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Identifier
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Eng
Catalog_1972-1973.pdf
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Title
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Eng
Course Catalog, 1972-1973
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Date
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1972
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Creator
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Eng
The Evergreen State College
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extracted text
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The Evergreen State College
Olympia, Washington 98505
The Evergreen State College Bulletin 1972-73
Olympia, Washington
98505
(206) 753-3111
s:
about the photographs in this book ...
Some are illustrative;
some are of the beauty around us;
the rest are of Evergreen people
it matters not what their titles are,
only that they are here
and part of our community.
Cover Photo by Student Stewart Tilger
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CONTENTS
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I.
s::
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a
U
II.
III.
IV.
4
Introductory
Vicinity Map . . . . . .
Campus Map ......
Letter from the President
Looking Toward a Second Year: A Progress Essay
Survey of Academic Programs
Academic Calendar, 1972-73 . .
Study at Evergreen: A Summary
Brief Overviews Of:
Programs ..........
The Distribution of Academic Work.
Credit ............
" .
Full-Time and Part-Time Status.
Credit By Examination.
. . . . .
Coordinated Studies: An Explanation.
Contracted Studies: An Explanation.
What's Happening Now
1971-72 Programs in Progress.
Coordinated Studies. . . . . .
Basic
Causality, Freedom and Chance
Contemporary American Minorities
Human Development.
. . .
Individual in America. . . . . . . .
Individual, Citizen and State . . . .
The Play's The Thing: Then and Now
Political Ecology . . . . . . . . . . .
Problem Solving: Garnes and Puzzles.
Southeast Asia: Transition and Conflict.
Space, Time and Form . . . . . .
Advanced
Communications and Intelligence.
Environmental Design
Human Behavior .
Man and Art .....
Contracted Studies
The Evergreen Environment.
A Sampling of Individual Contracts
Prospects, 1972-Prospects, 1972-. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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7
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11
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30
37
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39
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42
43
45
47
48
50
51
52
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56
58
60
62
64
66
Programs for the Future. . . . . . . . . . .'. . . .
How Coordinated Studies Groups Are Formed.
Possibilities for Contracts
Cooperative Education . .
Self-Raced Learning. . . .
The Sciences at Evergreen.
The Arts at Evergreen. .
Public Events . . . . . .
Foreign Language Study.
Study Abroad . . . . . .
Academic Standing . . .
Evaluation, The Portfolio .
Career Planning. . . .
V.
VI.
VII.
Supporting Services
The Evergreen Library . . . . . .
The Computer at Evergreen.
. . .
Developmental Services: The Idea.
Counseling Services . . . . .
Financial Aid and Placement
Health Services. . .
Recreation . . . . . .
Volunteer Services ..
Housing Accommodations.
Food Services . . . . . .
Information Center . . .
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103
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105
108
109
Policies and Procedures
Student Accounts . . . .
Policies and Procedures
Fees and Charges ...
Facilities Use, Safety and Security.
Admission to Evergreen.
Registration Procedures.
. . . . .
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111
116
118
119
122
Governance
Governance Procedures .
Social Contract . . . . .
124
133
VIII. Who We Are
Board of Trustees and Administrators.
Academic and Professional Staff
IX.
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81
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86
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Accreditation
Accreditation
. . . . . . . . . .
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143
147
5
dvw sndunry
The truth shall make you free.
St. John
It is more from carelessness about the truth,
than from intention of lying, that there is so
much falsehood in the world.
Samuel Johnson
There is but one sure road of access to truththe road of patient, cooperative inquiry operating by means of observation, experiment,
record, and controlled reflection.
John Dewey
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Dear Reader,
For as far as we can see into the past, man has been caught up in
the struggle of separating true from false, or perhaps more precisely,
of discerning realities from appearances. Man learned that there were
long-run benefits in establishing places like Evergreen, where men and
women were maintained by their fellowmen to work full time at the
tasks of discerning realities from appearances, of realigning the more
durable realities as change occurs, and of teaching people, more by
example than anything else, how to discern.
These places of discernment, colleges, have come to be -looked
upon as gates through which one passes to something beyond-work,
graduate study, or simply an existence different somehow because
one's self had changed. There are, of course, important ways of
looking at colleges other than as gates, but to adopt that popular view
for the moment would allow me to associate an old metaphor with it.
9
Since ancient time, poets, when dealing with the true versus the apparent in dreams, have used the metaphor of the gates of the mind:
the gate of horn and the ivory gate; the one admitting truth, the other,
falsehood. May Evergreen be for you like the gate of horn, the gate of
truth.
The reliable way to truth is through learning. There will be three
facets to your learning here. You will learn concrete things, facts,
ideas, relationships. You will learn how to work with groups of people, which is how most of your work in life will be done, adjusting to
new groups, helping each solve the problem it has tackled. You will, if
we have all done our work well, learn how to learn; how to get data,
how to deal with it, having gained confidence in your ability to handle
situations where you either learn or remain helpless.
But the passage through to truth is rough, and freedom is hedged
by thorny contingencies. Colleges and the individuals in them are
themselves part of the human condition, subject to all the factors that,
like swirling fog, make it difficult to discern realities and hold to them,
avoiding mere appearances. No one of the three kinds of learning is
easy. Successful passage will have meant reading, observing, working
through problems, summoning the willpower to open the mind to new
and seemingly difficult concepts, communicating
what has been
learned, and remaining receptive and patient during long hours of
conversation. In the absence of mass prescriptions, you will have the
added responsibility (freedom!) of continually focusing on your ends,
on what you're here for. Members of the faculty will share all this joy
and labor with you, inasmuch as they profess learning and must continue learning to remain true; and because one of Evergreen's goals is
to make your passage as individual as possible, each person here is
committed to helping you realize your goal.
If you come, you will be expected to take up our common responsibility of keeping Evergreen like the gate of horn, a gate of truth. For
if Evergreen is unique in its outward appearance, it is not unique in its
purpose: the discerning of reality, the insisting upon honest, workmanlike intellect in those who would claim to have been educated for
a free society.
Sincerely,
10
LOOKING
TOWARD
A SECOND
YEAR
The vagaries of printing, despite the technological miracles of our time, are such that
this second catalog of The Evergreen State
College must be prepared in the very early
months of its life as a functioning institution.
For most of us directly associated with the
College, our reactions to our open doors and
to our lively classrooms are compounded of
joyful wonder and an awed awareness of work
still before us.
The joyful wonder includes a sense of pride.
From the time that its president took office in
1968 to opening day on September 27, 1971,
Evergreen grew in no more than three years at
the most from a legislative act and a thousand-acre tract of fir trees to the nation's most
novel option in higher education, serving
1,100 students. By contrast, the University of
California at Santa Cruz, also a groundbreaker in higher education, enjoyed seven
years to plan and began with a student body of
only 200. And to justify still further our local
joy, wonder, and pride, Evergreen's financial
resources, on a relevant year-for-year basis,
have consistently been below those available to
Santa Cr,uz.
But if Evergreen defines an undeniably
remarkable achievement in the building of institutions, the proud delight evoked by that
accomplishment gives way before the further
efforts that attainments of this kind characteristically demand. Our first registration has
simply underscored the necessity for redoubled
effort along a number of lines. A primary
function of this second catalog is to indicate
the major areas in which that redoubled effort
is invested.
In our central academic enterprise, our faculty, suddenly enlarged from 18 planners to
56 teaching members, must not only successfully implement this year's programs of Coordinated and Contracted Studies; they must
also develop the offerings for 1972-73. At
Evergreen,
that task of anticipating
and
shaping next year's requirements is a peculiar
one: Unlike the situation in other institutions,
all our academic programs include their own
self-destruct mechanisms. In order to keep
abreast of the changing world and to capitalize
quickly on our own experience, we do not
simply carry forward to the next year's catalog
the listings in the previous year's. Although we
certainly retain our concern for the immense
and significant problems implied by program
titles like "Political Ecology" or "Causality,
Freedom, and Chance," or "Man and Art," we
have committed ourselves to critically modifying each year the ways in which we attack
these issues.
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11
This arrangement insures a degree of freshness and the benefits of a thoughtful review of
the opportunities for learning that Evergreen
represents. It also entails costs. One price that
must be paid is the load that it places on faculty members, who are always thinking about
next year's questions as they deal with the difficult ones of the current year. Another price is
12
the kind of ambiguity that appears occasionally in this book about the College. We cannot, for example, provide full descriptions of
our academic programs for 1972-73 because
they are presently in the process of creation.
Nor should it be otherwise. As an institution
oriented toward the future, Evergreen is more
deeply occupied with serious questions than
with inherited answers. Its mission is to help
people become more effective learners so that
they can cope more flexibly and confidently
with a world very much in flux. That mission
demands that the curriculum be a responsive
one. What one studies here must reflect today's
trends and stresses, involve a scanning of tomorrow for implications beyond the current
moment, and provide an opportunity to inter-
pret present realities and future possibilities in
the light of yesterday's insights.
This state of affairs describes the alternative
in higher education that Evergreen was asked
by the state's leaders to invent. Other colleges
and universities
skillfully and effectively
package predetermined
units of knowledge
and make them available through annually
repeated courses that alter slowly with time.
For large numbers of students, this pattern is
congenial and productive. Evergreen is for
those who step to a different drummer; and
our enrollment last autumn, marked by a 10
per cent oversubscription
in a period when
many colleges were underenrolled,
confirms
the judgment that an option is needed.
If the nature of that option permits our only
presenting in this catalog the flavor and some
samples of our academic
programs
for
1972-73 instead of firm and final descriptions
of them, it also limits what we can say about
the character of our community. As indicated,
Evergreen has just opened as this statement is
being written. The contours and quality of a
community depend heavily on the contributions of the people who compose it. With our
student body newly occupying our hardly
completed facilities, we can only report that
all of us-students,
faculty, administration,
and staff-are
hard at work refining and
testing the principles of governance and personal conduct that, during the last two years,
have emerged as most likely to facilitate an
institution whose purpose is the cultivation of
the human ability to learn.
Two documents, printed in Section VII of
this bulletin, are of fundamental importance
here: "Governance
and Decision-Making
at
Evergreen" and the Evergreen "Social Contract." The first sketches the basic processes by
which we regulate our internal affairs; the
second indicates the concepts according to
which our personal relationships must be ordered if we are to grow as learners, and it describes the judicial steps that may be taken
when people and groups are unable themselves
to settle their differences in the peaceful and
quiet fashion that the institution's purposes
require. Anyone who joins the Evergreen
community, either as student or as employee,
becomes a signatory to these essentially constitutional statements. Although they are expected to change, like the College itself and
like the Constitution of the United States, they
define the points of departure from which productive change can occur. Meanwhile, they
articulate the principles and the processes by
which the Evergreen community pursues in a
civilized manner the educational goals that are
its reason for being.
Summarized very briefly, the governance
scheme strongly stresses administrative responsibility and accountability and the ease with
which proposals and challenges may be put
before appropriate
officers. Through
the
mechanism of ad hoc task forces, which involve students, faculty, and staff members
without the cumbersome and frequently ineffectual machinery of separate student governments or faculty senates, issues can be dealt
with on their merits from a broad base of par-
ticipation and from points of view that are
shared and that represent college-wide interests.
Similarly, the Social Contract emphasizes
the ways in which civility is a basic condition
of learning, points out that Evergreen can neither stand in loco parentis nor serve as a sanctuary from the rules of the larger society, and
provides guidelines with respect to the kinds of
relationships among persons, and between persons and the College, that are essential if we
are to participate in an authentic community
of, learners. It also, attending primarily to the
. notion of due process, identifies procedures for
the settlement of disputes that move from informal mediation to formal mediation to arbitration and enforcement. In all cases, the fundamental focus is on personal responsibility
and accountability for everyone, whether student or staff member. If, at a college as in society itself, good government and effective
human relationships depend upon eternal vigilance and constant effort, the ground has been
laid at Evergreen for energies to be productively invested.
As the College looks, then, through this first
year of its functional history to its second, it
finds much to do, as befits an institution deliberately in process, in developing its academic
programs and in building its community. It
also places a high priority on its off-campus
learning opportunities. In the internships, apprenticeships, and field placements associated
with its curricular offerings, and in the volunteer services it makes possible for its students
in civic and commercial ventures, Evergreen
serves two basic objectives.
One is to couple experience of the real
world with reflection. Although sophisticatedly
informed and rational habits of thought may
be acquired
and
strengthened
through
campus-based efforts, those reflective capabilities are not likely to prove most useful unless
they are engaged with direct experience of the
institutions and the people through whom the
larger society conducts its business and empiri-
13
cally reveals itself. In this sense, Evergreen
takes quite seriously the ancient idea of an
educated person as one of broad experience
deeply reflected upon.
The other objective that is important here is
the establishment of the College's relevance to
the world of work and to the human value of
economic self-sufficiency. Under the impact of
technological inventiveness, whole families of
jobs have disappeared from the roster of ways
by which Americans earn their livings; and
conversely, new occupations in large numbers
have come to birth. As we indicated here a
year ago, manpower economists, both in and
out of the U.S. Department of Labor, consistently predict that anyone entering the labor
force in the 1970s will change not just his job
but his career at least three times before his
retirement. Such a rate and such a magnitude
of change powerfully demand personal flexibility and confidence and a highly cultivated
ability to learn new ideas and skills and to
master quickly new bodies of information.
This demand defines a major basis for Evergreen's special brand of education. That education will achieve its maximum effects, how-
14
ever, only if students can sample a reasonably
wide range of actual jobs, can work under
conditions of genuine responsibility, and can
subject this kind of economically germane
experience to reflection about themselves and
the kinds of futures that they realistically want
to enjoy and for which they are willing to invest their time and their effort. For this reason,
Evergreen plans to expand its Career Planning
Center and to enlarge its Placement Office,
both of which must work closely and in an
atmosphere of mutual understanding with the
community of Olympia and the State of Washington to provide the experience which is so
intimately a component of the kind of personal development
for which the College
stands.
Confident that it can contribute significantly
to the people who are Washington's greatest
resource, The Evergreen State College more
assertedly than admittedly needs help-s-help in
the form of understanding, patience, and cooperation. On its part, it pledges, as it has
from the beginning, an alternative in higher
education that is responsible and responsive to
the needs of our time.
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ACADEMIC
CALENDAR
1972·73
Fall Quarter, 1972
. . . . . ..
September 25, Monday
September 25-27, Monday-Wednesday
· . . . . . ..
October 2, Monday
· . . . . . ..
October 2, Monday
·
October 23, Monday
November 23-24, Thursday-Friday
Student Check-In, Registrar's Office.
Orientation and Registration in Programs
Formal Registration Closes
.
Work Begins
.
Veterans Day Holiday
.
Thanksgiving Recess. . . . . . . . . . .
Advanced Registration for Winter Quarter
for Continuing Students.
Presentation of Projects . . . . . . . . . .
Fall Quarter Closes . . . . . . . . . . . .
December
December
.......
11-15, Monday-Friday
11-15, Monday-Friday
December 15, Friday
• • •
Winter Quarter, 1973
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
Continuing Students
Presentation of Projects .
. .
. ..
Winter Quarter Closes . . . . . . . . . . . .
January 2, Tuesday
.
.
.
.
January 2-4, Tuesday-Thursday
· . . . ..
January 2, Tuesday
January 4, Thursday, 4:30 p.m.
February 19, Monday
.
