Collaborations (Tacoma Campus) ------------------ 81
Heroes, House Spirits and Fairies:
Celtic and Slavic Folk Traditions ------------------- 55
Human Behavior in the Social Environment ---------- 66
Introduction to the Performing Arts --------------------48
Music Cultures of the World ---------------------------- 48
Post Modern Bodies -------------------------------------- 71
Toward the 21st Century: American Identities,
Communities and Globalism ------------------------52
Washington State Juvenile Delinquency --------------66
Writers' Workshop -------------------------------------- 58
DANCE
At the Crossroads: Performance and Culture --------- 48
Introduction to the Performing Arts -------------------- 48
DESIGN
Energy Systems ------------------------------------------- 77
Fiber Arts -------------------------------------------------- 51
Sculpture in Time and Place ---------------------------- 51
Seeing the Light ------------------------------------------- 51
Studio Project --------------------------------------------- 50
Studio Project: Three-Dimensional Form -------------50
Word, Sound and Image: Advanced Inter-Arts ------- 53
DRAWING
Energy Systems ------------------------------------------- 77
Global Citizenship, Community
Collaborations (Tacoma Campus) ------------------81
Pacific Northwest Art: Changing Perspectives
of the Landscape and the People --------------------52
Studio Project --------------------------------------------- 50
Studio Project: Three-Dimensional Form -------------'50
Word, Sound and Image: Advanced Inter-Arts -------53
ECOLOGY
Ecological Agriculture -----------------------------------42
Environment, Land and People -------------------------38
Introduction to Environmental Studies ----------------42
The Marine Environment --------------------------------44
Natural History of the American Southwest ----------45
Nisqually Landscapes:
The Mountain to The Sound -------------------------41
Temperate Rainforests -----------------------------------43
Tropical Rainforests --------------------------------------44
ECONOMICS
America in the 1990s:
Our Social and Economic Legacy ------------------68
Global Citizenship, Community
Collaborations (Tacoma Campus) ------------------81
Management and the Public Interest -------------------64
EQUCATION
Evergreen's First Years: An Oral History Project----57
ENTOMOLOGY
Ecological Agricu lture ----------------------------------- 42
Tropical Rainforests -------------------------------------- 44
ENVIRONMENTAL ETHICS
Nisqually Landscapes:
The Mountain to The Sound -------------------------41
ENVIRONMENTAL SCIENCE
The American West as Image and Reality ------------40
Geography and Environment: Systems in Conflict ---42
Introduction to Environmental Studies ----------------42
Landscape Processes ------------------------------------- 42
The Practice of Sustainable Agriculture ---------------45
ETHICS
Foundations of Natural Science ------------------------ 76
FEMINIST THEORY
The Context of Discovery ------------------------------- 37
Introduction to the Performing Arts -------------------- 48
Toward the 21st Century: American Identities,
Communities and Globalism ------------------------52
FILM
Mediaworks -----------------------------------------------49
FOLKLORE
Celebration: Myth, Ritual, Language and Culture --- 62
Heroes, House Spirits and Fairies:
Celtic and Slavic Folk Traditions ------------------- 55
GEOGRAPHY
Biogeography ---------------------------------------------44
Geography and Environment: Systems in Conflict --- 42
Introduction to Environmental Studies ----------------42
Landscape Processes ------------------------------------- 42
Tropical Rainforests -------------------------------------- 44
GEOLOGY
Environment, Land and People ------------------------- 38
Landscape Processes ------------------------------------- 42
Natural History of the American Southwest ---------- 45
Temperate Rainforests ----------------------------------- 43
Tropical Rainforests -------------------------------------- 44
HEALTH
Human Behavior in the Social Environment ---------- 66
Models of Health Care and Reform -------------------- 80
Post Modern Bodies -------------------------------------- 71
HISTORY
The American West as Image and Reality ------------40
Conquest and Revolution:
Mexican, Irish and Peruvian Cultures -------------- 40
Great Stories ----------------------------------------------- 39
Hispanic Forms in Life and Art ------------------------- 63
Learning from the Past:
History,Evolution, Tradition ------------------------- 70
HISTORY OF SCIENCE
Great Stories ----------------------------------------------- 39
