-
Identifier
-
Eng
Catalog_1971-1972.pdf
-
Title
-
Eng
Course Catalog, 1971-1972
-
Date
-
1971
-
Creator
-
Eng
The Evergreen State College
-
extracted text
-
the
evergreen
state
ll
coege
1971·72
bulletin
olympia, washington 98501
206/753-3111
11
2
A Letter from the President
To Prospective Students, Prospective
Faculty, and Supporters
This space in college catalogs often carries a
president's welcoming letter, but since this little
book is a catalog-with-a-difference,
this letter
must be a welcome-with-a-difference.
This book differs from the usual catalog
because it is a prospectus: Proposals of activities
yet to happen. Future Evergreen "catalogs" will
continue to be prospectuses, and they will be
year books, also, containing accounts of what
wi II have happened here the previous year. But
in this first Evergreen catalog you have no
history to go by; you can judge whether you
are likely to find a match for your interests at
Evergreen only by what is said here. Always
difficult
decisions about the investment of time,
energy, and money become hazardous when you
lack the benefit of someone's first-hand experience, and must rely only upon the written
word
of
a prospectus.
Prospectuses, unfortunately
for most of us, give rise in the
3
absence of experience to dreams utterly unconnected with the reality. It would do great harm
to you and to Evergreen if this prospectus led
you to expect something different from what's
here. In the text, we've tried to be as clear as
we can; this letter is a request that the reader
carefully submit this book to his best knowledge of himself.
The prospective student may be attracted to
Evergreen by the absence of some old familiar
forms such as GPA's, set class periods, lists of
courses to be taken as arbitrary hurdles. Before
he considers coming to Evergreen he should
think whether it is merely to escape these
superficialities, and he should look beyond to
the self-discipline he'll need to stick to a task
that presumably he himself picked as worth
doing. More to the point, he may be attracted
by the magnificent opportunity for an individualized program of study. But he should
recognize that he will be confronted by the
realities of mind, matter, and work. Escape
from these realities-ironically-can be made
only at cost to one's own individuality. We will
~
4
do the best we can to help each student succeed; his response to our efforts remains inevitably his own. He would be wise to look
ahead also to the likelihood that the next few
years will be his best chance to increase the
power of his mind-his finest possession-and
that if he sets aside his chance, room must be
made for someone else.
The prospective faculty member will appreciate working and thinking with students,
being able to bring his professional abilities and
discretion fully to bear on the problem at hand,
encumbered by the least possible red tape~ Before he considers coming to Evergreen he should
look beyond, to whether his energies will allow
him to remain current in his field of competencE~ and to learn other new things along with his
students, at the same time spending long hours in
the presence of students and fellow faculty members. He should think whether he will be comfortable without departments, in frequently changing combinations of colleagues. Evergreen's
commitment to improving undergraduate studies
cannot leave aside improving the art of under-
5
graduate teaching, and he will also be subject to
r:1Uch more stringent and public evaluation of his
teaching.
As they are pleased with the prospect of
economies resulting from the Evergreen idea fully
carried out-economies owing to responsiveness
and flexibility-Evergreen supporters also should
look beyond, to the entailments. For example, the
work-and-study option is responsive both to the
student and to the world of work; the success of
this option, however, depends upon businessmen
and others devoting time and energy to help
students learn in ways that can't economically be
followed on campus. In pursuing flexibility, we
have cut away many unproductive structures, but
with them gone, any lack of substance in what
remains will be all the more glaring. The substance
appropriate to the college must be academic
learn ing-"book learning", which can be best done
on campus, where certain essentials can most
economically be concentrated. These essentials are:
The presence of expert help in techniques, interpretation and understanding-in other words, the
best faculty available-the presence of many books,
6
and the presence of adequate resources for information gathering and data handling. We have
cut all but these essentials; we depend upon their
being strongly supported.
The demands, other than economic, underlying
the need for flexibility
relate ultimately to processes of mental growth. As minds cut and try'
individual interpretations of truth and fact, they
give rise to various sounds, some of them strident.
The right of every citizen to hear and be heard
therefore becomes the very lifeblood of a lively
place of learning. At the same time that we insist
upon maintaining this lifeblood we also pledge to
uphold the rational processes that academic learning requires and the good manners on wh ich
discourse depends.
Beyond this, the supporter should be willing to
go beyond his prior notions of whatever a "standard" college might be. On our part, ~e do not
consider our differences as novelties to be cherished for their own sake, but simply as more direct
ways of getting at learning how to learn.
And now the part of this letter much more
pleasant for me: From everyone here at Evergreen,
7
welcome! An eager hosts' welcome to you all, in
the hope that you will visit us; and enthusiastic
teachers' and colleagues' welcome to those of you
able to join us.
Sincerely,
Charles J. McCann
8
contents
Letter from the President.
Evergreen:
. . . . . . . . . . . . . . . . . . . . . . . . . .
A College in Process
. . . . . . . . . . . . ..
.
Academic Calendar, 1971-72
15
Academic Programs
17
Cred it at Evergreen . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Coordinated
Studies
. . . . • . . . . . . . . . . . . ..
17
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
19
Basic
Causality, Freedom and Chance
Contemporary American Minorities
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Human Development.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
The Individual in America
. .....................•.......
The I ndividual, the Citizen, and the State .......•.........................
The Play's the Thing: Then and Now
,
Political Ecology
Problem Solving: Games and Puzzles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Southeast Asia: Transition and Conflict
Space, Time, and Form: Common Problems in Art and Science
Advanced
Environmental Design
Communication and Intelligence: The Nature and Use of Media Technology
Man and Art: The Renaissance and Now
Offerings Proposed for the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Contracted Studies
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
Contracted Studies in Biology
Contracted Studies in Physical Science
The Distribution
2
10
of Academic Work
Illustrative Programs of Study
Self-Paced Learning
............•..........•...........
31
31
36
42
47
51
53
55
58
61
64
70
70
73
80
85
89
104
107
108
108
112
9
Work-and-Study,
Internships, and Apprenticeships
_
118
Study Abroad
120
Foreign Language Study
121
Future Science Programs
123
The Arts at Evergreen
Public Events.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
. . . . . . . . . . ..
Full-Time and Part-Time Status.
For Academic Purposes
For Calculation of Tuition
.
126
129
. ...................•.....................
131
_
131
146
and Fees
Academic Stand ing ................................................•...
132
Evaluation, the Portfolio
133
Career Planning
Study at Evergreen:
134
A Summary
...........................•..........•...
136
The Library at Evergreen
137
Computer Services
138
Counseling Services
139
Financial Aid
Housing Accommodations
140
and Food Service
Student Accounts
I
142
_
146
Policies and Procedures
Schedule of Tuition and Fees ....•....................................
I
I
.
146
151
The Campus and the Community
Admissions and Registration
156
.......................•......
The Board of Trustees and Administrators
of the College
_
158
163
The Academic and Professional Staff of The Evergreen State College
164
Map
167
l
II
10
evergreen: a college in process
The intent of this little book is to
introduce a new college in the State of
Washington-The
Evergreen State College. Evergreen is new in two senses: It is
the first state four-year institution
of
higher learning to be built in Washington
in the twentieth century, and it is new in
its educational outlook
and program.
This first catalog is Evergreen's attempt,
as a new and responsible institution, to
explain itself to its prospective students,
to their parents and friends, and to the
people of the state who support it.
That job of explanation is complicated. Evergreen is not an established
college; it is an institution in process. To
a degree, this situation results from the
College's
having been so recently
founded by the State Legislature. Even
more, it is a consequence of efforts to
respond to our hectic and rapidly changing times. Responsiveness means, in part,
that many persons and groups must
properly involve themselves in the de-
cisrons that will shape Evergreen and
determine its character over time. With
this book, published in January of 1971,
and with our first students and many of
our faculty members and other officers
not due to arrive until September, we
cannot talk extensively here about some
aspects of the College. What we can do is
describe our initial academic program,
report some of the major elements in our
planning and development up to now,
and outline the conception of education
that defines the essential Evergreen idea.
For this reason, many of the rules and
procedures ordinarily included in college
catalogs are absent from this one. They
properly belong in an Evergreen Community Handbook, and such a handbook
can't be written until our community is
more fully assembled and can participate
appropriately in its preparation.
What Evergreen offers to that community-and
to the larger community of
the state and the nation-is
an educa-
11
tional experience based on the recognition that our era is one marked by
widespread and intense changes. If those
changes are most marked in our technology-in
space exploration, computers,
atomic energy, miniaturization
in electronics, and a host of other developments-they
have shown themselves even
more forcibly
and intimately
in our
country's
culture.
Our increasing concern for the quality
of our natural
environment,
the huge problems in the
great cities of our land, new patterns in
the relationships
among racial groups
and in our sensitivity to ideas of social
justice,
the complexity
of American
involvements abroad, shifts in our moral
values, and the emergence of new styles
of personal life are only some of the
alterations that have pressed themselves
on our consciousness. Whole families of
jobs have disappeared from our sources
of employment,
while quite different
occupations
have sprung up in their
places. The most sophisticated
predictions, including
those from the U. S.
Department
of Labor, suggest that a
person entering the American labor force
in 1970 or later will change not only his
job but also his career three times during
his productive life.
In many ways, powerful trends like
these raise fundamental
issues about the
role of education in our society. I n an
occupational
context
alone, does one
train for jobs that may well become
obsolete with in a very few years, or for
jobs that have not yet been conceived in
our world
of rapidly
changing technology? From the standpoint of citizenship, can the problems that confront us
today really be solved by an education
that is based entirely in the wisdom of
the past, or does that wisdom need the
leavening of more contemporary
experience for the man and the woman
who must grapple with the issues of our
age? Viewed from the perspective of
12
personal growth and a sense of firm
individual identity, can young people (or
any of us) enlarge and sharpen their
self-knowledge and their understanding
of others most effectively through concentrating
on only tradition-honored
modes of study, or are they likely to be
better helped by combining intellectual
work
with experience of the larger
world-the
world of business and industry, of government, of civic life?
Evergreen pretends to no special insights into these large and harrowing
questions. It is simply that a relevant and
sign ificant education for many students,
although by no means for all undergraduates, must acknowledge these great
difficulties
and try to cope with them.
The description of Evergreen's academic
program, wh ich is the heart of th is book,
indicates the ways in which we have
tried to address ourselves in our opening
year to these features of the late
twentieth centu ry.
To provide an educational alternative
that takes into account the large and
compelling characteristics of contemporary life, Evergreen must have the understanding and the support
of many
people; and it must itself demonstrate
the values of decency, a willingness to
listen thoughtfully
to others, and a
shared responsibility for the whole institution on which a serious and zestful
educational experience depends. Human
frailty being what it is, these values must
be insured by reasonably clear rules and
procedures. But the rules and procedures
should be formu lated on as wide a base
as possible. As this book goes to press,
Evergreen has a Committee on Governance, including prospective students,
faculty, administrative officers, and staff
members, drafting a framework within
which the College community can govern itself. Within that framework a code
of conduct, articulating
the ways in
which the values of the community are
13
expressed in behavior, will also be necessary. That code must evolve through the
participation
of representatives
of all
those who will live by it. That process,
itself highly educative, will be moved
forward throughout the coming year.
Along
more procedural
and operational lines, we are still developing the
precise dimensions of our library's contribution
to education at Evergreen, the
details of our registration
process, the
exact ways in wh ich we sha II keep some
of our student records, and the full scale
of our program of student activities and
the recreational opportunities
that will
be available. In some of these areas of
concern,
we are deliberately
leaving
room for students and new members of
our faculty
and staff to make their
contributions
to the decisions that must
be reached. In some cases, what Evergreen will be able to do during its first
two years depends heavily on its biennial
budget for 1971-1973,
a period when
economic hardship in Washington is being keenly felt. In still other instances,
Evergreen, as a new college, needs some
history-some
evaluated experience on
the basis of which to make judgments
about its programs and procedures. We
fully expect to change as we grow. We
harbor no illusions about our knowing
everything
now about how to make
Evergreen most useful to the society of
which it is a part, and we are eager
(along with
our students)
to learn.
Change at Evergreen is made mandatory
by the change that goes on in such a
rapid and massive way in our contemporary world.
It is against this background
that
Evergreen's first catalog should be read.
Prospective
students should carefully
evaluate the descriptions of the College
as to whether this educational pattern is
the one most likely to match their
individual
characteristics
and personal
goals. Members of the commercial and
14
industrial community
should examine
the material presented here for the ways
in which Evergreen can help students
develop into the flexible, widely informed persons who can adapt most
readily and productively to the demands
of our changing business world and who
can become contributory
participants in
our nation's economic enterprise. All of
us should critically study the educational
patterns outlined here for their cogency
in aiding people to become more constructively
concerned citizens of the
society which is their heritage.
15
academic calendar /1971-72
The possibility of delays in completion of buildings under construction makes
difficult the early scheduling of definite dates for registration and beginning of study.
Students wi II be advised by the Office of Admi ssions as soon as these dates are set.
Fall Quarter, 1971
Student Check-in Day, Registrar's Office
Orientation and Registration in Programs
Formal Registration Closes
Work Begins
Veteran's Day Holiday
Thanksgiving Recess
Advanced Registration for Winter Quarter for
Continu ing Students
:
Presentation of Projects
Fall Quarter Closes
To be announced
To be announced
To be announced
To be announced
October 25 (Monday)
November 25-26 (Thursday-Friday)
December 13-17 (Monday-Friday)
December 13-17
December 17 (Friday)
Winter Quarter, 1972
(January 3 through March 17)
Check-in for New Students, Registrar's Office
Orientation and Registration in Programs, New Students
Programs Continue; New Programs Begin
Formal Registration Closes
Washington's Birthday Holiday
Advanced Registration for Spring Quarter for
Continu ing Students
Presentation of Projects
Winter Quarter Closes
January 3 (Monday)
January 3-5 (Monday-Wednesday)
January 3 (Monday)
January 5 (Wednesday) 4:30 p.rn.
February 21 (Monday)
March 13-17 (Monday-Friday)
March 13-17
March 17 ( Friday)
16
-.-.-.-
Spring Quarter
(March 27 through June 9)
Check-in for New Students, Registrar's Office
Orientation and Registration in Programs, New Students
Programs Continue; New Programs Begin
Formal Registration Closes
Memorial Day Holiday
Advanced Registration for Fall Quarter for
Continuing Students
Final Festival for Presentation of Projects
Spring Quarter Closes
March 27 (Monday)
March 27-29 (Monday-Wednesday)
March 27 (Monday)
March 29 (Wednesday) 4:30 p.m.
May 29 (Monday)
May 22-June 2 (Monday-Friday)
June 4-9 (Sunday-Friday)
June 9 (Friday)
The Evergreen State College will observe the division of the academic year into
quarters principally for purposes of registering and fee collecting. Though Coordinated
Studies programs in 1971-72 will follow the quarterly division for the most effective
use of limited early resources, the College will later encourage as much flexibility
as
possible in allowing the shapes of the problems under investigation to determine the
lengths of time during which individual programs will run.
academic programs credit
Academic Programs
The Evergreen State College offers
two kinds of programs as ways of earning academic credit: Coordinated Studies
and Contracted
Studies. Each student
will normally spend substantial amounts
of time working
now solely in one
pattern, now solely in the other, during
his career at Evergreen. Please read the
descriptions of Coordinated Studies and
Contracted Studies carefully so that you
will understand how academic work will
proceed at Evergreen.
Academic Credit
The
Evergreen
student
will
accumulate academic credit for work well
done, time well spent in learning, and
levels of performance
reached and surpassed. Only if a student performs his
obligations
to his Coordinated
Studies
group or lives up to the conditions of a
Contracted
Study will full credit be
entered on his permanent record. Other-
wise there will be either no entry or the
recording of fewer units of credit to
represent what he did accomplish.
Thirty-six
units of credit are required
for graduation
from
Evergreen as a
Bachelor of Arts. Programs of study will
carry whole or multiple units of credit,
not fractions of units. For the purposes
of transferring credit and of comparison
with the programs of other institutions,
one Evergreen unit should be considered
as equivalent to five quarter credits. Any
student transferring from another college
must earn at least nine Evergreen units
before he can receive the Evergreen
degree.
On the assumption that most full-time
students who do all their undergraduate
work
at Evergreen will normally
be
enrolled for three quarters in each of
four years, the 36 units of credit required for graduation
can be logically
divided
into nine units per year and
three units per quarter. A single unit of
,I
18
credit will then be roughly equivalent to
what a student can learn or perform in
one month of full-time concentrationonly roughly, however, for credit will be
linked to the completion of contracts or
of assignments in Coordinated Studies,
not merely to time spent in a program.
Especially in Contracted Studies devoted
to single projects or to the completion of
self-paced learning programs, there will
be opportunities for acceleration. But in
both
Contracted
and Coordinated
Studies, when more time is clearly required for mastery of skills and concepts
or completion of projects, the emphasis
will be upon doing it thoroughly and
doing it right.
Evergreen will move as soon as possible-probably
within
three or four
years-to full-year or four-quarter operation. Though most students and most
faculty members will still be involved for
three quarters of full-time activity each
year, the full-year calendar will allow:
(1) flexibility
in scheduling Coordinated
Studies programs or Contracted Studies,
(2) opportunities
for acceleration by
those who wish to enroll for academic
work in four quarters, and (3) corresponding opportunities for those needing to proceed at a slower pace to
prepare themselves thoroughly without
adding to the total time span from
admission to graduation.
19
coordinated studies
What are Coordinated
Studies programs?
How
do they
differ
from
courses? What will it be like to be a
member of a group engaged in an integrated study program rather than to be
taking a number .of separate classes in
separate subjects?
Coordinated
Studies
programs
are
small, cooperative learning communities,
usually involving some 100 students and
5 faculty
members. The relative compactness of the programs makes possible
close relationships among student members and faculty members, opportunities
for genuine collaboration
in learning,
and a sense of direct responsibility
for
one's work. The initial programs to be
offered
in 1971-72, as well as those
proposed for 1972-73, have been designed for the thorough exploration
of
some of man's most urgent problems, his
most important challenges, and his most
highly prized values. The faculty will be
drawn from different
backgrounds and
will bring their special experience to bear
in a common effort to cut across the
usual
boundaries
between
academic
disciplines.
Students will join them to
define problems, to develop skills, to
search for answers, and to struggle toward satisfying our common desire for
knowledge and our imperative need for
wisdom.
Instead
of studying,
for .exarnple,
Sociology, Economics, or Psychology as
disparate, self-justifying
fields, you will
study central problems or themes by
learning to make use of appropriate
techniques from these several disciplines.
Instead of listening passively to lectures
most of the time, you will be responsible
for engaging actively
in regular discussion. Instead of accumu lating bits of
data in an attempt to "cover a field",
with
emphasis on passing impersonal
examinations, you will be responsible for
shaping and documenting
your ideas to
make them count. You will write, re-
20
write, polish, and present what you have
learned for the scruti ny and benefit of
both the facu Ity members and student
members of your group. Instead of
working for a quantitative grade point
average, which really tells ,little about
what
you've
learned, you will
accumu late a portfolio
of direct evaluations and examples of what you have
really accomplished. Instead of doing
little more than look at the world from
the classroom, you will have an opportunity to work in the world, field trips,
expeditions,
research projects, internships, and overseas programs.
Finally, instead of taking four, five, or
six unrelated courses=with
few links
between them and no single faculty
member truly responsible for helping
you make sense of what you are learning-you
will concentrate on one coherent program at a time. The work you
do will hang together. You will be
responsible for understanding and feeling
the con nections between ideas, techniques, and habits of thinking usually
segregated in different departments. You
will have time to concentrate on your
work without the distractions of competing and unrelated assignments. And
you will be constantly relating various
kinds of specialized procedures to the
central concerns of the program, not
because abstract policies require them,
but because you will need to know them
in order to deal with the issues and to
make your contribution to the group.
If you really want to learn....
Let us look at these points a bit more
carefully. For only if you wish to understand how a Coordinated Studies program functions-and
want to study this
way for significant portions of your
time-will
it make sense for you to come
to Evergreen.
A Coordinated Studies program will
have a comprehensive design and will
21
include a required set of activities, such
as readings, discussions, lectures, films,
field assignments, mastery of self-paced
learning units, writing assignments, and
critique sessions. It will have a logical
structure, and it will be demanding. But
so far as day-to-day
work within the
structure is concerned, the typical program will be flexible and will encourage
a variety of individual projects and responses. It wi II always seek to promote
your development
as a responsible person through
cooperative
inquiry.
In
many cases the faculty will expect the
students to participate
in planning and
running portions of their programs and
will help them to do it. The programs
will emphasize commitment
and common effort by both faculty and students.
As you will see from the descriptions
of the programs
to be offered
in
1971-72,
most
of the
Coordinated
Studies groups will be working in interdisciplinary
concerns,
using academic
specialties but not considering them as
sacred preserves. Some advanced programs will provide opportunities
for a
great deal of specialized learning. But all
programs will pay less than usual attention to traditional
labels and be more
than usually responsive to the internal
requirements of the problems at hand.
The programs will insist on a high
level of activity, and they wi II strive to
be self-correcting. The programs will not
be concerned with amassing heaps of
inert data; rather, the planners will try
wherever possible to match activities and
assignments to the genuine needs of the
group for certain kinds of information
at
certain
times.
A major goal of the
programs will be helping you learn how
to learn.
The Common Reading List
Each Coord inated Studies program
will
have-in
addition
to a common
schedule of large- and small-group meet-
22
ings-a common required reading list.
"Textbooks"
will be rare because you
will be reading the first-line works themselves rather than books about books.
And the faculty members will be reading
all of them with you, no matter what
professional fields they may represent.
In addition, individual students will be
encouraged to explore other books,
according to their interests and individual projects, and to report what they
have found to their seminars.
Some of the books required by your
program will be very difficult; some will
be a pleasure. But you will be expected
to read aII of th em carefu IIv, to reread
them, to try to understand them, and
then to discuss them in the seminar
groups of your program. (The descriptions of several Coordinated Studies programs in this bulletin mention titles of
books to be read. You can get an idea of
what you would be reading and discussing in these programs if you look at
some of these books before applying for
admission.)
The Seminar
The heart of each Coordinated Studies
program is a small-group discussion, the
seminar. A seminar is not a bull session,
and it is never easy. When it works well,
it is unforgettable. A seminar is a small,
dedicated group of very different human
beings helping each other learn, helping
each other understand a book, or helping
each other grapple with the meaning and
implications
of a difficult
idea. The
seminar meeting is not a show-and-tell
session, and it will not work if the
students and faculty members play academic games rather than share their
genuine concerns. It will succeed only if
all its members search together, work
together, and learn by teaching each
other.
You should think about the seminar
very carefully. Imagine yourself meeting
~
23
I.
often with a small group that expects
every member to be an active participant. There is no place to hide. You will
have to expose your ideas, ask for help,
give help, think aloud, be questioned,
challenged, pressed to explain and to
analyze. The usual tactics for beating the
system will not work, because the contest will be between you and the book,
you and the idea. There will be pressure,
but you will have volunteered for it. It
will come from the other members of
your seminar who need your help and
from the urgency of the problems at
hand. If you aren't willing to take
responsibility for meeting the goals that
you have set, or if you feel unable to
respond sympathetically and helpfully to
the needs of faculty and other students
as teammates in learning, then you
should seriously question whether Evergreen is the college for you. But if you
really want to try to work responsibly
and cooperatively with others, then we
are here to help.
Lots of Writing
The Coordinated Studies program provides a somewhat unusual but valuable
approach to the teaching and learning of
how to write well. Both students and
faculty will do a lot of writing: short
essays to start discussions, critiques,
notebooks
and journals, reports, and
position papers-perhaps fiction, poems,
and plays when a different
sort of
d iscou rse is needed. Each student wi II be
expected to revise and to polish his work
for presentation to his seminar. The best
work done in seminars will go to the
whole Coordinated Studies group, and
from there to the community-for
publication in collections of college writing,
for performance, or for inclusion, along
with other materials developed by the
program, in the total learning resources
of the College.
Besides writing,
you will
be en-
~
24
_couraged to become "I iterate" in other
media-photography, cinema, video tape,
audio tape, graphic design, music, and
the gestures of drama and dance. You
will be expected not merely to acquire
information and think it into shape but
also to learn how to communicate your
thoughts. It will take much practice, a
willingness to seek and use criticism, and
the desire to make your ideas count.
Continual Evaluation
You will not compete for letter grades
or a grade-point average in a Coordinated
Studies program, but you wi II have to
work hard and well to receive units pf
credit and to stay in the program. One of
the most important advantages of the
small and intimate community within a
program is that continual and careful
evaluation of each student's work becomes possible. The faculty team will
watch the progress of each student and
judge his work carefully. Students will
evaluate each other's work and progress.