March 12-15, Monday-Friday
March 12-15, Monday-Friday
. . . . ..
March 15, Friday
• • •
16
Spring Quarter, 1973
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 26, Monday
March
· . .
· . .
· . .
26~28, Monday-Wednesday
. ..
March 26, Monday
. . March 28, Wednesday
. . . . . May 28, Monday
May 28-J une 1, Monday-Friday
· ..
June 4-8, Monday-Friday
· . . . . . . . . June 8, Friday
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STUDY AT EVERGREEN: A SUMMARY
Credit required for graduation-36
One unit of credit
=
~
units.
5 quarter hours.
Ways of earning credit: (1) Coordinated
Studies, or (2) Contracted
Studies.
Methods of learning include:
• participation in seminars, lectures, tutorial conferences, and workshops;
• performance of assignments in reading, writing, and other forms of communication;
• individual research and creative projects in the natural sciences, social sciences, humanities, arts,
and many interdisciplinary combinations;
• cooperative education by working in offices, agencies, businesses;
• field trips, community service projects, and overseas study;
• completion of self-paced learning units and College Level Examination Program tests;
• involvement in public presentations and performances.
Evaluation:
• Credit will be awarded upon fulfillment of each program of Coordinated Study or Contracted
Study (otherwise, no entry will appear on the student's permanent record).
• Performance in each Coordinated or Contracted Study will be represented in a student's cumulative portfolio by descriptions of projects, close evaluations by faculty and other staff sponsors,
the student's self-evaluation, and samples of the work done.
17
BRIEF OVERVIEWS
•
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.
Because of his unified responsibility to one
Coordinated Studies program or learning contract at a time, the student receives close and
careful advising, intensive support from those
working with him, and close and careful evaluation at each step in his individual progress.
The College tells him not what he has to take,
but what it has to offer. Once he has made his
agreements as a member of a group or on an
individual contract, he is responsible for accomplishing the aims of his program.
The faculty of Evergreen believes that all
students should plan to do a great deal of
learning in both Coordinated Studies and Contracted Studies. According to the distribution
of interests and resources which will be maintained between these two kinds of activity as
the College develops, 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 administered as a requirement or checked mechanically. Rather, students will work out their
plans point by point with the leaders of their
Coordinated Studies groups and their Contracted Studies sponsors.
Academic
•
Distribution of Academic
18
Work
Evergreen does not present fragmentary
"courses of study" to be taken simultaneously,
nor does it prescribe distribution or major
requirements by college-wide legislation. Instead, it offers each student the opportunity to
put together step-by-step a sequence of concentrated activities leading to the Bachelor of
Arts degree. The faculty and other staff members of the College encourage each student to
assess his needs and then to match interests
within the total range of available resources.
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. Otherwise 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 hours or three
s
semester hours. Any student transferring from
another college must earn at least nine Evergreen units before he can receive the Evergreen degree.
On the assumption that a typical full-time
student who does all his 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 quarter. A
single unit of credit will then be roughly equivalent to what a student can learn or perform in
one month of full-time concentration----only
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, to the completion of self-paced learning programs, or to
the taking of tests to demonstrate competence,
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 to
full-year or four-quarter
operation. Though
most students and most faculty members will
still be involved for an average of three
quarters of full-time activity each year, the
full-time 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.
Full-Time and Part-Time Status
Normal progress toward the degree can be
equated with the earning of three units of
credit per quarter. (The Veterans' Administration, the Selective Service System, and other
agencies will probably consider this to be the
acceptable rate for full-time study.) For the
purposes of reporting on enrollments and the
collection of fees, Evergreen counts those who
.enroll for either two or three units of credit per
quarter to be full-time students. Those who
can enroll for only one unit of credit per
quarter are considered to be part-time students.
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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. A
part-time student will, typically, be able to and
expected to attend the lectures, films, performances and exhibits presented to the whole
19
group; to read the required books; and to do a
good deal of writing. If he wishes to involve
himself as a full-fee-paying student for two
credits per quarter, he will also either participate in seminars or carry out an extensive individual project. For as much energy and time
as he wishes to spend, he should be prepared
to take the greatest possible advantage of the
program.
bility of sponsors and facilities will be limited
during the early years of the College. As with
full-time students, no one on part-time 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 off campus while
continuing to learn with Evergreen.
If you are planning to be a part-time student at Evergreen, you should investigate the
specific descriptions of Coordinated Studies or
locate prospective sponsors prior to registration periods and make arrangements
with
those who might direct your program. You
should also remember that whether 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.
A Reminder
20
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 groups or as individuals. It is quite appropriate, for example, for a
student on part-time status to negotiate a contract carrying one unit of credit and to complete that contract over a period of approximately three months. As in contractual arrangements for full-time students, the availa-
The prospective student may be attracted to
Evergreen by the absence of some old familiar
forms, such as grade-point averages, class periods set on an institution-wide schedule, and
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 will 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 sequence of unified studies. 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.
So don't be misled. This bulletin conveys a
certain tone or range of tones, an attitude or
range of attitudes, a plan of approach. More
than any _other collection of hearsay descriptions, it suggests the ways in which the College
is prepared to match interests with its students.
When in doubt, consult it carefully.
Credit by Examination
Evergreen has a strong interest in helping
students to accelerate their progress toward the
degree by recognizing credit-worthy but hitherto unaccredited achievements in learning.
This does not mean simply putting a seal of
approval on large blocks of raw experience. It
does mean that the faculty and other staff
members wish to give students a range of opportunities to demonstrate the extent of and to
work further at learning which they have acquired at their own initiative.
Students should pay particular attention to
the College Level Examination Program of the
College Entrance Examination
Board and
should consult the Office of the Registrar for
information. So long as he does not duplicate
Advanced Placement or transfer credit for in-
ttoductory work in the designated areas, a student may offer acceptable scores (now being
determined on a state-wide level) for the
CLEP
General
Examinations
in English
Composition, Mathematics, Natural Sciences,
Social-Sciences-History, and Humanities to the
Office of the Registrar. For each of these tests
successfully taken, Evergreen will award two
units of credit.
The College Level Examination Program
also offers a variety of Subject Examinations
to test competence at more advanced levels.
Evergreen regards these Subject Examinations
as resources to be used at the discretion of students and their sponsors in Contracted Studies.
The amount of credit to be awarded, the score
considered acceptable, and any other projects
leading up to the test or rounding out the experience will be a matter of negotiation within
each contract. Similarly, students and their
sponsors can use Contracted Studies for other
ways of demonstrating competence, whether
by other standard
tests or by evaluative
methods which they devise themselves. Such
contracts do not merely award credit for experience after the fact; rather, they point toward
new ways of making that experience count.
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21
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?
22
Coordinated
Studies programs are small,
cooperative
learning
communities.
They
usually involve some 100 students and five
faculty members. The relative compactness of
the programs makes a number of benefits possible--dose
relationships
among
student
members and faculty members; opportunities
for genuine collaboration in learning; and a
sense of direct, unified responsibility for one's
work.
The programs now being offered, like those
which will be offered in the future, explore
some of man's most urgent problems, his most
important challenges, and his most highly
prized values. The faculty come from many
different backgrounds and bring their special
experience to bear in a common effort to cut
across the usual boundaries between academic
disciplines. Students 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 example, 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 such disciplines.
Instead of listening passively to lectures most
of the time, you will be responsible for engaging actively in regular discussion. Instead
of accumulating 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, rewrite, polish, and present
what you have learned to both the student
members and faculty members of your group.
Instead of working for a quantitative grade
point average, which really tells little about
what you have learned, you will accumulate 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
s
work in the world: on 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 connections
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 Y ou 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 has a comprehensive design and includes a required set
of activities. Students and faculty together
work through readings, discussions, lectures,
field assignments, and critique sessions. The
program has a logical structure. And it is
demanding.
But so far as day-to-day work within the
structure is concerned, the typical program is
flexible and encourages a variety of individual
projects and responses. It always seeks to
promote your development as a responsible
person through cooperative inquiry. In many
cases faculty expect the students to participate
23
in planning and running portions of the work
and help them to do it. The programs emphasize commitment and common effort by both
faculty and students.
As you will see from the descriptions of the
programs offered in 1971-72, Coordinated
Studies groups pursue interdisciplinary
concerns, using academic specialties but not considering them as sacred preserves. Some advanced programs provide opportunities for a
-great deal of specialized learning. But all programs pay less than usual attention to traditionallabels and are more than usually responsive to the internal requirements of the problems at hand.
certain kinds of information at certain times.
It is a major goalof such programs to help you
Learn how to Learn.
The Common Reading List
Each Coordinated Studies program has-in
addition to a common schedule of large- and
small-group meetings-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 read all of them with you, no
matter what professional fields they may represent. In addition, individual students are 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 all of them
carefully, to reread them, to try to understand
them, and then to discuss them in the seminar
groups of your program. Similarly, you will
work on other sorts of listening, viewing,
data-gathering, laboratory, and workshop assignments. And you will do so as a responsible
member of a responsive team.
The Seminar
24
The programs insist on a high level of activity and strive to be self)correcting. They are
not concerned with amassing heaps of inert
data. Rather, they match activities and assignments to the genuine needs of the group for
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 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. You will 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
project, 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
work with others, then we are here to help.
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.
Lots of Writing
Coordinated
Studies programs provide a
somewhat unusual but valuable approach to
the teaching and learning of how to write well.
Both students and faculty 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 discourse is needed.
Each student is 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 encouraged to
become "literate" in other media-photography, cinema, video tape, audio tape, graphic
Continual Evaluation
You will not compete for letter grades or a
grade-point average at Evergreen, but you will
have to work hard and well to receive units of
credit and to stay in your program. Because
each program is a small and intimate community, continual and careful evaluation of
each student's learning becomes possible. The
faculty members of the team can watch the
progress of each student and judge his work
closely. Students can evaluate each other's
contributions and general progress. Papers are
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
25
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 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 is 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.
your adversaries. It will be important for all of
us to do the best job we can and to help ech
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.
26
Variety
The typical Coordinated Studies program,
while proceeding toward a common learning
goal, offers a rich diversity of activities. The
faculty and other staff members directing the
group bring knowledge, skills, and interests
from a number of different fields. You will
A Typical Work Week
As you will gather from the descriptions of
the Coordinated Studies offerings for 1971-72,
there is much variation in scheduling from
program to program. In a 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
typical Coordinated
Studies program might
distribute its time something like this:
At least one assembly is held for all members of the program, usually early in the
week. This lasts 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 group8----{)ne 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. But
your week will not be so hectic as it would in a
system of separate courses and classes-not
because there won't be much to do but be-
27
cause 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 related, not conflicting.
This will allow you the time that you will need
for the much more thorough reading and the
extra concentration
upon writing 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 complete success.
Entry and Exit
28
A Coordinated Studies program is designed
as a coherent whole. Its members should al-
ways strive to explore, to develop, and to examine its central theme in a systematic way
from the start of the program to the final festival marking its conclusion. At that time 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 should plan on starting with a program, staying with it, and completing 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 perspective, they are organizations
that depend on a matching of student and faculty interests and the resources of the College.
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 and registration
periods, when the staffs of new programs will
hold open meetings and be available to answer
the questions of anyone interested in joining
them. Students will indicate their 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 responsibilities 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 his
group.
Teamwork
You should be aware that the faculty members directing a Coordinated Studies program
not only will 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 be 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.
29
CONTRACTED
STUDIES
For a substantial part of your career at Evergreen, you may work in Contracted Studies.
As an individual or as a member of a small
group sharing interests, you can sign up with a
faculty member or other staff member to earn
credit by doing a project-s-carrying
out an
investigation, mastering a skill or set of skills,
attacking a set of problems, creating a piece of
work, or otherwise dealing with a specific
body of subject matter.
30
An Overview
We call this arrangement a "contract" for
learning. It is an agreement to carry out a project, and 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 facilities, the materials, and the opportunities which the College can arrange for you
to work with other people and in other facilities off campus. At an early stage in the plan-
ning 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 programs, 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 efficiently, and much more
honestly without joining a college which is
responsible for offering such guidance.
Contracted Studies will allow you to develop further your knowledge in a specific area
of interest or a cluster of interests. It will help
you to pursue further a particular problem first
raised in a Coordinated Studies program. It
will allow you to explore new interests and
experiment with them intensively 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 opportunities, up to the limit of our
resources, for you to undertake specialized
and lengthy projects. It will enable you to
combine on-campus activity with practical
experience 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 frontline research adventure. You will be
able to learn many different things in many
different ways and to make your learning
count.
Variety of Contracts
You will receive credit toward graduation
by fulfilling the contracts which you work out
c
with your sponsors. The procedures
for
drawing up and completing contracts are 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 contractsand combinations of the two. For example,
you and ten or so other students may agree to
work with a faculty sponsor as a seminar
group for one month solid and then branch
out into individual ventures in order to come
back together at the close of a second month
to share what you have learned. There will be
some 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. Some contracts
will be devoted to only one kind of subject
matter; others will combine several emphases.
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 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 fac- .
ulty members and other Evergreen staff. We
have moved beyond any system in which college authorities, depending largely upon traditional patterns
at other institutions,
tell
teachers what they have to teach and students
what they have to "take." Instead, we wish to
create an environment of grass-roots responsibility in which 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.
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, this
person will be your teacher, your advisor, perhaps your co-worker, or group leader, or
tutor. 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
31
may 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.
ing, 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
32
You will be responsible for carrying out
what you have agreed to do. Your sponsor will
provide you with the help you need. He will
draw up the contract with you, work with you
along the way, and evaluate your achievements at the conclusion.
You should also know that the sponsors
engaged in Contracted Studies at any given
time, like their colleagues in Coordinated
Studies programs, will form interdisciplinary
teams of four-to-six members. They will meet
in seminars to work on improving their teach-
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 terminating Contracted Study to a new contract, you should
obviously make full use of the advice of your
current seminar 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., 1/36 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. It is also important
that you do not confuse "doing more of the
same" with "depth" or aimless meandering
with "breadth."
Whether the main initiative for your project
comes 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 contractual arrangements, you
should plan for the strongest possible results
for your investment of time and energy. However long the contract may run, 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, so long as
you can honestly match interests with appropriate sponsors and so long as the necessary
resources are available. Reading projects in
history, philosophy, lit~rat.ure, government,
sociology, econorrucs, scientific theory, and so
forth; research projects entailing the coIlection, 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-paced-learning units; creative work
in visual 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; career-learning in a business
office or industry-aIl
of these will make
sense.
Remember that, though you may carryon a
variety of related activities under a single contract, this contract 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 contrct. Each contract will assume a significant engagement with
new information, ideas or techniques; calI for
critical and creative thought; and assume some
development of skills, especiaIly skill in communicating what you have learned and otherwise accomplished.
academicaIly 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.
In preparing a contract, you and your
sponsor work out:
• A short title for the project.
• A statement of what you wish to learn
through it and why.
• A description of any previous experience
you have had which relates to this project.
• A summary of the activities which will
take place-the
materials and techniques
you will study; the methods you will use;
the facilities or locations you will be
Signing Up
Once you have decided upon what you wish
to do and have found a prospective sponsor
who can help you, you and he will decide:
whether the resources available at Evergreen
or off campus can support the contract you
have in mind; whether you are personaIly and
33
•
•
•
•
34
working in; the people who may be
working with you. (If a student wishes to
undertake an ambitious project but needs
to know more before he. can begin, he
may engage in a one-unit "pilot" contract
leading to the preparation of a more substantial contract.)
