-
Identifier
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Eng
Catalog_1999-2000.pdf
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Title
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Eng
Course Catalog, 1999-2000
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Date
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1999
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Creator
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Eng
The Evergreen State College
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The Ev~rgreen.State Cot.
OIy:mp18. WashIngton 98IS06 ..
this catalog
you'll get the most out of the
program descriptions and your
Evergreen education if you read
pages 2-17 of the catalog first.
Contents
WHY EVERGREEN?
ACADEMIC OFFERINGS
2
Welcome to Evergreen
3
Core Beliefs
4
What Sets Evergreen Apart
6
35
Selecting Your Program of Study
36
Special Features of the Curriculum
38
Condensed Curriculum
40
Matching Evergreen Programs
to Your Field of Interest
Focus on Teaching
8
Collaborative Learning
10
Teaching Across Differences
44
How to Read a Program Description
12
Connected Learning
45
Programs for First-Year Students
14
Active Learning
55
Culture, Text and Language
16
Real-World Situations
71
Environmental Studies
18
Answers to
Frequently Asked Questions
79
Expressive Arts
89
Scientific Inquiry
19
A Week in the Life
of an Evergreen Student
96
Social Science
103
Native American Studies
105
Tacoma Campus
106
Graduate Study at Evergreen
Trustees, Administration and Faculty
19
Seeking Diversity,
Sustaining Community
19
Graduates Making Important
Contributions
20
Student Support Services
and Activities
108
22
The Social Contract
CAMPUS LIFE
ENROLLMENT SERVICES
24
Admission
29
Financial Aid
30
Tuition and Fees
32
Registration and
Academic Regulations
Campus Map is inside back cover
112
Campus Life/Glossary
118
Services and Resources
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GENERAL INFORMATION
121
Mission Statement
122
Campus Profile
123
Contacting Evergreen
124
Index
128
Academic Calendar
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Every college claims to be different,
for creating
on student
an educational
learning.
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environment
so completely
Evergreen's differences
entire college is organized
education
but few can match Evergreen
focused
matter because the
around philosophies
and ideas about
that really work.
Evergreen's distinctive system may seem strange if you are familiar with colleges
and universities that are divided into departments and that offer structured courses
of study and classes that explore discrete bodies of knowledge. But there are three
things you should always keep in mind:
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FIRST, the difference in how we go about teaching and learning can sometimes
mask the ways that Evergreen is similar to other colleges. You will read books,
write papers, take tests and strive to complete a variety of assignments in the
process of learning about the world and preparing for a lifetime of meaningful
work.
SECOND, we have been perfecting this mode of education for more than 25 years;
we know it works and we also know that schools across the country increasingly
look to Evergreen as a model for educational reform and innovation.
THIRD, although our academic system may seem confusing and complicated at
first, it is based on a set of fundamental ideas, CORE BELIEFS that flow through
everything the college does, both inside and outside of the classroom.
This catalog will help you understand more about Evergreen's approach to education, while providing details about specific programs offered during the 1999-2000
academic year.
TAKE SOME TIME with these first few pages ...
before you thumb ahead to see
what's offered in chemistry, literature, history, environmental science or whatever
academic area attracts your interest. By first grasping Evergreen's general approach
to education, you'll better understand how the college's specific programs will
work for you.
Jane L. Jervis, President
vi«:
The main purpose of a college is to teach, and aood
teach
involves close interaction between faculty and students.
Collaborativeor shared
learning
in isolation and in competition with others.
Teaching across
differences
i ng
is better than learning
is criticalto learning.
VOl
Connected
learnina
- pulling together different ideas
and concepts - is better than leai'ningseparatecfbits of information.
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Active
learn i na - applying what's learned to projects and
activities - is better tharT'passivelyreceiving knowledge.
The onlylway to t~~oughly understand abstract theories is to apply them
to rea
situations.
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IF YOU ARE THINKING ABOUT ATIENDING EVERGREEN
and want to understand how these beliefs manifest themselves throughout
campus, we suggest you read the essay on pages 4 and 5, then turn to pages 6
through 17 to see what students, faculty and staff have to say about the college.
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it is about creating a community that works together to
build knowledge, experience
and insight.
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Everything we do is designed to foster COLLABORATIVE LEARNING - among
students, among faculty and between students and faculty. Our faculty is dedicated to
teaching, to helping students learn to think critically, solve real-life problems and
make the connections that lead to greater understanding. Evergreen students are
expected to be active participants in this process, to help shape their own education and to contribute to the learning that goes on around them. Staff members,
too, are part of this collaboration. They support faculty, provide a wide range of
critical services to students, pursue their own studies and pass along their specialized knowledge as internship supervisors, instructors and adjunct faculty.
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This distinctive approach means that the day-to-day experiences of Evergreen
students differ in significant ways from the experiences of students at most colleges
and universities. For example, education at Evergreen is not sectioned into traditional academic disciplines like math, English and biology. We do not believe in
isolating bits of learning and presenting them as if they had no connection to other
types of learning. Evergreen offers a wide variety of educational options from
which students may choose, but the foundation of our curriculum is constructed
from the team-taught, multidisciplinary courses we call PROGRAMS.
Instead of asking students to pick from a smorgasbord of classes on isolated
topics, Evergreen faculty members typically work in teams of two, three or four to
create these programs, each of which draws on many disciplines to explore a
central idea or question. This focus on INTERDISCIPLINARY LEARNING means
program participants might look at problems in health care from the points of
view of biology, history, philosophy, sociology, drama, economics and literature.
Or they might study the physical world through the interplay of physics, chemistry, philosophy and mathematics.
We believe that if teaching and learning are to be effective, they must draw from
many perspectives and include a multiplicity of ideas. This is true for teaching
across disciplines; it is also true for TEACHING ACROSS DIFFERENCES. Evergreen
believes in preserving and articulating differences of ethnicity, race, gender and
sexual orientation, rather than erasing them or shoving them to the sidelines, and
this belief is reflected in the design and content of our programs.
A single program might last one, two or three quarters.
No matter where or how learning takes place, students
That means the same group of students will learn
work closely with faculty members during their entire
together as a team with the same group of faculty
time at Evergreen. Faculty are drawn to the college
members for many months. And since students typically
because they love teaching -
they are interested
in the
dedicate all of their academic time and energy to one
process of teaching and learning, and they want to
program, faculty members can SCHEDULE TIME AS A
work in an environment
GROUP. Though program
schedules will generally be the
same each week, a program
can plan activities without
that emphasizes
CENTERED LEARNING and allows them to be lifelong
learners. Students meet with them in lectures, in labs, in
worrying about conflicting with other classes. Program
seminars, in writing workshops;
participants are free to meet all together or in small
faculty members observe and participate
groups throughout
academic development.
the week and students can tackle
group projects outside class. Some programs
Those interactions
members often plan activities of all kinds -
process central to Evergreen's
writing
depending
on
what they feel offer the best ways to learn. Most
Evergreen programs,
in all these formats,
contribute
to another
educational
the NARRATIVE EVALUATION
program,
however, emphasize SEMINARS,
on-one with faculty during an evaluation
faculty member) in which students learn to reflect on
Students also prepare self-evaluations,
their learning, present their ideas and positions
accomplishments,
of classmates.
philosophy
-
SYSTEM. At the end of a
they receive written evaluations
and
distinctive
students discuss their academic progress one-
small groups (typically 23 to 25 students and one
consider the ideas and positions
in students'
take
extended field trips; some even travel abroad. Faculty
workshops, labs, lectures and field trips -
STUDENT-
seminar, and
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of their progress.
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discussing their
learning environment,
new under-
standings and goals for the future. And they evaluate
their faculty. We have found that removing grades from
Seminars and other aspects of Evergreen programs
the evaluation
promote ACTIVE LEARNING. We believe it is not
among students and between students and faculty.
enough for students to receive information
Evergreen students don't measure their success by
sitting in front of a television monitor
passively by
comparing
or in a large
process changes the central relationship
their performance
to that of other students.
lecture hall. At Evergreen, students discuss ideas in
And after 25 years of using evaluations,
seminars, write about ideas in collaborative
noncompetitive
vidual writing assignments,
explain ideas to others in
presentations to their programs
ideas in laboratories
and indi-
graduate
we know our
system is valued by employers
and professional
and
schools.
and practice applying
and workshops.
Throughout
their
Faculty members teach students,
learn with them, and
time here, they challenge their own and others' ideas.
evaluate their achievements,
They not only learn about a broad range of intercon-
entire education
nected subjects and issues, they also develop skills in
advisors and the Academic Advising staff, Evergreen
but they won't plan their
for them. Working with faculty
STUDENTS DESIGN THEIR OWN ACADEMIC
critical thinking, in writing and in analysis.
WAYS. Whether they are preparing
PATH-
for a vocation,
Students also learn to apply their ideas and theories and
pursuing a specific field of study or learning about a
skills in the "real world."
wide array of subjects, students work within a flexible
We believe that classroom
learning isn't enough, that people need to apply what
framework
they learn to the world outside the college. At Ever-
define their own academic areas of concentration.
green, students do this sort of learning -
we call it
BRIDGING THEORY AND PRACTICE -
in a program
by applying their study to the program's
central theme
or question. They may work with real-world
ties as a program assignment
communi-
or develop an internship
that allows learning and the application
of that learning
to take place within a business, public agency or a
nonprofit organization.
to structure
are no prefabricated
requirement
their own sequence of study and
There
majors and few requirements.
The
for a Bachelor of Arts in Liberal Studies
degree is that students earn a minimum
of 180 credits.
For a Bachelor of Science degree, 72 of those 180 credits
must be in science, computer
science or mathematics,
and 48 of those 72 credits must be in upper-division
programs.
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The main purpose of a c.Qllege is
to teach~and
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Involves close
interaction between faculty
and students.
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"Evergreen allows,
no, demands,
an intellectual intimacy with
my students.
Being a good teacher
requires that attention
be paid fully and honestly
to what's going on at
every turn.
I am a guide, a mentor,
a raconteur,
an interdisciplinary
mystagogue
"I've known for years that I wanted to go
to Evergreen, and working with faculty
here has lived up to all my expectations.
Every faculty I've had has been personally
invested in what I was doing. They're
always offering to help. They're people
who love to teach and love what they're
teaching."
Sarah Hunt-Ashley, third-year student from
Oregon interested in literature and cultural
studies
but also a co-learner.
I learn something
from every student."
Llyn De Danaan, Ph.D.,
faculty member
"Evergreen faculty give
students more attention
than do faculty at larger
institutions where the focus
is on graduate research and
professional publications.
Undergraduates have the
kind of connections with
faculty that graduate
students enjoy elsewhere,"
Carl Childs, fourth-year
from Washington intere
chemistry and oceanogra
Collaborative or
learning
shared
is better than learning
in isolation and in competition with others.
"Most knowledge
is developed
in community.
I try to create
a community
of learners,
then I step back and
make room for students
to develop their own thoughts
and judgments.
It's amazing to see
what students will do
to help one another
in such a community.
Students tell me they
"1 was always skeptical in high
school about the competitive
nature of things. When I came
here, being able to share ideas
with other students was unexpected and favorable. And I like
being handed a personal evaluation - being able to sit with a
professor for an hour and
discuss what you did and what
you need to work on."
Clayton Hibbert, second-year
student from Michigan interested
in computers
work harder on papers
when they know their classmates
are reading them."
Don Finkel, Ph.D., faculty member
"When I came here in 1979
as a 30-year-old beginning
student, I don't think I would
have survived at a traditional
college. At Evergreen I found
an appreciation for my life
experience. I could be
experienced in one area and
inexperienced in another. It
was a safe place. I came back
last fall and I just turned 50."
Samira Kauthar, fourth-year
student from Washington
interested in theater management and production
across
a ITTerences is critical
I~a.E~ing
"Education
to learning.
is not just about ideas,
it's about passion and
the complicated
between
interactions
people
and the different
views
they hold.
Seminars widen your sense
of how complicated
the world is,
of all the different
ways
that who people are
and what they think
fit together."
Thad Curtz, Ph.D., faculty member
"Sitting in seminar is a blast. You always get
more than one view of a issue or a book or
whatever you are talking about. No two people
ever see everything the same way and when you
get someone else's perspective it helps you
understand more about the world itself. It's a big
adventure for everyone in the class."
Steve Bain, senior from Washington interested in
environmental journalism
I
I'm study!ttg t
have been exp
asn't
at an .nterdiscip8ary school. As
weU as studying Jiterature, I've
studied psychol
history,
philosophy and
logy. Now I
bring an awareness of other
disciplines to graphic design. I'm
really conscious of content and
can draw on a knowledge of
writing and story.
Adam John Gallardo, fourth-year
student from Oregon interested in
design and film
<;p.l)1}ectedlearnipg - pulling together
dltterent ioeas and conceptsis better than teaching separated
bits of information.
"Some of the most interesting
scientific research
requires you to assemble an
interdisciplinary, collaborative
Dividing lines can
team.
obscure rather than enlighten.
You can't look at how
the human body works
on one level and understand
it.
You have to know how
the cells work,
how the body works,
how the mind works
and how they all interact."
James Neitzel, Ph.D., faculty member
This is the first place I've been where my
personal learning and academic learning
are merged. An interdisciplinary
class will
touch on several areas and that gives you
the freedom to incorporate your interests.
You're free to go off on your own as long
as you can connect it back to the subject
matter in class.
Heidi Larsen, fourth-year student from
Montreal interested in teaching and literature
aoolying
wnat s earnea to projects,
Ac1iiyel~r1in9..-
activities and daily living - is better than
passively receiving knowledge.
"You will map out
an academic journey
that recognizes your interests,
skills and aspirations.
The repercussions are
powerful
and continue
after graduation.
You will carry the kernels
of your degree plan with you
as the sum of your
academic experience,
"1 am constantly thinking about and
talking about things that come up in
seminars. I don't leave and forget
everything or remember it only as it
relates to stuff going on in the
classroom. Friends at other schools
talk about not having the stuff they
learn actually matter in their lives
and Evergreen helps do away with
that kind of thinking."
Paul Felten, second-year student from
Nevada
as a direction for further
studies or careers and
as a guide that helps you sort
and define the future."
Jackie McClure, assistant director,
Academic Advising
ment!~ha~JJ
'dqh't get to u
't¢lieges. And l~m~lW'ays
hearing about prqjetts that
are going on. I spoKe ro
someone who built a
weather station out at the
Organic Farm using straw
bales. Or instead of just
tearning about epidemiology, students might do a
survey with the goal of
publishing it in the local
paper. It's ins.piring~'!
Teresa Brown, tnird .•Vear
studentfromyj
.ste~.I~.~;
"My faculty encouraged me to apply
for internships I would not have done
otherwise. Because of their confidence, I did apply and had some
excellent experiences. These experiences emphasize the fact I have
gained skills as a problem-solver able
to tackle real-world challenges, not
just someone who can solve homework problems."
Phoebe Smith, fifth-year dual-degree
student from Washington interested in
math and physics
Theonly way to thoroughly understand
abstractltheorie~ L~to.apply them
to
rea -wona situations.
"There is a dynamic
between analyzing something
and doing something.
The perspective of the researcher
I
,
and the thinker is important,
but the perspective
of the person
who has experienced things
is also important.
The struggle here is
to break down this barrier,
to learn through
thoughtful
and experiential
work
learning.
When it's done
at its best,
the two weave
together
seamlessly."
Lee Lyttle, M.L.S., M.U.P., academic dean
"The faculty help you connect your
studies to the real world. When I
participated in a science fair at a local
school, what I was learning about the
global importance of integrating
science into teaching became real for
the first time. I realized that I believe in
what I'm learning. Now I try to make
school part of life, not a separate
event."
Josh Morse, sixth-year dual-degree student
from Washington interested in medical
sciences
••••j~I~.r-ly Asked Questions
What degrees does Evergreen offer?
The Bachelor of Arts, Bachelor of Science, Master in Teaching, Master of Public Administration and Master
of Environmental Studies degrees. The Bachelor of Arts is awarded in Liberal Arts rather than any specific
discipline. Evergreen students don't major in a single subject area, but they can design academic pathways
that allow them to concentrate on areas such as: biology, communications, computer science, energy
systems, environmental studies, health and human services, humanities, language studies, management and
business, marine studies, mathematics, Native American studies, performing arts, physical science, politics
and economics, pre-law, pre-medicine, visual arts and more.
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 studies 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 Advising 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 section entitled Matching
Evergreen's Programs to Your Field of Interest, beginning on page 40, is a great place to start. The Academic Fair is another great source of information (see pages 35, 118).
Are all 1999-2000
programs listed in this Catalog, or are others added later?
One of the greatest strengths of Evergreen's academic programs is that they are replanned each year ensuring a fresh approach and up-to-date information on issues relevant to today's world. Most programs
listed in this Catalog were planned more than a year before the 1999-2000 academic year. It's inevitable
that programs will be revised, revamped or deleted, and faculty create new programs each year to respond
to student interests and needs. Information about these changes is available from Academic Advising.
What if I want to attend part time, or enroll in a program part time and pursue other interests?
Most daytime academic programs are planned for full-time enrollment, but there are other options for parttime attendance, including half-time, interdisciplinary, team-taught programs offered evenings and weekends. They are publicized in a campus quarterly called the Evergreen Times, available from Academic
Advising, Admissions and Registration and Records.
What if I can't enroll in the program I want?
We make every effort to ensure that students will have their first choice of program 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 academic advisors and faculty members can help you find out what's available to support your goals.
Can I take more than one program at a time or take courses in addition to a full-time
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 you must limit the number of
credits you take to 16 per quarter.
Where can I learn more about programs, contracts, internships and other opportunities?
Check with the Academic Advising Office in the Student Advising Center, first floor, Library Building. More
detailed program descriptions, including weekly program schedules, are available there, as well as information about program and faculty changes. Academic Advising also offers workshops to help you plan your
educational career at Evergreen, and it maintains an informative Web site (http://www.evergreen.edul
advising).
SeekingDiversity,
SustainingCommunity
Graduates Making Important
Contributions
Evergreenis committed to increasing diversity among
both students and faculty. We believe strongly that our
students'educational experiences are enhanced and their
livesenriched in a multicultural environment.
The Evergreen environment attracts self-starters and
encourages them to work hard to achieve their goals.
Our graduates carry their sense of involvement and
social responsibility with them in their careers as
educators, entertainers, social workers, environmental
engineers, lawyers, journalists, artists, administrators,
care providers, counselors, entrepreneurs and business
people, as well as in their interests and activities outside
of the workplace.
Whilewe are working to create diversity, we are also
workingto build a strong sense of community. In
academicprograms as well as in workshops, lectures,
groupactivities and special events, Evergreen faculty
and staff work with students to create a welcoming
environment ... one that embraces differences ... fosters
toleranceand understanding ... and celebrates a shared
commitment to cultural, ethnic and racial awareness.
The work is far from complete. While Evergreen's
commitment is real, the college is a microcosm of the
larger,imperfect world. Evergreen, like all the rest of the
world, has much to learn.
Weinvite you to join us in working toward honest
and earnest exploration of real issues and problems and
in safeguarding the Evergreen community for learners
who seek to explore, to grow, to interact and to find
meaningfulconnections in today's world.
The demands on Evergreen students are perhaps both
greater than and different from those on students in
traditional college settings, and it naturally follows that
the results are greater, too. A recent survey found that
both employers and graduate school faculty ranked
Evergreen graduates as high and often 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.
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A Week in the Life of an Evergreen Student
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Becausemost Evergreen programs are full time and centered around an interdisciplinary theme, you won't register
for separate classes as an Evergreen student. But that doesn't mean you won't have a busy and varied schedule. Each
weekyou will take part in an assortment of activities designed to build familiarity with each of the disciplines you
willneed to explore fully your program's central theme or question. In addition to lectures and seminars, you might
havea choice of lab times if you are in a science program, or you might gather after class to work on a collaborative
projectwith a small group of your fellow students. From time to time, your program might undertake special
activitieslike a week long field trip. Unscheduled time is your time to study, play, socialize and work if you have
a job.
A typical weekly schedule for a full-time program might look like this:
MONDAY
9:30 a.m.-11 a.m.
All-program lecture
WEDNESDAY
TUESDAY
Reading
9 a.m.-11
day
THURSDAY
am.
9:30 a.m.-11
Seminar
a.m.
Workshop
or film
1 p.m.-3 p.m.
Small Group Work
College
1 p.m.-S p.m.
Governance
*
times-
FRIDAY
SATURDAY
9 a.m.-S p.m.
Field Trip--
Individually
three times
scheduled
lab times
quarter
1 p.m.-S p.m.
Lab
no classes scheduled
3 p.m.-5 p.m. *
College Governance timesno classesscheduled
* Somestudents
participate in college governance activities, which take place on Monday and Wednesday afternoons.
If you are interested in becoming involved, contact the Office of the Vice President for Student Affairs, Library 3236, ext. 6296.
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Evergreen's learning environment is profoundly engaging and challenging. Ideally, the education you receive here 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'll 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. We're committed to helping you make the most
of your academic career, your social development and your physical well-being. Sound advice, genuine support, good information
and easily accessible resources are invaluable tools for students making their way through this community of learners. We
encourage you to take advantage of these services. For information on other services and resources, see page 118.
Academic Advising
Kitty Parker, Director
Lill 1401, ext. 6312, www.evergreen.eduladvising
Academic Advising provides academic advising and information. Check out our bulletin boards for
schedules and new programs, our workshop schedule for help with internships, self-evaluations and study
abroad. See a counselor on a drop-in basis or by appointment - whichever best suits your schedule.We
have evening appointments for students who work days and Saturday workshops once each quarter. We
can help you set up an internship, plan your academic pathway and answer all kinds of questions. Stop by!
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Access Services for Students with Disabilities
Linda Pickering, Director
LIB 1407D, ext. 6348, TDD: 866-6834, www.evergreen.edu/access
Access Services offers support services on an individual basis to qualified students with documented
disabilities. Our mission is to ensure that students with disabilities have equal access to all Evergreen
programs and activities. Staff will be happy to meet with you to answer any questions and discuss specific
accommodation issues. Contact Access Services as soon as possible after you have been accepted to
Evergreen. E-mail: pickeril@evergreen.edu.
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Career Development Center
Wendy Freeman, Director
Lill 1407, ext. 6193, www.evergreen.edulcareer
The Career Development Center supports students and alumni in their career and life-work planning
process. It provides a variety of services, including workshops, individual counseling, ongoing groups,
career exploration and planning and guidance on resume writing and interviewing techniques. Resources
include assessment inventories, computerized career-information systems, graduate school information,
entrance exam practice testing and a 4,000-volume library. The extensive job board is updated daily.
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Counseling and Health Centers
Elizabeth Nyman, Director
Counseling: SEM 2109, ext. 6800; Health: SEM 2110, ext. 6200
The Counseling and Health centers provide safe, confidential environments for enrolled students to discuss
concerns. Counseling visits are typically for anxiety, depression, interpersonal relationship issues and stress
management. The Health Center, a small general practice clinic, provides a range of medical services,
including colds and flu care, chronic disease management, women's health services, yearly exams, birth
control and STD testing. Visits are covered by the $35 quarterly Health and Counseling fee; there may be
small charges for lab work or prescriptions. The centers make referrals to community providers as needed.
First Peoples' Advising Services
Ricardo Leyva-Puebla, Director Lill 1415, ext. 6467, www.evergreen.edulfpas
If you are a student of color, you bring important life experience to Evergreen's learning environment. You
may also face new and unique challenges and opportunities. The staff of First Peoples' Advising Services
welcomes you. Situated in the Student Advising Center, FPAS offers students of color comprehensive social,
personal and academic advising, referrals and access to our facilities. We also encourage students interested
in leadership development programs to stop by our office to inquire how they can participate.
Housing
Mike Segawa, Director
Building A, Room 301, ext. 6132, www.evergreen.edu/housing
Campus Housing offers a variety of accommodations, including single and double studios, two-person
(one-room) apartments, four- and six-bedroom apartments and two-bedroom, four-person duplexes. Most
units are equipped with cable TV and Internet access. In addition, recreational activities and educational
workshops are offered by Housing throughout the year. Staff members are available 24 hours a day to
serve residents. We are available to answer questions and make referrals during regular business hours.
KEY Student Services
LIB 1407, ext. 6464, www.evergreen.edu/key
KEY (Keep Enhancing Yourself) Student Services is a federally funded support program. You are eligible
for KEY if: 1) neither parent has a four-year college degree; 2) you have a physical disability or documented learning disability; or 3) you meet federal guidelines for low-income status. The KEY staff will
work with you to provide needs assessment; personal and academic advising; financial aid advocacy;
financial management assistance; free tutoring; academic and study skills development; cultural enrichment; career guidance; referral; and institutional advocacy.
Police Services
Steve Huntsberry, Director
SEM 2150, ext. 6140
Evergreen's officers, who are state-commissioned and hold the same authority as county and municipal
officers, see themselves as part of the college educational process and are committed to positive interactions with students. Police Services offers community-based, service-oriented law enforcement. Officers
assist students with everyday needs, providing escorts, transportation, personal property identification and
bicycle registration, vehicle jump-starts and help with lockouts.
Recreation, Wellness and Athletics
Pete Steilberg, Director
CRC 210, ext. 6770, www.evergreen.edulcrc
Evergreen has many facilities and programs to serve your recreational interests and fitness needs, including
one of the finest recreation and fitness centers in the area; a covered outdoor sports pavilion; four tennis
courts; five playing fields; movement rooms, weight rooms and aerobic workout rooms; an 11-lane pool
with separate diving tank; indoor and outdoor rock climbing practice walls; a three-court gymnasium; a
wide array of leisure and fitness education courses offered every quarter; a challenge course; an outdoor
program featuring sailing, mountaineering, skiing, rafting, kayaking and mountain biking; recreation
programs based on student interests such as running, rugby and ultimate Frisbee clubs; the opportunity to
participate in varsity swimming, soccer, tennis and basketball; and the Wellness Program, which provides a
more studied approach to fitness and nutrition.
Student Activities
Tom Mercado, Director
CAB 320, ext. 6220, www.evergreen.edu/activities
At Evergreen, learning doesn't end when you leave the classroom. Students are involved in a wide range of
activities and services that bring the campus to life. By becoming involved, you can gain experience,
knowledge and invaluable practical skills such as event planning, budget management, computer graphics,
coalition building, volunteer management and community organizing. Our staff of four professionals can
provide orientation and training, guide you in developing and implementing services and activities, and
help interpret relevant policies, procedures and laws. Or attend one of our events and just enjoy yourself.
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Student and Academic Support Services
un 1414, ext. 6034
Advice on Evergreen policies and procedures is available in this office, which is situated in the Student
Advising Center. This office also offers mediation services and coordinates new student programs, such as
fall, winter and spring orientation sessions. The dean provides referrals to campus and community
resources and conducts an ongoing assessment of students' needs, satisfaction and educational outcomes.
Student Affairs
Art Costantino, Vice President Lill 3236, ext. 6296
The Office of the Vice President for Student Affairs can assist you in determining how to proceed with
problems that involve other persons or institutional issues. The vice president oversees the grievance and
appeals process outlined in the Student Conduct Code, 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, Housing, Recreation, Wellness and Athletics and Police Services.
Writing Center
Tom Maddox, Director
ira 3407, ext. 6625, www.evergreen.edu/writing
Students who need help with writing other than that given by their faculty can generally find it in one of
two places. First-year programs provide peer writing tutors and additional assistance in the form of
lectures and workshops given by a writing coordinator, and the Learning Resource Center is available to
any student - enrolled in a program or not - who wants help with writing, reading or mathematics at a
basic or advanced level.
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When you make the decision to come to Evergreen, you are also making the decision to become closely associated with its
values. A central focus of those values is freedom - freedom to explore ideas and to discuss those ideas in both speechand
print; freedom from reprisal for voicing concerns and beliefs, no matter how unpopular. It's this freedom that is so necessary in a vibrant, dynamic learning community.
As members of the Evergreen community, we acknowledge our mutual responsibility for maintaining conditions under
which learning can flourish - conditions characterized by openness, honesty, civility and fairness. These conditions carry
with them certain rights and responsibilities that apply to us both as groups and as individuals. Our rights - and our
responsibilities - are expressed in Evergreen's Social Contract, a document that has defined and guided the college's
values since its very beginning.
The Social Contract is an agreement; a guide for civility and tolerance toward others; a reminder that respecting others
and remaining open to others and their ideas provides a powerful framework for teaching and learning.
The Social Contract -
A Guide for Civility and Individual Freedom
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Evergreen is an institution and a community that continues to
organize itself so that it can clear away obstacles to learning.
In order that both creative and routine work can be focused on
education, and so that the mutual and reciprocal roles of
campus community members can best reflect the goals and
purposes of the college, a system of governance and decision
making consonant with those goals and purposes is required.
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PURPOSE: Evergreen can thrive only if members respect the
rights of others while enjoying their own rights. Students,
faculty, administrators, and staff members may differ widely in
their specific interests, in the degree and kinds of experiences
they bring to Evergreen, and in the functions which they have
agreed to perform. All must share alike in prizing academic
and interpersonal honesty, in responsibly obtaining and in
providing full and accurate information, and in resolving their
differences through due process and with a strong will to
collaboration.
The Evergreen community should support experimentation
with new and better ways to achieve Evergreen's goals.
Specifically, it must attempt to emphasize the sense of community and require members of the campus community to play
multiple, reciprocal, and reinforcing roles in both the teaching!
learning process and in the governance process.
FREEDOM AND CIVILITY: The individual members of the
Evergreen community are responsible for protecting each other
and visitors on campus from physical harm, from personal
threats, and from uncivil abuse. Civility is not just a word; it
must be present in all our interactions. Similarly, the institution is obligated, both by principle and by the general law, to
protect its property from damage and unauthorized use and its
operating processes from interruption. Members of the
community must exercise the rights accorded them to voice
their opinions with respect to basic matters of policy and other
issues. The Evergreen community will support the right of its
members, individually or in groups, to express ideas, judgments, and opinions in speech or writing. The members of the
community, however, are obligated to make statements in their
own names and not as expressions on behalf of the college.
The board of trustees or the president speaks on behalf of the
college and may at times share or delegate the responsibility to
others within the college. Among the basic rights of individuals
are freedom of speech, freedom of peaceful assemblyand
association, freedom of belief, and freedom from intimidation,
violence and abuse.
INDIVIDUAL AND INSTITUTIONAL RIGHTS: Each memberof
the community must protect: the fundamental rights of others
in the community as citizens; the right of each member in the
community to pursue different learning objectives within the
limits defined by Evergreen's curriculum or resources of
people, materials, equipment and money; the rights and
obligations of Evergreen as an institution established by the
state of Washington; and individual rights to fair and equitable
procedures when the institution acts to protect the safetyof its
members.
SOCIETY AND THE COLLEGE: Members of the Evergreen
community recognize that the college is part of the larger
society as represented by the state of Washington, which funds
it, and by the community of greater Olympia, in which it is
located. Because the Evergreen community is part of the larger
society, the campus is not a sanctuary from the general law or
invulnerable to general public opinion.
All members of the Evergreen community should strive to
prevent the financial, political, or other exploitation of the
campus by any individual or group.
Evergreen has the right to prohibit individuals and groups
from using its name, its financial or other resources, and its
facilities for commercial or political activities.
PROHIBITION AGAINST DISCRIMINATION: There may be no
discrimination at Evergreen with respect to race, sex, age,
handicap, sexual orientation, religious or political belief,or
national origin in considering individuals' admission, employment, or promotion. To this end the college has adopted an
affirmative action policy approved by the state Human Rights
Commission and the Higher Education Personnel Board.*
Affirmative action complaints shall be handled in accordance
with state law, as amended (e.g., Chapter 49.74 RCW; RCW
28B.6.100; Chapter 251-23 WAC).
"The college's anti-discrimination policy is now approved only by the
Governor's Affirmative Action Policy Committee (GAAPCOM).
Student Conduct Code/Grievance
and Appeals
Complementing Evergreen's Social Contract is the Student Conduct Code - Grievance
and Appeals Process. This document defines specific examples of Social Contract
violations and delineates appropriate corrective action. The code also defines the role
of the grievance officer and describes the processes for informal conflict resolution,
grievances and appeals procedures.
Copies of the Student Conduct Code are available at the Office of the Vice President
for Student Affairs, LIB 3236.
Copies of Evergreen's policy on sexual harassment are available from the Equal
Opportunity Office, LIB 3103.
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RIGHT TO PRIVACY: All members of the college community
havetheright to organize their personal lives and conduct
accordingto their own values and preferences, with an
appropriaterespect for the rights of others to organize their
livesdifferently.
Allmembersof the Evergreen community are entitled to
privacyin the college'soffices, facilities devoted to educationaIprogramsand housing. The same right of privacy
extendsto personal papers, confidential records and personal
effects,whethermaintained by the individual or by the
institution.
Evergreendoes not stand in loco parentis for its members.
INTELLECTUAL FREEDOM AND HONESTY: Evergreen's
membersliveunder a special set of rights and responsibilities,
foremostamong which is that of enjoying the freedom to
exploreideasand to discuss their explorations in both speech
andprint. Both institutional and individual censorship are at
variancewith this basic freedom. Research or other intellectualefforts,the results of which must be kept secret or may be
usedonlyfor the benefit of a special interest group, violate
theprincipleof free inquiry.
Anessentialcondition for learning is the freedom and right
onthepart of an individual or group to express minority,
unpopular,or controversial points of view. Only if minority
andunpopularpoints of view are listened to and given
opportunityfor expression will Evergreen provide bona fide
opportunitiesfor significant learning.
Honestyis an essential condition of learning, teaching or
working.It includes the presentation of one's own work
inone'sown name, the necessity to claim only those
honorsearned, and the recognition of one's own biases
andprejudices.
All
members of the Evergreen community enjoy the right to hold
and to participate in public meetings, to post notices on the
campus, and to engage in peaceful demonstrations. Reasonable and impartially applied rules may be set with respect to
time, place and use of Evergreen facilities in these activities.
OPEN FORUM AND ACCESS TO INFORMATION:
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As an institution, Evergreen has the obligation to provide
open forums for the members of its community to present and
to debate public issues, to consider the problems of the
college, and to serve as a mechanism of widespread involvement in the life of the larger community.
The governance system must rest on open and ready access to
information by all members of the community, as well as on
the effective keeping of necessary records.
In the Evergreen community, individuals should not feel
intimidated or be subject to reprisal for voicing their concerns
or for participating in governance or policy making.
Decision-making processes must provide equal opportunity to
initiate and participate in policy making, and Evergreen
policies apply equally regardless of job description, status or
role in the community. However, college policies and rules
shall not conflict with state law or statutory, regulatory and/
or contractual commitments to college employees.
POLITICAL ACTIVITIES: The college is obligated not to take a
position, as an institution, in electoral politics or on public
issues except for those matters which directly affect its
integrity, the freedom of the members of its community, its
financial support and its educational programs. At the same
time, Evergreen has the obligation to recognize and support
its community members' rights to engage, as citizens of the
larger society, in political affairs, in any way that they may
elect within the provision of the general law.
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Admission
Evergreen is committed to fostering individual and collective growth in a democratic society. To that end, we welcome
students of diverse cultures, races, ages, previous educational and work experiences, geographical origins and socioeconomic backgrounds.
The college seeks qualified students who possess 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.
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Admissions Deadlines
Commitment to Diversity
FALL 1999: MARCH 1, 1999
Applications will be accepted from
September 1, 1998 through March 1,
1999. All application materials must be
received in the Admissions Office by
5 p.m. on March 1, 1999. The target
date for notification of admission is
April 1, 1999.
Because the college seeks a diverse
student body, special recognition will be
given to applicants who are African
American, Native American Indian!
Native Alaskan, Asian AmericanlPacific
Islander, Hispanic, Vietnam-era veterans,
adults 25 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.
WINTER 2000: OCTOBER 1, 1999
Applications will be accepted from
April 1, 1999 through October 1, 1999.
All application materials must be
received in the Admissions Office by
5 p.m. on October 1, 19.99. The target
date for notification of admission is
November 1, 1999.
SPRING 2000: DECEMBER 1, 1999
Applications will be accepted from
June 1, 1999 through December 1,
1999. All application materials must be
received in the Admissions Office by
5 p.m. on December 1, 1999. The target
date for notification of admission is
January 3, 2000.
Late Applications
The college reserves the right to accept
applications after the stated deadlines if
space remains available. You are
strongly encouraged to submit a timely
application. Please contact the Admissions Office for further information
before sending an application after the
deadlines.
Washington Residents
Washington residents may be given
admissions priority.
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:
Grade-point average (GPA) from
high school (minimum 2.0 cumulative);
Test scores in the Scholastic Aptitude Test
(SAT) or American College Testing (ACT);
Good standing of college work
completed after high school graduation.
First-year students are required to have
completed the following collegepreparatory program in high school:
Notification and Deposit
English
4 years
Once the college notifies you of your
eligibility, you will be asked to send a
nonrefundable tuition deposit of $50 by
a stated deadline to assure your place 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.
Social studies
3 years
Foreign language (single language)
2 years
Mathematics (Algebra I and above) 3 years
Science (at least one lab science)
Fine, visual and performing
arts or
2 years
1 year
college-prep elective from one area above
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 public speaking, drama as
literature, 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).
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.
Foreign Language: Two years of study
in a single foreign language or American
Sign Language are required. A course in
a foreign language or American Sign
Language taken in the eighth grade may
satisfy one year of the requirement if the
second year of study is completed in
high school. 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 gradeor
later.
Mathematics: Three years of mathematics, at the level of algebra, geometry
and advanced (second-year) algebra, are
required. More advanced mathematics
courses, such as trigonometry, mathematical analysis, elementary functions
and calculus, are recommended.
Arithmetic, pre-algebra and business
mathematics courses will not meet the
requirement. An algebra course taken in
eighth grade may satisfy one year of the
requirement if second-year algebra is
completed in high school.
Science:Two years are required. One
fullyear - both semesters in the same
field- of biology, chemistry, or physics
must be completed with a laboratory
component. The second year may be
completedin any course that satisfies
your high school's graduation requirement in science. Two years of agricultural
scienceis equivalent to one year of
science.It is strongly recommended that
studentsplanning to major in science or
science-relatedfields complete at least
three years of science, incl uding at least
two years of laboratory science.
Fine,visual and performing arts or
academicelectives: One year of study is
requiredin the fine, visual and performingarts, or in any of these areas. The
fine,visual, and performing arts include
studyin art appreciation, band, ceramics,
choir,dance, dramatic performance and
production, drawing, fiber arts, graphic
arts, metal design, music appreciation,
musictheory, orchestra, painting,
photography, pottery, printmaking and
sculpture.
In addition, students should choose
electivesthat offer significant preparation
for a challenging college curriculum.
Honors and advanced-placement (AP)
coursesare strongly encouraged.
Interdisciplinary study and courses that
stressskills in writing, research and
communication are especially helpful in
preparing for Evergreen's innovative
programs.
Admission can be granted on the basis
of six semesters of high school work,
though seven semesters are preferred.
Beforefinal acceptance by Evergreen,
applicants provisionally accepted on this
basismust submit a transcript showing
the completed high school record and
date of graduation. Failure to submit a
finaltranscript that shows satisfactory
completion of admission requirements
willresult in disenrollment.
Nontraditional high schools must
providetranscripts that indicate course
content and level of achievement.
Course work should include classes in
the humanities, social sciences, natural
sciences and art.
Special consideration will be given to
applicants who (a) have 90 quarter
credits of transferable college work; (b)
have an Associate of Arts degree from a
Washington community college; or (c)
have an Associate of Technical Arts
degree from a Washington community
college with which Evergreen has
negotiated an Upside Down Program
(see page 28).
Applicants from other institutions
who have completed 40 quarter credits
of transferable work (see Transfer of
Credit section, page 27) need not submit
high school transcripts. Transfer
students must submit official transcripts
from 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 course work 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, test
scores from either the SAT or ACT or
WPC (if the WPC was taken prior to
June 1, 1989) along with official transcripts from every college or vocational
institute attended, regardless of credit
earned or nature of the program.
Note: Evergreen encourages transfer
students to complete a variety of courses
in the arts, the humanities, mathematics,
the sciences and the social sciences that
give the student a solid foundation for
intermediate and advanced work. We
strongly encourage all transfer students
to complete the English composition
course sequence (including research
paper) at their present college if currently enrolled.
Criteriafor Transfer Students
Other Criteria
Transferstudents, i.e., those who are not
currently enrolled in high school and
who have earned 40 or more quarter
creditsof transferable work at accredited
collegesor universities by the application
deadline,will be considered for admission on the following basis:
Applicants 18 years of age or older who
have not graduated from an accredited
high school but have completed GED
tests will be considered. 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 taken prior
to 6/1/89).
GPA(minimum 2.0 cumulative);
Good standing at the last institution
attended; and
Satisfactory completion of a variety of
coursesin the liberal arts and the sciences.
Former students planning to return to
Evergreen after withdrawing or taking a
leave of absence of more than four
quarters must complete the application
process and submit transcripts from all
institutions attended since Evergreen.
Applicants 25 years of age or older
who have fewer than 40 quarter credits
of transferable work are not necessarily
subject to the freshman criteria and
may be evaluated through alternative
criteria. Please contact the Admissions
Office.
International
students must meet the
minimum entrance requirements for
universities in their native country and
provide evidence of English proficiency.
International students transferring from
a college or university must show
satisfactory completion of courses at a
minimum achievement level of C+, 75
percent or equivalent. Applicants must
score at least 525 on the Test of English
as a Foreign Language. They must also
show evidence of having at least
$18,500 (U.S.) to pay normal expenses
for one year at Evergreen. Interested
students should request, in writing,
specific information about applying
from the Admissions Office by February 1. All application materials for
international students must be received
in the Admissions Office by April 15.
Applicants who have completed
secondary schooling through homeschooling are evaluated individually. A
recognized state agency or a public or
private high school must verify that the
applicant has met the academic core
requirements and will graduate before
the quarter begins. This verification
must list subjects and titles of course
work, credit earned and achievement
measured by written evaluations or
traditional grades. If verification is not
possible, the applicant must submit
official GED test scores. Homeschooled applicants are also required to
submit official SAT or ACT test results.
High school students who have
earned college credit or are participants
in Washington's Running Start program
are considered for admission under the
first-year criteria, regardless of credits
earned. However, Running Start
participants who have earned an
Associate of Arts degree prior to the
application deadline, as reflected on
official transcripts, will be considered
under transfer student criteria.
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To Apply for Admission
A substantial amount of time is needed
to process and evaluate each application.
We strongly recommend you send your
application and all other required
materials as far in advance of the
deadline as possible. To be considered
for admission as a matriculated student
you must submit all of the following
items by the stated deadline.
All applicants must submit:
The Washington Uniform Undergraduate
Application;
$35 nonrefundable application fee
(check or money order only).
First-year students entering directly
from high school must also supply:
An official high school transcript
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Transfer students who have accumulated 40 or more transferable quarter
credits by the application deadline must
supply:
Official transcripts, reflecting all course
work completed prior to the application
deadline, from each college or vocational
institute attended regardless of credit
earned or nature of the program.
Official test scoresfrom the SATor ACT.
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First-year students 25 or older need
not submit precollege test scores from
the SAT,ACT or WPC, but should
contact the Admissions Office for more
information.
Note: If you are not sure whether the
credits you have earned will be accepted
as transfer credits, we encourage you to
submit all the materials required for
both first-year and transfer applicants.
By taking this precaution, you can avoid
unnecessary delays and reduce the
chance of not completing your file on
time.
First-year students who have taken the
GED must submit:
Official set of GEDtest scores
Official test scoresfrom the SATor ACT.
Students not coming directly from
high school who have accumulated
(completed) fewer than 40 transferable
quarter credits by the application
deadline must submit:
An official high school transcript
Official test scoresfrom the SATor ACT
Official transcripts from each college or
vocational institute attended prior to
high school graduation and after high
school, regardless of credit earned or
nature of the program.
JESSE WELCH
Dean of Enrollment
Services
Other credit, such asthat earned through
the College-Level Examination Program
(CLEP),Proficiency Examination Program
(PEP),AP or international baccalaureate
(IB) work, must be documented through
official results from the testing company
received by the admissions deadline if it
comprises any of the initial 40 credits or
the associate'sdegree.
Students who have already earned a
B.A. or B.S. must submit:
Only an official transcript from the
institution awarding the degree as long
asthe degree confirmation is indicated
on the transcript. If the degree included a
large number of substitutions (CLEP,
military training, prior learning, nonaccredited institutions, etc.), Admissions
may require the student to submit all
transcripts.
General transcript information
Transcripts must reflect all course work
completed prior to the application
deadline. If transcripts are not available,
verification must be sent directly from
the institution, or the overseeingstate
agency if the institution no longer exists.
A transcript or test score is officialif it
bears the official seal and signature of
the issuing institution and is:
Sent directly by the institution to the
AdmissionsOffice; or
Enclosedin a sealedenvelopefrom the
issuing institution and delivered by the
applicant to the AdmissionsOffice.If
the envelope isopened prior to receipt
in the AdmissionsOffice, the transcriptis
no longer official.
Facsimilies (fax copies) of any of the
application materials (the application,
transcripts or 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.
If admitted to the Evergreen, high
school seniors must provide an official,
final high school transcipt prior to the
start of the quarter showing that they
have graduated and successfully
completed all college entrance requirements. High school seniors cannot
complete their high school course work
as matriculating students at Evergreen.
Right to Deny Admission
If, in receiving an application, Evergreen
determines that a person's enrollment
could present a physical danger to the
campus community, the collegereserves
the right to deny admission.
CHRISTINE LICHT
RACHELLE SHARPE
Senior Officer for Admissions
Admissions Counselor
Eligibility for Admission
Eligible applicants are ranked by means
of formulas that combine academic
factors, such as grade-point average and/
or test scores, and diversity factors.
Because the number of qualified
applicants generally exceeds the number
of spaces available in the entering class,
we are unable to offer admission to all
qualified applicants.
The most important factor in the
admissions process is academic achievement, demonstrated by the nature and
distribution of academic course work,
grade point average or narrative
evaluation of progress and scores from
ACT or SAT (when required). Applicants who believe their academic records
do not reflect their potential for
academic achievement may submit
additional materials they believe will
strengthen their applications. Such
materials could include personal
statements, letters of recommendation
and essays. Submissions should be
limited to one page and should clearly
address the applicant's academic history
and educational goals. Artwork, videos
and audio recordings will not be
considered.
Transfer of Credit
Evergreen has a generous policy of
accepting 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 course work involved. In general,
courses are acceptable if 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 the
Admissions Office for details and to
obtain the Transfer Guide. Evergreen
abides by the policies outlined in
Washington's Policy on Intercollege
Transfer and Articulation.
An evaluation of your official
transcript is made after you have been
admitted and paid the $50 nonrefundable advance tuition deposit.
Other Sources of Transfer Credit
Evergreen accepts credits earned
through CLEP, AP, PEP and IE work on
a case-by-case basis, as long as the
credits do not duplicate credit earned at
other institutions, including Evergreen.
Other national credit-by-examination
options are reviewed on a case-by-case
basis. The student must contact the
testing company and have official test
scores sent to the Admissions Office.
DIANE KAHAUMIA
CLARISSE LEONG
Senior Officer for
Enrollment Programs
Admissions Counselor
First Peoples' Recruitment
Applicants who have completed AP
examinations must submit official scores
directly from the testing company to the
Admissions Office for evaluation. A test
score of 3, 4 or 5 is required on advanced placement tests to receive credit.
CLEP general and subject examinations may also generate credit. CLEP
credit is also accepted as part of an
associate's degree in a direct-transfer
agreement with a Washington state
community college. Students must
request that official test results be sent
directly from the testing center to the
Admissions Office prior to the application deadline.
Evergreen recognizes and will award
up to 45 credits for IE work, based on a
minimum of three 'higher-level subject
marks and three subsidiary-level subject
marks with scores of 4 or better.
Students without the final IE diploma
and with scores of 4 or better on the
exams may be eligible to receive partial
credit.
Applicants should contact the
Admissions Office for more information.
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Community College Transfer
If you are a transfer student who has
completed the appropriate academic
associate's 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.
JAMES SPENCER
Admissions Counselor
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Upside Down Program
If you hold a vocational or technical
associate's degree from an accredited
Washington 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 transfer
credits will be posted and you will be
recommended for a bachelor's degree.
Noncompletion of the recommended 90
Evergreen credits results in a course-bycourse evaluation of your course work,
which usually produces fewer than 90
transfer credits.
Minimum eligibility criteria include a
cumulative GPA of at least 2.5 and
satisfactory completion of one English
composition course. Students applying
for admission prior to completion of
their technical degree and with fewer
than 40 transferable credits by the
application deadline must also provide
the Admissions Office with official high
school transcripts or GED test scores
and official test scores from the SAT,
ACT or WPC (if WPC was taken prior
to 6/1/89). Students 25 or older should
contact the Admissions Office for
information concerning the necessary
criteria.
Generally, associate's 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.
Housing Applicants
Special Students
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. Housing has a first-come, firstserved application process. You may
complete the housing application
process even before notification of
admission to establish a Housing
priority award date.
and Auditors
Scholarship information is available
from the dean of Enrollment Services
after November 2, 1998. The application deadline for these scholarships is
February 1, 1999.
You are encouraged to prepare
scholarship applications concurrently
with your application for admission.
Students wishing to enroll on a part-time
basis prior to seeking admission to
Evergreen may register as "special
students" for a maximum of eight
credits per quarter. The educational
outreach coordinator for Part-Time
Studies assists special students with
academic advising and registration
information. Please refer to page 36 for
further information about Part-Time
Studies.
Auditing a program or course may be
allowed with written permission from
faculty. Auditors receive neither credit
nor narrative evaluations that could be
applied toward a degree if they later
apply for admission. The Registration
and Records Office can assist students
wishing to audit.
Retention of Records
Summer Quarter
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.
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 on page 26.
However, if you are interested in PartTime Studies, please review the preceding section titled Special Students and
Auditors.
Scholarship Applicants
For more information about admission,
call (360) 866-6000, ext. 6170, or send E-mail to
admissions@evergreen.edu. On the Web, visit
http://www.evergreen.edu/admissions
ILEANA DaRN
Admissions Counselor, Coordinator
of High School Relations
Financial Aid
Evergreenpartici pa tes in most federal
and state financial aid programs. You
mustapply for these programs every
year.Financial aid application packets
aregenerally available by mid-December.Becausefunds are limited, it is
recommendedyou submit your 19992000 Free Application for Federal
StudentAid (FAFSA) to the processor by
February15, 1999 to receive full
consideration for all available campusbasedfinancial aid. Evergreen also
requiresthat you read and complete
additionalpaperwork by March 15,
1999.For more information, please
contactthe Financial Aid Office.
Weencourage financial aid applicants
to obtain a FAFSA from the high school
or community college they currently
attend.If you are not currently enrolled,
pleasewrite us to request that a FAFSA
be sent to you as soon as they become
available.
Evergreen'sgoal is to provide financial
guidanceto all students and financial
aidto those who could not otherwise
attend Evergreen. The awarding of
grants,loans or employment, or a
combinationof these is based on
financialneed and can only supplement
thecontribution of the student and the
student'sfamily. Priority is given to fulltimestudents seeking a first bachelor's
or master's degree.
Financial aid is awarded on an
academic year basis by the Financial Aid
Office. The awards are credited to a
student's account quarterly to coincide
with tuition and fee payments. In
general, all charges are deducted from
the quarterly award, with the balance
paid to the student during the first week
of instruction. Exceptions are subsidized
and unsubsidized federal Stafford loans,
which have rolling disbursement dates
based on remittance by the student's
lender, and on-campus work-study
earnings, which are distributed through
monthly payroll checks.
The Financial Aid Office also offers
financial aid counseling and maintains a
listing of part-time employment opportunities both on and off campus.
Emergency Loan Program
Emergency loan funds are contributed
by businesses, service and professional
organizations, by individuals in the
community and by state regulation. This
program aids continuing students who
have a temporary need by providing
short-term loans of up to $300. Apply at
the Financial Aid Office.
Scholarships
A variety of scholarships funded by the
college's foundation and private donors
are available. Most of these scholarships
are awarded on the basis of merit, such
as high academic achievement, community service, or artistic or musical talent,
etc. For more information about these
scholarships, please write or call the
Office of the Dean of Enrollment
Services, (360) 866-6000, ext. 6310.
Scholarship information is available
from the dean of Enrollment Services
after November 4, 1998. The application deadline for these scholarships is
February 1, 1999. Scholarship information will also be available on Evergreen's
Web site at www.evergreen.edu.
You are encouraged to prepare your
scholarship application(s) concurrently
with your application for admission. Be
sure to specifically request scholarship
information, as it will not be sent to you
automatically with information about
financial aid.
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For more information about financial aid, call
(360) 866-6000, ext. 6205 or send
E-mail to finaid@evergreen.edu.
BRIAN SHIRLEY
Technical Support!
Financial Aid Counselor
MARLA SKELLEY
LAURA GRABHORN
Directorof Financial Aid
Financial Aid Counselor
AMYLYN RIBERA
Financial Aid Counselor
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
purposes other than education. 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 your legal
guardian has had a domicile in this state
for at least one year prior to the first
day of the quarter.
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Applications to change residency
status must be made no earlier than four
to six 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.
Billing and Payment
Procedures
The Student Accounts Office assembles
most 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.
Tuition and fees are billed quarterly
by mail if you are preregistered.
Payments in full must be in the Cashier's
Office by 3:45 p.m. on the deadline for
each quarter. Cash, check, money order,
Visa and MasterCard are all acceptable
forms of payment.
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In accordance with Section 438 of
Public Law 93-380 (Family Education
Rights and Privacy Act of 1974), billing
information will only be discussed with
or mailed to the student. Payment of all
fees is the responsibility of the student.
If the student is dependent on someone
else for financial support while attending Evergreen, it is his or her responsibility to make sure that the other party
is aware of what payments are due and
that the payments are made on time.
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 in full
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 week of class must pay a $15
late-registration
fee. Students allowed to
register or re-enroll after the second
week of the quarter must pay a $50
late-registration
fee.
Estimated Expenses
These estimates are for a single undergraduate
student who lives on or off campus and
attends full time during the 1999-2000 nine-month academic year. Tuition and fees are based
on 1998-99 rates. Rates for 1999-2000 were not available when this Catalog went to print.
Resident
Tuition and Fees
Books and supplies
$2,637
BOO
Non-resident
$9,330
800
Housing and meals
5,046
5,046
Personal needs
1,931
1,931
In-state travel
1,200
1,200
$11,614
$18,307
Total
Note: Full-time undergraduate
tuition figures do not include the quarterly
mandatory for students attending the Olympia campus.
health fee, which is
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
Housing Deposit
100 percent to Friday of the first week of quarter; 50 percent to 30th calendar day; after that, no refund.
Please contact the Housing Office for a copy of the housing contract, which contains complete details on
deposits and refund schedules. Appeals of Housing charges must be made to the Housing Office.
For those students whose tuition is paid by financial aid, any refund will be made to the financial aid program, not to the student.
Appeals of tuition and fee charges must be made to the Office of Registration and Records.
Appeals of other charges must be made to the unit assessing the charge.
EstimatedTuition and Fees
Rates are set by the Washington State Legislature and are subject to change without notice. The rates below are for the
1998-99 academic year. Rates for 1999-2000 were not available when this catalog went to print.
Enrollmentstatus
Quarter credit hours
Washington resident tuition*
Nonresident tuition*
Full-timeundergraduate
10-16
$879 per quarter
$3,110 per quarter
Part-timeundergraduate
9 or fewer
$87.90 per credit;
2 credits minimum
2 credits minimum
$311 per cred it;
Full-timegraduate
16 MIT;
10 MPAand MESt
$1,405 per quarter
$4,265 per quarter
Part-timegraduate
9 or fewer
$140.50 per credit;
2 credits minimum
2 credits minimum
$426.50 per credit;
For other fees, see the Miscellaneous Fees chart below.
• Tuition and fees may vary in summer quarter, which is not part of the regular academic year.
t For purposes of financial aid, graduate students are considered full time and eligible for financial
or more credits.
aid if enrolled
for eight
Miscellaneous Fees
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Mandatory health fee (quarterly)§
$ 35
WashPIRG (quarterly, waivable)t
$4
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Housing/administrative fee
0
$45
$75
Rental contract
Unit lease
Transcript
Extra copies ordered at same time
$10
$5
ID card replacement
$5
Returned check
$15
Application fee (nonrefundable)
$35
Admission deposit (nonrefundable)
$50
Late-registration fee
$15
Reinstatement/late-registration
u..
$50
fee
Graduation fee
$25
Specialized facility use fee (varies)*
$5-$150
Leisure Education (varies)
$5-$100
Parking
Automobiles
Motorcycles
Daily
$1
$1
Quarterly
$25
$12.50
Academicyear
$65
$35
Fullyear
$75
$37
§ Studentsmay 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 at (800) 628-8305.
t TheWashington Public Interest Research Group (WashPIRG), is a consumer and environmental organization directed by students.
If you do not wish to support WashPIRG, you may waive the $4 fee.