Papers wi II be rewritten, projects repeated and improved, failures rejected,
and success recognized. But you will not
be working against the others in your
group, nor will the faculty members be
your adversaries. It will be important for
all of us to do the best job we can and to
help each other.
Where genuine ideas and feelings are
at stake, only rigorous criticism will
do-from others and from yourself.
Sometimes this searching scrutiny by
your teachers and your fellow students
will be hard to take. But if you are
looking for relevance to the conditions
you will face in the world beyond the
campus, if you are willing to have your
academic performance represented not
by a transcript alone but by a portfolio
filled with detailed evaluations and
samples of your own work, then Evergreen may be right for you.
25
Variety
The typical Coordinated Studies program, while proceeding toward a common learning goal, will offer a rich
diversity of activities. The faculty and
other staff members directing the group
will bring knowledge, skills, and interests
from a number of different fields. You
will move from (1) meetings of the
whole group for lectures, films, exhibits,
and performances; to (2) small-group
seminar meetings and workshops; to (3)
individual projects which take you away
from the other members so that you will
have something to bring back to them.
In teams or as individuals, the members
will have opportunities to work off
campus: on field trips, expeditions, community study and action projects, visits
to performances and exhibits, internships, research projects, and even periods
of study overseas. This interplay of
interests will be very much a part of
Evergreen-from general problems to
specialized knowledge or skills and back,
from the group discussion to the individual absorbed in his book and back,
from the campus to the larger community and back.
A Typical Work Week
As you will see from the descriptions
of the Coordinated Studies offerings for
1971-72, there is much variation in
scheduling from program to program. In
a typical week's work, however, you
may expect to spend between 16 and 32
hours in contact with members of the
faculty, and you will need to be present
on campus (or for off-campus assignments) virtually every day . Your plans
must, of course, take into account these
facts of serious educational life . Against
this general background, a Coordinated
Studies program might distribute its time
something like this:
There will be at least one assembly for
all members of the program, usually
26
early in the week. This will last for
several hours and may include a lecture
followed by discussion, a symposium, a
film, a slide show, a live or recorded
performance of music, a play-reading or
poetry-reading, or a general discussion of
how the work of the program is proceeding.
There will be several meetings of your
seminar, a group of ten or twelve,
perhaps on Tuesday, Wednesday, or
Thursday. Some programs may require
that you belong to two small groupsone interdisciplinary
seminar directed to
the common reading list and another
project group or skills workshop
in
which you can pursue special interests.
There will be an individual conference
or very small group conference with the
seminar leader about your written work
or projects. Some programs will also
recommend
conferences
between
students for mutual critiques of such
work.
Films, concerts, other performances,
and exhibits offered to the whole College community
will provide occasions
for
further
small-group
discussions
within your program. These will usually
be scheduled during the late afternoon
or evening. There will be time allotted to
field-work, special research, and project
development in open periods during the
week or concentrated on one day, perhaps Friday, so that you can carry the
work on into the weekend if necessary.
As you consider the demands of such
a schedule, you should bear in mind that
participation
in a Coordinated Studies
program will usually represent a full-time
workload.
Your week will not be as
crowded as it would in a system of
separate courses and classes-not because
there won't be much to do but because
you will not be forced to drop and pick
up pieces of work
in four or five
unrelated subjects every two days. The
demands upon you will be coherent and
27
related, not conflicting. This will allow
you the time that you will need for the
much more thorough reading and the
extra concentration
upon writi ng that
your program will require. It also means
a direct and heavy personal responsibility on your part, for if you do not
prepare your work and meet your deadlines, neither your seminar nor the total
program can be a comp lete success.
Part- Time Membership
(See heading,
Full-time and Part-time Students)
Although the ideal way to take advantage of a Coordinated Studies program is to be "a full-time
and fully
committed member of the group, most
of the programs will accept as part-time
members those who cannot or do not
wish to enroll in the College full-time. As
a part-time member, you will be able to
participate in Coordinated Studies for
one or two units of credit for each
quarter
of enrollment.
The specific
descriptions of programs for 1971-72
identify many opportunities. Whichever
one you choose, you will be able to and
expected to attend the lectures, films,
performances and exh ibits presented to
the whole group; to read the required
books; and to do a good deal of writing.
If you wish to involve yourself for two
credits per quarter, you will also either
participate in seminars or carry out an
extensive individual project. For as much
energy and time as you wish to spend,
you should be prepared to take the
greatest possible advantage of the program.
(For tuition and fee purposes, anything more than one credit unit must be
considered "full-time".)
If you are planning to be a part-time
student at Evergreen, you should make
your own arrangements, prior to registration, with the faculty member directing
the program in wh ich you are interested.
You should also remember that whether
28
---.-:
an Evergreen student has registered in
the College for full-time or part-time
status, he can be enrolled in only one
credit-earning
program of study at a
time.
Entry and Exit
A Coordinated
Studies program is
designed as a coherent whole. Its members shou Id always strive to explore,
develop, and elaborate its central theme
in a systematic way from the start of the
program to the final festival marking its
conclusion, when it offers the results of
its efforts to the attention of the whole
College and presents an anthology of its
best work for inclusion among the learning resources of the College. You shou Id
plan on starting with a program, staying
with it, and comp leting it. In any tightly
knit community,
there will be stresses
and strains. Learning communities are
not exceptions. But the rewards of total
participation will more than compensate
for the temporary wrangles.
You should also be aware that Coordinated Studies programs, unlike academic departments with their standard
curricula, are not designed for repetition
year after year in the same format.
Instead, as efforts to set major problems
in rich perspective, they are organizations that depend on a fusing of student
and faculty interests and the College's
resources. When continuing
needs and
interests justify doing so, a new faculty
team may form, set up a new schedule of
readings and other assignments, invite a
new group of students to join them, and
go at a problem in a different way. But
your Coordinated Studies group will be
unique. It will not be a well-worn
groove, nor will it ever become one. You
should make the most of it.
Students will normally enter programs
at the beginning by carefully making
their
choices during
the orientation
period, when the staffs of new programs
will hold open meetings and be available
29
to answer the questions of anyone interested in joining them. At the close of the
orientation period students will indicate
the ir first
choices,
their
alternate
choices, and how they weigh their preferences. Every effort will be made to
match the interests of students to the
programs available.
Some programs which run for three
quarters or more will allow a limited
number of students to enter by special
permission in the second quarter and
perhaps even the third quarter. Conversely, a student who discovers that he
just does not want to do or cannot do
the work of a program will be helped to
find
a more satisfactory
alternative,
either in another Coordinated Studies
program or in Contracted Study. If a
student fails to meet his responsibil ities
to the learning program he will be
required to leave. If a student has
irreconcilable problems in his particular
seminar but wishes to continue as a
member of the program, he will be
allowed to join a seminar more appropriate to his needs and interests. If a
student has grave problems with comprehending what he reads and carrying out
assignments, he will receive as much help
as he can use from the faculty members
and student members of h is group.
You should be aware that the faculty
team directing a Coordinated Studies
program will not only be concentrating
on all the required books, along with
you, but also will be carrying on their
own Monday morning faculty seminars,
in which they will be trading ideas and
assisting each other to. be more useful to
you. They will De learned persons, bringing a good deal of experience to the
common effort. But, more important,
they, like you, will be learning. Combining the functions of teachers, counselors, and co-workers, they, like you,
will be totally absorbed in the task at
hand.
30
.----------------------------------------------------------------------------------------------------
-.
->,
Offerings in Coordinated
Studies
The following programs are designated
as Basic or Advanced. Basic programs are
open to students beginning their undergraduate careers, to any more advanced
students who are interested in the topics
and methods wh ich the programs wi II
concentrate upon, and-in most cases-to
part-time students. Advanced programs
are open to full-time students transferring their work to Evergreen at a
third-year level, to advanced part-time
students, and-by
consent of the program staff-to
some beginning students
whose interests and previous experiences
will enable them to carry out these more
specialized and demanding assignments.
The programs offered for 1971-72
may be modified, according to the resources available and the needs expressed
by applicants.
Their objectives,
procedures, and credit options, however,
will be those set forth in the program
descriptions. Please bear in mind that
unlike the offerings of departments
i~
most colleges, these programs will not
automatically
be repeated
in future
years.
coordinated stud ies
CAUSALITY,
CHANCE
FREEDOM,
AND
ONE FULL YEAR (3 QUARTERS)
3 UNITS EACH QUARTER
Willard Humphreys, Coordinator
L
31
basic
The Central Question
Science fiction
writers
have long
speculated about the possibility
that
"hu man engineering" -man ipu lation and
management of human beings by scientific techniques-might
be used to control
our behavior completely.
Some
social critics have even begun to wonder
whether we have not already reached
that stage.
The program in Causality, Freedom,
and Chance tackles this issue and a wide
range of related ones. It starts with this
fundamental question:
• To what extent are we as individuals free to do as we choose, and
to what extent is our behavior
predetermined
by factors outside
our control?
This central question
immediately
raises others:
• Is free choice really possible at all?
• Can the methods of science actually
32
--- -
-.-------------------------------------~
•
•
•
•
•
•
•
•
be used to predict and control
human behavior? If so, how?
How do the brain and the nervous
system operate in behavior? Do
they have the potential for spontaneity and creation?
Can an ima Is be "conditioned"
to
do just anything? Can people?
How much of human behavior is
the result of our genetic and biological background?
Is chance a factor in the makeup of
the universe, or is everything that
occurs an inevitable result of what
came before?
Was the evolution of man a matter
of chance?
What is "chance"
anyway? Can
chance happenings be predicted?
Is there such a thing as fate or
destiny? If so, what is its religious
and personal significance?
Is history
(as the Marxists and
others claim) nothing more than
the working out of patterns which
were inevitable from the start? For
example, are present conflicts in
America between the black and
white, young and old, the inevitable
resuIt of economic forces at work
in the first
half of the 20th
century?
• How do the ideas of chance, fate,
destiny, cause-and-effect, and inevitability
figure in literature and
the arts? In the thought of other
cultures?
By the end of the year, everyone will
be asked to formu late a persona I statement-an essay, a tape recording, a short
film, a set of drawings or paintings, or
even a musical composition-addressed
to this general concern:
• Is the world, for me, primarily a
world of free and open possibilities;
a world predetermined
by conditions I did not create; a world of
chance and uncertainty; or a world
33
basic
of scientific orderliness and predictability?
Some form of public presentation of
these "statements"
will be planned at
the conclusion of the program.
For Whom?
The program is aimed primarily
at
first-year students. Those who participate in the full activities of the group
will be working toward three units of
credit for each quarter. The program will
be directly useful for persons intending
to go on to specialize in psychology,
philosophy, literature, mathematics, history, biology, or other science-related
fields. It leads, indirectly, to such career
interests as teaching and counseling, the
ministry, writing, the performing arts,
public service professions (law, government),
statistical
work,
computer
science, social-science related businesses
(for example, advertising or opinion re-
search), and biological-science businesses
(for example, medical labs). The faculty
members in the group will come from
such fields
as philosophy,
biology,
mathematics and statistics, literature,
and psychology. These teachers will try,
among other things, to help students
determine what kinds of careers they
might find most valuable and personally
rewarding.
Part-time participation
(for one unit
each quarter) will be possible in this
program. Part-time registrants will be
expected to attend lectures and films,
read all assigned books and articles, and
complete
all written
assignments. A
part-time registrant will have to be able
to spend Monday afternoons on campus.
Most other work can be done at odd
hours.
Students may enter the program during the first two weeks of the first
quarter or at the beginning of the second
quarter. Persons coming in at the start of
34
--~--- ...-
second quarter wi II have to pass a specia I
examination before beginning work.
Activities
To a great extent, this program will be
book-oriented.
But not exclusively so.
Three weeks during
the year, for
example, are reserved for off-campus
expeditions. The first will be an orientation camping trip intended to build a
sense of community.
In the second quarter, when most of
the "hard science" work is being done,
another week in the woods is planned, to
give people a chance to catch their
breath and th ink about what has been
happening.
In the third quarter, the
group itself will decide on some common
activity away from campus as a break
just before an intensive period of final
work on the "personal statement" each
person must produce.
The theme of the first quarter will be
"Determinism,
Freedom, and Chance".
In addition to two or three books and
seminar discussions per week, there will
be a few lectures and a number of films.
Philosophy,
psychology
(experimental
and psychoanalytic),
literature, and the
mathematics
of probability
will
be
studied. Students having special difficulties with mathematics will be given
individual help.
The second quarter is broadly titled:
"Causality
and Chance in Modern
Science". The emphasis will be on learning about the scientist's (especially, the
biologist's) conception of man, nature,
and the causal order. The subject matter
will be discussed in relation to philosophical ideas developed in the first
quarter.
Experiments
will
deal with
human and animal genetics, as well as
conditioning
animals to behave in predictable ways. There will also be a week
of field work.
Finally, in the third quarter, nonscientific
and anti-scientific
views of
35
basic
human freedom and causality will be
studied. These include the philosophy of
the Navaho Indians, children's concepts
of causal order, the theology
of predestination,
the Greek idea of fate, the
dramatic concept of tragedy, and several
philosophic theories outside the sciences.
Special opportunities
will be available
during this quarter for learning to use
non-verbal media (such as film).
Over the whole year, we expect to
have two
exami nations and perhaps
three major writing
assignments. The
exams will deal with your factual knowledge and problem-solving
abil ity in the
mathematics
of probability
and in the
. biology which is studied. The exams will
be re-offered until the faculty is satisfied
that everyone has .a reasonable understanding. The writing
assignments will
include two fu II-length papers (10-20
pages) and a field and laboratory
notebook covering experiments and observations.
Reading, Writing and Speaking
One activity which will go on all year
long is the process of learning to write
and read well-not
just adequately, but
really well. Writing will be a community
concern.
Each reading assignment will
have a series of questions to wh ich you
will be asked to respond in writing.
Later, you will have a chance to read
these to fellow students a nd teachers for
their critical reactions.
Speaking effectively
also will be a
community
concern. Seminars will not
be permitted
to become dominated by
pedantic teachers or a few aggressive
students
with
everyone
else sitting
quietly
on the sidelines. Neither will
discussions be allowed to wander off in a
dozen different directions at once. It will
be everyone's responsibility
to see that
everyone else participates and that the
discussion stays on the track. The central
questions will require all the concentration we can give.
36
CONTEMPORARY
MINORITIES
AMERICAN
ONE FULL YEAR (3 QUARTERS)
3 UN ITS EACH QUARTE R
Rudolph Martin, Coordinator
The
Contemporary
American
Minoritres program aims to create greater
comprehension of the student's identity
within the broad context of American
society. Students will examine articulations of the meaning of blackness, redness, and brownness in a predominant
White culture. They will understand how
the black experience differs from the red
life style; how brown life differs from
black; and how red and brown differ
from each other. The program is not a
bleaching process. Nonwhite Americans
should be made comfortable with their
races, their cultures, and their separateness. Students in each racial-cultural
seminar will be encouraged to relate to
others in their group as a means of
maintaining individual and group identification.
Additionally,
the program will try to
promote increased understanding among
and between the major American racial
groups. Cross-cultural sharing, as well as
diversity of experience, culture, literature, and thought will mark the program's activities.
The similarities
of
minority experience will be studied as a
counterpoint to differences.
The
Contemporary
American
Minorities program will offer students
both academic information and practical
skills. Arrangements will be sought to
make training in typing, shorthand, vocabulary building, computer languages,
and other skills available to students.
Such useful training will help to equip
minority
people to assume active, important roles in our changing society.
The combined emphasis upon thinking
and making thoughts count will allow
37
basic
young people to increase their contributions to the growth of their subcultures
and to the larger national culture.
For years, minority American spokesman have charged the United States with
being a racist society.
This is their
charge:
F rom
Pontiac
to Frederick
Douglass,
Marcus Garvey
to Martin
Luther King, and more recently, Caesar
Chavez, Wh ite America has heard accusations of racism and ignored them. Fire,
destruction,
and murder have wrenched
White America into an agonized realization of unresolved problems. Too often
an uninformed
White America has met
an angry, better informed
but disenfranchised Nonwhite America with guns,
violence, and repression. At best, White
America has ignored Nonwhite cries in
hopes they will fade away. Nonwhite
Americans
have been forced
to live
mainly outside the socio-economic
system, and when they have conformed to
its teachings in order to survive, they
have met with limited success at best.
Nonwhite America holds rich, unique,
and varied cultures still misunderstood
by White America. The riches of Nonwhite music, language, poetry, and art
have strongly influenced White America
and need study and understanding if the
fullness of America's
contribution
to
human growth
and progress is to be
realized.
The "melting pot" image of American
society only partly describes life in the
United States. Those not successfu Ily
"melted"
into the "pot"
have been
Nonwhites.
The
White
population,
trapped in the fantasy of "one nation,
indivisible"
has been unwilling and unable to accept the fact of cultural difference. White America has been unable
to create a workable
pluralism
that
protects racial-cultural
separateness and
insures "freedom
and justice for all".
Racial separation
has long existed in
America,
but
people
have still not
38
------
learned how best to deal with it in an
honest, constructive way.
The Contemporary American Minorities program begins with a firm grounding in the richness of Nonwh ite culture.
Black authors, poets, filmmakers, dramatists, leaders, and politicians have surged
to national prominence. So great has
their recent importance become that
White America equates success for, let us
say, an individual black novelist with
advancement on all levels for Black
Americans. Black people know better.
'Caesar Chavez's long, painful grape
boycott won support from hundreds of
thousands
of American
buyers. His
efforts to unionize migrant fruit pickers
have been accepted (by White Americans) as success for all Chicanos. Chicano
culture is still largely ignored or unknown, and White America accepts small
signs of advancement for some as the
accomplished fact of betterment for all.
Chicanos know better.
Native American groups, tribes, and
descendants have worked to win redress
for two hundred years of unfair federal
policies.
Periodically
the Bureau of
Indian Affairs of the Department of the
I nterior
have announced
monetary
settlements for unfair removal of Indians
from ancient lands. In Oklahoma, many
Native Americans have benefited from
oil discoveries. White Americans believe
this money and Jim Thorpe's athletic
prowess marked success and assimilation
for all Native Americans. Reservations
are seen (by White Americans) as selfcontained, educational, economic, social,
and opportunistic
units. Native Americans know better.
I n the year-long program, some 100
students and 5 faculty members will
work together toward a comprehensive
view of the experience of contemporary
minorities. There may be opportunities
for some part-time students to join the
group for the Fall and the Winter
basic.
hd
iss
I
al
r
pf
~e
s
quarters. Some full-time
students may
enter the group in the Winter quarter by
the consent of the faculty.
The Fall quarter will be devoted to
exploring basic ideas and acquiring skills.
Minority students may choose an ethnic
seminar composed and led by co-workers
from
their
own
racial backgrounds.
There will be Black seminars, Red seminars, Brown seminars, a White seminar,
and a mixed seminar. On the assumption
that the sub-groups will contribute most
effectively
to the whole coordinated
studies group by having thoroughly
explored the implications
of their own
backgrounds,
each ethn ic semi nar wi II
have its own reading list, designed to
stress careful study of the central problems in each subcu Iture. B lack students
will read and discuss books by Black
authors writing about Black problems.
Native
Americans
will
study
Native
American problems. Chicanos will study
the position of the Chicano in modern
American society. Students in the White
and mixed seminars will study composite
Iists of books selected from the Black,
Red, and Brown readings.
A Tentative Schedule of Activities:
During the Fall quarter,
Mondays,
Tuesdays, and Thursdays will be devoted
to Seminar meetings, discussions of readings and student
essays. Individual
co u n seling
between
instructor
and
student will proceed on those days as
needed.
Wednesday
mornings
will
feature Lecture and Group activity for
all students in the program. Lectures will
center upon problems
such as "The
Family As A Social Institution",
and
examine the different
views of fami Iy
life held by each subculture. Wednesday
afternoons
will center upon scheduled
counseling sessions, Skill Workshops, and
sometimes discussions of the morning's
lecture. Fridays will have a film in the
morning, with a Group Lunch and film
40
-....-.-."
-..
-------------------------------------------------------------------------------------~
discussion slated for the afternoon.
Winter quarter is designed to expand
individual interests, knowledge, or skills
developed during the Fall. Basically,
Winter work is scheduled to allow minority people to begin putti ng their ideas to
work directly.
Theme Workshops will be arranged for
students wishing to pursue special topics
in Black, Red, and Brown studies. Skill
Workshops will continue in an effort to
give minority
students access to individualized knowledge of typing, shorthand, foreign language training, or work
with computers. At the same time, Individual Study Projects in economics, government, health, cultural anthropology,
art, dance, music, and ethics may be
undertaken up to the limits of the
resources within the program staff, the
College staff as a whole, and the surrounding community.
Further Winter
options
include
community
studies,
Office of Economic Opportunity intern-
ships, work-and-study arrangements with
juvenile
authorities,
and community
action projects.
The Spring quarter introduces another
phase of the program. The entire quarter
is devoted to simu lated social situations.
Students will read at least three books
which offer differing viewpoints about
the way society could be organized. The
first two weeks of the quarter wi II be
devoted to tooling
up for the construction
of model societies. Black
Students wi II design and ru n the enti re
social simulation for all 100 students for
two weeks. Brown Students will then
initiate their plan for two weeks. Red
Students will direct the program for two
weeks, and two weeks wi II be set aside
for an attempt at viable mixed rule by all
racial groups. The final two weeks of the
quarter will feature discussion of experiences, knowledge gained, and evaluation of the program.
The program will be taped and filmed
basic
Contemporary American Minorities Program
Sample Year's Activities, by term
rr
s
FALL
WINTER
SPRING
Monday:
20 member
seminar
discusses
Wretched of the Earth
THEME WORKSHOPS:
B lack,
Red, Brown
Studies (Music, Lit.,
History, Culture, etc.)
SIMULATED
SOCIAL
SITUATIONS
Tuesday:
10-member
seminar, more d iscussian
Wed nesday:
morningLecture/Group
Activity
(Lecture
on
"The
Family As a
Social Institution")
Wednesday: afternoonCounseling and Skill
Workshops
Thursday:
10-member
seminar, more discussion
Friday:
morning-Film:
"Birth of A Nation"
Friday:
afternoonGroup
Lunch/Film
Discussion
Model Societies
SKILL
WORKSHOPS:
Language,
Typing,
Vocabulary,
Shorthand, Computer Language and Programming
Preview taped or filmed
record of year's work
Projections for future
INDIVIDUAL
STUDY
PROJECTS:
Economics, Government,
Health, Morals, Customs, etc.
OTHER
OPTIONS:
Dance, Art, OEO Internsh ips,
Juvenile
Work,
CAP, WorkStudy
as a documentary from the beginning of
the academic year. In each quarter there
will be a large "Event",
such as a
week-long visit by bluesmen, with a
concert; a Huelga Theatre Group Performance; or other visiting artist presentations.
The program seeks to accept people
where they are, and impart ideas, knowledge, and experience in such a way as to
allow great growth for young people-as
well 'as insight for any part-time students
wishing to join in the large-group activities.
The program should prepare students
to undertake specialized work in history,
sociology, law, anthropology,
teaching,
counseling, social work, literature, government,
and community
planning.
Students who participate in the Contemporary American Minorities program
should be better equipped to become
forcefu I, confident contributors
to an
advancing national culture.
42
--~--------------------------------------------------------------------~HUMAN DEVELOPMENT
SIX
QUARTERS-FALL,
WINTER,
AND SPRING 1971-72, WITH CONTINUATION
IN 1972-73
3 UNITS EACH QUARTER
Richard Jones, Coordinator
For Whom?
You will probably want to consider
this two-year program if your motives in
coming to Evergreen include the following: (1) You have an interest in being
subjective as well as objective about the
things you study; (2) you want to
balance this interest by committing
a
substantial part of your time to community
service; and (3) you wish to
prepare a general educational foundation
for possible later specialization in one of
the human-service professions, such as
medicine, law, government, education,
social work, religious leadership.
Accordingly, the objective of the Coordinated Studies Program in Human
Development is cultivation
of the student's ability
to interpret his life to
himself and others in response to (1)
readings in the social sciences, biology,
philosophy, and literature, and (2) responsible work as a supervised intern in a
local school, hospital,
mental health
center, doctor's or police captain's or
state senator's office, or some other
human service agency.
What?
Increasing attention is being given, in
almost all segments of society, to the
"generation gap". The term has taken on
mostly negative connotations, as though
it were somehow the main symptom, if
not the basic cause, of everything that
seems to be going wrong in the world.
And yet, in the final analysis, what
underlies the generation gap also underlies much of what makes us regard
43
basic
ourselves as the "highest"
species ever
evolved: The fact that human beings
spend far more of their life spans "growing up" than do any other creatures on
the planet. It is the generation gap that
makes Man, for better and worse, the
teaching animal.