JOURNALISM
Happy Talk, Graven Images:
Mass Media in America -----------------------------56
LANGUAGE STUDIES
Celebration: Myth, Ritual, Language and Culture --- 62
The Classical World: The Greek Tradition ----------- 62
Hispanic Forms in Life and Art ------------------------- 63
Mirrors of Language ------------------------------------38
LA TIN AMERICAN STUDIES
Brazil: Slavery, Sugar and Samba ----------------------69
Music Cultures of the World ----------------------------48
Tropical Rainforests -------------------------------------44
LmRARY RESEARCH
Foundations of Natural Science ------------------------ 76
Miracles: Literature and Community Work ----------- 67
LITERATURE
The American West as Image and Realty -------------40
Auto/biography
------------------------------------------54
Celebration: Myth, Ritual, Language and Culture --- 62
Classical and Modem:
Constructions of Human Experience --------------- 39
The Classical World: The Greek Tradition ----------- 62
The Context of Discovery ------------------------------37
Creative Writing: Poetry ---------------------------------57
The English Romantics:
Poetry and Fiction, Wordsworth to Scott ---------- 58
Great Stories ----------------------------------------------39
Heroes, House Spirits and Fairies:
Celtic and Slavic Folk Traditions ------------------- 55
Hispanic Forms in Life and Art ------------------------- 63
Mirrors of Language ------------------------------------38
Moving Image Theatre:
Production and Performance ------------------------ 49
Post Modern Bodies -------------------------------------71
Washington State Juvenile Delinquency -------------- 66
Word, Sound and Image: Advanced Inter-Arts ------- 53
Writers' Workshop --------------------------------------58
MAMMALOGY
Mammalogy -----------------------------------------------43
MANAGEMENT
Management and the Public Interest ------------------- 64
Student Originated Software ---------------------------78
MARINE SCIENCE
The Marine Environment --------------------------------44
MARKETING
Happy Talk, Graven Images:
Mass Media in America -----------------------------56
The Practice of Sustainable Agriculture --------------- 45
MATHEMATICS
The Context of Discovery ------------------------------37
Data to Information --------------------------------------77
Foundations of Natural Science ------------------------ 76
Mathematical Systems ----------------------------------77
MEDIA
Mediaworks ----------------------------------------------49
Miracles: Literature and Community Work ----------- 67
Toward the 21 sr Century: American Identities,
Communities and Globalism ------------------------52
MOLECULAR BIOLOGY
Molecule to Organism ----------------------------------79
MYTHOLOGY
Celebration: Myth, Ritual, Language and Culture ---62
The Mythic Image ---------------------------------------56
MULTICULTURAL LITERATURE
Human Behavior in the Social Environment ---------- 66
MUSIC
At the Crossroads: Performance and Culture --------- 48
Celebration: Myth, Ritual, Language and Culture --- 62
The Context of Discovery ------------------------------37
Introduction to the Performing Arts -------------------- 48
Music Cultures of the World ---------------------------48
NATIVE AMERICAN STUDIES
Cultural Re-Entry: Dimensions of Existence --------- 65
Environment, Land and People ------------------------- 38
Human Behavior in the Social Environment ---------- 66
Miracles: Literature and Community Work ----------- 67
Washington State Juvenile Delinquency -------------- 66
NATURAL HISTORY
The Context of Discovery ------------------------------37
Natural History of the American Southwest ----------45
Nisqually Landscapes:
The Mountain to The Sound ------------------------- 41
Temperate Rainforests ----------------------------------43
Tropical Rainforests -------------------------------------44
NEUROLOGY
Science of Mind ------------------------------------------78
OCEANOGRAPHY
The Marine Environment --------------------------------44
ORAL HISTORY
Evergreen's First Years: An Oral History Project----57
ORNITHOLOGY
Ornithology -----------------------------------------------45
PACIFIC NORTHWEST HISTORY
Pacific Northwest Art: Changing Perspectives
of the Landscape and the People -------------------- 52
PERFORMANCE THEORY
Moving Image Theatre:
Production and Performance ------------------------ 49
PHILOSOPHY
Banned in Boston: The Hidden History of the Struggle
for Community and Equality in the U.S. ------------ 59
The Classical World: The Greek Tradition -----------62
The Context of Discovery ------------------------------37
Conquest and Revolution:
Mexican, Irish and Peruvian Cultures -------------- 40