• Tuitionis intended to cover the cost of instruction, except for supplies, books and consumables. For a few programs there may be a fee
for usinga specialized facility.
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Registration and Academic Regulations
Registration
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New and Continuing Student
Enrollment Process
If you are a new or continuing student,
registration information will be mailed to
you each quarter. When registering for
fall quarter, you should select your
academic program in mid-May.
If you are a new student, you will be
asked to participate in an academic
advising session. The college will inform
you about these activities in your
registration packet.
Entrance into a program is based on
your registration priority. Registration
appointments are determined by class
standing.
Before the start of a quarter, most
registration is conducted using EARSEvergreen's Automated Registration
System. Once the quarter is underway,
students must register in person.
Some programs require a faculty
interview or audition for entry. You will
need to obtain a six-digit signature code
from the faculty member to register using
EARS. Otherwise, you must bring a
registration form with the faculty
member's signature to Registration and
Records. Early registration will increase
your chances of getting into the program
of your choice.
As a full-time Evergreen student, you
typically will be enrolled in only one fulltime learning activity. When you enroll,
you will designate the duration of your
program or contract by specifying the
quarter or quarters. You also will specify
the number of 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 enrollment or the
amount of credit you will receive each
quarter may result in a reassessment of
tuition and fees.
Special registration periods are held
for those desiring to enroll as nondegree-seeking special students or
auditors. These special registration
periods, which usually follow the
registration period for continuing
students, are announced in publications
distributed on and off campus.
Address Changes
Throughout the year, important
information will be mailed to you from
a variety of campus offices, 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 on page 30.)
To Drop or Change a Program
If you want to change the program or
courses for which you are registered,
you should complete your change of
registration by the 10th day of the
quarter. During or after the third week
of the quarter, you must petition to
change a program or course (as opposed
to changing your credits or dropping).
If you want to reduce the number of
credits for which you are registered or
drop a program or course, 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 30.)
Withdrawal
You may withdraw any time up to the
30th calendar day of the quarter, but
you must inform the Office of Registration and Records. (See the tuition and
fee refund schedule on page 30.)
Leave of Absence
If you have been regularly admitted
and registered and have attended at least
one quarter, but need to "step out" for a
while, 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).
Veteran Students
The Evergreen State College's programs of study are approved by the
Washington State Higher Education
Coordinating Board's State Approving
Agency (HECB/SAA) for enrollment of
persons eligible to receive educational
benefits under Title 38 and Title 10
USe.
For more information about
academic regulations,
call (360) 866-6000, ext. 6180.
ANDREA COKER-ANDERSON
Registrar
Academic Credit
General Policies
You accumulate academic credit for
work well done and levels of performance reached and surpassed. Credit,
expressed in quarter hours, will be
entered on the permanent academic
record only if you fulfill academic
obligations. Evergreen will not accept
credit twice for the same course work.
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 members 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.
Students concurrently pursuing course
work at another college may register for
a combined maximum of 16 credits.
Credits earned beyond this limit will not
be accepted.
Evaluation
Evergreen's credit system distinguishes
between quantity and quality. The
quantity of your academic work is
recognized by an award of credit based
on satisfactory completion of your
program, contract or course requirements. The quality of your work is
expressed in a written evaluation.
To evaluate your work, you meet
individually with the faculty member
who leads your seminar. At the end of
each quarter, two evaluations are written
about your academic accomplishments,
one by your faculty member and one by
you. For more information, see page 5.
Amending Faculty Evaluations
of Students
Any student who feels a faculty
evaluation is incomplete, inaccurate or
otherwise in error may seek to have the
evaluation amended. Within 30 days of
the date the student receives the final
evaluation, the student must talk with,
or write to, the faculty member who
signed the evaluation. If satisfactory
resolution is not reached, then, in the
case of a team-taught program, the
student is expected to talk with or write
to the program's faculty team. If the
evaluation still has not been amended to
the student's satisfaction, the student has
30 calendar days to request a hearing
from an academic dean. Copies of the
form to request a hearing from a dean,
as well as copies of the policy for
amending student records, are available
at the Academic Deans' Office, Library
2211. Changes cannot be made to an
evaluation once it has been sent out as
part of a transcript.
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.
Enrollment Status
Full-time
Part-time
Undergraduate students
12-16 credits
11 cred its or fewer
Graduatestudents
10-12 credits
9 credits or fewer
Full-timeenrollment must include any credit earned concurrently at
another college for transfer to Evergreen. Enrollment may not exceed
the quarterly credit totals indicated above.
Record Keeping
Transcript and Portfolio
The transcript and portfolio are the
records of your academic achievement at
Evergreen. Maintained by the Office of
Registration and Records, your transcript will list 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
30 calendar days or until you request
your transcript to be sent out, whichever
comes first.
Since your self-evaluation becomes
part of your permanent transcript, pay
close attention to spelling, typographical
errors, appearance and content before
you turn it in. Your self-evaluation
cannot be removed or revised once it has
been received in the Office of Registration and Records.
The entire body of information is
mailed when a transcript is requested,
although graduate students who also
attended Evergreen as undergraduates
may request transcripts of only their
graduate work. Please allow two weeks
for processing between the time you
make your request and pay the $10 fee
and the time when your transcript is
mailed. 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.
Confidentiality of Records
Evergreen complies with the federal
Family Education Rights and Privacy
Act of 1974, which establishes fair
information practices regarding student
records at 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.
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Academic Standing Policy
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VI
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 I.n.
danger of receiving less than full credit IS
so notified in writing at mid-quarter by
his or her sponsor. A student makin.g
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 of 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 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 threefourths of the credit for which he or she
is registered in two successive quarters.
2. Required leave of absence: A stud,ent
who has received an academic warnmg,
and while in warning status receives
either an incomplete or less than threefourths 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 aca,demic ~ean
responsible for academic standing upon
the student's presentation of evidence of
extenuating circumstances. A student
returning from required leave will reenter on academic warning and be
expected to make satisfactory ~rogress
toward a bachelor's degree. Failure to
earn at least three-fourths credit at the
first evaluation period will result in
dismissal from Evergreen.
Dismissal and Readmission
A student who is dismissed from the
college for academic reasons will not be
allowed to register for any academic
program or course at the college during
any subsequent quarter. A student who
has been so dismissed may only be
readmitted to the college by successfully
petitioning the academic deans. The
petition must convince the deans t~at
there are compelling reasons to believe
that the conditions that previously
prevented the student from making
satisfactory academic progress at
Evergreen have changed.
Graduation Requirements
The minimum requirement for
awarding either the Bachelor of Arts in
Liberal Studies or the Bachelor of
Science 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 ~5 of the
last 90 quarter credit hours while
enrolled at Evergreen to be eligible for
an Evergreen degree. Prior Learning
from Experience credits or CLEP tests
do not satisfy the 45-credit requirement.
If you have a bachelor's degree from a
regionally accredited institution (including Evergreen) and wish to earn a
second bachelor's 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 awards of B.A. and B.S.
degrees require at least 225 quarter
hours, including 90 at Everg~een, and
application at least one year ~nadvance.
To graduate, you must submit an
application form to the Office of
Registration and Records and pay a $25
fee. Contact Registration and Records at
least one quarter in advance of your , ,
anticipated graduation date. F~r specific
information regarding graduation
requirements for MPA, MES and MI~
programs, please refer to the appropriate
graduate catalog.
Selecting Your Program of Study
At Evergreen, you will have the privilege and responsibility of planning a personalized education. You will be able to shape
your learning to your interests, your passions and your career goals. Making the most out of this tremendous opportunity
can be challenging, but fortunately there are many services available to help you - whether you are creating a four-year
academic plan or selecting a program for a single quarter.
Here are some tips for making sound educational choices:
Develop an academic plan
Every student is encouraged to develop an individualized academic plan - a personal declaration of educational goals, intentions
and achievements. It is not a form you must fill out or a list of requirements you must have approved by some authority. It
originates from and serves you.
If you have specific ideas about your educational path, you may impose some requirements on yourself or you may determine
that you must complete specific prerequisites to prepare for more advanced work. Your plan may be specific in some areas and
very general in others. It is also likely to change over time.
To create your plan, you will need to think about your previous experience, your strengths and weaknesses, your interests and
your goals. You may also have to do some research, like studying the academic pathways recommended for students interested in
specific areas of study or investigating specific career options. It may be useful to think about and plan your educational journey
as a sequence of steps:
EXPLORATION - Discovery for the sake of academic curiosity.
LEARNING GOALS - Understanding your academic purpose and intentions.
BREADTH - Exploring different subject areas, methods of learning and ways of knowing.
DEPTH - Focusing on a line of inquiry to develop a deeper level of knowledge and insight.
INTEGRATION - Making sense of your studies as a package.
TRANSLATION - Describing the sum of your education to others.
TRANSITION - Applying your learning to your life and career.
Discuss your choices and goals
Don't be afraid to ask for help. Evergreen's extensive, flexible and visible network of advising resources is designed to help
students make informed decisions. You will not be assigned an advisor, and advising is not mandatory, but advisors can help
provide perspective and tools to aid you in your planning. You can:
TALK TO FACULTY: Faculty are an integral part of the advising system. They typically work closely with students in
their programs or doing individual study. Many continue as advisors after the program or contract ends. Advising is a regular
component of the quarterly evaluation conferences between faculty and students, and faculty members also serve as advisors
through the Office of Academic Advising.
CONTACT ACADEMIC ADVISING: Academic Advising provides a wide range of advising services. Full-time advisors
and specialists in international programs and services are available to meet by appointment or on a drop-in basis. The staff also
leads workshops and visits programs to provide advice. The Midnight Advisor is an academic advisor with an office in Housing
who keeps late afternoon and early evening hours to answer advising questions and help students improve their academic skills.
Academic Advising publishes the Catalog Update and posts information about curriculum changes and program schedules on
bulletin boards and on the Web at www.evergreen.edu/advising.
VISIT OTHER OFFICES: Several college offices may be able to provide you with information and advice that are critical
to the success of your planning efforts. See the Student and Academic Support Services section on page 20 for more information.
DO IT YOURSELF: There's nothing wrong with self-advising. Self-directed students may happily devise their own plans.
For these students, updated curriculum information is readily available from Academic Advising in several formats. Academic
Advising has also developed an outline you can use on your own to create your academic plan.
Study this Catalog
First-year students should carefully consider the Core and all-level programs described on pages 45-54. Other programs are listed
by Planning Groups. InterArea programs co-taught by faculty from different Planning Groups will be crosslisted. Please review
the How to Read a Program Listing section on page 44. If a specific subject interests you, look it up in the Matching Evergreen's
Programs to Your Field of Interest section, which begins on page 40.
Attend the quarterly Academic Fair
The faculty will be assembled all in one place so you can talk to them directly about program content, style and requirements.
Ask them anything. If one program's not right for you, they might suggest an alternative. Academic Fairs are held quarterly;
contact Academic Advising for dates.
Select a program
If you have created a clear academic plan, consulted advisors, read this catalog closely and attended the Academic Fair, you
should have no difficulty choosing a program that's right for you. Once you have selected a program (and a couple of alternates
just in case), all you have to do is register, pay your tuition on time and get ready for class!
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While Evergreen emphasizes collaborative studies within learning communities, students here also have many
opportunities to personalize their
education. Students at all levels and in
all areas of the curriculum will find
academic offerings that incorporate
independent learning into program
activities. As students progress in their
education, some may decide to earn
credits through Individual Learning
Contracts and Internship Learning
Contracts - two options typically
reserved for junior- and senior-level
students.
Individual Learning Contracts:
Independent contracts are studentgenerated projects in which the student
works with a faculty sponsor to
complete advanced academic work. The
faculty provides guidance and feedback
but the idea for the project, the design '
and structure of the course of study and
the student's goals all originate from the
student. Successful execution requires
motivation, imagination and initiative.
Examples of recent Individual Learning
Contract work include producing a CD
of original music, researching and
recreating 17th century costumes and
writing a senior thesis on welfare
policies. Assistance with Individual
Learning Contracts is available from
faculty and Academic Advising.
Internship Learning Contracts:
Internships are a way to gain specialized
knowledge, learn from real-world
experiences and serve the community.
They require a three-way partnership
among the student, the faculty sponsor
and the field supervisor. The contract
documents the role of each member of
the partnership. Evergreen students have
~onducted paid and unpaid internships
III every conceivable setting: city, state,
county and federal government, art
studios, research labs, museums farms
TV stations, service agencies, h~spitals'
and schools. Academic Advising is the
central source of current information
about internships. It provides listings
and referrals for internship opportunities
locally, nationally and internationally.
Academic Advising staff members assist
students, sponsors and internship host
supervisors in planning, arranging and
conducting internships.
Independent Study Incorporated into
Academic Programs: Academic programs often provide opportunities for
personalizing your studies. Students
might, for example, extensively research
a topic touched on briefly in readings
and seminars, or they might tackle a
project that explores connections
between a program's theme and an area
of personal interest. Other programs
might encourage students to arrange an
internship as an individualized component of a program. Internships provide
students with opportunities to apply
classroom-based knowledge in a handson learning environment while serving
the community and gaining experience
in the workplace.
More information about these study
options can be found in the Student
Advising Handbook, on the Web
(www.evergreen.eduladvising) and by
attending Academic Advising workshops.
Part-Time Studies
Team-teaching, i.nterdiscipl~nary study,
seminars, narrative evaluations and
other hallmarks of an Evergreen
education are also available to working
adults through the college's half-time
programs. Students in these programs
earn eight credits per quarter toward a
bachelor's degree while attending class in
the evenings and on weekends - even if
they have not been formally admitted to
Evergreen.
Offered by Part-Time Studies, these
interdisciplinary programs ask students
to examine a central theme, problem or
question from several perspectives. Most
programs run for three quarters,
investigating different aspects of the
central theme throughout the academic
year. Faculty design each quarter so that
students may enter in winter and spring
quarters if space is available.
Along with its half-time, eight-credit
programs, Part-Time Studies offers a
variety of courses - two-, four- and sixcredit classes with a single disciplinary
focus. Many of these courses, like the
half-time programs, begin at 6 p.m. or
later and there are several offerings on
Saturdays. Courses offered at other
times are typically introductory courses
designed to supplement the curriculum
for full-time students. Full-time students
are generally discouraged from substituting several courses for a full-time
interdisciplinary program.
Working adults can expect to find both
intermediate and advanced programs and
courses in six curricular pathways Business and Management; Environmental Studies; Human Services and Psychology; Labor; Government and Politics' and
Literature and History. Programs in ~ach
area give students experience in writing,
presenting material orally, collaborating,
understanding a diversity of viewpoints
and applying theory to practice.
Students who are new to college study,
or are returning after a number of years
away, should consider taking the Cornerstone Seminar. This course, offered each
quarter, gives students a foundation in
human development theory and an
opportunity to plan their academic career
to meet their goals. Part-Time Studies
also offers writing courses and at least
one interdisciplinary eight-credit program
designed for returning students.
Students who wish to enroll on a parttime basis before being admitted to the
college may register as special students
for a maximum of eight credits per
quarter. Special students receive credit
by going through the regular evaluation
process, and once they have been
admitted, the credits they have accumulated will apply toward their bachelor's
degree. A student must be admitted to
the college to be awarded a degree.
It is important that special students
realize that they will not be able to
register at the same time as students who
have completed the admissions process,
and that enrollment is on a first-come
first-served, space-available basis. Spe~ial
students may register at an Academic Fair
(contact Academic Advising for dates)
and on the dates specified in the Evergreen Times, the catalog of Part-Time
Studies offerings. Students who are
interested in pursuing a degree and want
to increase their chances of getting into
specific programs and courses should
apply for admission consideration at the
earliest possible date (see page 24 for
admission information).
Descriptions of Part-Time Studies
offerings are contained in the Evergreen
Times, a quarterly publication mailed
to residents in a five-county area. The
Summer Times also contains courses
available to working adults during
summer session. Both are published
on the Evergreen Web at www.
evergreen.edu.
For more information about Part-Time
Studies contact the educational outreach
coordinator for Part-Time Studies by
calling (360) 866-6000, ext. 6164.
Prior Learning
from Experience (PLE)
Evergreen recognizes that adult students
returning to college have acquired
knowledge from their life and work
experiences. If students want to document this knowledge and receive
academic credit, Prior Learning from
Experience provides one appropriate
pathway.
Documenting your knowledge means
describing what you have learned within
a theoretical framework, not simply
detailing a job description.
You should enroll in Writing from
Life,taught by PLE Coordinator Kate
Crowe, to prepare you for writing your
document. Because a substantial written
document is required, you should enroll
in additional courses and programs to
improve your research and writing skills.
Preparation of the document generally
takes students up to one academic year.
Once submitted, your document will be
evaluated by a faculty team and credit
equivalencies will be noted. You must
pay for this credit just as if you had
enrolled in a course.
Interested students are encouraged
to contact the PLE office after they have
been admitted to the college.
For more information, call PLE
coordinator Kate Crowe at (360) 8666000, ext. 6415 or see the Evergreen
Web site at www.evergreen.edu/ple.
Longhouse Education
and Cultural Center
Evergreen's Longhouse Education and
Cultural Center is a.center for
multicultural study and a valuable
resource to programs throughout the
curriculum. The Longhouse - the only
building of its kind on a public college
campus in the United States - provides
classroom space, supports Native
American Studies (see page 103), and
attracts conferences and events that
educate, entertain and enrich the college
and surrounding communities. Its design
is based on historic longhouse structures
and the traditions of Northwest Native
American communities.
The Evans Chair
Funded by a state grant and donations
from many people, the Daniel J. Evans
Chair in Liberal Arts was established to
support Core programs. Each year a
distinguished scholar is selected to work
with Core programs.
International Studies
and Opportunities
to Study Abroad
At Evergreen, we envision international
studies as involving interdisciplinary
academic work on a theme, question or
problem. This work may include study
abroad in a full-time academic program,
consortium program, individual
contract study or internship.
Programs with a study abroad
component are often found in the
Culture, Text and Language Planning
Group and usually offer one or more
options each year in which students and
faculty travel abroad spring or summer
quarter. Programs that include language
study typically travel to Spain, Latin
America, France or Russia. Field School
to Chile is a regular offering in which
students conduct political and cultural
research.
Every other year, the Environmental
Studies Planning Group offers the
Tropical Rainforests program with field
work in Costa Rica (see page 87). Other
programs with an emphasis on
sustainability, community development,
agriculture, natural history and conservation provide opportunities for projects
and internships in developing countries.
Most notable is our sister county study
abroad program, a community partnership with the village of Santo Tomas,
Nicaragua, the Thurston-Santo Tomas
Sister County Association and the
college.
Students who have intermediate
proficiency in Japanese and wish to
spend a year in Japan can apply to
become one of four exchange students
chosen each year to study at either
Miyazaki University or Kobe University
of Commerce. These opportunities
usually come with substantial financial
assistance.
Evergreen participates in the following
consortium programs for international
study:
• Augsburg College, The Center for
Global Education; interdisciplinary
programs in Mexico, Central America
and Southern Africa.
• Butler University, The Institute for
Study Abroad; university programs in
English speaking countries and in Costa
Rica.
• Interweave; Russian culture and
environmental science programs.
• The School for International
Training; more than 50 worldwide
programs with a focus on cultural
diversity and experience-based learning.
• The State of Washington Cooperative Development Studies Program in
Ecuador.
• The University of Washington
Jackson School of International Studies,
Seattle, Wash.
Advanced-level students may also
choose to study abroad through
individual or internship contracts. Such
work requires previous experience in
both the method of study and the
subject matter to be studied, and
students must negotiate an agreement
with an appropriate faculty or staff
sponsor.
For more information, contact Chris
Ciancetta, International Programs and
Services coordinator, in the Academic
Advising Office, located in Library
1401.
Programs in the 1999-2000 curriculum
with a strong international focus include:
Field School to Chile
page 51
Paris, Dakar, Fort de France: Voices of Revolution and Tradition
page 64
Rainforest Research
page 76
Tropical Rainforests
page 78, 87
Dance and Culture
page 81
Astronomy and Cosmologies
page 90
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Condensed Curriculum 1999-2000
These pages feature the titles of programs planned during the spring of 1998 for the 1999-2000 academic year. This listing allows you to
scan all of the college's academic offerings while determining your pathway through the curriculum. All of Evergreen's programs are
organized within Planning Units, groups of faculty with similar interests who offer topical groupings of academic offerings. Within the
offerings of each Planning Unit, you will find all-level programs, intermediate programs with a prerequisite of one year of college and no
other specific requirements, and advanced programs geared toward junior- and senior-level students and offering upper-division credits. As
you plan your educational pathway, you may decide to work for a number of quarters within one Planning Unit, or you may move from
area to area to broaden your education. Either pattern may be appropriate, depending on your academic goals. Some programs will be
listed in more than one planning group.
Key
F-fall
quarter
W-winter
SPECIAL FEATURES OF THE CURRICULUM
Z
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m
quarter
Su-summer
quarter
Politics and Ideologies from the Americas
(Page 36)
36
Prior Learning From Experience
37
Longhouse Education and Cultural Center
37
The Balkans in Our Times: Land, People and Mythos
Evans Chair
37
Creative Non-Fiction: Reading and
Part-TIme Studies
36
Studies and Opportunities to Study Abroad
Alternative Calendars
C
and Human Development
Intermediate
Exploration
Islam and Christianity of the East and West
W
49
W
57
58
W
59
W
W
Down and Out
60
W
63
W
50
W
64
W
64
W
Foundation Work in the Humanities
and Interpretive Social Sciences
The Paradoxes of Romanticism
Paris, Dakar, Fort de France:
Forms in Nature: Studies in Art, Ecology
52
W
The Nature of America
52
W
Performing Arts and Culture
53
W
Sacred Places
54
W
All Level
Page
All Over the Place: Stories in a Multicentered
68
Cultural Crossings: Labor and Migration in the Americas 59
On Interpretation:
Freud to Einstein to Brecht to Madonna
W
Page
Writing the Literature of Reality
37
46
65
Crescent, Cross and Cupola:
Page
Core
Creativity in the 20th Century:
Staying Put: The Story As Home
(Page 45)
PROGRAMS FOR FIRST-YEARSTUDENTS
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Individual Study
International
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Society
Voices of Revolution and Tradition
Postmodern Fiction: John Barth and Haruki Murakami
Self, Gender and Culture:
Japanese and American Literature and Cinema
47
Applying Principles of Environmental Science
Astronomy and Cosmologies
48
48
Basic Botany: Plants and People
48
Concepts of Computing
49
Education: Beyond High School
49
Education: Philosophy
50
Education: Politics of Public Schooling
50
Field School to Chile
51
Music and Dance of Brazil and the Caribbean
52
67
W
67
W
Turning Eastward: Explorations in EastlWest Psychology 69
W
Whole and Holy: Alternative Herstories of Healing
W
Social Work Practice
46
American Community
66
W
Writer's Workshop
Advanced
W
S
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Bilingual Education and Teaching
70
Page
57
W
Black and Green 2000: The Struggle for Community
and Equality in the United States
W
70
57
Bones and Stones: The Roots of Society, the
58
W
Great English Novels
62
W
W
Achievements of Our Prehistoric Ancestors
Politics and Ideologies From the Americas
53
W
The Great Russian Novel
62
Shelter: Eco-Design in the Real World
54
W
Kazantzakis
63
Staying Put: The Story As Home
54
The Making of the Modern Woman
63
W
(Page 55)
Perspectives from the Quarterdeck
65
W
Philosophy of Religion
65
South
68
W
Communications Revolution
70
W
ENVIRONMENTAL STUDIES
(Page 71)
CULTURE,TEXT, LANGUAGE
Page
All Level
All Over the Place: Stories in a Multicentered
Society
56
American Community
56
Education: Beyond High School
60
Education: Philosophy
61
Education: Politics of Public Schooling
61
Field School to Chile
61
W
W
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User Friendly: Unmasking the
All Level
Applying Principles of Environmental Science
Page
72
S
72
77
Page
72
74
78
Page
73
F
F
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W
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Matter and Motion
Whole and Holy: Alternative Herstories of Healing
S
73
W
73
74
75
W
F
lralResourcePolicy:Salmon
75
75
F
Ecologyand Taxonomy
Practiceof SustainableAgriculture
76
76
Ilogy
Ilogy
Immalogy
ineLife:Marine Organisms and Their Environments
RainforestResearch
t,1nbiosis
TemperateRainforests
TropicalRainforests
BPRESSIVE
ARTS:INTERARTS
Interarts
EastWind,WestWind: Chinese Culture in Global Context
Interrogations:Whiteness, Maleness and
theMorality of Wealth
MusicandDanceof Brazil and the Caribbean
MovingImageGroup/Media Arts
BuildingCharacter
Mediaworks
StudentOriginated Studies: Media
TwentiethCenturyCinema
PerformingArts
AfricanMusic,Danceand Culture
DanceandCulture
TheEmptyStage:A Theater Intensive
MovementMasksand Metaphors
StudentOriginated Studies: Performing Arts
WhatIsto BeExperimental Music Now?
VisualArts
foundationsof the Visual Arts
foundationsof the Visual Arts: Sculpture
76
77
Page
81
F
F
F
W
S
F
W
W
81
84
F
W
86
F
88
Page
82
82
F
W
W
F
W
W
W
S
S
W
92
92
F
F
F
W
W
F
W
W
W
95
Page
90
91
92
F
F
F
93
93
F
94
F
94
F
(Page 96)
W
W
W
W
W
97
99
F
F
Turning Eastward: Explorations in EastlWest Psychology
Advanced
Alternatives and Resistance to Neoliberalism
Page
97
Intermediate
The Quickening of the Nations:
Indigenous People Yesterday, Today and Tomorrow
Advanced
Tribal: Reservation-Based/Community-Determined
S
S
S
S
S
S
S
S
S
S
S
W
W
F
F
F
Black and Green 2000: The Struggle for Community
and Equality in the United States
If You Weren't Listening .... Say, "Yes, Go On"
Interrogations: Whiteness, Maleness and the
Morality of Wealth
Perspectives From the Quarterdeck
S
S
Page
101
102
102
Self and Community
Social Work Practice
Master in Teaching
S
W
W
GRADUATE PROGRAMS
Master of Environmental Studies
Master of Public Administration
W
F
F
TACOMA PROGRAM
Transitional Studies: Historical. Theoretical
and Pragmatic Perspectives
W
W
100
101
Strategic Business Policies for the 21st Century
NATIVE AMERICAN AND
WORLD INDIGENOUS PEOPLESSTUDIES
F
F
W
S
S
93
Page
91
F
Philosophy of Religion
Science of Mind
S
91
99
S
S
85
Page
90
S
S
S
88 F
88 F
(Page 89)
SOCIAL SCIENCE
Intermediate
Cultural Crossings: Labor and Migration in the Americas
W
W
W
F
Undergraduate Research in Scientific Inquiry
Political Economy and Social Movements:
Race, Class and Gender
Property
F
F
86
87
87
Atoms, Molecules and Research
Mathematical Systems
Molecule to Organism
Science of Mind
. Student Originated Software
W
S
F
F
Advanced
Astronomy and Energy: Cosmic Models
Modern American Capitalism
On Interpretation: Foundation Work in the
Humanities and Interpretive Social Sciences
80
StudentOriginated Studies: Visual Arts
SOENTIFIC
INQUIRY
All Level
Astronomyand Cosmologies
Su F
S
F
83
86
87
Page
80
81
S
S
83
84
Page
82
85
in ContemporaryArt
WorkingSmall
W
78 F
78
(Page 79)
lAma Camera
!heker:Eco·Designin the Real World
Sources
TemperateRainforests
TropicalRainforests
VisualManipulation: Utilization of Print Processes
S
Sp
Concepts of Computing
Shelter: Eco-Design in the Real World
Intermediate
Data to Information
Introduction to Natural Science
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Matching Evergreen's Program
to Your Field of Interest
If you are accustomed to thinking about your future study interests in terms of majors, rather than the interdisciplinary program
titles and the Planning Groups used at Evergreen, this guide can help you match your educational interests with our offerings,
A
ACTING
The Empty Stage: A Theater Intensive
81
AESTHETICS
Foundations of the Visual Arts
I Am a Camera
Paris, Dakar, Fort de France: Voices of Revolution
and Tradition
Temperate Rainforests: Studies in Ecology
and Visual Arts
Working Small
82
82
64
78
88
AGRICULTURE
Ecological Agriculture
The Practice of Sustainable Agriculture
AFRICAN
STUDIES
African Music, Dance and Culture
AFRICAN-AMERICAN
80
STUDIES
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and Equality in the United States
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Black and Green 2000: The Struggle for Community
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AMERICAN
57
STUDIES
57
STUDIES
American Community
Black and Green 2000: The Struggle for Community
and Equality in the United States
The Making ofthe Modern Woman
The Nature of America
South
Writer's Workshop
47
80
ANTHROPOLOGY
African Music, Dance and Culture
The Balkans in Our Times: Land, People and Mythos
Bones and Stones: The Roots of Society, the
Achievements of Our Prehistoric Ancestors
Crescent, Cross and Cupola: Islam and Christianity
of the East and West
Cultural Crossings: Labor and Migration in the Americas
Dance and Culture
Interrogations: Whiteness, Maleness and
the Morality of Wealth
Music and Dance of Brazil and the Caribbean
On Interpretation: Foundation Work in the
Humanities and Interpretive Social Sciences
Performing Arts and Culture
Sacred Places
Whole and Holy: Alternative Herstories of Healing
58
59
59
81
83
52
63
53
54
70
48
58
ARCHITECTURE
Shelter: Eco-Design in the Real World
Bones and Stones: The Roots of Society, the
Achievements of Our Prehistoric Ancestors
58
Foundations of the Visual Arts
82
The Great Russian Novel
62
I Am a Camera
82
On Interpretation: Foundation Work in the
Humanities and Interpretive Social Sciences
63
The Paradoxes of Romanticism
64
Paris, Dakar, Fort de France: Voices of Revolution
and Tradition
64
Sources
85
Temperate Rainforests: Studies in Ecology and Visual Arts 78
Tropical Rainforests
78
Visual Manipulation: Utilization of Print Processesin
Contemporary Art
88
Working Small
88
THEORY
Building Character
Mediaworks
Twentieth Century Cinema
Visual Manipulation: Utilization of Print Processesin
Contemporary Art
80
B3
B7
BB
Alternative Calendars
46
Dance and Culture
81
East Wind, West Wind: Chinese Culture in Global Context 81
ASTRONOMY
57
57
ARCHAEOLOGY
Astronomy and Cosmologies
Bones and Stones: The Roots of Society, the
Achievements of Our Prehistoric Ancestors
88
88
ASIAN STUDIES
73
ANIMATION
Building Character
85
86
86
78
78
ART HISTORY
ART/MEDIA
57
63
52
68
70
AMPHIBIANS
Herpetology
Sources
Student Originated Studies: Performing Arts
Student Originated Studies: Visual Arts
Temperate Rainforests: Studies in Ecology and Visual Arts
Tropical Rainforests
Visual Manipulation:
Utilization of Print Processesin Contemporary Art
Working Small
54
ART
Astronomy and Cosmologies
Astronomy and Energy: Cosmic Models
Sacred Places
Undergraduate Research in Scientific Inquiry
48
90
54
94
B
BIOCHEMISTRY
Molecule to Organism
Undergraduate Research in Scientific Inquiry
93
94
BIOLOGY
Applying Principles of Environmental Science
Introduction to Natural Science
Molecule to Organism
Science of Mind
Undergraduate Research in Scientific Inquiry
4B
92
93
93
94
The Making of the Modern Woman
52
82
84
CALCULUS
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Perspectives From the Quarterdeck
Performing Arts and Culture
53
Perspectives From the Quarterdeck
91
50
92
92
94
CHINESE STUDIES
East Wind, West Wind: Chinese Culture in Global Context 81
COGNITIVE
PSYCHOLOGY
Science of Mind
COGNITIVE
93
SCIENCE
Science of Mind
93
COMMUNICATION
Creative Non-Fiction: Reading and Writing the
Literature of Reality
Dance and Culture
Mediaworks
South
Student Originated Studies: Media
Student Originated Studies: Performing Arts
User Friendly: Unmasking the
Communications Revolution
COMMUNITY
70
STUDIES
All Over the Place: Stories in a Multicentered Society
American Community
Ecological Agriculture
Environmental Movements
Perspectives From the Quarterdeck
Property
The Quickening of the Nations:
Indigenous People Yesterday, Today and Tomorrow
Shelter: Eco-Design in the Real World
Social Work Practice
Staying Put: The Story As Home
Transitional Studies: Historical, Theoretical and
Pragmatic Perspectives
Tribal: Reservation-BasediCommunity-Determined
COMPARATIVE
46
47
72
73
65
66
104
54
102
54
105
104
RELIGION
Crescent, Crossand Cupola: Islam and Christianity
of the East and West
Whole and Holy: Alternative Herstories of Healing
COMPUTER
58
81
83
68
86
86
59
70
SCIENCE
CONSERVATION
49
49
91
93
94
94
BIOLOGY
48
COUNSELING
63
65
102
If You Weren't Listening .... Say, "Yes, Go On"
98
On Interpretation: Foundation Work in the Humanities
and Interpretive Social Sciences
63
Social Work Practice
102
Turning Eastward: Explorations in EastfWest Psychology 69
CREATIVE WRITING
C
Matter and Motion
91
94
CHEMISTRY
Atoms, Molecules and Research
Exploration
Introduction to Natural Science
Matter and Motion
Undergraduate Research in Scientific Inquiry
Applying Principles of Environmental Science
n
BUSINESS POLICY
Strategic BusinessPolicies for the 21st Century
Atoms, Molecules and Research
Undergraduate Research in Scientific Inquiry
78
BUSINESS
58
51
82
62
INSTRUMENTATION
48
74
76
BRITISH LITERATURE
Bones and Stones: The Roots of Society, the
Achievements of Our Prehistoric Ancestors
Field School to Chile
Foundations of the Visual Arts
Forms in Nature: Studies in Art, Ecology and
Human Development
I Am a Camera
Movement, Masks and Metaphors
CHEMICAL
Creativity in the 20th Century:
Freud to Einstein to Brecht to Madonna
Concepts of Computing
Data to Information
Science of Mind
Student Originated Software
Undergraduate Research in Scientific Inquiry
BOTANY
Basic Botany: Plants and People
Introduction to Environmental Studies: Mt. Rainier
Plant Ecology and Taxonomy
~m~ili
Worts and Witches: Medieval European Herbalism
CELTIC STUDIES
Great English Novels
92
I Am a Camera
Writer's Workshop
82
70
CRITICAL REASONING
CAREER DEVELOPMENT
65
Social Work Practice
102
EDUCATION
CULTURAL STUDIES
African Music, Dance and Culture
Alternative Calendars
The Balkans in Our TImes: Land, People and Mythos
Black and Green 2000: The Struggle for Community
and Equality in the United States
Creativity in the 20th Century:
Freud to Einstein to Brecht to Madonna
Crescent, Cross and Cupola: Islam and Christianity
of the East and West
Cultural Crossings: Labor and Migration in the Americas
Dance and Culture
EastWind, West Wind: Chinese Culture in Global Context
The Great Russian Novel
If You Weren't Listening, , , _Say, "Yes, Go On",
Interrogations: Whiteness, Maleness and the
Morality of Wealth
The Making of the Modern Woman
Movement, Masks and Metaphors
Music and Dance of Brazil and the Caribbean
The Paradoxes of Romanticism
Performing Arts and Culture
Politics and Ideologies From the Americas
Postmodern Fiction: John Barth and Haruki Murakami
The Quickening of the Nations:
Indigenous People Yesterday, Today and Tomorrow
Sacred Places
Self, Gender and Culture: Japanese and
American Literature and Cinema
Social Work Practice
Staying Put: The Story As Home
Transitional Studies: Historical, Theoretical and
Pragmatic Perspectives
Tribal: Reservation-BasediCommunity-Determined
Turning Eastward: Explorations in EastlWest Psychology
Visual Manipulation: Utilization of Print Processes in
Contemporary Art
Whole and Holy: Alternative Herstories of Healing
Writer's Workshop
80
46
57
57
49
81
59
81
81
62
98
83
63
84
52
64
53
53
66
104
54
67
102
54
105
104
69
88
70
70
Bilingual Education and Teaching
Black and Green 2000: The Struggle for Community
and Equality in the United States
Education: Beyond High School
Education: Philosophy
Education: Politics of Public Schooling
Field School to Chile
Forms in Nature: Studies in Art, Ecology and
Human Development
Foundations of the Visual Arts
The Paradoxes of Romanticism
Staying Put: The Story As Home
Transitional Studies: Historical, Theoretical and
Pragmatic Perspectives
Writer's Workshop
57
57
49
50
50
51
52
82
64
54
105
70
ENGLISH LITERATURE
Great English Novels
The Making of the Modern Woman
Postmodern Fiction: John Barth and Haruki Murakami
62
63
66
ENTOMOLOGY
72
73
Ecological Agriculture
Entomology
ENVIRONMENTAL
POLICY
Environmental Movements
Natural Resource Policy: Salmon
Whole and Holy: Alternative Herstories of Healing
ENVIRONMENTAL
73
75
70
SCIENCE
Applying Principles of Environmental Science
Hydrology
Marine Life: Marine Organisms and Their Environments
Natural Resource Policy: Salmon
Rainforest Research
Shelter: Eco-Design in the Real World
Tropical Rainforests
ENVIRONMENTAL
48
74
75
75
76
54
78
DRAWING
80
Building Character
82
Foundations of the Visual Arts
52
The Nature of America
85
Sources
Temperate Rainforests: Studies in Ecology and Visual Arts 78
If You Weren't Listening, , " Say, "Yes, Go On",
Strategic Business Policies for the 21st Century
Transitional Studies: Historical, Theoretical and
Pragmatic Perspectives
E
ECOLOGY
Worts and Witches: Medieval European Herbalism
African Music, Dance and Culture
Dance and Culture
Music and Dance of Brazil and the Caribbean
Performing Arts and Culture
Student Originated Studies: Performing Arts
80
81
52
53
86
DESIGN
Foundations of the Visual Arts
Shelter: Eco-Design in the Real World
Student Originated Software
Sources
Working Small
82
54
94
85
88
DESIGN FOR THE STAGE
The Empty Stage: A Theater Intensive
81
ECONOMICS
Alternatives and Resistance to Neoliberalism
Modern American Capitalism
Perspectives from the Quarterdeck
Political Economy and Social Movements: Race,
Classand Gender
Strategic Business Policies for the 21st Century
ETHICS
98
102
105
ETHNOBOTANY
48
Basic Botany: Plants and People
72
Ecological Agriculture
Forms in Nature: Studies in Art, Ecology and
52
Human Development
75
Natural Resource Policy: Salmon
76
Plant Ecology and Taxonomy
76
Rainforest Research
Temperate Rainforests: Studies in Ecology and Visual Arts 78
Tropical Rainforests
78
97
99
65
100
102
78
ETHNOMUSICOLOGY
Music and Dance of Brazil and the Caribbean
52
EVOLUTION
76
78
Rainforest Research
Tropical Rainforests
EXPERIMENTAL
MUSIC
What Is to Be Experimental Music Now?
EXPERIENTIAL
EXPOSITORY
88
EDUCATION
If You Weren't Listening, , , , Say, "Yes, Go On"
98
WRITING
Alternative Calendars
Dance and Culture
Down and Out
Ecological Agriculture
Great English Novels
The Great Russian Novel
F
FEMINIST THEORY
The Making ofthe Modern Woman
Whole and Holy: Alternative Herstories of Healing
63
70
FIELD RESEARCH
Creative Non-Fiction: Reading and Writing the
Literature of Reality
58
FILM
Building Character
I Am a Camera
Mediaworks
Self, Gender and Culture: Japanese and American
Literature and Cinema
Student Originated Studies: Media
Twentieth Century Cinema
80
82
83
67
86
87
FOLKLORE
Creative Non-Fiction: Reading and Writing the
Literature of Reality
Field School to Chile
Music and Dance of Brazil and the Caribbean
58
51
52
FORESTRY
74
Introduction to Environmental Studies: Mt. Rainier
Temperate Rainforests: Studies in Ecology and Visual Arts 78
FRENCH AND FRANCOPHONE
STUDIES
Paris, Dakar, Fort de France: Voices of Revolution
and Tradition
64
If You Weren't Listening, , , , "Say, Yes, Go On"
98
GENETICS
Research in Scientific Inquiry
46
81
60
72
62
62
Applying Principles of Environmental
Exploration
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GENDER STUDIES
Undergraduate
X
Cl
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94
GEOGRAPHY
STUDIES
48
Applying Principles of Environmental Science
48
Basic Botany: Plants and People
72
Ecological Agriculture
73
Environmental Movements
50
Exploration
Forms in Nature: Studies in Art, Ecology and
52
Human Development
74
Introduction to Environmental Studies: Mt. Rainier
75
Natural Resource Policy: Salmon
52
The Nature of America
76
Plant Ecology and Taxonomy
76
The Practice of Sustainable Agriculture
76
Rainforest Research
54
Shelter: Eco-Design in the Real World
77
Symbiosis
Temperate Rainforests: Studies in Ecology and Visual Arts 78
Tropical Rainforests
78
Undergraduate Research in Scientific Inquiry
94
Worts and Witches: Medieval European Herbalism
78
D
DANCE
54
68
Sacred Places
South
Science
48
50
GEOLOGY
Applying Principles of Environmental Science
Hydrology
Introduction to Environmental Studies: Mt. Rainier
48
74
74
GOVERNMENT
The Quickening of the Nations:
Indigenous People Yesterday, Today and Tomorrow
Tribal: Reservation-BasediCommunity-Determined
104
104
H
HEALTH
Undergraduate Research in Scientific Inquiry
Whole and Holy: Alternative Herstories of Healing
94
70
HERPETOLOGY
Herpetology
73
HISTORY
The Balkans in Our Times: Land, People and Mythos
Black and Green 2000: The Struggle for Community
and Equality in the United States
Bones and Stones: The Roots of Society,
the Achievements of Our Prehistoric Ancestors
Creativity in the 20th Century:
Freud to Einstein to Brecht to Madonna
Crescent, Cross and Cupola: Islam and
Christianity of the East and West
Down and Out
Exploration
The Great Russian Novel
Kazantzakis
The Making of the Modern Woman
Modern American Capitalism
The Nature of America
On Interpretation: Foundation Work in the
Humanities and Interpretive Social Sciences
Paris, Dakar, Fort de France: Voices of
Revolution and Tradition
Performing Arts and Culture
Perspectives From the Quarterdeck
Political Economy and Social Movements: Race,
Class and Gender
Sacred Places
57
57
58
49
59
60
50
62
63
63
63
52
63
64
53
65
100
54
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Z
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South
Twentieth Century Cinema
68
87
Dance and Culture
Paris, Dakar, Fort de France: Voices of Revolution
and Tradition
70
78
LATIN AMERICAN
HISTORY OF SCIENCE
Whole and Holy: Alternative Herstories of Healing
Worts and Witches: Medieval European Herbalism
HISTORY OF TECHNOLOGY
Student Originated Software
94
HORTICULTURE
The Practice of Sustainable Agriculture
HUMAN
76
SERVICES
Tribal: Reservation-BasediCommunity-Determined
104
HUMANITIES
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Z
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All Over the Place: Stories in a Multicentered Society
American Community
Bones and Stones: The Roots of Society, the
Achievements of Our Prehistoric Ancestors
Creativity in the 20th Century:
Freud to Einstein to Brecht to Madonna
Crescent, Cross and Cupola:
Islam and Christianity of the East and West
Down and Out
Education: Beyond High School
Education: Philosophy
Education; Politics of Public Schooling
Forms in Nature: Studies in Art, Ecology and
Human Development
Foundations of the Visual Arts
I Am a Camera
Great English Novels
The Making of the Modern Woman
Movement, Masks and Metaphors
The Nature of America
On Interpretation: Foundation Work in the
Humanities and Interpretive Social Sciences
The Paradoxes of Romanticism
Performing Arts and Culture
Philosophy of Religion
Postmodern Fiction: John Barth and Haruki Murakami
Property
Sacred Places
Self, Gender and Culture: Japanese and
American Literature and Cinema
Shelter: Eco-Design in the Real World
Sources
Staying Put: The Story As Home
Writer's Workshop
46
47
58
49
59
60
49
50
50
63
64
53
65
66
66
54
67
54
85
54
70
HYDROLOGY
Hydrology
74
I
INTERNATIONAL
STUDIES
Alternatives and Resistance of Neoliberalism
97
The Balkans in Our Times: Land, People and Mythos
57
Cultural Crossings: Labor and Migration in the Americas 59
Field School to Chile
51
The Great Russian Novel
62
Paris, Dakar, Fort de France: Voices of
Revolution and Tradition
64
Political Economy and Social Movements: Race,
Class and Gender
100
INTERPRETIVE SOCIAL SCIENCES
On Interpretation: Foundation Work in the Humanities
and Interpretive Social Sciences
66
67
JOURNALISM
58
50
70
L
LABAN MOVEMENT
Movement, Masks and Metaphors
LANGUAGE
-- ~
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84
STUDIES
Bilingual Education and Teaching
LAW AND GOVERNMENT
97
57
59
52
53
POLICY
57
Symbiosis
Undergraduate
Research in Scientific Inquiry
77
94
BIOLOGY
Molecule to Organism
Undergraduate Research in Scientific Inquiry
93
94
MUSIC
MYCOLOGY
77
MYTHOLOGY
46
46
57
58
59
81
60
50
62
82
63
63
52
63
64
Bones and Stones: The Roots of Society, the
Achievements of Our Prehistoric Ancestors
58
N
NATIVE AMERICAN
STUDIES
Alternative Calendars
The Quickening of the Nations:
Indigenous People Yesterday, Today and Tomorrow
South
Staying Put: The Story As Home
Tribal: Reservation-BasediCommunity-Determined
46
104
69
54
104
NATURAL HISTORY
Exploration
Herpetology
Mammalogy
The Nature of America
50
73
75
52
NATURAL RESOURCES
64
66
54
Hydrology
74
Introduction to Environmental Studies: Mt. Rainier
74
Natural Resource Policy: Salmon
75
Temperate Rainforests: Studies in Ecology and Visual Arts 78
Tribal: Reservation-BasediCommunity-Determined
104
67
85
68
54
70
Forms in Nature: Studies in Art, Ecology and
Human Development
Shelter: Eco-Design in the Real World
NATURAL SCIENCE
NON-PROFIT
75
52
54
NAVIGATION
Perspectives From the Quarterdeck
65
ORGANIZATIONS
Strategic Business Policies in the 21st Century
102
0
MANAGEMENT
102
OCEANOGRAPHY
Marine Life: Marine Organisms and Their Environments
MARINE SCIENCE
75
49
91
92
92
54
93
P
PAINTING
Foundations of the Visual Arts
Sources
82
85
PERFORMANCE
Dance and Culture
81
East Wind, West Wind: Chinese Culture in Global Context 81
Movement, Masks and Metaphors
84
Student Originated Studies: Performing Arts
86
What Is to Be Experimental Music Now?
88
46
PERFORMANCE
58
The Empty stage: A Theater Intensive
Performing Arts and Culture
63
53
54
75
ORGANIC CHEMISTRY
Molecule to Organism
48
90
49
MEDIA
Alternative Calendars
Creative Non-Fiction: Reading and Writing the
Literature of Reality
On Interpretation: Foundation Work in the
Humanities and Interpretive Social Sciences
Politics and Ideologies From the Americas
Staying Put: The Story As Home
101
MICROBIOLOGY
Symbiosis
M
MAMMALOGY
Applying Principles of Environmental Science
Astronomy and Energy: Cosmic Models
Concepts of Computing
Creativity in the 20th Century:
Freud to Einstein to Brecht to Madonna
Data to Information
Introduction to Natural Science
Mathematical Systems
Sacred Places
70
57
LITERATURE
Strategic Business Policies for the 21st Century
105
91
81
62
68
LINGUISTICS
Mammalogy
86
African Music, Dance and Culture
80
Creativity in the 20th Century:
Freud to Einstein to Brecht to Madonna
49
East Wind, West Wind: Chinese Culture in Global Context 81
Music and Dance of Brazil and the Caribbean
52
The Paradoxes of Romanticism
64
Performing Arts and Culture
53
Student Originated Studies: Performing Arts
86
What Is to Be Experimental Music Now?
88
LIBRARY RESEARCH
All Over the Place: Stories in a Multicentered Society
Alternative Calendars
The Balkans in Our Times: Land, People and Mythos
Creative Non-Fiction: Reading and Writing the
Literature of Reality
Cultural Crossings: Labor and Migration in the Americas
Dance and Culture
Down and Out
Exploration
The Great Russian Novel
I Am A Camera
Kazantzakis
The Making of the Modern Woman
The Nature of America
On Interpretation: Foundation Work in the
Humanities and Interpretive Social Sciences
The Paradoxes of Romanticism
Paris, Dakar, Fort de France: Voices of Revolution
and Tradition
Postmodern Fiction: John Barth and Haruki Murakami
Sacred Places
Self, Gender and Culture: Japanese and American
Literature and Culture
Sources
South
Staying Put: The Story As Home
Writer's Workshop
Science of Mind
MOLECULAR
Cultural Crossings: Labor and Migration in the Americas 59
Interrogations: Whiteness, Maleness and the
Morality of Wealth
83
Natural Resource Policy: Salmon
75
South
68
Transitional Studies: Historical, Theoretical and
Pragmatic Perspectives
105
Atoms, Molecules and Research
Dance and Culture
The Great Russian Novel
South
Student Originated Studies: Media
Transitional Studies: Historical, Theoretical and
Pragmatic Perspectives
User Friendly:
Unmasking the Communications Revolution
MEDICINE
MATHEMATICS
63
JAPANESE STUDIES
Creative Non-Fiction: Reading and Writing the
Literature of Reality
Education: Politics of Public Schooling
User Friendly:
Unmasking the Communications Revolution
Alternatives and Resistance to Neoliberalism
Black and Green 2000: The Struggle for Community
and Equality in the United States
Cultural Crossings: Labor and Migration in the Americas
Music and Dance of Brazil and the Caribbean
Politics and Ideologies From the Americas
Marine Life: Marine Organisms and Their Environments
J
Postmodern Fiction: John Barth and Haruki Murakami
Self, Gender and Culture: Japanese and American
Literature and Cinema
64
STUDIES
Bilingual Education and Teaching
52
82
82
62
63
84
52
81
THEORY
81
53
PHILOSOPHY
Astronomy and Energy: Cosmic Models
90
Down and Out
60
East Wind, West Wind: Chinese Culture in Global Context 81
Education: Beyond High School
Education: Philosophy
The Great Russian Novel
Kazantzakis
On Interpretation: Foundation Work in the
Humanities and Interpretive Social Sciences
Philosophy of Religion
Postmodern Fiction: John Barth and Haruki Murakami
Property
Science of Mind
Self and Community
Undergraduate Research in Scientific Inquiry
PHILOSOPHY
49
50
62
63
63
64
66
66
101
101
94
OF SCIENCE
Astronomy and Cosmologies
Astronomy and Energy: Cosmic Models
48
90
PUBLIC SERVICE
50
Education: Politics of Public Schooling
R
RELIGION
Kazantzakis
Philosophy of Religion
Turning Eastward: Explorations in EastM'est Psychology
82
I Am a Camera
73
Herpetology
RUSSIAN STUDIES
62
The Great Russian Novel
5
SALMON
BIOLOGY
75
75
SCIENCE
90
92
92
92
Applying Principles of Environmental Science
Atoms, Molecules and Research
Data to Infonmation
Matter and Motion
Sacred Places
Transitional Studies: Historical, Theoretical and
Pragmatic Perspectives
PHYSIOLOGY
Herstories of Healing
93
77
70
POETRY
Paris, Dakar, Fort de France: Voices of
Revolution and Tradition
Writer's Workshop
64
70
97
57
59
99
52
100
66
104
102
102
POLITICAL SCIENCE
Introduction to Natural Science
Perspectives from the Quarterdeck
The Quickening of the Nations:
Indigenous People Yesterday, Today and Tomorrow
92
65
104
POLITICAL THEORY
Herstories of Healing
70
SKILLS
91
Atoms, Molecules and Research
PRINTMAKING
Visual Manipulation: Utilization
Contemporary Art
of Print Processes in
88
PSYCHOLOGY
Creativity in the 20th Century:
49
Freud to Einstein to Brecht to Madonna
98
If You Weren't Listening .... Say, 'Yes, Go On"
On Interpretation: Foundation Work in the Humanities
63
and Interpretive Social Sciences
101
Science of Mind
101
Self and Community
Self, Gender and Culture: Japanese and
67
American Literature in Cinema
102
Social Work Practice
Turning Eastward: Explorations in EastfWest Psychology 69
PUBLIC POLICY
Bilingual Education and Teaching
Education: Beyond High School
Education: Philosophy
Education: Politics of Public Schooling
Environmental Movements
Introduction to Environmental Studies: Mt. Rainier
Natural Resource Policy: Salmon
57
49
50
50
73
74
75
48
91
91
93
54
105
SCULPTURE
82
88
Foundations of the Visual Arts
Working Small
SOCIAL AND CULTURAL
POLITICAL ECONOMY
Alternatives and Resistance to Neoliberalism
Black and Green 2000: The Struggle for Community
and Equality in the United States
Cultural Crossings: Labor and Migration in the Americas
Modern American Capitalism
The Nature of America
Political Economy and Social Movements: Race,
Class and Gender
Property
The Quickening ofthe Nations:
Indigenous People Yesterday, Today and Tomorrow
Social Work Practice
Strategic Business Policies for the 21st Century
Whole and Holy: Alternative
POLICY
48
PHYSICS
Astronomy and Energy: Cosmic Models
Introduction to Natural Science
Mathematical Systems
Matter and Motion
Molecule to Organism
Symbiosis
Whole and Holy: Alternative
SALMON
Natural Resource Policy: Salmon
PHYSICAL SCIENCE
Astronomy and Cosmologies
63
64
69
REPTILES
Natural Resource Policy: Salmon
PHOTOGRAPHY
PRESENTATION
102
Social Work Practice
HISTORY
Alternative Calendars
The Balkans in Our TImes: Land, People and Mythos
Dance and Culture
Great English Novels
The Making of the Modern Woman
Social Work Practice
South
46
57
81
62
63
102
68
SOCIAL SCIENCE
Bones and Stones: The Roots of Society, the
58
Achievements of Our Prehistoric Ancestors
50
Education: Philosophy
73
Environmental Movements
51
Field School to Chile
Interrogations: Whiteness, Maleness and the
83
Morality of Wealth
74
Introduction to Environmental Studies: Mt. Rainier
99
Modern American Capitalism
52
The Nature of America
On Interpretation: Foundation Work in the
63
Humanities and Interpretive Social Sciences
53
Politics and Ideologies From the Americas
66
Property
54
Sacred Places
101
Self and Community
54
Shelter: Eco-Design in the Real World
102
Social Work Practice
69
Student Originated Studies in the Humanities
Turning Eastward: Explorations in EastfWest Psychology 69
SOCIOLOGY
Education: Beyond High School
Education: Philosophy
Education: Politics of Public Schooling
Perspectives From the Quarterdeck
Philosophy of Religion
Political Economy and Social Movements: Race,
Class and Gender
Politics and Ideologies From the Americas
Self and Community
Social Work Practice
SOFTWARE
49
50
50
65
65
100
53
101
102
ENGINEERING
Student Originated Software
94
STATISTICS
Science of Mind
Social Work Practice
Transitional Studies: Historical, Theoretical and
Pragmatic Perspectives
101
102
105
STUDIO ART
I Am a Camera
82
T
TEACHING
Black and Green 2000: The Struggle for Community
and Equality in the United States
Mathematical Systems
Undergraduate Research in Scientific Inquiry
TECHNICAL
WRITING
Atoms, Molecules and Research
If You Weren't Listening .... Say, "Yes, Go On"
Student Originated Software
Undergraduate Research in Scientific Inquiry
TELEVISION
57
92
94
91
98
94
94
PRODUCTION
Field School to Chile
Politics and Ideologies From the Americas
User Friendly:
Unmasking the Communications Revolution
51
53
70
THEATER
East Wind, West Wind: Chinese Culture in Global Context 81
81
The Empty Stage: A Theater Intensive
84
Movement, Masks and Metaphors
Paris, Dakar, Fort de France: Voices of Revolution
64
and Tradition
53
Performing Arts and Culture
86
Student Originated Studies: Performing Arts
THEATER HISTORY AND THEORY
The Empty Stage: A Theater Intensive
Performing Arts and Culture
81
53
THEOLOGY
Crescent, Cross and Cupola: Islam and
Christianity of the East and West
59
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VERTEBRATE ZOOLOGY
75
Mammalogy
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VIDEO
Alternative Calendars
Mediaworks
Politics and Ideologies From the Americas
Student Originated Studies: Media
46
83
53
86
VISUAL ARTS
Student Originated Studies: Visual Arts
Visual Manipulation: Utilization of Print Processes in
Contemporary Art
86
88
VISUAL PERCEPTION
Creative Non-Fiction: Reading and
Writing the Literature of Reality
W
WOMEN'S
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58
STUDIES
Dance and Culture
The Making of the Modern Woman
Whole and Holy: Alternative Herstories of Healing
Worts and Witches: Medieval European Herbalism
81
63
70
78
WRITING
All Over the Place: Stories in a Multicentered Society
Alternative Calendars
Bones and Stones: The Roots of Society, the
Achievements of Our Prehistoric Ancestors
Creative Non-Fiction: Reading and Writing the
Literature of Reality
Dance and Culture
Down and Out
Exploration
Forms in Nature: Studies in Art, Ecology and
Human Development
The Making of the Modern Woman
Politics and Ideologies From the Americas
Sources
Staying Put: The Story As Home
Transitional Studies: Historical, Theoretical and
Pragmatic Perspectives
46
46
58
58
81
60
50
52
63
53
85
54
105
Z
ZOOLOGY
Entomology
Herpetology
Mammalogy
Marine Life: Marine Organisms and Their Environments
Symbiosis
73
73
75
75
77
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How to Read a Program Description
Because Evergreen's curriculum is so distinct, the college describes its academic offerings in unusual detail. Until you are familiar with them, the
complex descriptions in this Catalog can be intimidating, but Evergreen believes this is the best way to make sure students understand their
options. Below is a sample of a typical program description. The annotations will help you interpret all the information packed into the listings
that follow.