Everything
that makes us think of
Man as distinctive can be traced in some
very important ways to this underlying
source of the generation gap: Human
creativity
and human neurosis, human
compassion and human savagery, art and
nightmares,
science and superstitions,
forms of consciousness that make the
higher apes dull by comparison
and
forms of si II iness of wh ich even the
lower apes are incapable.
These, then, are the key questions of
the program:
What are the uses and
abuses of the generation gap? How are
these to be seen in my community now?
How are they to be seen in my life now,
and what are they likely .to mean to me
in the future? I n order to get handles on
these questions we shall need to learn a
lot of what is known about how the
human
species developed,
where we
came from, how we differ and how we
do not differ from other species, where
it seems we are headed as the planet's
most dominant
species ever. We shall
also need to learn a lot of what is known
about
how contemporary
individuals
develop, how all of us mature through
particular
ways of learning and forgetting, resolving conflicts and avoiding
conflicts,
getting sick and getting well,
teaching and being taught,
dreaming,
working, playing, loving, reflecting, and
dying. Finally, we shall need to help
each other to become more aware of
how each of us as separate individuals
has developed, where each of us is now,
and what each of us hopes to become.
44
.' ,
Tentative
first year:
sequence of readings for the
Loren Eisley - The Immense Journey
Weston La Barre - The Human Animal
Joyce Cary - The Horse's Mouth
Benjamin Nelson, Ed. - Freud and The
Twentieth Century
Sylvia Ashton-Warner - Teacher
Susanne Langer - Philosophy in a New Key
Louise Young, Ed. - Evolution of Man
Nathaniel Hawthorne - The Scarlet Letter
Andras Angyal - Neurosis and Treatment
William James - Talks to Teachers
Hermann Hesse - Magister Ludi
Erik Erikson - Childhood and Society
The Human Animal
"'o-_.-_-.J
FREUD
'Jll(~
Imcrprctmion
Dreams
or
Norman Brown - Life Against Death
Nikos Kazantsakis - The Last Temptation
of Christ
Margaret Mead - Culture and Commitment
Sophocles - The Oedipus Cycle
Arthur Chickering - Education and Identity
Helen Keller - Story of My Life
Roger Brown -Words and Things
Sigmund Freud - The Interpretation of
Dreams
Richard Lewis, Ed. - Miracles
William Shakespeare - Hamlet and The
Book of Job
Carl Jung - Answer to Job
Arthur Koestler - The Act of Creation
T. H. White - The Once and Future King
How?
The program consists of five kinds of
communal events, each of which will
occur once a week:
'.,"
The Reading Seminar
In preparation
for this seminar every-
45
basic
one will have written two short papers,
one addressed to the book as the author
intended it, the other being a paraphrased or metaphorical amplification of
the book or one of its central themeswhat it meant to you, what it set you to
thinking about or musing about, what it
was "as if". After each reading seminar,
students will pair off to read and criticize each other's writing.
The Work-Study
Seminar
The purpose of this seminar is to learn
how to reflect on and how to share those
moments, experienced on the job or in
the library, in which work enhanced
study or study enhanced work. In preparation for th is seminar everyone wi II
keep a journal in which such moments
are represented . After each work-study
seminar students will pair off to read and
criticize each other's journal entries.
The Self-Study
Seminar
Here we 'shall work on the arts and
disciplines of introspection and personal
communication.
In preparation for this
seminar everyone will put together a
portfolio of personal documents according to individual taste and talent, such as
dreams and self interpretations, letters to
a friend, diary entries, autobiograph ical
sketches, and memoirs. These documents
may be shared only by mutual agreement.
The Internship
You will spend one full day a week in
a community
service internship under
the supervision of a cooperating community preceptor. The internship will
not bring financial benefit either to you
or to your preceptor. The objective is to
allow the staff maximum selectivity in
arranging internship placements which
involve you in practical work that is
46
both
educationally
socially useful.
meaningful
and
.Film and Lecture Series
Students, staff, and community
preceptors will meet as a group one evening
a week to view a film or hear a lecture.
Subsequent
discussions will
probably
vary in setting and format as common
interests, special interests, and patterns
of friendship develop.
Faculty
The faculty will consist of three social
scientists, a biologist, an artist, and an
internship coordinator.
The Second Year
Mindful
of the likelihood
that you
and your first year colleagues will have
useful suggestions to make regarding
further
reading, we have not tried to
design even a tentative second-year reading sequence. Very generally, we expect
the second year to include more difficult
authors (e.g. Piaget Marcuse, Cassirer},
just as we expect the second year to
involve you in internships
of greater
independence
and increased responsibilities.
The format will remain the same: The
three weekly seminars, the cooperative
writing tutorials, the internship and the
film-lecture series.
47
basic
THE INDIVIDUAL
IN AMERICA
ONE FULL YEAR (3 QUARTERS)
3 UNITS EACH. QUARTER
William Unsoeld, Coordinator
How do you go about answering the
question-"Who
am I?"? And how do
you answer the further question-"How
should I relate to society today?"?
These two issues provide the core
around which this program is organized.
In
search
of
answers
to
these
questions, students and staff will explore
together three basic areas:
1. The Nature of Man-Do
man's
animal
origins affect
our behavior today? Is man basically
aggressive and violent? What can
we learn about social bonds from
studying animal behavior? How
important
to us are our "instincts"? These are some of the
2.
problems we shall explore while
reading and discussing the results
of recent studies in archeology,
anthropology,
and animal
behavior.
Further
readings in philosophy, psychology,
and religious
writings will consider other characteristics of man's basic nature.
Is man free to shape his future?
Or is he the plaything of blind
chance? Can he consciously decide what sort of a person he
wants to be? Or is he rigidly
confined
by heredity
and environment? Is man basically good
or evil? Or neither? And how can
we tell what we mean when we
ask such questions?
Personal Identity-Topics will include body awareness, personal
sensitivity, sexual identity, interpersonal
communication,
the
process of developing a positive
48
----.- -
--,---------------------------------------------1
self-concept. ..
and generally
what constitutes "individuality"
and how one goes about hammering out a personal style of
living.
3. Social Identity-How does the
life of the individual
connect
with the life of the community?
We shall encounter directly many
elements of community
living
such as group decision-making,
styles of leadership, the process
of compromise, and the effect of
role and status. During field
work in neighboring cities and
towns, we shall examine such
societal factors as race, poverty,
power, class, and religion. We
shall emphasize the need to
understand
the interplay
between such factors and our own
individuality.
The plan of the program aims at a
balanced alternation between experien-
tial phases, in which activities will be on
a physical-emotional
level, and intellectual phases, in which we shall be
concerned with reading, viewing films,
discussion, and listening. The readings
will provide the theoretical framework
within
which
the programmed
experiences can best be organized. In order
to facilitate such organization, it will be
necessary to deal with some difficult
concepts of ph i losophv, anthropology,
psychology,
and sociology.
Intensive
seminars will be the key to mastering the
necessary material, and a variety of
evaluative devices-tests,
check lists,
papers, recitations, and personal journals-will
be used to assess individual
progress.
The following list of planned activities
is given in the order of their probable
sequence. The times given in parentheses
are only estimates, but may suggest how
the program shou Id operate.
1. An outdoor experience to help
basic
n
e
2.
3.
4.
5.
6.
7.
pull the entire group together, in
the midst of stressful wilderness
conditions. (1 or 2 weeks)
Reading and seminar discussion
on the nature of man. (5 weeks)
"Creativity
.workshop"
during
which you will work in a variety
of artistic media to discover what
you really can and want to do. (1
week)
"Human
Relations Laboratory"
during which you will read and
meet as a seminar on a selection
of books on personal psychology
while carrying out various active
experi menta I approaches to the
question of personal identity. (4
weeks)
A winter camp-out. (1 week)
Introduction
to sociology and its
relation to personal identity.
(1
week)
Development
of
interviewing
techniques
and design of inter-
8.
9.
10.
11.
12.
13.
14.
view instruments. (2-3 weeks)
Trying
out interview
skills in
several nearby cities and towns.
(4 weeks)
Analysis of resu Its and refinement of techniques. (3 weeks)
Final field work and analysis. (3
weeks)
Consideration of Race, Class, Religion, Poverty, and Power, based
on assigned readings and field
experience. (4 weeks)
Participation
in an experimental
community
to be designed by
you and your co-workers.
(2
weeks)
Public display of the effects and
outcomes
of this total educational experience-to
be planned
and presented to the whole College
and
surrounding
communities. (1 week)
Specific concentration,
throughout the year, on reading, writing,
50
----....
'"
speaking, and listening will be
required of all students.
Students may join the program in the
Fall Quarter or the Winter Quarter, but
not in the Spring Quarter. It should be
useful to anyone whose plans for a
career include close work with other
people. Because it will use information,
techniques, and insight from such fields
as philosophy,
psychology,
sociology,
political science, and literature, the program can also serve as a strong basis
upon which you can build more special-
ized patterns of study.
Any attempt
at getting this close
either to yourself or to your neighbor
can be extremely demanding, both intellectually
and emotionally,
and could
even involve an element of personal risk.
Nevertheless, the program should generate in each participant
an increased
power for joyous living-along
with a
heightened awareness of American social
complexities
and how each of us can
react to them in an increasingly positive
manner.
51
basic
THE INDIVIDUAL, THE
CITIZEN, AND THE STATE
WINTER QUARTER
3 UNITS
David Hitchens, Coord inator
Man's position as individual
and as
citizen
has troubled
him throughout
human history. What does man owe to
himself? What does he owe to his government?
Is there a higher, moral law
affecting
man which takes precedence
over his responsibilities
as a citizen?
What are the duties and responsibilities
of the state to its citizens? Can a state
demand actions from a citizen which
violate his individual rights and beliefs?
These sample questions
illustrate
the
central concern of th is program.
Students in the program will examine
Man-Citizen's
changing role from both
historic
and contemporary
standards.
Careful study
of selected classics in
political theory from Plato to Mao will
be combined
with simulation
of governmental systems. For one week, participants will feel the impact of arbitrary
decisions under a totalitarian
form of
government.
As a consequence,
their
perspective upon individual liberty may
be sharpened. At another point in the
quarter, a week of democracy modeled
after ancient Athens will illustrate majority ru Ie and allow students to re-examine
modern representative political processes
in light of their experience. A third week
of simu lation wi II illustrate the workings
of a socialist state designed on Utopian
or Marxian patterns. Simulated governments will form a vital element in the
program,
for they offer a variety of
experiences
crucial
to
better
participation
in our own governmental
mode.
The whole
group will attend and
discuss several lectures, films, and demonstrations.
Sem i nars with in the larger
52
-----------------------------------------------------1
group-led
by faculty members drawn
from such fields as history, philosophy,
and sociology-will
discuss intensively
the books and simulations with which
the total group is concerned. Faculty
will work closely with students in planning and helping them understand and
evaluate their experiences under the simulated governments. Basic statements
selected from Plato, Aristotle, St. Augustine,
Hobbes, Locke, Rousseau, and
others will offer rigorous intellectual
challenges to students' comprehension of
Citizen-State relationsh ips.
Finally, students will attempt to formu late workable answers to the central
questions
in light of contemporary
needs. The final two weeks of the
quarter will be devoted to drafting a
constitution
for a model form of government and living under it to see if
theory will work in practice. Part-time
students may receive credit for readings
and film attendance; however, it is expected that the greatest benefit will be
derived from full participation
in the
governmental simulations. This program
will be of interest to those planning
future studies in political science or law,
as well as those who feel the weight of
public questions and responsibilities.
53
basic
n
Y
~e
a
I
f
b
Is
e
THE PLAY'S THE THING:
THEN AND NOW
SPRING QUARTER
3 UNITS
Richard Brian, Coordinator
This is going to be a very active
program. Each student will be an actor,
or a producer,
or a designer, or a
playwright,
or a critic. The faculty and
student members of the group will study
carefully a number of plays and work
from them to a series of dramatic activities: Play readings, a full-dress production or two, performances of scenes, the
making of short films, and the working
up of slide shows and musical backgrounds.
Here is what we shall do: We shall
take a number of Greek plays, tragedies
and comedies, and adapt them in various
ways for presentation
in contemporary
language, in contemporary
dress, and in
the light of contemporary
issues. The
plays of ancient Greece were about the
perennial
problems of pride, revenge,
love, jealousy, courage, cowardice, war,
and peace. They were about
man's
struggle to become heroic and honest
(or,
with
Aristophanes,
to
remain
sensible in the midst of lunacy). They
were about law, order, freedom, and
responsibility.
They were about man's
attempt
to find
himself, to become
human, and to accept the meaning of
humanity.
In other words, they were
about the problems that we still struggle
with to this day.
We shall take these ancient plays and
immerse ourselves in them. We shall read
them aloud for each other, talk about
them, and read them some more. We
shall also read some great. modern
adaptations,
as Aeschylus' Oresteia becomes Sartre's
The Flies, Sophocles'
Electra
becomes Von Hofmannsthal's
Elektra and is set to music by Richard
~
54
-,- _-------------------------------------",
Strauss, and Euripides' Medea becomes
Robinson Jeffers' Medez.
Then we shall move to the difficult
but exciting job of writing our own
short, free adaptations; directing them;
acting in them; working them into shape.
We shall have writing sessions in which
each seminar within the whole group
works on its adaptation of one of the
dramatic myths. We shall review and
discuss film versions of Greek plays to
get ideas on what our productions can
mean. Starting with the basic group of
faculty members and students who want
to read the plays and work with them,
we shall enlist the talents of others at
Evergreen and in the larger community
to help us with our projects.
During the twelve weeks of full-time
work by the group, each student will
learn about some of the most important
works of dramatic art in Western culture
and their philosophical, political, histori-
cal, and social connections. But the
emphasis of the program will be on very
active participation by every member of
the group. Whether one helps to write,
to direct, to design, to make sets or
costumes, to work up choreography and
background music, or to do several of
the many other jobs involved in producing performances for the group and
beyond the group, he will acquire much
of the feel of hard, direct experience
with
plays. During the term, each
student will be urged to keep a notebook
or log of what he is doing and learning.
We shall also try to keep a videotape log
of our activity.
Everything will point and move toward a "drama festival" during the concluding weeks of the program. Then all
of us will face the hardest and most
rewarding test of all-examination
by
audiences.
55
basic
POLITICAL ECOLOGY
ONE FULL YEAR (3 QUARTERS)
3 UNITS EACH QUARTER
Robert Sluss, Coordinator
This program will deal with the
facts of the current global ecological
cns1s, the reasons behind our predicament, and possible methods of doing
something about it. The central problem
will be studied from the perspectives of
biology, sociology, political science and
law, economics, philosophy, and American historical and literary ideas.
We shall try to understand the workings of natural and of human ecosystems. We shall consider philosophical
ideas about nature as external to man
and about the nature of man himself. We
shall then examine how these ideas have
resu Ited in various conceptions of "environment" and various methods of dealing with the environment. Finally, we
shall search for various legal and political
means to assure that dec.isions about the
environment-political, social, and
economic-will proceed from sound
ecological thin king.
To accomplish these goals, we shall all
participate in a variety of activities:
Book seminars: We shall read
thoroughly at least one major book each
week and meet twice weekly in small
groups to discuss our readings, which
will include such works as Leopold's A
Sand County Almanac, Borgstrom's
Hungry Planet, Nash's Wilderness and
the American Mind, and Bellow's Henderson the Rainmaker.
Lectures and films: Once a week all
members of the program will meet to
hear a lecture related to the current
reading assignment, or to see a related
film, or perhaps to do both.
Intensive short concentrations: The
first six weeks of the program will be
devoted to the study of basic ecological
56
---.-: -.-
--•..--
concepts. About halfway through the
academic year, another six-week period
will be devoted to a study of sociological
concepts.
Writing: In addition to presenting to
his co-workers reports connected with
projects and readings, each student wi II
be responsible for keeping a journal in
which he will record his personal reactions to the materials and ideas in the
program. These journals will provide the
focus for individual student-teacher conferences, which will be held at least once
every three weeks.
Projects: Each student will be required to join a small team which will
have two major projects. The first of
these is to be completed about halfway
through the academic year and will be an
investigation of a natural community.
The team will
select a community
(forest, pond, shoreline) on or near the
campus and undertake an ecological
study to elucidate some of the interre-
lationships which keep the community
functioning. The second project, to be
completed toward the end of the academic year, will be a study of a human
community. During this study the team
will investigate a small community and
attempt to understand its social, political, and economic structure.
Special
emphasis will be directed toward an
understanding of how decisions which
might
affect
the
environment
are
reached and how most effectively to
contribute to such decisions. We tentatively plan to focus these studies on
natural and human communities along
the Nisqually River.
Field trips: The first week-and-onehalf of the program will be spent on a
camping trip. We shall hike in Rainier
Park to the Nisqually Glacier, and then
go down the Nisqually River to Puget
Sound. The primary purpose of the trip
will be the forming of acquaintances and
habits of collaboration essential to the
57
basic
success of the program group. The secondary purposes are to observe the
various natural and human communities
along the river, and to observe the
influence of these commu nities on one
another. Other small field trips will be
undertaken whenever appropriate.
Evaluation: A careful evaluation of
each student's performance will be prepared by the student's semi nar leader.
Samples of work done to meet the
writing
requ irements, as well as the
project reports, will form a part of the
student's portfolio.
We shall work toward continual self-evaluation by both
students and staff.
For whom: The program is meant
primarily for first-year students. It will
form a basis for persons with interests in
political science, biology, sociology, or
philosophy-or
those who need a broader and deeper understanding
of the
environmental
crisis. Students completing this program would be particularly
well equipped to take up further studies
at Evergreen in environmental design and
public affairs.
Part-time
opportunities:
Part-time
Evergreen students may join the program
in three ways: (1) Attend lecture and
film series and complete a natural community study-for
one unit of credit
each quarter. (2) Attend lecture and film
series and complete a human community
study-for
one unit of credit each quarter. (3) Attend lecture and film series
and complete both community
studies
-for two units each quarter.
Whether a student wishes to regard
the program as a basis for further specialization or as useful to his education
genera llv, it provides an excellent opportunity
to learn how specialknowledge and techniques can be brought to
bear upon a central problem. And the
problem at the center presents a genuine
challenge, beyond strictly academic concerns, to responsible citizenship.
58
PROBLEM SOLVING:
GAMES AND PUZZLES
WINTER QUARTER
3 UNITS
Frederick
Young,
Coordinator
Purpose
Throughout
problems that
I
I
his lifetime
man faces
demand solution.
In a
sense he is playing a game of great
complexity.
His antagonist
takes a
variety of forms. Sometimes it appears
to be his family, his teacher, his employer, or society as a whole; but basically each man's struggle is with himself.
The winner in this game is the person
who has the abilitvto think clearly ~nd
to plan his actions in a reasonable way.
This same thought process is used in
solving logical puzzles and in forming
reasonable strategies for games like tictac-toe and chess. The purpose of this
coordinated study, then, is to help the
individual, by mastering games and solving puzzles over a range from the simple
to the comp lex, to learn some of the
mathematical
and logical
skills demanded by our contemporary world.
The Program
This coordinated study is planned for
sixty students working with three fac-
basic
\j~1
~
~
ulty members for a period of twelve
weeks. The program will consist of three
main phases: lectures, seminars, and
projects.
Lectures
The entire group will meet together
twice a week for lectures. Subjects covered will include the following: Digital
computers and their uses, elementary
symbolic logic, general problem-solving
methods, probability,
number theory,
paradoxes, mathematical induction, and
recursive functions.
Seminars
The students will meet with their
instructor three times a week in groups
of ten. These seminars are the heart of
the program. It is here that puzzles,
games, and problems will be analyzed,
discussed, and generalized. Reports will
be made on progress achieved on individual projects.
Projects
. Although
some puzzles and games
may require only a brief examination,
others will
require extensive study.
Students will work singly or in pairs to
develop reasonable strategies for such
games as chess, checkers, hex, go, or
th ree-d i mensional
tic-tac-toe.
Some
students may program a computer to
playa game, either with a fixed strategy
or by a learning process. Other possible
pro jects
include
constructing
some
cubes, pentominos,
or flexagons and
reporting on the patterns that can be
constructed with them. In addition to
these projects, each participant will be
expected to invent a game, write a set of
rules for it, and present a discussion of
possible strategies involved in playing it.
General Discussion
A wide variety of puzzles will be
studied. These will range from children's
60
.•..--
toys and parlor tricks to logical problems
that require careful analysis. The games
will range from matching pennies and
nim to games with the richness of chess
and go. There will
be mechanical
puzzles, card tricks and games, mathematical puzzles and games, and logical
puzzles and paradoxes. The emphasis
th roughout
will
be on technique,
strategy, and generalization.
The faculty members of the group will
bring experience from such fields and
activities as mathematics,
logic, computer programming, and chess.
Students wi II be expected to submit
reports from time to time on various
aspects of the program. They will also be
expected to use self-teaching materials to
develop an adequate facility in computer
programming,
probability,
and other
necessary mathematical
skills. Though
there will be a good bit of stimulation,
perhaps even pleasure, it should be remembered that the logical operations
involved in the competent playing of
these games and solving of these puzzles
represent some of the purest and most
rigorous exercise of the human intellect.
Suggested Equivalent Transfer Credit
(quarter-hours)
Logic
Mathematics
Computer Programming
7
4
. . . . .. 4
15
The program will conclude with a fair
at wh ich students wi II demonstrate
games and puzzles to the public. The
students will also set up and conduct
public tournaments in chess and other
games.
basic
s
SOUTHEAST ASIA:
TRANSITION AND CONFLICT
(Open
to part-time
students
f
1971-72)
s
It
WINTER QUARTER
1 OR 2 UNITS OF CREDIT
Alfred Wiedeman, Coordinator
only,
About
the only knowledge
most
Americans have about Southeast Asia is
that associated with the current situation
in Vietnam,
and this knowledge is
usually vague and fragmentary. What is
Southeast
Asia? With its geographical
location and 250 million people, what is
its future importance?
What are the
hopes of these people? How does a
citizen of one of these countries view
government? Other races? Religion? The
rest of the world? Can a democracy,
"guided"
or otherwise,
work? Communism? Social discipline? The questions are important and endless. Because
much of the current political thrust in
the world is toward nationalism, international awareness becomes more important than ever. Cultures are different,
and those of the so-called "inscrutable
Orient" are more different than most
people realize. But this difference can be
appreciated
and even understood-at
62
".-..0-
least partly-and
perhaps therein lies the
possibility of hope for the future.
No brief program can look at all of
the questions, problems, and cultures of
the region, but it is possible to get an
introduction
and a bit of insight. The
basic work of this program is the reading
of about "eight books. These books wi II
be discussed in small-group
seminars
which will meet two evenings a week for
about two hours each evening. Both the
content and larger implications
of the
book will be considered. Each member
of the group will be expected to read
each book and contribute
to the discussion.
The reading will begin with a general
su rvey of the region: a brief look at the
cultural
and political
fabric of each
country
with emphasis on the present
situation. With this background one can
then consider the influence of Western
dominance
on the Asian region. This
long record of colonialism, dating from
1498, has probably affected this region
more than any other in the world. A
more detailed
look at contemporary
Southeast
Asia
will
precede
consideration of three countries which represent the range of cultures and problems in the area today, two of which
probably have suffered most from their
colonial heritages, and one wh ich has no
such history.
Vietnam is the sore spot, its troubles
rooted in European colonialism and aggravated by a confrontation
of nonAsian ideologies. I ndonesia labors under
the strain of colonial
abandonment,
racial conflict,
and official corruption.
Thailand,
never
subservient
to
a
European power, finds itself not exempt
from the troubles plaguing its neighbors.
And in all of Southeast Asia a new type
of domination
is being established: the
economic colonialism
of Japan and the
cultural subversion of the United States.
What these relatively
new influences
63
basic
'egion
Id. A
orary
conrep)rob'hich
their
IS no
bles
agronder
mt,
on.
a
ipt
rs,
pe
he
I,e
is,
es
portend for the future will be a closing
consideration of the program.
To encourage serious thinkinq
on
these problems,
a number of short
papers will be required as part of the
seminars. Some will be written and some
presented orally. At least three events, in
the form of films, slide shows, or lectures, will be scheduled in addition to
the weekly evening seminars. These programs will involve all the small seminar
groups and be open to the publ ic as well.
An optional
requirement will be a
comprehensive paper project. It will involve some particular
interest of the
student and be related to the Southeast
Asian scene. For example, it might be an
in-depth paper on some political
or
cultural
problem, a project on some
aspect of art, drama or daily life, or
language study. Opportunity will be pro-
vided for presentation
of the work
toward the end of the program.
This is a part-time program designed
for persons in the surrounding
community who cannot attend Evergreen
full time. Full-time students may not
register for this program. It will be
offered during the Winter Quarter. If
there is sufficient demand, it may be
extended for another quarter, or it may
be repeated.: One Evergreen credit (the
student being enrolled in the College at
"1/3 time") will be awarded for satisfactory participation in the seminars for
one quarter. Two Evergreen credits (the
student being enrolled in the College at
"2/3 time") will be awarded for participation in the seminars and the satisfactory comp letion of a comprehensive
paper or project in the same time period.