Foundations of Natural Science ------------------------ 76
Global Citizenship, Community
Collaborations (Tacoma Campus) ------------------ 81
Great Stories ----------------------------------------------39
Introduction to the Performing Arts -------------------- 48
Learning from the Past:
History, Evolution, Tradition ------------------------ 70
Nisqually Landscapes:
The Mountain to The Sound ------------------------- 41
Science of Mind ------------------------------------------78
PHILOSOPHY OF MATH
Mathematical Systems ----------------------------------77
PHILOSOPHY OF SCIENCE
Post Modern Bodies -------------------------------------71
PHOTOGRAPHY
The "Artist" in Technoculture:
Representational Politics ----------------------------51
Pacific Northwest Art: Changing Perspectives
of the Landscape and the People -------------------- 52
Seeing the Light ------------------------------------------51
Studio Project --------------------------------------------50
PHYSICS
Energy Systems ------------------------------------------77
Foundations of Natural Science ------------------------ 76
Matter and Motion ---------------------------------------76
PLAYWRITING
Introduction to the Performing Arts -------------------- 48
Word, Sound and Image: Advanced Inter-Arts ------- 53
POETRY
Creative Writing: Poetry ---------------------------------57
The English Romantics: Poetry and Fiction,
Wordsworth to Scott ---------------------------------58
Heroes, House Spirits and Fairies:
Celtic and Slavic Folk Traditions ------------------- 55
Miracles: Literature and Community Work ----------- 67
Writers' Workshop --------------------------------------58
POLITICAL ECONOMY
The American West as Image and Reality ------------40
Banned in Boston: The Hidden History of the Struggle
for Community and Equality in the U.s. ------,----- 59
Brazil: Slavery, Sugar and Samba ----------------------69
Conquest and Revolution:
Mexican, Irish and Peruvian Cultures -------------- 40
Ecological Agriculture ----------------------------------42
Ethnography and Culture: Practicing the Craft ------- 54
Human Behavior in the Social Environment ---------- 66
Social and Organizational Change
for the 21 st Century ----------------------------------80
Toward the 21 st Century: American Identities,
Communities and Globalism --------~--------------- 52
POLITICAL SCIENCE
Models of Health Care and Reform -------------------- 80
PSYCHOLOGY
The Context of Discovery ------------------------------37
Happy T~lk, Graven Images:
Mass Media in America -----------------------------56
Human Behavior in the Social Environment ---------- 66
Science of Mind ------------------------------------------78
PSYCHOLOGY OF MATH
Mathematical Systems ----------------------------------77
PUBLIC ADMINISTRATION
Models of Health Care and Reform -------------------- 80
RELIGION
Music Cultures of the World ----------------------------48
SCULPTURE
Fiber Arts -------------------------------------------------51
Sculpture in Time and Place ---------------------------51
SOCIAL SCIENCE
Cultural Re-Entry: Dimensions of Existence --------- 65
SOCIOLOGY
America in the 1990s:
Our Social and Economic Legacy ------------------ 68
The Context of Discovery ------------------------------37
Environment, Land and People ------------------------38
Happy Talk, Graven Images:
Mass Media in America -----------------------------56
Human Behavior in the Social Environment ---------- 66
Models of Health Care and Reform -------------------- 80
Post Modern Bodies --------------------------------------71
Social and Organizational Change
for the 21 st Century ----------------------------------80
Washington State Juvenile Delinquency -------------- 66
SOFTWARE ENGINEERING
Student Originated Software ---------------------------78
STATISTICS
America in the 1990s:
Our Social and Economic Legacy ------------------ 68
The Marine Environment -------------------------------44
TECHNICAL THEATER
Moving Image Theatre:
Production and Performance ------------------------ 49
THEATER
At the Crossroads: Performance and Culture --------- 48
Introduction to the Performing Arts -------------------- 48
Moving Image Theatre:
Production and Performance ------------------------ 49
Music Cultures of the World ----------------------------49
Word, Sound and Image: Advanced Inter-Arts ------- 53
VIDEO
Mediaworks ----------------------------------------------49
WOMEN'S STUDIES
Auto/biography ------------------------------------------54
Ethnography and Culture: Practicing the Craft ------- 54
Introduction to the Performing Arts -------------------- 48
Learning from the Past:
History, Evolution, Tradition ------------------------ 70
WORLD HISTORY
The Mythic Image ---------------------------------------56
WRITING
Classical and Modern:
Constructions of Human Experience --------------- 39
Creative Writing: Poetry --------------------------------57
Ecological Agriculture -----------------------------------42
The English Romantics:
Poetry and Fiction, Wordsworth to Scott ---------- 58
Evergreen's First Years: An Oral History Project----57
Heroes, House Spirits and Fairies:
Celtic and Slavic Folk Traditions ------------------- 55
Introduction to the Performing Arts -------------------- 48
Miracles: Literature and Community Work ----------- 67
Moving Image Theatre:
Production and Performance ------------------------ 49
Word, Sound and Image: Advanced Inter-Arts ------- 53
Writers' Workshop --------------------------------------58
109
General Index
A
F
p
Academic Advising --------------------- 14, 15, 97, 99
Academic Credit -------------------------------------25
Academic Fairs --------------------------------------97
Academic Planning and
Experiential Learning ---------------------14,
28, 97
Academic Subject Index ---------------------------108
Accreditation ----------------------------------------113
Address, changes, see Registration ---------------- 24
Admission --------------------------------------------16
Affirmative Action ---------------------------------106
Alcohol ----------------------------------------------107
Appeals -------------------------------------------22, 25
Application deadlines --------------------------------19
Application fee ----------------------------------------18
Athletics ----------------------------------------------28
Auditors -----------------------------------------------19
Facilities
use regulations ------------------------------------106
Facul ty ------------------------------------------------90
Fees and charges -------------------------------------22
Financial aid ------------------------------------------21
Firearms ---------------------------------------------107
First Peoples ---------------------------------------101
First People's Advising Services ------------------- 29
Food services ---------------------------------------107
Foreign language study -------------------------- 35,61
Foreign students -------------------------------------18
Foundation scholarships ----------------------------- 21
Freshman admission requirements ----------------- 16
Full-time status --------------------------------------24
Parking ------------------------------------------23, 106
Part-time study ---------------------------------------35
Payment procedures ---------------------------------- 22
Pets ---------------------------------------------------107
Physically Challenged Access ---------------- 28, 106
Political Economy and Social Change ------------68
Portfolios ------------------------------------------13,
26
Prior Learning Program ------------------------ 85, 102
Public Administration, graduate program --------- 82
B
Bachelor of Arts -------------------------------------26
Bachelor of Science ---------------------------------26
Bicycles ----------------------------------------------107
Billing Procedures -----------------------------------22
Bookstore -------------------------------------------106
C
Calendar ---------------------------------------------113
Campus Profile --------------------------------------112
Campus Recreation Center -------------------------- 28
Career Development --------------------------------28
Center for the Study of Science
and Human Values ---------------------------------70
Child Care -------------------------------------------107
College Activities Building ------------------------107
Computer Services ----------------------------------86
Condensed Curriculum -----------------------------32
Confidentiality of records --------------------------- 26
Contacting Evergreen -----------------------------112
Contracts,
see Group, Individual, Social
Cooper Point Journal --------------------------- 99, 107
Cooperative Education ------------------------------85
Coordinated Study ------------------------------------7
Core Programs --------------------------------------37
Counseling Services ---------------------------------28
Credi t --------------------------------------------------25
Curriculum -------------------------------------------32
o
Degree requirements --------------------------------Deposits ----------------------------------------------Disappearing Task Force ---------------------------Drops, program changes -----------------------------
26
22
99
24
E
Emergency loans -------------------------------------21