Quarter(s)
Horizon:
Where Land Meets Sky
f--------------,
Lists the quarters during which the program
will run.
~
Winter, Spring/Coordinated Study ~
I Faculty: Llyn DeDanaan, Marilyn Frasca
Faculty 1-----------11
Enrollment: 50
r- Prerequisites: Junior and senior standing
Lists members of the faculty team scheduled
and at le~st one quarter at Evergreen.
to teach the coordinated study program or
Facu!ty Signature: No
.
the faculty member scheduled to lead the
Spec~alEx~enses: $150 for art supplies; $500
group contract.
for field tnp expenses.
Internship Possibilities: No --------,
Travel Component: One overnight field trip
Enroll ment
plus possible two- to three-week field trip
Describes the number of students who may
during spring quarter.
enroll. Core programs typically allow 23
This is a two-quarter study of sky, land and
students per faculty; all-level programs
the place where the two meet. The study is
typically allow 24; intermediate and advanced
anthropological, historical and artistic.
programs and group contracts typically allow
Together we will read texts that describe the
25.
way in which people of many cultures have
1
used the horizon line to create place, time,
Prerequisitef-I---------'I season and a romance between the celestial
Lists conditions you must meet to be eligible to and the terrestrial in art, poetry and the
take this program. These might include studies imagination. We will understand how the
you should already have completed, the
horizon line creates points along which
academic standing expected of you or both.
constellations, planets, the sun and the moon
This portion might state other entry requireappear to rise and set and how buildings and
ments, such as faculty review of student
stones have marked these points and now
portfolio.
image-makers have celebrated them.
During spring quarter we hope to study
Program Description
on site in Northern New Mexico where we
1--------' will give attention to Anasazi cultures as a
This condensed description explains the theme part of our group research. Faculty will
or question at the heart of the program and
provide workshops in cultural anthropology,
how participants will approach it. The content
rwerSletal'nrcgh.
methodology, drawing and journa:y
of each description varies, but you will usually
find examples of books to be read, activities
"
di 'I'
d d f
Credit awarded IIIcultural anthropology,
p Ianne d an d t he ISClPIlles an mo es 0
anthropology of pre-historic Southwest
study that participants will use. For more
U . dS
drawi
hi
d
information, make an appointment with a
mte htatesh' dawlllg, art story an
facuIty mem ber, ask for a copy 0 f t he syIIabus, researc met 0 s.
stop by the program's table at the Academic
Total: 12 or 16 credits winter quarter and 16
Fair or talk to an advisor at Academic
credits spring quarter. Students may enroll in
Advising.
a four-credit course winter quarter.
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Program Type
I
Describes the type of program:
• Coordinated Study - Working with a
faculty team, students use multiple disciplines
to explore a central question or theme.
• Group Contract - One or two faculty
members work with a group of students,
typically advanced-level students, to examine
a specific topic.
I Faculty
Signature
Indicates whether you must obtain a signature
code from a faculty member before registering. May also specify how and when to obtain
a signature code.
Special Expenses
Indicates expenses you should anticipate
beyond books and normal supplies.
Internship allowed
States whether an internship possibility is an
optional or required component of the
program.
Travel Component
II
Program
.
IS
preparatory ...
I
I Program
r---
Indicates how this program might be
particularly useful in preparing for future
studies or careers.
is preparatory for careers and future
studies in arts and humanities.
Indicates whether program participants will
take overnight field trips or study abroad.
Credit awarded in ...
At the end of each program, faculty will
ist th
dit
" dit
regl~ er e ere I s you earn as ere I , ,
equivalencies" that correspond to traditional
disciplines and subjects. This section explains
'I encies
' you can expect
t he kiIIId 0 f ere diIt equrva
if you successfully complete the program. An
asterisk [*J indicates upper-division credit.
Equivalencies help potential employers and
graduate schools understand what subject
areas you have studied. All undergraduate
programs lead to a bachelor's degree in liberal
arts and sciences.
Total Credits
Number of quarter hours that will be credited
at the end of each quarter if you successfully
complete this program. This part also states
whether you may take part of the program
and under what circumstances. You may, for
example, be allowed to take a program for 12
credits while you are also enrolled in a related
four-credit module. Part-time options may
require permission of faculty.
Programs for First-Year Students
Lee Lyttle, Dean of First-Year Programs
First-year students have several options: Core programs, all-level programs and some
intermediate programs.
Core programs are designed to give first- or second-year college students a solid
foundation of knowledge and skills in preparation for advanced studies. Core
programs will introduce you to the central mode of study at Evergreen - coordinated studies - in which faculty members from different academic disciplines use
their knowledge to help you explore a central theme or problem. This interdisciplinary approach means you will study an issue or a topic as a whole, rather than as a
collection of unrelated fragments. Core programs reveal a breadth of the issues that
will concern you - the connection of artistic expression to social condition, for
example, or the relationship of biological facts to individual psychology.
Core programs emphasize the development of college-level skills necessary for you
to do advanced college work. For most students this means learning how to write at a
college level in various modes, read carefully, analyze arguments, skillfully reason
quantitatively or mathematically, work cooperatively in small project or discussion
groups and use resources in the library and elsewhere on campus. Core programs also
provide an opportunity to connect your studies with your own intellectual and
personal concerns. You will learn the skills you will need to design your education,
both at Evergreen and after. Core programs take the time necessary to develop
college-level academic skills, and Evergreen's small student-faculty ratio in Core
programs (23:1) ensures close interaction between you, your faculty and other
students.
Each Core program listed in this section is an integrated study program combining
several activities: seminars, individual conferences with faculty members, lectures,
field trips, laboratories - depending on the content and goals of the program. In a
Core program you learn about several traditional academic disciplines in relation to
the program's central theme or topic, while learning at the same time about your own
goals, about defining and dealing with problems and about the college's people and
facilities.
All-level programs will enroll up to 25 percent first-year students. Like Core
programs, they are broadly interdisciplinary coordinated studies. They combine
seminars, individual conferences with faculty members, lectures, field trips, laboratories - depending on the content and goals of the program. As their name suggests,
all-level programs will also enroll sophomores, juniors and seniors.
There are several things you should consider if an all-level program appeals to you.
The strength of your academic work in high school is one indication of readiness for
an all-level program. Already having a good background in one of the main areas of
inquiry is another. You should have strong writing skills and a strong, sustained
interest in the topic is crucial. You should weigh the advantages of in-depth study of
an all-level theme that interests you against the advantages of a Core program's
emphasis on foundation for college work. In an all-level program you should
anticipate that faculty will provide less guidance about basic skills and that their
expectations about what you already know how to do and what you can learn on
your own will be higher. If you are interested in working with a wide mix of students
(age, experience, stages in learning), this would be a good option for you.
Some programs designed for sophomore-level students will admit a particularly
well-qualified first-year student. Consult the faculty if you are interested in an
intermediate program.
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All Over the Place: Stories in
a Multicentered Society
We will begin genealogies, explore
symbolic and "real" landlcityscapes, and
examine the role of the storyteller/writer/
visual artist as social/cultural witness
through workshops, seminars, readings,
performances, research, writing and
student-originated projects. We all need to
get good at looking at, listening to and
telling stories, our own and others. Stories
are our homes. "Finding a fitting place for
oneself in the world is finding a place for
oneself in a story," as J 0 Carson explains.
Fa1IJGroup Contract
Faculty: Craig Carlson, Frank Motley
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Credit awarded in American studies,
A place is a story happening many times ....
independent project, community studies,
Over there? We say 'blind woman steaming
literature, narrative non-fiction writing
clover roots become ducks.' We tell that story
and humanities.
for you at place of meeting one another in
winter. But now is our time for travel. We will
Total: 16 credits.
name those stories as we pass them by.
Program is preparatory for careers and
-Kwakiutl, told by Franz Boas future studies in writing, media communiIn the absence of shared past experiences in a
cations, cultural studies, community work,
multicentered society, storytelling and old
law, teaching and Native American
photography serve as our separate imagined
studies.
communities. Narratives and images describe
This program is also listed under Culture,
relationships between the teller and told, here
Text and Language.
and there, past and present. What's up? The
answer is story.
Stories once detailed shared experiences.
Now it may be that only stories themselves
offer us common ground. Once you start
hearing certain stories and retelling them, you
gain membership in a group and community.
You become related, since the story is, as Terry
Tempest Williams says, "...the umbilical cord
between past, present, and future."
When most governments and educational
institutions are no longer trusted, authority
shifts to the storytellers. Often the most
valuable local cultural resources are the
grandmothers or young people with tape
recorders or the man by the creek on the
outskirts of town who can spin tales about the
old days. The sense of place often outlasts the
place itself.
This group contract is concerned with
stories as they are written or told in the
landscape or place by the people who live or
lived there. The intersections of culture,
history, geography and nature form the ground
on which we stand - our land, our home, our
group, the local.
We will study writings on place by a diverse
group. These writings will include: The Poetics
of Space, Gaston Bachelard; The Power of
Place: Urban Landscapes as Public History,
Dolores Hayden; The Geography of Childhood: Why Children Need Wild Places, Gary
Paul Nabhanard and Stephen Trimble;
Through Navaho Eyes, Sol Worth and John
Adair; On The Road, Jack Kerouac; Space and
Place: The Perspective of Experience; Yi-Fu
Tuan; Pilgrim At Tinker Creek, Annie Dillard.
We will also look at an eclectic group of visual
artists and film makers such as: Norval
Morriseau, Ken Burns, Spike Lee, Olivia Gude,
May Sun and Wym Winders.
* indicates 'upper-division credit
Alternative Calendars
Fall, Winter, Spring/Coordinated Study
Faculty: Therese Saliba, Laurie Meeker, Gail
Tremblay, Setsuko Tsutsumi
Enrollment: 92
Prerequisites: None
Faculty Signature: No
Special Expenses: $100 per quarter for arts
and media production, and $100 for
overnight field trips.
Part-Time Options: No
Internship possibilities: No
Travel Component: Two overnight field trips
to Neah Bay (one during fall quarter and the
other during spring quarter). Fall quarter field
trip payment of $50 is due the end of the first
week and spring quarter field trip payment
$50 is due week seven (May 8-12, 2000) of
spring quarter.
Not all cultures think that we are approaching
a millennium. This program examines
alternative concepts of time and history as
culturally bound and tied to specific geographies. Focusing on a variety of cultures with
nonlinear, cyclical calendars, such as Native
North American, Mayan and Aztec, we will
examine the complex, interlocking cycles of
seasons, nature, ancestry and history. We will
also look at the way time is constructed in
indigenous religions of Asia, like Taoism and
Shintoism. Chinese and Egyptian cultures,
with their long and ancient histories, further
provide alternative frameworks to study early
people's construction of time and history
through numerology, astronomy and
storytelling. We will look at how the rise of
world religions, such as Buddhism, Judaism,
Christianity and Islam, have affected our
visions of time.
Over the centuries, trade, migration and
colonization have brought people from diverse
cultures into contact with one another. This
has created further schisms between time and
place. We will explore how migration of
populations away from their native geographies have altered concepts of time and
created new, hybrid forms of history and
culture. Drawing on Marxist theory and the
concept of "the end of history," we will
examine the materialist possibilities of the
future, as well as the ways in which the rise of
capitalism and industrialization have shaped
our notions of work-time, value and pleasure.
To dismantle our modern consciousness of
time and explore notions of visionary time, we
will participate in a variety of projects that
foster patience and put us more in tune with
the world around us.
Through close study of a variety of cultural
forms, including storytelling, literature, art,
calligraphy, photography and film, we will
examine conceptions and representations of
time and history that challenge our contemporary pace and rhythms. Through art criticism,
cinema studies and literary analysis, we will
look at a variety of works, many of which are
not linear in the way they construct time, and
we will analyze the way in which the authors,
artists and filmmakers explore relationships
and create meaning.
All students taking this program will study
expository writing. In addition, students will
take four five-week workshops over the course
of fall and winter to build skills in a variety of
media. These workshops include 1) photography and video production, 2) creative prose
writing, 3) Chinese characters and calligraphy,
and 4) mixed media art. Students will also
participate in a number of field trips and one
or two overnight stays to explore the cycles of
natural life in our region. Students will further
conduct research on their own ancestral
history, as they explore the relationship
between past, present and future in their own
lives through writing and artistic production.
Credit awarded in Native American studies,
Asian studies, Arab-Islamic studies, art,
comparative literature, film studies, photography, video production and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in cultural studies, art, literature and
film.
American Community
Fall, Winter, Spring/Coordinated Study
Faculty: Sam Schrager, David Marr
Enrollment: 48
Prerequisite: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: Students should expect to
spend $40 on a year-end retreat.
Part-Time Options: No
Internship Possibilities: Yes
Travel Component: Year-end, in-state,
overnight retreat.
A public philosophy for the twenty-first
century will have to give more weight to
the community than to the right of
private decision. It will have to emphasize responsibilities rather than rights.
It will have to find a better expression
of community than the welfare state. It
will have to limit the scope of the
market and the power of corporations
without replacing them with a centralized state bureaucracy.
Historian Christopher Lasch's words invoke a
vital, complex debate about America's past
and future. At stake are competing visions of
democracy. Do democratic ideals point
toward a classless society where the good life
flows from self-reliance, mutual respect and
active citizenship? Or does democracy
demand upward mobility, with great wealth
and poverty, and elites leading all spheres of
society? Abraham Lincoln and Martin Luther
King embraced the first view, Lasch argues.
But the second has proved ascendant. We've
come to believe more in consumerism, in the
state and in fulfillment of personal needs than
in our capacity to live well in families and
communities.
With Lasch's concerns as a starting point,
this program will explore the past course and
present prospects of the democratic experiment. We will examine Americans' changing
consciousness about life in this country,
focusing on the last hundred years, with some
attention also given to the 19th century. At
the center of this inquiry will be intensive
reading of novels, history, documentary
writing, social criticism and poetry - works
that grapple imaginatively with widely felt
tensions of experience. This reading will lead
to sustained research projects: in fall, a
library-based study on a historical issue; in
winter, field-based oral history interviewing in
the local community; in spring, more
advanced ethnographic, historical or literary
research and writing.
Our purpose is to work toward a public
philosophy for citizenship in the new century.
To this end, students and faculty will honestly
face enduring dilemmas of self and community, matters involving equality, morality,
diversity, faith, class, place and progress.
The program faculty will provide a
stimulating intellectual context: guidance on
writing, research methods and approaches to
challenging texts and ideas. In turn, we will
have high expectations. The work will be
demanding. We welcome first-year students
ready to be seriously engaged in their
studies. We will also offer strong support to
upper-division students.
Credit awarded in American history,
American literature, cultural studies,
community studies and sociology. Upperdivision credit is available for those who
earn it.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in humanities, social sciences,
community service and law.
This program is also listed under Culture,
Text and Language.
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Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Applying Principles of
Environmental Science
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Fall/Coordinated Study
Faculty: James Stroh, Rob Cole, David Milne
Enrollment: 72
Prerequisites: This all-level program accepts
up to 25 percent first-year students. Students
must have high school algebra and strong
math skills.
Faculty Signature: No
Special Expenses: Travel and lodging for
overnight field trip and expenses for maps
and texts ($100-$300).
Part-Time Options: No
Internship Possibilities: No
Travel Component: Overnight field trip to the
Long Beach Peninsula during the fifth or
seventh week of the program.
The class will focus on selected fundamentals
of marine biology, quantitative analysis, use
of spatial data (particularly map information)
and techniques for field studies. The students
will use these principles and tools in a study
of Willapa Bay, located in Southwest
Washington. Several conflicting uses of the
environment and invasions by exotic species
make Willapa Bay a particularly interesting
study site. Program participants will apply
principles of geology, marine biology and
modeling through simulation to the Willapa
Bay estuary and associated uplands. While we
will have guest speakers discuss policy issues,
this is predominantly a science program.
This very intensive 10-week program of
study will include lectures, seminars, labs
(including extensive computer use), field trips,
literature research seminars and workshops.
This class will also require many hours of
work outside the formal class schedule,
especially field, lab and computer time.
Astronomy and Cosmologies
Basic Botany: Plants and People
Spring/Coordinated Study
Faculty: E. J. Zita
Enrollment: 24
Prerequisites: Facility with algebra and
trigonometry. This all-level program will
accept up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: $30 for equipment and
$1,000 for optional one-month field trip to
Mexico and/or Central America.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Optional one-month field
trip to Mexico and/or Central America.
Learn beginning-to-intermediate astronomy
through lectures, interactive workshops and
observation. Use naked eyes, binoculars and
large and small scopes. Build learning tools
such as celestial spheres and spectrometers (to
be kept by students). Observe with large
telescopes via the Internet at professional
sites. Research a topic of interest (in the
library and through observations) with a
small team of classmates.
We will also seminar on cosmologies: how
people across cultures and throughout history
have understood, modeled and ordered their
universe. We will study creation stories and
world views, especially of ancient peoples on
this continent.
Archaeoastronomy investigations will
include a one-month field trip to Mexico and!
or other regions of Central America to study
ancient archaeoastronomy sites. First-year
students may register for this program, but
are not eligible to attend the field trip. About
half the students will stay in Olympia working
on their observations while the other half
travel with the instructor through the studyabroad option.
Winter/Group Contract
Faculty: Frederica Bowcutt
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-TIme Options: Yes, consult with faculty
for signature.
Internship Possibilities: Yes
Travel Component: None
Basic botany is an introductory group
contract in plant science. We will work
through a botany textbook learning about
plant anatomy, morphology, systematics
physiology, and ecology. Lectures based on the
textbook readings will be supplemented with
laboratory work getting hands-on experience
with plants. Seminar readings will be on the
general theme of plants and people. These
readings will include, among others, the work
of Gary Nabhan, who deals with indigenous
peoples and their agricultural practices, Londa
Schiebinger, who illustrates how human
gender relations are reflected in the plant
classification systems used in western science,
Stephanie Mills, who discusses ecological
restoration as it relates to people, and Mark
Plotkin, who seeks to preserve indigenous
knowledge of medicinal plants. Students will
learn library research methods that they will
apply to a research project of their choosing
related to plants and people. Time will be
spent helping students improve their ability to
write a research paper. Students taking this
program will be given first priority to a course
on plant taxonomy and ecology that will be
team taught in spring 2000 by Frederica
Bowcutt and Al Wiedemann.
Credit awarded in astronomy, physical science
and philosophy of science.
Credit awarded in introductory botany, plants
and people and independent research in
botany.
Total: 16 credits.
Total: 16 credits.
Total: 16 credits.
Program is preparatory for careers and future
studies in environmental science and related
fields.
Program is preparatory for careers and future
studies in astronomy, physical sciences,
history and philosophy of science.
This program is also listed in Environmental
Studies.
This program is also listed under Scientific
Inquiry.
Program is preparatory for careers and future
studies in conservation, ecoagriculture,
ecological restoration, forestry, herbology,
natural resource management, plant ecology
or plant taxonomy.
Credit will be awarded in geographic
information systems, quantitative methods,
marine biology and earth science.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
This program is also listed under Environmental Studies.
Concepts of Computing
Spring/Group Contract
Faculty: George Dimitroff, TBA
Enrollment: 46
Prerequisites: This all-level program accepts
up to 50 percent first-year students. Students
must have taken high school-level algebra.
Faculty Signature: No
SpecialExpenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This spring quarter offering will examine
fundamental ideas in computing and
mathematics that underlie today's computing
technology. There will be hands-on lab work
together with an examination of the models,
methods and abstract concepts behind
software and hardware systems.
The program is intended for students who
have an interest in computing but limited
background. It will be useful for students who
want some exposure to computing as a basis
for future work in a variety of disciplines that
use computing (especially the sciences). This
program is also helpful, though not required,
for students interested in additional course
work in computer science or mathematics.
Topics may include programming, algebra
and discrete mathematics, computational
organization, the World Wide Web, logic or
the historical, philosophical, social or ethical
implications of computing.
Credit awarded in mathematics and introductory computing.
Total: 16 credits.
Program is preparatory for careers and future
studies in science, mathematics and computing.
This program is also listed under Scientific
Inquiry.
Creativity in the 20th Century:
Freud to Einstein to Brecht to
Madonna
Fall, Winter, Spring/Coordinated Study
Faculty: Neal Nelson, Heesoon Jun, Sandie
Nisbet
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
What do geniuses share in common? What
drives one to channel creativity - in the
sciences, the arts and humanities? In this
program we will look at our own creativity, as
well as the socialization, expectations and
creative perception of several famous
innovators. What is the relationship between
creativity and pathology? To understand the
confusion and elegance behind a genius at
work, we will read autobiography, literature
and philosophy. Our workshops in creativity
will run the gamut from writing, problem
solving and mathematical analysis to drawing,
performing and programming.
Students will be expected to explore the
development of early scientific thought, as
well as the evolution of technology. In the
20th century convergence of the two, we ask,
"can computers be creative?" In our diverse
study, a reading list could include The
Copernican Revolution by Thomas Kuhn and
Howard Gardner's Creating Minds, which
features such genius as Einstein, Freud, T. S.
Elliott, Martha Graham, Stravinsky, Picasso
and Ghandi. Our aim is to experience, study
and reflect on both scientific and artistic
creativity.
Credit awarded in expressive arts and
humanities, psychology, computing and
mathematics.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in computing and mathematics,
humanities and expressive arts, psychology,
cultural studies and history.
Education: Beyond High School
Spring/Coordinated Study
Faculty: Bill Arney, Emily Decker
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: Yes, four-credit course,
Education: the Future of Higher Education
Lecture Series.
Internship Possibilities: No
Travel Component: None
This program examines the history and future
of U.S. college and universities. Topics may
include:
• Debates about access and quality. Access to
college and university education expanded
significantly following World War II.
Accompanying that change was the argument
that the quality of education diminished. We
are currently engaged in another period of
expanded opportunity for students, and the
questions about quality have again risen.
• Technology: Current technology challenges
old assumptions about education - that
education happens only on a campus, that a
library is an essential ingredient of education,
that education occurs around books, that
professors are the source of all knowledge.
• The purpose of university education:
Universities have served many purposes over
time - conservation of culture, promotion of
ethnic identity, protection of linguistic
heritage, creation of gentlemen. What is the
purpose of the modern university? To promote
excellence? To train workers for the 21st
century? Who gets to ask these questions?
Who gets to judge the answers?
• Expertise and the state: Might not the
university be just a source of cheap knowledge
for the state? (And do students and society
subsidize this relationship?)
• Community colleges: Washington ranks
high in college attendance but exceptionally
low in four-year college and university
attendance. What is the history and present
role of community colleges?
There are three offerings under the title
Education. Each requires a separate registration.
Credit awarded in education, politics,
philosophy, history and sociology.
Total: 16 credits.
Program is preparatory for careers and future
studies in education, public policy, humanities, public service and sociology.
This program is also listed under Culture,
Text and Language.
* indicates upper-division credit
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Education: Philosophy
Winter/Group Contract
Faculty: Bill Arney
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
What is education? What is the aim of
education? How is it done? This program
provides an overview of issues in educational
philosophy by considering both the questions
and the ways in which they have been
answered over time.
Texts may include: Plato, Republic and
Meno; Locke, On Education; Dewey,
Democracy and Education; and works by
Maria Montessori, Sylvia Ashton-Warner,
Paulo Freire, Jean Piaget, Erik Erikson, Ivan
IIIich and Carol Gilligan. The program will
include a quarterlong reading of Jean-Jacques
Rousseau, Emile: Or On Education.
There are three offerings under the title
Education. Each requires a separate registration.
Education: Politics of Public
Schooling
Fall/Coordinated Study
Faculty: Bill Arney, York Wong
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program covers the history and politics
of public schooling. Topics may include:
origins and expansion of public schooling in
the United States, school financing and
vouchers, testing and national or state
standards, race, class, gender and the schools,
the deschooling-alternative schooling-home
schooling-no schooling movement, the
"dumbing down" of the curriculum, moral
educationlliteracy education. Students will do
a research project on the history of a
contemporary political issue.
There are three offerings under the title
Education. Each requires a separate registration.
Credit awarded in education, philosophy and
sociology of education.
Credit awarded in politics of education,
history of education, current social issues and
sociology of education.
Total: 16 credits.
Total: 16 credits.
Program is preparatory for careers and future
studies in education, humanities and public
service.
Program is preparatory for careers and future
studies in education, public service, sociology,
journalism and humanities.
This program is also listed under Culture,
Text and Language.
This program is also listed under Culture,
Text and Language.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Exploration
Fall, Winter, Spring/Coordinated Study
Faculty: Martha Henderson, Jim Neitzel, Bill
Ransom
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: Field trip expenses for boat,
food and lodging, approximately $150 per
quarter.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Overnight field trip.
This Core program will focus on the
processes and impacts of exploring the
surface of Earth. Exploration of Earth,
especially the western hemisphere and polar
regions, has created fundamental changes in
environmental and in human/cultural
conditions not only in the regions explored
but in the natal states of the explorers. We
will investigate the impetus for exploring new
territory, the ideas and technologies that
contributed to the success and failure of
explorations and the impacts associated with
exploration.
Explorations involve many academic
disciplines. Our studies will focus on
geography, chemistry, biology, writing and
other representations. Geography offers both
a technical and intellectual framework for
understanding the process and product of
exploration. Regions of the Old World and
regions of the discovered or New World are
complex entities. This program will offer an
opportunity to investigate how Old World
societies chose to participate in the process of
exploration, what types of mapping
technologies were available and how the
process of social interaction transformed the
New World. We will study the evolution of
modern mapping skills, data recording and
natural, social and cultural interactions
between humans and the environment and
between different social and cultural groups.
Explorers frequently pushed the limits of
their understanding of physiology, diet and
materials. In addition, the goal of exploration
was to find or control new, useful materials
or to examine the natural history of remote
areas. We will use models from chemistry and
biology to understand how human physiology, material goods and the environment
interacted during exploration. These
interactions will be examined in documents
and texts, in the field and in the laboratory.
Understanding these models, as well as the
techniques used in cartography and navigation, will also require skills in numerical
methods. Often, one result of exploration
was biological change, as organisms and
diseases were spread to new areas. Another
aspect of change was the application of new
crops and technologies in both the New and
Old worlds. We will examine the many longlasting effects of these biological and
technical exchanges.
Knowledge gained during exploration
would be of little use were it not for the
abilityto record and represent new data, ideas
and technologies. Writing remains a fundamental component of the process of exploration; Old World governments and resource
developerswrote out mandates, while
journals, reports, poetry and letters by the
explorers themselves documented their
findings.The power of writing was equal to
the actual exploration in creating a passion
for and a fundamental transformation of
Earth's natural and social environments.
During the fall quarter we will survey some
of the most significant explorations of the
WesternHemisphere and polar regions. We
willmodel the process of exploration by
discussingthe conditions that brought about
the major expeditions in the 16th through
19th centuries. We will use early technologies
of mapping, experiment with the deficiencies
of food and energy exchanges and read the
words of governments, entrepreneurs,
explorersand those who responded to these
events.We will also engage in conversations
withcurrent explorers through the use of the
Internetand Web pages. Finally, we will
becomeexplorers ourselves by participating in
fieldtrips to local points of major explorations.We will try to recreate the conditions
underwhich explorers operated. Reading and
writingabout explorations, including our
own,will be a major component of the
quarter.
Winter quarter will find us closer to home.
Wewill look at the consequences of exploration, the development of chemical and energy
exchangesto support the needs of exploring
and living in the New World and consider the
roleof writing in constructing the New World
as a place of social interactions with new
peoplesand places. We will interact with
current explorers, develop survival and social
interaction skills and study the impact of
exploration of the Pacific Northwest on the
nativelife forms and cultural groups.
During spring quarter, students will design,
proposeand execute their own explorations in
smallgroups and present their results as a
termproject.
Students must be prepared to endure
extremesof weather, physical exertion,
occasionalisolation and a wide range of
potentially unusual foods. A swimming test
willbe mandatory and both a sense of
directionand a sense of humor will be helpful.
Creditwill be awarded in introductory
chemistry,biology, geography (social
sciences),natural history, literature and
writing(academic/expository and creative.)
Total: 16 credits each quarter.
Programis preparatory for careers in science,
environmental studies, nature writing and
humanities.
Field School to Chile
end of the 19th century, the Mapuche
maintained an effective and heroic resistance
Spring/Group Contract
to the southward advance of Chilean rule.
Faculty: Jorge Gilbert
Chile's tremendous geographic diversity and
Enrollment: 24
surprising cultural variery have made it an
Prerequisites: None. This all-level program will
important destination in its own right.
accept up to 25 percent first-year students.
Logistics: The first weeks of the quarter will
Faculty Signature: Yes, must have background
introduce students to the culture, politics and
knowledge of Latin American studies. Faculty
geography of the country. Working groups will
will set up interviews. Transfer students may
form to undertake research projects that
call Jorge at (360) 866-6000, ext. 6740 or
reflect the interests of the participants. Once in
E-mail him at gilbertj@evergreen.edu. Students
Chile, the group will travel around the country
must apply before February 1, 2000. Decisions
visiting governmental, non-governmental,
will be made by February 15.
private and church development projects in
Special Expenses: Approximately $2,300 for
four weeks and approximately $2,700 for eight urban and rural areas of the country. Trips to
the Andes, rural, urban and mining sectors,
weeks in Chile (see included expenses below).
the National.Congress in the Port of
Part-Time Options: No
Valparaiso, and meetings with governmental
Internship Possibilities: No
authorities, political leaders and grassroots
Travel Component: Four or eight weeks in
organizations take place. Students will have
Chile.
the opportunity to interact with a wide range
This program's interdisciplinary curriculum will
of the Chilean population to learn and
allow students to study, research and experievaluate the effects of the new economic and
ence firsthand political, cultural, artistic,
cultural changes. Classes, conferences and
economic, environmental and agricultural
workshops about this and other topics will be
concerns affecting Chile and South America at
available at University of Chile and other
the end of the 20th century.
educational and research institutions.
This field school will provide practical
Requirements: Students are expected to keep a
opportunities to evaluate the neo-liberal model
journal about their experiences in the country
being applied in Chile at the recommendation
and to work in a group research project
of the International Monetary Fund and other
(individual projects may be approved after
international organizations. Workshops,
discussion with the faculty). For research,
conferences and discussions with political and
students can travel around the country, consult
community leaders and grassroots organizawith people, visit libraries and universities.
tions will explore the direct impact this polemic
Students must submit their research proposals
mode! is having on various social sectors of the
by the third week of the spring quarter.
country.
Although knowledge of the Spanish language
Participants will immerse themselves in the
is not required, it is highly recommended that
sociopolitical and economic reality of a country
students gain familiarity with this language.
struggling to overcome underdevelopment.
Most program activities will be enhanced by
They are expected to learn about the social,
knowledge of Spanish; lectures and workshops
artistic, folkloric and intellectual life of Chile
will be in English.
and the different expressions they assume
Students can stay for four or eight weeks in
according to class structure.
Chile. Those who return earlier can complete
Background of Chile: One of the oldest Latin
their projects on campus using material
American democracies - democracy was
gathered in Chile.
abruptly interrupted by a military coup d'etat
Participants of this field school are required
between 1973 and 1990 - Chile is rapidly
to
pay a deposit of $150 (refundable upon
trying to insert itself into a new international
certain circumstances) by February 16, 1999.
world order under the leadership of an elected
Field School Cost: The base price of this field
civilian government. International organizations proudly exhibit its economy as one of the school is approximately $2,700 for those
staying for eight weeks and $2,300 for fourmost effective and successful in the Third
World. Chilean exports reach all world markets week stays. The costs include: airfare (round
trip Seattle to Santiago to Seattle), tuition and
and investments in Chile's economy have
grown significantly. At all levels, programs and fees in Chile, room and board in the city of
Santiago, on-site orientation, program-related
projects are being developed by governmental,
expenses and transportation in the country.
private, international and non-governmental
organizations. For these reasons, the country is The field school costs do not include
Evergreen tuition and fees.
changing fast, not only economically but
culturally and politically.
Credit awarded in Latin American studies,
Though many Chileans are of European
cultural studies, conversational Spanish and
extraction, the indigenous traditions are strong individual study.
in several parts of the country. The desert
Total: 16 credits.
north, once part of the Inca Empire, preserves
important archaeological remains, while
Program is preparatory for careers and future
Aymara Indians still farm Andean valleys and
studies in social sciences, international studies,
terraces. South of the heartland are Mapuche
television production, art, folklore and
Indians communities whose symbolic imporeducation.
tance in Chilean life greatly exceeds their
This
program is also listed under Culture, Text
political and economic significance. Until the
and Language.
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Forms in Nature:
Studies in Art, Ecology
and Human Development
Fall, Winter, Spring/Coordinated Study
Faculty: Oscar Soule, Terry Ford, Bob Haft,
Sherry Walton
Enrollment: 70
Prerequisites: None
Faculty Signature: No
Special ~xpenses: Three- to five-day field trip
fall or wmter quarter, approximately $150.
Payment is due one month prior to the trip.
Part-Time Options: No
Internship Possibilities: Spring only, for
continuing students.
Travel Component: Field trip.
What do you see when you walk through your
front door? Through a vacant lot? Through a
forest or by a stream? What do you know
about the natural world you inhabit and
humans' (or your) relationships with it? How
do you understand "art" in relationship to
nature? This program will help you explore
the interrelationships between art, ecology
and human development through coordinated
workshops, labs, lectures and field experiences. While work in the program will be at
the introductory college level, the results of
our explorations and investigations will be
applied to the real world and presented in
public forums.
The program is designed to provide
practical skill development in nature studies
and drawing, broaden perspectives on human
development and the uses of language, and
build team skills. Specific examples include
life drawing, forest ecology, family studies and
popular language patterns through media. We
will design presentations about fall quarter
studies to special interest groups in winter
quarter: This will be complemented by going
deeper Into the themes stated in the fall.
Students will work on team-developed field
projects in the spring along with programatic
work. There will be the opportunity for spring
internships for students continuing in the
program.
This program will provide an introduction
to college work and life while being a natural
conduit to almost all intermediate-level
programs at Evergreen.
Credit awarded in ecology, drawing,
composition, human development and
independent research.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in natural sciences, arts, humanities
and education.
Music and Dance of Brazil
and the Caribbean
Spring/Group Contract
Faculty: Sean Williams, TBA
Enrollment: 48
Prerequisites: This all-level program accepts
up to 25 percent first-year students; Core
program or equivalent; previous work in
music or dance.
Faculty Signature: No
Special Expenses: $50 for retreat. Students
must pay by the second week of class.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Three-day retreat.
The Caribbean and Brazil have a rich and
varied history of performing arts, set in a
context of economic tension, colonialism and
slavery. In this program we will use approaches from the fields of ethnomusicology
and ethnochoreology (the study of culture
through music and dance, respectively) to
explore some of the dynamics of culture and
power in the diaspora. We will also examine
the historical events that led to the development of samba in Brazil; the spiritual and
musical links between Haitian Vodou, Cuban
Santeria, Brazilian Candomblo and their
sources; and important social and ritual
connections in dance and movement. This
program is not for the academically faint of
heart; we expect students to commit to a
significant reading load and to dedicate
themselves to active, hands-on rehearsals of
dance and music. In addition, each student
will write a lO-page research essay on any
aspect of the performing arts in the diaspora,
and participate in a three-day intensive
performance retreat.
Credit will be awarded in ethnomusicology,
dance and culture, music and dance of the
Caribbean and music and dance of Brazil.
Total: 16 credits.
Program is preparatory for careers and future
studies in ethnomusicology, dance, anthropology and folklore.
This program is also listed under Expressive
Arts.
The Nature of America
Fall, Winter, Spring/Coordinated Study
Faculty: Brian Price, Matt Smith, Chuck
Pailthorp
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: About $300 for overnight
field trips.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Overnight field trips.
Can the essence of America derived from the
relationship between people and the
environment - the way the land has spoken
to us and the way we have learned to
manipulate nature for our our own ends? This
is the question driving our program, which
takes into account recent, influential ways of
examining relations between Americans and
nature. Richard White, for example, argues
that we know nature through our work. The
Environmental Justice movement states that
the environment is where we live, work and
play. William Cronon argues, "Environment
may initially shape the range of choices
available to a people at a given moment but
then culture reshapes environment responding
to these choices. The reshaped environment
presents a new set of possibilities for cultural
reproduction, thus setting up a new cycle of
mutual determination. Changes in the way
people create and re-create their livelihood
must be analyzed in terms of changes not only
In their social relations but in their ecological
relations as well."
Grounded in environmental history and
political economy, our program will examine
the interactions of diverse Americans and
nature/environment as expressed in literature,
art, and music. Our work will involve us in
more than the analysis of relations of other
Americans with nature and the environment·
we will also develop our understandings of '
our own interactions with nature and the
environment through drawing and field
observation. Accordingly, while we will
participate in reading seminars and in a great
deal of research and writing, we will also
participate in basic drawing workshops, field
natural history workshops and considerable
explorations of outdoors in urban, rural, and
relatively undisturbed environments.
In fall, we look at human and nature
interactions from the first Americans to the
end of the 18th century. In winter we will
focus on the 19th century. In spring, the 20th
century will be the center of our attention.
Students participating in this program
should be extremely motivated, hard working
and willing to have the program work
consistently at the center of their lives,
Credit will be awarded in environmental
studies, political economy and drawing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
study in environmental studies, political
economy, social sciences, humanities and arts.
* indicates upper-division credit
Performing Arts and Culture
Fall, Winter/Coordinated Study
Faculty: Sean Williams, Meg Hunt, Doranne
Crable
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: $50 per quarter for
attending performances.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program is designed to give the student a
set of perspectives on how the performing arts
(music, dance and theater) have expressed the
concerns and values of people in particular
times and places. We will examine social
changes that gave rise to shifts in the arts,
focusing in particular on eras or phenomena
that are of specific cultural interest. Such eras
might include the golden age of Greece, the
power of Rome, the Middle Ages, the 19th
century, and the early 20th century. In
addition to examining European and
American forms, we will look at several Asian
performing arts and the contexts that gave rise
to them. We expect to ask provocative
questions, such as: What is the relationship
between power, patronage and the performing
arts? Does the artist predict the culture or does
the culture call forth the artist? Is there a
connection between ritual origins of the
performing arts and their spiritual effects?
What social contexts have given rise to the
gender-based divisions in the performing arts?
In addition to reading, viewing films and
attending lectures, students will be asked to
present individual research and collaborative
project work.
This program generates 12 credits per
quarter; students are encouraged to take the
additional four credits in either skill-based
performing arts or a foreign language. Faculty
will be offering three Asian performing arts
courses (four credits each) in Gamelan
(Indonesia), Butoh (Japan) and Orissi dance
(India);we will give program students priority
in course enrollment. Other skill-based courses
in the arts and languages are also available.
Credit will be awarded in European performingarts history and theory, performance
theory,introductory performance skills and
expository writing.
Total: 12 credits each quarter.
Program is preparatory for careers and future
studiesin performing arts, cultural studies and
humanities.
Politics and Ideologies
From the Americas
Fall, Winter/Coordinated Study
Faculty: Jorge Gilbert
Enrollment: 24
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Rich and industrialized nations from the
North assert that capitalism brought progress
and welfare to many nations. People from
Africa, Asia, Latin American and the
Caribbean argue that capitalism was based on
primitive accumulation rooted in the primitive
violence, pillage and genocide of the inhabitants of the Third World. Accordingly, they
claim that rich nations exist today because
their ancestors plundered other nations for
centuries. First Europe and then the U.S.A.,
after they expropriated Third World people of
their right to life, have created and imposed
structures and laws that allowed them to
decide the destiny of these continents. These
conditions have permitted historical oppressors to behave like creditors and judges who
dictate sentences forcing Third World
countries to continue funneling their wealth
toward the developed economies, according to
this interpretation. Through these mechanisms, Africa, Asia, Latin America and the
Caribbean were converted into secondary
chapters of the European history, it is argued
by the Third World. Besides the rules of
European capitalist markets, their culture,
religion and identity were imposed upon them.
Peoples from these continents were forced to
be ashamed of themselves because they were
Indians or Blacks, to renegade their cultures
and to accept living under eternal conditions
of exile in their own lands.
This group contract will study the above
processes in the Americas from pre-Columbian
times until today from a multidisciplinary
approach that includes history, politics,
economics, religion, culture, folklore,
literature, theater, media, art, etc. Within this
context, the process of underdevelopment,
which characterizes the region today, will be
historically analyzed and evaluated in light of
the formation and expansion of the capitalist
system in Europe first and the United States
later. This program will utilize Latin American
approaches and interpretations, as opposed to
Eurocentric studies and models from Europe
and the U.S.A.
This group contract will also incl~de a
component that applies social research
methods to study the subjects described here.
Projects, including video production, cultural
journalism, folklore, theater, alternative media
and Spanish language, will be developed by
students working in small groups. During
winter quarter the program will offer
interested students a chance to prepare for
spring quarter travel to Chile. Participation in
research projects and production of several
short documentaries about relevant topics
studied in this program will be the focus of the
Field School to Chile, a separate program (see
page 51).
Credit awarded in social sciences, communications, Latin American studies, political
economy, arts, television production and
writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in social sciences, media, social
research, cultural studies and television
production.
This program is also listed under Culture, Text
and Language.
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Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Sacred Places
Fall, Winter/Coordinated Study
Faculty: Rita Pougiales, E. J. Zita, TBA
Enrollment: 69
Prerequisites: None
Faculty Signature: No
Special Expenses: One three-day field trip
each quarter, approximately $60 per quarter.
Field trip fee to be paid in the second week of
each quarter.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Three-day field trip each
quarter.
There are places in the world that are imbued
with a feeling of sacredness. Throughout time
people have inhabited these places and, by
design and practice, made them into sites for
cultural and spiritual activity. In this program
we will focus on such places as a way to learn
about the cultural origins of places, the
sacred attributes and meanings associated
with places, the systems of knowledge and
thought reflected in these places, and the
relationships between local knowledge
systems and environment.
We will focus our study on sacred places
- those places inhabited by people yet
distinguished by their otherworldliness. The
sacredness associated with these places - the
attribution of holiness, spirits or energy will help focus our study on the essential,
often intangible, knowledge, insight and
relationships peoples in the world have
struggled to make known.
In our study we will explore the relationship between physical and cognitive
structures. We will look closely at such sites
as Chaco Canyon, Stonehenge and Delphi, as
well as local Pacific Northwest peoples'
knowledge and beliefs and their physical
structures. In so doing we will draw on
material from anthropology, archaeoastronomy, archaeology, history, literature,
algebra and geometry. Our texts will be both
written and visual.
This is an introductory program. We will
work closely on helping students develop
academic skills and background to effectively
study and interpret the material. We will
emphasize reading, writing, study skills,
computer and Internet use, research and a
variety of computation skills. We will study
algebra, geometry and order of magnitude
estimates. Throughout the program we will
pay close attention to the practices and
assumptions of science as it shapes our study
of sacred places.
Credit awarded in anthropology, archaeology,
astronomy, algebra, geometry, history,
literature and writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in science, humanities and social
sciences.
Shelter: Eco-Design in
the Real World
Fall, Winter, Spring/Coordinated Study
Faculty: Rob Knapp, TBA, TBA
Enrollment: 72
Prerequisites: None.This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: Three-day in-state field trips
fall and winter, approximately $35 per trip,
payable by week three of each quarter; fourday field trip to Oregon spring quarter,
approximately $50, payable by week one.
Part-Time Options: No
Internship Possibilities: With faculty signature.
Travel Component: Three field trips.
What are ecologically sound homes and workplaces for real, present-day human beings? We
will pursue this question by combining large
visions with solid foundational knowledge.
The heart of the program is designing:
homes and workplaces must be imagined
before they can be built. A yearlong design
studio will teach relevant skills and knowledge
through a series of small and large projects.
For some students, this may mean helping
design real-world buildings, such as the new
Seminar II classroom building, an appropriate-technology house at the Organic Farm, a
possible expansion of Housing or a youth
hostel for downtown Olympia.
Other students may focus on off-grid living,
Third World needs, waste management,
energy, alternative materials such as straw,
earth or recycled tires, the technological
visions of people like Buckminister Fuller or
Amory Lovins, the whole systems understanding of Lynn Margulis and others, or the social
visions of Boston's Dudley Street Project.
As vital background to designing, students
and faculty will do readings, lectures,
seminars, library research and site visits on
two major themes: human needs, wants and
hopes; and nature's processes, within which
human life must take place.
Students and faculty will develop their
facility in graphics, structural and environmental analysis, modeling, literature searching
on- and off-line, group problem solving and
effective writing.
This program seeks students from a variety
of levels, backgrounds and interests. Be ready
to participate energetically, to learn from
fellow students as well as faculty, to share
skills and insights generously. Some program
activities will be organized according to level;
others will be shared by all.
Credit awarded in design studio, humanities,
social science and natural science. Upperdivision credits will depend on student
background and performance.
Staying Put The Story As Home
Spring/Group Contract
Faculty: Craig Carlson
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Some have settled down. Some have fashioned
a life firmly grounded - in a home, within a
community, inside a long-term relationship.
They use the same tools, have a deep knowledge of place, and know their neighbors and
neighborhood. Their lives are a radical rebuke
to Western consumerist/throw-away culture.
When vagabond winds blow, some bundle up
and stay put.
What does it mean to be alive in an era
when the earth is being devoured, and in the
country that is mainly responsible for the
process? What are we called to do? What are
we up against, those of us who want to
become grounded in one place? How strong,
how old, is the impulse we resist? And if you
stick in one place, won't you become stuck?
Won't you become narrow, dull, backwards?
The song of the open road is America's song,
after all; how can and why should anyone
resist it? How can we harness our restlessness?
This group contract is concerned with the
sense of staying put in one place and with
storytelling as it is written or told in the
landscape or place by the people who live or
lived there over time.
We will study writings on place by a diverse
group such as: Russell Sanders, whose book
names our program and animates our
approach; The Real Work: Interviews and
Talks 1964-1979, Gary Snyder; A Year in the
Country, Sue Hubbell; Dakota: A Spiritual
Biography, Kathleen Norris; The Wooing of
Earth, Rene Dubos; and writings by Wendell
Berry, Henry David Thoreau and Anne
Dillard. We will also look at the indigenous
wisdom of American Indians and Australian
Aborigines.
We will begin genealogies, write weekly and
quarterly narrative nonfiction writings and
stories, and examine the role of the storyteller!
writer as social/cultural witness through
workshops, seminars, research and writing.
We all need to get good at looking at, listening
to and telling stories, our own and others.
Stories are our homes. "Finding a fitting place
for ourselves in the world is finding a place
for oneself in a story," as J 0 Carson explains.
Credit awarded in American studies, humanities, independent project, narrative nonfiction
writing, community studies and literature.
Total: 16 credits each quarter.
Total: 16 credits.
Program is preparatory for careers and future
studies in design professions, environmental
studies, community development, social
science, humanities and natural science.
Program is preparatory for careers and future
studies in community studies, law, community
work, cultural studies, teaching, writing, media
communication and Native American studies.
Program is also listed under Environmental
Studies, Expressive Arts and Scientific Inquiry.
Program is also listed under Culture, Text and
Language.
ulture, Text and Language
Pougiales,Planning Unit Coordinator
AFFILIATEDFACULTY:
NancyAllen
William Ray Arney
Marianne Bailey
Justino Balderrama
Gordon Beck
CraigB. Carlson
CarynCline
Thad B. Curtz
Argentina Daley
Virginia Darney
StacyDavid
Uyn DeDanaan
SusanFiksdal
Donald Finkel
ThomasH. Foote
Jorge Gilbert
ThomasGrissom
PatrickJ. Hill
Virginia Hill
David Hitchens
RyoImamura
Ernestine Kimbro
Stephanie Kozick
Patricia Krafcik
LanceLaird
Mark A. Levensky
David Marr
S.R.Martin, Jr.
CharlesJ. McCann
Harumi Moruzzi
Greg Mullins
Alice A. Nelson
CharlesT. Nisbet
CharlesN. Pailthorp
SarahPedersen
Rita Pougiales
David l. Powell
Thomas B. Rainey
Bill Ransom
HazelJ. Reed
SaraRideout
EveliaRomano de Thuesen
David Rutledge
Gilbert G. Salcedo
ThereseSaIiba
SamuelA. Schrager
leon R. "Pete" Sinclair
NancyTaylor
Charles B. Teske
Kirk Thompson
Setsuko Tsutsumi
David W. Whitener
SarahWilliams
York Wong
Charles McCann, the founding president of the college, spoke about teaching
and learning at Evergreen in the following way:
"This college has collected scholars who, insofar as they inquire in their
fields of interest, will by their presence here together form a living link
between our present society and the past, a source of power with which to
help us all meet the future. Students will work as colleagues with faculty and
others, and together these people will TRY (that word is emphasized because
it involves all of the college's people in continual change) to create a place
whose graduates can as adults be undogmatic citizens and uncomplacently
confident individuals in a changing world."
The faculty members in the Culture, Text and Language area share these
views and offer programs in which faculty and students alike engage in
scholarly inquiry of our social world. Programs in this area focus on
questions related to knowledge and interpretations of the social world. Those
questions are explored with content and strategies from the humanities,
integrating perspectives from the social sciences, practices in the arts and the
natural and physical sciences.
.
The faculty members in Culture, Text and Language invite students to join
them in the programs they offer and together create "living links" between
both our past and our present society and the urgent questions sdll before us.
This area is distinguished in that its members' backgrounds and interests span
the full breadth of the liberal arts, including humanities, sciences, arts and
social sciences. As such it offers intermediate and advanced interdisciplinary
programs relevant to all students at the college.
I
Culture, Text and Language offers programs in language and culture, area
studies, cultural studies, philosophy and psychology. In the language and
culture offerings, students have an opportunity for intensive, challenging,
interdisciplinary study. The study of language at Evergreen is integrated fully
with the study of culture. Because we believe that learning languages is the
key to understanding other cultures (and vice versa), we teach diem together.'
That is, we teach language through the study of history, literature, philosophy
and art; and culture through the study of language.
The area also offers programs in cultural studies with emphases in
anthropology, sociology and psychology. The focus of these programs
includes ethnography, popular culture, media studies and cultural theory. In
these programs current issues, events and practices offer foci for' exploring
relevant historical and philosophical traditions.
.
The area regularly offers programs that inquire critically into European
history and philosophical traditions. Programs are organized around rigorous
study of key texts such as Plato's Republic or Hannah Arendt's The Human
Condition. Program emphases include philosophy, history, political theory
and literature.
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All Over the Place: Stories in
a Multicentered Society
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Fall/Croup Contract
Faculty: Craig Carlson, Frank Motley
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent first -year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
A place is a story happening many times ....
Over there? We say 'blind woman steaming
cloverroots become ducks.' We tell that story
for you at place of meeting one another in
winter. But now is our time for travel. We will
name those stories as we pass them by.
-Kwakiutl, told by Franz Boas
In the absence of shared past experiences in a
multicentered society, storytelling and old
photography serve as our separate imagined
communities. Narratives and images describe
relationships between the teller and told, here
and there, past and present. What's up? The
answer is story?
Stories once detailed shared experiences.
Now it may be that only stories themselves
offer us common ground. Once you start
hearing certain stories and retelling them, you
gain membership in a group and community.
You become related, since the story is, as Terry
Tempest Williams says, "...the umbilical chord
between past, present, and future."
When most governments and educational
institutions are no longer trusted, authority
shifts to the storytellers. Often the most
valuable local cultural resources are the
grandmothers or young people with tape
recorders or the man by the creek on the
outskirts of town who can spin tales about the
old days. The sense of place often outlasts the
place itself.
This group contract is concerned with
stories as they are written or told in the
landscape or place by the people who live or
lived there. The intersections of culture,
history, geography and nature form the ground
on which we stand - our land, our home, our
group, the local.
We will study writings on place by a diverse
group. These writings will include: The Poetics
of Space, Gaston Bachelard; The Power of
Place: Urban Landscapes As Public History,
Dolores Hayden; The Geography of Childhood: Why Children Need Wild Places, Gary
Paul Nabhanard and Stephen Trimble;
Through Navaho Eyes, Sol Worth and John
Adair; On The Road, Jack Kerouac; Space and
Place: The Perspective of Experience; Yi-Fu
Tuan; Pilgrim At Tinker Creek, Annie Dillard.
We will also look at an eclectic group of visual
artists and film makers such as: Norval
Morriseau, Ken Burns, Spike Lee, Olivia
Gude, May Sun and Wym Winders.
We will begin genealogies, explore symbolic
and "real" landlcityscapes, and examine the
role of the storyteller/writer/visual artist as
social/cultural witness through workshops,
seminars, readings, performances, research,
writing and student-originated projects. We all
need to get good at looking at, listening to
and telling stories, our own and others. Stories
are our homes. "Finding a fitting place for
oneself in the world is finding a place for
oneself in a story," as J 0 Carson explains.
Credit awarded in American studies,
independent project, community studies,
literature, narrative non-fiction writing and
humanities.
Total: 16 credits.
Program is preparatory for careers and future
studies in writing, media communications,
cultural studies, community work, law,
teaching and Native American studies.
This program is also listed under First-Year
Programs.
American Community
Fall, Winter, Spring/Coordinated Study
Faculty: Sam Schrager and David Marr
Enrollment: 48
Prerequisite: None. This all-level program will
accept up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: Students should expect to
spend $40 on a year-end retreat.
Part-Time Options: No
Internship Possibilities: Yes
Travel Component: In-state, overnight retreat.
A public philosophy for the twenty-first century
will have to give more weight to the community
than to the right of private decision. It will have
to emphasize responsibilities rather than rights.
It will have to find a better expression of
community than the welfare state. It will have
to limit the scope of the market and the power
of corporations without replacing them with a
centralized state bureaucracy.
Historian Christopher Lasch's words invoke
a vital, complex debate about competing visions
of democracy in America. Do democratic ideals
point toward a classless society where the good
life flows from self-reliance, mutual respect and
active citizenship? Or does democracy demand
upward mobility, great wealth and poverty, and
elites leading all spheres of society? Abraham
Lincoln and Martin Luther King embraced the
first view, Lasch argues. But the second has
proved ascendant. We believe more in consumerism, the state and fulfilling personal needs
than in our capacity to live well in communities.
This program will explore the past course
and present prospects of the democratic experiment. We will examine Americans' changing
consciousness about life, focusing on the last
hundred years, with attention also given to the
19th century. At the center of this inquiry will
be intensive reading of novels, history, documentary writing, social criticism and poetry.
This reading will lead to sustained research
projects: in fall, a library-based historical study;
in winter, gathering oral histories in the local
community; in spring, advanced ethnographic,
historical or literary research and writing.
Our purpose is to work toward a public
philosophy for citizenship in the new century.
Students and faculty will honestly face enduring
dilemmas of self and community, matters
involving equality, morality, diversity, faith,
class, place and progress.
Program faculty will provide a stimulating
intellectual context: guidance on writing, research methods and approaches to challenging
texts and ideas. In turn, we have high expectations. We welcome first-year students ready to
be seriously engaged in their studies and offer
strong support to upper-division students.
Credit awarded in American history, American
literature, cultural studies, community studies
and sociology. Upper-division credit is available
for those who earn it.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in humanities, social sciences, community service and law.
* indicates upper-division credit
Program also listed under First-Year Programs.
The Balkans in Our Times:
Land,People and Mythos
Spring/GroupContract
Faculty:Tom Rainey, Rita Pougiales
Enrollment:50
Prerequisites:Sophomore standing; backgroundin European and near Eastern history
and/orliterature is highly desirable.
FacultySignature:No
SpecialExpenses:No
Part-TuneOptions: Yes
InternshipPossibilities: No
TravelComponent: None
Thisprogramwill explore the history, culture,
andliteratureof the Balkans since 1800. This
isanareawhere cultures have met and
clashedfor more than 500 years, where East
meetsWest,where Christianity meets Islam.