64
SPACE, TIME, AND FORM
Common Problems in Art and Science
ONE FULL YEAR (3 QUARTERS)
3 UNITS EACH QUARTER
Byron Youtz, Coordinator
Space, Time, and Form•
Basic elements in a world of continuous growth, development,
and
change.
• Phenomena to be examined, savored, manipulated.
• Keys to the understanding of a wide
range of natural phenomena and
human experiences.
This program will focus on fundamental space-time-form
concepts in art
and science. Our examination
will take
us from the simple to the complex, from
the intu itive to the abstract.
Students
and facu Ity together
wi II
share in the excitement of exploring the
following space-time-form problems:
• What are our everyday experiences
with space, time, and form and how
do we describe them to ourselves
and others?
• How are these everyday notions
influenced
by cultural, physiological, and other factors?
65
basic
• Are these common-sense notions
trustworthy? ade1=1uate? can they be
manipulated?
• How do we refine our concepts of
space and time for more adequate
representation and communication?
• What methods do we have for
depicting and representing movement through art, science, mathematics, technology?
• What is the nature of time? Does it
have a direction? How do we experience and represent it in art and
science?
• How does one define and represent
simultaneous events? How do they
differ from sequential events?
• How are spatial and temporal distortions used in contemporary arts
and sciences?
• What is "personal space"? Biological time? How do these affect us?
• What are the implications and applications of our study of space-time-
form to the whole range of human
needs? How can we use our knowledge in the comprehensive design of
time-space forms which will better
serve these needs?
We shall approach these problems
from the perspectives of the artist, the
designer, the physicist, the psychologist,
the anthropologist, the biologist-seeking
an integration of these viewpoints
through readings, discussion, writing, lectures, demonstrations, and public events.
Roughly half of our effort will be
devoted to reading, book seminars, and
individual writing projects. A typical
booklist may draw upon:
Concepts of Space-Jammer
Optical 11/usions-Sci . Amer . Reprints
Child's Conception of Space-Piaget
The Responsive Eye-Seitz
Art and Geor..etry-lvins
Art and Visual Perception-Arnheim
Personal Space-Sumner
The Hidden Dimension-Hall
Kinetic Art-Brett
66
---- -'.~---'
.r
-----------------------------------------Two New Sciences-Galileo
Flatland-Abbott
Mr. Tomkins in Wonderland-Gamow
The Meaning of Relativity-Einstein
The Film Sense-Eisenstein
The Anatomy of Nature-Feininger
Mathematical Snapshots-Steinhaus
On Growth and Form-D' Arcy Thompson
Cellular Design-Thomas
The Architecture of Molecules-Pauling
Space, Time, & Architecture-Gideon
The Union of Art & Science-Potter
New Landscape in Art & Science-Kepes
The Shop (laboratory/studio)
will
be
the center for much of our exploration
of space-time-form phenomena. We shall
struggle with problems of measurement,
two- and three-dimensional
representations, techniques of time lapse and stroboscopic photography, movies and animation problems, modern dance, crystallography, optical illusions and op art,
microscopy and telescopy, music and
rhythm, and many other phenomena and
techniques. The shop problems .will be
carefully coordinated with the readings
and other work of the program, so that
all of us are working together on similar
problems at similar times. There will,
however, be a wide range of options
available for individual treatment of each
of these problems.
The program wi II be rounded out by a
rich variety of other activities including
numerous related films, several lectures
by our own staff and by distinguished
visitors, a number of field trips including
an opening four-day campout for ex-
67
~
n
all
t,
abral-a-
~
It,
d
d
~~
/t
rr
I~
[
I
~
I
)
I
basic
ploration
of space-time-form
phenomena, and a series of exhibits on "Art and
Science", including much of our own
work.
While the central theme of the program will be an examination of common
problems in Art and Science, we shall
also encourage a continuous dialogue
between artists and scientists concerning
their differences. The dialogue will explore such questions as: What is the basis
for classifying some types of human
activity
as "artistic"
and others as
"scientific"?
Has this distinction always
existed, and if not how did it develop? Is
it possible that an understanding of
common factors will permit a new unity
of art and science?
Exhibitions and Evaluations:
One of the
be to develop
munication in
there will be
aims of the program will
effective means of comthe arts and the sciences;
continual opportunity
to
display our work and subject it to the
evaluation of fellow students and col-
~
68
.
.
-··:
leagues in the Evergreen community. We
shall select and accumulate the best of
our work for presentation at a year-end
festival of the Arts and Sciences to
which we shall invite appropriate outside
evaluators for judgment concerning our
individual efforts as well as our program.
Typical Weekly Program:
Monday afternoons and Wednesday
evenings: full group meetings for lectures, films, demonstrations, program
evaluation, dialogues.
Tuesday and Thursday mornings or
afternoons: small group discussions,
book seminars, presentation of individual projects, periodic evaluation of
seminars; also, individual student/faculty conferences, tutorials, discussions
of journals and other writing, periodic
student evaluation.
Wednesdays and Fridays, all day: shop
problems and projects, field trips.
For Whom?
This program should be of interest to
those who have curiosity about central
problems and seek a good introduction
into the arts and the sciences. After the
conclusion of this program, some students may wish to continue in the
serious study of art, or proceed into a
concentrated study of the biological or
physical ·sciences, or perhaps proceed
quite naturally and smoothly into a
latter program in environmental design.
Others may be sufficiently intrigued by
the effort to achieve a common understanding of the Arts and Sciences that
they will wish to continue this study at a
more advanced and specialized level
through contracted studies. And they
will be equipped with knowledge of
technical procedures useful in many
specialized fields.
~
69
basic
Part- Time Students:
Special arrangements can be made for
part-time students with adequate prior
backgrounds to enroll for one credit of
work in each of the three quarters. Each
case will be handled individually to
determine what parts of the program
could best be accomplished on a parttime basis. However, all such part-time
participants will be expected to attend
the evening films, lectures, demonstra-
tions and exhibitions; to engage in some
of the reading and writing components
of the program; and to prepare one or
more substantial projects as a contribution to the year-end festival.
Proposed Staff:
The faculty members in this group
will be persons of broad artistic and
scientific interests, and will bring special
experience from such fields as drawing
and painting, three-dimensional design,
physics, biology, psychology of perception, and cultural anthropology.
The whole group-some 100 students
and 5 faculty members-will work together to understand some of the most
intriguing fundamental concepts which
can be imagined and which, indeed,
govern human imagination.
70
.
'•••• -r,
coordinated studies/advanced
~--------------------------------~---------------!
ENVIRONMENTAL
DESIGN
ONE FULL YEAR (3 QUARTERS)
3 UNITS EACH QUARTER
Lawrence Eickstaedt, Coordinator
I
Because of increasing popu lation and
urbanization, the diversity of conflicting
interests, and the limited amount of
habitable space, the problems of designing in harmony with nature force themselves upon us as extremely demanding
challenges.
How do architectural
designs affect
the learning process?
If
• you would like to tackle some of
these challenges
• you are not looking for simplistic
answers to complex environmental
problems
• you have previous college training
to bring to bear on these problems
• you are interested in pursuing a
career in public services, environmental sciences, law, architecture,
social work, or urban planning
• you are willing to work cooperatively and sympathetically on difficult problems and projects which
may affect your futurethen you may want to join this program.
As a member of this advanced, yearlong program you will focus upon the
history, contemporary
problems, and
future of environmental design through
the eyes of architects, artists, biologists,
engineers, historians, lawyers, politicians,
and sociologists; and will continually
•
71
- - - - t - - - - - - - - - - - - - - - - - - -- - - -- - - - - - - - - - - - - - - - - - - -- - - - - - - - -' ,-
How can examples such as this
help us design for the future?
question what these eyes have seen,
analyze what you ?re seeing, and generate new visions and proposals.
The program will begin with a week's
orientation period in a wilderness area.
During this time, we shall get to know
each other, survey the year's activities,
and, through observation and d iscussion,
explore the ecological principles of natural design.
During the first two terms of the
program we shall investigate the following topics: views of nature, historical and
contemporary architecture, history of
cities, urban planning, future architecture, future cities, and designs of utopias
through book seminars, periodicals, government documents, regional and city
master plans, films, slides, lectures, and
field trips. All of us will spend a good
deal of time learning to produce photographs, films, tapes, sketches, and architectural drawings so that we can express
our ideas through .a variety of means.
In addition to the common core of
lectures, seminars, and projects related
to the central topics, each member of
the program will also participate in a
special seminar in which greater attention will be directed toward a particular
area of environmental design. The interests of the staff and students will determine the top ics and format for these
seminars, and the information generated
from these special seminars wil l be related at regular intervals to the entire
community.
During the third term we shall use ou r
campus as a laboratory and ou r emphasis
will be on practical design considerations. We shall very carefull y analyze
the development and implementation of
the College master plan and sha ll use the
master plan and basic data on the enviro nmental resources and featu res of
the campus as our primary sources of
information. You will participate in one
of two major projects during this period.
One team will do an extensive study
of the College shoreline and develop
plans and models of alternative types of
marine facilities which would meet the
educational and recreational needs of the
school.
Those students who are more inter-
What architectural lessons can we find in
nature?
ested in urban planning will review the
college site as a potential area for the
development of a small town and will
produce plans and models accordingly.
The results of these projects will be
presented to the entire campus and
community at the end of the year.
If you are a part-time student at
Evergreen and wish to participate in this
program, you will be asked to choose
from several options after consultation
with the staff. You should recognize,
however, that you will need to do
additional reading and other preparation
on your own if you expect to benefit
fully from this kind of involvement.
The faculty for this program will
represent such disciplines as architecture,
urban planning, social or political
science, fine arts, and biology. In addition, many members of the total Evergreen staff and the surrounding community will be called upon to offer their
expert advice and assistance.
73
advanced
COMMUNICATIONS
INTELLIGENCE
(The Nature
nology)
AND
and Use of Media Tech-
1-1/3 ACADEMIC YEARS
(4 QUARTERS)
3 UNITS EACH QUARTER
Robert Barnard, Coordinator
What's in a picture? Not very much.
Or, quite a bit, depending upon who the
viewer is and what the picture is. More
people all over the world are growing up
with images of film and television which
provide for them the most convincing
visions of what the world is.
The study of the form and content of
images, and of the techniques by which
they are produced, should not be confused with "audiovisual education"
or
the treatment of modern media as mere
"aids" to learning. Rather, for sophisticated, sensitive human beings, a study of
images may tru Iy be a matter of primary
insight.
A firm, broad grasp of basic knowledge is essential if students are to develop the ability to evaluate the images
which crowd in upon them and to
generate images as communicators
in
their own right. The program in Com-
74
--.
~
-,
~#
------,- --.-----------------------------------------
munications and Intelligence is designed
to provide rich and varied topics of
study, opportu nities for creative professionals. It will run for four quarters
and deal with four major areas: (1) the
development of film theory and study of
the theory in relation to other arts; (2)
the development of general communication theory, and a study of specific
elements within communications,
such
as sound, color, graphics (animation),
and editing; (3) mass communications
and public opinion, including marketing
and advertising; and (4) the planning and
execution of productions-which
may
include field experience with professional operations,
collaboration
with
Evergreen faculty in generating instructional materials, or instructing in workshops serving students from other programs.
Through such training, students in the
program should develop an understanding of how photographs, picture stories,
motion pictures, and television reflect
and shape contemporary
society. They
will have opportunities to learn both the
principles and the practice of photography, cinema, and television. They will
learn how to evaluate imagery, to produce work in the media, and to relate
their specialized knowledge to general
concerns.
Besides carrying out projects for demonstration
and criticism
within
the
group, some students may work with
other students and faculty members to
develop materials which will become a
part of the total instructional resources
of the College. As they advance, they
can help other students with photographic or television practices and techniques. Internships with area producers
and broadcasters will be integral to the
75
advanced
program. There will thus be significant
contact with real problems in the design,
production, and ~ use of materials for
specific audiences.
A schedule of activities is planned so
that members of the group will be able
to attend seminars, lectures, and public
events, both on campus and throughout
the Pacific Northwest generally. Discussions within the group will be based
on common readings, or on projects
submitted by members. During a typical
week, one may attend an afternoon
general session devoted to the discussion
of specific readings. All members of the
program will read at least one book in
common each week. Both in general
sessions and in seminars, members will
work with relevant professional periodicals and other publications of commercial, industrial, and broadcast organizations.
Other general sessions will involve
viewing and discussion of topical films
and TV tapes. Two additional seminar
periods during the week will be devoted
to special problem discussions and
screenings. Laboratory-studio work,
emphasizing production, will be scheduled for two four-hour periods weekly.
Students will be able to work with S-8
mm, 16mm single- and double-system
sound cameras, advanced splicer and
76
-'.:
-
-------------------------------------------------
-'•...
editing stations, a sound studio with
electronic synthesizer and mixing console, complete television studio facilities,
portable video tape equipment, and a
facility for the production of animated
films.
Faculty and other contributing staff
members will be drawn from such fields
as communication theory, photography,
video techniques, audio techniques, and
film production.
Each student will be
expected, through meticulous work, to
develop
technical
finesse and professional standards.
During any of the four quarters, only
full-time students may be enrolled in the
program. However, it will be possible for
some students to join the program after
the first quarter, with the consent of the
program staff.
"Communications
and Intelligence"
should be considered by students planning careers in broadcasting, marketing,
advertising, and the field of communications generally. Those who may plan on
careers as teachers will acquire a superior
understanding of communications techniques and will have a fundamental grasp
of the techniques and language of film.
Whether a student intends to move into
postgraduate study or directly into a
career, he will have learned something of
what it means to be a professional.
77
advanced
~I
~
A tentative
on photography:
schedule
for the first quarter-Fall,
1971-72-with
laboratory-studio
10
Woe'
Theme
THE
IMAGES, 'SYMBOLS
IN CONTEMPORARY
SOCIETY
HISTORY
CINEMA
OF
I
I
Orientation
(Theatrical
"The
Image"
An"
"The
Creanve
Process"
"The Money
"Ele-
"Dynamics
lmaqe"
ments
of the
01
Film"
Film"
MOVing
Image"
"Iilm,a
Absurd
of theories"
I
I
F.lm:
"Why
Film:
Film
Man
Creates"
Historian
film
"A Man
For All
Seasons"
"Technical
Development
Phc)[ogr
of
aphy"
I
I
I
I
Read:
Read:
"The
Camera"
"Light
and
Read:
I
"The
I
I
Print"
o t Still Photography
I
I
I
"Against
true-pre.
tanon"
I
I
I
I
Lighting
Exposure
Processing
Printing
Displaying
I
I
I
I
I.
I
•
MOHO"P~,"" Phl'OI09',PhV- - ~I
ts.un
I
Esselin
I
F"nd'~n""~1
Camera Basics
I
Selected
I
Readings
Concerning
I
Expo '67 and '70 I
"The
Cinema
as Art"
"Expanded
Cinema"
film:
Great
Expecta
ucns
Ocncer and
Chemical Image
Manipulation
I
I
Optical a~d Chemical Image Manipulation
Eundementats
''Whatls
Cinema"
"Matatsade"
Film"
Theme:
I
Serpent's
Eve,
Shaw and
The
Cinema"
The
Theatre
of the
"The
Montage
Lab
Resources
I
OF FILM THEORY IN RELATION
TO OTHER ARTS
{Mu!ti·\mage,
Mutti.Med.a!
films)
"The
truro.
oucuon
to the
American
Underground
Film
"The
Liveris!
film:
Resources
,
12
"
I
An
Reac:liny
I
DEVELOPMENT
THE IMAGE
fORMING
PAO~ESS
concentration
Can:era Basics
(MoltOn, Picture)
--
--
I
Lighting
I
I
I
Labore.
tory
I
-----T-....•..
I
1
I
I
Sound/film
Projection
Systems
78
-..J-
<"------------------------------------------------------------C
tration
A tentative
sched ule for the second quarter-Winter,
1971-72-with
on electronic media and combining audiographic
media:
10
Week
Theme
laboratory-studio
I
IMAGES AND
COMMUNICATION
THEORY
SOUND
ANIMATION
COLOR
11
EDITING
I
Reading
"Non
verbal
Commonications"
"Explorations
"Animated
Film"
"The
Technique
of Film
Animation"
m
Resources
"The Film
Sense"
Eisenstein
Film:
"The
Last
Laugh"
Film
"Seven
Surprises"
(Mclaren)
"The Film
Form"
Eisenstein
Films
Mickey
Mouse
to Mr.
Magoo
Film:
"C05l11ic
Zoom"
Film:
Potemkin
I
Lob
I
ELECTRO~IC
I
,
Read
"Color"
IMI',GE ANDI SOUND MANIP~LATION
I
I
"Creative TV"
Studio and
Camer~ Work
I
I
Sound Effects
Electronic
Synthesizer
Mixing
Scoring
concen-
12
79
advanced
A tentative schedule for the third quarter-Spring,
cations systems and the beginning of major projects:
1971-72-with
concentration on communi-
Theme
1
I
MASS COMMUNICATIONS
PUBLIC OPINION
,
,
INDUSTRI'AL
,
I
I
I
,
FESTIVAL
INFORMATION
PROCESSING
INSTRUCTIONAL
FILMS
AND
I
12
"
10
Week
I
FI LMS
I
Reading
"Violence
and the
Mass
Media"
"Public
Opinion"
Lippmann
I
"The
I
Image"
Makers
I
I
I
I
I
"To Kill
A
Messenger"
Resources
Documentary
Film on
TV Producer
Film:
"Operation
Abolition
vs.
Operation
Correction"
Political
Film
Specialist
I
I
Film
Reviewer
tn
American
TV"
TV:
"Who
Killed
lake
Erie"
J
"H~~gCr
I
America"
"The Role
of rntormarion in
Develop-
"The TV
Commercial"
"Visual
Persua-
Countries"
sIOn"
,ng
"The Dollars
and Sense
of Business
Films"
Industrial
Producer
"'00 Best
TV Commercials"
Public
Information
Specialist
(USIA)
"Information"
Scientific
American
Computer
Specialist
Th,
Science
Series:
CBC
"The
Nature
of
Things"
I
','
Stur,nIPIO""""o.""!'"n;,,,,n"E,,,",:on
Lab
I
I
I
I
"Documentary
i~ ,I
:,
I
I
I
f-
L_.
f-
L_->J
Ficld Experiences ooss.brv with local radio and TV station (KCTS) Local Govt. aseocres
e.q. Depl. of Safety, Ecology, local industrr e.q. Puget Power'
,
Read:
"FlveC's
of c.nemetography"
I
I
I
I
I
Read:
"Filming
TV News
and
Documentaries"
The fourth quarter-Fall,
1972-73-will be devoted mainly to carrying out major projects in
photography, cinematography, video production, audio production, artistic mixed-med ia innovation,
instructional workshops for other students, or off-campus internships.
'L/
en"
80
--- --
-'
•..
MAN AND
ART:
THE RENAISSANCE
AND
NOW
ONE FULL
YEAR
(3 QUARTERS)
-(WITH
FOREIGN
STUDY
OPTIONAL IN THE SECOND YEAR)
3 UNITS EACH QUARTER
Willard Humphreys and
Sidney White, Planners
Art and Artists
The relationship between the artist
and his surroundings is a complex and
controversial one. I n the view of some,
the artist is a spokesman or interpreter
of his time and age. Others see him as a
kind of revolutionary
attempting
to
overthrow established order.
The problem of how the artist functions in his society will be analyzed in
this program from a number of perspectives. Chiefly, the study will focus on
painters, sculptors, musicians, architects,
and writers of the Renaissance (15th and
16th centuries) in and around Florence
and London, and their 20th century
counterparts in the geographical localities of Paris, London, and the United
States. The (rather loose) geographic
concentrations have been chosen mainly
in order to limit the scope of the study
but also to provide a focus for subsequent overseas study in Europe planned
for 1972-73.
Particular artists of the two periodsRenaissance and Modern-will
be studied
in depth. Their works, their biographies
(or autobiographies), their social, political, and intellectual environment, will all
be considered. The modern artists will be
juxtaposed to the renaissance artists in
an attempt to see what they have in
common and when distinctive features
set them apart. Thus, for example, an
intensive two- or three-week study of
Michelangelo may be followed by study
of Frank Lloyd Wright's architecture and
81
u
advanced
(-r
I
~d
~:
I
1-
d
I
C
Picasso's painting. Study of the music of
Monteverdi,
Gesualdo, and such English
renaissance composers as Orlando G ibbons will be linked with study of Stravinsky; Marlowe and Shakespeare with
Samuel Beckett; DaVinci with Duchamp.
And so forth.
In the course of the study a number
of themes will be developed, such as:
relations between art and technology,
how artists
go about creating
their
works, style and form in the arts, the
emergence
of
individualism
in the
Renaissance, the character of modern
experience,
London as it was around
1600, Paris as it was in the 1920's.
Perhaps the most pervasive theme will be
the question: Why did art and literature
undergo an explosion of creative activity
in these times and places?
Faculty members in the group will be
drawn from such fields as cultural history,
visual arts, music,
and literature/drama.
Concerts, Exhibits, Special Events
A series of public concerts; visits by
musicians and artists and writers; exhibits of painting and sculpture, as well
as other media showings; films, museum
visits, and the like-all
are planned as
integral parts of the program. Something
will be "doing" every week.
It is expected that during the year
exhibits relating to the program (some of
which will be designed by students in the
program themselves) will be available at
all times and will change each month.
When concerts occur involving
renaissance and modern music, students will
be given a chance to meet separately
with the musicians in order to discuss
the composers and their works. At least
one of the concerts is expected to be a
mad rigal concert produced by students
of the program themselves. Resources
permitting,
an effort will be made to
stage a dramatic production or, at least,
82
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~•..
-
-
'-'.--;
....
---------------------------------------------------1
a series of dramatic readings. A studentfaculty
anthology
of writing,
taped
music, and visual art-work will be developed if interest warrants. As a finale
to the year's work, members of the
program will stage a Renaissance Fair for
the entire community.
The program aims will be to provide a
rich and varied experience in art of the
past and present as well as the opportunity to discover how works of art and _
artists do relate or should relate to
modern society.
Talent and Interests
A student entering the program will
not be assumed to have special ability in
the arts or music or literature. However,
he will be expected to have mature
interest in the arts and some college-level
experience in analyzing works of art,
literature, or music. A student who does
have special talents-or who may want to
find out if he does-will
have excellent
opportunities
in the form of special
interest groups devoted to particular art
forms.
Groups in ensemble singing,
p a i nting,
drawing,
creative
writing,
drama, and film and photography will be
formed at various times during the year.
The work of these groups will be
coordinated with the seminars; for instance, the group in drawing will not
simply study drawing in general, but will
focus on things like renaissance technique in perspective or cubist approaches
to drawing in the 20th century. It will be
a general requirement for all students in
the program that they contribute to or
produce some artistic work or performance during the year. These will be
evaluated not by "absolute standards",
but in the light of the individual student's
background,
limitations,
and
ability.
The program should be useful to those
students wishing to proceed with advanced studies in the humanities and
83
advanced
~~
~,
~
l
arts; those who intend to follow professional careers teaching or practicing in
the arts, in cultural community planning
and service, and in museum work; and
those who wish to increase their comprehension of the interplay of art and
society.
Work Loads
Enrollment in this program will represent a substantial commitment
to hard
but rewarding work. Reading and other
research assignments will necessarily be
heavy, in order to come fully to grips
with the individual artist and the world
in which he lives and works. As many as
four
or five discussion-and
bookseminars will be held each week in order
to share understanding of what is read
and seen and heard.
Occasional lectures, slide-talks, and
demonstrations will be scheduled. In a
given week, a student may be expected
also to attend a concert and follow-up
discussion, view and discuss a featurelength film, do some work on 9 creative
project, and-for those with appropriate
interests-keep
abreast of autotutorial
work in a foreign language related to the
program. Considerable time will also be
devoted to examining slides and other
reproductions,
listening to music on
tapes and records, and browsing in
museums and galleries. Papers will be
assigned from time to time in order to
bring into sharp relief the ideas and
concepts which emerge in discussions.
In short, it will be a very busy year.
(Entry at the beginning of the second
or the third quarter will be by permission of the faculty only.)
Part- Time Students
Students enrolled in the College on a
part-time basis may participate in this
program by special arrangement. One
standard option,
for example, would
84
-"
.
consist of attendance at all concerts,
exhibits, evening films, lectures, and
discussion following such events, plus
successfuI camp letion of aII written
assignments. This option, which would
entail one-third credit (one unit each
quarter), wou Id be suitable for students
who could not usually attend meetings
held in daytime but could participate in
the evenings. (For further information
on th is and other options, write to
Professor
Charles Teske,
Dean of
Humanities and Arts.)