The support to be provided by the
sponsor (and any other "subcontractors"
on or off campus whose assistance is essential to the project).
A description of the results which you
wish to achieve.
A description of how you and your
sponsor will evaluate the work.
A rough estimate of the duration of the
contract, under the assumptions that one
Evergreen unit should represent about
one month of full-time effort but that
contractual credit is awarded for the successful performance of the project, not
for the amount of time spent on it.
Some projects will involve special costs for
equipment,
services, and other resources.
When the College has funds that can be legally
and appropriately used to help defray such
costs, a student may ask for some 'matching
support in a proposal appended to his contract. The College will do what it can, examining each proposal on its educational merits
and its possible benefits to the total resources
of Evergreen. In times of financial stringency,
however, other demands on limited monies
must take priority. When a project involves
s
travel expenses, living expenses off campus,
and any other special costs to the student himself, the student should demonstrate that he
can defray such costs and do what he has contracted to do.
In filing a contract, one point remains firm:
The two important signatures on a contract
are yours and your sponsor's. Neither you nor
he should give a signature easily. The signatures 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.
At the same time, he will add to your official portfolio an evaluation, describing what
you have accomplished, how well you have
accomplished it, and what kind of advance
this has represented in your academic career.
He will also transmit the remarks of any subcontractors who have supervised part of your
work.
Before credit is awarded for the completed
contract, you will add to your official portfolio
your own evaluation
of what you have
learned. You will also be expected to comment
upon how well the total resources of Evergreen-the
sponsor's assistance, College facilities, assistance by subcontractors and collaborating agencies off campus--may
have supported you in your project.
The original contract and these evaluations,
plus samples of your own work, will represent
what you have accomplished in your project.
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
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 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 learning contracts. And when you come under consideration by prospective employers or by other academic institutions at which you wish to continue your education, the portfolio will indicate what you did at Evergreen and how well
you did it.
35
III.
What's Happening Now
s
,,,'
1971.72 PROGRAMS IN PROGRESS
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At Evergreen, we wish to keep our offerings
flexible and responsive to teachers' and students' developing perceptions of what is worth
doing. Accordingly, unlike most other collges,
we do not have courses or programs which are
repeated in the same form year in and year
out. Instead, we seek to offer a variety of new
Coordinated Studies programs and new opportunities for Contracted Studies each year. Only
exceptionally will a Coordinated Studies program be repeated, and then only with a significantly modified design and with changes in the
faculty team leading it.
You should not expect, therefore, to find
these programs in operation next year. Even if
some of the program-titles appear again and
even
if some
of
the
same
faculty
team-members are involved, the programs will
have been largely altered by the experience of
the first year and the perceived needs of new
groups of students. Should you wish to compare the brief program descriptions below with
the original description printed last winter,
you will find a number of interesting changes
and even the addition of a new program to suit
the needs of our first students. We shall continue to value growth and change over mechanical repetition within hardened categories.
The summaries which follow describe work
in progress and are intended to give you some
idea of how we go about the enterprise of
higher learning. For if you choose to join us,
you will be enrolling in the College, entering
our particular climate, rather than signing up
to take one specific program or prearranged
sequence of programs. This is a brief presentation of the kinds of academic concerns and
interests currently represented at Evergreenof what is going on now.
COORDINATED STUDIES
These programs are designated as Basic or
Advanced. Basic programs are open to students beginning their undergraduate
careers,
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to any more advanced students who are interested in the topics and methods which the programs will 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 one-quarter long programs on "The
Play's the Thing," "Problem-Solving,"
and
"Southeast Asia" have not yet begun as this is
being written. But they are ready to start in the
winter or spring quarter if enough students
wish to match interests with the faculty members who have designed them.
37
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COORDINATED
38
STUDIES
PROGRAM
LENGTH
LEVEL
DISCIPLINES
REPRESENTED
Causality, Freedom and
Chance
3 qtrs.
Basic
Philosophy, history of science, mathematics,
computer science, neuro-physiology,
psychology, biology.
Contemporary American
Minorities
3 qtrs.
Basic
Black Studies, Indian education,
education, American literature.
Human Development
6 qtrs.
Basic
Psychology, education, history, comparative
literature,
biology,
philosophy,
anthropology.
Individual in America
3 qtrs.
Basic
Philosophy, education, sociology, psychology, comparative religious thought, visual
arts, literature.
Individual, Citizen and
State
3 qtrs.
Basic
American history, literature,
relations, history of science,
ence, mathematics.
Political Ecology
3 qtrs.
Basic
Biology, ecology, chemistry, mathematics,
computer science, law, political science.
Space, Time, Form
3 qtrs.
Basic
Physics, visual arts, physical science, aesthetics, political science-history.
Communications and
Intelligence
4 qtrs.
Advanced
Communications theory, film, photography,
chemistry, video techniques, audio techniques, broadcast journalism.
Environmental Design
3 qtrs.
Advanced
Biology, ecology, urban planning, economics, architecture.
Human Behavior: Self
and Society
3 qtrs.
Advanced
Literature, applied behavioral science, psychology, anthropology,
biology, mathematics.
Man and Art: Renaissance
and Now
3 qtrs.
Advanced
Art history, aesthetics, visual arts, philosophy, literature, music.
Chicano
international
political sci-
CAUSALITY, FREEDOM, AND
CHANCE
•
3 quarters
3 units per quarter
•
The program starts with the 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 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 animals 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?
39
• 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
result 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 have
formulated a personal statement-an
essay, a
tape recording, a short film, a set of drawings
or paintings, or even a musical compositionaddressed 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 of scientific orderliness and predictability?
40
Some form of public presentation of these
"statements" will occur at the conclusion of
the program. The program involves 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 research), and
biological-scientific
businesses (for example,
medical labs). The faculty members of the
group bring special experience from philosophy, the history of science, mathematics, biology, computer
science,
psychology,
and
neuro-physiology.
The theme of the first quarter is "Determinism, Freedom, and Chance." In addition to
readings and seminar discussions each week,
the whole group participates periodically in
lectures and witnesses a number of films. Philosophy, psychology (experimental and psychoanalytic), literature, and the mathematics
of probability are studied. Students having
special difficulties with mathematics receive
individual help.
The second quarter is broadly titled: "Causality and Chance in Modern Science." The
group learns about the scientist's (especially,
the biologist's) conception of man, nature, and
the causal order. The subject matter is discussed in relation to philosophical ideas developed in the first quarter. Experiments deal
with human and animal genetics, as well as
with the conditioning of animals to behave in
predictable ways. A week of field work is included.
Finally, in the third quarter, nonscientific
and anti-scientific views of human freedom
and causality are 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 are available during this quarter
for learning to use non-verbal media (such as
film).
Writing and speaking effectively are concerns of this group throughout the year. Everyone is responsible for participating, seeing
that everyone else participates, and keeping
discussions on the track. For the central questions require all the concentration we can give.
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CONTEMPORARY
MINORITIES
AMERICAN
3 quarters
3 units per quarter
The Contemporary
American Minorities
Program aims to create greater comprehension
of the student's identity within the broad context of American society. Students examine
articulations of the meaning of blackness, redness, and brownness in a predominant white
culture. They seek to 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. Non-white
Americans should be made comfortable with
their races, their cultures, and their separateness.
The program is aimed directly, though not
exclusively, at its majority of black, brown,
and red students. The white students in the
program learn about minority cultures from
the people who know them best: the people
who have written about them, talked about
them, and lived them. Faculty and students
alike are teachers and learners, as all delve
into the history, economics, sociology, psychology, anthropology, music, literature, and
art of non-white Americans. In the constituent
seminars, black students, brown students, and
red students work, respectively, with the black,
Chicano, and Indian faculty members of the
program to study issues central to their minority experiences.
The program emphasizes pluralism: that
condition in which different cultures exist
without destroying each other; each unique,
but with voluntary interaction between them
so that all may grow. To that end, the program provides survival skills: academic, personal, and vocational
skills; reading and
writing
improvement,
other
mediacommuniction
skills, interview techniques,
computer languages, and other learning strategies. 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 young people to increase their
contributions to the growth of their own cultures and to the national culture as well.
Besides the provision of a concrete and
viable sense of racial identity to its students
and the training in "survival skills," the program attempts to provide orientation to further academic study-both
general education
and specific work to acquire enabling credentials-and
to help students become more politically aware. Students should be able to work
for change through political processes when
necessary and toward the preservation of those
aspects of their cultural and national life that
need and are worthy of protection.
The program
proceeds through several
kinds of activity: (1) twice-weekly seminars
which treat reading and writing done within
and outside the program;
(2) numerous
small-group and individual tutoring and counseling sessions; (3) regular large-group, multiracial activities, including lectures, films, and
panel discussions; (4) workshops in specific
skills; (5) in-depth community study and field
work in minority and majority communities
off campus; and (6) a concluding summary of
the program with projections of future intraand inter-racial relationships.
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HUMAN
DEVELOPMENT
/
6 quarters
3 units per quarter
The Coordinated
Studies Program
in
Human Development was designed to meet the
needs of students who wish to prepare a general educational foundation for possible later
specialization in one of the human service professions, such as medicine, law, government,
42
education.isocial work, law enforcement, religious leadership. One hundred twenty-five students have enrolled in the program, which extends over two years.
The academic work centers around what is
known of how the human species developed
and around what is known of how human individuals develop in our time. Students have
the opportunity to relate this knowledge to
their own development as individuals. Students
are required to relate their academic work to
real responsibilities, serving one full day a
week as interns in the human service agencies
of the Olympia community; hospitals, schools,
mental health centers, rehabilitation centers,
social welfare agencies, governmental offices,
law enforcement agencies and private practitioners.
The program also includes a rich selection
of readings, a lecture and film series, seminars
for the discussion of readings, seminars for the
sharing of and reflection upon experiences
gained on the job or in the library, and
self-study seminars devoted to the arts and disciplines of introspection and personal communication. The faculty members of the group
represent experience in psychology, biology,
anthropology, philosophy, language and literature, history and education. Faculty and students alike are engaged in helping each other
to become more aware of how each has developed as an individual, where each is now, and
what each hopes to become.
THE INDIVIDUAL
IN AMERICA
3 quarters
3 units per quarter
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 orgnized.
In search of answers to these questions, students and staff 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 problems we explore while reading and discussing the
results of recent studies in archeology,
anthropology, and animal behavior.
Further readings in philosophy, psychology, and religious writings 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?
2. Personal Identity-Topics
include body
awareness, personal sensitivity, sexual
identity, interpersonal
communication,
the process of developing a positive
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 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 examine such societal factors
as race, poverty, power, class, and religion. We emphasize the need to understand the interplay between such factors
and our own individuality.
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between experiential phases, in which activities
take place on a physical-emotional level, and
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intellectual phases, in which we are concerned
with reading, viewing films, discussion, and listening. The readings provide the theoretical
framework
within which the programmed
experiences are organized. In order to facilitate such organization, it is necessary to deal
with some difficult concepts of philosophy,
anthropology, psychology, and sociology. Intensive seminars deal with mastering the necessary material, and a variety of evaluative devices-tests,
checklists, papers, recitations,
and personal journals-are
used to assess individual progress.
The program also includes: An outdoor
experience to pull the group together early in
the program. A winter campout. Workshops in
artistic media. Development of interviewing
techniques and trial applications of these skills
in nearby cities and towns. Analysis of results,
refinement of techniques, further field work,
and concluding analysis. Participation in an
experimental community designed within the
program. A concluding presentation of the effects and outcomes of this total educational
experience to the whole College and surrounding communities.
The program should be useful to anyone
whose plans for a career include close work
with other people. Because it utilizes information, techniques, and insight from such fields
as philosophy, education, psychology, sociology, art, and literature, the program serves as
a strong basis from which further, more specialized studies can rise.
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THE INDIVIDUAL, THE CITIZEN,
~D THE STATE
3 quarters
3 units per quarter
Americans of the present generation live in
troubled times. Because of unrest and widespread negative criticism, it is more important
than ever before to study and understand the
nature of man and his relationship to his governing bodies.
Man created the institutions he now calls
governments, nation-states, legislatures, laws,
and social agencies. Early in man's history,
these collective instruments enabled him to
survive in a hostile environment. Ironically,
these instruments of survival now appear hostile to man in an environment no longer
threatening. Perhaps man's greatest mistake
has been to allow his institutions to function
without a clear understanding of his own role
as Man the Individual, Man the Citizen, and
Man the Governed. "The Individual, The Citizen, and The State" Coordinated Studies Program attempts to bring students into a close
examination of present problems, to examine
them in light of their historic development and
to determine potential methods for achieving
remedies in those areas where man's institutions seem to work against his betterment.
The Individual, The Citizen, and The State
Program studies man's literature,
culture,
theories, concepts, myths, and institutional
realities to accomplish its goals. While the
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program utilizes its access to state and local
agencies, it does not confine its inquiry to
American situations solely. Pressures upon our
concepts of Man-Citizen and Man-Individual
come from a variety of sources--competitive
international institutions are an obvious case
in point. Therefore, it is equally important to
study political concepts other than American
republican democracy to grasp the significance
of our own institutions. Wherever it makes
sense, The Individual, The Citizen, and The
State Program will promote internships with
legislative committees, social agencies, and
attorneys-at-law,
as well as other practical
experiences to encourage students to understand the connections between theory and
practice. Students are also encouraged
to
range widely and undertake independent projects which fall within the range of the program.
-Fall Quarter, 1971, was devoted to a study
of the Individual as he related to institutions.
Matters of conscience, responsibility, choice,
and human concrn were examined through
readings of such works as Catch-22, "Oedipus
Rex," The Odyssey; "Lysistrata," Ibsen's "An
Enemy of the People," and Ken Kesey's novel
One Flew Over the Cuckoo's Nest, as well as
through related films. Changing male-female
relationships and their implications for present
46
laws and social agencies were considered
through a study of Germaine Greer's The
Female Eunuch.
Winter Quarter continues to follow threads
spun in the Fall Quarter, and expands the
work of the program to encompass classic
treatments of government and the interrelationships between Citizen and State. Plato,
Hobbes, Locke, Rousseau, and Marx help us
to proceed into the nature and impact of belief, ideologies, and competition between governmental forms. Students begin internships
with the State Legislature, or move out into
the community to examine public agencies,
human conditions, the impact of local municipal statutes, and other projects of their own
choosing.
Spring Quarter,
1972, awaits definition.
More precise studies, readings, and experiences are contemplated by students and faculty. The Individual, The Citizen, and The
State faculty team works closely with students
to firm up major projects, to expand internship
options, and to reshuffle seminar groupings
into patterns designed to take advantage of
mutual interests discovered during the previous two terms. The study proceeds in films,
dramas, and books closely tied into practical
experience; it culminates in small-group simulatio~ of various governmental experiences.
THE PLAY'S THE THING:
THEN AND NOW
Spring Quarter (tentative)
3 units
The student and faculty 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. Each
person will be closely involved-as
actor,
director, scenarist, designer, member of technical staff, or member of production staff.
We shall concentrate upon a number of
Greek tragedies and comedies. Such plays
dealt with 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. 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 semm~r 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 eleven 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, historical, and social connection . But the
emphasis of the program will be on very active
participation by every member of the group.
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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.
47
POLITICAL
ECOLOGY
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3 quarters
3 units each quarter
This program deals with the nature, manipulation and regulation of man's environment.