TheBalkanshas recently become, as it has
beensomany times before, the cockpit of
Europe,where ethnic identities and historical
experiencesof different peoples are extraordinarilyimportant.
Thearea is of great world historical
importance.Through the reading of historical
accounts,literature, folk tales and epics and
anthropologicalstudies, we will attempt to
projectourselvesempathetically into the life
experiencesof the Balkan peoples in the 19th
and20thcenturies. We will question and try
tocountermany stereotypes about the peoples
ofthisarea that have recently been cultivated
intheWesternpress. Areas of concentration
willinclude:Greece, Bulgaria, Macedonia,
Romania,Serbia, Bosnia, Croatia, Albania
andSlovenia.
Creditawarded in history of the Balkans,
anthropologyand literature.
Total:12 or 16 credits.
Programis preparatory for careers and future
studiesin history, international relations and
appliedanthropology.
Bilingual Education
and Teaching
Fall, Winter/Group Contract
Faculty: Evelia Romano
Enrollment: 25
Prerequisites: Junior or senior standing.
Students must have previous course work in
linguistics and previous or concurrent study of
a foreign or second language.
Faculty Signature: No
Special Expenses: $100 for three-day field
trip.
Part-Time Options: Yes
Internship Possibilities: Yes
Travel Component: Three-day field trip to
Toppenish and Pasco, Washington.
During fall quarter we will explore several
theoretical issues related to and preparatory
for the study of bilingual education and
teaching in the following order: first and
second language acquisition, the relationships
of language, culture and society, and a
historical introduction to bilingual education
and the politics of bilingualism. A three-hour
workshop each week will be devoted to the
study of second language teaching, with
particular consideration of different theories
and methodologies.
During winter quarter, we will study the
historical, political and social connotations of
bilingualism in the United States and language
policy as it relates to the concept of the
nation/state. Students will be introduced to
bilingual education in elementary and high
schools, program design and assessment. We
will visit bilingual classrooms throughout the
state and conduct ethnographic observations
during field trips. We will continue with the
weekly workshops on teaching methodologies,
emphasizing connections between theory and
practice. Students will have the opportunity to
go out into the community (elementary
schools, high schools, etc.) to acquire practical
experience and apply theories discussed in
class.
A four-credit intermediate/advanced
Spanish module will be an optional part of the
program throughout fall and winter quarters.
This program is aimed at upper-level students
and will require full-time dedication.
Requirements include two short response
papers and a comprehensive midterm exam
each quarter plus a two-quarter research
project culminating in an oral presentation.
During spring quarter, Evelia will sponsor
internships for students from the program
interested in furthering their practical
knowledge and experience.
Black and Green 2000: The
Struggle for Community and
Equality in the United States
Spring/Coordinated Study
Faculty: Angela Gilliam and Patrick Hill
Enrollment: 50
Prerequisites: Junior standing. At least two
years of college-level study of the humanities
and social sciences.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: No
Most of us have become aware that the
official story of our nation's past, as told in
the history books of our primary and
secondary schools, is just one version of what
happened, a socially constructed version
designed to serve certain purposes. We may
also have become aware that this official
version is too narrow or exclusive to serve the
democratic aspirations of our increasingly
multicultural democracy.
This program, drawing upon the experience
of the two instructors, will focus in its
readings and lectures on the "hidden
histories" of two peoples in the United States:
the African American and the Irish American.
In terms of time periods, the foci will be (1)
the so-called "founding" or colonial era; (2)
the afterbirth of the nation, with attention to
such topics as post-famine migration from
Ireland, minstrelsy, the American Civil War
and Reconstruction; and (3) the post-World
War II era in which the American "community" is consolidated in the face of civil-rights
struggles, the labor movement and the
emergence of North-South conflict. Special
attention will be given in a quarter-ending
conference to the often strained relations
between peoples like Irish Americans and
African Americans whose shared experience
of catastrophe might have yielded (and may
yet yield) a more cooperative struggle.
Credit awarded in bilingual education theory,
history and policy, linguistics, language
acquisition and sociolinguistics, multicultural
education, ESL and second or foreign
language teaching methodology and practice
and intermediate/advanced Spanish.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and future
studies in education, Master in Teaching,
linguistics, ESL and second or foreign
language teaching.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
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Student work in this program will build on
work of students in previous offerings of the
program and wl11 be shelved in the library as
contributions to the creation of the new
multicultural narrative vital to the future of
the nation. Program activities will include the
lectures, films and videos, and twice-weekly
seminars, and weekly written work will be
required. But in addition and most importantly, all students will be required (1) to do
extensive research into some aspect of hidden
histories (e.g., of Chinese American settlements in the 19th century New York City or
the participation and leadership of Native
American women in tribal governance), (2) to
enter into collaborative dialogue with
differently focused students in the program,
(3) to present one's own research and respond
to the research of others in end-of-theprogram public conferences, and (4) to assist
us all in framing the inclusion ofthose
histories in an ultimately comprehensive
multicultural narrative that enables us to live
together with respect for and appreciation of
our differences.
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Credit awarded in American histpry, political
economy, cultural studies, philosophy of
history, African American studies and Irish
American· studies.
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Total: 16 credits.
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Program is preparatory for careers and future
studies in American history, educational and
governmental administration, teaching, and
ethnic, cultural and gender studies.
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This program is also listed under Social
Science.
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Bones and Stones: The Roots of
Society, the Achievements of
Our Prehistoric Ancestors
Creative Non-Fiction: Reading
and Writing the Literature of
Reality
Winter/Group Contract
Faculty: Gordon Beck
Enrollment: 25
Prerequisites: Junior or senior standing
Faculty Signature: No
Special Expenses: None
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
In this program we will be reading the
"prehistoric library" of bones, stones and
ancient artifacts. Our goal is to develop an
understanding of the world of the earliest
humans and to ponder the achievements of all
of our ancestors through reading texts of
bone, stone, ivory, paint, metals and ancient
cities. Our major activity is research.
Our program of exploration and discovery
will utilize the tools of history, archaeology,
anthropology, art history and mythology. We
will read several secondary texts in order to
survey current opinions; however, our
investigations will involve a great deal of
research, careful interpretation of evidence
and speculative reasoning.
We will explore the dim past of our human
species, the formation of the continents and of
the earliest societies. From the Olduvai Gorge
to Lascaux, from Ur to Ife, from
Nagarjunakonda to the Nile Valley, from
Guila Naquitz to Monte Alban and from
Catal Hiiyiik to Mohenjo-Daro, our research
will help us seek to understand the roots of
social order.
This program will use books, writing,
evaluation of primary evidence and analytical
speculation in search of understanding. Our
texts are often to be found in the surviving
artifacts of various cultures.
Books used will include L. Cavalli-Sforza,
Great Human Diasporas; History of Diversity
and Evolution; C. Gamble, Timewalkers: The
Prehistory of Global Colonization; ]. Lester,
Writing Research Papers; C. Lumsden and E.
O. Wilson, Promethean Fire; Reflections on
the Origin of Man; S. Mithen, Prehistory of
the Mind; C. Renfrew and P. Bahn, Archaeology: Theories, Methods and practices; W. I.
Thompson, Coming Into Being; and Colin
Tudge, Time Before History.
Our activities will include lectures,
seminars, research presentations, field trips,
image workshops and films. Reading, writing
and discussion are central to all of these.
Fall, Winter/Group Contract
Faculty: Tom Foote
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: Yes. Faculty interview
during fall quarter to determine student
writing ability. Call Tom for an appointment
at (360) 866-6000, ext. 6118.
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Writers have come to realize that non-fiction
can be as colorful and gripping as any piece of
fiction. The difference is that non-fiction
writers are not burdened with inventing
characters, plot and description as everything
they write about actually happened. Creative
non-fiction writers assemble facts and events
and array them artistically and stylistically
using the descriptive techniques of the fiction
writer. They immerse themselves in a venue,
set about gathering their facts while demonstrating scrupulous accuracy, and then write
an account of what happened in their own
voice. Students will become facile with the
form through intensive field work, research
and writing.
This program combines journalism, field
research and investigation of literary
techniques. We will study folklore and field
research to learn to pay attention to detail,
and journalism to learn how to construct a
fact hierarchy and write a lead. Students will
be introduced to the focus structure format,
where the writer proceeds from the particular
to the general. This is an excellent feature
writing tool and we will spend some part of
the quarter writing feature stories. A main
emphasis in fall quarter will be the diligent
pursuit of venues for field observations in
preparation for writing the substantive final
piece in spring quarter.
In the winter we will continue the study of
creative non-fiction, as well as hone our
sensitivity to literature techniques, and
students will begin work on the first draft of
their major non-fiction piece. The form allows
the use of first-person narration and literary
conventions ordinarily forbidden in the
writing of news copy. It requires the writer to
be immersed in a subject area over an
extended period of time and demands careful
attention to detail to assure accuracy. ] ohn
McPhee says, "the piece of writing has a
structure inside it. It begins, goes along, and
ends in a manner that is thought out
beforehand." That being the case, all the
writer has to do is find that architecture and
the piece practically writes itself. This helps to
define and describe the form of creative nonfiction. The story and structure are already
there and all the writer has to do is take the
mallet and chisel and chip away the unnecessary marble encasing it to see the artistic form
emerge.
Credit awarded in anthropology of prehistoric
peoples, art of prehistoric people, archaeology
of human habitation and research writing.
Total: 16 credits.
Program is preparatory for careers and future
studies in humanities, arts and social sciences.
---- ..--.~
* indicates upper-division credit
Richard Rhodes, creative non-fiction writer,
assembledthe following list of descriptors of
theform: historical sweep, attention to
language,participation and immersion,
symbolicrealities, accuracy, sense of time and
place,grounded observations, context and
voice.
Mark Kramer, noted writer and teacher in
the genre of creative non-fiction said, "It is
likea Steinway piano. It's good enough for all
the art I can put in into it. You can put Glenn
Gould on a Steinway and the Steinway is still
better than Glenn Gould. It's good enough to
hold all the art I can bring to it. And then
some."
We will continue to study the form and
discussrepresentative pieces written by noted
authors like Joseph Mitchell, Jane Kramer,
Susan Orlean and Tom Wolfe. Following a
period of redrafting and corrections, students
will finish the polished piece and make a
presentation to the group in the last week of
spring quarter.
Credit will be awarded in feature writing,
creative non-fiction, folklore, field research
and the literature of reality.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in communications, media and other
career opportunities that require writing skills.
Crescent, Crossand Cupola:
Islam and Christianity of the
East and West
Fall, Winter/Coordinated Study
Faculty: Nancy Allen, Patricia Krafcik,
Lance Laird
Enrollment: 75
Prerequisites: Sophomore standing or above
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Our entry into the new millennium has
stimulated a powerful upsurge of interest in
spiritual experience. In confronting our
spirituality, we are asking new and tough
questions about death and salvation, mystical
and ecstatic experience, sex and gender,
violence, morality, the direction of humanity,
the end of the world, the identity of the
Creator. How do Islam and Christianity in the
East and West approach these questions?
What are some significant differences between
Eastern and Western Christianity on these and
other issues? What are the historical,
theological, and cultural roots of these faiths?
How does each of these faiths view itself in
relation to the others? As participants in the
program, we will work to replace our
sometimes vague impressions and assumptions
with a more accurate, sensitive and grounded
comprehension of these traditional faiths.
In lectures and seminars we will explore
these questions historically and as they unfold
in the contemporary world. We will read the
history and sacred literature of these faiths,
studies of controversial issues, and novels and
short stories that deal with our questions in
imaginative ways. Students will engage in
individual and group research. Finally, we will
acquaint ourselves firsthand with the varieties
of Christian and Islamic worship through field
trips to churches and mosques and in
discussions with both Christian and Islamic
clergy. Welcome to the feast!
Credit awarded in comparative religion,
cultural anthropology, sacred literature,
European and Near Eastern history and
culture.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in Humanities, comparative religion,
theology, European and Near Eastern history,
professional service in Islam or Christianity,
sacred literature.
Cultural Crossings:Labor and
Migration in the Americas
Fall, Winter/Coordinated Study
Faculty: Tom Womeldorff, Jose Gomez, Peta
Henderson, Alice Nelson
Enrollment: 100
Prerequisites: Sophomore standing. Core
program or equivalent.
Faculty Signature: No
Special Expenses: Up to $200 for retreat and
field trip to Eastern Washington.
Part-time Options: No
Internship Possibilities: No
Travel Component: Possible retreat and field
trip.
Over the last 150 years, the Americas have
become increasingly intertwined economically,
politically and culturally. Using multiple
perspectives from the humanities and the
social sciences, this program will study aspects
of the historical and contemporary experiences of Mexicans and Puerto Ricans, both in
their countries of origin and in the United
States. In particular, we will explore how the
uneven colonial, class, ethnic and gender
relationships within and between countries
have played themselves out in a series of
displacements. These displacements have
ranged from the more literal pushes and pulls
of migration patterns and labor relations to
the more metaphorical transformations of
cultural forms and group identities over the
course of time.
In the fall, we will focus on the
interconnectedness of economics, politics and
culture in Mexico and Puerto Rico, in the
context of phenomena as diverse as: 1)
economic "development" models such as
Puerto Rico's Operation Bootstrap and
Mexico's Border Industrialization Program; 2)
political and cultural resistance movements
such as Puerto Rico's Independentista and
Mexico's Zapatista movements; and 3)
migrations both to and from the United
States, with their indelible effects on families
and communities.
In the winter, we will cross the borders into
the United States, where Mexican Americans
and mainland-born Puerto Ricans, as well as
recent migrants, have created vibrant
synthesizing forms of political, economic and
cultural action and protest. Topics may
include: 1) the history of United States
immigration and recent congressional efforts
to regulate it; 2) the farmworkers' movement
and recent labor struggles, and 3) the
emergence of distinctive Chicano and Puerto
Rican literary and theatrical forms (e.g.,
Teatro Campesino, border art and Neyorican
poetry).
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
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Over the course of the two quarters,
students will gain an in-depth ability to
interpret literary and visual texts in their
social contexts and to use political economic
and legal models to address specific social
questions. In addition, each student will carry
out a research project over the two quarters
on a topic related to program themes; this
project will hone skills in prospectus- and
report-writing, library and community-based
research, and oral presentation. Because this is
conceived as an integral two-quarter sequence,
no new students will be accepted in the winter.
Credit will be awarded in Latin American and
Latino history and literature, political
economy, economics of migration and labor,
cultural anthropology and legal studies.
Total: 16 credits each quarter.
This program is preparatory for careers and
future study in Latin American and Latino
Studies, international political economy and
economics, literature, cultural anthropology
and international relations.
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This program is also listed under Social
Science.
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Down and Out
Education: Beyond High School
Winter/Group Contract
Faculty: Gilbert Salcedo
Enrollment: 25
Prerequisites: Sophomore standing. One year
humanities or social science.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
In this one-quarter humanities group contract
we will study prose fiction, poetry, autobiography, memoir and social history. The central
theme is the determination of individuals to
survive, spiritually and physically, against the
odds they face in a variety of hostile social,
cultural and historical settings. The primary
aim is to acquaint students with the many
dimensions of a universal theme as expressed
in novels, poems and plays, and to provide the
opportunity for intellectual growth through
reasoned, moral assessment of the conflict
between the demand for social conformity as
a reflection of communal value-consensus and
the individual's struggle for personal integrity
and self-preservation.
Seminar readings will focus on the writings
of individuals who have left us a record of
their hopes, dreams, pain, disillusionment and
courage in their battle for existence outside
the margins of respectable society. Works to
be studied include Cormac McCarthy's
Suttree; Guzman's Lazarillo of 16th century
Spain (in English translation); the experiences
in the 1920s of George Orwell in his Down
and Out in Paris and London; Jerzy
Koscinski's tale of war-time survival in
Eastern Europe, The Painted Bird; the pathos
of Tennessee Williams' Twenty-Seven Wagons
Full of Cotton, one-act plays about people just
barely hanging on; and the hard-edged
compassion for the urban underdogs of the
late 20th century Los Angeles in Ham On Rye
and Love is a Dog From Hell, the stories and
poems of Charles Bukowski.
Students will have the opportunity to refine
informal discussion skills through seminars on
the interpretation of literature, develop critical
reflection skills through theme-related
journals and strengthen formal exposition
skills through the composition of short essays.
Seminar will include oral presentation of
writing.
An additional four credits are possible
through a related independent project or
additional course.
Spring/Coordinated Study
Faculty: Bill Arney, Emily Decker
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: Yes, Four-credit course,
Education: the Future of Higher Education
Lecture Series.
Internship Possibilities: No
Travel Component: None
This program examines the history and future
of U.S. colleges and universities. Topics may
include:
• Debates about access and quality. Access to
college and university education expanded
significantly following World War II.
Accompanying that change was the argument
that the quality of education diminished. We
are currently engaged in another period of
expanded opportunity for students, and the
questions about quality have again risen.
• Technology: Current technology challenges
old assumptions about education - that
education happens only on a campus, that a
library is an essential ingredient of education,
that education occurs around books, that
professors are the source of all knowledge.
• The purpose of university education:
Universities have served many purposes over
time-conservation of culture, promotion of
ethnic identity, protection of linguistic
heritage, creation of gentlemen. What is the
purpose of the modern university? To promote
excellence? To train workers for the 21st
century? Who gets to ask these questions?
Who gets to judge the answers?
• Expertise and the state: Might not the
university be just a source of cheap knowledge
for the state? (And do students and society
subsidize this relationship?)
• Community colleges: Washington ranks
high in college attendance but exceptionally
low in four-year college and university
attendance. What is the history and present
role of community colleges?
There are three offerings under the title
Education. Each requires a separate registration.
Credit awarded in literature, social and
intellectual history and expository writing.
Total: 12 or 16 credits.
Program is preparatory for careers and future
studies in literature, history, philosophy and
drama.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Credit awarded in education, politics,
philosophy, history and sociology.
Total: 16 credits.
Program is preparatory for careers and future
studies in education, public policy, humanities, public service and sociology.
This program is also listed under First-Year
Programs.
Education: Philosophy
Winter/Group Contract
Faculty:Bill Arney
Enrollment:24
Prerequisites:None. This all-level program
acceptsup to 25 percent first-year students.
FacultySignature: No
SpecialExpenses: No
Part-TimeOptions: No
InternshipPossibilities: No
TravelComponent: None
Whatis education? What is the aim of
education?How is it done? This program
providesan overview of issues in educational
philosophyby considering both the questions
andthe ways in which they have been
answeredover time.
Textsmay include: Plato, Republic and
Meno;Locke, On Education; Dewey,
Democracy and Education; and works by
MariaMontessori, Sylvia Ashton-Warner,
PauloFreire, Jean Piaget, Erik Erikson, Ivan
lIlichand Carol Gilligan. The program will
includea quarterlong reading of Jean-Jacques
Rousseau,Emile: Or On Education.
There are three offerings under the title
Education.Each requires a separate registration.
Education: Politics of Public
Schooling
Fall/Coordinated Study
Faculty: Bill Arney, York Wong
Enrollment: 48
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program covers the history and politics
of public schooling. Topics may include:
origins and expansion of public schooling in
the United States, school financing and
vouchers, testing and national or state
standards, race, class, gender and the schools,
the deschooling-alternative schooling-home
schooling-no schooling movement, the
"dumbing down" of the curriculum, moral
education/literacy education. All students will
do a research project on the history of a
contemporary political issue.
There are three offerings under the title
Education. Each requires a separate registration.
Creditawarded in education, philosophy and
sociologyof education.
Credit awarded in politics of education,
history of education, current social issues and
sociology of education.
Total:16 credits.
Total: 16 credits.
Programis preparatory for careers and future
studiesin education, humanities and public
service.
Program is preparatory for careers and future
studies in education, public service, sociology,
journalism and humanities.
Thisprogram is also listed under First-Year
Programs.
This program is also listed under First-Year
Programs.
Field School to Chile
Spring/Group Contract
Faculty: Jorge Gilbert
Enrollment: 24
Prerequisites: None. This all-level program will
accept up to 25 percent first-year students.
Faculty Signature: Yes, must have background
knowledge of Latin American studies. Faculty
will set up interviews. Transfer students may
call Jorge at (360) 866-6000, ext. 6740 or Email him at gilbertj@elwha.evergreen.edu.
Students must apply before February 1,2000.
Decisions will be made by February 15.
Special Expenses: Approximately $2,300 for
four weeks and $2,700 for eight weeks in
Chile (see included expenses below).
Part-Time Options: No
Internship Possibilities: No
Travel Component: Four or eight weeks in
Chile.
This program's interdisciplinary curriculum
will allow students to study, research and
experience firsthand political, cultural,
artistic, economic, environmental and
agricultural concerns affecting Chile and
South America at the end of the 20th century.
This field school will provide practical
opportunities to evaluate the neo-liberal
model being applied in Chile at the recommendation of the International Monetary
Fund and other international organizations.
Workshops, conferences and discussions with
political and community leaders and
grassroots organizations will explore the
direct impact this polemic model is having on
various social sectors of the country.
Participants will immerse themselves in the
sociopolitical and economic reality of a
country struggling to overcome underdevelopment. They are expected to learn about the
social, artistic, folkloric and intellectual life of
Chile and the different expressions they
assume according to class structure.
Background of Chile: One of the oldest Latin
American democracies - democracy was
abruptly interrupted by a military coup d'etat
between 1973 and 1990 - Chile is rapidly
trying to insert itself into a new international
world order under the leadership of an elected
civilian government. International organizations proudly exhibit its economy as one of
the most effective and successful in the Third
World. Chilean exports reach all world
markets and investments in Chile's economy
have grown significantly. At all levels,
programs and projects are being developed by
governmental, private, international and nongovernmental organizations. For these
reasons, the country is changing fast, not only
economically but culturally and politically.
Though many Chileans are of European
extraction, indigenous traditions are strong in
several parts of the country. The desert north,
once part of the Inca Empire, preserves
important archaeological remains, while
Aymara Indians still farm Andean valleys and
terraces. South of the heartland are Mapuche
Indians communities whose symbolic
importance in Chilean life greatly exceeds
their political and economic significance. Until
the end of the 19th century, the Mapuche
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maintained an effective and heroic resistance
to the southward advance of Chilean rule.
Chile's geographic diversity and surprising
cultural variety have made it an important
destination in its own right.
Logistics: The first weeks of the quarter will
introduce students to the culture, politics and
geography of the country. Working groups
will form to undertake research projects that
reflect the interests of the participants. Once
in Chile, the group will travel around the
country visiting governmental, non-governmental, private and church development
projects in urban and rural areas of the
country. Trips to the Andes, rural, urban and
mining sectors, the National Congress in the
Port of Valparaiso, and meetings with
governmental authorities, political leaders and
grassroots organizations take place. Students
will have the opportunity to interact with a
wide range of the Chilean population to learn
and evaluate the effects of the new economic
and cultural changes. Classes, conferences and
workshops about this and other topics will be
available at University of Chile and other
educational and research institutions.
Requirements: Students are expected to keep
a journal about their experiences in the
country and to work in a group research
project (individual projects may be approved
after discussion with the faculty). For
research, students can travel around the
country, consult with people, visit libraries
and universities. Students must submit their
research proposals by the third week of the
spring quarter.
Although knowledge of the Spanish language
is not required, it is highly recommended that
students gain familiarity with this language.
Most program activities will be enhanced by
knowledge of Spanish; lectures and workshops will be in English.
Students can stay for four or eight weeks in
Chile. Those who return earlier can complete
their projects on campus using material
gathered in Chile.
Participants of this field school are required
to pay a deposit of $150 (refundable upon
certain circumstances) by February 16, 1999.
Field School Cost: The base price of this field
school is approximately $2,700 for those
staying for eight weeks and $2,300 for fourweek stays. The costs include: airfare (round
trip Seattle to Santiago to Seattle), tuition and
fees in Chile, room and board in the city of
Santiago, on-site orientation, program-related
expenses and transportation in the country.
The field school costs do not include
Evergreen tuition and fees.
Great English Novels
The Great Russian Novel
Winter/Group Contract
Faculty: Charles McCann
Enrollment: 25
Prerequisites: Junior standing
Faculty Signature: Yes. Prospective students
should bring an essay of 500-700 words to an
interview before or at the Academic Fair.
Charles McCann may be reached at (360) 8670227 or (360) 866-6000, ext. 6492.
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Students will become familiar with its history,
main lines of the form's development, styles of
the major writers and ways of talking and
writing about the novel. We will read
Richardson's Clarissa; Fielding's Tom Jones;
Sterne's Tristram Shandy; Smollett's Humphry
Clinker; Austen's Emma; Scott's The Heart of
Modlothian; Dickens (an early and late novel);
Thackerary's Vanity Fair; E. Bronte's
Wuthering Heights; C. Bronte's Villette; Eliot's
Middlemarch; Hardy's Tess of the
D'Urbervilles; James' The Ambassadors;
Conrad's Nostromo; Lawrence's Women in
Love; and Joyce's Ulysses.
Seminars will take place twice a week that
allows exactly equal time for their presentation. Each student will read a five- to tenminute paper in each seminar. There will be a
final examination.
Only those capable of reading at least 20 to
25 pages per hour and willing to invest long
hours should consider this group contract, as
most of the novels are long.
Winter/Group Contract
Faculty: Tom Rainey
Enrollment: 25
Prerequisites: Junior or senior standing.
Background in European history and
literature is highly desirable.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Participants in this group contract will
explore, in considerable detail, several of the
great novels of Russian literature. Above all,
we will determine why they are considered
great by the Russian people and why they
have taken their rightful place among the
annals of great world literature. We will also
examine the novels for what they reveal about
Russian cultural and social history in the 19th
and 20th centuries. Russians have tended to
look to their great writers for moral and, in
some cases, spiritual guidance. They regarded
Dostoevsky and Tolstoy, to cite two famous
examples, not only as great writers, but also
as philosophers and social critics. We will thus
consider the novels as works of art, moral
statements and social documents. The reading
will include the works of the following
novelists: Lermontov, Turgenev, Goncharov,
Dostoevsky, Tolstoy, Bely, Bulgakov and
Pasternak.
Credit awarded in 18th century English
novel", 19th century English novel*, 20th
century English novel *.
Total: 16 credits.
Program is preparatory for careers and future
studies in any field for which a liberal
education is desirable.
Credit awarded in 19th and 20th century
Russian literature, Russian intellectual history
and Russian social history.
Total: 16 credits.
Program is preparatory for careers and future
studies in Russian studies, European studies,
international studies, comparative literature
and any career or course of study that requires
intelligent conversation.
Credit awarded in Latin American studies,
cultural studies, conversational Spanish and
individual study.
Total: 16 credits.
Program is preparatory for careers and future
studies in social sciences, international
studies, television production, art, folklore
and education.
This program is also listed under First-Year
Programs.
* indicates upper-division credit
Kazantzakis
FalVGroupContract
Faculty:Gilbert Salcedo
Enrollment:25
Prerequisites:Junior or senior standing
includingone year of humanities/social
science.
FacultySignature: No
SpecialExpenses: No
Part-TimeOptions: Yes
InternshipPossibilities: No
TravelComponent: None
Thisgroup contract will focus on the life and
workof Nikos Kazantzakis (d. 1957), the
preeminent Greek novelist of the 20th century.
Kazantzakis'swritings reflect the philosophicalvision of a great postmodern artist who
wasdeeply engaged in the most vital moral
and intellectual quest of our time: the search
for spiritual meaning to anchor personal
commitment as both an individual and a
participant in the human community.
The group contract will be structured
around cooperative seminar, informal lecture,
in-classwriting, small-group discussion, brief
reports and informal oral presentation of
papers in seminar.
Students enrolled for 16 credits will prepare
and present orally an independent research
topic related to course themes.
Students will read Nikos Kazantzakis: A
Biography Based On His Letters, Helen
Kazantzakis; The Cretan Glance: The World
and Art of Nikos Kazantzahis, Morton P.
Levitt; Thus Spake Zarathustra, Friederich
Nietszche; What The Buddha Taught,
Walpola Rahula; selections from the Old
Testament and the New Testament; as well as
the following works by Nikos Kazantzakis:
Zorba The Greek, Freedom or Death, The
Greek Passion, Journey To The Morea,
Report To Greco (autobiography), The
Saviours of God: Spiritual Exercises and The
Last Temptation of Christ.
Credit awarded in history, literature,
philosophy and individual study.
Total: 12 or 16 credits.
Program is preparatory for careers and future
studies in government, law, education and
travel.
The Making of the Modern
Woman
Fall, Winter, Spring/Group Contract
Faculty: Nancy Taylor
Enrollment: 25
Prerequisites: Junior or senior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
The goal of this group contract is to understand the changing concepts and definitions of
womanhood as they developed in European
and American cultures. We will study the
social, political and cultural history of women
from the 18th century to the postwar era,
exploring women's interaction with the state,
the workforce, men and with one another. We
will focus on primary sources, both historical
and literary, to get the story of women
through women's voices as much as possible.
Here is a sampling of some themes we will
discuss: origins of feminist thought, the
private versus the public spheres, suffrage
politics, representations of female sexuality,
the female artist and her male critic, women,
war and pacificism and women in health and
medicine. We'll read classic texts by writers
such as Mary Wollstonecraft, Harriet Taylor,
and Virginia Woolf; we'll read fiction by
George Eliot, Kate Chopin and Charlotte
Perkins Gilman; and autobiographies and
biographies. And, we will study theoretical
and interpretative works by current scholars.
The questions always will be, "How do
women get defined and how do they define
themselves?" and "What does it mean to be a
'modern' woman?" We will study historical
methods by delving into the ways historians
select evidence from and then make interpretations about the historical past. And we
will work to understand current literary
theory as it is used to explicate women's
experience. There will be opportunities for
serious debate, for discovering keys to the
current conversation about women and
gender and for forming a small scholarly
group of people who can support one another
in pursuing questions of personal interest.
Students will each do a major literary or
historical research project using primary
sources, which should extend over the whole
year. Students will learn to frame useful
research questions and carry out a substantial
piece of research themselves.
This program is designed for serious
students of history and literature who
consider themselves well-read, good writers,
highly motivated and genuinely curious about
the changing roles and definitions of women.
On Interpretation: Foundation
Work in the Humanities and
Interpretive Social Sciences
Fall, Winter/Coordinated Study
Faculty: Greg Mullins, TBA
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
What does it mean to understand a poem, or a
picture, or what happened a hundred years
ago, or why someone keeps acting in a stupid
way? Is it just a matter of opinion or
somebody else's guess? Do some people really
see and know a lot more than others about
such things? This program involves ongoing
practice in trying to answer questions like
these better, as well as careful exploration of
theories about what, if anything, can be
known about the meaning of others' actions.
This program prepares students for
sophisticated work in the humanities and
interpretive social sciences (fields like
anthropology, sociology, history and some
types of psychology). Such disciplines attempt
to understand human acts - from slips of the
tongue to religious rituals, sonnets to political
choices, cartoons to painted church ceilings.
They all involve the same fundamental
intellectual process-interpreting situations that
have multiple sources of meaning, including
the intentions of the actor, what some
audiences make of those actions and other
contexts as well. We will pay close attention
to the methods and tools of various disciplines, to ideas about the functions and values
of art and to analyzing and critiquing
philosophical arguments about what is
involved in claiming to understand someone
else's actions.
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Credit awarded in literature, art history,
philosophy, history, psychology, anthropology,
media and social science.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in humanities, social sciences and
careers involving interpretation, like law and
counseling.
This program is also listed under Social
Science.
Credit awarded in history, literature, research
methods, feminist studies, literary theory,
writing.
Total: 16 credits. Students who enroll in a
foreign language course may register for 12
credits with faculty signature.
Program is preparatory for careers and future
studies in humauities and social sciences.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
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The Paradoxes of Romanticism
Fall, Winter/Coordinated Study
Faculty: Argentina Daley, Charles Teske, TBA
Enrollment: 50
Prerequisites: Sophomore standing; one year
college-level composition; one year collegelevel literature; experience in performing or
visual arts desirable but not mandatory.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program will draw from literature, music
and art in pursuing the paradoxes of
Romanticism. The Romantic movement in
Europe, the British Isles and America was
born out of the American and French political
revolutions, the Industrial Revolution and the
shift from mechanism to organicism in the
Western world view. It generated some of the
most powerful works of art - especially in
literature and music - and powerful idealistic
thoughts in the history of Western culture. But
it also led to self-indulgent Bohemianism and
sowed the seeds that were to produce the cult
of the hero, resulting eventually in totalitarian
Fascism in Italy, Germany and Spain.
Romantic artists idealized communal
belonging, but also megalomanical individualism; connections with the medieval past and
folk traditions, but also highly self-conscious
innovations; freedom for all, but also fervent
nationalism. They explored the heights of
human aspiration, but also the depths of
human despair. Often Romantic artists lost or
abandoned their functional places in society to
become "alienated geniuses."
To appreciate the greatness and understand
the tensions in Romanticism, we shall
concentrate our focus fall quarter on William
Blake, S. T. Coleridge, William Wordsworth,
Lord Byron, Mary Shelley and Goethe. We
will also look at the musical figures of
Beethoven, Berlioz, Schubert, Schuman and
perhaps Wagner and Verdi.
During winter quarter, our focus of study
will most likely focus on Carlyle, Thoreau,
Emerson, Hawthorne and Melville in an
attempt to understand how European thought
influenced the development of American
thought, and how the Americans brought their
own experience to bear on this European
influence.
The program, at least for fall quarter, will
provide an optional part-time, four-credit
module in a foreign language or other subject
related to the program's themes and areas of
study. Additionally, modules will be offered
internally by the program faculty. Faculty
approval will be required for the inclusion of
outside modules.
Paris, Dakar, Fort de France:
Voices of Revolution
and Tradition
Fall, Winter, Spring/Coordinated Study
Faculty: Marianne Bailey, Stacy Davis
Enrollment: 50
Prerequisites: Sophomore standing or above;
Core program or equivalent.
Faculty Signature: No
Special Expenses: Optional spring quarter
travel to France as a group, approximately
$3,500.
Part-Time Options: Yes, 6 credits in French
language.
Internship Possibilities: No
Travel Component: Optional spring quarter
travel to France.
The French-speaking world offers a veritable
crossroads of cultures; its literature, history,
film and visual arts provide the voices of
revolution and tradition our program will
explore. We will trace the history of aesthetic,
social and political developments within France
and in the Francophone cultures of Africa and
the Caribbean from the contemporary world
back as far as 1789.
Fall quarter we will study revolution
through the parallel historical examples of the
French and Haitian revolutions and through
literary and artistic figures whose words caused
upheaval in a tradition-bound society. We will
read Rousseau and Voltaire, who laid the
foundations for revolution, and study the
romantic, symbolist, decadent and naturalist
aesthetics through such authors as Hugo, Sand,
Baudelaire, Rimbaud, Jarry and Zola. We will
read Cesaire and James on the Haitian
Revolution and compare the ideals and
expectations of that revolution with the
concurrent one in France.
Winter quarter we will consider the Cubist,
Dada-Surrealist, Existentialist and Negritude
movements. We will emphasize the voices of
writers from Africa and the Caribbean who use
the colonizer's French as a tool of their
liberation and discuss such concepts as
religious and cultural syncretism, culture
building and ritual. Students will learn about
colonialism from the viewpoint of the
colonized and the colonizer, and study the war
for liberation in Algeria. We will read Cesaire,
Maximin, Conde and Schwarz-Bart from the
Caribbean; Abouzeid and Chraibi from North
Africa; Sembene, Senghor and Laye from West
Africa; Sartre, Genet, Artaud, Nin and
Iriguaray from France.
During spring quarter we anticipate a travel
option to Rennes, Paris and Lyon, France.
Spring quarter students remaining on campus
may continue language study at beginning,
intermediate or advanced levels (for four
credits).
More than half of the work we will do in
this program will be in French; however,
students will choose one of the following
module offerings (conducted in English) each
quarter: (1) seminar in French and
Francophone texts in translation; (2) seminar
in historical texts and historiography.
Credit will be awarded in French language,
French and Francophone literature, history,
art history, French and Francophone film.
Total: 6 or 16 credits fall and winter quarters;
4 or 16 spring quarter.
Program is preparatory for careers and future
study in humanities, international affairs,
French and Francophone studies, history,
comparative literature, history and arts.
Credit awarded in Romantic art and music,
comparative literature, European and
American cultural history and principles of
literary and aesthetic interpretation.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in humanities, education and cultural
studies.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Perspectives from
The Quarterdeck
Fall, Winter, Spring/Group Contract
Faculty: John Filmer
Enrollment: 6
Prerequisites: Junior or senior standing
Faculty Signature: Yes, with faculty interview.
Students will be notified by mail or fax.
Special Expenses: During spring quarter,
students will go on a two-week sailing field
trip, approximately $300 per student.
Part-Time Options: No
Internship Possibilities: Yes, winter and spring
Travel Component: Two-week sailing trip.
While afoot and afloat, rain or shine, we will
examine some of Puget Sound's most interesting waterfront communities, their history,
economy, politics and demography, tailoring
our studies to the interests of you, the crew of
the Resolute, Evergreen's 44-foot yawl. While
exploring Puget Sound, we will often conduct
classes on the deck of one of the last of the
Annapolis 44s. Crew members will learn
power cruise and sail seamanship, how to get
along with crewmates, rules of the road,
about tides and currents, weather, boating
safety and regulations, the use of the compass
and nautical chart and various sailor's arts.
All decisions on board will be made by the
skipper and strict rules of discipline will be
followed. In addition to specific assigned
duties, crew members are expected to help
with vessel maintenance. This may involve
several hours a month of hard work.
Each crew member will develop his or her
own research proposal (in coordination with
the faculty and other crew members) for
community study and possible community
activities, focusing on the way things are now
in the context of the past, and particularly
from the perspective of the Water Link, the
Puget Sound. Class activities will include field
trips to organizations and shore-side
installations to observe and learn how Puget
Sound inhabitants participate in the regional
and global economy. These trips may require
appropriate apparel and other digressions
and deferrals commensurate with and
respectful for the environs and individuals
visited. Students may develop part-time
internships during the winter and spring
quarters as they become more focused on a
specificactivity. Students should plan on at
least one very long day per week on board the
vessel.
Applicants must pass a swim test and the
requirements and judgment of the skipper for
building a balanced crew. Applicants will be
interviewed by John Filmer and should be
willing to contract full time for the entire
academic year. Admittance will be based
solelyon the determination of the skipper.
Philosophy of Religion
Spring/Group Contract
Faculty: Alan Nasser, Pris Bowerman
Enrollment: 50
Prerequisites: Junior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program will pursue questions about
religious belief that can be answered with the
use of unaided (by faith) human reason. This
is not an inspirational offering, nor does it
support any particular position on religious
belief. It focuses exclusively on Western
philosophy and religion.
There will be four principal foci:
• We will examine some of the classical
arguments of natural theology, i.e., some of
the best known proofs and disproofs of God's
existence.
• We will study the philosophy of religion of
some of the followers of the distinguished
20th century philosopher Ludwig
Wittgenstein.
• We will examine the moral and religious
philosophy of Simone Weil. Both Wittgenstein
and Weil offer profound reflections on the
place of religion in human life, which are
quite at odds with the mainstream tradition in
Western philosophy.
• In contemporary American culture, religion
plays an important role in political discourse.
The theological fundamentalism of the
"religious right" is a significant force in
discussions of social, political and economic
issues in this country. In other parts of the
world "liberation theology," a left/progressive
religious orientation, is alive and well.
We will study both left and right political
uses of religious beliefs and practices.
This academic and predominately analytic
program emphasizes the careful and detailed
study of demanding texts. This program is
geared to juniors and seniors only.
Credit awarded in philosophy of religion,
Wittgenstein on religion and sociology of
religion.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in philosophy, theology and social
philosophy.
This program is also listed under Social
Science.
Politics and Ideologies
From the Americas
Fall, Winter/Coordinated Study
Faculty: Jorge Gilbert
Enrollment: 24
Prerequisites: None. This all-level program
will accept up to 25 percent first-year
students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Rich and industrialized nations from the
North assert that capitalism brought progress
and welfare to many nations. People from
Africa, Asia, Latin American and the
Caribbean argue that capitalism was based on
primitive accumulation rooted in the primitive
violence, pillage and genocide of the
inhabitants of the Third World. Accordingly,
they claim that rich nations exist today
because their ancestors plundered other
nations for centuries. First Europe and then
the United States of America, after they
expropriated Third World people of their
right to life, have created and imposed
structures and laws that allowed them to
decide the destiny of these continents. These
conditions have permitted historical oppressors to behave like creditors and judges who
dictate sentences forcing Third World
countries to continue funneling their wealth
toward the developed economies, according to
this interpretation. Through these mechanisms, Africa, Asia, Latin America and the
Caribbean were converted into secondary
chapters of the European history, it is argued
by the Third World. Besides the rules of
European capitalist markets, their culture,
religion and identity were imposed upon
them. Peoples from these continents were
forced to be ashamed of themselves because
they were Indians or Blacks, to renegade their
cultures and to accept living under eternal
conditions of exile in their own lands.
This group contract will study the above
processes in the Americas from preColumbian times until today from a
multidisciplinary approach that includes
history, politics, economics, religion, culture,
folklore, literature, theater, media, art, etc.
Within this context, the process of underdevelopment, which characterizes the region
today, will be historically analyzed and
evaluated in light of the formation and
expansion of the capitalist system in Europe
first and the United States later. This program
will utilize Latin American approaches and
interpretations, as opposed to Eurocentric
studies and models from Europe and the
United States of America.
Credit awarded in sociology, history, economics, business, political science and navigation.
Total: 16 credits.
Program is preparatory for careers and future
studies in environmental studies, humanities
and social sciences.
Program is also listed under Culture, Text
and Language.
* indicates
upper-division credit
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This group contract will also include a
component that applies social research
methods to the subjects described here.
Projects, including video production cultural
journalism, folklore, theater, alterna~ive media
and Spanish language, will be developed by
st~dents working in small groups. During
wmter quarter the program will offer
interested students a chance to prepare for
spring quarter travel to Chile. Participation in
research projects and production of several
short documentaries about relevant topics
studied in this program will be the focus of
the Field School to Chile, a separate program
(see page 61).
Credit awarded in social sciences, communications, Latin American studies, political
economy, arts, television production and
writing.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in social sciences, media, social
research, cultural studies and television
production.
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Postmodern Fiction: John Barth
and Haruki Murakami
Property
The best lack all conviction, while the worst
Are full of passionate intensity.
Is Yeats' premonition a mere feverish
nightmare inspired by a momentary sense of
powerlessness?
In this group contract, we will read fiction
written by John Barth, an American writer and
Haruki Murakami, a Japanese writer, to '
understand the complexity of our contemporary
reality, while reading some texts pertaining
directly to the concept of postmodernism such
as Baudrillard and Lyotard.
This program is also listed under Social
Science.
Spring/Group Contract
Faculty: Jerry Lassen, Mark Levensky
Spring/Group Contract
Enrollment: 50
Faculty: Harumi Moruzzi
Prerequisites: Sophomore standing; collegeEnrollment: 25
level reading and interpretive skills and one
Prerequisites: Sophomore standing
year of college.
Faculty Signature: No
Faculty Signature: No
Special Expenses: No
Special Expenses: No
Part-Time Options: No
Part-Time Options: No
Internship Possibilities: No
Internship Possibilities: No
Travel Component: None
Travel Component: None
Postmodernism is a term that is frequently
Property will explore the origins and present
mentioned in academia as well as in popular
culture today; it is the term that nobody seems nature of property in private and public
contexts. The program will include an
to be able to define unequivocally. Postexamination of the relationship of property to
modernism means different things to different
personal identity, justice and power. Other
people. For instance, it may mean an eclectic
~ixture of many traditions for some people, or topics that might be explored include property
nghts, intellectual property, entitlements,
It may mean the negation of canonical values
ownership of one's body, money, living
for others, depending on their intellectual
without property and the role of government
premises or their academic fields. In any case,
what we get from these multifaceted definitions in legitimizing the acquisition and distribution
of postmodernism is a realization that we are at of property. Students will be encouraged to
lead the way. Forms for program work will
a sometimes confusing, sometimes exhausting,
include lectures, large and small book
sornenmes exhilarating point in history when
seminars, small group projects, oral presentaeverything is up for grabs.
tions and writing, in class and out. The smallIn 1921, Yeats wrote in the first stanza of his
group projects will concern local property
poem "The Second Coming,"
disputes. The oral presentations and writing
Turning and turning in the widening gyre
will be largely self-directed.
The falcon cannot hear the falconer;
Credit awarded in theories of property and
Things fall apart; The center cannot hold;
community studies.
Mere anarchy is loosed upon the world,
Total: 16 credits.
The blood-dimmed tide is loosed, and
Program is preparatory for careers and future
everywhere
studies in humanities and social science.
The ceremony of innocence is drowned;
Credit awarded in Japanese culture, Japanese
literature, American literature and contemporary philosophy.
Total: 16 credits.
Program is preparatory for careers and future
studies in cultural studies and humanities .
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* indicates upper-division credit
Self, Gender and Culture:
Japanese and American
Literature and Cinema
Fall, Winter/Group Contract
Faculty: Harumi Moruzzi
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This group contract is designed for students
interested in crosscultural exploration of the
concepts of self and gender.
It is often said that American and Japanese
cultures represent the mirror images of human
values. For instance, while American culture
emphasizes the importance of individuals over
groups, Japanese culture dictates group
cohesion; while Japanese women are valued
most as wives and mothers, American women
feel more valued as wage earners. Certainly,
the reality is not as simple as these stereotypes
indicate; nevertheless, this dichotomized
comparative cultural frame presents an
interesting context in which we can explore
many human issues. Thus, in this program we
explore the concepts of self and gender
represented in American and Japanese
literature, cinema as well as popular media.
During fall quarter, our focus will be on
film. At the beginning of the quarter, students
will be introduced to the rudiments of film
technology and the basic concepts of film
theory through texts and lectures. With these
analytical tools in hand, students will then
examine images of individuals and genders
produced in American and Japanese films
through seminars and critical writings. In
addition to critically viewing film, students will
engage in weekly readings concerning culture
and gender.
Students will also acquire rudimentary
experience in video production during fall
quarter. They will learn how to use a
camcorder and how to edit VHS videotapes.
Bythe end of the quarter, groups of four or
five students will produce media works that
deal with gender issues in specific cultural
contexts.
In winter quarter, our focus will shift to
literature, but film viewing will continue. At
the beginning of the quarter, students will be
introduced to the major critical theories to
familiarize themselves with varied approaches
to literature; then, students will examine
representations of individuals, genders and
cultures in American and Japanese literature
through seminars and critical writings.
Credit awarded in psychology, gender studies,
Japanese culture, Japanese literature,
American culture, American literature, film
technology, film criticism, Japanese cinema
and American cinema.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in psychology, gender studies, cultural
studies, film studies and humanities.
Social Work Practice
Fall,Winter/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Core program or sophomore
standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This is a two-quarter, upper-division group
contract to explore social work as both a social
movement and a helping profession.
During fall quarter, our focus is on the
philosophical and historical evolution of social
work from a social movement to a contemporary professional community practice.
During winter quarter we explore two
fundamental professional skills used by social
work practitioners: social work research
methods and social work counseling methods.
Both skills are examined from a generalist,
multicultural, interdisciplinary perspective.
Credit awarded in history of social work*,
social work research methods 'f, social work
counseling methods <', social work community
practice" and human behavior in the social
environment* .
Total: 16 credits each quarter.
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studies in social work and human services,
cultural studies, social psychology, community
studies, public policy, social science and
sociology.
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Fall, Winter, Spring/Coordinated Study
Faculty: David Hitchens, Tom Grissom, Tom
Rainey
Enrollment: 75
Prerequisites: Junior or senior standing;
successful completion of a Core program; at
least one year each of U.S. history and
American literature.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
South will be a yearlong advanced program in
the humanities, primarily history and
literature. It will cover the history and culture
of the Southern United States from the earliest
white settlements through the triumph of the
Civil Rights Movement. Fall quarter will take
this history through the Civil War. Winter
quarter will move from Reconstruction
through the Great Depression. Spring quarter
will cover the region from the beginnings of
the Civil Rights Movement to the present.
Topics to be explored in each quarter
include:
• Fall- settlement patterns; ethnic differences
among settlers; the Revolution in the South;
drafting the Constitution and the debate about
its acceptance; the development of slavery;
Indian removal; Jeffersonians and States
Rights; Jacksonianism and the Nullification
Crisis; pro-slavery and abolition; the causes of
the Civil War; the conduct of the Civil War;
why the South lost.
• Winter - the Reconstruction governments
in the various states; the policies of the Radical
Republican Congress; the Redeemer governments; the rise of "The New South";
crosscurrents in African American leadership;
the Populist Revolt; the creation of legal
segregation; the revival of the Ku Klux Klan;
the agrarian critique; the share-cropping
system; Southern Industrialism; the New Deal;
Southern Liberalism and Southern demagogy.
• Spring - the Emmett Till case; the
Montgomery Improvement Association; the
Citizens' Councils; SCLC and SNCC;
integrating the universities; white support for
integration; black militancy; the black
migration north; the Southern Strategy; the
rise of the Sunbelt.
Students will be expected to carry out
extensive library research and writing in
preparation for program-sponsored public
symposia on "The Peculiar Institution"; "The
Populist Revolt, the New South, and Jim
Crow"; and "The Great Depression." In
addition, students will write short research
papers for fall and winter (two for fall, three
for winter) and undertake an individual
project for spring for one third of that
quarter's work.
* indicates upper-division credit
There will be lectures and seminars each
week. Some seminars will be "issues
seminars," which will look at a specific
problem or issue. Others will be history
seminars. Adequate preparation for seminar
will require the student to choose a state to
investigate in preparation for the common
work. Typically, the students will represent
their states in discussions so that, for instance,
in discussions of Indian removal the situation
in Florida or Louisiana would be adequately
detailed. Students may wish to investigate and
represent a particular figure or person - a
delegate to the constitutional Convention, a
major historian, a key figure during the Civil
War. At least one seminar each week will
explore the development and elaboration of
Southern Literature.
Additionally, the program will have
monthly dinners to prepare and experience
Southern cooking and will have a weekly
video or film showing that will feature such
series as the Burns Civil War and the Eyes on
the Prize documentary about the Civil Rights
Movement.
Credit awarded in Southern history, Southern
literature, U.S. people of color, history of race
relations and civil rights.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in law, teaching, academics and
foreign service.
Staying Put: The Story As Home
Spring/Group Contract
Faculty: Craig Carlson
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Some have settled down. Some have fashioned
a life that is firmly grounded - in a home,
within a community, inside a long-term
relationship. They use the same tools, have a
deep know-ledge of place, and know their
neighbors and neighborhood. Their lives are a
radical rebuke to Western consumerist!
throwaway culture. When vagabond winds
blow, some bundle up and stay put.
What does it mean to be alive in an era
when the earth is being devoured, and in the
country that is mainly responsible for the
process? What are we called to do? What are
we up against, those of us who want to become
grounded in one place? How strong, how old,
is the impulse we are resisting? And if you stick
in one place, won't you become stuck - won't
you become narrow, dull, backwards? The
song of the open road is America's song, after
all; how can and why should anyone resist it?
How can we harness our restlessness?
This group contract is concerned with the
sense of staying put and with storytelling as it
is written or told in the landscape or place by
the people who live or lived there over time.
We will study writings on place by a diverse
group such as: Russell Sanders, whose book
names our program and animates our
approach; The Real Work: Interviews and
Talks 1964-1979, Gary Snyder; A Year in the
Country, Sue Hubbell; Dakota: A Spiritual
Biography, Kathleen Norris; The Wooing of
Earth, Rene Dubos; and writings by Wendell
Berry, Henry David Thoreau and Anne Dillard.
We will also look at the indigenous wisdom of
American Indians and Australian Aborigines.
We will begin genealogies, write weekly and
quarterly narrative nonfiction writings and
stories, and examine the role of the storyteller!
writer as social/cultural witness through
workshops, seminars, research and writing.
We all need to get good at looking at, listening
to and telling stories, our own and others.
Stories are our homes. "Finding a fitting place
for ourselves in the world is finding a place
for oneself in a story," as Jo Carson explains.
Credit awarded in American studies,
humanities, independent project, narrative
nonfiction writing, community studies and
literature.
Total: 16 credits.
Program is preparatory for careers and future
studies in community studies, community
work, cultural studies, law, teaching, writing,
media communication andNative American
studies.
Program is also listed under First-Year
Programs.
Turning Eastward: Explorations
in EastIWest Psychology
Fall, Winter/Group Contract
Faculty: Ryo Imamura
Enrollment: 25
Prerequisites: Sophomore standing
Faculty Signature: Yes. Students must have an
interest in the subject and have general writing
ability. Students must submit a portfolio,
including an essay questionnaire. Submissions
will be accepted beginning one week prior to
the May 12, 1999 Academic Fair and
continuing until class is filled.
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Travel Component: None
Western psychology has so far failed to
provide us with a satisfactory understanding
of the full range of human experience. It has
largely overlooked the core of human
understanding - our everyday mind, our
immediate awareness of being with all of its
felt complexity and sensitive attunement to
the vast network of interconnectedness with
the universe around us. Instead it has chosen
to analyze the mind as though it were an
object independent of the analyzer, consisting
of hypothetical structures and mechanisms
that cannot be directly experienced. Western
psychology's neglect of the living mind both in its everyday dynamics and its larger
possibilities - has led to a tremendous
upsurge of interest in the ancient wisdom of
the East, particularly Buddhism, which does
not divorce the study of psychology from the
concern with wisdom and human liberation.
Eastern psychology shuns any impersonal
attempt to objectify human life from the
viewpoint of an external observer, instead
studying consciousness as a living reality that
shapes individual and collective perception
and action. The primary tool for directly
exploring the mind is meditation or mindfulness, an experiential process in which one
becomes an attentive participant-observer in
the unfolding of moment-to-moment
consciousness.
In this program, we will take a critical look
at the basic assumptions and tenets of the
major currents in traditional Western
psychology, the concept of mental illness and
the distinctions drawn between normal and
abnormal thought and behavior. We will then
investigate the Eastern study of mind that has
developed within spiritual traditions,
particularly within the Buddhist tradition. In
doing so, we will take special care to avoid the
common pitfall of most Western interpretations of Eastern thought - the attempt to fit
Eastern ideas and practices into unexamined
Western assumptions and traditional
intellectual categories.
Lastly, we will address the encounter between
Eastern and Western psychology as possibly
having important ramifications for the human
sciences in the future, potentially leading to
new perspectives on the whole range of
human experience and life concerns.
Credit will be awarded in personality theory,
abnormal psychology, Buddhist thought and
practice, Taoism, communication skills and
social psychology.
Total: 16 credits each quarter.
This program is preparatory for careers and
future study in psychology, counseling, social
work and religious studies.
This program is also listed under Social
Science.
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User Friendly: Unmasking the
Communications Revolution
Whole and Holy: Alternative
Herstories of Healing
Fall, Winter, Spring/Group Contract
Faculty: Virginia Hill
Enrollment: 25
Prerequisites: Junior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Yes, spring quarter
Travel Component: None.
Many are celebrating the so-called communications revolution in which Americans have
been sometimes unwitting participants for
more than 40 years. In the inidst of those
celebrations of a wired world, instant access
and 500 channels of video enjoyment, it is
important to ask fundamental questions:
What difference does it make when many of
the images we see, the stories we enjoy and
the sounds we hear come not from life shared
with the people around us but from unknowable sources behind a screen or a stereo
speaker? What difference does it make when
those images, stories and sounds are shaped
not by natural communication processes in a
face-to-face community but by the instruments
of the communications revolution: television,
the computer, synthesized sound? What
difference does it make when these sources
make images, stories and sounds not to
express the human condition but to make
money or to garner political power? This
program will address questions such as these
as it examines the worldwide communications
revolution that has been underway since
television became widespread in the late
Fifties. The program will provide skill training
in basic reporting, as well as in visual image
making to help students appreciate how media
technologies shape communications. There
will be instruction on using the Internet,
including home page construction. We will
examine organizations that produce and
distribute mass communications to understand the impact of economics, management
and politics on the production of mass
communicated images, stories and sounds. In
spring quarter, students will do internships in
mass communications to experience concretely the processes and situations they
studied during fall and winter.
Fall, Winter, Spring/Coordinated Study
Faculty: Janet Ott, Sarah Williams
Enrollment: 25
Prerequisites: Sophomore standing or above
Faculty Signature: Yes. Faculty will assess
writing skills and interest in the program.
Students must submit a writing sample to
Janet Ott, Lab I, (360) 866-6000, ext. 6019 or
Sarah Williams, SE 3127, (360) 866-6000, ext.
6561 before or at the Academic Fair, May 12,
1999. Faculty will conduct phone or in-person
interviews. Students will be notified prior to
fall registration, May 17, 1999.
Special Expenses: $50 for materials.