Language and Study Abroad
The program is designed to enable
some
especially
interested
students
within the group to prepare for continuing of their studies in Italy (or France),
commencing in the fall of 1972. Details
of th is study trip under the supervision
of Evergreen faculty members, including
costs, will be announced later. In order
to prepare for it, however, students
entering Evergreen in the fall of 1971
and enrolling in this program with the
intention of studying abroad in 1972
wi II be asked to undertake autotutorial
study of Italian (or French) as part of
their normal work-load.
In the summer of 1972, if the desired
arrangements can be worked out, those
electing to go to Europe will participate
in a "total-immersion"
study at Evergreen of the language and cu Iture of the
country they will be visiting. (Students
not interested in going abroad are, of
course, welcome to enroll in the total
Coordinated Studies group for 1971-72.
They will be expected to carry out
autotutorial
language studies during the
school year as part of their general
education. They will not have to participate
in the total-immersion
study
planned for the summer but may do so if
they wish to receive additional credit.)
Both
the total-immersion
summer
study and the period of study abroad
will carry full credit toward graduation.
85
coordinated studies /
Ie
~
I'f
The programs proposed for 1972-73
or future years are considered by the
faculty to be highly valuable but somewhat too complex to be run successfully
in the first year of academic work at
Evergreen. Whether they wi II be offered
will depend largely upon the interests
and needs of students and faculty.
In addition to the following descriptions, the members of the planning
faculty have suggested other stimulating
ideas, problems, and needs around which
programs could be organized in the
futu re, but they have not been sufficiently developed for announcement at
this time. All such proposals will be the
subject of much discussion by the
faculty-discussion
in which the students
of Evergreen will be included, up to the
limits of their dedication to learning.
• "Japan and the West": a Basic Program for three quarters, with additional
quarters to be spent by some students in
future
Japan (R ichard Alexander, planner). The
Japanese program is designed to provide,
for
all its members, a broad and
thorough study of Japan's classic culture
and her modern culture; how the modern grew from the old, and the clash
between the two; and the uniquely
Japanese solutions to problems of the
modern world.
Throughout,
Japanese
cu Itu re wi II be compared to the history
and culture of the United States. In
addition to the regular work of "core
seminars" ori a common reading list,
each student will participate in a "special
interest seminar" in literature, music and
the arts, social sciences, religion and
philosophy,
or natural
sciences and
mathematics. He will also contract for
special study in some area of his own
choosing.
Some students will elect to spend a
large part of the next year studying in
Japan. For these students, intensive
language training will be required in the
second quarter of the first year. An
extensive program will be designed for
their period overseas, which will include
living with Japanese families and as
much work in Japanese as possible,
under native supervision. When they
return to Evergreen they will find continuing opportunity to study things
Japanese and more generally oriental.
• "Culture and Technology": an Advanced Program for three quarters (Richard Alexander, planner). The major work
of the program will alternate between
two large concerns: ( 1) what effects
technology has produced in our culture,
and (2) why different cultures hmie
produced such different technologies.
The program will begin by studying the
effects of a single technological development, such as the internal combustion
engine, on American society. It will then
consider the role of technology in some
so-called "primitive" cultures, some
development in Roman technology (such
as the arch or Roman hydraulics or
highway construction), and the role of
technology in a "high culture" strange to
us, perhaps Chinese or Mayan. Finally, it
will consider some technological development on the very frontier of current work and try to predict its impact
on our culture to come. The program
will require, in addition to a willingness
to undertake demanding research in
technological and cultural problems, the
greatest possible variety of interest
among the students and the staff, who
will represent such fields as anthropology, art, economics or political
science, history, and natural science or
engineering.
• "Southeast Asia: Transition and Conflict": an Advanced Program for three
quarters with additional quarters to be
spent by some students in Indonesia,
Malaysia, or Thailand (Alfred Wiede-
87
• 'War as an Expression of Human
Culture":
an Advanced
Program for
three quarters (R udolph Martin, planner). This program will investigate the
causes of wars and their effects on
human beings and their environment.
It
will encourage students to raise and to
deal with the basic questions of whether
or how war should continue. The program will consider war in "primitive"
(such as African Zulu and New Guinea
Dani) cultures and in modern cultures. It
will develop a system of individual and
group research on such topics as weapons development,
the psychology
of
aggression,
peaceful
resolutions
of
human conflicts,
and the racial aspects
of war. Using game strategies and computer programs, it will simulate a war of
88
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..-
~-
,
---,---:---,-------------------------------------------!
the futu re between two major world
powers as a way of involving all students
in serious thinking about the procedures
of war, what war means, and how it can
be modified
or avoided. The program
will include seminars on books and films,
lectu res, research on and off campus,
and workshops for developing skills in
research and communication.
The staff
will be drawn from such fields as literature and history, anthropology,
sociology and economics, biology and physical
science, and mathematics and computer
science.
89
contracted studies
';.:
Is in
~taff
eraiotical
ter
For a substantial part of your career
at Evergreen, you may work in Contracted Studies. Using this pattern, you
as an individual or as a member of a
small group sharing your interests can
sign up with a faculty member or other
staff member to earn credit by doing a
specific project, carrying out a specific
investigation, mastering a specific skill,
or dealing with a specific body of subject
matter.
An Overview
We call this arrangement a "contract"
for learning, to emphasize that it is an
agreement to do a piece of work and
that it implies direct, mutual responsibility between you and the experienced
person whom you have asked to help
you. It is a flexible yet demanding
method for satisfying your interests and
needs within the available resources of
Evergreen-the
experienced people, the
facil ities, and the opportu n ities wh ich
the College can arrange for you to work
with other people and in facilities off
campus.
At an early stage in the planning of
Evergreen, President McCann said that
"the most valuable service Evergreen can
offer is to initiate a process of continuing learning by preparing a student
with the methods of learning and experimentation, by encouraging independence
in pursuit of inquiries that interest and
motivate him, and by providing him with
counsel and resources to test this knowledge and ability". As a pattern complementing the Coordinated Studies Program, Contracted Studies will help you
to work more and more on your own.
But you should recognize that your close
relationship with an Evergreen sponsor is
something quite different· from "doing
your own thing".
If it is completely
"your own thing" and does not call for
experienced, challenging guidance, then
you can do it much better, much more
90
efficiently,
and much more honestly
without joining a college which is responsible for offering such guidance.
Contracted Study will allow you to
develop further your knowledge in a
specific area of interest. It will help you
to pursue further a particular problem
raised in a Coordinated Studies Program.
It will allow you to explore new interests
and experiment with them for short but
intensive periods of time while you are
making up your mind about a career.
When you have decided upon the career
you want to follow, Contracted Study
will provide lengthy opportunities, up to
the limit of our own resources and our
off-campus
connections,
for you to
undertake highly specialized projects. It
will enable you to combine on-campus
activity with practical work-and-study in
your chosen field off campus. And it will
give you the chance, from time to time,
to collaborate with a faculty member on
a front-line research adventure. You will
be able to learn many different things in
many different ways and to make your
learn ing cou nt.
Variety of Contracts
You will receive your credit toward
graduation by fulfilling
the contracts
which you work out with your sponsors.
The procedures for drawing up and
completing contracts will be relatively
formal. But the learning activities which
you can engage in under contracts will
be as varied and imaginative as you and
your sponsor can make them. There will
be individual contracts and small-group
contracts-and combinations of the two,
as when you and ten or so other students
agree to work with a faculty sponsor as a
seminar group for one month solid and
then branch out into individual readings
in order to come back together at the
close of a second month to share what
you have learned. There will be some
n
~r
s~
contracts which are run totally on the
campus and others which lead you out
into the community,
into government
agencies, into businesses, and into field
work at locations quite distant from
Evergreen. There will be contracts lasting
a month or so and, when you have
decided on specialized work and can
demonstrate
to a prospective
sponsor
that you are capable of doing your own
work over a longer span, contracts lasting as long as a year. There may even be
contracts lasting a few days, if you have
engaged in substantial self-paced learning
on your own time and wish to sign up
with a sponsor to be tested for your
achievements and to have them recognized by the awarding of credit. There
will be contracts for which you take
most of the initiative, when you bring a
carefully
prepared plan of study to a
prospective sponsor and ask him for his
help. And there will be contracts
in
which sponsors have made known what
they wish to work on and you volunteer
to join them.
In effect, Contracted Study provides a
way for you to match your genuine
interests and needs with the interests and
experience of faculty members and other
Evergreen staff. Rather than having a
system in wh ich College authorities, depending largely upon traditional patterns
at other institutions,
tell teachers what
they have to teach and students what
they have to "take", we wish to create
an environment
of grass-roots responsibility in wh ich experienced learners and
students who want to learn can come
together
to work on developing
the
ideas, the information,
and the techniques which they most need to know.
Early Limitations
Both the coming together and the
fulfilling
of needs will be somewhat
difficult
in the early years of the College.
The preparation of contracts for valuable
92
--~-~ ." •••
~
_J •••~_ ~ •• ".
study depends to a large extent upon
acquaintance-of
students with the concerns and talents of various faculty and
other staff members, and of faculty
members with the students' needs and
capabilities.
In addition, all of us will
have to gain experience by working
gradually into this pattern so that we can
achieve the flexibility
we seek and still
keep ou r contracted
projects sensible
and strong. Most important, in the early
years, the resources of Evergreen will be
limited. Our physical facilities and the
variety
of skills represented in our
faculty will not yet be extensive enough
to permit many students to sign contracts or to enable us to offer as many
kinds of specialized study as students
might wish to undertake.
You may expect, therefore, that in
the early years there will be a preponderance of small-group contracts over individual contracts and the need for faculty
in itiative rather than student initiative to
get things started. Advanced students
who need specialized help will probably
be given priority in arranging contracts.
And there may be few opportunities for
Contracted Study in the first quarter of
our first year. As we grow and learn, so
the opportu n ities for Contracted Study
will grow-although
we shall never pretend that we have something for everyone. You shou Id interpret th is description as suggesting what we can do on a
small scale in 1971-72 and what we
firmly intend to do on a much larger
scale in later years.
Sponsors
To suggest the relationship
which
Contracted Studies will require, we have
chosen the term "sponsor" for the experienced person who will be working
with you. During the period in which the
contract operates, th is person will be
your teacher, your advisor, perhaps your
co-worker,
or group leader, or tutor.
93
er:
1-
~
You will be responsible for carrying out
what you have promised to do, and he
will be responsible for giving you as
much help as you need. He will draw up
the contract with you, work with you
along the way, and evaluate your
achievements at the conclusion. Although most sponsors will be members
of the teaching faculty, Evergreen has
recruited
many other talented staff
members who are eager to work with
students on contracts. If the contract
struck between you and your sponsor
requires other
specialized assistance
which your sponsor cannot provide, you
may also do some work with a "subcontractor" on or off campus who will not
be fully responsible for your studies but
who will help you through part of the
contract and report to your sponsor.
Although we have not yet developed
hard and fast procedures, we assume that
all faculty members not fully involved in
Coordinated Studies Programs during a
given period of time will be available for
Contracted Studies (up to a limit of
12-15 students each, according to their
specialities and the other demands upon
their time, such as running workshops
for Coordinated Studies groups, developing self-paced learning materials, or serving as subcontractors for other projects).
In addition, administrative officers and
other staff members will be able to
sponsor a few contracts at a time.
As we recruit new faculty members
for the opening year of the College, we
shall be able to let you know much more
specifically about the possibilities for
writing contracts, perhaps by a bulletin
to be published in time for the initial
orientation period. Until then, and in
addition to the fields of interest mentioned below, a close reading of the
Coordinated
Studies descriptions will
give you an idea of the kinds of people
already at Evergreen and their educational concerns.
94
You should also know that the sponsors engaged in Contracted Studies at
any given time, just as their colleagues
during the runs of Coordinated Studies
Programs,
will
form
interdisciplinary
teams of four-to-six members. They will
meet in seminars to work on improving
their teaching, to discuss topics connected with the contracts they are sponsoring, to act as a sounding board for the
students
with whom they are under
contract, and to provide as far as possible some of the opportunities
for sharing of interests among their students
which typify
the Coordinated
Studies
Programs.
Preparing for the Contract
By the careful selection of sponsors
and negotiation
of contracts, each student will have a large stake in planning
his own career at Evergreen. As you
move from a Coordinated
Studies Program or a concluding Contracted Study
to a new contract, you should obviously
I
make fu II use of the advice of voun
cu rrent semi nar leader or sponsor. You
should take a hard look at where you
have been and where you want to go.
Because any contract will be worth not
less than one Evergreen unit (i.e., 1136
of the total credit required for graduation), you should prepare for a new
contract
as carefully
as you can by
preliminary
discussions with any prospective sponsor.
You may be asked to do some reading
or otherwise sample the kinds of activity
which your new contract
may entail.
And you should critically examine your
own motives. It is important that you do
not waste opportunities
for learning by
proposing a project that will not really
challenge you, and important
that you
do not confuse "doing
more of the
same" with "depth" or aimless meandering around with "breadth".
Whether the
main initiative
for your project comes
95
from you or is suggested by your prospective sponsor, both of you should be
prepared to ask some hard questions. As
in all other sorts of contracts in the
business world, you should plan for the
strongest possible results for your investment of time and energy. For however
long the contract may run, for whatever
credit is to be awarded, and whether it is
simple or complex, you will be devoting
your full concentration to it and should
make the most of it.
What can you do under contract? The
range of possibilities is very large. Reading projects in history, philosophy, literature, government, sociology, economics, scientific theory, and so forth;
research projects entailing the collection,
processing, and interpreting of data from
documentary or laboratory or field investigations; mathematics, computer
languages, and foreign languages approached by intensive small -group study
or by completion of a battery of self-
learning units; creative work in graphic
art, film, photography, music, playwriting, poetry writing, short-story writing;
biological or archeological expeditions;
apprenticeship in a newspaper office or
governmental agency or design center off
campus; internship as a teacher's aide or
helper in a welfare agency; work-and study in a business office or industry-all
of these will make sense.
Remember that, though you may
carry on a variety of related activities
under a single contract, this cont ract will
be your total academic assignment until
you have completed it. You must be
prepared to immerse yourself in the
subject or activity. Once you have decided upon your objectives, you must
perform all the assignments which you
have agreed upon with your sponsor in
making the contract. Each contract will
assume a significant engagement with
new information, ideas or techniques;
call for critical and creative thought; and
96
assume some development of skills,
especially skill in communicating what
you have learned and otherwise accomplished.
Signing Up
Once you have decided upon what
you wish to do and have found a sponsor
who can help you, you and the prospective sponsor will decide: whether the
resources available at Evergreen or off
campus can support the contract you
have in mind; whether you are personally and academically ready to undertake
the particular project; and whether both
of you (and the other members, if it is to
be a group project) can agree on the
terms of the contract. We have not yet
designed a standard format for the drawing up of contracts, but clearly you and
your sponsor will have to agree upon and
place on file a brief document which will
contain the following information:
• A short title for the project.
• The names of student( s), sponsor,
and any subcontractors who will be
involved.
• A description of the study, including the reasons for carrying it out,
the previous preparation or interest
of the student(s), the materials to
be studied, the procedures to be
studied or used, the skills and concepts to be mastered, the goals and
how the student(s) and sponsor will
know when they have been
reached.
• The location(s) in which work will
be done, if the contract involves
going off campus; and arrangements
that have been made with offcampus agencies.
• The amount of credit which will be
awarded for the completion of the
contract.
• A rough estimate of the duration,
under the assumptions that one
Evergreen unit should represent
97
about one month of full-time effort
but that contractual credit is
awarded for the successfu I performance of the project, not for the
amount of time spent (unless the
length of an experience, as in a
work-and-study period, is central to
the project).
• An estimate of the amount and
kind of instruction which the sponsor is to provide.
• Arrangements for interim reports
on progress if the contract is to
extend over several academic quarters.
• The form which the resu Its of the
contract will take (e.g., a research
paper, computer printout, an exhibit, reports from those with
whom the student has worked off
campus).
• The methods by which the project
is to be evaluated.
Some projects will involve special
costs. When the proposed contracts are
appropriate, and when the College has
funds that can legally and educatively be
used for the purpose, Evergreen's intent
is to help when it can with the defraying
of these expenses. Policies on this very
complex issue are not formulated, however; and in times of financial stringency,
other demands on limited monies must
take priority. When a project involves
travel expenses, living expenses offcampus, and any other special costs to
the student, the student should demonstrate that he can support himself and do
what he has contracted to do.
The preparation involved in drawing
up complex, long-term contracts may be
great and may require several weeks of
work-during which you are not officially "signed up" for a specific program
of study. But if you bear in mind that
credit and time are not necessarily connected, you will see that the amount of
credit assigned to a contract can also
cover your efforts in preparing the contract-which may be quite educational
indeed. It will also be acceptable, as you
move toward highly specialized work, to
arrange for a one-unit pilot-contract devoted mainly to planning for the larger
contract to come.
Although the procedures for Contracted Study are not yet complete, it is
clear that most short-term contracts for
studies which are not unusually expensive or complex in their arrangements
will be swiftly approved. The longer,
more complex, and more demanding the
contracts will be, the more care will be
given to administrative review and approval, especially if the sponsor and
student wish to make large modifications
during the run of the contract. One
point remains firm: The two important
signatures on a contract are yours and
your sponsor's. Neither you nor your
sponsor should give them easily. They
place the responsibility where it belongs,
not on a curricular system but on human
beings.
Completion and Credit
When you have completed the study
as contracted, your sponsor will report
to the registrar that you have been
awarded the unit or units of credit
involved. (Until or unless this is done, no
credit will appear in your permanent
records.) More important, the project
will then be validated by the inclusion of
several documents in your cumulative
portfolio: A copy of the contract itself,
with whatever modifications had been
agreed upon. An evaluation written by
your sponsor and perhaps quoting from
the remarks of any subcontractors or
other people who supervised you off
campus, describing what you accomplished, how well you accomplished it,
and what kind of advance this represented in your academic career. Your
own evaluation of what you learn and of
99
."
an
dy
ort
en
bit
no
nt
ct
of
ve
If,
n
y
rn
)r
ff
how well the total resources of Evergreen-sponsor,
subcontractors,
faci Iities-and any off-campus agencies may
have supported you in your work. And,
if possible, samples of your work.
It will be especially valuable if you
and your sponsor can arrange some
means of sharing the results of your
project with others. If you are engaged
in a group contract, this will be fairly
easy. You may also be able to work
through your sponsor's seminar group to
reach other students. But the responsibility to shape your results for communication
to
others
is important
enough that you should consider such
communication
as a natural outcome of
your contract.
The Portfolio
Contracts for Part- Time Students
t.
[;
groups or as individuals. It would be
quite appropriate, for example, for a
student on "one-third-time"
status to
negotiate a contract carrying one unit of
credit and to comp lete that contract
over a period of approximately
three
months. As in contractual arrangements
for full-time students, the availability of
sponsors and facilities will be limited
during the early years of the College. As
with full-time students, no one on parttime status may be directly engaged in
more than one contract
at a given
moment. But Contracted Study may be
particularly
useful for those who must
fulfill other obligations while continuing
to learn at Evergreen.
Those who cannot or do not wish to
enroll at Evergreen as full-time students
will still be able to take advantage of
some Contracted Studies, either in small
The ongoing portfolio
which represents each student's academic career at
Evergreen will be especially important
for those engaging in large amounts of
Contracted Studies. Because there will
../
100
..
--------------------------------~------l
be no standard program descriptions to
serve for easy reference, the contracts
themselves and the accompanying evaluations and samples of work will constitute the evidence for what you have
done. In some cases your entrance into
advanced Coordinated Studies Programs
will depend upon the strength of your
past performance,
as represented by
your portfolio.
In most cases, your
ability to negotiate future contracts for
more specialized work will depend upon
what your portfolio tells your new prospective sponsors about the quality of
your earlier Contracted Studies. And
when you come under consideration by
prospective employers or by other academic institutions at which you wish to
continue your education, the portfolioespecially
in regard to Contracted
Studies-will
indicate what you did at
Evergreen and how well you did it.
Specialization through
Contracted Studies
Specialization
in academic work
should not necessarily be equated with
individual
or
small-group
contracts.
There will be advanced Coordinated
Studies
programs which
will
focus
strongly on special problems and special
fields. But by and large, Contracted
Studies will provide the most effective
means of directing your academic work
toward your chosen career. We shall not
have departments labeled by traditional
subject-headings at Evergreen, nor shall
we have departmental "majors", as abstract and predetermined sequences of
required courses for reaching specialized
goals. But we shall have specialized
facilities and fatuity members who can
help you to penetrate quite far into the
various
disciplines
usually
gathered
under the headings of the natural
sciences, social sciences, humanities, and
arts. Other Evergreen staff members can
101
help you with professional and technical
skills beyond the normal academic disciplines. And the options for field work,
internships, apprenticeships, and workand-study positions off campus will
allow you to try out your interests in
highly practical ways. When you consider the possibility for full-time absorption in specialized work under Contracted Studies, you will see that Evergreen presents unusual opportunities as
you plan your career and wish to move
toward it. And you will move toward it,
not by a few rigidly defined tracks, but
rather by a path which you and your
sponsors gradually map out, as your
needs, inclinations, and abilities become
clearer.
There might be reason to fear that
some students would be tempted to use
Contracted Studies as a means of specializing too much and too soon. But here
the alternative emphasis upon Coordinated Studies comes to bear. For if a
contract is focused upon carrying out a
specific project, a Coordinated Studies
Program proceeds by the sharing of
many viewpoints, of common experiences, and of common responsibility.
Whether you plan your career at Evergreen to emphasize Coordinated or Contracted Studies, your teachers will be
alternating regularly between the two
kinds of activity. As they sit down to
negotiate contracts with you and as they
offer you their advice, they will have in
mind the full spectrum of experiences
which Evergreen can provide for you.
Admission to Contracted
Studies, 1971-72
Students entering Evergreen at the
third-year level and advanced part-time
students will have prior call on the time
of faculty and other staff members for
Contracted Studies in our opening year.
There will be some opportunities for
first-year students to negotiate contracts,
I
102
1
---------------------------~~
especially in the second and third quarters. In any case, those who wish to
begin their work at Evergreen through
Contracted Studies must arrange their
contracts during the initial orientation
period, before the deadline for admission
into
Coordinated
Studies Programs.
Those who wish to start with contracts
should also be aware that, in this first
year, a Coordinated Studies Program will
accept new members only at the breaks
between quarters, and then only by
special permission. They should therefore plan to spend the whole first quarter in Contracted Studies.
(In
the Supplemental
Admissions
Form, you are asked to list several
preferences for Coordinated Studies Programs in 1971-72. If you wish to enter
Evergreen as a third-year or advanced
part-time student, you may also indicate
a preference for Contracted Study and
name the general area of interest in
which you would like to work.)
Opportunities
for Contracts, 1971-72
You will find below detailed descriptions
of opportunities
for Contract
Study in Problems in Biology and Problems in Physical Science. Though suggestions for specific projects have not
yet been formulated, there will also be
opportunities
for some contracts in
Mathematics, Computer Science, Public
Affairs, Law, Literature, Creative Writing, and Journalism. As new faculty
members are recruited for the opening
year, other opportunities
will become
available. These will be announced in a
separate bulletin by the time of the
initial orientation period.
In addition, though the list is highly
tentative, there may be opportunities for
the following internships or apprenticeships among others:
On Campus
• Office of College Relations (problems in public relations, media
studies)
!
1
-
103
,
.0
." "".~
•
Library-Exploration
and Expioitation of Resource Materials; MultiMedia
Learning
Experiences
(development and evaluation)
• Computer-Assisted Instruction
• Studies in Local and State Government
• Stud ent
Perso n n el
Se rv ices
(counseling and interviewing)
Off Campus
• Washington State Arts Commission
(apprenticeships with artists)
• Institutions
for the handicapped,
aged, and exceptional children
• Public and private social rehabilitation agencies (welfare, minority
group experiences)
.•
•
•
•
•
•
•
•
AF L-CIO
Federation
of
State
Employees (labor relations)
Washington State Education Association
Washington State Legislative Budget Committee
Washington State Joint Legislative
Committee on Higher Education
Washington State Department
of
Natural Resources
U. S. Department of Agriculture:
Soil Conservation Service
Thurston County Prosecutor's Office
Church and society in the local
community
(through participating
clergymen).
104
contracted stud ies/
1971-72
Students of third-year standing will
have an opportunity
to make contracts
for studies in biology during the academic year 1971-72. Because of limitations imposed by staff and facilities,
Biology Contracted Study for 1971 will
be limited
to the following
General
Biology Study:
The study is designed for one year (3
quarters) to provide a general biology
background in a social, philosophical,
and historical context. Students should
plan to enroll for full-time participation
during the whole period, for a total of
nine units of credit. (Some few students
may be allowed to make contracts for
shorter periods of consent of the faculty
sponsors.)