Enrollment figures ---------------------------------112
Environmental Studies, graduate program -------- 82
Environmental Studies ------------------------------41
Evaluations -----------------------------------13,
25, 99
Expenses, estimated yearly -------------------------- 22
Expressive Arts ---------------------------------------47
110
G
General Education Development Tests ------------ 18
Governance ----------------------"------------101, 107
Graduate study ---------------------------------------82
Graduation requirements ---------------------------- 26
Group Contracts ---------------------------------------9
R
Reciprocity -------------------------------------------Record keeping --------------------------------------Recreation --------------------------------------------Refunds -----------------------------------------------Registration -------------------------------------------Academic Standing --------------------------------Academic Warning --------------------------------Withdrawals ----------------------------------------Residency ---------------------------------------~-----Returning students ------------------------------------
22
26
28
22
24
26
26
24
22
18
H
S
Handicapped Access,
see Access Services --------------------------- 28, 106
Health Center -----------------------------------------28
Housing -----------------------------------------------29
Scholarshi ps ------------------------------------------21
Science. Technology and Health ------------------- 73
Security -----------------------------------------------106
Self-Evaluations -------------------------------13, 103
Self-Paced Learning ---------------------------------87
Seminars ----------------------------------------12, 103
Smoking ---------------------------------------------107
Social Contract -------------------------------------104
Special forms of study ------------------------------85
Special Students -------------------------------------19
Student Activities ------------------------------29, 107
Student Affairs Office ------------------------------29
Student evaluation of faculty -----------------------13
Study abroad -----------------------------------------61
Summer Quarter -------------------------------------19
I
Insurance ----------------------------------------------23
International students -------------------------------18
International studies ----------------------------- 35,61
Internships --------------------------------------------85
J
Jackson School of International Studies ----------- 61
K
KAOS -------------------------------------------------98
KEY-Student
Support Services ------------------- 29
Knowledge and the Human Condition -------------54
L
Language and Culture Center ---------------------Learning Resource Center ---------------------- 29,
Leaves of absence -----------------------------------Library ------------------------------------------------Loans ---------------------------------------------------
61
35
24
86
21
T
Tacoma Program -------------------------------------Teacher Education -----------------------------------Transcripts ---------------------------------------13,
Transfer of Credi t ------------------------------------Transfer students -------------------------------------Tuition -------------------------------------------------
M
U
Mail service -----------------------------------------107
Management and the Public Interest -------------- 64
Map of campus -------------------------------------III
Master of Environmental Studies ------------------- 82
Master of Public Administration ------------------- 82
Master in Teaching ----------------------------------84
University of Washington ---------------------------61
Upside-down Degree Program ----------------------19
N
Native American Studies -----------------------------
65
81
84
26
18
18
22
V
Vacations --------------------------------------------Veterans ------------------------------------------------
113
23
W
Washington Public Interest Research Group
(yI ashPIR G) ----------------------------------------Washington State Institute
for Public Policy ----------------------------------Withdrawals ------------------------------------------Writing Center ----------------------------------------
23
106
24
86
Campus Map
INDIAN PIPE LOOP
,,~
..
Wild
Currant
Loop
...•.
N
Parking Lot A
Parking Lot B
~
~
~~
~~fc;.\:J~\"""'"
~
The Evergreen State College is an hour's drive from the Seattle-Tacoma airport. Olympia is also
served by the Greyhound and Trailways bus companies. Evergreen and the state capital are just
a short, 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 (on the left).