Part-Time Options: No
Internship Possibilities: Yes
Travel Component: None
To heal: deriving from the same roots as the
words whole and holy. We intend to explore
healing as that which is whole and holy by
examining alternative herstories - forms of
healing involving body, mind, spirit and the
environment from so-called feminine perspectives. We will learn about the historical roots
of healing practices we use today, our division
of mainstream and alternative medicine and
the patriarchal and reductionist effects of this
division on physiology, emotional literacy, and
the evolution of the soul. In addition to books,
films, lectures and seminars, we will expect
each student: 1) to engage in an apprenticeship, community service-learning project or
internship and participatory or collaborative
research; 2) to go on a mid-winter retreat; and
3) to develop the discipline of a healing
practice (e.g., a martial art, nutritional plan,
exercise routine, herbalism, goddess worship,
healing tough, yoga, music, gardening or
apprenticeship with an indigenous healer).
Our studies will be concerned with the
contemporary resurrection of traditional
healing practices. From witches, midwives and
alchemists to their takeover by corporate
medicine men, we will examine the historical
contexts of healing versus curing. We will ask
ourselves, what does the resurrection of
traditional healing practices have to do with
the energetics of healing and the rise of
personal power out of tribal authority?
We want highly motivated, self-directed
students who are interested in, and capable of,
integrating intellectual work with personal
process. We want to develop a studentdirected learning community in which
experiential knowledges are put into conversation with academic scholarship.
Credit awarded in mass communications and
society*, persuasion and propaganda*, news
reporting", communications systems*,
television production *, Internet skills" and
public relations <••
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in mass communications, including
advertising, public relations, news reporting
and campaign management.
Credit awarded in history, comparative
religion, ecofeminism, political theory,
physiology, nutrition, anthropology, women's
studies and environmental policy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the creative arts, biology, counseling,
cultural studies, environmental studies, health
sciences, healthcare services, history, religious
studies, social work and women's studies.
* indicates upper-division credit
Program is also listed under Scientific Inquiry.
Writer's Workshop
Spring/Group Contract
Faculty: Argentina Daley
Enrollment: 25
Prerequisites: Sophomore standing, Core
program or equivalent, some writing
experience highly preferred; preference given
to juniors and seniors.
Faculty Signature: Yes. Faculty will assess
student's writing skill, background knowledge
and degree of interest in this program.
Students must submit a writing sample
portfolio, including a faculty evaluation and
transcript. Students can mail application
materials to Argentina Daley, SE 3127.
Special Expenses: $50 in duplication costs;
students must provide multiple copies of work
and tutorials for workshop discussion.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
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. We will
study the formal properties of fiction and
poetry in workshop, seminar and lecture
activities. Each student will also be responsible for the tutorial presentation of an author
of his or her choice.
Students wishing to apply for this program
should submit a portfolio consisting of three
faculty evaluations and two to three pieces of
significant writing. Transfer students should
prepare a portfolio consisting of their
transcript and two pieces of significant
writing. All material is due to Argentina Daley
by Friday, February 25, 2000.
Credit awarded in creative writing (fiction or
poetry), American literature, or contemporary
American literature or ethnic American
literature.
Total: 16 credits.
Program is preparatory for careers and future
studies in education, humanities and
literature.
Environmental Studies
Michael Beug, Planning Unit Coordinator
AFFILIATEDFACULTY:
Sharon Anthony
Michael W. Beug
Frederica Bowcutt
Jovana J. Brown
William H. Brown
Paul R. Butler
Richard A. Cellarius
Gerardo Chin-Lee
Robert Cole
RussellR. Fox
Martha Henderson
Steven G. Herman
Patricia Labine
John T. Longino
Lee Lyttle
David H. Milne
Carol Minugh
Ralph W. Murphy
Nalini Nadkarni
Un Nelson
John H. Perkins
Brian Price
Paul Przybylowicz
Matthew E. Smith
OscarH. Soule
Kenneth Tabbutt
Erik Thuesen
Gabriel F.Tucker
TedWhitesell
Alfred M. Wiedemann
Thomas Womeldorff
Environmental Studies at Evergreen offers broadly interdisciplinary academic
studies within and across three distinctive thematic areas. In any year, each of the
three thematic areas will explore some of the specific topics listed in each
category.
(I}Human Communities and the Environment - addresses environmental
policy, ethics, and human relations with, and ways of thinking about, the natural
world. Includes community studies, political economy, geography, environmental
economics, environmental health, history and planning.
(II}Natural History - focuses on observation, identification and interpretation
of flora and fauna using scientific field methods as a primary approach to
learning how the natural world works. Includes ecology, ornithology, mammalogy, herpetology, entomology, botany and mycology with exploration of issues in
biodiversity.
(III}Environmental Sciences - deal primarily with the study of the underlying
mechanisms and structures of natural systems, both living and non-living.
Environmental sciences often involve significant laboratory and field work. They
include chemistry, biology, geology, hydrology, oceanography, climatology,
physiological ecology, evolutionary biology, forest ecology, biogeochemistry,
marine biology and oceanography.
Each of these three thematic areas will be consistently available in the
curriculum. Students wishing to focus on a particular theme will find program
offerings with substantial thematic content available every year. These three
themes, however, are not mutually exclusive, but overlap significantly. Programs
will be interdisciplinary between themes, as well as within a particular theme.
Students should also consider offerings in political economy, physical science and
mathematics, including but not limited to Political Economy and Social Change,
Introduction to Natural Science, Matter and Motion and Molecule to Organism.
Please note that if you intend to pursue graduate studies in environmental
studies or science, a minimum of one full year of undergraduate study in biology,
chemistry and statistics is strongly recommended. For some graduate programs
physics is also required. These subjects may also be prerequisites to some of the
upper-division science programs in all three of the thematic areas.
To aid you in making your program choices, the program descriptions in the
following pages list the significant content and credits in each of the three
thematic areas within Environmental Studies. Additionally, all environmental
Studies faculty, in their role as advisors, are well-equipped to help you determine
appropriate routes through the curriculum. The faculty, particularly the
Environmental Studies coordinator, will also be aware of changes and additions
to the Catalog that occur because of the two-year lag between the creation of the
Catalog and the actual offerings.
In your planning it is important to realize that program titles and content
change from year to year. Every year we offer one or two Introduction to
Environmental Studies programs intended for second-year and transfer students
and open to well-prepared first-year students. Every year a marine environments
program is offered. Introductory programs in geology are taught in alternate
years, rotating with more advanced topics in geology. Ecological agriculture is
offered on an alternate year basis, rotating with Community Development or
Working in Development. The Temperate Rainforest and Tropical Rainforest
programs are offered on an alternate basis with programs focused on the Pacific
Northwest. Ornithology is another program that happens every other year. Each
year one or more one-time programs are offered so it is important to seek help in
selecting the optimum sequence of offerings that meets your needs.
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Applying Principles of
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Fall/Coordinated Study
Faculty: James Stroh, Rob Cole, David Milne
Enrollment: 72
Prerequisites: This all-level program accepts
up to 25 percent first-year students. Students
must have high school algebra and strong
math skills.
Faculty Signature: No
Special Expenses: Travel and lodging for
overnight field trip and expenses for maps and
texts ($100-$300).
Part-Time Options: No
Internship Possibilities: No
Travel Component: Overnight field trip to the
Long Beach Peninsula during the fifth or
seventh week of the program.
The class will focus on selected fundamentals
of marine biology, quantitative analysis, use of
spatial data (particularly map information)
and techniques for field studies. The students
will use these principles and tools in a study of
Willapa Bay, located in Southwest Washington. Several conflicting uses of the environment and invasions by exotic species make
Willapa Bay a particularly interesting study
site. Program participants will apply principles
of geology, marine biology and modeling
through simulation to the Willapa Bay estuary
and associated uplands. We will have guest
speakers discuss policy issues, but this is
predominantly a science program.
This very intensive lO-week program of
study will include lectures, seminars, labs
(including extensive computer use), field trips,
literature research seminars and workshops.
This class will require many hours of work
outside the formal class schedule, especially
field, lab and computer time.
Basic Botany: Plants and People
Ecological Agriculture
Winter/Group Contract
Faculty: Frederica Bowcutt
Enrollment: 24
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: No
Part-Time Options: Yes, consult with faculty
for signature.
Internship Possibilities: Yes
Travel Component: None
Basic botany is an introductory group
contract in plant science. We will work
through a botany textbook learning about
plant anatomy, morphology, systematics,
physiology and ecology. Lectures based on the
textbook readings will be supplemented with
laboratory work getting hands-on experience
with plants. Seminar readings will be on the
general theme of plants and people. These
readings will include, among others, the work
of Gary Nabhan, who deals with indigenous
peoples and their agricultural practices, Londa
Schiebinger, who illustrates how human
gender relations are reflected in the plant
classification systems used in western science,
Stephanie Mills, who discusses ecological
restoration as it relates to people, and Mark
Plotkin, who seeks to preserve indigenous
knowledge of medicinal plants. Students will
learn library research methods that they will
apply to a research project of their choosing
related to plants and people. Time will be
spent helping students improve their ability to
write a research paper. Students taking this
program will be given first priority to a course
on plant taxonomy and ecology that will be
team taught in spring 2000 by Frederica
Bowcutt and Al Wiedemann.
Fall, Winter, Spring/Coordinated Study
Faculty: Pat Labine, Russ Fox
Enrollment: 50
Prerequisites: Sophomore standing. General
chemistry, economics, and/or political science
recommended.
Faculty signature: No
Special Expenses: Food and lodging on
extended field trips, approximately $100.
Part-Time Options: Yes, with faculty
signature.
Internship Possibilities: Yes, spring quarter.
Travel Component: Extended field trips.
The Ecological Agriculture program provides
a broad, interdisciplinary study of agriculture
from a critical perspective of social and
ecological sustain ability. In fall seminar we
will examine the history and present
predicaments of American agriculture. During
winter term, we will consider alternatives and
possible futures for agriculture. Spring term
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 the natural and social
sciences (ecology, soil science, entomology,
community studies, farmland preservation,
land use planning). Students will also have the
opportunity for practical experience in food
production at the Organic Farm under the
direction of the farm manager. Students
wanting more extensive training in agricultural production may begin the program The
Practice of Sustainable Agriculture in spring
quarter as part of their work in Ecological
Agriculture. Other student projects and
internships will also be spring quarter options.
Credit awarded in introductory botany, plants
and people and independent research in
botany.
Credit will be awarded in geographic
information systems, quantitative methods,
marine biology and earth science.
Total: 16 credits.
Total: 16 credits.
Program is preparatory for careers and future
studies in conservation, ecoagriculture,
ecological restoration, forestry, herbology,
natural resource management, plant ecology
or plant taxonomy.
Program is preparatory for careers and future
studies in environmental science and related
fields.
This program is also listed in First-Year
Programs.
This program is also listed under First-Year
Programs.
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Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Credit awarded in ecology, community
studies, political economy of American
agriculture, agroecology, entomology, land use
planning, agriculture and development in the
Third World, expository writing, library
research and farm practicum.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in environmental studies, agriculture
and community development.
Entomology
Spring/Group Contract
Faculty: John Longino
Enrollment: 50
Prerequisites: Junior or senior standing. At
least one year of college study in biology.
Faculty Signature: No
Special Expenses: Expect $20 worth of
individually purchased dissecting tools and lab
supplies.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program explores the diversity of insect
life. There will be two main components: a
lecture series to treat general concepts in
entomology and an entomology laboratory
addressing insect diversity. Emphasis will be
placed on learning major insect groups
through the development of an insect
collection. To benefit from this program you
will need to be familiar with basic language
and concepts in biology.
Please note: To participate in this program
you must be willing to kill insects for scientific
and educational purposes.
Credit awarded in entomology*.
Total: 8 credits.
Program is preparatory for careers and future
studies in entomology, environmental studies,
ecology, agriculture and zoology.
Environmental Movements
Herpetology
Winter/Group Contract
Faculty: Lin Nelson
Enrollment: 25
Prerequisites: Junior or senior standing.
Equivalent of one year in environmental
studies or political economy or community
development/studies or equivalent programs.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Possibly, for 4 credits
Travel Component: None
Environmentalism is shaped by different
philosophies and strategies (deep ecology,
social ecology, ceo-feminism, environmental
justice, among others), by other movements
(labor, social justice) and by complex
organizational and international conditions.
In view of historical roots and contemporary
debates, we will examine diverse approaches
to environmental protection. We will explore
how race, class, gender, nationality, identity
shape and challenge environmentalism; how
democratic knowledge and pedigreed science
collide and connect; how communities become
enabled to monitor, reshape and restore
environments; how organizational form and
process impacts movement agendas. Particular
issues and strategies for examination will
include organizational development and
governance, public interest science, participatory research, legal options, direct action and
coalition-building. Students will do substantial
analysis, field study in the region, consultation
with regional environmental advocates, team
projects and writing.
Spring/Group Contract
Faculty: Steven Herman
Enrollment: 15
Prerequisites: Junior or senior standing;
students must have a demonstrable background in natural history.
Faculty Signature: Yes, with faculty interview.
Special Expenses: $300 for transportation and
related expenses.
Part-Time Options: No
Internship Possibilities: Yes
Travel Component: Field trip
This group contract will focus on the
identification, biology, ecology and conservation of reptiles and amphibians with emphasis
on forms found in the Pacific Northwest.
Working primarily with two recent field
guides written by William Leonard, we will
explore the historic and current distribution
and abundance of Northwest reptiles and
amphibians. Lectures will cover the essentials
of this subdiscipline of zoology; preserved
specimens will be available in The Evergreen
State College Museum of Natural History.
Each student will write an account of a
species, based on an extensive literature
search.
We will seek specimens on local field trips,
and an extensive field trip at the end of the
quarter will take us to the Southwest, where
reptiles are relatively abundant.
Credit awarded in environmental policy*,
political ecology*, environmental history*,
environmental organizations *, community
development/studies" and social movements*.
Students who do well in Herpetology will gain
an excellent background in the natural history
and physiology of reptiles and amphibians
and a thorough working knowledge of the
natural history of Washington and Southwest
reptiles and amphibians. These studies are
applicable to career preparation in natural
resource work and will be especially helpful
for graduate studies in zoology.
Total: 16 credits.
Program is preparatory for careers and future
study in environmental studies/science,
environmental and public policy, community
development, non-governmental organizations, public interest research and advocacy.
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Credit will be awarded in herpetology and
another course or area of emphasis on reptiles
and amphibians.
Total: 16 credits.
* indicates upper-division credit
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Hydrology
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Winter/Group Contract
Faculty: James Stroh, Paul Ray Butler
Enrollment: 25 undergraduate students; 18
graduate students
Prerequisites: Graduate standing or junior or
senior standing; good math and spreadsheet
skills (calculus not required); physics and
calculus strongly suggested for the groundwater portion (equivalent of Matter in Motion or
Physical Systems).
Faculty Signature: No
Special Expenses: Optional field trips (Grand
Canyon dory trip, $1,500; Death Valley
hydrogeology, $300).
Part-Time Options: Yes
Internship Possibilities: Yes
Travel Component: Several one-day field trips;
two optional two-week trips.
Both graduate and advanced undergraduate
students are afforded the opportunity to study
surface water and/or groundwater hydrology.
Each of these options will be offered as a
separate four-credit module. In each area of
study, the focus will be on the physical
processes that determine the distribution and
movement of this vital resource. In addition,
students have the option of taking another
module covering geographic information
systems applications in hydrology, surfacewater management in Grand Canyon
National Park (16-day dory trip),
hydrogeology near Death Valley (two-week
field trip, dependent on park service permit;
similar trip may be offered as an alternative)
and/or an independent research component
dealing with a local water-related issue. The
two optional field trips will run concurrently
at the end of the quarter and are open to both
graduate and undergraduate students.
.
Students interested in the Grand Canyon trip
should contact Paul Butler by November 19,
1999.
Graduate students can register separately
for the hydrology graduate electives: Surface
Water Hydrology for 4 credits, and Groundwater Hydrology for 4 credits.
Credit awarded in surface-water hydrology *,
groundwater hydrology *, application of
Geographic Information Systems in hydrology* and research topics in hydrology*.
Total: 4, 8, 12 or 16 credits.
Program is preparatory for careers and future
study in hydrology, geology, environmental
science and natural resource management .
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Introduction to Environmental
Studies: Mt. Rainier
Fall, Winter, Spring/Coordinated Study
Faculty: Ken Tabbutt, Carolyn Dobbs, Gabe
Tucker
Enrollment: 75
Prerequisites: Sophomore standing; one year
of college. This program will begin two weeks
prior to the start of fall quarter; for purposes
of this program, fall quarter will run
September 13 through December 2,1999.
Faculty Signature: No
Special Expenses: $200 for overnight, in-state
field trips and equipment.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Overnight, in-state field
trips.
Mt. Rainier National Park contains the
highest mountain in Washington state and one
of the most magnificent alpine and sub-alpine
environments in North America. Its centennial
year is a chance to recognize its value as a
park and produces an opportunity for the
public to contribute in shaping the future of
the park. National parks face an increasingly
daunting task of maintaining ecosystem
integrity while providing a retreat for humans
through an access infrastructure that is
expected to accommodate a constantly
increasing number of visitors. Visitor safety, as
well as the aesthetics and fragile ecosystems of
the park, are being jeopardized by inadequate
funding. This program will focus on the
physical, social and biological aspects of the
ecosystems of Mt. Rainier National Park and
the impact of both heavy use and park policy
on these systems. Mt. Rainier National Park
was chosen because of proximity, range of
ecosystems, unique hydrologic and geologic
environment, recent concerns about potential
geologic hazards associated with the mountain
and changes in management and park policy.
Both quantitative problem solving and writing
will be stressed, with writing assignments
ranging from field journals to research papers.
Service learning will also be an integral
component of this program.
Fall quarter will introduce students to
forest biology, physical geology, political
science and legal research. Comparisons will
be made between the legal definition and
management of various federally administered
public lands, including forest service
wilderness areas, national monuments,
national forests and national parks. The focus
during winter quarter will be geologic
hazards, environmental geology, disturbance
ecology, human communities and human
ecology. These topics address the impact that
humans have on the park and the impact, or
potential impact, of the park on human
communities. Spring quarter will introduce
nutrient cycles, aqueous chemistry and
geochemistry, and allow students the
opportunity to work on team research
projects that focus on Mt. Rainier and its
environs.
Credit awarded in political science, social
science field research, forest ecology, botany,
physical geology, environmental geology and
aqueous chemistry:
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in environmental studies, natural
resource management and public policy.
Mammalogy
Fall/Croup Contract
Faculty: Steven Herman
Enrollment: 15
Prerequisites: Junior or senior standing;
introduction to biology; general understanding of natural history and interest in field
work.
Faculry Signature: Yes, with faculry interview
Special Expenses: $150 for transportation and
related expenses.
Part-Time Options: No
Internship Possibilities: Yes
Travel Component: Field trip
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 10 scientific study skins and research
one species of mammal in both the library and
the field. Our major (three-day) field trip
takes us to the east side of the Cascades early
in the quarter. 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 Marnmalogy will
gain 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.
Marine Life: Marine Organisms
and Their Environments
Natural Resource Policy:
Salmon
Winter, Spring/Group Contract
Faculty: Dave Milne, Erik Thuesen
Enrollment: 50
Prerequisites: Junior or senior standing; at
least two quarters of college chemistry and
two quarters of biological sciences with labs;
an abiliry to work easily with numbers and
equations; experience using a personal
computer.
Faculry Signature: No
Special Expenses: Up to $60 per quarter for
overnight field trips.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Three- to four-day, instate field trips.
Marine Life focuses on marine organisms, the
sea as a habitat, relationships between the
organisms and the physicalJchemical
properties of their environments and their
adaptations to those environments. Students
will study marine organisms, elements of
biological, chemical and physical oceanography, field sampling methods with associated
statistics and laboratory techniques. Throughout the program, students will focus on the
identification of marine organisms and aspects
of the ecology of selected species. Physiological adaptations to diverse marine environments and comparative anatomy will also be
emphasized. The class will study physical
features of marine waters, nutrients, biological
productiviry and regional topics in marine
science. Concepts will be applied to facultydesigned experiments and student-designed
research projects. Excel spreadsheets and
elementary statistics will facilitate data
analysis. Seminars will analyze appropriate
primary literature on topics from lectures and
research projects.
The faculry will facilitate identification of
student research projects, which may range
from studies of trace metals in local organisms
and sediments to ecological investigations of
local estuarine animals. Students will design
research projects during winter quarter and
write a research proposal for a program peer
review. The research projects will be carried
out during spring quarter. The scientific
process is completed when results of the
research projects are documented in written
papers, and students give oral presentations
during the last week of spring quarter. This
two-quarter process requires that students
enroll in winter and remain in the program
through spring.
Fall/Coordinated Study
Faculty: Jovana Brown, TBA
Enrollment: 50
Prerequisites: Junior or senior standing;
Introduction to Environmental Studies or
Political Economy or equivalent.
Faculry Signature: No
Special expenses: Approximately $50 for field
trips.
Part-Time Options: No
Internship possibilities: No
Travel Component: None
Many wild salmon stocks in the Pacific
Northwest are on the brink of extinction. This
program examines this critical resource issue
in terms of policy making and salmon biology.
The fate of the salmon has been determined
by international, federal, state and tribal
policies. We will begin the quarter by learning
about the factors that have contributed to the
decline of salmon such as land-use practices,
water uses, fish harvest, hatcheries and other
practices and policies. This program will then
examine the multiple levels of policy making
and what has actually been implemented to
attempt to save the salmon. We will pay
particular attention to the importance of
treaty rights of American Indians in the Pacific
Northwest and co-management of salmon.
New approaches to salmon habitat issues such
as watershed planning will also be examined.
We will ask whether these approaches are
based on sound ecological principles and offer
reasonable hope for salmon recovery.
Credit awarded in natural resource policy *,
salmon biology and ecology*, water resource
policy* and aquatic conservation".
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Total: 12 or 16 credits.
Program is preparatory for careers and future
studies in environmental, natural and social
sciences.
Credit may be awarded in marine biology* ,
oceanography*, invertebrate zoology*, marine
ecology* and research *. Although circumstances may change, we anticipate that all
credit will be designated "upper-division
science" for those students completing both
quarters of the program.
Total: 16 credits each quarter.
Program is preparatory for careers and future
study in marine science, environmental science
and other life sciences.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
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Faculty: AI Wiedemann, Frederica Bowcutt
Enrollment: 28
Prerequisites: Junior or senior standing;
botany background; preference is given to
students who have completed Basic Botany:
Plants and People.
Faculty Signature: Yes. Test and faculty
interview to determine introductory botany
background. Students may contact AI
Wiedemann, (360) 866-6000, ext. 6023, or
Frederica Bowcutt, (360) 866-6000, ext.
6744, to arrange for the test and interview.
Special Expenses: $200 for field trip.
Part-Time Options: No
Internship Possibilities: Yes, consult faculty
for signature.
Travel Component: Field trip.
We will work through a plant ecology
textbook learning primarily about community
ecology. Lectures will loosely follow the .
textbook readings. Students will work twice
weekly in the laboratory learning how to use
Hitchcock and Cronquist's Flora of the Pacific
Northwest, a technical key for identifying
plants. Time will be spent in the field and
laboratory discussing diagnostic characteristics of plant families. Seminar readings will be
scientific journal articles focused on vegetation ecology. Students will learn basic
vegetation sampling methods that they will
apply to a group field project. This project
will allow students to develop data analysis
and presentation skills in addition to learning
about field methods. A required multiple-day
field trip will give students an opportunity to
learn about Pacific Northwest plant communities in the field.
Credit awarded in plant taxonomy, plant
ecology and vegetation of the Pacific
Northwest.
Total: 16 credits.
Program is preparatory for careers and future
studies in conservation, ecological restoration,
forestry, natural resource management, plant
ecology or plant taxonomy.
The Practice of Sustainable
Agriculture
Spring, Summer, Fall/Course
Faculty: Pat Moore
Enrollment: 18
Prerequisites: Junior or senior standing, good
writing skills.
Faculty Signature: Yes. Students must
demonstrate good writing skills, a background
in natural and environmental science and an
interest in pursuing a career in agriculture or
horticulture. To apply, students must fill out a
short questionnaire available from the faculty
at the Organic Farm during winter quarter
and submit it to the faculty prior to or at the
Academic Fair on March 10, 1999. Eligible
students will be notified at the Academic Fair
or by phone the day before the fair.
Special Expenses: Field trips, approximately
$60 -$80.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Field trips.
This program will provide upper-division
students with direct experience in the practices
of sustainable agriculture. There will be
weekly lectures, occasional field trips and an
emphasis on practical skill development in
intensive food production at the Organic
Farm. Students can expect instruction in soils,
plant propagation, greenhouse management,
composting, green manures, the use of animal
manures, equipment operation, small farm
economics, pest control, livestock management, weed control strategies, irrigation
system design and management, basic
horticulture, machinery maintenance,
vegetable and small fruit culture, marketing,
orchard systems and more.
Completing a short questionnaire and a
faculty signature are prerequisites to joining
this program. The goal of the questionnaire is
to assess motivation, maturity, communication
and writing skills and background in
environmental studies. Transfer students must
complete the questionnaire and mail a
description of college courses taken, related
work experience and letters of recommendation no later than the eighth week of winter
quarter. Pat Moore, faculty, will contact
transfer students during weeks nine and 10 of
winter quarter. Continuing students should
contact faculty at the winter quarter Academic
Fair on March 10, 1999.
Credit awarded in horticulture, soils,
greenhouse management and agroecology.
Total: 8 credits each quarter.
Program is preparatory for careers and future
studies in agriculture, horticulture and
outdoor education.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Rainforest Research
Spring/Group Contract
Faculty: TBA
Enrollment: 20
Prerequisites: Junior or senior standing.
Temperate Rainforests or Tropical Rainforests
or equivalent.
Faculty Signature: Yes. Interview and project
proposal required.
Special Expenses: The program will involve
independent research at various sites
throughout Costa Rica, overseen by an incountry faculty liaison. It is expected that
most students in the program will already be
in Costa Rica, having attended the three-week
field trip at the end of the Tropical Rainforests
program. Students must finance their own
travel and project needs. Expect costs of $20$30 per day for basic living expenses in Costa
Rica.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Costa Rica.
This program is a successor to the Temperate
Rainforests and Tropical Rainforests
programs; applicants from those programs
will receive first priority. Students will carry
out an independent scientific research project
in Costa Rica. Proposals for projects will have
been developed during the earlier rainforests
programs, or through direct consultation with
faculty. It is expected that projects will involve
extensive field work in tropical biology.
Credit awarded in tropical biology*.
Total: 16 credits.
Program is preparatory for careers and future
studies in environmental studies, ecology and
conservation biology.
Shelter: Eco-Design
in the Real World
Fall, Winter, Spring/Coordinated Study
Faculty: Rob Knapp, TBA, TBA
Enrollment: 72
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: Three-day in-state field trips
fall and winter quarters, approximately $35
per trip, payable by week three of each
quarter; four-day field trip to Oregon spring
quarter, approximately $50, payable by week
one of the quarter.
Part-Time Options: No
Internship Possibilities: Yes, with faculty
signature.
Travel Component: In-state and out-of-state
field trips.
What are ecologically sound homes and
workplaces for real, present-day human
beings? We will pursue this question by
combining large visions with solid foundational knowledge.
The heart of the program is designing:
homes and workplaces must be imagined
before they can be built. A yearlong design
studio will teach relevant skills and knowledge
through a series of small and large projects.
For some students, this may mean
participating in the design of specific realworld buildings, such as Evergreen's new
Seminar II classroom building, an appropriate-technology house at the college's Organic
Farm, a possible expansion of Housing or a
youth hostel for downtown Olympia. We are
arranging the program to make this involvement easy and productive.
Other students may focus more on off-grid
living, Third World needs, waste management,
energy, alternative materials such as straw,
earth or recycled tires, the technological
visions of people like Buckminister Fuller or
Amory Lovins, the whole systems understanding of Lynn Margulis and others, or the social
visions of Boston's Dudley Street Project.
As vital background to designing, students
and faculty will do readings, lectures,
seminars, library research and site visits on
two major themes: human needs, wants and
hopes; and nature's processes, within which
human life must take place.
Both students and faculty will develop their
facility in graphics, structural and environmental analysis, modeling, literature searching
on and off-line, group problem solving and
effective writing.
This program actively seeks students from a
variety of levels, backgrounds and interests.
The problems of ecological design are too big
to be solved or even understood by anyone
kind of person. Be ready to participate
energetically, to learn from fellow students as
well as faculty, to share skills and insights
generously. Some program activities will be
organized according to level; others will be
shared by all.
Credit awarded in design studio, natural
science, humanities and social science. Upperdivision credits will depend on student
background and performance.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in design professions, environmental
studies, community development, social
science, humanities and natural science.
This program is also listed under First-Year
Programs, Expressive Arts, and Scientific
Inquiry.
Symbiosis
Fall/Group Contract
Faculty: Erik Thuesen
Enrollment: 25
Prerequisites: Junior or senior standing. A
minimum of one year of college-level
chemistry with lab and course work in botany,
microbiology, mycology or zoology.
Faculty Signature: Yes. A signature indicates
that the faculty has approved prerequisites; it
does not guarantee entry into this program.
New transfer students who cannot attend the
Academic Fair may obtain a signature with an
interview by telephone, call (360) 866-6000,
ext. 6584, or by E-mail
thuesene@evergreen.edu.
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Symbiosis can be defined as "the living
together of differently named organisms."
This program will look at the biology of
symbiotic associations through lecture,
readings, laboratory, field work and seminar
topics taken from the primary literature.
Although we will pay particular attention to
mutualistic symbioses, we will also study
parasitic associations. Defining aspects of
plant-animal, animal-animal, bacteria-plant,
bacteria-animal, protozoa-animal and fungiplant symbioses will be examined at the
organismal, physiological, cellular, biochemical, molecular and ecological levels. Characteristics that define the integration between
the host and symbiont of specific associations
will be investigated through fieldwork and in
the laboratory. Students will complete a takehome examination, keep a lab notebook and
undertake a small research project that
culminates in a poster with a short oral
presentation.
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Credit awarded in symbiosis*, symbiosis
seminar*, parasitology", ecological physiology*, symbiosis laboratory" and research",
Total: 16 credits.
Program is preparatory for careers and future
studies in environmental and life sciences.
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Fall/Coordinated Study
Faculty: Nalini Nadkarni, Susan Aurand
Enrollment: 50
Prerequisites: Junior standing; one year of
ecology/natural history coursework, desire to
learn drawing skills.
Faculty Signature: Yes, submit one-page letter
outlining: relevant courses/programs, work!
internship experience and reasons for taking
the program, including the names of
references (preferably Evergreen faculty) to
either Nalini Nadkarni, Lab II or Susan
Aurand, Lab I, by May 7, 1999. Students will
be notified of acceptance at the Academic Fair
or by mail.
Special Expenses: Approximately $220 for
overnight field trip and art supplies.
Part-Time Options: No
Internship Possibilities: No
Travel Component: In-state field trips.
Temperate rainforests are a poorly understood
and highly valued ecosystem in the Pacific
Northwest and other parts of the world. They
support a complex and interconnected web of
life that encompasses a tremendous diversity
of biota, including humans. In Temperate
Rainforests, we will learn about ways of
understanding these ecosystems using a
variety of contemporary approaches in
ecology and natural history and drawing. Our
focus will be on the ecology and aesthetics of
rainforests of the Olympic Peninsula. We will
also examine how temperate rainforests have
been understood through art, particularly of
the native cultures of the forest. We will make
our own images expressing our understanding
of and relationships to the forest. Students
will undertake an independent study project
that combines science and art. The program
will go on an extended field trip to the
Olympics to study biological and aesthetic
aspects of temperate rainforests.
Credit awarded in forest ecology", drawing,
natural history and art history/aesthetics.
Total: 16 credits.
Program preparatory for careers and future
study in forest ecology, arts and humanities.
This program is also listed under Expressive
Arts.
Tropical Rainforests
Winter/Coordinated Study
Faculty: John Longino, Susan Aurand
Enrollment: 50
Prerequisites: Junior or senior standing, one
year of college-level science, previous collegelevel art experience preferred but not required.
Faculty Signature: Yes. Students will submit
an application during fall quarter of the 19992000 academic year. It will contain: (1) an
essay addressing fulfillment of the prerequisites, interest in the program, background
knowledge in organismal biology and whether
they wish to be considered for the Costa Rica
field trip; (2) evaluation from a previous
science program; and (3) the name and
telephone number of a previous instructor.
Assessment will be based on writing skills and
background knowledge in organismal biology.
Selection for the Costa Rica field trip (24
students maximum) will be based on
interviews at or before the fall Academic Fair.
Students who cannot be on campus can
arrange telephone interviews.
Special Expenses: Art supplies: $150, Costa
Rica field trip: $700 airfare, $900 food,
lodging, transport in Costa Rica.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Three-week field trip to
Costa Rica at the end of winter quarter.
This program will focus on tropical forests
from both scientific and artistic perspectives.
Tropical ecosystems are home to most of the
world's biodiversity, and our understanding of
the origins and maintenance of this diversity
relies on principles of community ecology,
evolution and biogeography. At the same time,
images of tropical rainforests have been a
powerful inspiration for artistic expression,
and aesthetic concerns are strong motivations
for conserving tropical forests.
The program is designed for advanced
science students and requires no previous
experience in the arts. Skill-building will
include technical scientific writing, quantitative analysis of diversity data, drawing,
scientific illustration and visual literacy. This
is a successor to Temperate Rainforests,
although Temperate Rainforests is not a
prerequisite. Faculty will lead an approximately three-week field trip to Costa Rica at
the end of the quarter (enrollment limit of 24).
Students who cannot take part will carry out
independent activities on campus. Admission
to the program will be by application.
Admission to the field trip will be by
interview. Assessment will be based on writing
skills, knowledge of organismal biology and
evidence of a genuine interest in combining
advanced science and art studies. This
program contains an optional two-credit
support course in conversational Spanish.
Credit awarded in tropical biology", art
history, aesthetics.
Total: 16 credits.
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Students who register for a program or
course but do not attend the first class
meeting maybe dropped.
Program is preparatory for careers and future
studies in environmental studies, ecology,
conservation biology, arts and humanities.
Program is also listed under Expressive Arts.
Worts and Witches: Medieval
European Herbalism
Fall/Group Contract
Faculty: Frederica Bowcutt
Enrollment: 25
Prerequisites: Sophomore standing. Students
must be able to write a research paper and
know how to read a text critically. Willingness
to read copious amounts is essential.
Faculty Signature: Yes. A questionnaire will be
available in advance through the faculty in
Lab II or at the Academic Fair, May 12, 1999.
Students must provide a research paper
writing sample during the interview or with
their questionnaire. Frederica will interview
selected students. Acceptance list will be
posted outside Frederica's office door prior to
registration.
Special Expenses: $150 for overnight field
trips.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Overnight field trips.
Botanical knowledge is developed within a
cultural context as is any scientific discipline.
This program will focus on cultural dimensions of plant science as practiced between
roughly the 13th and 17th centuries in
Western Europe. During this time period, the
study of plants revolved around medicinal
uses. Herbals served as the primary texts. Part
of our study will be on old herbals including
aesthetics and plant taxonomy. We will also
spend some time on herb gardens and their
design. Other topics include trends during this
time period toward the professionalization of
medicine and the impacts of this on plant folk
knowledge and rural practitioners of herbal
medicine. Issues of gender will factor into our
explora tions of this professionaliza tion as well
as changing attitudes about the environment.
We will spend time exploring different
world views or paradigms held during this
period in history. We will also attempt to
make connections to contemporary trends in
health care. Some time will be spent on plant
uses and identification skills, however this will
not be the primary focus of the class. The
focal point will be exploring the roots of
western botany as an ethnobotany, richly
linked to a web of cultural influences. This
course will be rigorous, requiring copious
amount of reading and research papers
written in an expository style. Willingness to
be a co-learner within a community doing
research in this area of study is essential.
Credit awarded in history of plant science",
gender and science" and ethnobotany".
Total: 16 credits.
Program is preparatory for careers and future
studies in midwifery, naturopathy, herbal
medicine and botany.
Expressive Arts
Sally Cloninger, Planning Unit Coordinator
AFFILIATEDFACULTY:
SusanAurand - Visual Art
Andrew Buchman - Music
Arun Chandra - Music
Sally Cloninger - FilmNideo
Doranne Crable - Performance
Studies, literature
Joe Feddersen - Visual Art
Anne Fischel - FilmNideo
Marilyn Frasca- Visual Art
Ariel Goldberger - Scenic Design
Bob Haft - Visual Art, Photography
Lucia Harrison - Visual Art
Ruth Hayes- Animation
Meg Hunt - Dance
RoseJang - Theater
Bud Johansen - Dance
Hiro Kawasaki - Art History
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
SeanWilliams - World Music
The Expressive Arts planning unit is primarily concerned with helping students gain skills and
experience in the arts with a very deliberate focus on the interplay of theory and practice. In many
programs, students have the opportunity to work in more than one art form simultaneously and with
collaborative and crossdisciplinary approaches to learning. Program themes are drawn from current
aesthetic and ideological interests of 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 but a hands-on approach is taken in every program that
has Expressive Arts faculty as members of the teaching team. Expressive Arts offerings usually
include work in the performing arts (theater, music and dance), media arts, visual arts and creative
writing. In all of these contexts, we are working to create a learning environment that supports a
strong multicultural perspective.
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 as well as professionally. However, the faculty feel
it is vital for students primarily interested in the arts to have a broad range of other academic
experiences and often require academic work outside of the area for admission to certain arts
programs. 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 planning areas at Evergreen. While studying in the Expressive Arts, students are also encouraged to work in more than one of the arts areas and to consider undertaking multimedia, collaborative projects with other students.
Offerings in the Expressive Arts include annual entry-level programs in media arts (Mediaworks),
performing arts (Performing Arts and Culture and Theater Intensive) and visual arts (Foundations of
Visual Arts). These programs are designed to provide an introduction to and theoretical foundation
for work in one or more arts disciplines. Because of high student demand, enrollment in some of
these programs requires the completion of a written application or a portfolio review. Crossdivisional programs that examine several media and are theme-based are also typical. In addition,
the area offers some junior- and senior-level programs where students refine particular skills or create
new work in a specialized setting.
Students will not be admitted to entry-level programs in visual arts, media or theater or advanced
group contracts in the Expressive Arts if they have not completed at least one year of full-time,
interdisciplinary work in a coordinated studies program outside of the arts. Exceptions may be made
for some transfer students whose academic record demonstrates broad training in the humanities,
social sciences or sciences.
Individual contracts and senior thesis projects allow students to do work that suits their own
particular needs and abilities. For both these options, eligibility requirements include a minimum of
three quarters prior experience in the Expressive Arts. 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 before submitting proposals. Faculty are also available to support Student
Originated Studies contracts for advanced, upper-division students. Students may also enroll in skilldevelopment modules designed to supplement work in programs and group contracts. Finally,
internship possibilities are available for preprofessional work experience.
The senior thesis project in the Expressive Arts is a competitive program involving the production
of senior-level work in one or more media; participating students are advised by a thesis committee
comprised of three faculty or staff. Each spring students may submit proposals; these are reviewed by
the Expressive Arts faculty and successful projects are supported by a small stipend.
Advanced Work in FilmNideo: 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 research on media history or
theory. To do an independent contract,
students must be at the junior or senior level
and must demonstrate 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' prior experience
in the expressive arts or expect to have taken
and successfully completed an entry-level film
and video program such as Mediaworks.
Transfer students who have spent a year in
coordinated studies may also plan independent contracts if they have at least one year of
intensive course work 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.
Portfolio for Visual Arts: The following
items should be included in the portfolio
students submit when seeking entrance into
an advanced program in the visual arts: (1) At
least six examples from a body of work that
examines a particular theme or topic. The
theme may be explored using a single medium
or through the use of several different two-
dimensional and three-dimensional media.
Slides, photographs and actual pieces may be
included, (2) Students who have worked in a
variety of media should include examples from
each, demonstrating the range of diverse skills
that they have developed, (3) Several examples
of written work. Assigned papers, creative
writing and/or self-evaluations would serve
this purpose. These materials should be
contained in an easily portable portfolio. They
should be arranged in a coherent sequence
based on one of the following factors:
chronology, medium, theme or the sequences
of programs in which the work was completed. Students should contact the relevant
faculty or the Academic Advising Office for
information concerning the times and places
for submission of portfolios.
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Fall, Winter/Group Contract
Facuity: Terry Setter
Enrollment: 25
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: $50 for overnight field trip.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Overnight field trip.
This program will explore the relationship
between the arts and daily life in West Africa
by learning the music and dance of the region
while coming to better understand the
cultures that create them.
This program will be divided into lectures,
book seminars, instructional drumming
workshops and a weekly dance workshop.
Readings will consist of books on West
African culture, music and dance such as
African Rhythm and African Sensibility by
Chernoff. A one-page research paper on a
topic of each student's choice will be due for
each seminar meeting and a final research
paper of five pages or more will be due at the
end of each quarter. Program members will
present their final research papers orally to
the other members of the class. They also will
participate in a public performance of West
African "Gahu" drumming and dance.
Credit awarded in cultural studies, music
performance, dance performance, African
history and ethnomusicology.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in music, dance and anthropology.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Building Character
Fall, Winter/Group Contract
Faculty: Ruth Hayes
Enrollment: 25
Prerequisites: Sophomore standing with two
quarters experience in Expressive Arts or
equivalent. Previous animation or drawing
experience is not necessary but work in
interdisciplinary studies involving humanities,
social sciences or sciences is strongly
preferred.
Faculty signature: Yes. Students must
complete a written application describing
previous experience in interdisciplinary studies
and arts. The application will be available in
April, 1999 from Academic Advising or the
program secretary.
Special Expenses: $150 for art/media
materials.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Cartoon character animation is the best
known genre of animation. It is a staple of
children's entertainment and has recently
regained a presence in adult popular culture
not seen since the 1950s. However, noncartoon genres of character animation also
exist and may provide clues as to how one
may caricature personalities without resorting
to degrading or cliched stereotypes. In this
two-quarter group contract, students with art,
animation, performance and/or media
experience will explore the arts and industry
of both traditional and nontraditional forms
of character animation. These studies will
include the social, economic and political
conditions affecting animation production and
aesthetics. From this work students will
develop their own approaches to expressing
character for individually and collaboratively
produced animated film or video.
Students will learn character animation
production skills and techniques through
extensive drawing assignments, workshops in
acting, mime or puppetry and animation
design problems in various media. As
animation is an inherently interdisciplinary art
form, we will investigate character-centered
works from the visual and performing arts,
literature and live-action cinema through
readings, lectures and screenings. Students will
also research and write critiques of character
studies from these different disciplines.
Cartoons offer laughter, escape and
sometimes guilty pleasure. In the guise of
entertainment, they may propagandize,
advertise products, exploit audience alienation
or articulate resistance against dominant
culture. We will analyze these various
functions of animated works in the context of
the cultures from which they spring and the
audiences for whom they are produced. We
will pay special attention to the political
implications of representions based on ethnic,
class, gender or other stereotypes and work to
express character in more innovative and
creative ways.
Credit awarded in introduction to character
animation, history of animation, animation
theory and analysis, drawing, writing for
animation.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in arts, animation, media, visual and
performing arts, communications and
humanities.
Dance and Culture
Winter, Spring/Group Contract
Faculty: Ratna Roy
Enrollment: 25
Prerequisites: Junior standing; previous study
in performing arts or equivalent.
Faculty Signature: No
SpecialExpenses: Performance and workshop
tickets in winter; $2,500 for travel to India in
the spring.
Part-time Options: No
Internship Possibilities: Yes
Travel Component: Travel to India for
ethnographic fieldwork.
The program will study the anthropology of
dance as an academic branch of learning and
the value of approaching the study of culture
through one of humankind's basic activities:
dance. Although the art form of dance has
been too often maligned and trivialized in
Euro-American culture, it has been, in most of
the world throughout most of history, a
powerful force in the life of the human
community. In the fall, we will examine how
one looks at and defines dance in ways that
respect its place in its own culture; we will
also study specific forms from several different
cultures. In addition to theoretical readings,
there will be workshops by guest artists in
different forms of dance. Students will select
one dance form to examine in greater depth.
The emphasis will be on reading, writing,
understanding of ethnographic work and
research rather than studio work in the winter.
In the spring, we will go to India, live with
dancers and complete a piece of ethnographic
writing. It is not necessary to be a dancer to
enroll in this program.
Credit will be awarded in dance history,
cultural studies, ethnographic writing and
performance studies.
Total: Winter, 8 credits; spring, 16 credits.
Winter quarter students have the option of
taking any dance course they want for 8
credits. Ratna Roy will teach two 4 credit
courses in Part-Time Studies: Hindi Language
and Orissi: Intermediate and Performance
Dance. Students intending to go to India are
encouraged to take the Hindi course.
Program is preparatory for careers in dance,
performance studies, anthropology, history,
cultural studies and education.
East Wind, West Wind: Chinese
Culture in Global Context
The Empty Stage:
A Theater Intensive
Fall, Winter/Coordinated Study
Faculty: Rose jang, Andrew Buchman
Enrollment: 50
Prerequisites: Sophomore standing; Core
program or equivalent.
Faculty Signature: No
Special Expenses: $60 for Chinese music
concerts and theatrical events.
Part-time Options: No
Internship Possibilities: No
Travel Component: Field trip to Seattle area
for concerts and events.
The winds of change currently blowing in
China are affecting cultural traditions that are
amazingly old and well-preserved. Our goal
during fall term will be to become familiar
with the basic components of Chinese culture:
history, philosophy, literature and performing
arts. In addition, small groups will pursue
areas of special interest and present their
research to the program, expanding our
survey.
East, west, south and north of the "Middle
Kingdom," accounts and aspects of Chinese
culture have spread around the globe, growing
and hybridizing with other cultures. During
winter quarter, we will examine the global
impact of Chinese culture, from its profound
role in neighboring nations for many
centuries, through stories by European and
American travelers, to contemporary works
by Chinese American composers and
playwrights who examine the character of
Chinese culture through postmodern eyes and
ears. Again, student groups will pursue special
studies and present their work. Together we
will gain a crucial understanding of the most
populous culture on earth.
Fall, Winter, Spring/Coordinated Study
Faculty: Ariel Goldberger, TBA
Enrollment: 50
Prerequisites: One year of a coordinated
studies program.
Faculty Signature: No
Special Expenses: $210 for theater tickets,
makeup, costumes and field trips.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Overnight field trips.
This theater intensive program will prepare
participants to undertake more-advanced,
interdisciplinary and experimental studies of
theater. Students will explore the practical and
theoretical aspects of contemporary professional theater in this country, focusing on the
Euro-Arnerican theatrical tradition. Theater
will be studied as a laboratory of the human
experience, a mirror of society and an art that
reflects social and political contexts. The
program will address the poetics of the stage
and the politics of representation. Expect to
spend a minimum of 40 hours per week in
class, in rehearsal or backstage.
Studies will cover dramatic literature whose
origins range from Ancient Greece to contemporary America and Europe. We will read and
research plays written by playwrights of
different national, cultural and ethnic origins,
focusing on American and European theater.
We will include dramaturgical research and
readings on the history and theory of theater
to place the plays in cultural and political
context. When possible, we establish connections between the theater, different currents of
thought and art movements. Spring quarter, we
will explore 20th century dramatic theory and
the politics of representation. Students will
develop collaborative skills, a theatrical
vocabulary, critical skills and writing skills.
Participants will attend skill-building
workshops that include acting, dramaturgy,
movement, stage combat, design (scenic,
costume and lighting), scenic crafts, writing,
collaboration and technical theater. Guest artist
workshops will provide different outlooks on
particular topics. Videos and films documenting
theater work will be shown and discussed. To
familiarize participants with all aspects of the
theatrical collaboration, all will be required to
gain experience on stage, backstage and in
scenic and costume shops.
On-stage work will include an informal play
reading in the fall, a staged reading in winter
and a faculty-directed public production at the
end of the program. We will travel to productions at the Oregon Shakespeare Festival and
in Seattle and Portland.
Students wishing to pursue intermediate,
experimental and contract work in the theater
are strongly encouraged to take this program.
Credit awarded in Chinese history, Asian
history, Asian-American history, philosophy,
literature and performing arts.
Total: 16 credits each quarter.
Program is preparatory for career and future
study in Asian studies, cultural studies and
performing arts.
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Credit awarded in theater, theater history,
theater theory, acting and design for the stage.
Total: 16 credits each quarter.
* indicates upper-division credit
Program is preparatory for careers and future
studies in theater, performing arts, liberal arts.
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Foundations
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of the Visual Arts
Fall, Winter/Coordinated Study
Faculty: Lucia Harrison, TBA
Enrollment: 44
Prerequisites: Sophomore standing and the
completion of a coordinated studies program.
Faculty Signature: Yes. Students wishing to
enter FOVA should bring a portfolio of their
work, which will be used to assess whether a
student's skill level is beyond that covered in
an entry-level visual arts program, and a
writing sample to Lucia Harrison at the
Academic Fair, May 12, 1999 or to the
advising sessions held two weeks prior to the
fair. Students should contact the program
secretary to confirm acceptance into the
program by Monday, May 17, 1999.
Special Expenses: $300 for art supplies.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
In the fall, this program will introduce
students to a wide range of drawing methods
and materials. It is an opportunity for
beginning art students to acquire new skills
and form a grounding for future work in the
arts. Students will develop a visual arts
vocabulary, refine visual analytic capacity,
acquire basic mechanical skills and gain a
historical perspective through a survey of art
history. Everyone will complete weekly studio
projects designed to help students learn how to
make creative and personal images in response
to difficult visual problems. Students will
develop a working process whereby they take
charge of their own image making. Each week,
students will work in the studio. a minimum of
four hours per day and participate in weekly
life drawing classes, critiquing sessions, seeing
seminars and art history lectures.
In the winter, students will continue a
survey of art history and develop new
technical skills in painting, printmaking,
digital imaging and two-dimensional design.
The first half will focus an skill building and
color, two-dimensional design exercises and
the second half will help students continue to.
develop a working process to.explore personal
thematic ideas and work in series. Students
will also.increase their understanding of the
lives and issues faced by contemporary artists
and explore the social context in which art is
made. Students will participate in weekly
studio. classes, art history lectures, critiquing
sessions, seeing seminars and visiting artist
lectures.
This is a full-time program. Students should
expect to work a minimum of 40 hours per
week in the studio. and attend art history and
visiting artist lectures in the evening.
Credit awarded in drawing, painting,
sculpture, design, art history and aesthetics.
Total: 16 credits per quarter.
Program is preparatory far careers and future
studies in art, education, humanities.
* indicates upper-division credit
Foundation of the Visual Arts:
Sculpture
Spring/Group Contract
Faculty: TBA
Enrollment: 25
Prerequisites: Sophomore standing. Fall and
winter quarters of Foundations of Visual Arts.
Faculty Signature: Yes, with a faculty
interview.
Special Expenses: Approximately $100 for art
supplies and materials.
Part-Time Options: No.
Internship Possibilities: No
Travel Component: None
Spring quarter af FOVA will introduce
students to the technical, design, historical and
aesthetic considerations of contemporary
sculpture. Emphasis will be an experimentation with farm and materials, imaginative
applications of ideas and development of
personal imagery. All students will also.be
expected to.take the four-credit Art History
course.
Credit awarded in introduction to sculpture,
three dimensional design and art history.
Total: 16 credits.
Program is preparatory for careers and future
studies in the arts and humanities.
I Am a Camera
Fall, Winter/Group Contract
Faculty: Paul Sparks
Enrollment: 25
Prerequisites: Junior standing, solid writing
skills, college-levelwork in the visual or media
arts and a sense of humor. A portfolio
containing a writing sample and other creative
work is due at the Academic Fair, May 12,
1999. Transfer students should contact faculty
in advance of the fair.
Faculty Signature: Yes
Special Expenses: At least $200 for photographic supplies.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program explores the nature of images
and narratives. Students will make photographs, read good books and look at films. In
fall quarter, we will make our awn images and
use them as texts in a crass-disciplinary
dialogue about creativity and haw audiences
shape artists and vice-versa. In the winter, each
student will complete a short graphic navel or
the first draft of a feature-length film script.
Previous co.lIege-levelphotographic experience
is not necessary far success in this program,
but good writing skills are a necessity.
This is an intensive program aimed at the
student who. wants to.do. serious work. Bath
the expectations and the workload will be
higher than normal. Successful completion of
the fall quarter is a condition far participation
in winter quarter.
Credit awarded in black-and-white still
photography, creative writing, art history,
aesthetics and literature.
Total: 16 credits.
Program is preparatory for careers and future
studies in the arts and humanities, photography, studio art, film making, creative writing
and informed life.
Interrogations: Whiteness,
Maleness and the Morality of
Wealth
Fall/Coordinated Study
Faculty: Angela Gilliam, Ratna Roy
Enrollment: 50
Prerequisites: Junior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program will examine a body of Third
World theory and First World thought that
interrogates Western concepts and social
relations of Capitalism. It will use the lens of
the dominated to describe society and social
relations, exploring globalization of the
economy and the reinvestment in patriarchy;
internationalization of American paradigms
about race; the growing struggles between
nationalisms and ethnic renewal; international
sex trade as a problem of migration, human
rights and the struggle for meaningful work;
and other themes. The readings will include
subaltern studies from South Asia and critical
race theory by theorists such as Richard
Delgato, Mari Matsuda, Patricia Williams and
Kimberle Crenshaw. The program will also
examine the languages of political theater,
dance and film as the voice of the subalterns.
Credit awarded in anthropology, cultural
studies, development theory and gender
theory.
Total: 16 credits.
Program is preparatory for careers and future
studies in social science and law.
This program is also listed under Social
Science.
Mediaworks
Fall, Winter, Spring/Group Contract
Faculty: Anne Fischel, TBA
Enrollment: 50
Prerequisites: Sophomore standing or above.
Successful completion of course work
involving critical reading and writing and/or
work in visual arts, media, music or performance.
Faculty Signature: Yes. Students submit a
written application plus copy of previous
evaluation and self-evaluation, or transcript.
Applications will be available by mid-April
and can be picked up from the program
secretaries in COM 301 or the Academic
Advising office. Written application is due
Friday, May 7, 1999. Students will be notified
of acceptance by program secretary.
Special Expenses: $100-$300 each quarter for
film and video materials and post-production
fees.
Part-Time Options: No
Internship possibilities: Yes, during spring
quarter.
Travel Component: None
Mediaworks is the entry-level program in film
and video production, history and theory. Our
focus is on the nonfiction image, a broad
category that includes documentary, experimental film, installation, video art, autobiography and mixed-genre work. In Mediaworks,
as in all moving image programs at Evergreen,
we stress the linkage of theory and practice,
analyze the politics of representation and
work to support each student's development
of a critical perspective on image-making.
Mediaworks is a flexible program that
responds to current issues in production and
theory. In 1999-2000 our focus will include
both documentary and experimental film and
video. In addition to studying film, video,
television and audio production, students will
make installations and experiment with
performance techniques. Themes and genres
explored will include: experimental video and
the linkages between art and video movements, autobiography, documentary, activist
and community-based film and video, feminist
theory and practice, and alternative representations of race, class, gender and sexual
orientation in film and video.
In fall and winter, students will acquire
production skills and produce short projects
in a variety of media. Screenings and seminars
will help them develop critical viewing skills
and explore current and historical issues of
visual representation. Students will be
expected to do extensive research on a
significant filmmaker or film movement and
present their research verbally and in writing.
In spring quarter each student will have the
opportunity to produce an extended
independent project.
Students should expect to work
collaboratively on projects consistent with the
focus of the program. Technical instruction
will include: pre-production design, cinematography, lighting, film and video editing, sound
recording and post-production strategies. We
will pay attention to the process as well as the
product of media production, with emphasis
on experimentation, screening work in
progress, group discussion and critique, and
the development of individual critical and
aesthetic perspectives.
Evergreen students wishing to apply for this
program should complete an application
(available at the program secretary's office or
Academic Advising by mid-April), and an
evaluation and self-evaluation from a previous
Evergreen program. Transfer students should
submit the application and a transcript. All
applications and support materials are due by
Friday, May 7, 1999. In considering applications we look for evidence of critical reading
and writing skills, interest in the arts or media,
willingness to engage in intensive study and
research, commitment to non-fiction production and willingness to work collaboratively.
Credit awarded in film history, film theory,
film production, video production,
installation, performance and art history.
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Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in media, visual arts and communications.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
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Movement, Masks and
Metaphors
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Spring/Group Contract
Faculty: Doranne Crable
Enrollment: 20
Prerequisites: Junior or senior standing. All
students must have completed a full coordinated studies program in the arts or humanities
or equivalent.
Faculty Signature: Yes. Interview and portfolio
review during winter 2000.
Special Expenses: $75 for mask-making
materials, makeup, costuming and programrelated expenses not covered by program
budget.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Poetry, movement and the mask have longstanding importance in the creative and
spiritual traditions of many cultures. It has been
observed by many people that our most
profoundly moving and learning experiences
elicit expressions in silence, motion and "nonrational" sound. This is what we will explore
for a quarter.
This multifocused program integrates the
study of poetry, mask-making, performance and
Laban-based movement. Poetry will be selected
from both Western and non-Western sources,
providing the foundation on which we will
build verbal and nonverbal expression through
performance. We will consider the mask,
historically and creatively, as an expression of
poetic metaphors in various cultural contexts;
we will explore Laban-based movement as the
vehicle that integrates poetry and mask.