The biological background material
will cover evolution, ecology, behavior,
anatomy, physiology,
pathology,
and
genetics. This material will be treated in
biology
a variety of modes, such as lectures,
films, book-discussions, and self-paced
learning.
The social, philosophical, and historical aspects relevant to biology will be
treated
through
book-discussions
in
small seminars.
Each student will be expected to
comp lete a research project wh ich wi II
contribute
to the understanding of a
natural community.
For example, a
student interested in plant distribution
might catalog and map the plants of the
selected community,
while
another
student interested in physiology might
investigate diapause in an insect species
found in the selected community. Necessary skills, such as plant collection and
preservation,
statistics,
and perhaps
glycogen determinations, will be learned
as needed in workshop sessions.
During a typical week a student will
attend two seminars for about two hours
each, in which readings in philosophy,
105
.'-:.:
sociology, and history of biology will be
discussed. He will also attend two meetings a week for about two hours each in
which the biological background material will be presented. In addition, one
or two skills-workshops will be available
each week to assist the student in the
conduct of his research project. The
remainder of the available time will be
spent on the research project.
Successful completion
of the study
will give the student sufficient biological
training to enter graduate work in the
field, to conduct a more specific undergraduate Contracted Study, or to qualify
for a large number of technical positions
in biologically oriented laboratories.
106
contracted stud iesL_Ph_y_si_Ca_l_s_c_ie_nc_e_
1971-72
For transfer students and selected
beginning students with strong interests
in the physical sciences, this advanced
program will offer an opportunity during
1971-72 for intensive interdiscipl inary
work in chemistry, physics, astronomy,
and the earth sciences. Mathematical
subjects will be developed as needed, and
applications into the biological sciences
will be sought where appropriate. Since
the science laboratories will not be completed until the second year, the work of
this first year will be more theoretical
than experimental.
It is one of the long range goals of the
sciences at Evergreen to provide many
opportunities
for individualized,
selfpaced learning through the use of study
guides, autotutorial methods, computerassisted instruction, and apprenticeships
in ongoing research projects. An objec-
tive in the first year of the Problems in
Physical Science program will be the
production by students of a variety of
self-paced learning materials for use by
future Evergreen students.
In 1971-72 the program will operate
as a series of brief, intensive studies of
interdisciplinary
topics or problems, proposed either by facu Ity or by student
initiative.
Students may enroll in the
program as a whole or in segments of it
by signing contracts with the faculty
sponsors involved. Sample topics might
include: Thermodynamics and statistical
mechanics,
quantum
mechanics and
quantum
chemistry,
electromagnetism
and electrochemistry,
electronics and
instrumentation.
Sample problems might
include: polluted air, polluted water,
energy sources and resources, continental drift,
vulcanism, geomagnetism,
simulation and analysis of systems in
107
1
nature, biochemical cycles, and energy
conversion.
Small groups of students will study
each unit intensively and from an interdisciplinary
perspective, including the
scientific, mathematical, historical, and
cultural contexts as appropriate.
The
result of this study will be not only the
mastery of subject matter but also the
preparation of one or more plans for
producing self-paced learning materials
(audio or video tapes, slides, movies,
etc.). The intensive study periods will be
relieved at the end of each unit by a
production period during which time the
self-paced materials of that unit will be
produced by the student teams using
facilities available in the audiovisual installations of the campus.
The study units would, perhaps, most
usefu IIy represent some progression or
sequential development of subject matter, although it is also possible to con-
ceive of a series of unrelated "short
subjects"-for
example, in laboratory
techniques. Choice of subjects and level
of topics are highly flexible and will be
arranged to meet the needs and interests
of the students in the program.
From time to time, the sub-groups
developing various units may serve as
testers of the materials produced by
other sub-groups in the program. After
criticism and possible remaking of materials, the completed productions will
become part of a permanent collection
of self-paced learning material.
This program should be of interest
and value to students intending to go on
to graduate school or employment
in
one of the physical sciences as well as to
those intending to teach physical science
in the schools. The opening of the
science laboratories in the fall of 1972
will provide a variety of additional opportunities
in the physical sciences for
the second year and beyond.
108
distribution of academic work
THE DISTRIBUTION
ACADEMIC
WORK
OF
The facu Ity of Evergreen bel ieves that
all students should plan to do a great
deal of learning in both Coordinated
Studies
Programs
and Contracted
Studies. According to the distribution of
interests and resources which will be
maintained between these two kinds of
activity,
it will make sense for each
student to earn at least one-third of his
units of credit in Coordinated Studies
Programs. But this pattern will not be
adm inistered
as a requirement
or
checked mechanically. Rather, students
will work out their schedules point by
point with the leaders of their Coordinated Studies Programs and their
Contracted Studies sponsors.
ILLUSTRATIVE
STUDY
PROGRAMS
OF
What might your program of studies
be if you spend four years at Evergreen?
If you are a transfer student, what might
your final two years look like? The
pattern will be up to you and your
sponsors and seminar leaders. But we can
suggest what some idealized individual
schedules might look like:
(Four years)
Arthur
Black (generally interested in
public affairs, law, management)
First year: Coordinated Studies, "Causality,
Chance, Freedom."
Second year: Contracts in political science,
philosophy, journalism; one quarter Coordinated Studies in American culture.
Third year: Advanced Coordinated Studies
in political systems, including internship in
a law firm.
Fourth year: Contract for two quarters of
internship in a state governmental agency;
then helps to organize and lead a onequarter group Contracted Study in Washington State government.
•••
takes up a position in a governmental
agency.
109
..' :~,.:,
Alice
Blau
(interested
music, perhaps teaching)
in
literature,
First year: Coordinated Studies, "Human
Development. "
Second year: Continues "H uman Development" and internship as a teacher's aide in
a primary school, helping with reading and
music.
Third
year: One quarter
Coordinated
Studies, examining the similar and different roles of men and women in the arts;
one month contract reading novels by
women; one month contract on creative
writing;
one month contract, "master
classes in dance; one quarter Coordinated
Studies, leading to the production of short
operas by Menotti.
Fourth
year: One quarter Coordinated
Study in problems of exceptional children;
two-quarter group contract in advanced
educational psychology, with teaching internship in public schools and in classes
for exceptional children.
•••
goes on to graduate school for Master of Arts in Teaching.
Roger Redmond (interested
management, finance)
in business
First year: Coordinated Studies: "Problem
Solving" and "I nd ividual, Citizen, and
State"; group contracts in mathematics
and computer language.
Second year: Coordinated Study in American and comparative governmental systems.
Third year: Group contracts in advanced
mathematics and computer programming;
group contract in economics; individual
work-and-study contracts in accounting
(in the Evergreen business office) and
banking (in a local bank).
Fourth year: One-quarter advanced Coordinated Study in fiscal policy; work-andstudy contracts in a real estate agency and
in a state regulatory agency; group contract in business law.
•••
accepts a position in a bank.
Barbara Brown
and drama)
(interested
in graphic art
110
First year: Coordinated Studies, "Space,
Time, and Form".
Second year: Group contracts in drawing,
painting, mixed media-work. One quarter
Coordinated Studies in modern drama,
leading to the production of a play (for
wh ich she designs sets). Three months
individual contract as designer and production assistant with a little theater group in
Eastern Washington.
Third year: Advanced Coordinated Studies
in photography, television, and film.
Fourth year: Contract for apprenticeship
with the Seattle Opera design staff. Group
contracts in history of theater and aesthetic theory.
•••
marries Arthur Black, will maintain
interest in theater and take up parttime employment
as a graphics
specialist for a public relations office.
Joe Green (interested
business management)
in natural
science,
First year: Coordinated Studies, "Political
ECOlogy".
Second year: Contracts in biology, computer
science, American historical attitudes toward nature, field expeditions with sponsor to redwood forests.
Third year: Coordinated Studies in natural
conservation:
historical
attitudes
and
present problems.
Fourth year: Contracts on and off campus in
chemistry, forestry, wood-products
industry.
• ••
goes to graduate school of forestry,
leading to a position with a woodproducts industry.
Paul White (undecided, but concerned
about
social cooperation
and international understanding)
First year: Coordinated Studies, "Individual
in American Society".
Second year: Coordinated Studies, "Japan",
with total immersion quarter in Japanese.
Third year: Continues study in Japan, with
internship in the public relations office of
a Japanese industry.
Fourth year: Group contracts in Oriental
studies, economics; individual self-paced
learn ing contract in accounting and cost-
111
:~,-.:'
analysis
procedures.
and-study
with
Contract
a Northwest
for
work-
business firm
deal ing with Japan.
•••
goes to
Th ird year:
graduate
leading
trial
involving
position
year:
munications
Fourth
and
year:
contract
•••
Fourth
Japanese-
Coord inated Studies,
year:
First
in
Florence;
study
cultural
in social and politi-
and
"Man
and
•
•
two
anthropology,
takes
to
history
graduate
professional
quarters,
group
work
overseas
contracts
in
chemistry
of painting;
training
in
of art .
for
moves
museum
curators.
Studies,
"Com-
and Intelligence".
Continues
"Communications
contracts
for
studio,
appren-
journalism,
of med ia at Evergreen; group
in sociological
techniques.
tcikes up a position
station,
an indus-
in literature
and in techniques
in television
development
to
interested
Art".
•
Coord inated
I ntelligence";
ticeship
in business
trade relations.
(Two years)
Jim Nord (interested
cal issues, electronics)
Th ird
study
administration,
American
but is widely
the arts)
planning
with
a television
to continue
work
in
broadcast journalism.
Sylvia West (has had secretarial
training
Whatever
pattern
you will
devise
within
resources which Evergreen can
make available to you, the result will not
be
a predetermined
departmental
"major"
but a series of intensive programs and projects tailored by you and
your sponsors to fit your needs, career
plans, and complementary
interests as
closely as possible.
112
self-paced learning
Learn ing situations at Evergreen can
take many forms: seminars, workshops
devoted to skills, and laboratory investigations
are a few
examples.
I ndividualized instructional
systems are also
an integral part of the learning process at
Evergreen. There are promising
possibilities for improving the effectiveness of
learning if the student or teacher can
select at key points those elements of
information
wh ich can be learned by a
person working individually
at his own
pace.
The purpose of a self-paced, individualized
instructional
system is to
organize one's time and talent into a
kind of self-discipline in mastering difficu It concepts. The several components
that comprise
the system are interlocking, in that any changes in objectives, programs, teachers, or students will
have an immediate and direct influence
upon the others. Several styles of selfpaced instructional units will be available
to students at Evergreen.
We wish to enable each, student to
tailor much of his study to his own
interests and needs. We assume that a
student can approach various subjects by
various routes-books,
discussions, firsthand experiences; but also slides, films,
videotapes,
audiotapes,
and computer
programs. We begin by having an inventory of learning materials and devices
easily available. And we shall encourage
students not only to use such resources
of the College but also to help us
develop these resources, so that the
results
produced
by
a Coordinated
Studies Program or individual
learning
contract may become the basic materials
for new self-paced learning units.
We are also concerned with matching
learning techniques to the kinds of information
and procedures
that
the
student needs to master at one time or
another. And such concerns imply making the best possible use of all devices.
...
~
I'
113
/
Once the printed book-the
first widespread self-paced instructional
devicehad been developed, the medieval lecture, in wh ich the teacher dictated the
information
in his precious manuscript
to the note-taking students, became obsolete as a mechanism for conveying
facts. Some sort of classroom drills and
quizzes on routine
matters, however,
were still necessary. For books do not
themselves
contain
feedback
mechanisms. They don't tell you whether you
really understand them. A student must
still be called upon to write about them
or discuss them. At Evergreen, there will
be much writing and discussion; but we
shall also use new techniques, such as
computer
instruction,
sound-on-sound
tapes, and other learning programs which
enable a student to know how he is
succeeding step-by-step and to store his
simu Itaneous responses for future checking.
A self-paced learning program thus
takes a certain kind of information
or a
procedure out of the standard classroom
format
and makes it available to the
student in a learning resources center.
The student masters material on his own
time and at his own rate, exactly when
he finds it essential to his understanding
of some key concept.
In a "mastery
learning" program-for
example, on how
to write a time-sharing
language for a
computer-learning
outcomes
are first
specified
and then the materials are
presented
as sequential
tasks. The
student masters each step as he moves
along.
Self-paced learning resources will at
times be included within the total work
of a Coordinated Studies Program or as
assignments within a learning contract.
In some cases, a student will devote a
whole learning contract, with guidance
and evaluation from a faculty or other
staff sponsor, to the mastery of a series
of self-paced learning units. At all times,
.~
•..
'
114
.:
these resources will be available to support the total educational program of
the College.
Having investigated those routines
which can be studied and mastered by
individual
interplay
with
a learning
medium-book,
tape, film, computer, or
other program to develop skill and insight, students and teachers wi II be better able to use their time together for
intensive discussions which will utilize
the learning already developed and suggest what the next steps should be.
The first exposure to use of the
microscope during the laboratory experience in biology will come in the
self-paced study sessions. Visualize a
student, having arrived at the science
building, as seated in a study station.
The mastery unit on microscopy has
been selected. From a set of headphones
he will hear information in the voice of a
fellow student. The tape might start as
follows:
"This tape will begin your
introduction to the nature and use of the
compound
microscope.
Observations
through the microscope are primarily
based upon optical phenomena, and are
limited or extended by the optical svstem of the microscope. Now start the
motion picture projector located by the
microscope. You can follow the animated diagram which details the light
path and lens system in a microscope. . .. Now stop the projector and
bring the microscope with the arm toward you and swing the 4x lens into
place. Rotate the coarse adjustment
knob one-half turn. How far did the
objective move? .. " At this point the
student might open a notebook and
make sketches and notes comparing the
projected slide and h is own observations.
The student then would turn his attention back to the microscope and additional film animation.
Focusing techniques and problems would be explained.
115
I
.',.
The student works in concert with the
film and tapes to develop expertise with
the focusing and lighting at higher and
higher magnifications.
Frequent breaks
are made to obtain samples and discuss
progress with other students.
A student has just completed a laboratory
investigation
in which
he has
titrated samples of an acidic solution
which he has collected. After a late
afternoon
conference with
a facu Ity
member, he is asked to proceed to a
computer terminal where trial titrations
) IJ
1
involving more complex solutions can be
simulated. After dialing a phone number
to connect a study station into the
computer,
the student enters into a
dialogue with the computer. We describe
a short segment of the dialogue between
a hypothetical chemistry student and a
computer.
Student: (typed message) I wish to enter
into a dialogue on the determination of
the equivalent weight of an unknown acid.
Computer: (typed response) Very well. You
have unknown number 21348, what do
you wish to do with it?
Student: Dissolve it in water.
Computer: Don't you think it would be a
good idea to weigh out a sample first?
Student: Yes. Weigh out about a one-half
gram sample.
Computer: The sample weighs 0.5324 grams.
Now what?
Student: Dissolve it in water.
Computer: How much water? (Etc.)
After more dialogue, in which the
st u den t
con troll i ng the
computer
116
changes many details, he eventually simulates the preparation of a solution and
arrives at the detail of a complex, timeconsuming titration . The data provided
by the computer to the student late in
the evening, interrupted by breaks for
coffee, is used to plot a curve. The curve
will be compared at the next seminar
with the one prepared in the laboratory
with the water-polluting sample the
student collected. Needless to say, the
teaching-learning interaction has proceeded with unusual effectiveness. The
message here is that the student has
available to him a system, including the
incredible computing capability a11d
memory of a computer, at any time, as
an integral part of the learning experience.
Creative Unit
A creative unit in self-paced instruction might treat poetry as an auditory
experience.
Poetic contributions are recorded on
audio tape cassettes. The students respond in two ways: One, with a short
written essay criticizing the poem based
on the auditory experience, and two, a
discussion which the student will record
on a separate channel of the tape containing the poem. During exercises in
dictation the student will try to work
from what he has heard and create his
own presentation of how the poem
should be set on the page. By comparison of his transcription with the standard text, he will develop new insights
into prosody. Conversely, he may work
from the printed page toward performances of his own, continually checking
himself by playing back his tapes. A
faculty sponsor reviewing these materials
at completion of the project can thus
accurately estimate how far the student
has progressed and what further projects
are in order.
117
'I
/
Survey Unit
A biology professor takes his study
group to the shoreline area of the Evergreen campus. Their purpose is to study
representative plants and animals in the
Puget Sound shoreline. Several members
of the group are carrying tape recorders;
others have cameras. As a group project,
signs and labels are put on key points. A
complete sound and pictorial record is
made of the trip. Several of the students
from the Biology group combine with
their professor and a student from the
study group "Communication
and Intelligence" to edit the raw data into a
presentation consisting of a pointed outline, and a slidetape show cataloged into
the College Library.
The next time individual students or
small groups go to study the shoreline
laboratory
their
introduction
comes
from
the student-teacher
produced
"package" in the library. Tape cassettes
are checked out and serve as a guide to
'W{fuJp··
expand upon features the students wi II
see on the pathway. Both students and
teachers have shared unusual learning
experiences.
118
work-and-study, internships
During your career at Evergreen, you
will have opportunities to combine your
study with
practical
on-the-job
experiences. These opportunities
are important
for two reasons: First, job
experience is one source of meaningful
roles that students can play in the larger
society. Second, because one of the
major purposes of college is to improve
your earning capacity, direct engagement
in meaningful work can be a valuable
part of your development at Evergreen.
Most of the work opportunities will
be arranged with business offices and
industrial
plants, with school systems
and governmental agencies, and with
other employers in the community.
A
few will be available on campus-for
example, in the media services area of
the library, the Office of College Relations, or our business offices. I n any
case, by taking part in these practical,
job-oriented activities, you will be able
to place more effectively your future
career, to understand yourself and your
interests more fully and to increase your
familiarity
with the kinds of work in
wh ich your energies and talents can best
be invested.
The majority of these experiences will
be arranged as Contracted Studies. There
will be some opportunities,
however,
within
the later stages of some Coordinated Studies Programs for you to
work off campus and then share the
results of your experiences with your
sem inar.
Some programs,
such as
"Human Development", are designed to
include
internships
as part of the
students' total commitment.
A Ithough
work-and-study
arrangements will, wherever possible, involve
some compensation for the function you
perform, payment may more often take
the form of direct on-the-job training,
and the counsel of off-campus business
and professional men acting as supervisors. Where certification
is necessary,
119
as in education or physical therapy,
internships should help to satisfy the
requirements. In commercial and industrial establishments, scientific agencies
and hospitals, social service units and
government departments, the internships
are intended to increase your employability and your understanding of these
work settings, and to permit your becoming acquainted with the kinds of
people and the kinds of tasks that are
important
to you in making a wise
choice of a career. Other work-and-study
opportunities will involve learning practical techniques from professionals involved in arts and crafts. They will lead
students to independent artists, theater
groups, galleries and museums, and commercial studios. The goal is to help you
develop productive
relationships with
men and women who successfully represent the world of work.
Participation in a contract for any of
these activities will mean a continual
relating of work and study, not a mere
alternation
of work at one time and
study at another. At Evergreen, "workand-study"
arrangements assume that
you will be both performing tasks and
reflecting upon them, bringing the full
strength of your intelligence and knowledge to bear upon the task you are
performing.
An
Evergreen sponsor will
work
closely with you in carefully selecting an
appropriate work experience, plann ing
related readings and research projects,
and exploring the implications
of the
work experience. You will also come to
understand much more of the complexity of the world outside the College
environment. And future employers will
find both your professional skills and
your increased awareness of human relations to be very desirable as you move
from your formal education into your
chosen career.
120
I ,
study abroad
Evergreen intends to make every
effort to provide opportunities for the
largest possible number of students to
study foreign areas and cultures at first
hand. We shall offer some programs
including overseas study (such as the
Japan, the Southeast Asia, and the Man
and Art programs) which will immerse
the student in the language, history, and
culture of the area he will visit. We shall
provide other opportunities
for less
formal and perhaps briefer periods of
study abroad in conjunction with programs or projects he is involved in at
Evergreen. When we cannot provide such
opportunities
directly,
we shall help
students to enroll in programs operated
by other institutions and agencies. Generally, if a student needs foreign study in
connection with some project essential
to his education, we shall attempt to
facilitate such study.
Such programs, however, require substantial funding, faculty
and administrative expertise, and often special
scholarship
provisions.
Incoming
students should understand that until
the College has the necessary money and
personnel we cannot promise extensive
opportunities
for study abroad. Evergreen is, nevertheless, committed to the
broadest possible range of foreign study
programs. Student interest and demand
will help us meet that goal.
-..
121
EI,.>
foreign language study
Depending on our resources, we shall
be able to provide skill workshops, individual tutoring, and group tutoring in
certain languages. If resources and student demand permit, we also hope to
conduct
regular seminars in foreign
languages. For instance, ten students
who have already made some progress in
Spanish might enroll in a Coordinated
Studies Program in which their seminar
readings and discussions (in philosophy,
or ecology, or mathematics, or political
science) would be conducted in Spanish.
Or a similar group of students might
make a contract with a single sponsor to
do advanced work in Spanish for several
months. In any case, we shall make every
effort to enable those who have already
acquired some skill in a foreign language
to use it in the normal pursuit of their
studies.
We want foreign language study at
Evergreen to include not only the usual
European languages-French,
German,
~
Spanish, Italian, Russian, (and for reading) Latin, and Greek-but
also such
neglected languages as Swahili, Japanese,
Malay, Hindi, Serbo-Croatian, and still
others if staff, facilities, au to tutorial
resources, and demand permit.
Incoming students, however, should
understand that planning for such an
extensive program in foreign languages is
only in its initial stages. It may be several
years before Evergreen can fu Ifi II its
objectives by satisfying so broad a range
of student needs and desires for foreign
languages. If you are considering enrollment at Evergreen and if you have strong
motivation
toward
foreign
language
study, make your desires known. Such
expressions of interest and need will
guide our initial planning.
Evergreen recogn izes three types of
needs for training in foreign languages:
(1) The student preparing to study
abroad will need nearly complete
mastery of the spoken and writ-
,,
I
122
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r
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ten language of the country he
will visit.
(2) Some students will need to acquire much skill at reading a
foreign language and some conversational skill in order to pursue their
chosen patterns
of
study.
(3) Some students who may already
have invested substantial effort in
the study of a foreign language
may wish to keep up or improve
their fluency.
They may even
wish to concentrate their stud ies
upon a foreign language or several languages.
There will be no "language requirements"
at Evergreen, except as they
might arise naturally from one of these
needs. For instance, students desiring to
participate in a program including study
abroad will be required to gain competence in handling the language before
they go.
Evergreen plans to satisfy student
needs for foreign language training in a
number of ways:
We hope to be able to provide total
immersion
programs ir. a number of
languages-either
on campus or elsewhere.
In these programs,
students
would hear, speak, and read nothing but
the foreign language for several months,
all the while participating
in rigorous
problem-oriented
seminars, workshops,
and autotutorial
programs in the foreign
language.
We also hope to provide less intensive
autotutorial
and person-to-person studies
in a variety of languages. These might be
pursued over a long period of time and
recogn ized by the award of Contracted
Study credit whenever the student is
able to demonstrate that he has reached
a new level of mastery.
123
future science programs
!
-:
v
Facilities
Only limited special work in the natural sciences can be offered for 1971-72,
because of the lack of facilities. The
science building is scheduled for completion by Fall of 1972. It will be a
three-story structure designed for maximum use and flexibility.
I n the basement
will be shops, darkrooms and animal
rooms. There are 25 teaching and research laboratories
planned, most of
them on the second and third floors.
Most of the ground floor area will be
given over to autotutorial
facil ities.
Glassed instrument rooms, which will
allow observation of different types of
equipment at work, will be located in
various places. There will be a small
greenhouse on the top floor and a
controlled-environment
terrarium in the
entrance lobby.
No laboratory within the building will
be designated specifically as a biology or
chemistry or physics laboratory. Certain
labs, because of built-in features, will be
more suited to some th ings than others,
but in general there will be flexibility,
allowing many types of activities in any
one laboratory. In addition, most instruments and equipment will be portable. A
small group of students and their instructor cou Id move into a lab, set up
shop, do their work, and move out again
when the project is completed. This
flexibility
makes possible the use of
laboratory space by groups of individuals
in programs that do not have science
teaching as their main objective.
Programs
The science program of Evergreen will
be concerned with two groups of people.
For those science-oriented students who
want a broad general education in the
sciences, Evergreen will offer unique
opportunities
with its absence of requi red
"m ajors"
and depa rtme ntoriented
disciplines.