111
Campus Profile
Faculty
179
Full-time
88%
Ph.D. or terminal degree
74%
Part-time
12%
Male
33%
Percent female
37%
18-24 age group
64%
Female
67%
Percent male
63%
25-29 age group
12%
Students of color
45%
Faculty of color-total
24%
30-39 age group
14%
Olympia Campus
23%
40+ age group
10%
Applicants, degree seeking
61%
Students living on campus
1200
Admitted
2011
Students of color-total
12%
Enrolled
403
Asian American
4%
Nondegree-seeking
Black/African American
3%
Washington
877
MexicanlLatino
3%
Other states
388
2%
Other countries
Tacoma Campus
Instructional student/faculty
ratio
Staff
Enrollment
Graduate
Undergraduate
3377
8%
269
92%
3108
Native American Indian
3258
Olympia campus
Olympia Campus
Tacoma Campus
11%
119
Female
58%
1943
Male
42%
1434
Tacoma Enrollment
119
Entering Class
1369
enrollment
Contacting Evergreen
112
79%
2514
51%
1277
92
12
Financial Aid
Students receiving aid
A verage award
55%
$4838
Placement
1989-90 classes
82%
Employed
68%
Graduate school
13%
Travel, homemaking, etc.
Inquiries about admission should be directed
to: Director of Admissions, The Evergreen
State College, Olympia, Washington 98505,
or (206) 866-6000, ext, 6170. Direct all
correspondence to the appropriate office at
The Evergreen State College, Olympia,
Washington 98505. Dial 866-6000, then ask
for the extension or name listed below.
3172
Academic Planning and
Experiential Learning (APEL)
Academic Deans
Admissions
Alumni Relations
College Relations
Controller/Business Office
Development
Financial Aid
Housing
President's Office
Recreation Center
Registration and Records
Student Accounts
Student Advising Center
Tacoma Campus
(206)
Vice Presidents:
Academic Affairs
Finance and Administration
Student Affairs
ext. 6312
ext. 6870
ext. 6170
ext. 6192
ext. 6128
ext. 6450
ext. 6565
ext. 6205
ext. 6132
ext. 6100
ext.6530
ext. 6180
ext. 6447
ext. 6560
593-5915
ext. 6400
ext. 6500
ext. 6296
1%
1993-94
Academic
.....-
."
Calendar
-----
Fall
Winter
Spring
---
Summer
First Session
Second Session
Begins
Ends
Evaluations
Sept. 27
Dec. 18
Dec. 13-18
Jan. 3
March 19
March 14-19
March 28
June 11
June 6-11
June 20
Aug. 27
June 20
July 23
July 20-23
July 25
Aug. 27
Aug. 24-27
Vacations
Thanksgiving
Nov.21-28
Martin Luther
King Day
Jan. 17
Memorial Day
May 30
Independence
Day
July 4
Independence
Day
July 4
Winter Break
Dec. 19-Jan. 2
President's Day
Feb. 21
Spring Break
March 20-27
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 prospecti ve students
as well as those currently enrolled.
The Evergreen
State College
Catalog
Production
Team
Editing: Sandy Hanson
Design: Mary Geraci
Cover and Interior Photography: Steve Davis and TESC Photo Services staff
Contributors: Pris Bowerman. Shannon Ellis. Eugene Fujimoto. Curtis Hayes,
Steve Hunter, Kitty Parker, Arnaldo Rodriguez. Doug Scrirna
Production Assistance: Pat Barte, Shirley Greene, Josh Mauney, Holly Miranda,
Judy Nunez-Pinedo, Judy Saxton, Char Simons, Mike Wack
Distribution: Laura Allen, Kort Jungle
This catalog is published by The Evergreen State College. Office of College
Special thanks 10 the subjects of student, faculty and staff portraits
© 1992 by The Evergreen State College
Relations
Accreditation
The Evergreen State College is fully accredited by the
Northwest Association of Schools and Colleges.
o
This catalog is printed on recycled paper.
113
Catalog_1993-1994.pdf