Workshop components will focus on creating
minimalist poetic images and simple masks.
Although no previous choreographed movement, creative writing or 3-D visual arts
training is required, it is essential that participants have experienced collaborative work,
studies in literature, and introductory performance theory and practice.
Among the poetry we will consider are 10th
and 11th century Japanese tankas; songlines
from indigenous communities in several
cultures; American poets; sacred invocations to
deities and "enlightened" human beings; and
lyrics to contemporary and non-contemporary
songs in various languages. We will concentrate
on the rhythms, phrasing and spatial harmonies
of sound and motion through intensive
workshops in Laban movement, adding the
voice-as-accompanying-or-imitating instrument.
inner-dialogue work, "drawing from the
landscape" exercises, meditation, observation
exercises and listening explorations will
constitute our skills development activities.
Assigned poetry will provide the focus for the
skills development. Collaboratively designed
performances will occur throughout the
quarter, in both in-house and public venues,
culminating in three evenings of performance at
the end of the quarter, either on the campus or
in a theater in the wider community.
Guest artists and performers will facilitate
workshops and interactive training in the first
half of the quarter, offering insights and
experiences in mask-making, stilt-building,
instrument making, non-Laban movement and
poetry.
A book list will be available at the
Academic Fair, May 12, 1999.
Credit awarded in Laban movement (effort,
space harmony and fundamentals), cultural
studies in the mask and individual skills in
performative/technical theater).
Total: 12 credits.
Program is preparatory for careers and future
studies in arts and humanities.
Music and Dance of Brazil and
the Caribbean
Spring/Group Contract
Faculty: Sean Williams, TBA
Enrollment: 48
Prerequisites: This all-level program accepts
up to 25 percent first-year students; Core
program or equivalent; previous work in
music or dance.
Faculty Signature: No
Special Expenses: $50 for retreat. Students
must pay by the second week of class.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Three-day retreat.
The Caribbean and Brazil have a rich and
varied history of performing arts, set in a
context of economic tension, colonialism and
slavery. In this program we will use approaches from the fields of ethnomusicology
and ethnochoreology (the study of culture
through music and dance, respectively) to
explore some of the dynamics of culture and
power in the diaspora. We will also examine
the historical events that led to the development of samba in Brazil; the spiritual and
musical links between Haitian Vodou, Cuban
Santeria, Brazilian Candomblo and their
sources; and important social and ritual
connections in dance and movement. This
program is not for the academically faint of
heart; we expect students to commit to a
significant reading load and to dedicate
themselves to active, hands-on rehearsals of
dance and music. In addition, each student
will write a lO-page research essay on any
aspect of the performing arts in the diaspora,
and participate in a three-day intensive
performance retreat.
Credit will be awarded in ethnomusicology,
dance and culture, music and dance of the
Caribbean and music and dance of Brazil.
Total: 16 credits.
Program is preparatory for careers and future
studies in ethnomusicology, dance, anthropology and folklore.
This program is also listed under First-Year
Programs.
*
indicates upper-division credit
Shelter: Eco-Design in
the Real World
Fall,Winter, Spring/Coordinated Study
Faculty:Rob Knapp, TBA, TBA
Enrollment: 72
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
SpecialExpenses: Three-day in-state field trips
falland winter quarters, approximately $35
per trip, payable by week three of each
quarter; four-day field trip to Oregon spring
quarter, approximately $50, payable by week
one of the quarter.
Part-Time Options: No
Internship Possibilities: Yes, with faculty
signature.
Travel Component: In-state and out-of-state
fieldtrips.
What are ecologically sound homes and
workplaces for real, present-day human
beings.We will pursue this question by
combining large visions with solid foundational knowledge.
The heart of the program is designing:
homes and workplaces must be imagined
before they can be built. A yearlong design
studio will teach relevant skills and knowledge
through a series of small and large projects.
For some students, this may mean
participating in the design of specific realworld buildings, such as Evergreen's new
Seminar II classroom building, an appropriate-technology house at the college's Organic
Farm, a possible expansion of Housing or a
youth hostel for downtown Olympia. We are
arranging the program to make this involvement easy and productive.
Other students may focus more on off-grid
living;Third World needs, waste management,
energy,alternative materials such as straw,
earth or recycled tires, the technological
visions of people like Buckminister Fuller or
Amory Lovins, the whole systems understanding of Lynn Margulis and others, or the social
visions of Boston's Dudley Street Project.
As vital background to designing, students
and faculty will do readings, lectures,
seminars, library research and site visits on
two major themes: human needs, wants and
hopes; and nature's processes, within which
human life must take place.
Both students and faculty will develop their
facility in graphics, structural and environmental analysis, modeling, literature searching
on and off-line, group problem solving and
effectivewriting.
This program actively seeks students from a
variety of levels, backgrounds and interests.
The problems of ecological design are too big
to be solved or even understood by anyone
kind of person. Be ready to participate
energetically, to learn from fellow students as
well as faculty, to share skills and insights
generously. Some program activities will be
organized according to level; others will be
shared by all.
Credit awarded in design studio, natural
science, humanities and social science. Upperdivision credits will depend on student
background and performance.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in design professions, environmental
studies, community development, social
science, humanities and natural science.
This program is also listed under First-Year
Programs, Environmental Studies and
Scientific Inquiry.
Sources
Spring/Group Contract
Faculty: Marilyn Frasca
Enrollment: 25
Prerequisites: Junior or senior standing
Faculty Signature: No
Special Expenses: Amount varies with scope
of student project.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This group contract will provide an opportunity for intermediate and advanced students
to produce work in drawing, painting,
printmaking or writing and to examine the
sources that still guide our decisions about the
content and form of our work. We will
investigate sources drawn from autobiographical material that may include our
political attitudes and beliefs and the myriad
of cultural influences that affect our creative
work. Activities will include weekly intensive
journal workshops, book and sources
seminars and work discussion critiques.
Students will be expected to produce and
present their own work at the end of the
program and to identify and study the life
context of an artist or writer whose work they
believe to be a major influence.
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Credit awarded in the area of student work,
writing and humanities.
Total: 12 or 16 credits.
Program is preparatory for careers and future
study in arts and humanities.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
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Student Originated Studies:
Media
Student Originated Studies:
Performing Arts
Student Originated Studies:
Visual Arts
Fall, Winter, Spring/Group Contract
Faculty: Sally Cloninger (F), TBA (W), Ruth
Hayes (S)
Enrollment: 24
Prerequisites: Junior or senior standing,
Mediaworks or equivalent.
Faculty signature: Yes, portfolio review.
Special expenses: Depends on the nature of
student projects.
Part-Time Options: Yes
Internship Possibilities: Yes
Travel Component: None
SOS: Media is for junior or senior students
only. Students are invited to design their own
small group contracts in aspects of media
production, design, writing, history or theory
and to collaborate with media faculty in three
different versions of the program during the
1999-2000 academic year. SOS groups could
be organized around a collaborative production, a theme, a critique group, etc. Successful
groups in the past have involved a one-quarter
experimental television production group, an
animation critique group, a senior film
collective and a screenwriting group.
To be considered, you must have completed
at least one quarter of Evergreen program
work. This is not the place to do beginning
studies in media. It should be seen as an
opportunity for students who share similar
skills and common interests to do advanced
work that may have grown out of previous
academic projects and programs. Remember,
this is not a class that you just sign up for
(although you will register in SOS with a
faculty member's signature), you must gather a
group of like-minded students and design the
class yourselves with help from the faculty
sponsor.
To be considered for this advanced program
you should have also successfully completed
Mediaworks (the entry-level program in media
studies at Evergreen, see page 83) or its
equivalent (i.e., approximately a year of media
skill training, media history and media theory)
and have a portfolio that contains copies of
recent faculty evaluations, a sample of your
writing and a VHS tape with two examples of
your best work in film or video.
Sally Cloninger will be reviewing applications for SOS: Media (fall and winter) during
May 1999 and November 1999. Ruth Hayes
will be reviewing applications for SOS: Media
(spring) during February 2000.
Fall, Winter/Group Contract
Faculty: Bud Johansen
Enrollment: 12
Prerequisites: Sophomore standing.
Foundations of Performing Arts or equivalent college-level work in music, theater or
dance.
Faculty Signature: Yes, performance
experience will be assessed at an interview
with faculty no later than the first week of
the quarter.
Special Expenses: Production costs will
depend on project; expenditures for such
things as costumes, makeup and prop
materials may be required.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This group contract will help students
accomplish their goals in the performing arts
by providing an all-program seminar and
critique of participating students' works.
Each student will arrange an in-house
contract with the sponsor that focuses on
some form of performance, i.e., musical
theater production, music ensemble, theater
production, etc.
The faculty will direct the seminar and
critique sessions with strong input by the
students; will aid and assist in the productions as needed; will have close contact
regarding the creative process; and will
critique the projects.
Students will need the skills to work
collaboratively on projects that they will
develop and produce. All students will share
their works in progress each week for
reactions and helpful critiques by the group.
Fall, Winter, Spring/Group Contract
Faculty: Marilyn Frasca, Joe Feddersen
Enrollment: 25
Prerequisites: Junior or senior standing and
one quarter of previous full-time study at
Evergreen.
Faculty Signature: Yes. Faculty will review
student portfolio of visual work to assure
student's skill preparation for work on his or
her own.
Special Expenses: Amount varies with scope
of student projects.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Student Originated Studies is a place in the
curriculum where groups of students may
make their own program of study. It differs in
this important way from Individual Learning
Contracts: It is not an aggregation of
individual contracts. The process of forming a
group of advanced students and "organically"
developing an academic program is challenging and time-consuming. It is excellent
preparation for the kind of support groups
artists form after leaving the structure of
academic life.
Groups of students will develop, design and
submit plans for each quarter. The group must
involve no more than six students and no
fewer than four. The submitted proposal must
include: a program description and a goals
statement; ten weekly schedules with activities
such as reading lists, seminar/discussions,
critique, visitors, studio time, field trips, etc.,
including meeting times and places; a rough
draft of a covenant describing the shared
responsibilities and obligations that is signed
by all students in the group (with addresses
and phone numbers); a description of and
schedule for the mid-quarter and end-ofquarter peer evaluation process; and
adherence to the deadlines of the planning
process.
Submit plans for fall quarter to Marilyn
Frasca (Lab I) by the end of the fifth week,
April 30, 1999. Submit plans for winter
quarter to Joe Feddersen by the end of the
fifth week of fall quarter, October 29, 1999.
Credit awarded in media studies and
production.
Total: 8-16 credits each quarter.
Program is preparatory for careers and future
studies in media, film, video and communications.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Credit awarded in performing arts according
to each student's project. (Credit will reflect
the type of work done by each student and
may vary depending on his or her role in the
project.)
Total: 16 credits each quarter.
Program is preparatory for careers and
future study in performing arts and arts
management.
Credit awarded in the area of student work.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and future
study in arts and humanities.
Temperate Rainforests: Studies
in Ecology and Visual Arts
Pall/Coordinated Study
Faculty: Nalini Nadkarni, Susan Aurand
Enrollment: 50
Prerequisites: Junior standing; one year of
ecology/natural history course work, desire to
learn drawing skills.
Faculty Signature: Yes, submit one-page letter
outlining: relevant courses/programs, work!
internship experience and reasons for taking
the program, including the names of
references (preferably Evergreen faculty) to
either Nalini Nadkami, Lab II or Susan
Aurand, Lab I, by May 7,1999. Students will
be notified of acceptance at the Academic Fair
or by mail.
Special Expenses: Approximately $220 for
overnight field trip and art supplies.
Part-TlIDe Options: No
Internship Possibilities: No
Travel Component: In-state field trips.
Temperate rainforests are a poorly understood
and highly valued ecosystem in the Pacific
Northwest and other parts of the world. They
support a complex and interconnected web of
life that encompasses a tremendous diversity
of biota, including humans. In Temperate
Rainforests, we will learn about ways of
understanding these ecosystems using a variety
of contemporary approaches in ecology and
natural history and drawing. Our focus will be
on the ecology and aesthetics of rainforests of
the Olympic Peninsula. We will also examine
how temperate rainforests have been
understood through art, particularly of the
native cultures of the forest. We will make our
own images expressing our understanding of
and relationships to the forest. Students will
undertake an independent study project that
combines science and art. The program will go
on an extended field trip to the Olympics to
study biological and aesthetic aspects of
temperate rainforests.
Credit awarded in forest ecology *, drawing,
natural history and art history/aesthetics.
Total: 16 credits.
Program preparatory for careers and future
study in forest ecology, arts and humanities.
Thisprogram is also listed under Environmental Studies.
Tropical Rainforests
Twentieth Century Cinema
Winter/Coordinated Study
Faculty: John Longino, Susan Aurand
Enrollment: 50
Prerequisites: Junior or senior standing, one
year of college-level science, previous collegelevel art experience preferred but not required.
Faculty Signature: Yes. Students will submit an
application during fall quarter of the 19992000 academic year. It will contain: (1) an
essay addressing fulfillment of the prerequisites, interest in the program, background
knowledge in organismal biology, and whether
they wish to be considered for the Costa Rica
field trip; (2) an evaluation from a previous
science program; and (3) the name and
telephone number of a previous instructor.
Assessment will be based on writing skills and
knowledge of organismal biology. Costa Rica
field trip selection (24 students maximum) will
be based on interviews at or before fall
Academic Fair. Students who cannot be on
campus can arrange telephone interviews.
Special Expenses: Art supplies: $150. Costa
Rica field trip: $700 airfare, $900 for food,
lodging, transport in Costa Rica.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Optional three-week field
trip to Costa Rica at end of winter quarter.
This program will focus on tropical forests
from both scientific and artistic perspectives.
Tropical ecosystems are home to most of the
world's biodiversity, and our understanding of
the origins and maintenance of this diversity
relies on principles of community ecology,
evolution and biogeography. At the same time,
images oftropical rainforests have been a
powerful inspiration for artistic expression,
and aesthetic concerns are strong motivations
for conserving tropical forests. The program is
designed for advanced science students and
requires no previous experience in the arts.
Skill-building will include technical scientific
writing, quantitative analysis of diversity data,
drawing, scientific illustration and visual
literacy. This program is a successor to
Temperate Rainforests, although Temperate
Rainforests is not a prerequisite. Faculty will
lead an approximately three-week-long field
trip to Costa Rica at the end of the quarter,
with an enrollment limit of 24. Students who
cannot go on the field trip will carry out
independent activities on campus. Admission
to the program will be by application.
Admission to the field trip will be by
interview. Assessment will be based on writing
skills, background knowledge in organismal
biology and evidence of a genuine interest in
combining advanced science and art studies.
This program contains an optional two-credit
support course in conversational Spanish.
Spring/Group Contract
Faculty: Sally Cloninger
Enrollment: 24
Prerequisites: This all-level program accepts
up to 25 percent first-year students; basic
college-level competency in writing.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship possibilities: No
Travel component: None
This one-quarter group contract will examine
milestones in the history of the 20th century's
most influential art form: the movies.
Beginning with the origins of the apparatus of
cinema, we will examine the cultural and
historical context of each decade of the last
century as we study how the film form was
transformed by social events, aesthetics,
economics and the force of individual
personality. We will focus our work primarily
on the film director, studying a film by an
influential director each week. Program
activities will include screenings of feature
films and short oppositional works, lectures
on cinema history, seminars and study group
meetings.
Of course, we will also be concerned with
the acquisition of a critical perspective on
film. To this end, students will be expected to
write weekly critical essays and to complete a
quarter-long research project on a 20th
century film director. The quarter will
conclude with a symposium at which time
students will lecture on their director and
present a film of their choice to the entire
program. (Note: prospective students will
need to arrange their schedules to attend class
every day and evening for the final week of
spring quarter). In addition, students will
complete biweekly projects in film studies
including storyboards, single frame analysis
and character sketches. Students will also
make oral presentations on 20th century
social history.
Weekly readings will include excerpts from
a history of the 20th century, a film history
text (such as Gerald Mast's A Short History of
the Movies), and texts that speak to the
decade as well as the film of the week (i.e.,
novels, screenplays and works of nonfiction).
Our seminars will be concerned with the
weekly films and these contextual readings.
Possible directors for our study include:
Charles Chaplin, Yasujiro Ozu, Frederico
Fellini, Ida Lupino, Orson Welles, Satyajit
Ray, Dorothy Arzner and Marlon Riggs.
Credit awarded in tropical biology', art
history, aesthetics.
Program is preparatory for careers and future
studies in the arts and humanities.
Credit awarded in film history, film analysis
and media literacy.
Total: 16 credits.
Total: 16 credits.
Program is preparatory for careers and future
studies in environmental studies, ecology,
conservation biology, arts and humanities.
This program is also listed under Environrnental Studies.
* indicates upper-division credit
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Visual Manipulation:
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Fall/Group Contract
Faculty: Joe Feddersen
Enrollment: 18
Prerequisites: Junior or senior standing;
Foundations of Visual Arts or equivalent.
Faculty Signature: No
Special Expenses: Art supplies, approximately
$100.
Part-time Options: No
Internship Possibilities: No
Travel Component: None
Visual Manipulation is an intermediate/
advanced visual arts program designed to
examine the interplay of printed matter in
contemporary arts and build skills related to
the printed image. A discussion of related
texts and articles interweaves current topics
into the program. Students will keep a journal
documenting the development of intellectual
and creative work, outlining central concepts
from the program texts and documenting the
stages of the creative process. The first part of
the quarter consists of a series of printmaking
workshops and the last five weeks is open to
the development of a related body of work.
Interested students need to submit a portfolio.
Portfolios encompass a writing sample and
examples of artwork. Foundations of Visual
Arts or equivalent is required. Some knowledge of printmaking is advisable, though not
required. This is an excellent opportunity for
visual arts students to engage in an intensive
period of theoretical study with ample time
allotted for personal explorations using a
variety of print media.
Credit will be awarded in art history/theory,
cultural studies and printmaking.
Total: 16 credits.
Program is preparatory for careers and future
studies in visual arts.
What Is to Be Experimental
Music Now?
Fall, Winter, Spring/Group Contract
Faculty: Arun Chandra
Enrollment: 25
Prerequisites: Sophomore standing; one year
of college-level study in music.
Faculty Signature: Yes. Portfolio review and
interview with faculty member.
Special Expenses: $75 for tickets to concerts
and performances.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
"MUSIC"
The art of preserving relationships against
their content.
"IS TO BE"
Not "What has been," nor "What is," but
what is not yet, and so needs us to become it.
"NOW"
Neither bygone nor anticipated glories, but an
alluring trepidation with the intensity of "Hie
Rhodus, hie salta!"
"EXPERIMENTAL"
Not yet supported by existing facts and truths.
"WHAT"
The result of our makings, thinkings,
resistings, passions and becomings: what is
not yet is to be our "what."
We will read about, listen to, talk around,
compose toward and perform experiments in
musical composition. We will listen to lots of
compositions written in the past 40 years and
discuss the contexts in which those pieces
were once experimental and whether they
remain so.
One of the questions that we will discuss:
Now, at the end of the 20th century, when
capitalism boasts of its triumph, what must
art be so that it resists the appeal of its
commodification?
Readings on related subjects in contemporary music history and aesthetics will be
drawn from the works of Roland Barthes,
Walter Benjamin, Theodor Adorno, Jacques
Attali, Susan Buck-Morss and others.
Class meetings will be divided into lectures,
seminars, listening sessions, rehearsals and
workshops. Students will be expected to take
a related course (such as Music Theory or
Computer Music) to complete their 16 credits
of study.
As well as making performances, we will
attend performances of new music as they
occur. A strong emphasis in the program will
be projects composed and performed by
groups of students in the class.
Credit awarded in music performance, music
composition, music history and experimental
music.
Total: 12 credits each quarter.
Program is preparatory for careers and future
studies in the arts.
* indicates upper-division credit
Working Small
Fall, Winter/Group Contract
Faculty: Jean Mandeberg
Enrollment: 18
Prerequisites: Foundations of Visual Art or
equivalent college-level experience in design,
drawing and sculpture (which might include
woodworking, fiber arts, metalworking, fine
metals or ceramics).
Faculty Signature: Yes. Portfolio review and
interview at the Academic Fair, May 12,
1999. Transfer students can mail a slide
portfolio and statement of interest to Jean
Mandeberg, Lab II, prior to May 12, 1999.
Jean will post acceptance list on her office
door after the Academic Fair.
Special Expenses: Students can expect to
provide art materials, including precious
metals and nonferrous metals, and specialized
tools and supplies needed to accomplish a
series of small scale works.
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This is a two-quarter program for advanced
visual art students interested in the particular
demands of making small scale art in
jewelrymaking, metalsmithing and mixedmedia sculpture. Working primarily in the
Fine Metals Studio, we will combine intensive
studio work and critique with design research,
writing, seminars and readings on contemporary craft, art and folk art.
Students must be prepared to confront the
artist's and audience's experience of smallscale artwork while considering such issues as
the cultural values associated with scale,
miniaturization, the intensification of form,
imagination, mobility, technical precision and
craftsmanship.
Students will learn to express their ideas
through appropriate materials in small-scale
to take advantage of this unique viewpoint.
Credit awarded in metalsmithing and
jewelrymaking, sculpture, issues in contemporary art and art history.
Total: Fall quarter 16 credits; winter quarter
14 or 16 credits. Winter quarter students may
enroll in the two-credit course The Artist's
Portfolio.
Program is preparatory for careers and future
studies in arts and humanities.
Scientific Inquiry
David Paulsen, Planning Unit Coordinator
AFFILIATED FACULTY:
Clyde Barlow
Dharshi Bopegedera
John Aikin Cushing
Judy Bayard Cushing
George E. Dimitroff
Burton S. Guttman
Linda B. Kahan
Jeffrey J. Kelly
Robert H. Knapp, Jr.
Elizabeth M. Kutter
Albert C. Leisenring
Donald V. Middendorf
Frank Motley
James Neitzel
Neal Nelson
Janet Ott
David Paulsen
Paula Schofield
Sheryl Shulman
Julio Soto
James Stroh
Jude Van Buren
E. J. Zita
Science and technology play an important role in modern America. It is essential
that citizens be scientifically informed in order to make responsible decisions, and
that scientists be broadly trained in the liberal arts to contribute responsibly to
social issues.
The Scientific Inquiry area aims to teach students to think like scientists; that is,
to collect and evaluate data, to employ theory, to do quantitative modeling and to
use appropriate instruments and technology. This approach is embodied in the
study of different scientific domains, including the physical sciences, mathematics,
computing and laboratory biology. These subjects are studied in several ways: for
their own sake, for their applications in terms of the philosophical issues they raise,
and for their place in society.
Programs offered by faculty from this area will be useful to those interested in
careers or future work in science, those interested in applying science in selected
technical areas, as well as those interested in understanding more about science by
doing science as part of their general liberal arts education. Students from this area
go on to graduate study in a variety of scientific or related areas, enroll in medical
school and work in careers requiring scientific, mathematical or computing
background. High-quality introductory and advanced study provides students with
a foundation (in theory and practice) that can enable them to be part of the
conversation in these fields, as informed listeners able to effectively communicate
the processes and results of scientific inquiry in speech and writing.
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Astronomy and Cosmologies
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Spring/Coordinated Study
Faculty: E. J. Zita
Enrollment: 24
Prerequisites: Facility with algebra and
trigonometry. This all-level program will
accept up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: $30 for equipment and
$1,000 for optional one-month field trip to
Mexico and/or Central America.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Optional one-month field
trip to Mexico and/or other regions of
Central America.
Learn beginning-to-intermediate astronomy
through lectures, interactive workshops and
observation. Use naked eyes, binoculars and
large and small scopes. Build learning tools
such as celestial spheres and spectrometers
(to be kept by students). Observe with large
telescopes via the Internet at professional
sites. Research a topic of interest (in the
library and through observations) with a
small team of classmates.
We will also seminar on cosmologies: how
people across cultures and throughout history
have understood, modeled and ordered their
universe. We will study creation stories and
world views, especially of ancient peoples on
this continent.
Archaeoastronomy investigations will
include a one-month field trip to Mexico andJ
or Central America to study ancient
archaeoastronomy sites. First-year students
may register for this program, but are not
eligible to attend the field trip. About half the
students will stay in Olympia working on
their observations while the other half travel
with the instructor through the study-abroad
option.
Credit awarded in astronomy, physical
science, and philosophy of science.
Total: 16 credits.
Program is preparatory for careers and future
studies in astronomy, physical sciences,
history and philosophy of science.
This program is also listed under First-Year
Programs.
* indicates
upper-division credit
Astronomy and Energy:
Cosmic Models
Fall, Winter, Spring/Group Contract
Faculty: Don Middendorf
Enrollment: 25
Prerequisites: Junior or senior standing, one
year of calculus-based physics (for the fall
quarter astronomy module, algebra is a
prerequisite).
Faculty Signature: No
Special Expenses: Fall quarter textbooks will
cost over $400 and must be purchased by the
second day of classes. Additional costs include
good binoculars, journal subscriptions and
overnight field trips.
Part-Time Options: Introductory Astronomy
(five credits fall quarter) component of
program is open to all students.
Internship Possibilities: No
Travel Component: Possible field trips to
observatory or planetarium.
This contract is a yearlong study of our
current models of the universe, including the
role of spectroscopy, relativity and electromagnetism in studying stars, planets and black
holes. We will examine such questions as:
How do we know that stars undergo fusion?
How do we interpret theory and experiments
for objects such as stars and black holes?
What are some of the ramifications of
embracing one model instead of another?
What is energy? Are neutrinos and quarks
real? Are we learning about preexisting
objective facts (truth) or are our experimental
results solely the products of our theories? We
will explore these questions by examining
important ideas from physics, mathematics,
and philosophy. Although we will find many
strange and provocative answers, our goal will
be to learn to ask even more sophisticated
questions about "nature" and "reality."
We will use our eyes, binoculars and
telescopes to examine the sun and the night
sky, so we'll need to meet one night each week
on average. We will study cultural beliefs and
compare these with the facts and speculations
in modern astrophysics.
Evergreen has several telescopes that we
will use, but each student must own binoculars. We will use the Web to access observations from telescopes around the world.
Students must subscribe to three journalsAstronomy, Science News and the American
Journal of Physics. These journals will be used
in weekly discussions and student presentations about recent developments in astronomy
and modern physics. Attendance at seminars,
labs and presentations is required for all
students.
Upper-division credit is possible for all
portions of the program except the five-credit
Introductory Astronomy module in the fall.
Upper-division credit will be awarded only for
upper-division performance. The fall quarter
Astronomy module is required for those
enrolled in this program, but is open as a
separate module to sophomores or above. It
will meet one or two nights each week.
Students who have prior credits in Astronomy
will be able to obtain upper-division credit in
this portion of the program as well as all of
the others.
Credit awarded in astronomy, modern
physics, special and general relativity,
electromagnetism, scientific research and
philosophy of science. Upper-division science
credits are possible contingent on performance.
Total: 5 or 16 credits each quarter.
Program is preparatory for careers and future
studies in science or mathematics, especially
physics, engineering, astronomy or philosophy. The program fulfills many (but not all) of
the requirements for the state endorsement in
physics teaching.
Atoms, Molecules and Research
Concepts of Computing
Data to Information
Fall, Winter, Spring/Group Contract
Faculty: TBA
Enrollment: 25
Prerequisites: Junior or senior standing; one
year of college-level chemistry (or AP high
school chemistry) and ability to do differential
and integral calculus.
Faculty Signature: Yes. Faculty will conduct
an interview at the Academic Fair, May 12,
1999 and by phone to determine student
eligibility.
SpecialExpenses: No
Part-Time Options: Yes, Thermodynamics (3
credits), Quantim Mechanics (3 credits),
Inorganic Chemistry (3 credits).
Internship Possibilities: No
Travel Component: None
This program is designed to provide advanced
preparation that will enable students to
pursue careers in chemistry and chemical
engineering (graduate school and industry),
fields that have the highest employment
demands in the sciences. It will also be useful
for students considering careers in medicine,
biochemistry or chemical physics.
During the fall and winter quarters, the
lecture portion of the program will cover the
traditional junior- and senior-level topics in
physical chemistry and inorganic chemistry.
These include thermodynamics, quantum
mechanics, inorganic chemistry, chemical
kinetics, statistical mechanics and spectroscopy. During the spring quarter, if time
permits, the lecture portion of the program
will cover some special topics in chemistry.
During the fall quarter, the laboratory
portion of the program will train students to
use the chemical instrumentation available at
the college to carry out assigned laboratory
experiments. All members of the chemistry
faculty and science instructional technicians
will be involved in teaching the laboratory
part, ensuring breadth and individual
guidance. In the winter and spring quarters,
students will be assigned laboratory research
projects they will conduct under the close
supervision of chemistry faculty. Students will
present the results of their research at the
annual American Chemical Society Undergraduate Research meeting.
Students will participate in workshops on
technical writing skills and library research
methods, including on-line searching.
Spring/Group Contract
Faculty: George Dimitroff, TBA
Enrollment: 46
Prerequisites: This all-level program accepts
up to 50 percent first-year students. Students
must have high school-level algebra.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This spring quarter offering will examine
fundamental ideas in computing and
mathematics that underlie today's computing
technology. There will be hands-on lab work
together with an examination of the models,
methods and abstract concepts behind
software and hardware systems.
The program is intended for students who
have an interest in computing but limited
background. It will be useful for students who
want some exposure to computing as a basis
for future work in a variety of disciplines that
use computing (especially the sciences). This
program is also helpful, though not required,
for students interested in additional course
work in computer science or mathematics.
Topics may include programming, algebra
and discrete mathematics, computational
organization, the World Wide Web, logic, or
the historical, philosophical, social or ethical
implications of computing.
Fall, Winter, Spring/Coordinated Study
Faculty: Masao Sugiyama, Sheryl Shulman
Enrollment: 50
Prerequisites: Sophomore standing. Students
must possess adequate analytical and
mathematical abilities and background,
including algebra skills equivalent to secondyear high school algebra.
Faculty Signature: No
Special Expenses: No
Part-Time Options: On a space-available
basis. Contact the faculty for details.
Internship Possibilities: No
Travel Component: None
Data to Information is an entry-level program
for students interested in doing substantive
work in computer science. Although you will
not have to know how to program to start,
you will learn to program a computer well.
You will also study mathematics related to
computer science. Much of the technical work
you do will require that you use both the
mathematics and computer program that you
will learn during the year. In addition, you
will participate in building a very simple
computer and study the architecture of
computers and the operating systems which
control them. There is also a book seminar in
which you will explore the ethical and societal
implications of computers and computing.
Finally, you will learn to apply what you learn
to program for the World Wide Web.
Fall quarter topics include programming,
mathematics, digital logic and machine
organization. Winter quarter topics include
data structures and algorithms, mathematics
and computer architecture. Spring quarter
topics include a continuation of data
structures and algorithms, mathematics and
operating systems.
Credit awarded in mathematics and introductory computing.
Total: 16 credits.
Program is preparatory for careers and future
studies in science, mathematics and computing.
This program is also listed under First-Year
Programs.
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Credit awarded in computer programming,
computer-related mathematics, digitallogic*,
computer architecture *, operating systems *,
data structures and algorithms" and seminar*.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in computer related fields, science and
mathematics.
Credit awarded in thermodynamics *,
quantum mechanics*, inorganic chemistry*,
instrumentation laboratory", undergraduate
research in chemistry*.
Total: 3, 6, 9 or 16 credits each quarter.
Program is preparatory for careers and future
studies in chemistry, chemical engineering,
chemical physics, medicine and biochemistry.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
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Introduction to Natural Science
Mathematical Systems
Matter and Motion
Fall, Winter, Spring/Coordinated Study
Faculty: Burton Guttman, TBA, TBA
Enrollment: 75
Prerequisites: Sophomore standing; high
school algebra. Other high school science
recommended.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Introduction to Natural Science will cover
topics from physics, chemistry and biology.
We will develop these topics partially in a
historical context by reading about the
development of scientific thought from
ancient civilizations through the birth of
modern science, and we will read about the
work of contemporary scientists to develop a
conception of science as a human activity. Our
concern for the human dimensions of science
will place a lot of emphasis on developing
ways of thinking and methods of analysis. For
this reason, students should not expect a
traditional comprehensive coverage of topics
in each science, but we will develop a strong
preparation for further study, particularly in
biology and the environmental sciences.
The work week will entail a few lectures, a
seminar and a regular series of laboratories;
much of the time will be spent in workshops
where students are expected to work together
to solve problems and develop concepts for
themselves. We expect dedication to the ideals
of the college, especially personal involvement, personal responsibility and learning
through active, cooperative discussion. The
program will demand a lot of time and hard
work; students who are unable to commit
themselves wholeheartedly to their studies
should not enroll.
Introduction to Natural Science is the
standard entry program into the natural
sciences, especially for students interested in
biology and those who do not want the more
intensive concentration on calculus, physics
and chemistry offered by Matter and Motion.
Students need have only basic facility with
high school mathematics, and we expect to
offer two or three levels of mathematics
instruction to fit student mathematical
abilities.
Fall, Winter, Spring/Group Contract
Faculty: Hazel Jo Reed
Enrollment: 25
Prerequisites: Junior or senior standing; one
year of calculus.
Faculty signature: No
Special expenses: No
Part-Time Options: With permission of
instructor.
Internship Possibilities: No
Travel Component: None
This contract is a yearlong, intensive study of
several fundamental areas of pure mathematics, including a nucleus of advanced calculus,
geometry, abstract algebra and topology. We
will also consider such questions as: Are
mathematical systems discovered or created?
Why does a particular culture allow some
systems 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 want to know more about mathematical
thinking. We will look at the historical
contexts of mathematical and scientific events
to help us understand how mathematical ideas
are discovered. We will develop skills not only
in handling mathematical syntax, but also in
the crucial area of reading and writing
rigorous proofs in axiomatic systems.
Students may enroll in individual modules
or the entire constellation of activities. If you
have any questions about the appropriateness
of your background for the various segments,
consult the instructor.
Fall, Winter, Spring/Coordinated Study
Faculty: Sharon Anthony, Renee Lang
Enrollment: 50
Prerequisites: Sophomore standing. Precalculus
math required. Students must be ready to start
calculus. High School chemistry or physics
recommended. Students should plan on
devoting 50-70 hours per week to this
program.
Faculty Signature: Yes. Students must pass a
math entrance exam. Exam will be available
March 1, 1999 from the Academic Advising
Office. Students will be notified as they pass
the exam.
Special Expenses: Four-day field trip during
winter quarter, approximately $100.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Field trip winter quarter.
Matter and Motion is an integrated study of
chemistry, physics and calculus for the
motivated student preparing to do advanced
work in the physical and biological sciences.
The program is strongly recommended for all
pre-med students. Students will all learn
computer applications and work in the
chemistry and physics laboratory. There will
be small-group workshops and seminars plus
whole-group lectures in chemistry, physics and
calculus. Guest lecturers will introduce special
topics.
A central feature of the program will be the
use of important topical issues as a basis for
learning the science. We will spend about three
weeks on each topic, focusing on issues such
as: What should we do about global warming?
What's all the fuss about fat? Airbags?
Biomass conversion? Why does the ozone hole
form in the Antarctic spring? What happens to
acid rain? We will explore the science and the
social issues with these topics and students will
do presentations, conduct mock hearings and
do scientific poster sessions to develop their
speaking and analytical skills. We anticipate
that students in Introduction to Natural
Science may be exploring many of these same
topics and we may sometimes share chemistry
lectures and guest speakers.
Credit awarded in precalculus mathematics,
general physics, general chemistry, general
biology and social implications of science.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in all sciences, including environmental
studies, graduate and professional in health
sciences and medicine.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Credit awarded in advanced calculus*,
abstract algebra*, geometry, topology*,
history and cognition of mathematics and
individual projects.
Total: 4 or 8 or 12 or 16 credits each quarter.
Program is preparatory for careers and future
study in mathematics, physics, Masters in
Teaching program, history of mathematics
and science.
Credit awarded in general chemistry,
university physics and calculus.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in any science field and medicine.
Molecule to Organism
Science of Mind
Fall, Winter, Spring/Coordinated Study
Faculty: Clyde Barlow, Jeff Kelly, Elizabeth
Kutter, Julio Soto
Enrollment: 75
Prerequisites: Junior or senior standing; oneyear of college chemistry, biology and algebra.
Faculty Signature: No
Special Expenses: $50 for program retreats.
Part-Time Options: Yes
Internship Possibilities: Yes
Travel Component: Overnight, in-state
retreats.
Molecule to Organism develops a view of
biological systems that integrates the
molecular basis of biology with more complex
structure-function relationships, examining
key topics in traditional biology and premedical curricula. We will put particular emphasis
on aspects of biochemistry and microbiology
that are most relevant to current environmental and health issues. The experimental basis of
our rapidly growing knowledge in these fields
will be emphasized, as well as the use of
scientific literature. Laboratories will playa
major role in the program and will explore
microbiology, enzymology, nucleic acid
chemistry and molecular genetics, as well as
special projects.
Molecule to Organism is Evergreen's
introduction to experimental (laboratory)
biology and to organic and biochemistry. It is
designed for students who have already
learned general chemistry (usually through a
program such as Matter and Motion or
Introduction to Natural Science) and who plan
to go on to advanced work in chemistry and
field or laboratory biology. It includes organic
chemistry and the upper-division topics of
anatomy, genetics, microbiology, physiology,
immunology, molecular and cellular biology
and biochemistry in a yearlong sequence.
The program begins with two separate
themes - one at the "cell" level and the other
at the "molecule" level. In the cell theme we
start with the cell and microbiology and
proceed to the whole organism with examinations of structure and function relationships at
all levels including some anatomy and
physiology. In the molecular theme we will
examine organic chemistry, the nature of
organic compounds and reactions, and carry
this theme into biochemistry and the fundamental chemical reactions of living systems. As
the year progresses, the two themes merge
through studies of cellular and molecular
processes in molecular biology, developmental
biology, physiology and immunology.
Fall, Winter, Spring/Coordinated Study
Faculty: David Paulsen, Linda Kahan, TBA
Enrollment: 75
Prerequisites: Junior or senior standing, or
science background.
Faculty Signature: No
Special Expenses: No
Part-time Options: With faculty signature.
Internship Possibilities: No
Travel Component: None
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have raised questions about the human
mind. What is its structure? 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 the 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 past and
contemporary cognitive psychology and
neurobiology, issues in philosophy of science
and mind, as well as computer models of
mental activity. Emphasis will be placed on
theories about the nature of perception,
attention, memory, reasoning and language as
well as current developments in the study of
neural nets. The program will cover basic
cellular neurobiology, application of neural
network models, theory and practice of
experimental cognitive psychology, research
design in psychology, descriptive and
inferential statistics with psychological
research applications, use of the computer for
data analysis and computer simulation 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 and reading in these areas or the
philosophy of mind.
Credit awarded in physiology", cell biology",
molecular biology x', organic chemistry I,
organic chemistry II'" and III*, biochemistry",
microbiology" and development biology*.
Total: Fall, 6 or 10 or 16 credits; winter, 2 or 4
or 6 or 10 or 12 or 16 credits; spring, 16
credits. Students may enroll in components of
this program. Consult with faculty for advise.
Program is preparatory for careers and future
studies in biology, chemistry, health sciences,
environmental studies and education.
Credit awarded in cognitive science*,
cognitive psychology* , research methods in
psychology*, neurobiology with laboratory*,
descriptive and inferential statistics * (upperdivision credits not awarded for fall quarter
statistics, 3 credits), data analysis using the
Statistical Package for the Social Sciences"
and a research project".
Total: 16 credits each quarter.
Program is preparatory for careers and future
study in psychology, medicine, biology,
computer science and philosophy.
This program is also listed under Social
Science.
Shelter: Eco-Design in
the Real World
Fall, Winter, Spring/Coordinated Study
Faculty: Rob Knapp, TBA, TBA
Enrollment: 72
Prerequisites: None. This all-level program
accepts up to 25 percent first-year students.
Faculty Signature: No
Special Expenses: Three-day in-state field trips
fall and winter, approximately $35 per trip,
payable by week three of each quarter; fourday field trip to Oregon spring quarter,
approximately $50, payable by week one.
Part-Time Options: No
Internship Possibilities: With faculty signature.
Travel Component: Field trips.
What are ecologically sound homes and workplaces for real, present-day human beings? We
will pursue this question by combining large
visions with solid foundational knowledge.
The heart of the program is designing:
homes and workplaces must be imagined
before they can be built. A yearlong design
studio will teach relevant skills and knowledge
through a series of small and large projects.
For some students, this may mean participating in the design of specific real-world
buildings, such the new Seminar II classroom
building, an appropriate-technology house at
the Organic Farm, a possible expansion of
Housing or a youth hostel for Olympia.
Other students may focus more on off-grid
living, Third World needs, waste management,
energy, alternative materials such as straw,
earth or recycled tires, the technological
visions of people like Buckminister Fuller or
Amory Lovins, the whole systems understanding of Lynn Margulis and others, or the social
visions of Boston's Dudley Street Project.
As vital background to designing, students
and faculty will do readings, lectures,
seminars, library research and site visits on
two major themes: human needs, wants and
hopes; and nature's processes, within which
human life must take place. Students and
faculty will develop their facility in graphics,
structural and environmental analysis,
modeling, literature searching on- and off-line,
group problem solving and effective writing.
This program actively seeks students from a
variety of levels, backgrounds and interests.
Be ready to participate energetically, to learn
from fellow students as well as faculty, to
share skills and insights generously. Some
program activities will be organized according
to level; others will be shared by all.
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Credit awarded in design studio, natural
science, humanities and social science. Upperdivision credits will depend on student
background and performance.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in design professions, environmental
studies, community development, social
science, humanities and natural science.
Program is also listed under First-Year
Programs, Environmental Studies and
Expressive Arts.
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Student Originated Software
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Fall, Winter, Spring/Coordinated Study
Faculty: Judith Cushing, TBA
Enrollment: 50
Prerequisites: Junior or senior standing; Data
to Information or equivalent, or experience in
both computing and an application area such
as science or media; completion of a
questionnaire and if requested a faculty
interview. Students must demonstrate
technical expertise and a commitment to a
group software development project.
Questionnaire is available from the program
faculty and from the Academic Advising office
after May 1, 1999.
Faculty Signature: Yes
Special Expenses: Diskettes for student project
work and two field trips, approximately
$100.
Part-Time Options: 8 credit option for parttime students only.
Internship Possibilities: Only if in conjunction
with the software project, or for 4 credits
spring quarter.
Travel Component: None
Critical problems with software systems
remain despite the best efforts of many very
smart people over the last 50 years. Software
is often late, over budget, socially irresponsible, unable to perform according to user
needs or has some combination of these
shortcomings. The software engineering
problem is not just a matter of technology but
a problem of organization, psychology, group
dynamics and culture. In addition, considerable knowledge and understanding of the
relevant domain is required to design and
implement a successful system. Student
Originated Software is intended to prepare
students to face these problems.
This yearlong program is designed to give
students with advanced programming skills
(or some programming skills and considerable
domain expertise) the ability to identify and
carry out a viable software project. Students
will work in groups to identify a software
project, prepare market research and
feasibility studies for that project, identify a
real-world client (or class of clients) and write
software specifications. Under the guidance of
faculty and working with users, students will
conduct systems analysis and design,
implementation and product testing and
validation. They will write user manuals and
system maintenance plans and, where
appropriate, conduct or plan system
installation and user training. Students will
evaluate their software project according to
technical, legal and social criteria.
* indicates upper-division credit
Domains of successful past projects include
the sciences, music, visual arts, education,
computer security and databases for small
business and local and state agencies. The
program seminar will address ergonomics and
human-machine interaction and the psychology of computer programming; the role of
technical expertise and the Internet in modern
society; the organizational, social and cultural
milieu of the workplace.
Credit awarded in computer science",
software engineering *, object-oriented
analysis *, design'" programming and
databases *, computer graphics or user
interface design *, distributed computing
systems*, software tools* and special topics*.
Total: 8 or 16 credits each quarter.
Program is preparatory for careers and future
study in computer science and software
engineering or the project application area.
Undergraduate Research in
Scientific Inquiry
Fall, Winter, Spring, Summer/Group Contract
Faculty: Betty Kutter, Clyde Barlow, Dharshi
Bopegedera, Judith Cushing, Burt Guttman,
Jeff Kelly, Rob Knapp, Jim Neitzel, Janet Ott,
E.J. Zita
Enrollment: 25
Prerequisites: Negotiated individually with
faculty; laboratory experience such as
Molecule to Organism (where appropriate).
Faculty Signature: Yes
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
A number of the faculty in this planning
group are engaged in research projects that
offer collaborative research opportunities for
advanced students. These provide an
important mode of advanced work in the
sciences, taking advantage of faculty expertise,
Evergreen's flexible structure and excellent
equipment purchased through grants from the
National Science Foundation and the
Murdock Foundation. In general, students
begin by working in apprenticeship mode with
more senior personnel and gradually take on
more independent projects within the context
of the specific program. These projects
generally run 12 months a year; a signature is
required from the faculty with whom students
will be working.
Betty Kutter (molecular biology), Burt
Guttman (genetics) and Jim Neitzel (biochemistry) study Bacteriophage T4, which has been
a key model organism in molecular genetics
for more than 50 years. Its infection of E. coli
leads to rapid cessation of host DNA, RNA
and protein synthesis. These faculty members
are working to clone and overexpress the
many host-lethal genes that are responsible;
purify and characterize their protein products;
determine their specific functions; look at
ways in which they can be used to better
understand bacterial metabolism; and
examine the infection process under a variety
of environmental conditions. Evergreen is the
center for genomic analysis and database
development for these phages, and work with
phage ecology and potential uses as antibiotics.
Judith Bayard Cushing studies how
scientists use distributed computing and data
to conduct research. She would like to work
with students who have a background in
computer science or molecular biology, forest
ecology, chemistry or physics and a strong
motivation to explore new computing
paradigms, such as object-oriented systems
and multiplatform computing.
Jeff Kelly and Clyde Barlow work with
biophysical applications of spectroscopy to
study physiological processes at the organ
level, with direct applications to health
problems. Students with backgrounds in
biology, chemistry, physics, mathematics or
computer science can obtain practical
experience in applying their backgrounds to
biomedical research problems in an interdisciplinary laboratory environment.
Dharshi Bopegedera is interested in
studying vibration-rotation spectra of unstable
molecules. Students with a solid background
in chemistry can get experience in synthesizing
unstable gaseous molecules and recording
their infrared spectra with her newly acquired
ITIR spectrophotometer.
Janet Ott studies alternative healing
methods, especially the mechanisms involved
in acupuncture and acupressure, by measuring
changes in such physiological processes as
EEG, ECG, EMG and respiration during
treatments. Students with strong backgrounds
in biology, chemistry, physics or statistics can
obtain laboratory experience applying their
expertise to this growing field. Students with
an interest in alternative medicine may also
find this laboratory experience of use to their
training.
E.]. Zita (physics) studies the structure and
dynamics of magnetic stars. Like plasmas
(ionized gases) in fusion energy research labs,
stars can create and respond to electromagnetic fields. Zita's theoretical model explains
how twisting magnetic fields can cause sound
waves in stars, which are well understood in
the Sun but a puzzle in hotter stars. Students'
calculations generate predictions and
diagrams based on her model (using software
such as Excel or Mathematica). Students'
observations can help test and refine the
model (using telescopes on campus and in
Eastern Washington or observing remotely via
the Internet).
Rob Knapp studies thermal and electric
energy flows in buildings, as a contribution to
ecologically conscious design of homes and
workplaces. A National Science Foundation
grant has provided instrumentation to
measure heat loss, air flows, solar gains and
related aspects of conventional and alternative
buildings by which to compare different
approaches to energy conservation and
renewable resource use. Students with
backgrounds in physics, electronics or
computer modeling can help with these
explorations.
Credit will be awarded in lab biology* and
chemistry,* health sciences*, teaching and
environmental sciences,* physics* and
astronomy lab biology. *
Total: 4-16 credits each quarter.
Whole and Holy: Alternative
Herstories of Healing
Fall, Winter, Spring/Coordinated Study
Faculty: Janet Ott, Sarah Williams
Enrollment: 25
Prerequisites: Sophomore standing or above.
Faculty Signature: Yes. Faculty will assess
student's writing skill and degree of interest in
the program. To apply, students must submit
a writing sample to Janet Ott, Lab I, (360)
866-6000, ext. 6019 or Sarah Williams, SE
3127, (360) 866-6000, ext. 6561 before or at
the Academic Fair, May 12, 1999. Faculty will
conduct phone or in-person interviews.
Students will be notified of acceptance prior
to fall registration, May 17, 1999.
Special Expenses: $50 for materials
Part-Time Options: No
Internship Possibilities: Yes
Travel Component: None
To heal: deriving from the same roots as the
words whole and holy. We intend to explore
healing as that which is whole and holy by
examining alternative herstories - forms of
healing involving body, mind, spirit and the
environment from so-called feminine
perspectives. We will learn about the historical
roots of the healing practices we use today,
our division of mainstream and alternative
medicine, and the patriarchal and reductionist
effects of this division on physiology,
emotional literacy, and the evolution of the
soul. In addition to books, films, lectures and
seminars, we will expect each student: 1) to
engage in an apprenticeship, community
service-learning project and internship and
participatory or collaborative research; 2) to
go on a mid-winter retreat; and 3) to develop
the discipline of a healing practice (e.g., a
martial art, nutritional plan, exercise routine,
herbalism, goddess worship, healing tough,
yoga, music, gardening or apprenticeship with
an indigenous healer).
Our studies will be concerned with the
contemporary resurrection of traditional
healing practices. From witches, midwives and
alchemists to their takeover by corporate
medicine men, we will examine the historical
contexts of healing versus curing. We will ask
ourselves, what does the resurrection of
traditional healing practices such as acupuncture, herbalism, bodywork and other
alternative forms of medicine have to do with
the energetics of healing and the rise of
personal power out of tribal authority?
We want highly motivated, self-directed
students who are interested in, and capable of,
integrating intellectual work with personal
process. We want to develop a studentdirected learning community in which
experiential know ledges are put into
conversation with academic scholarship.
Books might include: Woman as Healer,
Emotional Literacy, Why People Don't Heal
and How they Can, For Her Own Good, An
Illustrated History of the Healing Arts, A
Touch of Healing, Molecules of Emotion, The
Healing Circle, Mother Mysteries, Man and
His Symbols, Ecotherapy, The Healing of
America, Anatomy of the Spirit, Gaia and
Gaia: An Eco Feminist Theology of Earth and
Healing and All Sickness is Homesickness.
Credit awarded in history, comparative
religion, ecofeminism, political theory,
physiology, nutrition, anthropology, women's
studies and environmental policy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in the creative arts, biology, counseling, cultural studies, environmental studies,
health sciences, health care services, history,
religious studies, social work and women's
studies.
This program is also listed under Culture,
Text and Language.
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This program is preparatory for careers and
future study in lab chemistry and biology,
health and teaching.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
~---
Social Science
Laurence Geri, Planning Unit Coordinator
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AFFILIATEDFACULTY:
Don Bantz
Peter G. Bohmer
Priscilla V. Bowerman
Bill Bruner
Stephanie Coontz
Elizabeth Diffendal
Carolyn E. Dobbs
Peter Dorman
John Robert Filmer
Theresa L. Ford
George Freeman, Jr.
Laurence R. Geri
Angela Gilliam
Jose G6mez
Jeanne E. Hahn
Peta M. Henderson
Taylor E. Hubbard
Heesoon Jun
Janice Kido
Lowell Kuehn
Gerald Lassen
Daniel B. Leahy
Russell M. Lidman
Carrie Margolin
Earle W. McNeil
Lawrence J. Mosqueda
Raul Nakasone (Suarez)
Alan Nasser
Dean Olson
Toska Olson
Mark Papworth
Alan R. Parker
Yvonne Peterson
Zahid Shariff
Niels Skov
Linda Moon Stumpff
Masao Sugiyama
Paul Tamburro
Michael Vavrus
Sherry L. Walton
Gregory Weeks
Sonja Wiedenhaupt
Social Theory, Social Change and Public Policy integrates anthropology, economics,
history, law, public policy, labor studies, management, political science, philosophy,
sociology, health sciences and psychology as a set of tools for understanding society and
the individual's role in society.
The area has a diverse range of faculty who look at ways societies are organized and
governed and the ramifications for class, race and gender in global, national and local
contexts. Through our various academic offerings, we explore the evolution of
historical and contemporary problems: how they are understood, how and why certain
decisions are made and what difference various solutions make for the quality of
societal and individual existence. We also examine strategies for social change in
historical, present and alternative future time frames.
Depending on which programs are undertaken in this area, students can learn about
management skills, including values and ethics and the public interest; social, psychological and biological forces that affect human health and behavior; and policy
formulation and implementation.
Since all major social problems are deeply grounded in cultural, philosophical, social
economic and political theories, history and practice, the understanding and integration
of these areas will prepare students for solving contemporary problems and anticipating
new and changing realities.
This area also works collaboratively with the faculty assigned to the Master in
Teaching program and Graduate Program in Public Administration to develop the
curriculum in the social sciences.
Alternatives and Resistance to
Neoliberalism
Spring/Group Contract
Faculty: Peter Bohmer
Enrollment: 25
Prerequisites: Junior or senior standing.
Students must have some background in
political economy and social change,
introductory micro and macroeconomics,
Marxism and interriational political economy.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
As we prepare to enter the 21st century, the
dominant ideology is that there are no
alternatives to capitalism and that the only
path for countries to take is one that worships
the "free market," and that is totally open to
the products and investment of multinational
corporations. In this one-quarter group
contract, we will research social movements in
a variety of countries that are actively resisting
this neoliberal model and the related
structural adjustment policies of the International Monetary Fund and World Bank; and
that are in theory and practice putting
forward alternative visions and models for
meeting human needs.
We will examine the concept of economic
development as well as differing contemporary theories of development. We will study
noncapitalist alternatives in the context of the
global capitalist system. The bulk of this
program will be researching relevant case
studies. The particular ones selected will be
based on the interests of the students and
faculty. Possibilities include but are not limited
to Cuba, the United States, Mexico, Vietnam,
South Africa, Nicaragua and Guatemala.
Students will form groups to research, write
up and present to the class the particular
country and social movement they have
chosen.
Credit awarded in comparative economic
systems", Latin American studies 'f and
international political economy".
Total: 16 credits.
Program is preparatory for careers and future
studies in economics, third world studies and
international solidarity work.
Black and Green 2000: The
Struggle for Community and
Equality in the United States
Spring/Coordinated Study
Faculty: Angela Gilliam, Patrick Hill
Enrollment: 50
Prerequisites: Junior standing; two years of
college humanities and social sciences.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: No
Most of us are aware that the official story of
our nation's past, as told in the school history
texts, is just one version of what happened, a
socially constructed version designed to serve
certain purposes. We may also have become
aware that this version is too narrow or
exclusive to serve the democratic aspirations
of our increasingly multicultural democracy.
This program, drawing upon the experience
of the instructors, will focus in its readings
and lectures on the "hidden histories" of two
peoples in the United States: the African
American and the Irish American. In terms of
time periods, the foci will be (1) the "founding" or colonial era; (2) the afterbirth of the
nation, with attention to such topics as postfamine migration from Ireland, minstrelsy, the
Civil War and Reconstruction; and (3) the
postwar era in which the American "community" is consolidated in the face of civil-rights
struggles, the labor movement and the
emergence of North-South conflict. Special
attention will be given in a quarter-ending
conference to the often strained relations
between peoples like Irish Americans and
African Americans whose shared experience
of catastrophe might have yielded (and may
yet yield) a more cooperative struggle.
Student work will build on the work of
students in previous offerings of the program
and will be shelved in the Library as
contributions to the new multicultural
narrative vital to the future of the nation.
Students will be required (1) to do extensive
research into some aspect of hidden histories,
(2) to enter into collaborative dialogue with
differently focused students in the program,
(3) to present one's own research and respond
to the research of others in end-of-theprogram public conferences, and (4) to assist
us all in framing the inclusion of those
histories in an ultimately comprehensive
multicultural narrative that enables us to live
together with respect for and appreciation of
our differences.
Credit awarded in American history, political
economy, cultural studies, philosophy of
history, African American studies and Irish
American studies.
Total: 16 credits.
Program is preparatory for careers and future
studies in American history, educational and
governmental administration, teaching and
ethnic, cultural and gender studies.
* indicates upper-division credit
This program is also listed under Culture,
Text and Language.
Cultural Crossings: Labor and
Migration in the Americas
Fall, Winter/Coordinated Study
Faculty: Tom Womeldorff ,Jose Gomez,
Peta Henderson, Alice Nelson
Enrollment: 100
Prerequisites: Sophomore standing. Core
program or equivalent.
Faculty Signature: No
Special Expenses: Up to $200 for retreat and
field trip to Eastern Washington.
Part-time Options: No
Internship Possibilities: No
Travel Component: Possible retreat, field trip.