Indeed, certain
124
kinds of interdisciplinary
scientific investigations which cannot usually be
approached at the undergraduate level in
other institutions
will be possible at
Evergreen because of the responsiveness
of its academic programs to needs and
interests. Other students who desire
some familiarity or work with science as
part of their broad educational objectives or who have specific interests also
will be able to take advantage of Evergreen's offerings.
This does not mean, however, that a
student cannot specialize in some scientific discipline with a view toward professional capability.
On the Evergreen
faculty are many individuals who are
highly trained and recognized in the
various scientific disciplines. Their interests extend to a concern for people, for
the problems of the campus, and for the
problems of society and the world at
large. They are committed to the interdisciplinary approach, in making science
teaching itself relevant and more immediately useful, as well as trying to
bring about a meaningful
union of
science with the arts and humanities.
These attitudes and approaches should
make study at Evergreen, regardless of
one's interest, practical, pertinent, and
exciting.
Several basic science programs have
been proposed for the 1972-73 academic
year. Although much of the detail is yet
to be worked out, they wi II be open to
both science-oriented
a nd other students.
One of the programs will be developed
around a series of problems and topics in
the natural sciences. Each topic or problem will involve knowledge and skills
from the various scientific disciplines:
mathematics,
chemistry,
physics, and
biology, and will also be related to the
broader human concerns of contemporary social problems. Laboratory work
will be an important part of the pro-
125
"":/
gram. Two additional important aspects
of the program are: Students will be able
to work in it for fairly short periods of
time if they wish; and all levels of
student interest and background will be
accommodated.
Another program will deal primarily
with the environment, and as such will
emphasize the earth and biological
sciences. Because of its concern with the
human factor in the environment,
it
should be of interest and value to all at
Evergreen. Most of the activity of the
program will involve field work, each
quarter being devoted to the study of a
different aspect of the Pacific Northwest: seashore, mountains, desert.
A third program will place less emphasis on laboratory work and more on the
reading of books and discussion of them
in seminars. A historical approach will be
used, with the central theme based on
the developmental relationship between
society and science from ancient times
to the present.
Further work and specialization in
science will be possible at Evergreen to
the extent that faculty and facilities are
available. Science programs at more advanced levels will be developed, but
much specialization
will involve individual and group-contracted study, and
the use of self-paced learning or autotutorial facilities. Most of the responsibility for specialization will be upon the
student himself. He will have to decide
himself what he wants to do, find out
what he must do to accomplish his
objectives, and then do the work to the
satisfaction
of both himself and the
faculty member supervising his activities.
Within these limitations, the progress of
a student specializing in some particular
area is dependent entirely
upon his
imagination and his capacity for work.
126
the arts at evergreen
Facilities
For the beginning years of Evergreen,
most work in the arts will take place in
general seminar spaces, in campus media
production
areas, and in areas immediately adjacent to them. A carefully
selected number of students wi II have
direct access to campus facilities
and
equipment
that may be available for
audio-graphic
design and production
in
film,
photography,
television,
and
graphic design (including 3-dimensional
exhibition
design). We hope eventually
to provide a printing facility which will
be available for student production
of
I iterary
publications,
student
newspapers, posters, and small books and
magazines devoted to poetry, creative
writing,
photography,
and
opinion.
Printmaking
will be a closely related
activity which will provide opportunities
for collaborations
between visual and
literary artists.
Plans are now under way for the
construction
of an arts comp lex wh ich
will provide a broader range of opportunities for learning and creation. This
comp lex, schedu led for construction
as
soon as funds are available, will contain
studios and equ ipment for the graphic
arts, the design crafts, cinematography,
painting,
sculpture,
instrumental
and
vocal music, drama, and the dance. Phase
III of the campus design includes plans
for an auditorium with a seating capacity
for 2,500 persons, fully equipped for
large-scale performances.
Programs
The major concern of arts programs at
Evergreen will be to help students develop deeper involvement
in the arts as
personal and self-disciplining
means of
communication
and fulfillment.
Because
we shall expect students to respond to
assignments and to report on projects
not onlv by writing papers but also by
submitting
tapes, films, sketches, and
127
I j
-.~
~.:/
other works, Evergreen students will
have unusual opportunities and encouragement to develop artistic skills at
many points in their college careers.
The arts at Evergreen wi II be a vital
part of the total environment. They will
contribute
to an atmosphere that wi II
permeate all phases of campus life. They
will be visible, audible, and alive in the
campus buildings, in the design of print
and cinematic productions, and in the
organization of lively public events programs wh ich wi II offer a wide range of
creations in the literary, poetic, dramatic, musical, film, and visual arts. The
arts will also be visible and relevant to
what happens day by day in the student
activities center and in the student residences. There will be many places where
art can be produced and presented in an
atmosphere of spontaneity and informality. Specialized facilities will also be
provided for carefully and formally produced and presented art.
The arts will be integrated into the
Coordinated Studies groups. Community
experience can be established through
collaborative projects. Dramatic, musical, film, TV documentary, and other
presentations
wi II promote
creative
participation and exchange. These kinds
of projects, whether done in groups or
by
individuals
for
presentation
to
groups, provide exciting means for enriching understanding of natural, social,
and cultural phenomena-especially
the
aesthetic and emotional dimensions. The
arts shou Id serve as necessary tools and
fu rn ish basic vocabu laries for shari ng
understandings
within
the
group,
throughout the campus and off campus.
Programs in the arts at Evergreen wi II
emphasize collaboration among artistspoets, film makers, dramatists, choreographers, sculptors, painters, designers,
craftsmen. Our focus will be on creative
production
in an atmosphere in which
ideas (not narrowly "artistic"
ideas, but
128
all ideas which have exciting potential
for aesthetic exploration)
are in constant
exchange, and in which discoveries are
possible, as students learn to move easily
among several disciplines.
Collaboration
between
artists
and
scientists, and exchanges between people
possessing different kinds of talents and
modes of knowing and behaving will be
promoted at Evergreen. Given the right
kind of atmosphere, these collaborations
will be beneficial to all.
Within this atmosphere of cross-disciplinary
collaboration
and exchange,
students with a strong commitment
to
the arts as a life-vocation will be able to
engage in prolonged and in-depth activity in preparation for further professional study
or work.
However, the
responsibility
for specialization will rest
with the student. If a student has demonstrated readiness for more specialized
work
in the arts, he will have the
opportunity
to negotiate contracts for
long-term artistic projects on campus,
and internships,
apprenticeships,
and
work-study
off campus. Normally
this
opportunity
will be available to students
who have clearly demonstrated that they
have the necessary preparation,
motivation,
and maturity.
In 1971-72, the
on-campus opportunities
for Contracted
Study in the arts will be available mainly
in graphic design and media production,
though we hope to be able to support
some work in music, drama, and creative
writing as well.
The following
Coordinated
Studies
programs offer the strongest emphasis in
the arts:
The Play's The Thing
Space, Time, and Form: Common
Problems in Art and Science
Environmental
Design
Communications
and Intelligence
Man and Art: The Renaissance and
Now
129
public events
.-
Evergreen will provide a rich and
varied program of fi Irns, exh ibits, concerts, recitals, lectures, symposia, plays,
and other performances.
Unlike the
"artists' series" and visiting lectureships
at most colleges, however, the offerings
at Evergreen will usually be directly
related to the academic program and will
grow out of the day-to-day activities of
the students and the staff.
Most of these events wi II be open to
the whole campus and the community
beyond the campus. Some of them wi II
be generated by Coordinated
Studies
Programs or Contracted Study groups as
integral parts of their design. Others will
be produced by special-interest groups of
students, staff, and persons from the
surrounding community.
Some will be
presented by visiting artists and scholars.
But whenever possible, visiting
performers and lecturers wi II not appear on
campus for the events alone; instead,
their visits wi II be incorporated com-
pletely into the proqrarns'of Coordinated
and Contracted Studies. They will be
available for discussions, conversations,
master classes, and specific teamwork
both before and after the events themselves.
Because the academic program of
Evergreen will be more than usually
flexible and responsive, we shall be able
to arrange public performances, not just
as "extracurricular
activities," rehearsed
for or attended separately from the
normal day's studying. When appropriate
we can build them into our programs or
even plan credit-earning
programs to
produce them. For example, by 1972-73
it may be possible to offer a Coordinated
Studies Program aimed at the production
of a play and designed for forty students
and two faculty or staff leaders. (See
"The Play's the Thing" as a pilot project
along these lines.) The program members
wou Id work out assignments as actors,
technical staff, and production
staff.
..•:..
,
130
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One of the leaders probably would be an
Evergreen facu Ity member. The other
might be a professional director or actor
currently "between plays" and therefore
available for several months of intensive
work. The team would then concentrate
for the length of the program on studying the play thoroughly;
reading other
works by the same playwright, his predecessors and his contemporaries; studying
theatrical techniques; dividing into acting, and technical and production teams;
but always sharing in the total project.
As the goal of the program would come
the performance of the play on campus,
in the community,
or even "on the
road". Extend this procedure into performances of music and dance, or into
shows of visual artworks or mixed-media
productions, and you will get some idea
of how we intend to connect the study
of the arts with the practice of the arts.
Regarding public events as a major
method of connecting interests, we hope
not only to provide for continuity
between the study of problems or creative
works and the practice of skills. We also
hope to provide ways for on-campus
programs to share their concerns and
results, to link campus interests to community interests, and to relate serious
thinking to solid enjoyment. Somewhat
symbolically, the proposed special performance and exhibition
facilities of
Evergreen wi II be located at the entrance
to the campus. We hope that College and
community
will meet in them; that
campus-generated productions will move
outward from them to the surrounding
area and the state at large; and that
residents of the community
will enter
them, perhaps first as spectators, but
later as participants.
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131
full-time, part-time status
..••s.••.
For academic purposes, in contrast
to financial purposes {see section on
Tuition and Fees}, a ful/-time student at
Evergreen, having requested admission to
this status and paid the necessary fees,
will be entitled to and required to enroll
for the normal rate of three units of
credit per quarter. When a full-time
student engages in a Coordinated Studies
Program or a multiple-credit
contract or
a series of one-unit contracts and is
awarded units of credit at this rate, he
will be making normal progress toward
graduation.
Those registering for part-time status
will normally
be entitled to and ex-
t
~
pected to enroll in Coordinated or Contracted Studies for one unit {"one-third
time"} or, in exceptional circu mstances,
two units {"two-thirds
time"} of credit
per quarter.
If a student wishes to
change his program from one unit to
multiple units of credit within a quarter,
the necessary adjustments will be made
in tuition fees.
No matter what the official status of a
student may be, and whether his involvement depends upon a single project or a
number of related assignments, a student
will work in one program or on one
contract at a time.
132
academ ic standi ng
The College is developing procedures
according to which a student whose
performance is deficient wi II be asked to
reduce his workload, withdraw temporarily, or sever his connection with the
College. A full-time student's academic
standing will depend upon whether he is
making normal progress toward graduation. "Good academic standing" for a
full-time student will mean enrolling for
and completing
Coordinated
or Contracted Studies at an average rate of
three units of credit per quarter. The
standing of a part-time
student will
similarly
depend upon his success at
earning credit for the programs and
contracts in which he has enrolled. As
the student gains experience, becomes
clearer about his objectives, and moves
into long-term contracts or Coordinated
Studies programs for which credit cannot be awarded, he and his sponsors or
seminar leaders will be responsible for
answering questions about his progress.
If a student spends two quarters in an
academic program or programs without
receiving the appropriate units of credit
or demonstrating substantial progress on
his work, he will be advised by his
sponsor or seminar leader or by the
academic deans with respect to how he
must improve his performance. If by the
end of the third quarter the necessary
improvements have not been achieved,
the student will then be required to
reduce his work-load, to withdraw temporarily, or even to leave the College.
Evergreen will do its best to help every
one of its students and to insure insofar
as it possibly can their successful and
rewarding development. But as a College
with an explicit educational mission and
as a public institution supported by the
public's funds, it also has the responsibility for making sure that its services
and facilities are put to full and proper
use by those best able to benefit from
them.
133
H
evaluation, the portfolio
Evaluation
More important
than the units of
credit recorded and the assurance that
you are in good academic standing will
be the continuing
specific evaluations
you receive of your performance. Within
a Coordinated Studies program, you will
be constantly evaluated by your seminar
leader in individual
conferences
and
through
comments
on your written
work. You will test your own mastery of
self-paced learning units and will be
tested by your faculty team for other
kinds of skills and knowledge. You will
be continually
engaged in mutual criticism with the other members of your
seminar and of the Coordinated Studies
group and perhaps even face the criticism of a larger audience if your work
leads to a performance, a publication, or
an exhibition.
Within the terms of a
group contract, you will also face continual evaluation by your teammates. In
any contract, your work will be carefully
scrutinized
by your sponsor and any
subcontractors who may be involved, on
or off campus. Because you wi II not be
competing for grades or for a favorable
spot on a "bell curve", -critical evaluations by your teammates and sponsors
will be directed toward helping you, not
toward standardizing comparisons.
The Portfolio
When you have completed any contract or program for a unit or multiple
units of credit, the quality
of your
performance
will be evaluated in documents to be added to your cumulative
portfolio.
Each unit of credit or block of
units will be represented by at least three
documents: (1) the Coordinated Studies
program description or the contract; (2)
an evaluation of your performance
by
your seminar leader or sponsor (and any
subcontractors
or off-campus
supervisors), especially as it relates to your
previous level of experience and capabili-
y
134
-,
".-
career p--=-Ia_n_n_i_n~g
ties; and (3) a statement by you, commenting on what you feel you have
learned and evaluating the guidance and
support which you received. Whenever
possible, samples of your work-written,
photographed, drawn, or taped-will
be
included.
The portfolio will go along with you
from sponsor to sponsor, from program
to program, always growing in size and
in specific detail. It will give you and
you r prospective sponsors an ever cl earer
comprehension of where you have been,
where you are, and the direction
in
which you should be moving. Thus, in
lieu of departmental majors or required
tracks, it will make possible a continuity
of planning for you and your sponsor. If
your interests make it advisable for you
to transfer to another institution,
the
portfolio
will indicate what your Evergreen credit means. Otherwise, as you
graduate, your Evergreen portfolio will
become the full dossier of your under-
_
graduate career and will represent to
employers or to professional schools the
quality and extent of your work.
Preparation
for Careers
Because of differences in educational
thinking and in registration systems, the
necessity may arise for translating the
Evergreen credit you have earned and
the evaluations you have received into
other frames of reference. Shou Id you
apply to a professional school or seek
certain special ized work at another college, your sponsors and other Evergreen
staff members will help you make these
translations. The work you have done in
Coordinated
Studies programs and in
contracts will usually be described in
portfolio
documents as equivalent to a
certain amount of course work in a
certain subject, according to more traditiona I systems. The cred it you earn at
Evergreen will thus be acceptable elsewhere, allowing for the various require-
135
<::
ments and pol icies of various institutions. And should, in a very few circumstances, another institution
or agency
require letter- and number-grades rather
than a comprehensive report of you r
individual performance, it is much easier
to derive letters and numbers from full
evaluations than it is to write statements
of recommendation for students known
only by these symbols.
You will find many comments on
career preparation in the sections devoted to Coordinated Studies programs,
Contracted Studies, and the distribution
of work. The portfolio will also be most
helpful as a way of describing to future
employers the preparation for a career
which you have made at Evergreen.
Throughout
the academic program and
other College services, you will be advised carefully,
assisted strongly, and
evaluated closely by people who know
you well.
As the resources and relationships of
Evergreen grow so will the opportunities
for education toward specific careers
become clearer and more numerous.
Some students will prepare directly for
their first jobs, some for graduate study,
some for advanced professional training.
But the College has a commitment
to
look further ahead as well. Evergreen
wi II concentrate upon the basic strategies
which will enable its graduates to perform
vigorously
and productively
throughout their entire careers.
The imperative need is for men and
women who are resourceful at problem
solving, able'to accept the challenge of
relating specialized knowledge and techniques to general issues, and alert to the
opportunities
awaiting those capable of
making individual contributions,
under
realistic circumstances, as members of
teams.
136
study at evergreen: a summary
Credit required for graduation-36
units.
One unit of credit = five quarter-hours.
Ways of earning credit: (1) Coordinated
Studies or (2) Contracted Studies.
Methods of learning include:
• participation
in seminars, lectures,
conferences, and workshops;
• performance of assignments in reading, writing, and other forms of
commu nication;
• individual
research and creative
projects in the natural sciences,
social sciences, humanities,
and
arts;
• involvement in large-group presentations and performances;
• completion
of self-paced learning
units and College Level Examination Program tests;
•
field
trips,
community
service
projects,
internships,
work-andstudy arrangements, overseas study.
Evaluation:
• Unit(s) of credit will be awarded
upon fulfillment
of each program
of
Coord inated
or
Contracted
Study (otherwise,
no entry wi II
appear on the student's permanent
records).
• Performance in each program of
Coordinated or Contracted Study
will be represented in a student's
cu mulative
portfolio
containing
descriptions of projects, close evaluations by faculty and other staff
sponsors, the student's self-evaluation, and samples of the work
done.
137
the library at evergreen
The Evergreen Library will be a kind
of full-service bank, making loans and
sharing profits, concerned with the storing, use, and reuse of many units of
currency-information.
The library is a focal point for these
information
transfers. It will help you
find out where you are and where you
want to go-to acquire skills in getting
and using information.
Information,
of course, is available in
many sources. Usually you think of
books, and magazines, but there are
films, radio and television, friends and
acquaintances, teachers, parents. And
always you must test the validity of the
information
you are getting. There are
other sources, too-government
offices,
newspaper morgues, business, labor, industry, and service agencies.
Evergreen's Library
is designed to
meet your interests. You will find familiar reference tools, books, and jour-
nals. You will also have easy access to
information
on tapes, records, films,
maps, prints, slides and transparencies,
programmed learning units, and models.
People will work with you in learning
how to find information on your own.
Even more important,
these people
will help you develop your own synthesis of information in support of your
objectives,
using photographic
equipment and facilities, tape and television
production capabilities, copying devices,
and other resources. There are also many
channels, electronic and conventional, to
the other informational
resources, on
campus and beyond the campus.
Within the library there are different
kinds of spaces, for work, for discussion,
and for relaxation. The library, with its
many resources, alive and working with
you, is for tne use, convenience, and
enjoyment of everyone.
138
computer services
Subject to meeting irreducible administrative obligations,
Evergreen's Computer Center will provide a variety of
opportunities
for students and staff to
have access to computers. In lieu of a
major on-campus facility,
the College
will utilize the service of several centers,
making available the kind of computer
best suited to a given project.
A significant on-campus installation
will be an interactive system including
many terminals. Through this medium,
computer services shou Id be available to
any student, using a simple, direct language (such as BASIC) which can be
mastered within a few hours. This service
will be available during a large part of
the day or night, to provide hel p wi th
homework, for special instructional assignments, or research projects.
139
counseling services
Evergreen will provide personal counseling and opportunities
for career development planning for all interested
students. The purpose here is to support
the growth of students in the making of
personal decisions and the solving of
personal problems. Counseling relationships are strictly
confidential.
Since
nearly all faculty and staff members will
be involved in some type of counseling
and advisement function,
our services
will attempt to complement these activities.
Career planning resources are available
to assist students in determining initial
vocational
goals and to explore the
relationship
of their particular talents
and interests to the world of work.
Through counseling, a student can then
apply these goals in curriculum
and
work-study planning.
Because of budgetary limitations, only
minimal health services will be available
in 1971-72, and the nature of these
services is still to be determined.
---~- --
140
financial aid
For further
inforrnation, write to Director of
Financial Aids, The Evergreen State College, Olympia, Washington 98501.
The Financial Aids Office will help, to
the extent of limited funds available, to
provide assistance to the student needing
support in addition to his own and his
fami Iy's resources.
To be considered for financial aid, a
student, after bei ng granted admission,
must submit the Parent's Confidential
Statement. This form, available from
high school and community
college
counselors, should be completed and
mailed to the College Scholarship Service, P. O. Box 1025, Berkeley, California, before March 1. The amount of aid
which may be granted will be in direct
proportion to the need computation of
this statement.
Financial assistance is
awarded for one academic year; requests
for renewal must be submitted annually
and are subject to annual evaluation of
need and academic status.
In assisting students, the College in
1971 will have to rely primarily
on
federal financial aid programs, guidelines
for which are established by the Department of Health, Education, and Welfare.
Types of aid include: Educational Opportunity Grants, National Defense Student Loans, College Work-Study
Program, Federally Insured Loan Program,
and part-time employment on campus.
Assistance may be approved for one
program or a combination.
National Defense Student Loan (NDSL)
The amount of an NDSL loan will be
determined by need and funds available.
The maximum amount that an undergraduate may borrow
each year is
$1,000. A full-time enrolled student may
borrow no more than $5,000 during his
undergraduate career. A student is not
required to pay interest on the loan
du ring the ti me he is in college or for
nine months following
his departure
from college, after wh ich time repayment and interest begin.
141
Educational Opportunity
Grants (EOG)
These funds are earmarked for fulltime undergraduate students with exceptional financial need. To be eligible
for such a grant, the student must clearly
demonstrate that he would be unable to
attend college without considerable financial assistance. The grants range from
$200 to $1,000 each academic year but
may not exceed more than one-half of
the total financial assistance obtained by
the student. EOG grants are matched
with scholarships, loans, or guaranteed
employment.
College Work-Study Program (CWSP)
The College, through federal 'funding,
arranges summer and part-time employment to assist students in earning money
to help meet college expenses. Students
from low-income families are given priority for CWSP job opportunities available both on campus and in the community.
Federally Insured Student Loan
The three federal programs previously
described were established to assist students from families with low income.
The federally insured student loan program makes it possible for students from
less economically stringent backgrounds
to borrow money at a low interest rate.
The student makes application directly
to a participating bank or other lending
institution.
An undergraduate may borrow up to $1,500 a year, depending on
availability
of funds. Repayment must
begin nine months after the borrower
leaves college, but payment may be
deferred while the student is in graduate
school, the armed forces, Vista, or the
Peace Corps. If the student comes from a
family with an adjusted income of more
than $15,000, he is required to pay all
interest on the loan, beginning at the
time he makes the loan. Any student
interested
should check for
lending
agencies in his own community.
142
..:! r
.•....,~.
___ h_o_u_si_n--=g_a_"_d_fo_o_d_s_e_rv_i_c_e_s __
HOUSING ACCOMMODATIONS
A wide range of housing accommodations is available on campus and to a
somewhat limited extent in the Olympia
area. The College imposes no housing
requirements, but will assist in locating
accommodations best suited to the student's needs.
On-campus housing includes apartment-type space for 428 students, from
single studio rooms to five-person complexes. All units are designed to provide
living conditions similar to those available in private off-campus facil ities, and
will be regulated according to the same
principles
that apply to off-campus
apartment
houses. On-campus housing
for married students will not be available
during the 1971-72 school year.
Responsibility
for determination
of
policies, procedures, contract terms, conditions, and rate schedu les rests with the
Board of Trustees, which may make
modifications
at its discretion without
notice. Rental rates will not be changed
during the term of any contract. Assignments to college housing will be made
without regard to race, creed, color, or
ethnic background.
Facilities
Final responsibility
for room assignments rests with the College, but to the
extent possible student preferences will
be honored. Six basic residence hall
accommodations
are available, as indicated in the adjoining diagrams. They
are:
A.
Five-Student
Apartment.
These
units are designed to give each
occupant his own bedroom/study
room. Roommates share bath and
kitchen facilities. Each unit has a
comfortable living room. Number
of units available: 29 (accommodating 145 students).
143
F
----------------------.,·.,,1
HOUSING
I~
THE
ACCOMMODATIONS
EVERGREEN
STATE
COLLEGE
~l7fl/".
LI\/.
~DI?/".
~"'.
THESE DRAWINGS
ARE INTENDED
AS EXAMPLES
ONLY, ACTUAL
FLOOR PLANS MAY VARY.
!::II" ~/".
©
THREE
STUDENT
APARTMENT
~[1~/11.,.
I
C>DI7.f\
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C>D~/".
I
~
J
STUDIO OCCUPANTS
HAVE ACCESS TO
COMMUNITY
LIVING
ROOMS AND KITCHENS
ON EACH FLOOR.
FIVE STUDENT
APARTMENT
J~;:~''''",
•
,:)
. ',-1ft
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.~~
i
U::'L
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,
~c::~.~, ~/"
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t.,1~{llt:
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FOUR STUDENT
APARTMENT
©
TWO STUDENT
APARTMENT
I
TWO STlUOENT STU°
C8
I
I
l
r
SltJ(ILt:-1
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ONE STUDENT
STUDIO
144
B.
C.
D.
E.
Four-Student Apartment. Two
students
will
share a bedroom/study in this two-bedroom
unit, which has a common bath
and kitchen to complement the
living room. Number of units
available: 20 (accommodating 80
students).