We first look at man's environment from the
perspective of biological and physical sciences,
then of anthropology, next of socioeconomics,
and finally of political science and law. In addition to helping students develop various
communicative
and investigative skills, the
program aims to develop:
1. a competency to examine, judge, and, in
some instances, measure the accumulating mass of evidence pertaining to our
environment;
2. an understanding
of man's views and
impact on the system around him;
3. an understanding
of man's ability to
alter his ecosystem through physical and
legal means.
These goals are to be met in the following
major ways:
Lectures and films. Once each week, the
entire group participates in a general lecture,
studies a film, or witnesses a combined presentation of lecture and film dealing with the informational theme of the week (e.g., population dynamics, no-growth economics). The lecture is supported by self-evaluative written
work, by the lecturer of the week meeting with
small groups subsequent to the lecture, and by
correlated reading (first quarter) in the following: Ehrenfeld's Biological Conservation,
Kormondy's Concepts of Ecology, and (from
Scientific American) The Biosphere.
Team activities. In addition to discussion of
the main lecture topic of the week, each team
of twenty students reads and discusses such
books as Carson's Silent Spring; Leopold's
Sand County Almanac and Bates' Forest and
the Sea; Ehrlich's Population Bomb; and the
Paddocks' 1975: America's Decision, Who
Will Survive. Team sessions also provide op-
portunity for making project reports, holding
debates and symposia, and attending legislative hearings.
Individual activities. In addition to various
reports and rapers, each of which is discussed
tutorially with th~ faculty, a student must
complete three projects, one each quarter. One
of these deals with the natural environment,
one with the socio-economic or politico-legal
milieu; the orientation of the third project is
optional. At least one of the projects must be
conducted individually and another in a team
of tWOor more persons. Approximately half of
the third quarter will be devoted exclusively to
the project.
Field kips. A one-week field trip in the fall
(near Goldendale, Washington) provided an
opportunity to establish a sense of community
and to introduce different biomes (near tundra, coniferous forest and cold desert), different ecosystems (forest, stream, field, pond)
and different techniques (mapping, quadrant
analysis, water chemistry). Additional field
trips in the vicinity of the campus are also
scheduled.
Evaluation. A careful evaluation of each
student's performance is prepared by the student's team leader. Samples of work to meet
writing requirements, project reports and similar materials form part of the student's portfolio. The evaluation procedure emphasizes
the student's own responsibility for estimating
what he has learned.
For whom. The program was designed for
lower division students with interests in both
scientific and social-scientific aspects of man's
environment. Those who complete the program will be prepared to take up further
studies at Evergreen dealing with the environment and public affairs.
49
PROBLEM SOLVING:
GAMES AND PUZZLES
Winter Quarter (tentative)
3 units of credit
The purpose of this program is to help the
individual student, by mastering games and
solving puzzles over a range from the simple to
the complex, to learn some of the mathematical and logical skills demanded by our contemporary world. It assumes that the same
thought processes used in solving logical puzzles and in forming reasonable strategies for
games can be generalized to the ability to
think clearly and plan one's actions in a reasonable way.
The program consists of three main phases:
lectures, seminars, and projects.
Lectures
The entire group meets together twice a
week for lectures. Subjects covered 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 meet wi th .their seminar
leaders three times a week in groups of ten.
These meetings are the heart of the program.
It is here that puzzles, games, and problems
are analyzed, discussed, and generalized. Reports are made on progress achieved on individual projects.
50
Projects
Although some puzzles and games require
only a brief examination, others require extensive study. Students work singly or in pairs to
develop reasonable strategies for such games
as chess, checkers,
hex, go, or three-
dimensional tic-tac-toe. Some students program a computer to playa game, either with a
fixed strategy or by a learning process. Other
projects 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 is expected to invent a game, write a set
of rules for it, and present a discussion of possible strategies involved in playing it. Each
participant will also solve logical problems,
from simple to complex.
The emphasis
throughout is placed on technique, strategy,
and generalization.
The faculty members of the group bring
experience from such fields as mathematics,
logic, and computer programming. Students in
the group are expected to devise and use
self-teaching materials and to develop an adequate facility in computer programming, probability, and other necessary mathematical
skills.
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SOUTHEAST ASIA:
TRANSITION AND CONFLICT
Winter Quarter
1 unit of credit
(Open to part-time students only, 1971-72)
This program deals with such important
questions as: 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?
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
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 are discussed in small-group seminars which meet two evenings a week for
about two hours each evening. Both the content and larger implications of the book are
considered. Each member of the group is expected to read each book and contribute to the
discussion.
The reading begins with a general survey 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--Vietnam,
Indonesia, and Thailand-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
which has no such history.
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 portend for the future will be a
closing consideration of the program.
This is a part-time program designed for
persons in the surrounding community who
cannot attend Evergreen full time. But the
problems it poses require a good deal of hard
thought.
To encourage serious thinking on these
problems, a number of short essays are required as part of the seminars. Some are
written and some presented orally. At least
three events, in the form of films, slide shows,
or lectures, are scheduled in addition to the
weekly evening seminars. These involve all the
small seminar groups and are open to the
public as well.
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51
SPACE, TIME AND FORM
Common Problems in Art and Science
3 quarters
3 units each quarter
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.
In this program we focus on fundamental
space-time-form concepts in art, science, and
the whole range of human needs.
52
Students and faculty together share in exploring these and many other problems:
• What is the basis for classifying some
types of human activities as "artistic" and
others as "scientific"?
• Have these distinctions always existed
and if not how did they develop?
• Is it possible that an understanding of
common factors will permit a new unity
of art and science?
• What are our everyday experiences with
space, time and form and how are these
influenced by cultural, physiological and
other factors?
• Are our common sense notions trustworthy? adequate? can they be manipulated? What about visual and sensory illusions?
• 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?
• How are spatial and temporal distortions
used in contemporary arts and sciences?
• What is "personal space"? Biological
time? How do these affect us?
• How can we use our knowledge in the
comprehensive
design of time-space
forms which will better serve our needs?
We approach these problems from the
p.e~spective ?f t~e artist, the designer, the phySICiSt, the his ton an of ideas, the psychologist,
the anthropologist, the biologist-seeking
an
~ntegration of these viewpoints through readmgs, discussion, writing, lectures, demonstrations, and public events.
Roughly half of our efforts are devoted to
rea~ing, book seminars, and individual writing
projects. Our Shop (laboratory / studio) is the
center for much of the remainder of our exploration of space-time-form
phenomena. The
shop problems are carefully coordinated with
the readings and other work of the program.
There will be, however, a wide range of op-
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lectures, films, demonstrations, program evaluation.
Wednesdays and Fridays, all day: Shop
problems and projects, field trips, individual
student/faculty
conferences.
For Whom?
This program was designed for those students who seek a good introduction into the
arts and the sciences. The faculty members of
this group are persons of broad artistic, scientific, and philosophical interests. After the
conclusion of the program some students may
wish to continue in the serious study of art or
the biological and physical sciences, or the history of ideas. Others may wish to enter advanced programs similar to current programs in
Environmental
Design or Communications
and Intelligence, or continue study at a more
specialized level through Contracted Studies.
tions available for individual treatment of each
of these problems.
The program is rounded out by a rich variety of other activities including films, lectures, a number of field trips and a series of
exhibits on "Art and Science," including much
of our own work.
Typical Weekly Program:
Monday afternoons, Tuesday mornings, and
Thursday mornings or afternoons: small group
discussions, book seminars, presentation of
individual projects, periodic evaluation
of
seminars.
Tuesday afternoons: Program Assembly for
53
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54
COMMUNICATIONS AND
INTELLIGENCE
The Nature and Use of
Media Technology
4 quarters
3 units per quarter
This year's program might better be titled
"Image and Sound: Creation and Thought,"
since the emphasis has shifted to the manipulation and control of images and sounds as they
shape our concept of the world. Students are
equipping themselves to move directly into
careers, into postgraduate study, or into other
disciplines. They are gaining an understanding
of the communication process, acquiring skills
and techniques toward creative excellence, and
enlarging their capacity to make significant
contributions to society.
At Evergreen, the study of image and sound
and related production techniques is neither
"audiovisual education" nor "communication
theory."
Here we balance
the practical
"hands-on" techniques of the professional with
the investigation of theories and their practical
application. The program provides a wide variety of experiences and opportunities which
enable the student to make an informed choice
of career upon entrance to the professional
world.
The program is divided into four major
areas: (1) The study of image and sound
theory and its relation to practical achievement; the relationship between screen arts and
other audio-visual and performing arts; the
history and criticism of the screen arts. (2) The
study of mass communication
and audience
analysis from artistic creation to advertising
and marketing; the development of organizational and writing skills. (3) The study of general elements of communication
techniques,
such as motion picture and still photography,
sound recording, editing, screenwriting, animation, graphics, and videotape; the understanding of their potentials and limitations. (4)
Planning and execution of specific projects,
including field experience in professional operations, collaboration with Evergreen staff and
other students in generating film and videotape
materials, or conducting workshops to serve
students from other programs.
An integral part of each student's program
is an internship with area producers, broadcasters, businesses, or College-based projects.
This experience provides significant contact
with real problems of the design, production,
and use of materials for specific audiences. It
assumes professional and realistic evaluations
of the student's work.
The schedule of activities is organized so
that members of the group can attend seminars, lectures, performances,
and significant
public events throughout the Pacific Northwest
as opportunities arise. Seminars within the
group investigate common readings, stilI photographs, motion pictures, video and audio
tapes from outside producers, or projects submitted by members.
Each week members read at least one book
in addition to relevant professional journals,
view at least three films and television programs, and listen to significant recordings.
Students write many proposals of projects,
scripts, reports, and criticisms. They spend at
least nine hours each week in supervised laboratory-studio
work in which professional
standards are stressed.
Facilities currently in use by students in this
program include 35mm SLRs, 4 x 5 view
cameras, enlargers, super 8 and 16mm motion
picture cameras, an animation stand, synchronous recording and mixing equipment,
eight-track mixing console, color television
studio, portable VTRs, multi-media programmer, sound and film editing equipment, and
sound and film library.
The faculty members of the Communications and Intelligence Program bring a background of broad experience in practical and
theoretical applications of film and television
to education and commercial programs. Particular ar~as of specialization include sound
recording and mixing, stilI photography, photomacrography,
motion picture production,
animation, writing, history, and criticism. The
faculty is reinforced by visiting members who
are active professionals: A Seattle television
newscaster, the editor of an inner city newspaper, the manager of a photographic laboratory, and many other professionals
are
working with students. The program thus
provides a strong combination of theory and
practice, understanding and action.
55
ENVIRONMENTAL DESIGN
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3 quarters
3 units each quarter
Increasing
population
growth, unending
urbanization, diminishing supplies of natural
resources and rising dissatisfaction
among
affluent societies with their approach to life-all these have forced man to stop and reflect
on the consequences of his actions.
As our name suggests, all of us will participate in designing environmentally;
that is,
developing an attitude and approach toward
solving design problems in and of various en-
vironments. This comprehensive approach will
include many human and nonhuman, physical
and nonphysical influences, limitations, and
forces involved in design problems. Inherent in
this approach is the process of planning ecologically. We are dealing with a complex system, i.e., a multiplicity of sometimes conflicting variables. Nevertheless, we must recognize and account for as many of these factors
as possible and work toward a balance, a
stable equilibrium, through the design process.
A design problem arises whenever man desires or finds it necessary to alter his natural or
man-made surroundings.
Described in this
way, designing environmentally becomes diffi-
cult to distingl;li~h from the daily decision-making .of bvm~. ~owever, we .hope to
make explicit the objectives and goals mvolved
in each of our design problems and to research
the implications of alternative design strategies.
The Environmental
Design Program has,
therefore, dual purposes-to
cultivate a large
measure of personal as well as academic
growt~ of the group rr:embers. In t~e program
activitles, these objectives necessanly complement one another rather than (as is all too
common in traditional higher education) conflicting with each other. Environmental
Designers learn by doing. They acquire supportive skills-information,
techniques and methodologies--to clarify the design processes and
help themselves to evaluate each step. Each
participant will take on more and more responsibility for the planning and organization
of his learning experience through the year.
The confidence of each Environmental
Designer should grow as he accumulates experience, knowledge, and evaluations of the decisions he has made, the actions he has taken.
The interests of staff and students determine
the precise format and content of the Environmental Design Program. But we can suggest
the range of the program by listing such topics
as urban planning, architecture,
economic
growth, designs of utopia, views of nature, and
future cities.
The Environmental Design Program functionally is divided into three components; individual or small-group projects, small-group
seminars, and full-group activities. The individual and small-group projects form the spine
of the Environmental Design Program structure. They deal with such challenging questions as:
1. What is the environmental
impact of
The Evergreen State College on Thurston County? What is the impact of
Thurston
County on The Evergreen
State College?
2. What is low income housing? Are cur-
rent governmental assistance programs
harmful or helpful? Are the methods by
which people satisfy their needs for
shelter more important than the physical
buildings themselves?
3. How can the study of utopia (nowhere)
help us deal with today (somewhere)?
4. Can the physical environment support
the learning process? In what ways do
the physical components of The Evergreen State College environment facilitate or hinder the new academic programs at The Evergreen State College?
5. What lessons in environmental
design
can we learn from natural structures and
natural systems?
6. What are the implications of population
policies? What are the implicit philosophical bases for the control, rationing,
or constraining of resources?
The projects run parallel to the small-group
seminars and are supported by them. The
ideas discussed and the skills developed in
these seminars find application in the project
work. The concept of a seminar, a core group
of ten to twelve people, will be used
throughout the year. We shall encourage flexibility through rotating membership in specific
groups.
The third componnt, the full-group activities involving all members, will include such
events as lectures, films, presentations of methodologies and of evaluation techniques, sessions to plan projects, sessions to review projects, skills-workshops, and field trips.
57
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SELF AND SOCIETY
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3 quarters
3 units each quarter
This program attempts to integrate, fully
and naturally, the whole study of man-biological, sociological, anthropological, psychological-with
the serious study of philosophy,
religion, literature, the creative arts, and intellectual development generally. It also emphasizes practical experience, through internships,
workshops and research projects of various
kinds .
The Human Behavior Program did not
appear in the first Evergreen catalog but was
developed to meet the needs of many of the
students who transferred to Evergreen from
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58
other colleges. These students often had rather
extensive experience in college-level work.
Many of them also shared interests in teaching, social work, counselling, penology-professions which require an understanding
of
human behavior and society. The program
attempts to serve these students at their advanced levels of experience and concern.
The schedule for the year falls into three
broad sections. The first, a five-month-long
"academic" program, introduces material from
biology, psychology
and anthropology.
It
raises central issues and provides a comprehensive framework for intensive individual
research and group discussions. This period
will conclude with a series of seminars on the
life cycle, in order to integrate all the study
thus far. Concurrently other seminar groupings will study the life and work of some one
person-perhaps
Tolstoy, or Margaret Sanger,
or Malcolm X, or whomever students and staff
find worthy of concentration.
The second, two-month-long period (March
and April) is reserved for full-time internships
or special projects. In the third period (May
into June), students will return to campus to
share the experiences gained on their internships and projects, to define new questions
about human behavior, and to look at some
ideas about future directions for society. This
last period will be planned largely by the students.