Over the last 150 years, the Americas have
become increasingly intertwined economically,
politically and culturally. This program will
study historical and contemporary experiences
of Mexicans and Puerto Ricans, in their
countries of origin and in the United States.
We will explore how uneven colonial, class,
ethnic and gender relationships within and
between countries played themselves out in a
series of displacements. These have ranged
from the more literal pushes and pulls of
migration patterns and labor relations to the
more metaphorical transformations of
cultural forms and group identities over time.
In the fall, we will focus on the
interconnectedness of economics, politics and
culture in Mexico and Puerto Rico, in the
context of phenomena as diverse as: 1)
economic "development" models; 2) political
and cultural resistance movements; and 3)
migrations to and from the United States.
In the winter, we will migrate into the
United States, where Mexican Americans and
mainland-born Puerto Ricans, as well as
recent migrants, have created vibrant
synthesizing forms of political, economic and
cultural action and protest. Topics may
include: 1) the history of U.S. immigration; 2)
the farmworkers' movement and recent labor
struggles; and 3) the emergence of distinctive
Chicano and Puerto Rican literary and
theatrical forms.
Students will learn to interpret literary and
visual texts in social contexts and to use
political, economic and legal models to
address social questions. Each student will
also conduct a two-quarter research project
that will hone skills in prospectus and report
writing, library and community-based
research and oral presentation.
This is an integral two-quarter sequence; no
new students will be admitted in the winter.
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Credit will be awarded in Latin American and
Latino history and literature, political
economy, economics of migration and labor,
cultural anthropology and legal studies.
Total: 16 credits each quarter.
This program is preparatory for careers and
future study in Latin American and Latino
Studies, international political economy and
economics, literature, cultural anthropology
and international relations.
This program is also listed under Culture,
Text and Language.
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If You Weren't Listening ....
Say, "Yes, Go On"
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Fall, Winter, Spring/Group Contract
Faculty: George Freeman, Jr.
Enrollment: 25
Prerequisites: senior standing preferred,
general psychology, introduction to psychology, some research methods and statistics and
course work in human biology or physiology
and anatomy.
Faculty Signature: Yes. Student must complete
a reading and writing assignment and submit
it to the faculty, Lab I during spring quarter.
Contact George Freeman for the assignment.
Faculty will interview with students and notify
them of acceptance into the program by the
end of spring quarter.
Special Expenses: Travel to internship site;
retreat expenses; $15 per quarter fee for the
on-campus, 4-H Challenge and experiential
learning component of the program.
Part-Time Options: No
Internship Possibilities: Yes, 20 hours per
week required in winter and spring quarters.
Travel Component: Individual travel to
internship site.
This program will explore some of the myths
and realities of psychology, concepts of mental
health, the mental health system and
psychological counseling. The title of this
program was taken from a cartoon
Nonsequitor by Wiley. It shows an analyst
sitting behind a client on a couch. Taped to
the back of the couch is a set of instructions
the client cannot see. Our program title is the
first set of instructions. If you take this
program, you'll learn what the other set just
happens to be.
There will be a strong emphasis on our
personal values and attitudes toward people
who have traditionally been marginalized
within American culture: women, people of
color, lesbian, bisexual and gay people, people
with disabilities, individuals with lower
socioeconomic status and religious groups.
Too often, our life stories are seen as adjuncts
to the central themes of psychology and
psychotherapy as the object of study. An
examination of the constructs and structures
within the discipline of psychology, the mental
health field and psychological counseling is
necessary to explode the current perspective
used to embark on a study of this field and to
create a new psychology. Within the context
of this exploration, the areas of abnormal
psychology; personality theory; individual,
dyadic and family and group dynamics;
community psychology and the mental health
system in the United States; and ethics will be
considered. Collaborative learning, lectures,
workshops, speakers, seminar, films, research
and communication skill lab will be the
format used for increasing our understanding
of this material. We will use challenge and
experiential learning as an integral component
of the program to expand our understanding
of the "self" along with autobiography.
* indicates upper-division credit
Program participants will study basic
counseling theory and techniques for both
individual and group counseling, gain an
historical perspective of psychology, obtain
experience that may be applied toward a
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 winter and spring quarters.
Supervision will be provided by professionals
at the setting. Program participants and the
instructor, using a group format, will utilize
our personal experiences and expertise for
further supervision. Both the program
participants and the instructor will determine
the most appropriate internship based on the
program participant's needs and available
resources.
This program is not for the faint of heart,
those not willing to explore their own
identities and values, people who want to
save the world, students who understand their
education as commodities or any others
whose hearts are in the right place but are
unwilling to reveal their own drives and
desires.
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 *.
Interrogations: Wh iteness,
Maleness and the Morality of
Wealth
FallJCoordinated Study
Faculty: Angela Gilliam, Ratna Roy
Enrollment: 50
Prerequisites: Junior standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program will examine a body of Third
World theory and First World thought that
interrogates Western concepts and social
relations of Capitalism. It will use the lens of
the dominated to describe society and social
relations, exploring globalization of the
economy and the reinvestment in patriarchy;
internationalization of American paradigms
about race; the growing struggles between
nationalisms and ethnic renewal; international
sex trade as a problem of migration, human
rights and the struggle for meaningful work;
and other themes. The readings will include
subaltern studies from South Asia and critical
race theory by theorists such as Richard
Delgato, Mari Matsuda, Patricia Williams and
Kimberle Crenshaw. The program will also
examine the languages of political theater,
dance and film as the voice of the subalterns.
Credit awarded in anthropology, cultural
studies, development theory and gender
theory.
Total: 16 credits each quarter.
Total: 16 credits.
Program is preparatory for careers and future
studies in counseling and clinical psychology,
cross cultural studies, ethnic studies, lesbian!
bisexual and gay studies, gender studies.
Program is preparatory for careers and future
studies in social science and law.
This program is also listed under Expressive
Arts.
Modern American Capitalism
Fall, Winter/Coordinated Study
Faculty: Pris Bowerman, Jerry Lassen
Enrollment: 50
Prerequisite: Sophomore standing; successful
completion of a Core program or one year of
college.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program will provide an historical and
theoretical context for understanding the
shape of the modern U.S. economy. In fall
quarter we will trace the development of the
economy from reconstruction to the Depression. Principles of microeconomics will be
included as part of the program.
In the winter, the program will discuss the
development of the modern economy from the
Depression to the present. Emphasis will be
placed on marking the significance of political
and social influences on that development.
Additionally, there will be a focus on the
macroeconomics principles that shape the
policies utilized to reduce economic instability.
Accordingly, principles of macroeconomics
will be included as part of the winter offering.
Credit will be awarded in microeconomics,
macroeconomics, American economic history,
economic thought and political economy.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in economics, social science, business,
law and politics.
On Interpretation: Foundation
Work in the Humanities and
Interpretive Social Sciences
Fall, Winter/Coordinated Study
Faculty: Greg Mullins, TBA
Enrollment: 50
Prerequisites: Sophomore standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
What does it mean to understand a poem, or a
picture, or what happened a hundred years
ago, or why someone keeps acting in a stupid
way? Is it just a matter of opinion or
somebody else's guess? Do some people really
see and know a lot more than others about
such things? This program involves ongoing
practice in trying to answer questions like
these better, as well as careful exploration of
theories about what, if anything, can be
known about the meaning of others' actions.
This program prepares students for
sophisticated work in the humanities and
interpretive social sciences (fields like
anthropology, sociology, history and some
types of psychology). Such disciplines attempt
to understand human acts - from slips of the
tongue to religious rituals, sonnets to political
choices, cartoons to painted church ceilings.
They all involve the same fundamental
intellectual process - interpreting situations
that have multiple sources of meaning,
including the intentions of the actor, what
some audiences make of those actions and
other contexts as well. We will pay close
attention to the methods and tools of various
disciplines, to ideas about the functions and
values of art and to analyzing and critiquing
philosophical arguments about what is
involved in claiming to understand someone
else's actions.
Credit awarded in literature, art history,
philosophy, history, psychology, anthropology,
media and social science.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in humanities, social sciences and
careers involving interpretation, like law and
counseling.
This program is also listed under Culture,
Text and Language.
Perspectives from
the Quarterdeck
Fall, Winter, Spring/Group Contract
Faculty: John Filmer
Enrollment: 6
Prerequisites: Junior or senior standing
Faculty Signature: Yes, with faculty interview.
Students will be notified by mail or fax.
Special Expenses: During spring quarter,
students will go on a two-week sailing field
trip, approximately $300 per student.
Part-Time Options: No
Internship Possibilities: Yes, winter and spring
Travel Component: Two-week sailing trip.
While afoot and afloat, rain or shine, we will
examine some of Puget Sound's most interesting waterfront communities, their history,
economy, politics and demography, tailoring
our studies to the interests of you, the crew of
the Resolute, Evergreen's 44-foot yawl. While
exploring Puget Sound, we will often conduct
classes on the deck of one of the last of the
Annapolis 44s. Crew members will learn
power cruise and sail seamanship, how to get
along with crewmates, rules of the road,
about tides and currents, weather, boating
safety and regulations, the use of the compass
and nautical chart and various sailor's arts.
All decisions on board will be made by the
skipper and strict rules of discipline will be
followed. In addition to specific assigned
duties, crew members are expected to help
with vessel maintenance. This may involve
several hours a month of hard work.
Each crew member will develop his or her
own research proposal (in coordination with
the faculty and other crew members) for
community study and possible community
activities, focusing on the way things are now
in the context of the past, and particularly
from the perspective of the Water Link, the
Puget Sound. Class activities will include field
trips to organizations and shore-side
installations to observe and learn how Puget
Sound inhabitants participate in the regional
and global economy. These trips may require
appropriate apparel and other digressions and
deferrals commensurate with and respectful
for the environs and individuals visited.
Students may develop part-time internships
during the winter and spring quarters as they
become more focused on a specific activity.
Students should plan on at least one very long
day per week on board the vessel.
Applicants must pass a swim test and the
requirements and judgment of the skipper for
building a balanced crew. Applicants will be
interviewed by John Filmer and should be
willing to contract full time for the entire
academic year. Admittance will be based
solely on the determination of the skipper.
Credit awarded in sociology, history, economics, business, political science and navigation.
Total: 16 credits.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Program is preparatory for careers and future
studies in environmental studies, humanities
and social sciences.
Program is also listed under Culture, Text and
Language.
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Spring/Group Contract
Faculty: Alan Nasser, Pris Bowerman
Enrollment: 50
Prerequisites: Junior standing.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program will pursue questions about
religious belief that can be answered with the
use of unaided (by faith) human reason. This
is not an inspirational offering, nor does it
support any particular position on religious
belief. It focuses exclusively on Western
philosophy and religion.
There will be four principal foci:
• We will examine some of the classical
arguments of natural theology, i.e., some of
the best known proofs and disproofs of God's
existence.
• We will study the philosophy of religion of
some of the followers of the distinguished
20th century philosopher Ludwig
Witrgenstein.
• We will examine the moral and religious
philosophy of Simone Weil. Both Wittgenstein
and Weil offer profound reflections on the
place of religion in human life, which are
quite at odds with the mainstream tradition in
Western philosophy.
• In contemporary American culture, religion
plays an important role in political discourse.
The theological fundamentalism of the
"religious right" is a significant force in
discussions of social, political and economic
issues in this country. In other parts of the
world "liberation theology," a left/progressive
religious orientation, is alive and well.
We will study both left and right political
uses of religious beliefs and practices.
This academic and predominately analytic
program emphasizes the careful and detailed
study of demanding texts. This program is
geared to juniors and seniors only.
Credit awarded in philosophy of religion,
Wittgenstein on religion and sociology of
religion.
Total: 16 credits.
Program is preparatory for careers and future
studies in philosophy, theology and social
philosophy.
This program is also listed under Culture,
Text and Language.
Students who register for a program or
course but do not attend the first class
meeting may be dropped.
Political Economy and Social
Movements: Race, Class and
Gender
Fall, Winter/Coordinated Study
Faculty: Dan Leahy, Peter Bohmer, Toska
Olson
Enrollment: 75
Prerequisites: Sophomore standing and above
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Yes
Travel Component: None
Political Economy and Social Movements is a
two-quarter program for students with
sophomore-level standing and above. We will
examine the historical construction of the U.S.
political economy, the role social movements
have played in its development and future
possibilities for social justice.
Our goal is to gain a clear understanding of
how the U.S. economy has been organized and
reorganized over time, how it has been
controlled and who has benefited from it, the
nature of racism and sexism and how social
movements, particularly those based on race,
class and gender, have resisted and shaped its
direction. We will also examine the current
and future direction of the U.S. economy and
society and how various social movements are
responding to the changing global order,
nationally and globally.
Fall quarter's work will focus primarily on
the historical development of the U.S. and on
learning and critiquing various ideologies and
frameworks such as liberalism, various
feminist theories, Marxism and neoclassical
economics. Current economic restructuring
efforts and the reorganization of the social
welfare state will be examined. Key issues and
topics - such as the growing inequality of
income and wealth; the changing nature of
technology, work and unions; poverty, public
education, youth, immigration and prisons will be studied historically and as we prepare
to enter the 21st century. For each of these
topics the role of race, class and gender will be
examined, as will short-run and longer-run
solutions to related social problems.
Winter quarter's work will center on the
interrelationship between the U.S. economy
and the changing global system. We will study
the causes and consequences of the growing
globalization of capital; the role of international organizations such as the World Bank,
the IMF and the World Trade Organization;
the meaning of various trade agreements and
regional organizations such as NAFTA, APEC
and the European Union; and the response of
social movements and civil society who
oppose this emerging global order. We will
pay particular attention to the human
consequences of this new order, as well as
resistance to it in some case studies in the
South, such as Mexico and South Africa. We
will look at alternative ways of organizing
society for the United States and beyond.
Films will be shown throughout the
program, and there will be a substantial
amount of reading in a variety of genres.
There will be workshops in economics,
writing and organizing for social change.
During fall quarter, students will write a series
of short, primarily analytical papers. During
winter quarter, students will complete a
research project or participate in a social
change group or do relevant community
service. Students taking this program should
have an interest in the social sciences, in
theory of social movements and/or principles
of organizing.
Credit awarded in political economy, U.S.
history, economics, sociology of social
movements, international political economy,
global studies, sociology of racism and
women's studies.
Total: 16 credits each quarter.
Program is preparatory for careers and future
studies in teaching, labor and community
organizing, public service and economic and
social movement theory.
Property
Science of Mind
Self and Community
Spring/Group Contract
Faculty: Jerry Lassen, Mark Levensky
Enrollment: 50
Prerequisites: Sophomore standing; collegelevel reading and interpretive skills and one
year of college.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
Property will explore the origins and present
nature of property in private and public
contexts. The program will include an
examination of the relationship of property to
personal identity, justice and power. Other
topics that might be explored include property
rights, intellectual property, entitlements,
ownership of one's body, money, living
without property and the role of government
in legitimizing the acquisition and distribution
of property. Students will be encouraged to
lead the way. Forms for program work will
include lectures, large and small book ,
seminars, small group projects, oral presentations and writing, in class and out. The smallgroup projects will concern local property
disputes. The oral presentations and writing
will be largely self-directed.
Fall, Winter, Spring/Coordinated Study
Faculty: David Paulsen, Linda Kahan, TBA
Enrollment: 75
Prerequisites: Junior or senior standing or
science background
Faculty Signature: No
Special Expenses: No
Part-time Options: With faculty signature.
Internship Possibilities: No
Travel Component: None
Philosophers, psychologists, neurobiologists,
computer scientists, linguists and anthropologists have raised questions about the human
mind. What is its structure? 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 the 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 past and contemporary cognitive psychology and neurobiology, issues in philosophy of science and mind,
as well as computer models of mental activity.
Emphasis will be placed on theories about the
nature of perception, attention, memory
reasoning, and language as well as current
developments in the study of neural nets. The
program will cover basic cellular neurobiology, application of neural network models,
theory and practice of experimental cognitive
psychology, research design in psychology,
descriptive and inferential statistics with
psychological research applications, use of the
computer for data analysis and computer
simulation 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 and reading in these areas or the
philosophy of mind.
Fall, Winter/Coordinated Study
Faculty: Alan Nasser, Sonja Wiedenhaupt
Enrollment: 50
Prerequisites: Sophomore standing.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
A defining characteristic of our culture - i.e.,
of contemporary U.S. culture - is a firm
belief in the dignity of the individual and the
value of personal or individual liberty. This
stance carries with it a correlative conception
of society as something that at least potentially threatens to smother or constrain
personal freedom. Indeed, this way we think
of society is largely a function of our culture's
more fundamental commitment to the dignity
and liberty of the individual. But what is the
individual self and what exactly is its relation
to the society - community? - in which it
lives? Are self and society mutual antagonists?
In this program we will pursue both
psychological and philosophical investigations
into the way our culture conceives of the
individual, society and the relationship
between the two. We shall examine types of
personality theory, with special emphasis on
the contrast between trait vs. narrative
approaches to personality. A key question we
will address in this context is: Is personality
something that carries over across social
situations or is personality situationally
constituted? When we seek to explain
behavior, what roles do individual differences
among persons, as opposed to social,
historical and cultural context, play in these
explanations? These issues in turn raise crucial
psychological and philosophical questions
about the very idea of studying the self. What
methods do psychologists use in the study of
the self, and how do they evaluate their own
methods?
We shall also examine some key controversies surrounding the practice of psychotherapy. What exactly is a "mental illness?"
How has it come to pass that the number of
legitimate and certified categories of mental
illness has exploded in the past decade or
two? The vast proliferation of "mental
disorders" has coincided with a pervasive
cultural preoccupation with the risks and
dangers that are supposed to plague everyday
life. Is this merely coincidental or are deeper
historical and cultural currents at work?
Everything we study in this program will be
considered in historical and cultural context.
That is, we shall inquire into the social,
historical and cultural circumstances that
make the questions we ask in this program
possible.
Credit awarded in theories of property and
community studies.
Total: 16 credits.
Program is preparatory for careers and future
studies in humanities and social science.
This program is also listed under Culture,
Text and Language.
Credit will be awarded in cognitive science*,
cognitive psychology", research methods in
psychology", neurobiology with laboratory",
descriptive and inferential statistics* (upperdivision credits not awarded for fall quarter
statistics, 3 credits), data analysis using the
Statistical Package for the Social Sciences"
and a research project".
Total: 16 credits each quarter.
Program is preparatory for careers and future
study in psychology, medicine, biology,
computer science and philosophy.
This program is also listed under Scientific
Inquiry.
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Credit awarded in social psychology,
sociology and philosophy
Total: 16 credits each quarter.
* indicates upper-division credit
Program is preparatory for careers and future
studies in psychology, social work, sociology
and philosophy.
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Social Work Practice
Fall,Winter/Group Contract
Faculty: Justino Balderrama
Enrollment: 25
Prerequisites: Core program or sophomore
standing
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This is a two-quarter, upper-division group
contract to explore social work as both a
social movement and a helping profession.
During fall quarter, our focus is on the
philosophical and historical evolution of
social work from a social movement to a
contemporary professional community
practice.
During winter quarter, we explore two
fundamental professional skills used by social
work practitioners: social work research
methods and social work counseling methods.
Both skills are examined from a generalist,
multicultural, interdisciplinary perspective.
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social work research methods", social work
counseling methods", social work community
practice* and human behavior in the social
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Program is preparatory for careers and future
studies in social work and human services,
cultural studies, social psychology, community
studies, public policy, social science and
sociology.
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Text and Language.
Strategic Business Policies for
the 21 st Century
Turning Eastward: Explorations
in EastlWest Psychology
Fall, Winter, Spring/Coordinated Study
Faculty: Dean Olson, TBA
Enrollment: 50
Prerequisites: Junior or senior standing.
Faculty Signature: No
Special Expenses: No
Part-Time Options: No
Internship Possibilities: No
Travel Component: None
This program is shaped by the belief that
liberal arts graduates bring a special talent to
the study and practice of business management. They are "big picture" thinkers, skilled
at framing the larger issues that often drive
strategic thinking in public and private organizations. Evergreen graduates, in particular,
learn collaborative processes that enable them
to span and build on differences between
theory and application, ethnicity, gender and
discipline. Liberal arts graduates become
strong critical thinkers and active listeners.
They communicate ideas clearly and reason
about ethical principles and moral outcomes.
They know enough about finance, marketing,
organizational behavior and other disciplines
to know how to get specialized expertise when
needed, but will not devote the bulk of their
education to one area. Their talent is putting
elements together into a comprehensive
strategic plan that will be competitively
successful and ethically consistent with their
sense of what is right, just and fair.
This program aims to make meaningful
progress toward these learning objectives: (1)
writing clear and well-structured essays and
reports; (2) listening actively and reading
effectively; (3) expressing ideas clearly and
supporting argumentation; (4) developing
strategic planning skills; (5) refining smallgroup interaction skills; (6) defining ethical
parameters for business policy-makers.
Spring work will emerge from computer
models: student groups will simulate strategic
planning and implementation in a competitive
industry with operations in several countries.
Workshops will focus on reading financial
statements and budgets, understanding
economic data, interpreting organizational
behavior patterns and effective writing.
The program seeks to identify the social,
political, economic and environmental issues
shaping business policy as we enter the 21st
century. Week activities include two seminars,
a lecture and discussion period and two workshops. Weekly seminar papers and periodic
workshop submittals are required. A research
paper is required each quarter (individual
submittals in fall; group submittals in winter).
Conferences with faculty are expected.
Fall, Winter/Group Contract
Faculty: Ryo Imamura
Enrollment: 25
Prerequisites: Sophomore standing.
Faculty Signature: Yes. Interest in the subject
and general writing ability. Student portfolios,
including an essay questionnaire, will be
accepted from one week prior to the
Academic Fair, May 12 until class is filled.
Special Expenses: No
Part-time Options: No
Internship Possibilities: No
Travel Component: None
Western psychology has failed to provide a
satisfactory understanding of the full range of
human experience. It has largely overlooked
the core of human understanding - our
everyday mind, our immediate awareness of
being with all of its felt complexity and
attunement to the vast network of interconnectedness with the universe around us.
Instead it analyzes the mind as though it were
an object independent of the analyzer,
consisting of structures and mechanisms that
cannot be directly experienced. This neglect of
the living mind has led to an upsurge of
interest in the ancient wisdom of the East,
particularly Buddhism, which does not
divorce the study of psychology from the
concern with wisdom and human liberation.
Eastern psychology shuns any attempt to
objectify human life from the viewpoint of an
external observer, instead studying consciousness as a living reality that shapes individual
and collective perception and action. The
primary tool for directly exploring the mind is
meditation or mindfulness, an experiential
process in which one becomes an attentive
participant-observer in the unfolding of
moment-to-moment consciousness.
This program will take a critical look at the
basic assumptions and tenets of the major
currents in Western psychology, the concept of
mental illness and the distinctions drawn
between normal and abnormal thought and
behavior. We will then investigate the Eastern
study of mind that has developed within
spiritual traditions, taking care to avoid the
common pitfall of most Western interpretations of Eastern thought - the attempt to fit
Eastern ideas and practices into unexamined
Western assumptions and intellectual categories. Lastly, we will address the encounter
between Eastern and Western psychology as
having ramifications for the human sciences in
the future, potentially leading to new perspectives on human experience and concerns.
Credit awarded in financial management*,
international business ", organizational
behavior", strategic planning", business and
society" and business policy".
Total: 16 credits each quarter.
* indicates upper-division credit
Program is preparatory for careers and future
studies in business management and nonprofit
organizations.
Credit will be awarded in personality theory,
abnormal psychology, Buddhist thought and
practice, Taoism, communication skills and
social psychology.
Total: 16 credits each quarter.
Program is preparatory for careers and future
study in psychology, counseling, social work
and religious studies.
Program is also listed under Culture, Text and
Language.
Native American and World
Indigenous Peoples Studies
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Alan Parker
Paul Tamburro
Native American and World Indigenous Peoples Studies (NAWIPS)offers a variety of
opportunities for academic work. The area programs focus on the indigenous peoples of
the Pacific Northwest, the Americas and the world. The college offers these educational
opportunities through on-campus programs, a reservation-based program and the
Longhouse Education and Cultural Center.
On campus, yearly coordinated-study NAWIPS programs require that students begin
their studies by understanding the basic principles and concepts of the treaty relationship
between the Tribal Nations and the U.S. government. Participants will examine political,
social, economic and cultural issues related to indigenous history, exploring a continuum
that begins in pre-Columbian times and examines the effects of colonialism and the
movements of the contemporary era.
Off campus, the reservation-based program emphasizes community building within
Native American communities where the classes are held. The yearlong coordinated study
program offers participants opportunity to be effective inside or outside their reservation.
Material is taught using the tribal perspective and issues related to tribal communities are
often the topics of discussion.
The two programs join together four times each quarter in the Longhouse for a
combined educational experience.
The Longhouse Education and Cultural Center represents a living, contemporary
cultural link to the Indigenous Nations of the Pacific Northwest. The purpose and
philosophy of the Longhouse Center is based in service and hospitality to students, the
college, indigenous communities and the community at large. The primary function of the
facility is to provide classroom space on campus, house the NAWIPS program, serve as a
center for multicultural and crosscultural interaction and host conferences, cultural
ceremonies, performances, exhibits and community gatherings.
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The Quickening of the Nations:
Indigenous People Yesterday,
Today and Tomorrow
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Faculty: Alan Parker, Carol Minugh, TBA
Enrollment: 75
Prerequisites: Sophomore standing; Native
American studies or equivalent.
Faculty Signature: Yes. Students must submit a
short essay describing their background
knowledge and degree of interest to Alan
Parker, Lab I, or Carol Minugh, Lab I. Faculty
will conduct an interview to determine
eligibility.
Special Expenses: $100 for overnight field
trips.
Part-Time Options: Yes, with faculty
signature.
Internship Possibilities: Yes
Travel Component: Overnight field trips.
Recent scholarship has documented that
indigenous peoples across the globe share a
common world view that is based on the
belief that all people share a custodial
responsibility to the earth as an entity and to
our natural environment as its manifestation.
The United Nations has acknowledged that
approximately 6,000 indigenous peoples
continue to exist in distinct communities
occupying their ancestral lands and maintaining their native language and culture. Most of
these communities, including American Indian
Tribal Nations, also share a common heritage
of oppression resulting from the impacts of
European colonialism and the-colonialist
policies of the governments that succeeded
European colonial powers. In the face of this
history of oppression and its contemporary
manifestations, many indigenous peoples are
experiencing a "quickening," a period of
unprecedented revitalization. This awakening
is seen in the cultural, political, social and
economic arenas and appears to rest on
spiritual and psychological foundations that
often defy definition in Western terms.
In this program, students will identify most
of the indigenous peoples of the world, where
they live and why they are situated there, how
they"maintain community and what makes
them distinct peoples. We will examine the
physical, social and political realities that
confront indigenous peoples as they attempt
to fulfill their destiny. Over the academic year,
we will identify the artistic, literary and
spiritual traditions that inspire indigenous
artists, writers and philosophers. Finally, from
a holistic perspective and as contemporary
scholars, we will analyze the relationships
between indigenous peoples and the larger
societies within which they exist.
Particular emphasis will be given to
identifying the cultural, political, social and
economic contributions of indigenous peoples,
often unknown, overlooked and unacknowledged by these larger societies. As we identify
the roles that indigenous peoples now play
within the local, regional and global society,
we will examine how these roles can make a
contribution in the future to effectively
address the more pressing issues facing us all
as members of and participants in the larger
society. Conservation of natural species such
as salmon and other fisheries, an ethic of
environmental management, achieving
balance between positive life values and
economic growth and production, respect for
elders, for children and for ourselves - these
issues challenge all of us who attempt to live
thoughtful and aware lives. In our analysis of
indigenous peoples yesterday, today and
tomorrow, we shall look for evidence of how
their experiences provide important lessons
for all of us now and in the future.
Credit awarded in astrology of the ancients,
history of indigenous people, land and water
issues, culture and environment and politics of
indigenous people.
Total: 12 or 16 credits each quarter.
Program is preparatory for careers and future
studies in international affairs, politics, tribal
government and social services.
Tribal: Reservation-Based/
Community-Determined
Fall, Winter, Spring/Coordinated Study
Faculty: Paul Tamburro, TBA
Enrollment: 50
Prerequisites: Consult coordinator.
Faculty Signature: Yes
Special Expenses: Expenses related to at least
four visits to the Olympia campus each
quarter. Travel to other reservation sites may
also be included.
Part-Time Options: No
Internship Possibilities: No
Travel Component: Four campus visits to the
main campus each quarter.
This community-determined program seeks
tribal members and other students who work
or live on a reservation.
The program emphasizes communitybuilding within the Native American communities in which classes are held. Students and
tribal officials design the curriculum by asking
what an educated member of an Indian nation
needs to know to contribute to the community.
The interdisciplinary approach allows students
to participate in seminars while also studying
in their individual academic interest areas.
Curriculum development for the academic
year begins with community involvement the
previous spring. Students and tribal representatives identify educational goals and curriculum
topics. A primary goal of this process is the
development of students' ability to be effective
inside and outside the Native community.
Using suggestions received, the faculty develop
an interdisciplinary curriculum and texts,
methods and resources to assist the learning
process. Students make the learning appropriate to them in their community.
Within the framework of the identified
curriculum is the premise that an "educated
person" needs to have skills in research,
analysis and communication. Material is
taught using a tribal perspective and issues
related to tribal communities are often the
topics of discussion. Scholarship and critical
thinking skills are assessed as part of student
evaluations.
This program is primarily designed for
upper-division students seeking a liberal arts
degree. Program themes change yearly on a
rotating basis. The theme for 1999-2000 is
U.S. GovernmentfTribal Government
Relationships. Natural resources is integrated
into the program each year.
For program information, contact Paul
Tamburro, program director, The Evergreen
State College, Lab I, Olympia, WA 98505,
(360) 866-6000, ext. 6020.
Credit distribution relates to specific curricular
foci and topics adopted in the program.
Total: 12 or 16 credits each quarter. Students
may enroll in a four-credit course each quarter
with faculty signature.
* indicates upper-division credit
Program is preparatory for careers and future
studies in human services, tribal government
and management, natural resources, community development, Native American studies
and cultural studies.
Tacoma Campus
Director: Dr. W. J. Hardiman
The Tacoma campus of The Evergreen State
College is committed to providing its students
with an interdisciplinary, reality-based,
community-responsive liberal arts education.
The campus operates from a frame of
reference that values family, community,
collaboration, inclusivity, hospitality and
academic excellence. Recognizing the
importance of personal and professional
growth, research and scholarship and
commitment to community and public service,
the Tacoma campus seeks to provide a
catalytic climate for intellectual, cultural and
social growth.
Features and Benefits
• Situated in an urban inner-city environment
• Faculty and student diversity
• Flexible class schedule
• Day and evening classes
• Interdisciplinary studies with linked classes
• A curriculum that integrates students' life
experiences and goals
• An emphasis on diverse cultural perspectives
and experiences
• Opportunities to engage in dialogues across
and beyond differences
• Personalized academic support and
evaluation processes
• Upper-division studies leading to a Bachelor
of Arts degree
• Twenty-five-year record of student success
• A tradition of employer satisfaction with
graduates
• High graduate school placement rate
Who Should Apply
Working adult learners from Western
Washington who have achieved junior status
(90 hours of transferable college-level courses)
and who are interested in personal and
professional advancement or preparation for
graduate school are invited to apply.
Prerequisites for success include a willingness
to be open-minded, to challenge and expand
one's knowledge base and to engage in
difficult dialogues across and beyond
differences.
For more information about the Tacoma
campus, call (253) 593-5915 or, through the
Olympia campus, (360) 866-6000, ext. 6004.
Transitional Studies: Historical,
Theoretical and Pragmatic
Perspectives
Fall, Winter, Spring/Coordinated Study
Faculty: Willie Parson, Artee Young, Duke
Kuehn, Richard Brian, TBA, TBA
Enrollment: 175
Prerequisites: Junior standing
Faculty Signature: Yes. Interview with
faculty. Students will be notified by the
Admissions Office.
Special Expenses: No
Part-Time Options: No
Internship Possibilities: Yes
Travel Component: None
The goal of this yearlong interdisciplinary
program is to conduct research, do in-depth
textual analysis and draw conclusions about
individuals, institutions and communities in
transition. This program is designed to
respond to the changing needs of communities, work environments and society and to
assist individuals, families and organizations
in transition.
Fall quarter will focus on the historical,
crosscultural and contemporary theories and
practices regarding personal, systemic,
societal and geocultural transitions. Winter
quarter will focus on exploring specific issues
such as children's rights, educational rights,
employment rights, community stewardship,
values and ethics that accrue to transitional
stages in our life cycle. This development and
exploration will occur through courses in
law, public policy, culture, multimedia,
science, statistics, writing and the arts.
Spring quarter will emphasize applying the
conceptual and theoretical foundations
gained in previous quarters to specific,
pragmatic, transitional phenomena.
By the end of the program, students will
be capable of conducting advanced
bibliographic and electronic research.
Students will also be able to demonstrate
their acquired and developed aptitudes,
knowledge and skills through spring quarter
collaborative projects.
The program format will consist of
large-group lectures and dialogues,
small-group book seminars, workshops and collaborative projects. Data
collection, analysis and oral, written
and multimedia presentations will
occur each quarter. Students will also
develop and refine skills in the areas of
autobiographical and biographical
reflection, collaboration and coalition
building.
Credit awarded in cultural studies *,
media literacy *, social science",
research *, public health *, law and
public policy*, human biology",
library research methods* and
computer studies*.
Total: 16 credits each quarter.
Program is preparatory for careers and
future studies in community development, cultural advocacy, organizationalleadership, law and public
policy, education, social and human
services administration, public health,
media and other creative arts.
"Enter to learn, depart to serve."
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Graduate Study at Evergreen
Master in Teaching (MIT)
Director: Michael Vavrus
Admissions Officer: Susan Hirst
Field Services Officer: Lyndel Clark
Graduate
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Teacher
Education
The Master in Teaching Program at Evergreen
is a full-time, six-quarter, two-year professional
teacher preparation program leading to the MIT
degree and initial teacher certification in
Washington state. The program is fully accredited
by the state Board of Education.
The MIT Program reflects the Evergreen
coordinated studies model; the curriculum is
organized around integrated themes. An
interdisciplinary team of faculty and a cohort of a
maximum of 60 full-time students form a
community of learners to investigate curricular
themes.
The MIT Program is centered around the
exploration of how public education might meet
the needs of the diverse groups of people who
live in this democracy. We examine what it means
to base teacher education and public education on
a multicultural, democratic, developmental
perspective and how performance-based
assessment can promote these values.
The program interrelates theory and practice
by including two full quarters of student teaching
and substantial field experiences. During the first
year of the program, approximately one-fourth of
program time is spent in the field observing and
working with students and the remaining time is
devoted to on-campus seminars, workshops and
lectures. During the second year, nearly 70
percent of MIT student time is allocated to direct
involvement in K-12 schools.
Year one of each MIT cycle begins according
to the Evergreen schedule in late September. Year
two begins in late August in accordance with the
public school calendar.
Teaching
Endorsements
Prerequisites
An endorsement identifies the subject matter
and grade level an individual may teach in
Washington's schools. Before beginning the MIT
program, students should have their endorsement
course work completed or nearly completed
(within 12 quarter hours).
4-12: Subject-area endorsement for teaching
grades four through 12 within a departmentalized
classroom. MIT applicants must have a major
endorsement and are encouraged to add a minor
endorsement as well.
K-8: "Kindergarten through grade eight endorsement shall be granted in the subject area of
elementary education which shall include all
subject areas taught in such grades." (Washington
Administrative Code.) MIT applicants must fulfill
either (a) one major subject-area endorsement (see
"4-12" above) or (b) two minor endorsements.
Some major and minor subject-area endorsements are available through the Evergreen
undergraduate curriculum; eligibility for others
can be reviewed by a qualified Evergreen faculty
member on the basis of a transcript from another
institution.
For complete information on endorsements,
please consult the current Master in Teaching
Catalog.
Application
Review
Process
Prospective students are urged to plan ahead
and complete their applications as early as
possible to ensure consideration. The program
begins accepting applications in September and
the first admissions decisions are based on a
review of all applications completed and received
by January 15.
Admission is competitive and the 60 available
slots are offered to the most qualified candidates.
If the available slots are not full after reviewing
all applications received by January IS, the
program will continue to consider applications as
they are received.
For complete information on admissions
requirements and procedures, please consult
the current Master in Teaching Catalog.
The Evergreen Master in Teaching Catalog is
available from the Admissions Office, The
Evergreen State College, Olympia, WA 98505,
(360) 866-6000, ext. 6170.
for MIT Admission
1.A bachelor's degree from a college or
university accredited by its regional
accrediting body.
2. A 3.0 GPA in the final 90 hours of an
undergraduate transcript or the equivalent
level of scholarship on narrative transcripts.
3. Graduate Record Examinations (GRE)
scores.
4. General education requirements:
Successful completion of the following
(successful is equivalent to C level- 2.0 on a
4.0 system - or above):
• 12 quarter hours in college-level writing.
• 8 quarter hours in college-level natural
science, including lab or field work.
.8 quarter hours in college-level social
science.
5. Subject-area requirements:
Within 12 quarter hours of completion of
endorsement requirements (see Master in
Teaching catalog).
Program
Location
The two-year MIT program cycles for
1999-2001 and 2000-2002 are based in
Olympia. Students assume responsibility for
finding transportation to and from field sites
and other program-related activities.
Graduate Program in
Environmental Studies (MES)
Graduate Progam in
Public Administration (MPA)
MES and MPA
Program Procedures
Director: Richard Cellarius
Director: Linda Moon Stumpff
The Graduate Program in Environmental
Studies (MES Program) combines a deep
understanding of ecological and environmental issues with a study of environmental policy
development and implementation. The
program focuses on the relationship between
science and policy, so students can expect a
balanced curriculum that considers and seeks
creative solutions to contemporary environmental issues. Since 1984, the program has
prepared students for employment in the
public and private sectors or continuing
graduate study in related fields.
The MES Program is open to part-time and
full-time students. To accommodate working
students, course work is concentrated in the
evening and late afternoon. Part-time students
enroll for eight credits per quarter, while fulltime students enroll for 12. The 72-credit
completion requirement can be met by parttime students in nine quarters, while full-time
students can complete it in as few as six
quarters. Students are expected to have recent
course work in the social and natural sciences
and in statistics before entering the program.
The MES Program consists of three parts:
required core courses, elective course work
and a thesis. The core is taught by an
interdisciplinary team of faculty, representing
the natural and social sciences. The core
sequence is eight credits per quarter and runs
for four quarters: Political, Economic and
Ecological Processes (fall); Population, Energy
and Resources (winter); Case Studies:
Environmental Assessment, Policy and
Management (spring); and Quantitative
Analysis for Environmental Studies (fall).
Electives are in-depth, four-credit courses
that focus on specific topics of environmental
analysis and problem solving. Part-time
students enroll in electives after completing
core courses. Full-time students enroll in both
core courses and electives. Typically, three or
four elective courses are offered each quarter.
All students are required to complete a
thesis. The MES Program offers an eightcredit and 16-credit thesis option. The eightcredit thesis is completed during winter and
spring quarter. Students selecting the eightcredit thesis option complete the MES degree
with 32 credits of core courses, 32 credits of
elective course work and eight credits of
thesis. The 16-credit thesis option offers
students the opportunity for extended
research, data collection and analysis.
Students selecting the 16-credit thesis
complete the MES degree with 32 credits
of core, 24 credits of electives, and 16 credits
of thesis.
The primary commitment of the Graduate
Program in Public Administration (MPA
Program) is to challenge and thoroughly
prepare students to seek democratic, equitable,
practical solutions to problems facing public,
private and non-profit sectors and citizens in
the Pacific Northwest.
The program welcomes students intending to
pursue a public sector career as well as those
already working for government or organizations involved in public issues. We also
encourage students with career interests in the
non-profit or private sectors to consider the
MPA Program. Most MPA students are
employed full time in the public, non-profit or
private sectors. To accommodate working
students, classes are offered in the evenings.
A student can complete the 60-credit degree
requirement in six to eight academic quarters.
Students lacking significant public-sector
experience are expected to complete an
internship for at least one quarter. Students are
required to have recently completed course
work in statistics and micro/macro economics.
Both are offered in Evergreen's summer school.
To satisfy the degree requirement, a student
must participate in a sequence of six core
programs and complete 12 hours of elective
courses. 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 instill in
students 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 issues of race and gender in the
workplace and in public policy.
The MPA core curriculum includes: 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; and the Applications Project.
The eight-credit applications project is
completed during spring quarter of the second
year. It is typically a group-authored research
effort with practical impact for current public
policy issues. Topic, form and content will vary
with students' interests, opportunities and
development, but every project represents the
culmination of work in the program and
provides a document that demonstrates the
author's knowledge and ability.
Elective courses allow a student to broaden
the study of public administration beyond the
range of the core programs.
The MES/MPA Graduate Catalog
The MES/MPA Graduate Catalog contains a
full description of the curriculum, academic
policies, admissions procedures and requirements for both programs, plus an application
form. Please consult the MES/MPA Graduate
Catalog before applying for admission.
Individuals interested in receiving a copy or
applying to either program should contact the
Admissions Office, The Evergreen State
College, Olympia, WA 98505, (360) 8666000, ext. 6170.
Questions concerning the MES Program
should be directed to Bonita Evans, Program
Coordinator, LAB I, The Evergreen State
College, Olympia, WA, 98505, (360) 8666000, ext. 6707.
Address inquiries about the MPA program to
Bonita Evans, Program Coordinator, LAB I,
The Evergreen State College, Olympia, WA,
98505, (360) 866-6000, ext. 6707.
Admissions
First admissions decisions are made on
applications completed by February 15. After
that date, applications will be considered as
they are completed until the programs are
filled.
Admission is competitive. Admission
decisions are based on a thorough review of
the following (see the MES/MPA Graduate
Catalog for complete details regarding these
procedures):
1. MES/MPA application for admission
2. Official academic transcripts certifying
receipt of a bachelor's degree
3. Statement of interest
4. Letters of recommendation
5. Brief essay by the applicant (MPA only)
6. GRE score (MES only)
For some who apply, the transcript or
admissions material may be an incomplete
reflection of their interests and abilities. Our
admissions process considers the applicant's
academic preparation as well as his or her
professional accomplishments or other public
activities and may require an interview with
faculty.
Financial Aid
Limited financial aid is available in the form
of fellowships, assistantships, scholarships,
tuition waivers, work-study assistance and
guaranteed student loans. The Free Application for Federal Student Aid must be
completed before any financial aid decision
can be made. Financial aid forms should be
mailed to the central processor by February
15,1999. Later applicants who qualify for
financial aid will compete for remaining
monies. In some cases, the MPA or MES
programs can assist a student in obtaining
part-time public-sector employment.
Information on financial aid is available from
the assistant to the directors for the MES/
MPA programs and the Financial Aid Office.
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Trustees, Administration and Faculty
BOARD OF TRUSTEES
SEPTEMBER 1997
Bill Frank, Jr.
Olympia
Marilee Roloff
Spokane
Stanley Flemming
Tacoma
Dwight
Seattle
Imanaka
David Lamb
Hoquiam
Lara Littlefield
Olympia
Christina
Olympia
Meserve
Carol Vipperman
Seattle
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ADMINISTRATION
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Jane L. Jervis
President
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Arthur A. Costantino
Vice President for Student
Affairs
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Barbara Leigh Smith
Provost and Academic
Vice President
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Ruta E. Fanning
Vice President for Finance
and Administration
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John Aikin Cushing
Academic Dean
Virginia Darney
Academic Dean
Susan Fiksdal
Academic Dean
Robert Knapp
Academic Dean
Lee Lyttle
Academic Dean
William E. Bruner
Dean of Library Services
Jesse Welch
Dean of Enrollment
Services
This is a listing of Evergreen's faculty
as of summer 1998.
A more extensive description of
Evergreen faculty members' areas of
expertise can be found in the Student
Advising Handbook, available at
Academic Advising.
Richard W. Alexander, Emeritus, English and
Literature, 1970; Assistant Academic Dean, 198082; 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.
Sharon Anthony, Environmental Chemistry, 1998;
A.B., Mathematics and Chemistry, Bowdoin
College, 1989; Ph.D., Physical Chemistry,
University of Colorado, 1995.
William Ray Arney, Sociology, 1981; B.A.,
Sociology, University of Colorado, 1971; M.A.,
Sociology, University of Colorado, 1972; Ph.D.,
University of Colorado, 1974.
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, Emeritus, Art History and
Archaeology, 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.
Frederica Bowcutt, Ecology, 1996; B.A. Botany,
University of California, Berkeley, 1981; M.S.,
Botany, University of California, Davis, 1989;
Ph.D., Ecology, University of California, Davis,
1996.
Priscilla V. Bowerman, Economics, 1973; Director
of Graduate Program in Public Administration,
1986-89; Academic Dean, 1990-1994; A.B.,
Economics, Vassar College, 1966; M.A.,
Economics, Yale University, 1967; M. Philosophy,
Yale University, 1971.
Richard B. Brian, Emeritus, Mathematics, 1970;
B.S., Physics, Grove City College, 1953; M.A.,
Mathematics, University of Maryland, 1959;
Ph.D., Mathematics Education, University of
Maryland, 1966.
Jovana J. Brown, Natural Resource Policy,
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, Emeritus, 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; Dean of Library
Services, 1992-present; 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
California, Berkeley, 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
and Environmental Policy, 1972; Director of
Graduate Program in Environmental Studies
1994-present; B.A., Physics, Reed College,
1958; Ph.D., Biological Sciences, Rockefeller
University, 1965.
Arun Chandra, Music Performance, 1998;
B.A., Composition and English Literature,
Franconia College, 1978; M.M, Guitar
Performance, University of Illinois at Urbana/
Champaign, 1983; D.M.A., Composition,
University of Illinois at Urbana/Champaign,
1989.
Gerardo Chin-Leo, Marine Biology, 1991;
B.A., Reed College, 1982; M.S., Marine
Studies (Oceanography), University of
Delaware, Lewes, 1985; Ph.D., Oceanography,
University of Delaware, Lewes, 1988.
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 and 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 and 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; CM.A.,
University of Washington.
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.
John Aikin Cushing, Computer Science, 1976;
Director of Computer Services, 1976-84;
Academic Dean, 1993-present; B.A., Physics,
Reed College, 1967; Ph.D., Cognitive Psychology, Brown University, 1972.
Judith Bayard Cushing, Computer Science, 1982;
B.A., Math and Philosophy, The College of
William and Mary, 1968; M.A., Philosophy,
Brown University, 1969; Ph.D., Computer
Science, Oregon Graduate Institute, 1995.
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; Academic Dean, 1994-present; 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, Emeritus; 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.
Stacey Davis, European History, 1998; B.A.,
History, Princeton University, 1992; M.A.,
History, Yale University, 1993; M. Philosophy,
History, 1996; Ph.D., History, Yale University,
1998.
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, 1992-1994; Director of
Graduate Program in Public Administration
1994-1998; 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, Emeritus; 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.
Peter Dorman, Political Economy, 1998; B.A.,
Economics, University of Wisconsin, 1977;
Ph.D., Economics, University of Massachusetts,
1987.
Fred Dube, Emeritus; Psychology, 1989; B.S.,
Psychology and Sociology, Natal University,
South Africa, 1966; Ph.D., Psychology, Cornell
University, 1976.
Larry L. Eickstaedt, Emeritus; Biology, 1970;
Academic Advisor, 1978-81, 1986-88; B.S.,
Biology, Buena Vista College, 1961; M.S.,
Zoology, State University of Iowa, 1964; Ph.D.,
Biology, Stanford University, 1969.
Betty R. Estes, History of Science, 1971;
Academic Advisor, 1988-90; B.S., Mathematics,
University of Oklahoma, 1957; M.A., Mathematics, University of Pennsylvania, 1960.
Joe Feddersen, Printmaking, 1989; B.EA.,
Printmaking, University of Washington, 1983;
M.EA., University of Wisconsin, 1989.
Susan R. Fiksdal, Linguistics and Languages,
1973; Academic Dean, 1996-present; B.A.,
French, Western Washington University, 1969;
M.A., French, Middlebury College, Vermont,
1972; M.A., Linguistics, University of Michigan,
1983; 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.
Donald Finkel, Psychology, 1976; Chair of
Faculty, 1985-86; B.A., Philosophy, Yale
University, 1965; Ph.D., Developmental
Psychology, Harvard University, 1971.
Anne Fischel, FilmlVideo, 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 and 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.
Theresa L. Ford, M.LT., 1997; B.A., English,
Whitman College, 1983; Ed.M., Secondary
Education, Washington State University, 1988;
Ph.D., Literacy Education, Washington State
University, 1993.
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.
MarilynJ. Frasca, Art, 1972; B.EA., Fine Arts,
San Francisco Art Institute, 1961; M.A., Art,
Bennington College, 1964.
George Freeman, Jr., 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.
Laurance R. Geri, Master" of Public Administration, 1997; B.A., Economics, University of
Washington, 1980; M.P.A., Policy Analysis and
Evaluation, George Washington University,
1982; D.P.A., University of Southern California,
1996.
Jorge Gilbert, Sociology, 1988; Licenciado en
Sociologia, Universidad de Chile; M.A.,
Sociology in education, University of Toronto,
1975; Ph.D., Sociology in education, University
of Toronto, 1980.
Angela Gilliam, Anthropology, 1988; B.A., Latin
American Studies, University of California at
Los Angeles, 1958; Ph.D., The Union Graduate
School, 1975; Fulbright Scholar, 1994.
Ariel Goldberger, Theatrical Design, 1996;
B.Arch., Temple University, 1"987; M.EA.,
Brandeis University, 1993.
Jose Gomez, Social Sciences and Law, 1988;
Assistant Academic Dean, 1988-90; Associate
Academic Dean 1990-1996; B.A., Spanish,
Journalism, Education, University of Wyoming,
1965; Fulbright Scholar, Universidad Nacional
Autonoma de Nicaragua, 1967; ].D., Harvard
Law School, 1981.
Margaret H. Gribskov, Emerita, 1990;
Journalism and 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, 196870; Ph.D., Literature and Education, The Union
Graduate School, 1986.
Phillip R. Harding, Emeritus; 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, 1990-93; 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, Emeritus; Environmental
Design, 1974; B., Architecture, University of
California at Berkeley, 1965; M., Architecture,
University of California at Berkeley, 1970.
Ruth Hayes, Animation, 1997; B.A., Animation,
Harvard and Radcliffe Colleges, 1978; MFA,
Experimental Animation, California Institute of
the Arts, 1992.
Martha Henderson, Geography, 1995; B.S.,
Social Sciences, Western Oregon State College,
1974; M.S., Geography, Indiana State University,
1978; Ph.D., Geography, Louisiana State
University, 1988.
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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.
VIrginia Hill, Communications, 1975; B.A.,
Journalism/Philosophy, Marquette University,
1964; Ph.D., Communications and Organizational Psychology, University of Illinois, 1971.
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 Califomia, Berkeley,
1967; M.S., Counseling, San Francisco State
University, 1978; Ed.D., CounselinglEducational
Psychology, University of San Francisco, 1986.
Winifred Ingram, Emerita, 1981; Consultant to
M.LT. Program, 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.
Heesoon Jun, Clinical/Counseling Psychology,
1997; B.S., Psychology, Washington State
University, 1971; M.A., Clinical Psychology,
Radford University, 1972; Ph.D., Educational
Psychology, University of Washington, 1982.
Linda B. Kahan, Biology, 1971; A.B., Zoology,
University of California at Berkeley, 1963; M.A.,
Biology, Stanford University, 1965; Ph.D.,
Biology, Stanford University, 1967.
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, Communication, 1991; Director,
Master in Teaching Program, 1991-1995; B.Ed.,
Secondary Speech Education, University of
Hawaii at Manoa, 1965; M.A., Speech!
Communication, University of Hawaii at
Manoa, 1970; Ph.D., Communication: CrossCultural Communication, The Union Institute,
1995.
Ernestine Kimbro, Librarianship, 1987; B.A.,
Gonzaga University, 1970; M.L.S., University of
Washington, 1985.
Lovern Root King, Emerita, 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; Academic
Dean, 1996-present; 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., CurriculumlInstruction, 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, Emerita, Inorganic Chemistry,
1975; B.A., Chemistry, Reed College, 1963;
M.A., Physical Chemistry, Brandeis University,
1965; Ph.D., Inorganic Chemistry, Brandeis
University, 1974.
Lance Laird, Comparative Religion, 1998; B.A.,
Religious Studies, 1986; M.Div., Theology, The
Southern Baptist Theological Seminary, 1989;
Th.D., Comparative Religion, Harvard Divinity
School, 1998.
Eric H. Larson, Emeritus, 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, 1987-1995; 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 of Iowa, 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, 1990-94; 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;
Fulbright Scholar, 1994.
John T. Longino, Zoology, 1991; B.S., Zoology,
Duke University, 1978; Ph.D., Zoology,
University of Texas, Austin, 1984.
Lee Lyttle, Library Sciences, 1992; B.F.A.,
Architecture, University of New Mexico, 1974;
M. Urban Planning, University of Washington,
1985; M. Library 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 of Iowa, 1965; M.A., English
(American Civilization), University of Iowa,
1967; Ph.D., English (American Studies),
Washington State University, 1978.
S. R. Martin, Jr., Emeritus; English and
American/African-American Studies, 1970;
Academic Dean, 1973-76; A.B., English,
University of California at Berkeley, 1957; M.A.,
English, San Francisco State College, 1961;
Ph.D., American Studies, Washington State
University, 1974.
John Marvin, Mathematics, 1988; B.A.,
Mathematics, University of Montana, 1954;
M.A. and A.B.D., Mathematics, Johns Hopkins
University, 1961.
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 and Video, 1989; B.A., Film
Production/Still Photography, Southern Illinois
University, 1980; M.F.A., Film Production,
University of British Columbia, 1985.
Helena Meyer-Knapp, Politics and Government,
1998; B.A., History, Oxford University, 1969;
M.A., Communications, University of Pennsylvania, 1971; Ph.D., Interdisciplinary Political
Studies, The Union Institute, 1990.
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, The
Union Graduate School, West, 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.
Harumi Moruzzi, Intercultural Communication,
1990; B.A., English, Nanzan University, Nagoya,
Japan, 1970; Ph.D., English, Indiana University,
1987.
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.D., Political Science, University of
Washington, 1979.
Frank Motley, Librarianship, 1978; Head of
Library Reference, 1972-79; B.S., Psychology,
Portland State University, 1965; M.S.,
Librarianship, University of Oregon, 1968.
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.
Greg A. Mullins, American Studies, 1998; A.B.,
English, Stanford University, 1985; Ph.D.,
English, University of California at Berkeley,
1997.
Ralph W. Murphy, Environmental Science, 1984;
Director, Graduate Program in Environmental
Studies, 1988-95; 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 (Suarez), Education, 1991;
Credentials for Secondary Education in
Mathematics, Physics, and Chemistry, Enrique
Guzman y Valle National University of
Education, 1968; M.A., Teaching (Physics),
Lewis and Clark College, 1973.
Alan Nasser, Philosophy, 1975; A.B., Classical
and Modern Languages, St. Peter's College,
1961; Ph.D., Philosophy, Indiana University,
1971.
James Neitzel, Chemistry, 1989; B.A., Chemistry,
Biology, Macalester College, 1977; Ph.D.,
Chemistry, California Institute of Technology,
1987.
Alice A. Nelson, Spanish Language and Culture,
1992; A.B., cum laude, 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. ,
Spanish, Duke University, 1994.
Lin Nelson, Environmental Health, 1992; B.A.,
Sociology, Elmira College, 1970; M.A.,
Sociology, Pennsylvania State University, 1975;
Ph.D., Sociology, Pennsylvania State University,
1981.
Neal N. Nelson, Computing and Mathematics,
1998; B.A., Mathematics, Washington State
University, 1974; M.S., Computer Science,
Washington State University, 1976; Ph.D.,
Computer Science, Oregon Graduate Institute,
1995.
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 DramalEnglish, 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.
Toska Olson, Sociology and Social Problems,
1998; B.A., Anthropology, University of
Washington, 1989; M.A., Sociology, University
of Washington, 1991; Ph.D., Sociology,
University of Washington, 1997.
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, 1988-1992; B.A., Philosophy,
Reed College, 1962; Ph.D., Philosophy,
University of Pittsburgh, 1967.
Mark Papworth, Emeritus, Anthropology,
1972; B.A., Central Michigan College, 1953;
M.A., Anthropology, University of Michigan,
1958; Ph.D., Anthropology, University of
Michigan, 1967.
Alan R. Parker, Native American Policy, 1997;
B.A., Philosophy, St. Thomas Seminary, 1964;
Juris Doctor, University of California, Los
Angeles, 1972.
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.
Sarah Pedersen, English Literature and Library
Science; Dean of Library, 1986-92; 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.
Susan Preciso, Literature and Writing, 1998;
B.A., English, Portland State University, 1986;
M.A., English, Portland State University, 1988.
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.
Paul Przybylowicz, Environmental Studies
Generalist, 1998; B.S., Forest Entomology,
SUNY College of Environmental Science and
Forestry, 1978; Ph.D., Plant Pathology, Oregon
State University, 1985.