Three-Student Apartment. Each
of these units, with oversized
single bedroom/study
area, will
comfortably
house three students. Units have convenient living room-kitchen
combinations.
Number of units available: 3 (accommodating 9 students).
Two-Student Apartments. Design
of these units varies widely. Some
have separate bedroom/studies.
All have cooking facilities. Number of units available: 23 (accommodating 46 students).
Two-Student Studio. Two students share a combination
bed-
F.
room/study/living
room. All have
adjoining bath facilities. A community kitchen is available. Number of units available: 60 (accommodating 120 students).
One-Student Studio. This is the
most private unit, with access to
community
kitchen and living
room. Number of units available:
28 (accommodating 28 students).
Each unit is furnished with all items
normally found in an apartment: bed
frame and mattress, desk and chair,
wardrobes, dressers, supplementary furniture where needed, and all necessary
appliances. Individual study lamps are
not furnished, nor are personal items
such as bath mats, bed linens, blankets,
pillows, towels, pots and pans, plates,
cups, and eating utensils. Full laundry
facilities are available to all occupants.
All units have radio and television hookups. Arrangements for telephones must
145
.~
~
f
_-,
J'
be made with the Pacific Northwest Bell
Telephone Company.
Students will have primary responsibility for maintaining appearance and
cleanliness of common lounge and lobby
areas as well as their own rooms. Vending machines will be available with a full
line of convenience foods. Students
wishing to do their own cooking will
find a representative selection of packaged meats, assorted dairy products,
condiments, assorted fruits, vegetables,
soups, and bakery products on sale in
the College Activities
Building, scheduled for opening about December 1.
Rental Rates
Rental rates are indicated in the Student Accounts section. A $50 deposit is
required to reserve residence hall space.
The deposit will be maintained in the
Office of the Controller
during occupancy of the residence hall.
FOOD
SERVICE
Food service is provided by a private
company under contract with the College. Eating facilities are located in the
penthouse of the library and in the
College Activities
Building. Since the
Activities Building will not be completed
by opening day, all early food services
will be housed in the library. Occupants
of residence halls may use college food
services to the extent they wish. Costs
had not been determined at the date of
this publication,
but charges probably
will range from $70 to $85 per month
for a three meal per day, seven day per
week program.
Food service is available to residence
hall occupants but not required.
146
student accoun
S/rules,
STUDENT ACCOUNTS
Policies and Procedures
Resident and Nonresident Status
The term "resident student" means
one who has lived in the state of
Washington for one year prior to the
date of registration; a dependent son,
daughter or spouse of a federal employee
resid ing with in the state; or a dependent
son, daughter or spouse of a staff member of the College. All others are considered non-resident students.
Part-Time and Full-Time Students
procedures
two or more units. Determi nation of
part-time
or full-time
status for fee
calculation will be made during registration, and may not be changed after the
sixth day of instruction of the quarter.
For academic purposes, part time is
less than three units; full time is three
units. (See "Full- Time and Part- Time
Status", academic.)
Policies and fees are subject to change
at the discretion of the Board of Trustees.
All checks must be made payable to
The Evergreen State College.
TUITION,
INCIDENTAL
AND OTHER CHARGES
FEES,
(For Tuition and Fee Calculation)
For purposes of payment of tuition
and fees, the term "part-time student"
means one who is enrolled for less than
two Evergreen units of credit. The term
"full-time
student", for tuition and fee
purposes, means one who is enrolled for
Application
Fee
A $15 Application
Fee is required of
all applicants prior to consideration for
admission. This fee is a one-time payment, and is not refundable nor applicable to the payment of any other
147
charges.
Billing and Payment
Tuition and incidental fees are billed
on a quarterly
basis regardless of the
content or length of a student's academic program. All other charges and
related fees will be billed on a monthly
basis as they arise.
Tuition
and incidental
fees are due
and payable at the beginning of the
quarter. If full payment is not received
by the sixth day of the quarter, the
student will not be enrolled for that
term. If after the sixth day the student
presents payment and can show cause
for late payment he may be re-enrolled
at the discretion of the registrar; however, enrollment
will not be allowed
after the tenth
day. A student not
completing registration on the day specified in the College calendar, or one
re-enrolled after the six-day limit, will be
assessed a late registration fee of $15.
Failure to pay any charges other than
the tuition and incidental fees will not
be cause for disenrollment.
Such failure
may, however, result in other action
such as eviction
from College-owned
housing, cancellation of insurance eligibility,
or revocation
of such other licenses as may have been granted.
Deposits
An advance deposit of $50 is required
within
30 days after notification
of
acceptance is received from the Office of
Admissions.
This deposit will be forfeited if the student does not register. If
the student comp letes registration
but
withdraws after the tenth day of instruction, he is eligible for a full refund of his
advance deposit mi nus any outstanding
debts owed to the College. The advance
deposit is not applied toward payment
of tuition,
but is maintained as a credit
to the student's account and continues
to
reserve
an enrollment
position
148
~.------------------------------------------------------------through
succeeding quarters until he
graduates or otherwise withdraws.
The advance deposit is refunded when
a student withdraws
from Evergreen.
Withdrawals are never blocked. For three
reasons, the College asks, however, that
withdrawal be accomp lished through an
interview. First, if withdrawal
is made
necessary because of difficulties
that
Evergreen can help to relieve, the possibility of that help should at least be
noted. Second, The College's resources
for counseling and information
should
be available, if the student wants to use
them, as he acts upon h is decision to
leave the campus and as he considers the
next stages of his experiences. Finally, if
Evergreen is to provide a supportive and
genuinely
educative
environment,
it
must be kept apprised of how effectively
it meets students' needs. At the conclusion of the interview, the advance deposit is refunded less any outstanding
debts to the College.
Refunds
No refund of turtion and incidental
fees will be allowed except for withdrawal under the following conditions:
(1) death or serious accident or illness in
the immediate family, (2) military draft
call or reserve call-up, (3) other unavoidable or unforeseeable circumstances, after review. If a refund is appropriate and
authorized and if the student withdraws
from the College prior to the sixth day
of instruction of the quarter, tuition and
incidental fees will be refunded in full. If
a refund has been authorized and the
student withdraws on or after the sixth
day of instruction,
but before the
thirty-first
day, refund of one-half of
tuition
and incidental fees will be refunded. If the student withdraws after
thirty calendar days, no refund is allowable.
149
Financial Aid Disbursement
Parking
Financial aid awards are made by the
Financial Aids Office. The amounts,
types, and conditions are transmitted to
the student accounting section for accounting and distribution.
All financial
aid, with the possible exception
of
short-term
emergency loans, is distributed quarterly
to coincide with the
assessment of tuition and incidental fees.
Because financial aid is designed primarily to pay direct expenses of going to
college, all outstanding
charges at the
time of distribution
are deducted from
the quarterly award, and any balance of
the aid is paid to the student. The
exception to this policy is on-campus
work/study
programs for which funds
are distributed through the payroll system.
Park ing facil ities adjacent to the academic plaza and residence halls are available to students and visitors. Student
vehicles may be operated on campus
under the following conditions: (1) Permits are purchased; and (2) campus
traffic and parking regulations are complied with.
STUDENT
HEALTH
INSURANCE
For 1971-72, because of financial
restrictions, the College can provide on Iy
the most minimal health services. Students not covered by parental or other
health insurance programs are therefore
strongly urged to purchase medical insurance. Evergreen will make suitable
policies available for students and their
dependents.
150
-----------------------------------------------------------------------------------------HOUSING AND FOOD SERVICE
Deposits
Billing and Payment
A housing deposit is required, to
reserve living accommodations
and to
offset any assessed damages. If the student reserves a room and subsequently
changes his mind, he is eligible for a
refund provided that he gives written
notice at least forty-five days prior to
the date for which the room has been
reserved. If cancellation is requested less
than forty-five days before the reservation date, the full deposit is forfeited by
the student.
Students will be billed for housing and
contract food service at the beginning of
each month. The statement will be included on the regular student accounts
bill. Housing payments are due and
payable by the tenth day of the month.
If a student falls more than one month
in arrears in housing, his housing contract is subject to cancellation.
The contract period for residence hall
occupancy
is a minimum
of three
months and a maximum of one year. At
the expiration of a contract, the student
is eligible for a complete refund of his
housing deposit less any outstanding
debts owed to the College, or he may
wish to renew the contract for an extended period. If a notice of termination
is not received at least fifteen days prior
to the contract expiration
date, the
contract will be assumed to continue for
one additional quarter.
Refunds
If a student vacates prior to the
termination of his housing contract, he is
liable for payment for the balance of the
month in which he gives notice and for
the month following. If he has paid in
advance and gives notice of intent to
vacate, the balance remaining after deducting rent for the current month and
one additional month will be refunded.
151
student accounts/tuition and fees
STUDENT ACCOUNTS
Schedule of Tuition and Fees
Resident-Full-time student, per quarter ... . .. . . . . . . .
Nonresident-Full-time student, per quarter . . . . . . . . . . .
Resident-Part-time student ...
Nonresident-Part-time student
HOUSING AND FOOD SERVICES:
.. $120.00
240.00
75 .00
150.00
RATES
Residence Hall Accommodations, per month, each occupant
Two-student or three-student apartment .. . . . .. .
Four-student or five-student apartment .
Two-student or one-student studio room . . . . . . . .
. $64.00
62.00
. 60.00
A variety of styles will be available to accom mo da te 428 students, on a first-come,
first-served basis.
Housing Advance Deposit
. . . . . . . . . . . . . . . .... .... .. . . .. . . .. . $50.00
Payment of this deposit will reserve residence hall acco mmod ations on a first -come,
first-served basis. The deposit is forfeited if reservat io ns are not used, or not cancelled
152
'.,"-"-------------------------------------------------
with sufficient notice. The deposit is refunded upon vacancy in accord with the terms of
the housing contract.
Food Service
Food service on The Evergreen State College Campus is contracted to a company
specializing in this service. The cost of food service has not been determined at the date
of th is publication but is estimated at $70 to $85 per month. Food service is not
required of residence hall occupants, but is available to anyone who wishes it.
APPLICATION
FEE AND
DEPOSITS
Application Fee"
"
$15.00
This fee is paid only once and must accompany the application for admission. The fee is
not refundable nor applicable to fees upon registration .
Advance Deposit
.
. . . . . . . . . . . . . . . " .$50.00
This deposit is required of all new students after notification of acceptance. Payment
will reserve enrollment, on a first-come, first-served basis, and is not refundable if the
student does not enroll. The advance deposit is not applied toward the payment of
tuition, but is maintained as a credit to the student's account and continues to reserve
enrollment through succeeding quarters. It is refundable upon withdrawal or graduation.
153
f
MISCELLANEOUS
r
FEES
Late Registration Fee
$15.00
Students who do not register on the days specified in the college calendar, or who do not
pay the required fees according to stated policy willbe assesseda late fee.
Student Supplemental Insurance (Quarterly)
Student only
Student and Dependents.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
$1 0.37
31.64
The College offers an optional insurance program. The insurance will be billed quarterly
for the student unless additional coverage is requested or a waiver is signed and returned
during registration.
Replacement of Student Identification
$ 5.00
Portfolio and Transcript Fee
10.00
(Payment of this fee entitles the student to one copy. Charge for additional copies is
payable before del ivery.)
Vehicle Parking
Automobiles
Daily
.
0.25
Motorcycles
and Scooters
0.25
154
..,-..---------------------------------------------------
Quarterly.
5.00
10.00
Yearly
...
30.00
Every
vehicle
Monthly
.
residence
Summary
parked
hall parking
of Estimated
Quarterly
on
college
grounds
areas at any time,
during
regular
must display
working
a parking
hours,
Prior to or during
Application
2.
first Quarter
Deposit
Housing
Deposit
Direct
Education
Tuition
3.
only
and Fees
Miscellaneous
Nonresident
· S 15.00
50.00
50.00
S 15.00
50.00
50.00
· S120.00
50.00
25.00
$240.00
50.00
25.00
· S186.00
250.00
$186.00
250.00
Costs
Books and Supplies
(Estimate)
Fees and Charges
Related Costs
Housing
(Average)
Meals (Estimate)
.
in
Expenses
Fee.
Advance
or parked
permit.
Resident
1.
2.50
5.00
15.00
155
4.
Other Expenses
Personal (Estimate)
Insurance (Optional)
Car (Estimate) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
$135.00
10.37
65.00
$135.00
10.37
165.00
For the 1971-72 academic year at Evergreen, a single resident student, without a car, living in
college housing, can reasonably expect to spend $2,335 on his education as follows:
Tuition and Incidental Fees
Books and Related Supplies
. ..
Miscellaneous Fees and Charges. . . . . . . . . . . . . . . .
. ..
Housing and Meals. . . . . . . . . . . . . . . . . . . . . .
. .....
Personal Expenditures
. . . . ..
. ..
Travel to and from Home . . . . . . . . . . . . . . . . .
. . . . ..
. ..
Total estimated expenses for three
quarters, 1971-72
$ 360.00
150.00
75.00
1,300.00
400.00
50.00
$2,335.00
156
X",
the campus/the community
'-\,----------------------=-------------------------=------
Evergreen's campus covers 990 acres
on Cooper Point Peninsula, five miles
northwest of downtown
Olympia. The
site includes natural forest, open areas,
and 3,300 feet of waterfront
on EId
Inlet of Puget Sound. Mount Rainier, the
Olympics, and the Black Hills are visible
from many campus locations.
Buildings, grouped in the center of the
campus and connected by a landscaped
central plaza with lateral courts, reflect
an urban character. Walks, trails and
service roads penetrate the forest lying at
the outer edges of the plaza; otherwise
the site's natural qualities have been
preserved.
Students, staff, and campus visitors
will experience a sense of a community
in action, with quiet places for relaxation and contemplation
nearby. The
campus also supports Evergreen's philosophy that learning extends beyond
the classroom, providing students a large,
living outdoor laboratory for environmental,
marine, and other scientific
study.
Major facilities scheduled for completion by fall, 1971, include the library,
large group instruction
center, college
activities building, and student residence
halls. Construction of first phases of the
157
science laboratory and recreation buildings started early in 1971 and will be
completed by fall, 1972. Proposed future projects
include
more residence
halls; additions
to the science, recreation, and college activities
buildings;
seminar
building,
fine
arts building;
drama-music
building; and health services center.
The campus may be reached by the
Seattle-Portland
and Olympia-Aberdeen
freeways and by city and county roads.
A future
limited-access
parkway
will
connect the southern edge of the campus
with the freeway system; a new county
arterial
will provide access from the
eastern part of the campus to downtown
Olympia.
In addition to numerous state agencies
and services, Olympia has the state capital museum, state library,
and headquarters of the five-county
Timberland
Regional Library.
The annual Governor's Festival of the
Arts, hosted also by the Olympia Fine
Arts Guild, covers the cultural spectrum
from modern to classical and ranges
through the visual, orchestral, and performing arts. Community
activities also
include
performances
by
the
new
Olympia Symphony and Olympia Little
Theater.
158
';:';'-,;:',.__- a_d_m_i_s_s_io_n_s_a_n_d_r_e~g~is_t_r_a_ti_o_n
__
The Evergreen State College welcomes
a wide variety of students-a
real diversity of ages, backgrounds, interests,
and outlooks.
General Admissions
Requirements
In general, the College is concerned
with helping prospective students to
determine whether they can profit from
Evergreen's distinctive program. The College can best serve those whose interests
and personal characteristics will permit
their constructively
investing their time
in such a program. They should have the
initiative
and the clarity of personal
goals to which the institution can most
helpfully respond. Drive and determination, a capacity for hard work, and a
sense of purpose are more important
than one's previous record of attainment.
High School Graduates
Normally,
any
high school graduate
may be considered if he ranks in the
upper half of his graduating class. There
are no requirements for a specific number of high school units. Evergreen
places major emphasis on the information provided on its Supplemental Admissions Form, available on request from
the Office of Admissions. Although transcripts and college entrance test scores
must be submitted, there are no special
requirements
(beyond upper-half class
standing) with respect to grade point
average or standardized test results, The
reason for requiring transcripts and test
scores is to insure completeness of the
record; they help the College to determine whether it is aiding its students
to develop in productive ways. Ordinarily, the test scores submitted will be
on the Washington Pre-College Test or
on the Scholastic Aptitude Test of the
College Entrance Examination Board.
Applications
will
be welcomed
also
159
from persons who have completed the
equivalent of the twelfth grade but have
not been actually graduated from high
school.
Transfer Students
Generally, procedures and policies for
transfer students are the same as for
those coming directly from high school.
If the applicant from another college or
university has successfully completed fifteen or more quarter-hours of credit (or
the equ ivalentl , he need not meet the
requirements for upper-half standing in
his high school graduating class. If he has
not
successfully
completed
fifteen
quarter-hours of college-level work, he
may be asked to apply under the same
conditions as one applying directly from
high school. Equivalent credit for work
satisfactorily completed at other institutions can be applied toward a baccalaureate degree at Evergreen, subject to Evergreen's requirement of thirty-six
units.
All credit earned at other institutions of
higher education will be applied toward
a B. A. degree at Evergreen in multiples
of five, rounded to the nearest mu Itiple.
In other words, twenty-three
quarterhours earned elsewhere will provide five
of the thirty-six learning units necessary
for the baccalaureate degree at The
Evergreen
State
College,
whereas
twenty-two quarter-hours will yield four
of the necessary Evergreen units.
Transcripts of all college-level work
must be submitted
in support of the
application,
but primary emphasis will
be placed on the prospective student's
evidence of interest, initiative, and creativity as indicated in his responses to the
Supplemental Admissions Form.
Advanced
Placement
An applicant with a score of three (3)
or higher on the Advanced Placement
Examination
of the College Entrance
Examination Board will be granted full
160
credit for successful advanced placement
work. Specific advanced placement in
the various academic disciplines will be
determined, when such determination is
relevant, by appropriate members of the
Evergreen faculty.
Credit may also be
granted on the basis of the College Level
Examination
Program of the College
Entrance Examination Board.
Students from other countries and the
admissions procedures for Canadian students are the same as those for students
from
the United
States. All others
should request a bulletin of special instructions from the Office of Admissions.
Admissions
Procedures
The closing date for applications is
May 1, 1971, for students seeking admission the following September. Fall enrollment will be limited to the number
that can be effectively
served within
available resources and facilities. Appli-
cants for subsequent terms during the
academic year will be considered as
space becomes available.
1. A $15 application
fee is required
(nonrefundable and nonrecurring) in
the form of a check or money order.
Payment must accompany the Uniform Application
for Admission to
Colleges and Universities in the State
of Washington.
2. A student applying directly
from
high school should request that an
official transcript of his record and
recommendations be sent to the Admissions Office by the appropriate
school official.
Provisional acceptance can be granted on the basis of
three years of high school work.
Applicants
accepted on this basis
must submit a transcript, showing
the complete high school record and
date of graduation, before their acceptance is final.
3. A transfer student is requested to
161
4.
5.
present two (2) official transcripts
from each college or university attended and a statement of honorable
dismissal.
The Supplemental Admissions Form
is an essential part of the admissions
procedure. It must be completed by
all prospective students in support of
the application. The Supplemental
Form wi II be sent upon recei pt of
the Uniform Application for Admission.
An admission decision will not be
made on incomplete applications. An
application
is considered complete
when the following items have been
submitted to the Admissions Office:
(a) Uniform Application for Admission to Colleges and Universities
in the State of Washington, together with the $15 application
fee.
(b) Supplemental Admissions Form.
(c) Official transcript.
(d) Test scores.
Upon receipt of a notice of eligibility, the applicant must send an advance deposit in the amou nt of $50
within 30 days. A permit to register,
showing the date of registration, will
then be sent.
7. The Health Evaluation Form, sent
with the permit to register, must be
completed by a physician and returned to the Admissions Office at
least 30 days prior to registration.
Notification
of admission decisions
will be made as soon as possible after a
review of the completed application has
been made. A student must re-apply if
he fails to register for a particular term.
Applications will not be carried over to a
subsequent term. Closing dates for applications will be May 1 for fall term,
December 1 for winter term, and March
1 for spring term.
Credentials,
except
original
documents, submitted in support of an ap6.
162
-,.•...
plication
become the property
of the
College. The admissions credentials of
students who do not register for the
term in which they applied will be held
two years before being discarded.
Campus Visits
Personal interviews are not requ ired.
All prospective
students and other interested persons are welcome to visit the
campus and to discuss Evergreen's program with members of its staff.
Evergreen's student
body, registration
takes place after an orientation
period
that permits
their developing
greater
familiarity
with the College's offerings;
once a student has spent a quarter at
Evergreen, he will have an opportunity
to register early for subsequent terms,
thus enjoying greater convenience and
more easily reserving a place for himself
within the institution's
programs.
For 1971-1972, details of the registration process will be sent to all admitted
students during the summer.
Registration
Once a student has been admitted, he
will find the procedures for registration
spelled out in the materials provided
each quarter. Registration, which is simply an official recording of the work for
which a student is enrolled, takes place
on days indicated in the College Calendar. For newly admitted
members of
Requests
for
forms
and
correspondence regarding admissions should be
addressed to:
Director of Admissions
The Evergreen State College
Olympia, Washington 98501
(206) 753-3150
163
board of trustees /administrators
THE
BOARD
OF TRUSTEES
Halvor M. Halvorson, Spokane, Chairman
Herbert D. Hadley, Longview
Trueman L. Schmidt, Olympia
Janet Tourtellotte, Seattle
A. E. Saunders, Tacoma
• • •
President: Charles J. McCann
Vice President and Provost: David G. Barry
Executive Vice President: Edward Joseph Shobsn,
Vice President for Business: Dean E. Clabaugh
Jr.
164
academic and professional staff*
Aldridge, William
Alexander, Richard W
Baird, Dale C
Barnard, W. Robert
Barringer, Robert L.
Barry, David G. .
Brian, Richard B. .
Brodin, Buel B
Brown, Carl J. .
Brown, David W
Cadwallader, Mervyn L.
Carnahan, David J. .
Caulfield, Monica
Clabaugh, Dean E
Crowe, Beryl
Davies, Charles H
Donohue, Kenneth A. .
Eickstaedt, Lawrence L. . ~
Finley, John
Hirzel, Woody
Hitchens, David L.
Hoffman, Ron A. .
Holly, James F. .
* As of Januarv , 1971
~
Faculty
Faculty
Programmer, Computer Services
Faculty
Director of Computer Services
Vice President and Provost
Faculty
Director of Financial Planning
Director of Personnel
Director of Admissions
Dean, Social Sciences
Coordinator of Media Services
Chief Librarian, Media Processing Unit
Vice President for Business
Facu Ity
Media Production Assistant
Assistant to Vice President and Provost
Faculty
Dean, Developmental Services
Photographer, Media Services
Facu Ity
Director of Business Services
Dean, Library Services
I"""
165
Hubbard, Connie
Humphrey, Donald G. .
Humphreys, Willard C., Jr. .
Hutchings, Joan S. .
Jacques, Neal
Johnson, James O. .
Johnson, Karl N
Jones, Richard M
Long, James
Martin, S. Rudolph, Jr.
Matheny, Patricia .:
McCann, Charles J. .
Moss, Joh n T
Munro, John
Nichols, Richard Q
Nickolaus, Donald
Olson, Harry F. .
Parry, Donald S
Paull, Kenneth W
,
Phipps, William A
Saari, Albin '"
Schillinger, Jerry L.
Sethre, Robert A
Shoben, Edward Joseph, Jr.
Artist-Illustrator,
Media Services
Dean, Natural Sciences
Faculty
Programmer, Computer Services
Resident Engineer
Systems Analyst
Administrative
Architect
Faculty
Programmer, Computer Services
Facu Ity
Associate Librarian, Media Processing
President
Student Accounts Supervisor
Systems Analyst, Computer Services
Director of I nformation Services
Systems Analyst, Computer Services
Building Maintenance Supervisor
Director of Plant Operations
Coordinator of Library Systems
Staff Architect
Chief of Media Engineering Services
Director of Facilities Planning
Director of College Relations
Executive Vice President
166
Sluss, Robert
Sm ith, Perrin
Spears, Helen
Spence, Alan
Stenberg, Larry R. .
Stilson, Malcolm
Strecker, Robert A
Tabbutt, Frederick
Taylor, Nancy
Teske, Charles B. .
Unsoeld, William F
Webb, E. Jackson
White, Sidney D
Wiedemann, Alfred M
Winkley, Kenneth M
Workman, William
Young, Frederick H
Youtz, Byron L.
'
'
Faculty
Registrar
Accountant
Contracts Accountant
Director of Counseling Services
Staff Librarian
Plant Engineer
Faculty
Admissions Counselor
Dean, Humanities and Arts
Faculty
Faculty
Faculty
Faculty
Controller
Programmer, Computer Services
Faculty
Faculty
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Catalog_1971-1972.pdf