The seminars within the program sometimes
concentrate upon some shared reading. But
just as often each student will be responsible
for choosing and researching a topic important
to the group discussion and presenting his
findings to the group. Thus the seminars rely
heavily on the resources and individual contributions of the students. For example, the period devoted to psychology will consist of: one
week devoted to a broad introduction to the
range of personality theories; one week of uninterrupted study during which each student
studies a theorist he has chosen (Freud, Laing,
Skinner, Rogers, or another); two weeks of
seminars on such topics as early childhood,
family relations, and work, in which each student represents the theorist he has studied.
Every fifth week the seminars stop, and the
program offers a set of week-long intensive
workshops on special topics. Each student
works in only one of these workshops. Some
workshops have been planned on animal behavior, role-playing and psychodrama, myth
and religious experience, poverty and affluence, and art and music as social expressions.
Students can also suggest and develop their
own workshops, and students working in other
Evergreen programs will be invited to join us
in these activities.
The program also asks each student to
pursue a project of independent study on some
topic of particular concern to him. A wide
range of projects will satisfy this requirement.
Students approach them by signing contracts
with the seminar leaders within the program.
Some students, for example, may choose to
design workshops. Others sharing such interests as social work, teaching, parole work, or
creative writing can make up special seminars
to pursue their interests.
An extensive film program is scheduled, the
films carefully chosen to relate to the topics
currently
under discussion.
Our booklist
cannot adequately represent the work of a
program like this, in which so much depends
on the special research of the individual students. But perhaps a partial list of topics will
help you to understand our concerns: Animal
Behavior, Evolution, Instinct, Aggression and
Warfare, Childhood, Social Roles, Sex Differences, Cultural Conflict, Mental Retardation,
Ethics, Poetry, and Processes of Education.
59
MAN AND ART
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3 quarters
3 units per quarter
During the first quarter, the program focuses upon the roots of modern culture. The
core of our study is an examination of the
European Renaissance-its
arts, its philosophical assumptions, and their consequences for
society.
As an introduction to the complexities involved in a study of modern Western culture,
the program begins with a reading of Marshall
McLuhan's Understanding Media. The themes
set forth in this book are to be pursued
through the year. Concurrently, the first assignment is a personal definition of culture.
Other readings this quarter include: More's
Utopia, Marlowe's Dr. Faustus, Shakespeare's
Tempest, and selections from Walter Pater's
The Renaissance and Arnold Hauser's Social
History of Art.
.Seminars explore the philosophical background of Renaissance culture and its implications for the present-day world: the rise of
harmonic, multi-tonal music; the effects of the
Reformation and the rise of individualism; collectivism and individualism in the arts; and the
development
of the one-point perspectival
system and its ramifications in the art and
thought. We augment our seminar discussions
by field trips to museums a.nd concerts. In addition, the prc~g~am provl~es ~mple opportunity for [ndividual studies In languages,
music and the ar~s. The~e !nclude explorations
in various media-paIntIng,
pottery, crafts
and design. The first quart~r culminates ~n our
producing for the commun.Ity a present~tlOn.of
late Medieval and Renaissance mUSIC WIth
set-designs and multi-media projections.
The second quarter begins with a week-long
retreat in a nearby camp, providing time for
discussion and exploration of the development
of first-quarter themes. The emphasis this
quarter is on t~e global expan~ion a~d cul~ination of Renaissance culture In the industrial
and technological revolutions which began in
the late eighteenth and continued into the
twentieth centuries. How do individualism and
rationalism as basic cultural assumptions relate to the rise of the Machine with its consequences for the artist and his vision? As a parallel theme, we examine the encounter of essentially individualistic European culture with
the collective and traditional non-European
cultures during the period of the great Imperialistic expansion.
In addition to selections from McLuhan
and Hauser, we read from the poetry of William Blake and Walt Whitman, Gauguin's Noa
Noa, the philosophical works of Kierkegaard
and Nietzsche, and Lewis Mumford's Art and
Technology. Seminar topics include the music
and poetry of Romanticism; tradition, historicism and innovation in the arts; photography
and abstraction; the development of the opera;
and the rise of the artist as anti-hero. These
discussions are supplemented by guided explorations in various media, crafts and music,
field trips and concerts, and individual studies
and internships. We conclude this quarter by
preparing a festival in the tradition of the Rites
of Spring for the benefit of the community.
In bringing ourselves up to the present, we
bring ourselves to where we began. Thus, the
third quarter deals with a series of questions:
What is culture? Are we in a position to
re-direct our present culture? Is a Global Renaissance which lays the seeds for a truly
world-wide culture possible? What are the
bases of a new culture?
Readings include selections from J ung's
Man and His Symbols, Herman Hesse's Magister Ludi, Aldous Huxley's Island and Doors
of Perception, John Cage's Silences, Roszak's
Making of a Counter-Culture, and Lao-Tzu's
Tao-Teh-Ching . Seminars explore the intermingling of East and West; implications of
global technologization; jazz, harmony, dissonance and rock, rational culture and the immensities of consciousness; "modern art: disintegration or reorientation?";
and "art, utopia
and integration." Field trips, concerts, movies
and individual explorations
in craft techniques, music and visual media culminate in
the finale of the year, a New Renaissance Fair
of Art and Harmony. A publication of poetry,
essays and various literary efforts-"The
New
Renaissance
Oracle"-brings
together
for
publication the ideas and explorations of the
program as a whole.
Throughout the year we emphasize a balanced interplay between study and discussion,
individual self-expressive explorations in arts
and crafts, and group efforts. The aim of the
program is to make the individual aware of his
own nature and cultural makeup in order that
he may more integrally view and express himself for the greater harmonization of the world
around him.
61
THE EVERGREEN ENVIRONMENT
(Group Contracted Study in Biology)
Fall and Spring Quarters
3 units per quarter
•
The Evergreen campus consists of almost
1,000 acres of forest land (including the present building sites) and 3,300 feet of shoreline
along Eld Inlet. It is very important that information about the physical environment and
natural history of the campus be collected and
made the start of a continuing research program. Since equipment and facilities for the
natural sciences are very limited during Ever-
gren's first year of operation, the campus
serves as a natural outdoor laboratory and is
the focus of the first year's work and study.
The program provides a continuing experience
of work and study in ecology and marine biology for students with background, experience or interest in the general area of field biology. Knowledge and experience is gained by
reading and discussing books dealing with biology and ecology, through the acquisition of
skills and techniques and by working on field
research problems.
In small group meetings during the fall
quarter, students and faculty read and discussed the following books: The Forest and
the Sea, Sand County Almanac, Readings in
62
d
Ecology, The Darwin Reader, The Meaning of
Evolution, Immense Journey, Population
Bomb, and Environment, Resources, Pollution
and Society.
There were also weekly workshops during
the fall quarter to provide instruction in various skills and techniques. These included microscopy, elementary surveying, taxonomy,
collection and preservation of biological specimens, aerial photographs and maps, and computer use and programming. Activities in these
workshops included lectures, demonstrations
and practical exercises and applications.
A similar program is planned for the spring
quarter. During the winter quarter students are
able to work in internship programs, to do intensive reading and study in some specific area
of interest, or to continue with their field research projects.
The field research projects are conducted by
individuals or small groups of students who
select some aspect of the campus environment
for intensive study.
The following is a list of the projects started
during the fall quarter:
Hydrological studies of campus watersheds
Plant communities of the Evergreen
campus
Survey of marine plant life
Survey of marine invertebrates of the intertidal zone
Survey of birds and waterfowl of the
campus area
Development of nature trails and environmental interpretative programs
Hydrographic studies of Eld Inlet
Collection of campus meteorological data
In addition to these activities there are field
trips planned to various places of biological
and ecological interest in the Pacific Northwest. In the fall quarter the group visited the
San Juan Islands and Long Beach Peninsula,
and briefly surveyed the major Puget Sound
drainage basins.
Work in this program will enable the student to explore a wide range of subject matter
through study and practical work. This could
lead to a broadening of his interests or to a
further definition of career goals.
63
INDIVIDUAL
LEARNING
CONTRACTS
The academic planners of Evergreen had
assumed that there would be very few individual learning contracts in the opening year
of the College. The preparation of contracts
for valuable study depends to a large extent
upon acquaintance--of
students with the concerns and talents of various faculty and other
staff members, and of the prospective sponsors
with the students' needs and capabilities. Obviously, there could be little acquaintance in
the first days of the College.
It also seemed fitting that students, faculty,
and staff should begin academic work by con-
64
centrating upon group activities-Coordinated
Studies programs and group learning contracts. Nevertheless, some of our first students
demonstrated the interest and capability necessary to negotiate contracts with a few faculty
and staff sponsors available to work with
them. As a result, in our first quarter, more
than sixty full-time and part-time students
were involved in individual learning contracts.
The sampling of titles which follows will
give you an idea of what has been possible,
even under restricting circumstances.
These
are not titles of courses to be repeated, and
you should not assume that specific contracts
in these areas will be automatically available
for students in future years. For all individual
learning contrcts must be negotiated between
students and the sponsors who happen to be
available at any given time. They depend upon
the matching of specific interests at each step.
Many of our first contracts also depend upon
the interest and current availability of skilled
subcontractors
off campus who provide the
necessary day-to-day assistance for the students. Nevertheless, these titles will suggest to
you what can happen by showing you what is
happening.
A Sampling of Contracts, First Quarter,
1971-72:
Full- Time Students-"Psychology of the Mass Media"; "Student
Services
r nternship";
"Meso-American
Language and Culture"; "Development of
English Fiction"; "Teaching Internship in
Art, Music, Reading"; "Banking Internship"; "Expressions of Death and Burial in
the U.S."; "Historiography
of the Seventeen th -Cen tury English Revolution."
Part-Time Students-"By, For, and About Women"; "Survey of
Statistics";
"Family
Therapy";
"Understanding Federal Legislation"; "Alternative
Education"; "Tutorial on Urban Planning";
"Photographic
Essay:
Japan";
"EarTraining Laboratory Internship."
IV. Prospects, 1972-
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PROSPECTS,1972Besides repeating the large majority of their
departmental courses annually, most colleges
are in the habit of using their formal public
bulletins to announce the courses which will
continue and the new courses which will be
added to their offerings in the coming academic year. Usually the deadline for the
sending of new bulletin materials to the printer
determines earlier deadlines by which all
changes in offerings must be fixed. Such a procedure often entails the late appearance of bulletins and a certain inflexibility in responding
to the developing needs and concerns of students and teachers.
At Evergreen we wish to avoid such inflexibility and to use our public bulletins to describe the vital processes of the College which
you will discover if you choose to join us. We
wish to give you a meteorological report on
the Evergreen climate for learning.
Therefore, you will not find here the specific
new programs to be offered in 1972-73 and
the years beyond. Instead, you will find general essays which set forth our attitudes, hopes
and long-term plans. They amount to a comprehensive invitation to belong to this kind of
college. Those who wish to join us, as well as
those who will be continuing their work here,
will receive announcements
of specific programs for 1972-73 as the proposals for them
are approved-by
the early spring of 1972
and on into the new academic year, as the faculty, staff, and students seek to respond to new
perceptions of problems and to new opportunities for learning.
r-
66
J
PROGRAMS FOR THE FUTURE
How Coordinated Studies groups are fonned:
From the brief descriptions of programs
now in progress, you will have gathered how
various Coordinated Studies groups can function. You should also recognize that many of
the concerns now being studied will continue
to be subjects of investigation. Though the
specific program titled "Political Ecology"
may not be repeated in a future year, Evergreen students and faculty will continue to be
interested in the environment and in political
processes. The same holds true for the other
problems approached
in the programs for
1971-72, including those of American minorities, of human development and behavior, of
all methods of communication, and most certainly of human intelligence.
In addition, faculty members and students
have already started sharing thoughts on a
number of other topics, including the study of
the impact of technology on culture; the study
of war and peace as cultural expressions; the
historical, cultural, and philosophical study of
law; the study of forms combining different
arts, such as music and literature; and area
studies-in
Japanese culture, Latin American
cultures, and the cultures of Southeast Asia.
There are many stimulating ideas, problems,
and needs around which Coordinated Studies
programs can be and will be organized. Rather
than listing such interests before they have
reached the stage of definite proposals, however, it would seem useful to describe how
Coordinated Studies groups are formed.
Plans for Coordinated Studies programs are
formulated by faculty members and submitted
to the academic administrators for consideration. The next series of proposals for year-long
programs will be formulated and submitted
during the winter quarter of 1971-72. Programs of shorter duration may be proposed
later, so that we can combine flexibility in offerings with sufficient care in planning.
Though there is no hard and fast rule about
how faculty members who wish to organize
programs should call upon students for expressions of interest and help in formulating proposals, each proposal must carry clear demonstrations of student interest and must describe
exactly how students have helped in the planning. Even prospective students who have not
yet joined the Evergreen community can make
their interests known by their responses during
the admissions process. The academic administrators will then approve those proposals
which best satisfy the general goals of the College and allocate faculty support and funds to
them according to the resources available.
Each completed proposal for a Coordinated
Studies program will include: a description of
the study to be undertaken; a rationale of its
goals; a statement of its duration, along with a
tentative operational calendar and a sampling
of appropriate assignments; a description of
the students it will serve, in number, the levels
of competence assumed, and the type of constituency
envisioned;
descriptions
of the
number and kinds of faculty members needed,
and of how faculty, staff, and resource persons
from off campus will serve the program; and
an estimate of the financial support required,
including both the average cost to the College
for each student enrolled and the average cost
to each student who may choose to join the
program. During the time in which preliminary proposals are being drawn up and complete proposals submitted, the academic administrators will continually seek advice and
information from students, faculty, and staff
toward the most effective planning of the total
range of offerings and the selection of the most
promising proposals for specific programs.
After a proposal has been approved and the
faculty team selected, each team will determine its own materials and the needs it shares
with its students. Each team designs its own
program, makes up its own schedule, conducts
its own experiments in curriculum design and
teaching, arrives at its own agreements for
governance, and evaluates its own effective-
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ness. The team asks for a mandate and gets it.
It is up to the team to use its resources, its energy, and its mandate to do something memorable and something significant.
68
Possibilities for contracts:
Good contracts depend upon a matching of
interests between students and sponsors and
the availability of the resources needed . Both
the coming together of the people and the fulfilling of needs will continue to be somewhat
restricted in the early years of the College. Not
only do contracts often depend upon acquaintance--<mly now being formed among our first
students, faculty, and staff members; all of us
will also have to gain experience with this pattern gradually so that we can achieve the flexibility we seek and still keep our Contracted
Studies sensible and strong. Even more important, in the early years, the resources of Evergreen will be limited. Our physical facilities
and the variety of experience represented by
those persons available to sponsor contracts
will not yet be extensive enough to enable
Evergreen to support as many kinds of specialized study as our students might wish to undertake.
You may expect, therefore, that in the early
years there may be a preponderance of
small-group contracts over individual contracts and of faculty initiative rather than student initiative to get things started. Advanced
students who can use the specialized help
available will be given priority in arranging
contracts. We can, however, tell you now
about some of our preparations for more extensive activity in Contracted Studies. We shall
never pretend that we have something for everyone; but as we grow and learn, so the opportunities for Contracted Studies will grow.