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.
Bill Ransom, Creative Writing, English,
Sociology, Education, 1997; B.A., Education!
Sociology, University of Washington, 1970;
M.A., English, Utah State University.
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; Graduate Research Student
(Kenkyusei), Traditional Japanese Theater;
Kabuki, Sophia University, Tokyo, 1986-87;
Ph.D., Hispanic Language and Literatures,
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 State College, 1970; Graduate
work in Modern European History, San Jose
State College; Research Fellowship, Center for
Research and Advanced Study, San Jose State
College.
Therese Saliba, English, 1995; B.A., English,
University of California, Berkeley, 1983; M.F.A.,
Fiction Writing, University of Washington, 1989;
Ph.D., English, University of Washington, 1993;
Fulbright Scholar, 1995.
Paula Schofield, Organic Chemistry, 1998; B.S.,
Chemistry, Manchester Metropolitan University,
1990; Ph.D., Polymer Chemistry, University of
Liverpool, 1995.
Samuel A. Schrager, Folklore, 1991; B.A.,
Literature, Reed College, 1970; Ph.D., Folklore
and Folklife, University of Pennsylvania, 1983.
Douglas Schuler, Computer Science, 1998j B.A.,
Interdisciplinary Studies, The Evergreen State
College, 1976j B.A., Mathematics, Western
Washington University, 1978j M.S., Software
Engineering, Seattle University, 1985j M.S.,
Computer Science, University of Washington,
1996.
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.
Gilda Sheppard, Cultural Studies/Media Literacy,
1998; B.A., SociologylPsychology, Mercy College
of Detroit, 1972j M.S.W., Community and
Organizational Development, University of
Washington, 1983j Ph.D., Sociology, The Union
Graduate School, 1995.
Sheryl Shulman, Computer Science, 1997; B.A.,
Natural Science, Shimer College, 1973; M.S.,
Computer Science, Illinois Institute of Technology, 1977; Ph.D., Computer Science, Oregon
Graduate Institute, 1994.
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Leon R. "Pete" Sinclair, Literature, 1971; B.A.,
University of Wyoming, 1964; Ph.D., Literature,
University of Washington, 1970.
Niels A. Skov, Emeritus, 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, 1978-94; Director, Washington
Center for Improving the Quality of Undergraduate Education, 1985-94; Provost and Academic
Vice President, 1994-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.
Julio Soto, Developmental Biology, 1998; B.S.,
Biology, University of Puerto Rico, 1985; M.S.,
Biology, Texas A & I University, 1987; Ph.D.,
Molecular and Cell Biology, University of
California, Berkeley, 1994.
Oscar H. Soule, Biology, 1971; Director of
Graduate Program in Environmental and Energy
Studies, 1981-86; Associate Academic Dean,
1972-73; Academic Advisor, 1983; B.A., Biology,
Colorado College, 1962; M.S., Zoology,
University of Arizona, 1964; Ph.D., EcologyBiology, University of Arizona, 1969.
Paul J. Sparks, Art and Photography, 1972; B.A.,
Art, San Francisco State College, 1968; M.A.,
Art-Photography, San Francisco State College,
1971.
Ann Storey, Art History, 1998; B.A., Art History,
The Pennsylvania State University, 1973; M.A.,
Art History, University of Washington, 1993;
Ph.D., Art History, University of Washington,
1997.
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, Emeritus, 1994;
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.
Linda Moon Stumpff, Natural Resource Policy,
1997; B.A., Political Science, University of
California, Berkeley; M.A., Public Administration
and Regional Planning, University of Southern
California, 1991; Ph.D., Public Administration
and Regional Planning, Land Management and
Public Policy, University of Southern California,
1996.
Masao Sugiyama, Mathematics, 1988; Academic
Dean, 1994-present; 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.
Kenneth D. Tabbutt, Environmental Geology,
1997; B.A., Geology and Biology, Whitman
College, 1983; M.S., Geology, Dartmouth
College; Ph.D., Geology, Dartmouth College.
Paul R. Tamburro, Native American Studies,
1997; B.A., Social Service and Sociology,
University of New Hampshire, 1980; M.A.,
English Language and Linguistics, University of
New Hampshire, 1982; M.S.W., Child and
Family Services, Salem State College, 1990.
Nancy Taylor, History and Education, 1971;
A.B., History, Stanford University, 1963; M.A.,
Education, Stanford University, 1965.
Peter B. Taylor, Emeritus, 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.
Erik V. Thuesen, Zoology. 1993; B.S. Biology,
Antioch College, Yellow Springs, 1983;
M. A., Fisheries, Ocean Research Institute,
University of Tokyo, 1988; Ph.D., Biological
Sciences, University of California at Santa
Barbara, 1992.
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 and
Culture, 1985; B.A., Psychology; Teaching
License in English and Guidance and Counseling,
1965; M.A., English, 1978; Ph.D., Comparative
Literature, 1985.
Gabriel F. Tucker, Natural Resources, 1996; B.S.,
Forest Management, Oregon State University,
1976; M.S., Forest Resources, University of
Washington, 1983; Ph.D., Natural Resources,
Cornell University, 1990.
Nancy Parkes Turner, Literature and Writing,
1998; B.A., The Evergreen State College, 1978;
M.F.A., Creative Writing, Goddard College,
1996.
Jude Van Buren, Public Health, 1992; B.S.,
Environmental Health Sciences, University of
Washington, 1984; M.P.H., Environmental
Health, The Johns Hopkins School of Hygiene
and Public Health, 1990; Ph.D., Public Health,
The Johns Hopkins School of Hygiene and Public
Health, 1996.
Michael Vavrus, Instructional Development and
Technology, 1995; Director, Graduate Program in
Teaching, 1996-present; B.A., Political Science,
Drake University, 1970; M.A., Comparative and
International Education, Michigan State University, 1975; Ph.D., Instructional Development and
Technology, Michigan State University, 1978.
Sherry L. Walton, Education, 1987; B.A.,
Education, Auburn University, 1970; M.Ed.,
Developmental Reading, Auburn University,
1977; Ph.D., Theories in Reading, Research and
Evaluation Methodology, University of Colorado,
1980.
Gregory Weeks, Economics, 1981; B.S.,
Economics, Iowa State College, 1969; M.S.,
Economics, Pittsburgh State College, 1972;
Ph.D., Economics, Washington State University,
1978.
Sidney D. White, Emeritus, Art, 1970; B.A., Art
Education, University of New Mexico, 1951;
M.S., Philosophy-Aesthetics, University of
Wisconsin, 1952.
David W. Whitener, Emeritus, Native American
Studies, 1978; B.Ed., English History, Western
Washington University, 1962; M.Ed., Public
School Administration, Western Washington
University, 1970.
Edward A. Whitesell, Geography, 1998; B.A.,
Environmental Biology, University of Colorado
at Boulder, 1973; M.A., Geography, University
of California, Berkeley, 1988; Ph.D., Geography,
University of California at Berkeley, 1993.
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.
Sonja Wiedenhaupt, Social Psychology, B.A.,
Psychology, Wheaton College, 1988; M.A.,
Developmental Psychology, Teachers College,
Columbia University, 1991; Ph.D., Social!
Personality Psychology, University of California
at Berkeley, expected 1998.
Ainara D. Wilder, Emeritus; Theater and Drama,
1972; B.S., Speech, General Science, Wisconsin
State University, 1968; M.A., Theater Atts,
University of Wisconsin, 1969.
Sarah Williams, Feminist Theory, 1991; B.A.,
Political Science, Mankato State University,
1982; M.A., Anthropology, State University of
New York at Binghamton, 1985; Ph.D., History
of Consciousness, University 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, Emeritus, 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.
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.
Artee F. Young, Law and Literature, 1996; B.A.,
Speech and Theatre, Southern University, 1967;
M.A., Children's Theatre, Eastern Michigan
University, 1970; Ph.D., Speech Communication
and Theatre, University of Michigan, 1980; J.D.,
University of Puget Sound School of Law, 1987.
E.J. Zita, Physics, 1995; B.A., cum laude, Physics
and Philosophy, Carleton College, 1983; Ph.D.
Physics, University of Wisconsin-Madison, 1993.
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,
The heart of the Evergreen campus is Red Square, where students gather when the weather is nice (which happens more
often than locals are prone to admit). Most buildings are clustered around the square within easy walking distance of one
another - even after an unusual snowfall.
Learning extends outside the classroom. Everywhere you turn - from comfortable sitting areas in the hallways, to Red
Square to large venues like the Lecture Halls and the Gymnasium - students discuss and debate classroom concepts and
current issues.
Housing offers an array of rooms with a view, wooded walkways, a community center, recreational opportunities
and
much more, all a short walk from the central campus. You can even purchase food and other items at the The Branch.
SPEAKING OF EVERGREEN:
A GLOSSARY
A few words about Evergreen, a
college built on the philosophy that
teachers should focus on the educational experience of each individual
student. Free of distractions created
by academic departments, grades
and majors, Evergreen is a college
truly unlike any other. A few words
commonly used on campus help
describe this educational experience.
We share them with you here, as you
begin to explore all that Evergreen
has to offer.
Academic Advising A key part of the
student support services available in the
Student Advising Center, Academic
Advising offers up-to-date information on
internships, academic programs, faculty
and academic services. Advisors provide
valuable advice for planning your
education. You'll also receive advising
services- formal or informal, individual
or group - on an ongoing basisfrom
faculty in your programs and areas of
interest.
Academic Fair A mass gathering of
faculty, student services staff and students
held in the Library Lobby at the beginning of each academic year and near the
end of fall, winter and spring quarters. It
is a great opportunity to get information
about upcoming programs, explore
possible contracts and get help your with
planning. Check with Advising, Admissions or Registration & Records for dates
and times.
Academic Pathways The way to specialize
in a particular field of study is to plan an
academic or career "pathway." Talk with
an advisor or a faculty member teaching
in your field of interest to find out how
to plan your own academic pathway.
Students congregate in the College Activities Building to eat, relax, work and study. "The CAB" also houses the college
Bookstore, your source for art materials, office supplies, computers and software, sundries, gifts and, of course, books.
Upstairs, students staff the offices of approximately
50 student organizations.
Evergreen's festive outdoor graduation ceremony is attended by family and friends of approximately
a thousand graduates. The day after graduation
is Super Saturday, the largest one-day festival in Washington state. More than 25,000
people a year enjoy the music, crafts and food at this free gathering.
The Longhouse Education and Cultural Center, which incorporates the architecture of Pacific Coast tribes, reflects Evergreen's
commitment to multicultural
education. Evergreen also offers programs on Native American reservations and its Tacoma
Campus provides upper-division
programs for urban adults.
CAB Unless you're calling a taxi, CAB
refers to the College Activities Building.
Chaos Around here, it's spelled KAOS and
it's the college's community radio station.
Contracts Evergreen offers three kinds of
academic contracts: Group Contracts,
Individual Learning Contracts and
Internship Contracts. Talk to an academic
advisor or faculty member to learn more.
Coordinated Study Programs Academic
program with a team of two to five
faculty and 40 to 100 students. Primarily
full time and one or more quarters in
length, they focus on interdisciplinary
study and research on a particular theme
or topic.
Core Programs Coordinated studies for
beginners. Participants study several disciplines while improving college-level skills.
Courses Part-time courses,each with a
single disciplinary focus, supplement the
main curriculum. They can be combined
with programs, contracts and internships.
CPJIt's the Cooper Point Journal, the
colleges' student newspaper.
Credits Full-time students at Evergreen
earn 12 to 16 credits. The amount of
credit earned in a program is clearly
specified at the end of the evaluation of
the student's academic performance.
OTF Disappearing Task Forces.Evergreen's
planners, hoping to avoid permanent
committees, created DTFsto study problems, make recommendations and then
disappear. Several DTFsare active each
academic year and students are encouraged to participate. Contact the Officeof
the Vice President for Student Affairs.
EARSEvergreen's Automated Registration
System lets currently admitted students
register for classesover the phone.
Appointment information will be mailed
to you each quarter.
Evergreen students learn by doing; in the arts, doing means performing
live. Students display sculpture, produce plays,
perform on the college's Indonesian gamelan and much more. And a host of artists, from the thriving local scene and from
around the world, appear on campus and at Olympia-area venues.
Evergreen has a wealth of specialized facilities where students put theory into practice. These include editing studios for
media work, research laboratories and art studios for painting and drawing, metalworking,
woodworking,
pottery,
printmaking and glass blowing.
Whether lecturing, participating
in seminars, or working with students one-on-one, Evergreen faculty spend more time
with students than their peers at most comparable colleges and universities. Faculty members work full time each quarter
with one group of 23 to 25 students.
Equivalencies The approximate course
titles and credit hours listed at the end of
the program descriptions. These will be
listed as final "course equivalencies" at
the end of a faculty evaluation of your
academic work. This is the way Evergreen
translates interdisciplinary studies into
coursetitles similar to those at other
institutions. Students may earn equivalenciesin four to six disciplines. For example,
you might be awarded credit in history,
mathematics, science and writing for your
work in a single coordinated studies
program.
Evaluation Evergreen's grading system
consists of a narrative evaluation of a
student's academic work at the end of
each quarter. Faculty members write
evaluations of each student's work and
progress, and each student writes a selfevaluation. These become official
documents, making up your permanent
transcript. Students also write evaluations
of faculty members, which become part of
the faculty member's official portfolio.
Evaluation Conference A quarterly conference in which a faculty member and a
student discusstheir evaluations of the
student's work. Conferences occur during
Evaluation Week, the 11th and final week
of each quarter.
Faculty Sponsor A student's primary
instructor during a quarter in a group
contract, individual contract or internship.
Field Trips Trips off campus are often
integrated into the schedule of program
activities - just like lectures, seminars,
etc.
First Peoples At Evergreen, First Peoples
refers to people of color - often
referred to as minorities. The name
recognizes the unique indigenous
heritages of all people of color. See First
Peoples' Advising Serviceson page 20
and the First Peoples' Recruitment staff
on page 27.
At KAOS Community Radio, students line up to create an eclectic mix of weekly shows. And if print is your medium of
choice, there's the Cooper Point Journal, the weekly student newspaper, and Slightly West, the literary magazine.
Day and night, the Computer Center buzzes with quiet intensity as students pursue projects on more than 100 Macintosh
and PC computers. In the Graphics Imaging Lab, students manipulate digital images. In the Computer Applications Lab,
they use computers as scientific tools, acquiring and crunching data and building maps from databases.
Evergreen prides itself on providing resources for student research and projects - whether that involves searching through
books, periodicals, films, recordings and on-line databases in the Library, staring down the barrel of a microscope in the
science labs or making a documentary with equipment from Media Loan.
Geoduck The campus mascot - a legacy
from our early humorists - is an oversized clam native to this area and noted
for digging deep and fast.
Governance An ongoing demonstration
of our commitment to working together
to make decisions. Students participate in
governance along with staff and faculty
members, usually through a DTF.
Individual Learning Contract An individual
study plan agreed to by a student and a
faculty sponsor. May include readings,
writing, photography, painting, field
studies and research - whatever suits your
academic needs and interests. Requires
well-defined goals, self-discipline, lots of
motivation and the ability to work with
minimal supervision. For advanced
students and available only in limited
numbers.
Internships Supervised experience in a
work situation for which a student
receives academic credit. Internships
require advance planning through
Academic Advising.
Interdisciplinary Study Many Evergreen
programs involve study in three or more
disciplines, and all require some crossdisciplinary work. You may find yourself
learning about science and art in the same
program, or about social science and
human development, or combining history
with exploration of literature.
Part-Time Studies Evening and weekend
offerings that include half-time interdisciplinary programs and two-, four- and sixcredit courses on specific subjects.
Part-Time Programs Half-time (8 credit)
evening and weekend programs designed
for working adults and others who cannot
attend daytime classesto earn credit
toward a bachelor's degree.
Greener Short for Evergreener.
Charting your own course doesn't mean going it alone. Evergreen faculty and the advisors at Academic Advising will help
you design an academic pathway. And at Academic Fairs you can meet with faculty members to gather information
about
their programs.
From the central campus, where buildings never rise above the surrounding trees, you can follow forested trails to the
beach or the Organic Farm. Or board a college sailboat to explore Puget Sound. Forest, sound and farm are all living
laboratories (and the Farmhouse is an inviting venue for potlucks and other events).
Student athletes enjoy intercollegiate
competition
in soccer, basketball, swimming and tennis, plus intramural
leagues and club rugby. Recreation opportunities
include climbing walls, a swimming pool and diving well, weight
racquetball courts, sailing and kayaking, and rental equipment is available for outdoor pursuits.
Planning Unit An interdisciplinary grouping of Evergreen faculty interested in a
specificset of disciplines or issues.Faculty
in each Planning Unit meet regularly to
plan curriculum and often teach together.
Prior Learning From Experience Also
known as PLE.Practical knowledge of a
subject that is the equivalent of academic
learning in that field, and for which
Evergreen may award academic credit.
Programs To distinguish our multidisciplinary and full- or half-time offerings
from coursesor classesat other institutions, we use the term "programs."
Retreat Many academic programs go on
retreats, often off campus, for secluded
work on a particular project or the finale
to an entire year's studies.
Self-Evaluation Your evaluation of your
academic work as measured against your
objectives for the quarter and the
requirements of your program, contract
or internship. Student self-evaluations are
part of formal academic records.
Seminars A central experience of an
Evergreen education. Seminar participants meet to discussassigned readings.
The group, a faculty member and 22 to 25
students, prepares by reading and
analyzing the material to be discussed.
sports
rooms,
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 page 22.
The Student Advising Handbook Published by Academic Advising, this
handbook is an invaluable source of
information and a tool for planning your
career at Evergreen and beyond.
Campus Services and Resources
Access for Students
With Disabilities
Evergreen welcomes students with disabilities.
The Access Services for Students with
Disabilities Office is committed to providing
equal access to all activities, facilties and
programs offered at Evergreen. To help Access
Services identify services appropriate to your
needs, please contact us as soon as possible
upon admission to the college. Written
documentation of a disability must be received
by Access Services prior to provision of
services.
In addition to the services provided by this
office, you will find valuable help from the oncampus student organization, The Evergreen
State College Union for Students With
Disabilities. Volunteers are available for
guided tours of the campus.
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Offices that will assist you:
Access Services, Library 1407D
(360) 866-6000, ext. 6348, TDD: 866-6834
Union for Students With Disabilities
CAB 320, (360) 866-6000, ext. 6092
Campus Bookstore
The Evergreen Bookstore, in the College
Activities Building, is the place to find all
program books and materials. The Bookstore
also features general reading and reference
books; video, computer and software sales;
film processing; ticket sales; novelty items and
the latest in Geoduck leisure wear. For latenight needs, including books, magazines,
snacks and school supplies, check out the
Branch, a subsidiary of the Bookstore in
Housing's Community Center.
Campus Parking
Motor vehicles must display valid parking
permits. Permit prices are as follows:
Automobiles
Daily
Quarterly
Academic Year
Full Year
$1
$25
$65
$75
Motorcycles
$1
$12.50
$35
$37
Daily permits can be purchased at the
information booth on the front entrance road
to campus. Longer-term permits can be
purchased at the Parking Office, Seminar
2150. Parking is permitted in designated areas
only. Parking in or alongside roadways is
hazardous and prohibited. Illegally parked
vehicles will be cited or impounded at the
expense of the vehicle owner or driver.
The college does not assume responsibility
for any vandalism or theft while vehicles are
parked on campus.
Convenient parking is available for persons
with disabilities. A Washington state disabled
parking permit must be displayed when a
vehicle is parked in a disabled parking space.
Persons with temporary disabilities may obtain
a permit through the Parking Office.
Additionally, an Evergreen daily parking pass
or parking permit must be purchased and
displayed.
For more information on campus parking,
call (360) 866-6000, ext. 6352.
Campus Police Services
The Campus Police Services staff is responsible
for providing services that enhance the safety
and welfare of Evergreen community members
and maintain the security of campus buildings
and property, both public and private.
Campus Police Services will also assist
students, staff and faculty with personal
property identification and will register
bicycles at no charge.
Although the college assumes no responsibility for lost property, the chance for recovery
of lost or stolen items is improved if the owner
can be easily identified.
The Campus Police Services Office is open
24 hours a day, seven days a week and is
staffed by state-commissioned police officers
trained in law enforcement and problemresolution skills. While charged with enforcing
laws and regulations, the staff works with the
grievance officer and the administration to
resolve issues using the college's Social
Contract whenever possible. The office is
located in Seminar 2150. Reach them by
telephone at (360) 866-6000, ext. 6140 or
866-6832.
Center for
Mediation Services
Evergreen's Center for Mediation Services
offers a safe, constructive way for persons in
conflict to negotiate their differences.
Trained volunteers help students, faculty
and staff in conflict examine individual needs,
identify common interests and begin to craft
an agreement that is mutually beneficial.
In addition, center staff offer conciliation and
referral. Over the telephone or face-to-face,
the mediation process is free of charge,
voluntary and confidential. Training opportunities are available.
For more information, call (360) 866-6000,
ext. 6656.
Child Care Center
The Child Care Center is licensed by the
Washington State Department of Social and
Health Services. Breakfast, lunch and a snack
are served daily and funded by the USDA
Child Care Food Program.
The center is open Monday through Friday,
7:30 a.m. to 5:30 p.m. and enrolls children of
students and staff (18 months to six years).
Student rates depend on family size and
income level; please contact the center for
more information at (360) 866-6000, ext.
6060.
Computing Services
In Academic Computing the emphasis is on
students and technology. Students are
encouraged to use computers throughout the
curriculum - from writing evaluations to
working with graphic images to solving
complex statistical, scientific or computer
science problems. The use of computer
facilities and the Internet resoures such as the
World Wide Web continues to grow as
computing becomes an integral aspect of
Evergreen's curriculum.
Located in Library 2408, the Computer
Center is a place where individual attention
comes first. Computer Center student
consultants provide general assistance and
consultation on the use of Computer Center
resources.
Resources include microcomputer
laboratories, clusters of microcomputers,
workstations and minicomputers. These offer
a diversity of computer languages (such as
C++, Prolog, LISP and BASIC), as well as
application software (such as Word, Excel,
graphics packages and SPSS).These facilities
also provide access to worldwide information
resources through the Internet, including the
World Wide Web.
Evergreen's computing laboratories include
IBM-compatible and Macintosh computers
networked to central servers and Internet
resources. Laboratories include video and
audio projection equipment. Labs are
networked to shared printers, peripherals and
application resources and provide students
with graphics, word processing, imaging,
scanning and desktop publishing capabilities
for academic projects.
The Computer Center also provides
equipment for the physically challenged
including scanners, sound synthesizers and
image enlargement. Microcomputers designed
for science applications are available in the
Computer Applications Lab, located in
Laboratory Building II. The Graphic Imaging
Lab in the Library provides facilities for
graphics and imaging projects.
Evergreen has been able to maintain stateof-the-art computing resources through grant
assistance from the National Science
Foundation, AT&T, Apple, Digital Equipment
Corp., Microsoft Corp. and other organizations.
Equal Opportunity
The EvergreenState College expressly
prohibits discrimination against any person on
the basis of race, color, religion, creed,
national origin, gender, sexual orientation,
marital status, age, disability or status as a
disabledor Vietnam-era veteran.
Responsibility for protecting this commitment extends to students, faculty, administration, staff, contractors and those who develop
or participate in college programs at all levels
and in all segments of the college. It is the
responsibilityof each and every employee of
the collegecommunity to ensure that this
policyis a functional part of the daily
activitiesof the college.
Copies of the equal opportunity policy are
availablein the Equal Opportunity Office,
Library 3103. For information on equal
opportunity contact Paul Gallegos, special
assistant to the president for equal opportunity,(360) 866-6000, ext. 6368. Persons who
believethey have been discriminated against
at Evergreenare urged to contact Lee
Lambert, special assistant to the president for
civilrights and legal affairs, (360) 866-6000,
ext. 6386 or TDD: (360) 866-6834.
Facilities and
Campus Regulations
BecauseEvergreen is state-owned, responsibilitiesto the state and county must be met.
AlcoholicBeverages
No liquor is allowed on campus or in
campus facilities unless a banquet permit has
been issued by the State Liquor Control
Board. However, rooms in the residence halls
and modular units are considered private
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- and drugfreeresidences.
Use of College Premises
Evergreen's facilities may be used for
activitiesother 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 211, (360)
866-6000, ext. 6192.
Reservations for space and/or facilities are
made through Space Management, ext. 6314.
Allocations of space are made first for
Evergreen'sregular 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 alumni-sponsored events. Last priority
goes to events sponsored by individuals and
organizations outside the college.
All private and student vendors must
schedule tables in the College Activites
Building through the Student Activities Office.
Student vendors are provided tables for a $2
fee. For private vendors and alumni, the fee is
$20. Nonstudent vendors are limited to one
table per day and three days per quarter.
Vendor space in other buildings or
outdoors may be scheduled with Conference
Services. Similar fees apply.
Firearms
The college discourages anyone from
bringing any firearm or weapon onto campus.
Weapons and firearms as defined by state law
are prohibited on campus except where
authorized by state law. Campus residents
with housing contracts are required to check
their firearms with Police Services for secure
storage. Violations of the Campus Housing
Contract relating to firearm possession are
grounds for immediate expulsion from
Evergreen or criminal charges or both.
Pets
Pets are not allowed on campus unless
under physical control by owners. At no time
are pets allowed in buildings. Stray animals
will be turned over to Thurston County
Animal Control.
Bicycles
Bicycles should be locked in parking blocks
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
Police Services for a small fee.
Smoking
No smoking is allowed inside main campus
buildings or near building entrances.
In campus housing, smoking is prohibited
in public areas, including lobbies, laundry
rooms, TV rooms, elevators and public
hallways. Smoking is allowed within
apartments with roommates' permission.
Members of the campus community are
expected to respect smoking restrictions and
accept shared responsibility for enforcement.
Food Services
Located in the College Activites Building,
the dining services are designed to meet your
food-service needs. The Deli, the Greenery
and burrito and espresso carts offer a wide
variety of food choices for your pleasure and
convenience. You may purchase items in any
of the food-service locations with either a
Geobuck card or cash.
A Geobuck card is a declining-balance
credit card that allows freedom of choice
without carrying cash. A Geobuck card can be
purchased at the Food Services Office, CAB
107.
Library
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 4,200 items of media loan equipment
(including cameras, projectors, tape recorders
and video/audio equipment) more than
240,000 books, 30,000 reference volumes,
four well-equipped recording studios, a
complete video production system, films,
recordings, maps, documents, editing benches
and 2,000 periodical subscriptions.
In addition to resources on hand,
Evergreen's Library offers you access to books
and periodicals through computerized
databases. Evergreen students and faculty
borrow more materials through interlibrary
loan and more of the general collections per
capita than at any of the other four-year
public institutions in the state.
For more information, call (360) 866-6000,
ext. 6252 or drop in and talk to any Library
staff member.
Mail Services
Mail service for campus residents is provided
Monday through Saturday. Students moving
into campus housing may send their belongings in advance to Receiving and Mail. Labels
should be addressed as follows:
Name
The Evergreen State College
Building letter and room number
Building street address
Olympia, WA 98505
A self-service postal unit is located on the
first floor of the College Activities Building for
outgoing mail needs. Direct questions to
Receiving and Mail, Library 1321, (360) 8666000, ext. 6326.
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Public Service at Evergreen
Student Governance
Student Organizations
Evergreen operates four public-service
organizations funded by the Washington
Legislature to carry out functions related to
the educational and service missions of the
college.
The Evergreen Center for Educational
Improvement focuses on providing educational opportunities and outreach to K-12
programs and schools. Through innovative
partnerships, joint planning, information
exchanges, workshops and conferences, the
Evergreen Center collaborates with the K-12
community throughout the state. The center's
principal foci are curriculum development
through integration, classroom assessment of
learning and organizational change.
The Evergreen State College Labor
Education and Research Center, established in
1987, offers credit and non-credit classes in
labor education, labor economics, political
economy and labor organizing to undergraduate students, union members and residents of
Washington state. The center designs and
implements union-initiated and centersponsored programs throughout the year. The
center also provides internships for students
interested in working in the labor movement
and sponsors a part-time labor studies class
on Saturdays. The Labor Center is located in
Library 2102, (360) 866-6000, ext. 6525.
The Washington Center for Improving the
Quality of Undergraduate Education was
established in 1985 and includes 46 participating institutions - all of the state's public
four-year institutions and community colleges,
10 independent colleges and one tribal college.
The Washington Center focuses on highereducation reform and helps institutions share
and more effectively utilize existing resources
by supporting the development of interdisciplinary "learning community" programs and
other curriculum-reform projects; facilitating
faculty exchanges; holding workshops and
conferences; and providing technical
assistance on effective approaches to teaching
and learning.
The Washington State Institute for Public
Policy, established in 1983, undertakes
research studies, sponsors conferences,
publishes newsletters and otherwise promotes
the flow of applied research on key publicpolicy issues to the Washington State
Legislature and state agencies.
There has never been a permanent student
governance structure at The Evergreen State
College. Nevertheless, students have played an
important role in the ongoing governance of
the college. Through participation in
"disappearing task forces" and standing
committees students ensure that their voices
and thoughts are included in decisions made
by the college.
Students interested in being informed of
and involved with such efforts may contact
the Office of the Vice President for Student
Affairs, Library 3236, (360) 866-6000, ext.
6296.
In addition to providing financial support
to the College Recreation Center, Child Care
Center, Cooper Point Journal, KAOS-FM and
the Student Activities Administration, Service
and Activities fees fund a broad range of
student organizations. These student groups
enhance the college community with the many
social, cultural, recreational, spiritual and
educational services and activities sponsored
throughout the academic year. Student groups
active on campus include:
American Indian Science and Engineering Society
Amnesty International
Anime
Asian Students in Alliance
Bike Shop
Camarilla
Community Gardens
Environmental Resource Center
Evergreen Animal Rights Network
Evergreen Community of Parents
Evergreen Political Information Center
Evergreen Queer Alliance
Evergreen Students for Chlorine-Free Paper
Evergreen Students for Christ
Gaming Guild
International Student Association
Irish American Student Organization
Jewish Cultural Center
Latin American Student Association
Linux/Unix Users Group
MEChA (Chicano student movement)
Men's Center
Middle East Resource Center
Mindscreen (film group)
Multi-Ethnic Students in Solidarity
Native Student Alliance
Pacific Islander Association
Peace and Conflict Resolution Center
Percussion Instrument Club
Pre-Medical Association
Rape Response Coalition
S&A Fee Allocation Review Board
S&A Productions
Slightly West (literary magazine)
Society for Creative Anachronism
Spring Arts Festival
Student CD Project
Students on Drug Awareness
Prevention of Pain (SODAPOP)
Students at Evergreen for Ecological Design
Student-Produced Art Zone (SPAZ)
Student Workers Organization
Talking About Race
The Evergreen Math Network
Umoja (African American student organization)
Unified Graduate Student Association
Union of Students with Disabilities
Women of Color Coalition
Women's Center
Yoga Club
Young Democrats at Evergreen
The Student Activities Office, Cooper Point
Journal, KAOS-FM (Olympia Public Radio)
and student organizations are located on the
third floor of the College Activites Building.
Mission Statement
The Evergreen State College is a public, liberal arts college serving Washington state. Its
mission is to help students realize their potential through innovative, interdisciplinary
educational programs in the arts, humanities, social sciences, and natural sciences. In
addition to preparing students within their academic fields, Evergreen provides graduates
with the fundamental
and independently
skills to communicate, to solve problems, and to work collaboratively
in addressing real issuesand problems. This mission is based on a set of
principles that underlie the development of all college programs and services.
Principles that guide Evergreen's educational programs:
• Teaching is the central work of the faculty at both the undergraduate and graduate levels. Supporting student learning engages everyone at Evergreen-faculty and staff.
• Academic offerings are interdisciplinary and collaborative, a
structure that accurately reflects how people learn and work in their
occupations and personal lives.
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• Students are taught to be aware of what they know, how they
learn, and how to apply what they know; this allows them to be
responsible for their own education, both at college and throughout
their lives.
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• College offerings require active participation in learning, rather
than passive reception of information, and integrate theory with
practical applications.
• Evergreen supports community-based learning, with research and
applications focused on issues and problems found within students'
communities. This principle, as well as the desire to serve diverse
place bound populations, guides Evergreen's community-based
programs at Tacoma and Tribal Reservations.
• Because learning is enhanced when topics are examined from the
perspectives of diverse groups and because such differences reflect
the world around us, the college strives to create a rich mix in the
composition of its student body, staff, and faculty, and to give
serious consideration to issues of social class, age, race, ethnicity,
gender, and sexual orientation.
• Faculty and staff continually review, assess and modify programs
and services to fit changing needs of students and society.
As evidenced by these principles, an important part of Evergreen's educational mission is engagement
with the community, the state, and the nation. One focus of this engagement is through the work of
public service centers that both disseminate the best work of the college and bring back to the college the
best ideas of the wider community.
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Campus Profile
STUDENTS (fall semester 1997)
4,084
Ph.D. or terminal degree
174
79%
Undergraduate
Female
42%
Graduate
3,812
272
93%
7%
Male
58%
Female
2,387
1,697
58%
42%
Female
Students of color
40+ age group
85%
15%
63%
14%
11%
12%
Students of color
16%
FACULTY
Faculty of color
Male
22%
20%
89%
Total
Olympia campus
Tacoma campus
Instructional
student/faculty
ratio
STAFF
22:1
423
3,890
Olympia campus
Full-time
Part-time
18-24 age group
25-29 age group
30-39 age group
Asian/Pacific Islander
Black/African American
Mexican/Latino/Hispanic
Native American/Indian
Students with disabilities
93%
Undergraduate
7%
Graduate
58%
42%
Male
13%
Students living on campus
Tacoma campus
975
173
100%
Undergraduate
74%
26%
57%
Female
Male
Students of color
4%
4%
4%
Tribal program
4%
8%
Native American
21
76%
24%
Female
Male
81%
Entering class
1,737
Applicants, degree seeking
3,913
3,390
Admitted
Enrolled
Nondegree-seeking
Washington
enrollment
residents
Residents of other states
Residents of other countries
87%
1,542
195
1,258
453
26
Financial aid recipients
Students receiving aid
Average award
GRADUATES
(1996 graduate placement after one year)
Employed
71 %
Graduate school
18%
11 %
Other or no response
GPA AND SAT SCORES
FIRST-YEAR STUDENTS
(distribution for students admitted and enrolled for 1997-98)
GPA
2.00-2.49
9%
11%
Admitted
Enrolled
Admitted
200-349
1%
Enrolled
1%
SAT Verbal
3.00-3.49
3.50-4.00
34%
35%
34%
27%
21%
350-499
500-649
650-800
No SAT
13%
12%
52%
50%
22%
21%
12%
350-499
500-649
650-800
No SAT
52%
50%
12%
12%
10%
16%
2.50-2.99
29%
Admitted
200-349
1%
Enrolled
1%
23%
23%
2.00-2.49
2.50-2.99
3.00-3.49
3.50-4.00
17%
18%
31%
30%
35%
34%
17%
18%
SAT Math
TRANSFER STUDENTS
Admitted
Enrolled
GPA
3,000
$7,000
16%
Contacting Evergreen
Inquiries about admission should be
directed to:
Dial (360) 866-6000, then dial or ask for the
extension or name listed.
Office of Admissions
The Evergreen State College
Olympia, Washington 98505
or (360) 866-6000, ext. 6170
Academic Advising
Academic Deans
ext. 6312
ext. 6870
Admissions
ext. 6170
Financial Aid
Housing
Part-Time Studies
President's Office
Recreation Center
Registration and Records
ext. 6205
ext. 6132
E-mail: admissions@evergreen.edu
Direct other correspondence to the
appropriate office.
ext. 6164
ext. 6100
ext. 6530
ext. 6180
ext. 6447
ext. 6312
Student Accounts
Student Advising Center
Tacoma Campus
Vice President for Student Affairs
ext. 6004
ext. 6296
Campus Location
The Evergreen State College is an hour's drive
from Seattle-Tacoma International airport.
Olympia is also served by the Greyhound and
Trailways bus companies and Amtrak.
Evergreen and the state capital are just a
short, scenic drive from most Western
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
Evergreen Parkway to the campus entrance
(on the left).
Evergreen on the Web
You can also find The Evergreen
State College in cyberspace. On the
World Wide Web, direct your browser to
www.evergreen.edu.
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Index
Picking an academic program? Two indexes elsewhere in this catalog are specifically designed to help you identify
academic programs that meet your interests and needs. The Condensed Curriculum, on page 38, lists programs by the
Planning Groups that offer them and the type of students they are geared toward. Matching Evergreen's Programs
toYour Field of Interest, on page 40, lists programs according to traditional academic subjects areas.
A
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A Week in the Life of an
Evergreen Student 19
Academic Advising 20
Academic Calendar 128
Academic Credit 33
Academic Fair 113
Academic Honesty 33
Academic Pathways 5, 113
Academic Regulations 32
Academic Standing Policy 34
Access for Students With
Disabilities 20, 118
Accreditation 128
Acting 40
Active Learning 5
Address Changes 32
Administration 108
Admission 24
Applying 26
Criteria for First-Year Students 24
Criteria for Transfer Students 25
Deadlines 24
Eligibility 27
MES and MPA Programs 107
MIT Program 106
Aesthetics 40
African Music, Dance and Culture 80
African Studies 40
African-American Studies 40
African-Irish Studies 40
Agriculture 40
AllOver the Place: Stories in a
Multicentered Society 46, 56
Allen, Nancy 59
Alternative Calendars 46
Alternatives and Resistance to
Neoliberalism 97
American Community 47, 56
American Indian Science and Engineering
Society 120
American Studies 40
Amnesty International 120
Amphibians 40
Anime 120
Answers to Frequently Asked Questions 18
Anthony, Sharon 92
Anthropology 40
Applying Principles of Environmental
Science 48, 72
Archaeology 40
Arney, Bill 49, 50, 60, 61
Art 40
Art History 40
Art/Media Theory 40
Asian Students in Alliance 120
Asian Studies 40
Astronomy 40
Astronomy and Cosmologies 48, 90
Astronomy and Energy: Cosmic Models 90
Atoms, Molecules and Research 91
Auditors 28
Aurand, Susan 78, 87
B
Bailey, Marianne 64
Balderrama, Justino 67, 102
Balkans in Our Times: Land, People and
Mythos, The 57
Barlow, Clyde 93, 94
Basic Botany: Plants and People 48, 72
Beck, Gordon 58
Beug, Michael 71
Bike Shop 120
Bilingual Education and Teaching 57
Biochemistry 40
Biology 40
Black and Green 2000 57, 97
Board of Trustees 108
Bohmer, Peter 97, 100
Bones and Stones 58
Bookstore 118
Bopegedera, Dharshi 94
Botany 40
Bowcutt, Frederica 48, 72, 76, 78
Bowerman, Pris 65, 99, 100
Brian, Richard 105
British Literature 40
Brown, Jovana 75
Buchman, Andrew 81
Building Character 80
Business 40
Business Policy 40
Butler, Paul Ray 74
c
Calculus 40
Camarilla 120
Campus Location 123
Campus Profile 122, 123
Campus Regulations 119
Campus Services and Resources 118
Career Development Center 20
Carlson, Craig 46, 54, 56, 68
Celtic Studies 40
Center for Mediation Services 118
Chandra, Arun 88
Chaos 114
Chemical Instrumentation 40
Chemistry 40
Child Care Center 118
Chinese Studies 40
Cloninger, Sally 79, 86, 87
Cognitive Psychology 40
Cole, Rob 48, 72
Collaborative Learning 4
Communication 40
Community Action Group at Evergreen 120
Community College Transfer 27
Community Studies 40
Comparative Religion 40
Computer Science 40
Concepts of Computing 49, 91
Conservation Biology 40
Contents 1
Contracts 114
Cooper Point Journal 120
Coordinated Study Programs 114
Core Programs 114
Counseling 40
Counseling Center 20
Courses 114
CPJ 114
Crable, Doranne 53, 84
Creative Non-Fiction 58
Creative Writing 40
Creativity in the 20th Century 49
Credit Limit 33
Credits 114
Crescent, Cross, and Cupola 59
Critical Reasoning 40
Cultural Crossings: Labor and Migration in
the Americas 59, 97
Cultural Studies 41
Culture, Text and Language 55
Cushing, Judith 94
o
Daley, Argentina 64, 70
Dance 41
Dance and Culture 81
Data to Information 91
David Hitchens 68
Davis, Stacy 64
Decker, Emily 49, 60
Design 41
Design for the Stage 41
Dimitroff, George 49, 91
Diversity 19, 24, 121
Dobbs, Carolyn 74
Down and Out 60
Drawing 41
Drop or Change a Program 32
DTF 114
E
EARS 114
East Timor Action Network 120
East Wind, West Wind: Chinese Culture in
Global Context 81
Ecological Agriculture 72
Ecology 41
Economics
Education
Education:
Education:
41
41
Beyond High School 49, 60
Philosophy 50, 61
Education: Politics of
Public Schooling 50, 61
Empty Stage: A Theater Intensive, The 81
English Literature 41
Entomology 41, 73
Environmental Movements 73
Environmental Policy 41
Environmental Science 41
Environmental Studies 41, 71
Equal Opportunity 118, 128
Equivalencies 115
Ethics 41
Ethnobotany 41
Ethnomusicology 41
Evaluation 5, 33, 115
Evaluation Conference 115
F
Faculty Directory 108
Faculty Sponsor 115
Feddersen, Joe 86, 88
Feminist Theory 41
Field Research 41
Field School to Chile 51, 61
Field Trips 115
Film 41
Filmer, John 65, 99
Financial Aid 29
First Peoples 115
First Peoples' Advising Services 20
Fischel, Anne 83
Folklore 41
Food Services 119
Foote, Tom 58
Ford, Terry 52
Forestry 41
Forms in Nature: Studies in Art, Ecology
and Human 52
Foundations of the Visual Arts 82
Foundations of the Visual Arts:
Sculpture 82
Fox, Russ 72
Frasca, Marilyn 85, 86
Freeman, George 98
French and Francophone Studies 41
G
GED 25
Gender Studies 41
Genetics 41
Geoduck 116
Geography 41
Geology 41
Geri, Laurence 96
Hardiman
105
Harrison, Lucia 82
Hayes, Ruth 80, 86
Health 41
Health Center 20
Henderson, Martha 50
Henderson, Peta 59, 97
Herman, Steven 73, 75
Herpetology 41, 73
Hill, Patrick 57, 97
Hill, Virginia 70
History 41
History of Science 42
History of Technology 42
Home-schooling 25
Horticulture 42
Housing 20, 28
How to Get Here 123
How to Read a Program Description 44
Human Services 42
Humanities 42
Hunt, Meg 53
Hydrology 42, 74
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I Am A Camera 82
If You Weren't Listening ....
Say, "Yes, Go On" 98
Imamura, Ryo 69, 102
Individual Learning Contract
116
Individual Study/Internships 36
Interdisciplinary 116
Interdisciplinary Learning 4
International Student Association 120
International Students 25
International Studies 37, 42
Internships 116
Interpretive Social Sciences 42
Evans Chair 37
Evergreen Animal Rights Network 120
Evergreen Center for Educational
Improvement 120
Evergreen Community of Parents 120
Evergreen Math Network 120
Evergreen Political Information Center 120
Evergreen Queer Alliance 120
Evergreen Students for Christ 120
Evergreen Zen Center 120
Gilbert, Jorge 51, 53, 61, 65
Gilliam, Angela 57, 83, 97, 98
Goldberger, Ariel 81
Interrogations: Whiteness, Maleness and
the Morality of Wealth 83, 98
Introduction to Environmental Studies:
Gomez, Jose 59, 97
Governance 116
Government 41
GPA 122
Graduate Progam in Public
Administration 107
Graduate Program in Environmental
Studies 107
Mt. Rainier 74
Introduction to Natural Science 92
Evolution 41
Expenses 30
Experiential Education 41
Graduate Programs 106
Graduate Student Association 120
Graduation Requirements 34
Experimental Music 41
Exploration 50
Expository Writing 41
Expressive Arts 79
Great Russian Novel, The 62
Greener 116
Grissom, Tom 68
Guttman, Burt 92, 94
H
Haft, Bob 52
Irish American Student Association 120
J
Jang, Rose 81
Japanese Studies 42
Jewish Cultural Center 120
Johansen, Bud 86
Journalism 42
Judith Cushing 94
Jun, Heesoon 49
K
Kahan, Linda 93, 101
KAOS-FM 120
Kazantzakis 63
Kelly, Jeff 93, 94
KEY Student Services 21
Knapp, Rob 54, 77, 85, 93, 94
Krafcik, Patricia 59
Kuehn, Duke 105
Kutter, Betty 94
Kutter, Elizabeth 93
L
Laban Movement 42
Labine, Pat 72
Labor Education and Research Center 120
Laird, Lance 59
Lang, Renee 92
Language Studies 42
Lassen, Jerry 66, 99, 101
Latin American Student Organization 120
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Latin American Studies 42
Law and Government Policy 42
Leahy, Dan 100
Leave of Absence 32
Levensky, Mark 66, 101
Library 119
Library Research 42
Linguistics 42
Linux/Unix User's Group 120
Literary Theory 42
Longhouse Education and
Cultural Center 37
Longino, John 73, 78, 87
Lyttle, Lee 45
M
Making of the Modem Woman, The 63
Mammalogy 42, 75
Management 42
Middle East Resource Center 120
Milne, Dave 48,72,75
Minugh, Carol 104
Mission Statement 121
Modem American Capitalism 99
Molecular Biology 42
Molecule to Organism 93
Moore, Pat 76
Moruzzi, Harumi 66, 67
Motley, Frank 46, 56
Movement, Masks and Metaphors 84
Mullins, Greg 63, 99
Music 42
Music and Dance of Brazil and the
Caribbean 52, 84
Mycology 42
Mythology 42
N
Nadkarni, Nalini 78, 87
Nasser, Alan 65, 100, 101
Native American and World Indigenous
Peoples Studies 103
Native American Studies 42
Natural Resource Policy: Salmon 75
Natural Resources 42
Natural Science 42
Nature of America, The 52
Neitzel, Jim 50, 94
Nelson, Alice 59, 97
Nelson, Lin 73
Nelson, Neal 49
New and Continuing Student Enrollment
Process 32
Nisbet, Sandie 49
Non-Profit Organizations 42
Mandeberg, Jean 88
Marine Life: Marine Organisms and
o
Their Environments 75
Marine Science 42
Maritime Alliance 120
Marr, David 47, 56
Oceanography 42
Olson, Dean 102
Master in Teaching 106
Master of Environmental Studies 107
Master of Public Administration 107
Matching Evergreen Program to Your Field
of Interest 40
Mathematical Systems 92
Mathematics 42
Matter and Motion 92
McCann, Charles 62
Media 42
Mediaworks 83
Medicine 42
Meeker, Laurie 46
Men's Center 120
MES Graduate Student Association 120
Microbiology 42
Middendorf, Don 90
Olson, Toska 100
On Interpretation 63, 99
Organic Chemistry 42
Organic Farm Power Project 120
Ott, Janet 70, 94, 95
p
Pailthorp, Chuck 52
Painting 42
Paradoxes of Romanticism, The 64
Paris, Dakar, Fort de France:
Voices of Revolution 64
Parker, Alan 104
Parking 118
Parson, Willie 105
Part-Time Studies 36, 116
Paulsen, David 89, 93, 101
Peace and Conflict Resolution Center 120
Percussion Instrument Club 120
Performance 42
Performance Theory 42
Performing Arts and Culture 53
Perspectives from the Quarterdeck 64, 99
Philosophy 42
Philosophy of Religion 65, 100
Philosophy of Science 43
Photography 43
Physical Science 43
Physics 43
Physiology 43
Planning Group 117
Plant Ecology and Taxonomy 76
Poetry 43
Police Services 21, 118
Political Economy 43
Political Economy and Social Movements:
Race, Class and Gender 100
Political Science 43
Political Theory 43
Politics and Ideologies
From the Americas 53, 65
Postmodem Fiction: John Barth and Haruki
Murakami 66
Pougiales, Rita 54, 55, 57
Practice of Sustainable Agriculture, The 76
Pre-Medical Association 120
Price, Brian 52
Printmaking 43
Prior Learning From Experience 117
Programs 4, 117
Programs for First-Year Students 45
Property 66, 101
Psychology 43
Public Policy 43
Public Service 43
Public Service at Evergreen 120
Q
Quickening of the Nations:
Indigenous People Yesterday, Today,
Tomorrow
104
R
Rainey, Tom 57, 62, 68
Rainforest Research 76
Ransom, Bill 50
Rape Response Coalition 120
Record Keeping 33
Recreation, Wellness and Athletics 21
Reed, Hazel Jo 92
Refunds 30
Registration 32
Religion 43
Reptiles 43
Retention of Records 28
Retreat 117
Romano, Evelia 57
Roy,Ratna 81, 83, 98
Running Start 25
Russian Studies 43
s
S & A Board 120
S & A Productions 120
SacredPlaces 54
Salcedo,Gilbert 60, 63
Saliba,Therese 46
SalmonBiology 43
SalmonPolicy 43
SATScores 122
Scholarship Applicants 28
Scholarships 29
Schrager,Sam 47, 56
Science 43
Scienceof Mind 93, 101
ScientificInquiry 89
Sculpture 43
SelectingYour Program of Study 35
Self,Gender and Culture: Japanese and
American Litrature and Cinema 67
Self-Evaluation 117
Seminars 117
Setter,Terry 80
Shelter:Eco-Design in
The Real World 54, 85, 93
Shulman, Sheryl 91
SlightlyWest literary magazine 120
Smith, Matt 52
Socialand Cultural History 43
Social Contract 22, 117
Social Science 43, 96
SocialWork Practice 67, 102
Societyfor Creative Anachronism 120
Sociology 43
Software Engineering 43
Soto, Julio 93
Soule, Oscar 52
Sources 85
South 68
Sparks, Paul 82
SpecialFeatures of the Curriculum 36
SpecialStudents 28
Spring Arts Festival 120
Statistics 43
StayingPut: The Story As Home 54, 68
StrategicBusiness Policies for the 21st
Century 102
Stroh, James 48, 72, 74
Student Activities 21
Student Advising Handbook 117
Student Affairs 21
Student CD Project 120
Student Conduct Code 23
Student Evaluation of Faculty Library
Project 120
Student Governance 120
Student Organizations 120
Student Originated Software 94
Student Originated Studies: Media 86
Student Originated Studies:
Performing Arts 86
Student Originated Studies: Visual Arts 86
Student Produced Art Zone (SPAZ) 120
Student Support Services and Activities 20
Student Workers Organization 120
Students at Evergreen for
Ecological Design 120
Students on Drug Awareness 120
Sugiyama, Masao 91
Summer Quarter 28
Symbiosis 77
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Tabbutt, Ken 74
Tacoma Campus 105
Talking About Race 120
Tamburro, Paul 104
Taylor, Nancy 63
Teaching 43
Technical Writing 43
Television Production 43
Temperate Rainforests: Studies in
Ecology and Visual Arts 78, 87
Teske, Charles 64
Theater 43
Theater History and Theory 43
Theology 43
Thuesen, Erik 75, 77
Transfer of Credit 27
Transitional Studies: Historical, Theoretical
and Pragmatic Perspectives 105
Tremblay, Gail 46
Tribal: Reservation-Based/CommunityDetermined 104
Tropical Rainforests 78, 87
Tsutsumi, Setsuko 46
Tucker, Gabe 74
Tuition and Fees 30
Turning Eastward 69, 102
Twentieth Century Cinema 87
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Walton, Sherry 52
Washington Center for Improving the
Quality of of Undergraduate
Education 120
Washington State Institute for
Public Policy 120
Web 123
What Is to Be Experimental Music Now? 88
Whole and Holy: Alternative Herstories of
Healing 70, 95
Why Evergreen? 2
Wiedemann, AI 76
Wiedenhaupt, Sonja 101
Williams, Sarah 70, 95
Williams, Sean 52, 53, 84
Withdrawal 32
Womeldorff, Tom 59, 97
Women of Color Coalition 120
Women's Center 120
Women's Studies 43
Wong, York 50, 61
Working Small 88
Worts and Witches: Medieval European
Herbalism 78
Writer's Workshop 70
Writing 43
Writing Center 21
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Yoga Club 120
Young, Artee 105
Young Democrats at Evergreen 120
z
Zita, E. J. 48, 54, 90, 94
Zoology 43
u
Undergraduate Research in
Scientific Inquiry 94
Union of Students With Disabilities 120
Upside Down Program 28
User Friendly: Unmasking the
Communications Revolution 70
v
Vertebrate Zoology 43
Veteran Students 32
Video 43
Visual Arts 43
Visual Manipulation 88
Visual Perception 43
127
1999-2000 Academic Calendar
FAll
WINTER
SPRING
SUMMER
First Session
Second Session
Orientation
Sept.21-25
Quarter Begins
Sept. 27
Jan.3
March 27
June 19
July 24
Evaluations
Dee. 13-18
March 13-18
June 5-10
July 24-29
Aug. 28-Sept. 2
Quarter Ends
Dee. 18
March 18
June 10
July 22
Aug. 26
Vacations
Thanksgiving
Martin Luther King Day
Memorial Day
Independence Day
Nov. 21-28
Jan. 18
May 31
July4
Winter Break
Presidents' Day
Commencement
Dee. 19-Jan. 2
Feb. 15
June 9
Spring Break
Super Saturday
March 19-26
June 10
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Estimated Tuition and Fees
Rates are set by the Washington State Legislature and are subject to change without notice. The rates below are for the 1998-99
academic year. Rates for 1999-2000 were not available when this Catalog went to print.
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Enrollment
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status
Quarter credit hours
Washington
resident tuition*
Nonresident tuition*
Full-time undergraduate
10-16
$879 per quarter
$3,110 per quarter
Part-time undergraduate
9 or fewer
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$87.90 per credit;
$311 per credit;
2 credits minimum
2 credits minimum
$1,405 per quarter
$4.265 per quarter
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Full-time graduate
16 MIT;
10 MPA,
MES t
Part-time graduate
9 or fewer
$140.50 per credit;
$426.50 per credit;
2 credits minimum
2 credits minimum
For other fees, see the Miscellaneous Fees chart below.
* Tuition and fees may vary summer quarter, which is not part of the regular academic year.
t For purposes of financial aid, graduate students are considered full time and eligible for financial aid if enrolled for eight or
more credits.
Accreditation The Evergreen State College is accredited by the
Commission on Colleges, Northwest Association of Schools and
Colleges, 11130 NE 33rd Place, Suite 120, Bellevue, WA 98004.
Disclaimer Academic calendars are subject to change without notice. The Evergreen State College reserves the right to revise or
change rules, charges, fees, schedules, courses, programs, degree
requirements and any other regulations affecting students whenever considered necessary or desirable. The college reserves the
right to cancel any offering because of insufficient enrollment or
funding, and to phase out any program. Registration by students
signifies their agreement to comply with all current and future
regulations of the college. Changes become effective when Evergreen so determines and apply to prospective students as well as
those currently enrolled.
The Evergreen State College Catalog Production Team
Editing: Craig Mclaughlin, Virginia Darney
Copyediting and Production Assistance: Pat Barte, Kasia Stuck,
Debbie Waldorf, Mike Wark
Design: Mary Geraci, Judy Nuiiez-Pifiedo
.
Cover and Interior Photography: Steve Davis, Melissa Schomaker,
TESC Photo Services
This Catalog could not have been produced without the ideas
and contributions of dozens of staff and faculty members across
campus. In particular, the production team would like to thank
Debbie Waldorf for assembling the 1999-2000 curriculum.
This Catalog is published by The Evergreen State CollegeOffice
of College Advancement. © 1998 by The Evergreen State College
Printed on recycled paper.
The informarion contained in this Catalog is available in other
media with 24 hours' notice. TDD: (360) 866-6834.
This Catalog is dedicated to the memory of Registrar Judy
Huntley.
Campus Map
DRIFTWOOD
Key
1. Library (LIB)
2. Seminar (SEM)
3. Longhouse
7. Arts Annex (Lab Annex)
8. Communications Lab (COM)
9. Recreation Center (CRC)
4. Lecture Hall (LH)
5. Arts and Sciences (LAB 1)
6. Arts and Sciences (LAB 2)
10. College Activities Building (CAB)
11 . Childcare Center
12. Central Plant
16. Residence Halls
17. Community Center
18. IT Bus Stop
19. Campus Public Safety
13. Pavilion
14. Modular Housing
15. Student Housing
ROAD
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Organic Farm
1.2 mites from Overhulse
and Driftwood.
Directions:
Automatic Door
Elevator
Incline
Parking
Ramp
Stairs
Curb Cut
Travel Driftwood
until
Lewis Rd. is reached.
Turn feft here and look
for Organic Farm sign on
the left about
a half mile
down the road.
Recreation Fields
Accessible
on second
route.
floor
Parking
Lot C
100
Parking
Lot B
200
400
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Catalog_1999-2000.pdf