We assume that all faculty members not
fully involved in Coordinated Studies programs during a given period of time will be
available to sponsor Contracted Studies (up to
a limit of 15-18 students each, according to
the specific demands of the contracts and the
other demands upon their time, such as running
workshops,
developing
self-paced
learning materials, or serving as subcontractors for other projects). There will be a tendency, already observed in our first year, for
individual projects begun in Coordinated
Studies groups to gather momentum and turn
into separate learning contracts. The faculty
team in each Coordinated Studies program has
the right to determine when it is appropriate
for students to move into such contracts and to
allow team members to take on such related
contracts in addition to their service in the
program. In addition, administrative officers
and other staff members will be able to
sponsor a few contracts at a time.
If you join Evergreen or continue your
work here in 1972-73 and the future, you will
find increasing opportunities for contracts as
more and more faculty members work in Contracted Studies. As both students and faculty
members move back and forth between Coordinated Studies and Contracted Studies, we
hope to reach a position in which at least
one-third of the faculty will be available to
sponsor contracts in any given quarter. To
that end, we have begun to assess the kinds of
demic competence, experience, and interest
acaresented in our current faculty.
rePEvergreen has attracted and will continue to
ttract teachers and other staff members who
~ave a variety of concerns and skills. In our
1970-71 planning faculty of. 18 persons, for
example, we found teaching experience in
some 38 different fields. The new faculty
members and staff members joining us this
year have added to our total resources along
the same lines of versatility and strength. To
aid in comprehending this range of talents, we
have tried to develop an inventory of the academic, interests represented in our current faculty and staff.
The inventory lists a number of fields which
have been or can be related to undergraduate
education toward the B.A. degree. It asks each
faculty and staff member to respond by
marking those fields in which he has any interest or experience, in the following way:
1. This is my main professional field.
2. Not my main field, but I have taught in
it.
3. No teaching experience, but I think I
could work independently in it, taking
students through contracts or bringing it
to bear on a Coordinated Studies program.
4. I couldn't work independently with beginners, but give me a reasonably advanced student and I can guide him.
5. I'm interested as a beginner; if another
beginner wants company, I'd be willing
to learn with him.
Preliminary results from this inventory indicate that Evergreen already can offer a good
deal of energetic assistance in a number of
special interests. Among these are the biological-ecological sciences, the history of science,
computer science, mathematics, media techniques and criticisms, the visual arts, all sorts
of literary study, academic and business problems of administrative practices, the history
and practice of education, counseling and
group therapy, sociological techniques, an-
thropology, women's studies, history, philosophy, political science, and American studies.
Though we shall not work on a merely mechanical principle of "covering the ground,"
the faculty and academic administrators
of
Evergreen also intend to recruit new faculty
members for 1972-73 to add strength in such
fields as the chemical, physical, and earth sciences; foreign-language study; the performing
arts; economics; public affairs; and a variety
of area studies.
As you think about the sorts of problems
you might wish to study through learning contracts, you' should also consider the rich variety of skilled assistance which you can receive from off-campus subcontractors.
The
agencies,
industries,
businesses,
schools,
public-service institutions, and workshops of
the larger community contain many people
who can help you, especially in those areas of
vocational practice which need not be duplicated on campus but which nonetheless hold
large opportunities for learning. The Office of
Cooperative Education is hard at work identifying these people and preparing the arrangements through which the students and sponsors engaged in future contracts can make use
of their services.
Faculty and staff members will be available
to sponsor work in Contracted Studies only
over time and by turns. But from these observations and from your reading of the descriptions of 1971-72 programs, you should have a
sense of the kinds of experienced and energetic
people who will be eager to match interests
with you.
69
COOPERATIVE
EDUCATION /INTERNSHIPS
70
During your career at Evergreen, you will
have opportunities to combine your study with
practical on-the-job experience. These opportunities are important for two reasons: First,
practical experience can often enhance the
meaning and value of readings, discussion,
and other kinds of academic work. Second,
one of the major purposes of college training is
to improve your learning capacity and to prepare you to enter a career after graduation.
The Office of Cooperative Education has
been organized to assist you and your faculty
sponsors and seminar leaders in locating and
arranging practical work experiences to match
your programs of study and your career interests. Opportunities
for credit-bearing
work
may be arranged with business offices and
industrial plants; with school systems; with
local, state and county governmental agencies;
with social service agencies and organizations,
and with other employers in the community. A
few may be available on campus--for
example, in the media services area of the library or
in one or another of the many administrative
or business offices--even in the Office of Cooperative Education itself. By taking part in
these practical, job-oriented activities you will
be better able to determine the kind of career
you wish ultimately to enter, to understand
yourself and your interests more fully and to
increase your familiarity with the kinds of
work in which your energies and talents can
best be invested.
Credit bearing work experiences will generally be of two kinds:
Career-Learning Experiences: These are
internships in which the primary emphasis is
on training or field experience directed explicitly, often visibly, toward realization of your
career goals. These will most often be arranged as Contracted Studies, and will include
internship arrangements in such diverse fields
as banking and finance, business adrninistra-
tion, public relations, public administration,
personnel management, education, and a host
of others. Career-Learning internships may be
arranged in a variety of ways, including
full-time work with no separately identifiable
academic components, full-time work with a
small academic component, part-time work
with a part-time academic component, and
part-time work with no separate academic
components. The best combination to fit your
needs, as well as the amount of credit to be
earned, should be worked out between you
and your faculty sponsor. Whenever possible,
you will be compensated for your work in
career-learning
activities. Whether or not a
d
contract for a career-learning experience contains such identifiable academic components
as a reading list and tutorial meetings, you will
be expected to analyze and to reflect continually about what you are learning on the job.
Service-Learning Experiences: These are
internships in which the primary emphasis is
on field experience relating to your current
study program but not directed toward any
specific career goal. These will usually be arranged as a part of your activity in a Coordinated Studies group but can also be carried
out under contract and will be designed to
enhance and expand on your experiences on
the campus. They are called "service-learning"
experiences because more often than not you
will be offering your time, talents and skills to
a social or community-service organization in
exchange for the educational experience and
insight which can be gained from involvement
in the activities of the agency. Opportunities
for Service-Learning will include field placement in such agencies and organizations as
Head Start, Home Start, mental health programs, hospitals, Community
Action programs, youth centers, and a host of others.
Most of these activities will involve little or no
pay, but should be highly rewarding, both in
social fulfillment and educational enrichment.
These experiences may be arranged in a variety of ways, but if you are in a Coordinated
Studies group you should bear in mind that
your internship must relate to your study program and that off-campus
commitments
should not be allowed to conflict with the activities of the group. As in Career-Learning,
your group coordinator
or another faculty
member will work with you to arrange and
evaluate your internship experience.
Cooperative work-and-study internships will
enable you to accomplish a number of other
objectives as well. Where certification is necessary, 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,
internships should not only increase your employability and your understanding
of the
work setting. They should also lead to your
becoming acquainted with the kinds of people
and the kinds of tasks that will be important to
you when the time comes for you to enter a
career. Other kinds of work-and-study opportunities may also involve learning practical
techniques from professionals in arts and
crafts. These 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
practice and reflection, not a mere alternation
of work at one time and study at another. At
Evergreen, such arrangements assume that you
will be both performing tasks and thinking
about them, bringing the full strength of your
intelligence and knowledge to bear upon the
job you are performing.
Whether
you are involved
in Career-Learning or Service-Learning, an Evergreen
sponsor will work closely with you in carefully
selecting an appropriate
work experience,
helping you on related projects, and exploring
the implications of the work experience. You
will 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.
If you are interested in pursuing the possibilities for on-the-job experience in your
chosen field, you should contact your faculty
sponsor or the Office of Cooperative Education well in advance of the date you plan to
begin your internship. This will allow time for
planning and for locating the right kind of
placement to fit your individual needs.
71
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SELF-PACED LEARNING
E\::S
Learning at Evergreen can take place in
many forms. Seminars, workshops devoted to
skills, and laboratory investigations are a few
examples. But we also consider individualized
instructional systems to be an integral part of
our resources for learning. We can improve
the effectiveness of the whole process if a student or teacher identifies those elements of
information which 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 difficult 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 self-paced 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, video tapes, audio tapes, and
computer programs. We begin by having an
inventory of learning materials and devices
easily available. And we 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.
Once the printed book (the first widespread
self-paced instructional device) had been developed, the medieval lecture, in which the
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teacher dictated the sentences in his precious
manuscript to the note-taking students, became largely obsolete as a device for conveying factual information alone. 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 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
immediate 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 other
times, he may sign a contract to produce new
self-paced learning programs. At all times,
these resources will be available to support the
total educational program of the College.
Students and teachers will thus be better
able to use their time together for intensive
discussions. Having investigated those routines
which can be studied and mastered by individual interplay with a learning mediumbook, tape, film, computer, or other program
to develop skill and insight-people
will not
have to devote meetings to mechanical drilling
but can work on the learning they have already developed and plan the next appropriate
steps.
Programmed Units for Skills
The first exposure, for example, to the use
of the microscope during the laboratory experience in biology may come in 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 hears
information in the voice of a fellow student.
The tape may 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 system 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
opn a notebook and make sketches and notes
comparing the projected slide and his own
observations.
The student then would turn his attention
back to the microscope and additional film
animations. Focusing techniques and problems
would be explained. Working with the film
and tapes, he would develop expertise in focusing and lighting at higher and higher magnifications. During frequent breaks in the routines, he would obtain samples and discuss his
progress with other students.
For another example, let us say that 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 faculty member, he is asked to proceed to a computer terminal where trial titrations 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.
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.
73
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 student
controlling the computer changes many details, he eventually simulates the prep~ration
of a solution and arrives at the detail of a
complex, time-consuming titration. The da~a
provided by the computer to the student late m
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
using the water-polluting sample the student collected.
The teaching-learning interaction has proceeded with unusual effectiveness. The student
has made use of a system, including the incredible computing capability and memory
a
computer, as an integral part of the learnmg
experience.
of
Artistic Unit
74
Another kind of unit in self-paced instruction might treat poetry as an auditory experience.
Poetic contributions are recorded on audio
tape cassettes. A student responds two ways:
One, a short written essay criticizing the poem
based on the auditory experience, and two, a
discussion which the student records on a separate channel of the tape containing the poem.
During further exercises in dictation the student tries 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
develops 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
the completion of the project can thus accurately estimate how far the student has progressed and what further projects are in order.
A Survey Unit
A biology professor takes his study group to
the shoreline area of the Evergreen campus.
Their purpose is to study representative pl~nts
and animals in the Puget Sound shorelme.
Several members of the group are carrying
tape recorders; others have cameras. As a
group project, they place signs and labels at
key points. They make a complete sound and
pictorial record of the trip. Several o~ the S!Udents from this biology group combme 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 video-taped 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.
They check out tape cassettes and use them as
guides to expand upon features they will see
on the pathway. Both students and teachers
have shared unusual but productive learning
experiences.
THE SCIENCES AT EVERGREEN
The Evergreen State College is a place
where people know each other, where faculty
are often learners along with the students, and
where emphasis is placed on collaborative
team efforts rather than narrowly competitive
individualism. The prospective scientists will
not study science in isolation, nor will there be
a separate dishing up of science for other students.
Most Coordinated Studies programs at Evergreen have some aspects of scientific
thinking woven into their fabric. Students in
specific programs may move into laboratory
space in order to conduct projects growing out
of their studies. Similarly, students in Contracted Studies may write contracts that will
involve them in absorbing research problems
in one or another of the sciences. Through either or both of these ways of earning credit,
individual students may prepare themselves for
advanced studies in the various disciplines of
science or may develop a broad understanding
of the relationship of science to other areas of
human knowledge.
Though Evergreen will not force students
into required "major" programs or department-oriented disciplines, this does not mean
that a student cannot specialize in some scientific discipline with a view toward professional
capability. On the Evergreen faculty are many
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persons who are highly trained and recognized
for their work in 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
in trying to bring about a meaningful union of
science with the arts and humanities. In addition, certain kinds of interdisciplinary scientific investigations which cannot normally be
approached at the undergraduate level in other
institutions are possible at Evergreen because
of the responsiveness of its academic programs
to the needs and interests of students, and because of its broad base of learning resources.
can be gained when and if needed by any student in any program and at his or her own
pace.
The combined opportunities for group studies, individual research and self-paced learning
make the science programs available at Evergreen as varied as the individuals pursuing
them. Coordinated Studies programs such as
"Causality, Freedom and Chance," "Political
Ecology,"
"Environmental
Design"
and
"Space, Time, and Form" have had great appeal to students planning careers in science as
well as to those whose chief interests lie elsewhere. A group contract in the Evergreen
Environment
has provided
the vehicle
whereby a number of students have developed
real expertise in environmental studies. Individual contracts ranging from anthropological
and archeological studies in the Valley of
Mexico to research in aquaculture have contributed to the scientific understanding
of
those who have worked in them.
Resources and Facilities
76
Much of the information and many of the
skills necessary for tackling real problems in
science have traditionally been bound up in
courses. At Evergreen, such benefits will be
available in the form of self-paced learning
modules in learning resource centers. Thus
skills needed for microscopy or concepts necessary for an understanding of photosynthesis
The Evergreen campus, located in a thousand-acre forest on the shores of Eld Inlet of
Puget Sound, provides an excellent location
for environment-oriented
science programs.
The marine biology laboratory
looks out
across Eld Inlet to the rugged snow-capped
peaks of the Olympic mountains and the magnificent rain forest. To the east, Mt. Rainier
and the Pacific Northwest Cascade Wilderness
areas beckon. Close by, in cooperation with
the Washington State Game Commission, the
College is developing
an Environmental
Studies Center on the Nisqually Delta, one of
the last undisturbed river deltas on Puget
Sound. Several ecological reserves exist within
the thousand-acre
campus, and the college
owns 3,300 feet of precious Puget Sound
shoreline. Mud flats, oyster beds, a salt-water
marsh, protected coves for overwintering waterfowl, and a ready supply of barnacles,
clams, jellyfish, and other marine invertebrates
are right at hand.
d
Extensive on-campus laboratory facilities
are available to interested students. In keeping
with the interdisciplinary philosophy of Evergreen, the designation of these facilities has
been left in general terms because teaching
and research laboratories for the sciences exist
side by side with ceramics studios, metal sculpture shops,
and
auto-tutorial
learningresources centers.
All of the science laboratories are either
teaching-research
modules or larger general-project spaces; no exclusive chemistry,
physics or biology teaching-laboratories
exist.
Science education will be project- and research-oriented. Small groups of students will
work with senior investigators in the laboratory or field.
Included in the laboratory facilities is a
hybrid computer-assisted instructional system.
This system, combining a digital NOVA computer with an analog computer, provides a
valuable learning alternative for students who
are not conversant in higher mathematics.
Beyond this, the College has a computer
center dedicated to undergraduate educational
use.
Laboratory facilities also include animal
rooms; greenhouses; wood, metal, electronics,
glass and plastic shops; aquaria and growth
chamber rooms; electron microscope laboratory; and photography facilities. Of particular
interest is a large two-story terrarium where
students can simulate environments to provide
learning resources as well as to interpret various aspects of nature to the general public.
Certain common instrument rooms are glassed
in so that visitors and users alike can share
some of the excitement of interesting work
being done.
Standard equipment needed for investigations in any of the sciences is available. A central supply area of the supermarket variety is
an added feature to make study more convenient.
Plans call for mobile microcampus units
that will enable groups to travel to where the
action is. Each unit will include commissary,
laboratory and dormitory trailers. Thus the
campus can extend in place and time to follow
wherever research problems may lead.
Specialized work in science is possible to the
extent that faculty and facilities are available.
At present varied opportunities for study in
the physical, biological and earth sciences exist, as well as in mathematics. Students who
wish to prepare for careers in medicine, dentistry, veterinary medicine, computer science,
resource planning, environmental design and
many other related fields will also find the
learning resources at Evergreen ncessary to
achieve these goals. Most of the responsibility
for specialization will be upon the student. He
will have to decide 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 or
members working with him. Within these limitations, the progress of a student specializing
in some particular area is dependent entirely
upon his imagination and his capacity for
work.
77
THE ARTS AT EVERGREEN
The arts at Evergreen represent more than a
collection of activities and skills. We consider
them especially important as they integrate
and celebrate the life of the community and all
of its members. Thus the arts can permeate the
whole campus environment. They are visible,
audible and vital in our surroundings, in the
design of graphic productions,
and in the
public presentation of a wide range of creative
work in drama, music, dance, film, poetry,
prose and the visual arts--creations
which celebrate personal and cultural diversity and richness.
The arts are equally visible and relevant to
what happens day by day in all the spaces
where we work, meet and live. There are a
number of places on campus where students
and teachers can explore and share artistic
processes in an atmosphere of spontaneity and
informality.
Specialized facilities have also
been planned for more careful and formal artistic encounters.
Programs involving the arts at Evergreen
emphasize collaborations among artists (poets,
musicians,
filmmakers,
dramatists,
actors,
dancers, sculptors, printmakers, painters, designers, craftsmen);
collaborations
between
artists and scientists, artists and scholars; and
exchanges between people of different talents
who use different modes of knowing and be-
78
<
having. We wi~h to pursue cr~ative explorations in an environment where Ideas (not narrowly "artistic" ideas, but all ideas which have
exciting potential for aesthetic exploration) are
in constant exchange, and where the likelihood
of making discoveries grows as students and
teachers learn to move more easily among several disciplines. We believe that theory without
practice is as meaningless as practice without
theory.
In this same spirit of collaboration the arts
become integrated with other disciplines in
Coordinated Studies programs. Other kinds of
collaborative
projects shape and heighten
community experience.
Dramatic,
musical,
video-documentary, film, and other presentations promote creative participation and exchange. All of these programs, projects, and
presentations can provide for those who perform them and those who witness them a
deeper understanding and appreciation of natural and cultural phenomena.
Our approach to the study of the arts is
"holistic." Thus, when students are introduced
to the history of the arts, they are encouraged
to find ideas and images in past and distant
cultures which bear vital meaning for the present. They are also encouraged to see various
cultural phenomena as part of a global human
culture, a fabric that is being constantly rewoven and experienced anew. They may perceive, for example, how the experience of
black men in Africa and later in America has
found artistic form and expression, and how
this experience relates to styles of art and life
which we find to be current and "peculiarly
American."
Within this atmosphere of cross-disciplinary
collboration
and integration,
students who
wish to pursue careers in the arts can engage
in deep and prolonged activity to prepare for
further professional study and work. The responsibility for specialization, however, rests
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
or
other field work off campus.
According to the resources available and
the degree of current interest in a specific activity, all Evergreen students will have the
opportunity
to engage in the arts through
credit-bearing or extracurricular projects and
programs. In some instances, students will
form their own arts-centered groups and clubs.
In special cases (e.g., private voice lessons)
students wishing instruction in a particular
art-form may work with teachers in the
Olympia area under special fee arrangements.
Musical groups such as a jazz ensemble, a
choral ensemble, a music-theater company,
and other chamber ensembles for classical,
79
80
folk, and rock playing-all
these will continue
to function as long as there is student interest.
A comparable range of opportunities is being
made available to students with interests in
drama, dance, film, ceramics, weaving, printmaking, printing, painting, and sculpture.
To understand how we have integrated the
arts into Coordinated Studies programs, you
should turn to the descriptions of our 1971-72
programs, and particularly to "Man and Art,"
"Space, Time, and Form," "Communication
and Intelligence,"
"Environmental
Design,"
"Contemporary
American Minorities,"
and
"The Play's the Thing." To learn about the
full extent of artistic activity at Evergreen,
even in its first months, you should communicate with students or faculty members in these
programs. They can tell you of groups already
formed, public events held, and a high level of
interest in many artistic pursuits.
Beyond the campus, the Olympia, Tacoma,
and Seattle areas offer a wide range of artistic
events and of opportunities for participation.
Some of these are:
Governor's Festival of the Arts; Community Concerts; Little Theater; Abbey
Players; Opera Guild; Ballet Northwest
Association; Olympia .Fine Arts Guild;
Olympia Symphony; State Capitol Museum; various
art galleries
(all in
Olympia).
Seattle and Tacoma offer many performances---plays, -operas, concerts of all kinds
-and
many exhibitions in galleries and museums. Because of a student's unified responsibility to his program or contract, it is possible
to include a rich variety of field experience
directly in his academic work.
Evergreen
has already made significant
progress in providing the resources necessary
to support collaborative activities in the arts.
People are the most important of these resources. Our faculty members drawn from a
broad range of artistic fields provide substantial amounts of experience and talent. Of
equal importance
is their commitment
to
teaching and learning in an atmosphere of interdisciplinary
collaboration.
And our first
students themselves have contributed to our
total resources; many of them have brought
impressive skills, talents, and understandings
to the campus. In addition, both artists in the
surrounding
community and visiting artists
have added to our ability to foster work in the
arts.
At present Evergreen is best equipped for
collaborative artistic activity in film, video,
and multimedia work. Our present capabilities
for computer graphics, for animation, and for
the electronic synthesis of music can serve as
evidence for our interest in collaboration involving musicians, visual artists, film makers,
scientists, mathematicians,
computer specialists, and electronic engineers.
With such exceptions, however, the College
has currently available only temporary or
make-shift spaces for specialized work in the
arts-as
can be expected on a new and
evolving campus. Yet the results of careful
planning will be seen as well-designed facilities
for work in the arts are constructed in the
years immediately ahead.
pVBLlC EVENTS
As it grows in strength and size, Evergreen
will provide a g~od number of films, exhibits,
lectures, symposIa, concerts, plays and other
presentations. U ~like the "artists' series" and
visiting lectureshIps at most colleges, however,
the offerings at Evergreen will usually be related to academic programs and other ongoing
campus activities. They will grow out of the
day-to-day concerns of the students, faculty,
and other staff.
~
Most of these events will be open for the
whole campus and the community beyond the
campus. Some of them will be generated directly from the work of Coordinated Studies
programs or participants in learning contracts.
Others will be produced by special-interest
groups of students, faculty, other staff, and
friends from the surrounding
community.
Some will be presented by visiting artists and
scholars; but whenever possible, visiting performers and lecturers will not appear on
campus for the events alone. Instead, their
visits will be incorporated into the programs of
Coordinated and Contracted Studies or the
interests of clubs and other groups. The visitors will be available for discussions, conversations, master classes and specific teamwork.
They will provide larger contexts in which the
public events themselves can have greater
meaning.
Because the academic programs of Evergreen will be more than usually flexible and
responsive, we shall often be able to arrange
public performances as more than "extracurricular activities," rehearsed for or attended
separately from the normal day's work. Instead, we can incorporate them into our programs or even plan new academic programs to
produce them. For example, it may soon be
possible to offer a Coordinated Studies pro.,
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gram aimed at performances of a play and
designed for about forty students and two faculty members. The program team would work
out assignments as actors, technical staff and
production staff. The team would concentrate
on studying the play thoroughly; reading other
works by the playwright, his predecessors and
his contemporaries;
studying theatrical techniques; but always sharing in the total project.
At the culmination of the program would
come the performances of the play on campus
and perhaps even "on the road."
Extend this procedure into performances of
music and dance, or into shows of visual artworks and 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. Think about how other kinds of pro-
81
in visiting artists and speakers for other presentations, and are hard at work on a number
of projects for the near future. Drama, dance,
visual arts, film, music, social concerns, scientific concerns, political concerns--all
are vitally represented. Even though our facilities,
staff, and resources are seriously limited in
these early days, the first students, teachers,
and other staff members have brought with
them two all-important qualities: interest and
talent. There is, as the planners of Evergreen
had hoped, a spirit of collaboration
which
rises above the conventional distinctions between the academic and the extracurricular,
the students and the faculty or staff members,
recreation and learning.
Regarding public events as an important
way of connecting interests, we hope not only
to provide continuity between study and practice. We also hope to encourage on-campus
programs to share their insights and activities,
to link concerns of groups at the College with
concerns in the surrounding community, and
to relate serious thinking to solid enjoyment.
82
grams and contracts and club activities can
lead to lecture-demonstrations,
documentary
films, presentations of slides or video tapes or
audio tapes, symposia, or conferences, and
you will understand how groups can make
their ideas count on the campus and in the
larger community.
Already, near the beginning of the first
year, Evergreen programs and clubs have prepared some public presentations, have brought
FOREIGN LANGUAGE STUDY
Evergreen recognizes at least three types of
needs for training in foreign languages:
1. The student preparing to study or to
work abroad will need nearly complete
mastery of the spoken and written 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.
They may, for example, wish to read literary works in the original languages or
to deal with secondary sources in foreign
languages relating to their main interests.
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 studies upon a
foreign language or upon comparative
linguistics.
In addition, students may wish to have the
experience of thinking through verbal symbols
other than those which they have learned
simply by having been raised among speakers
of English.
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 in a number of languages--either on campus or elsewhere. In these programs, students should hear, speak, and read
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 auto-
tutorial and person-to-person studies in a variety of languages. These might be pursued
over a long period of time and recognized by
tests administered for credit as part of a
learning contract whenever the student is able
to demonstrate that he has reached a new level
of mastery.
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 but also certain Asian and African
languages if staff, facilities, autotutorial resources and interest 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 fulfill 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.
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STUDY ABROAD
Evergreen intends to provide opportunities
for many students to study foreign areas and
cultures at first hand. We shall offer some
Coordinated Studies programs which will first
immerse the student in the language, history
and culture of a foreign land and then enable
him to continue his studies in the foreign land
itself. We shall provide other opportunities for
less formal and perhaps briefer periods of
study abroad in conjunction with programs or
projects developed at Evergreen. In Contracted Studies, it will be possible for teams of
fifteen students and one instructor to work
abroad for full credit while still remaining
academically related to the Evergreen campus.
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
this study.
Programs for study abroad, however, require substantial funding; special efforts from
faculty members, students, and administrators;
and often special scholarship provisions. Incoming students should recognize that until
the College has the necessary money and personnel we cannot promise extensive opportunities. Evergreen is, nevertheless, committed to
the broadest possible range of programs and
contracts dealing with foreign areas and cultures . Student interest and demand will help us
achieve this goal.
ACADEMIC
STANDING
A student's academic standing will depend
upon his success at earning credit for the program or contract in which he is involved.
Normal progress toward graduation will mean
enrolling for and completing Coordinated or
Contracted Studies at an average rate of three
units of credit per quarter. Those enrolled for
fewer units of credit are expected to do what
they have signed up to do if they wish to remain in good standing.
When a student enrolls in a Coordinated
Studies program spanning several quarters or
in a long-term contract for which credit
cannot be awarded at the conclusion of each
quarter, his seminar leader or sponsor will be
responsible for substantiating his progress. An
"In Progress" notation on a credit report for
him indicates that if he maintains his current
pace he will earn the expected credit at the
completion of the program or contract. Otherwise, if his progress is unsatisfactory bu t he
still remains in the program or con tract, his
seminar leader or sponsor will advise him and
add qualifying comments on any interim report.
If a student's performance is deficient, he
may be asked to reduce his workload, withdraw temporarily, or sever his connection with
the College. Normally, such deficiencies will
be examined and such recommendations made
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. Then
he will be advised by his seminar leader or
sponsor and the academic dean assisting his
group 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 faculty members and dean
closest to him will require him to reduce the
workload for which he has enrolled or withdraw from the College.
A special case may occur from time to time
when a student simply cannot match interests
with what Evergreen can offer in teaching,
facilities, or other resources. When it becomes
apparent during an advising period prior to
formal registration for a new quarter that a
student cannot continue on a current Coordinated Studies program or contract, find a
place in another program, or negotiate a new
contract with any faculty or staff sponsor, then
he will be advised not to enroll for the new
quarter.
Evergreen will do its best to help everyone
of its students and to insure insofar as it pos'sibly 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.
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EVALUATION, THE PORTFOLIO
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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 the ideas and work you
present. 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. In a
group learning 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 will 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.
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86
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 capa. bilities; and (3) a statement by you, com-
menting on what you feel you have learned
and evaluating the guidance and support
which you received.
The Office of the Registrar will keep your
official portfolio, adding to it the three basic
documents for each award of credit. You and
your seminar leader or sponsor will maintain
your own larger "traveling portfolio." In addition to the basic documents it will include
samples of your work-written, photographed, drawn, or taped. When the time arrives for you to leave Evergreen, you will have
the opportunity to include selected examples
of your work directly in the official portfolio
as part of a microfilmed permanent record.
Your traveling 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 your prospective sponsors and seminar leaders an ever
clearer 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 advisors. 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 official Evergreen portfolio will
become the full dossier of your undergraduate
career and will represent to employers or to
professional schools the quality and extent of
your work.
CAREER
PLANNING
Evergreen provides many opportunities for
you to prepare for your career after graduation. Basic Coordinated Studies programs proceed by the sharing of many viewpoints, many
kinds of experiences, and a responsibility for
learning how special vocations bear upon central problems. Advanced Coordinated Studies
programs and group contracts focus strongly
on special problems involving special fields.
Indeed, it is possible for a group of students
interested in a certain vocation to work with a
sponsor on a contract specifically directed
toward that vocation. Individual contracts
enable students first to sample various kinds of
specialized work on or off campus and then to
engage in extensive periods of on-the-job
learning. Thus you can shape your sequence of
academic
programs
toward
your chosen
career.
We do not have departments labeled by traditional subject-headings at Evergreen, nor do
we have "majors," as abstract and predetermined collections of required courses for
reaching conventional goals. But we do offer
the specialized facilities and resourceful people
who can help you to penetrate quite far into
various
academic
disciplines
and
into
pre-professional training. The options for field
work, internships, and other kinds of experience off campus will allow you to tryout your
interests in highly practical ways.
When you consider the possibilities for
full-time absorption in specialized work, you
will see that Evergreen can give you unusually
strong support as you plan your career and
wish to move toward it. And you will move
toward it not along a rigidly defined track, but
by a route which you and your sponsors and
seminar leaders gradually map out, as your
needs, inclinations,
and abilities become
clearer.
In the Evergreen Bulletin for 1971-72, we
suggested several illustrative programs of study
to suggest how a small number of fictitious
students might put together Coordinated and
Contracted Studies during their careers at the
College and where these experiences might
lead them. Until we have some flesh-and-blood
alumni to talk about, these fictitious friends
will have to do. Several of them have altered
their future lives a bit since last year, but they
can still indicate the sorts of four-year and
two-year schedules which you and your sponsors and seminar leaders might well work out.
(Four years)
Arthur Black (generally interested in public
affairs, law, management)
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First Year: Coordinated Studies, "Causality, Freedom and Chance."
Second Year: Contracts in political science, philosophy, journalism; one quarter
Coordinated Studies in American Culture.
Third
year:
Advanced
Coordinated
Studies in political systems; 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
one-quarter group Contracted Study in
Washington State Government.
•••
takes up a position in a governmental agency; marries Barbara
Brown.
Alice Blau (interested in literature, music,
perhaps teaching)
First year: Coordinated Studies, "Human
Development. "
Second year: Continues "Human Development" and internship as a teacher's
aide in a primary school, helping with
reading and music.
88
Third year: One quarter Coordinated
Studies, examining the similar and different roles of men and women in the
arts; one quarter contract on problems of
higher education; one quarter group contract on educational administration.
Fourth year: Two quarter Coordinated
Study in advanced
educational
psychology; one quarter internship in academic deans' office.
••• goes on to grduate program in
higher education;
becomes an
academic administrator.
Roger Redmond
(interested in business
management and finance)
First year: Coordinated Studies: "Individual, Citizen, and State."
Second year: Coordinated
Study in
American and comparative governmental
systems.
Third year: Group contract in advanced
mathematics
and computer
programming; individual contract in economic
theory; Cooperative Education internship
contract in banking (in a local bank).
Fourth year: One quarter internship in a
state regulatory agency; one quarter advanced Coordinated Study in fiscal policy;
one quarter individual contract in business law.
•••
accepts a position in a bank.
Barbara Brown (interested in graphic art
and drama)
First year: Coordinated Studies, "Space,
Time, and Form."
Second year: Group contract in drawing,
painting, mixed m~dia. work. One quarter
Coordinated Studies ill modern drama,
leading to the production of a play (for
which she designs sets). Three months
internship with Seattle Opera design and
production staffs.
Olympia to produce media presentations for public and private
enterprises.
Third
year:
Advanced
Coordinated
Studies in photography, television, and
film.
Fourth year: Group contract on business
management of artistic enterprises; internship contract with Thurston Regional
Arts Council.
Joe Green (interested in natural science,
business management)
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.
• • • takes up employment as graphics
specialist
in
Seattle
public-relations agency; marries Arthur Black; opens own agency in
89
Fourth
ye~r: Contracts
on
campus
In
chemistry,
wood-products industry.
•••
and off
forestry,
goes to graduate school of forestry, leading to a position with.a
wood-products industry.
Paul White (undecided,
but concerned
about social cooperation and international
understanding)
First year: Coordinated Studies, "Individual in America."
Second year: Coordinated Studies, "J apan," with total immersion quarter in
Japanese.
90
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
learning contract
in accounting
and
cost-analysis procedures.
Contract for
internship with a Northwest business firm
dealing with Japan.
••• goes to graduate study in business administration,
leading to
an industrial position involving
Japanese-American
trade relations.
(Two years)
Jim Nord (interested in social and political
issues, electronics)
Third year: Coordinated Studies, "Com-
munications and Intelligence."
Fourth year: Continues "Communications and Intelligence;" contracts for internship in television studio, journalism,
development
of media at Evergreen;
group contract in sociological techniques.
••• takes up a position with a television station, planning to continue
work in broadcast journalism.
Cyn thia West (has had secretarial training
but is widely interested in cultural achievements of minority groups):
Third year: Coordinated Studies, "Contemporary American Minorities," with
emphasis on black culture.
Fourth year: One quarter advanced Coordinated Studies on social change in the
inner city; one quarter internship contract in Tacoma community organization; helps to organize and lead one
quarter group contract on black artistic
and social contributions to American society .
• • • goes to work for an inner-city
community organization prior to
graduate study in ethnology.
I
inar leaders, sponsors, and other Evergreen
staff members will help you make these translations. The work you have done in Coordinated Studies programs and in learning contracts can, if necessary, be described in portfolio documents as equivalent to a certain
amount of course work in a certain range of
subject-materials,
according to more traditional systems. The credit you earn at Evergreen will be acceptable elsewhere, allowing
for the various requirements and policies of
various institutions (see "Accreditation").
You will find many comments on evaluation
and career preparation throughout the preceding essays. As you prepare to leave Evergreen, you should find the portfolio to be most
helpful as a way of describing to future employers or to other academic institutions the
Whatever pattern you will devise within the
resources which Evergreen can make available
to you, the result will be a sequence of intensive programs and projects tailored by you and
your advisors to fit your needs, career plans,
and complementary interests as closely as possible.
Evergreen Credentials
Because
of differences
in educational
thinking and in systems of registration and
reporting, the necessity may arise for translating the Evergreen, credit you have earned
into other frames of reference. Should you
apply to a professional school or seek certain
specialized work at another college, your sern-
91
preparation for a career which you have made
at Evergreen. Throughout the academic programs and through other College services, you
will be advised carefully, assisted strongly, and
evaluated closely by people who know you
well.
In Summary
92
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 will
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 techniqu~ to general issues,
and alert to the. opp?rtl;1~Ities awaiting those
capable of making individual contributions,
under realistic circumstances, as members of
teams.
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THE LIBRARY AT EVERGREEN
If there is anything archaic about the library at Evergreen, it probably is the term "library." Webster defines a library as "a room
or building where a collection of books, etc., is
kept for reading or reference." Evergreen certainly has "a collection of books," but it is the
"etc." that makes our library distinctive.
That distinctiveness consists both in what is
collected at Evergreen and in the people concerned with the collections. What we collect is
information, including ideas. Information and
ideas certainly come in books, but they appear
and are preserved in other forms , too. So the
people in our Library have put at your disposal not only over 80,000 books, 2,000 peri-
odicals, and several hundred printed reference
sources; they have also collected for you about
7,500 audio recordings, 5,000 slides, models,
art prints, maps, and other realia, and a
number of films and video tapes. And these
items are not, of course, merely "collected";
they are catalogued and stored in such a way
that they are most accessible to you.
"Access" is a key word. If the information
and ideas in the collection are to be most
useful to you, they must be readily available.
Availability comes through two routes-systems of storage and retrieval, and people. We
have tried to make our systems both comprehensive and simple-easy for you to work. But
no system can do what people can do. They
can listen to you, help you to redefine your
problems in ways that let you solve them more
productively, and aid you in making the Library's systems function in a fashion that is
personally relevant for you.
And that personalized form of relevant access to information and ideas is not limited to
finding useful materials. It extends to your
actually generating the kinds of information
that you need. Evergreen's staff specialists in
photography, graphics, television, and audio
recording have a primary responsibility to
make their abilities, together with some of the
most modern and effective production equipment, available to you so that, when you need
to, you can develop your own "software" for
your programs of study or in conjunction with
your personal explorations of the world. Because we are a bit undermanned and constrained in our resources, we may not be able
to help you do everything that you want to do
or to help you precisely when you want help.
We need some patience and some cooperation,
too; but as a new library in a new institution,
we are constantly gearing ourselves to offer
the kinds of service that we have tried to describe here in order to make your access to
information and ideas easy and effective, and
to make it both enjoyable and educative.
In addition to a collection and a set of
helpful people, the Library at Evergreen is
also a place and a climate. Our intent is to
make the place a comfortable one that everyone can use productively in his own appropriate ways. We hope that the climate will
encourage conversation and discussion, serious
and determined study, both verbal and graphic
expression, college-wide communication, and
private relaxation.
But these generalizations require some concreteness to be meaningful. Item: The entire
non-print visual collection is on color microfilm, so you can preview in seconds a whole
set of slides, art prints, maps, etc. Item: All of
our audio recordings are on cassette and in
specially designed containers on our shelves,
so you can enjoy the easiest and most efficient
access to them. Item: The "Thing Wall" is for
you to decorate--with etchings or watercolors,
poems or witticisms, complaints or expressions
of pleasure. Item: Our facilities and equipment
are such that, if you want to, you can learn to
record an a capella choir quadraphonically or
to produce your own television show-if you
give us due time and notice to provide the help
you want.
In short, the Library at Evergreen works
with ideas and information, yours as well as
those that it stores and makes accessible. It
focuses on ideas and information in books, but
also in a wide range of other formats; and in
its effort to devise systems to increase the
availability of ideas and information, it has not
forgotten the unqiue ways in which people can
best serve the informational needs of other
people. It is this last feature, the emphasis on
people, that we prize most in our library as a
place and as a climate.
95
COMPUTER
SERVICES
Computer Services supports a variety of
learning experiences. We feel it is important
for every educated individual in today's world
to know something about computers and the
way computers
process information
and
achieve results. Computers directly influence
our lives, subtly or obviously, in an increasing
variety of ways. The crucial issues involved in
society's use of computers are at a level of
importance too high to be left in the hands of
the "experts."
96
Large numbers of Evergreen students are
gaining the ability to use a computer as an aid
in their studies, to make calculations, or just
for recreation. They work with one of the sev-
eral typewriter terminals or scope displays
available on campus. Through the use of Dartmouth BASIC, a deliberately simplified computer language, most students find that they
have ready access to this new technology after
only a few hours of study.
Conversational
computers,
which "talk
with" or react to their operators, immediately
detect many errors and reinforce correct computer syntax,
thereby
encouraging
rapid
learning of the computer language. This interactive mode of operation typically keeps interest high even among students who would
not otherwise persevere through the tedium of
most data processing. Immediate response
with a solution to some specific problem encourages more thorough and meaningful exploration of the various facets of the larger
problem. For many social science simuItations,
economics games, and other applications that
benefit from man-machine interaction, interactive computing provides a satisfying and often
exciting medium for learning and for solving
problems.
In addition, for those with requirements too
large or specialized for BASIC, Evergreen has
arranged access to computers off campus.
Because a large campus computer tends to
limit the options of those with a genuine need
for extensive computations, we do not plan to
acquire such a machine at the College. We
have recently purchased, however, a minicomputer system, the Hewlett-Packard
2000C,
that supports interactive BASIC.
Computer Services staff members help students, faculty, and administrators make effective use of computer technology. This aid
ranges from trouble shooting with a student
having programming problems to helping to
define a task for computer solution. Frequently, the scope of a study project can be
expanded greatly when one considers the full
potential of computer processing as compared
with a manual analysis of the relevant data or
information.
Students and faculty have two main modes
for using the interactive computer. In one
mode, they learn the BASIC language and
create their own programs, simulation games,
calculations, and so forth. In the second mode,
they can use a program developed by someone
else to solve a specially defined problem. Several computer-aided
instructional
packages
have been developed by faculty members to
help illuminate units in one of the Coordinated
Studis programs; other computer-based units
are available for students with special interests
in other Coordinated Studies groups. For recreational purposes, students frequently gather
around a terminal to playa simulated game of
football, blackjack, or golf.
An analogi digital hybrid computer system
supports computer graphics, and can be used
.to solve a wide variety of differential equations
typical of quantum mechanics, fluid flow, and
other physical and electro-magnetic
wave
equations. Plans are to have this hybrid system
programmed soon for computer music.
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DEVELOPMENTAL SERVICES
The Division of Developmental Services has
as its central purpose the encouragement and
facilitation of student development: Its aim is
to help you grow intellectually, personally,
and socially. In so doing, those of us charged
with this responsibility, hopefully, will also
grow as we relate to you and some of your
hopes, dreams and aspirations.
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We-meaning you, faculty and staff-must
work together; we must continue to make
opportunities available for play and simple
relaxation ; we must provide assistance to those
within our midst who are moving through
times of financial hardship; we must have necessary personal services available in areas such
as health and counseling; we must continue to
broaden the opportunities for participation in
college life so that new friends can be found
and interests expanded, if desired; we must
also continue to assure the order and security
required for intellectual exploration and the
widening of our self-knowledge without fear of
intimidation. In other words, we must constantly be concerned about each other.
That concern, however, encompasses more
than just the Evergreen community, as numbers of students, faculty, and staff become
involved in the larger social communities beyond the campus through activities that show
productive concern for our fellow human
beings. Through our volunteer office, you will
be able to participate in a variety of activities,
if you wish, ranging from work in a day care
center to being a reader for a blind person to
simply being company for elderly persons in
nearby retirement complexes .
We are here to help you in your development and through that helping, maybe we will
all be a little more human and humane.
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Evergreen stresses cooperation and interchange among a community of learners who,
rather than competing with each other, are
committed to helping each other. Developmental Services plays a key role in helping
you, faculty and staff work through some of
the problems and promises inherent in a bona
fide community.
Evergreen provides a variety of counseling
services to all enrolled students and employees.
Their use is entirely voluntary and without
cost. The primary aim is to furnish a helping-working relationship that will assist the individual to ecome a more constructive,
poblem-solving, self-directive person. The
level of our ability to help is largely dependent
on recognition by the individual that he sincerely wants help in coping with a problem.
Counseling frequently is useful in relation to a
variety of educational, or marital concerns. In
some situations, a referral to a more appropriate source of aid may be called for. In such
special fields as draft and drug counseling,
family planning, and psychiatric care, the College enlarges its own capabilities by contracting for professional service as needed.
Workshops, developmental
seminars, and
other forms of group activity and counseling
can be generated as student interests develop.
Group counseling provides an opportunity for
people to share their ideas and feelings with
individuals who have similar concerns, and for
them to work together toward a better understanding of themselves and others.
Because nearly all faculty and staff carry
responsibilities for some type of counseling
and advisement, the Counseling Service tries
to supplement these activities, to offer special
kinds of help, and to respond as best it can to
any unmet human needs. The Counseling
Service will be open weekdays and occasionally in the evenings and on weekends. Students, faculty, and staff are welcome.
Financial Aid and Placement
General Information--{
dent Employment)
Counseling relationships are strictly confidential. No information
will be released
without written request from the counselee.
A number of students have found our
career-planning resources useful in identifying
their initial vocational goals. With a bit of help
through counseling, they can then fruitfully
apply these objectives to planning their programs of work and study. A collection of
printed, taped, and filmed occupational information, identifying professional areas, job descriptions, and work qualification, is available
in the Counseling Service. To complement
these services, assistance in securing on and
off-campus employment and interviews with
prospective employees is provided by the
Office of Financial Aid and Placement.
Loans, Grants, Stu-
Students who expect difficulty in meeting
the costs of college should apply for help
through the Office of Financial Aid and Placement. Evergreen's goal is to provide every
needful student with sufficient financial assistance to make his attendance possible. Awards
from the College's aid programs rest strictly on
personal need, however, and can only supplement the contribution of the student and his
family. Assistance may take the form of employment, grants, loans, scholarships, or a
combination of these possibilities.
The College expects the student's family to
contribute as much as possible toward the cost
of his education, and the recipients of financial
aid are expected to adhere to a modest budget.
The partnership into which the College enters
in providing financial aid to the student is one
involving a commitment on the student's part
to provide a substantial contribution toward
his college costs from such sources as summer
savings.
Students who have chosen not to accept
available family aid, and students whose par-
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ents have chosen not to contribute to the costs
of college, are eligible to apply for other forms
of assistance. A number of on-campus jobs do
not require the applicant to demonstrate significant need, nor is stringent need-analysis a
criterion for the Federally Insured Loan Program or for off-campus placement.
Students who have completed at least one
quarter at The Evergreen State College may
apply for emergency loan assistance. Any student may inquire about scholarships awarded
by off-campus agencies, many of which do not
consider need as a major criterion of award.
All students are encouraged to seek general
financial counseling and help in the personal
management of money at the Office of Financial Aid and Placement. Information on financial aid at other colleges is readily available, as
is information on summer and career placement.
See "Student Accounts/Fees
and Charges"
in this bulletin for estimates of annual costs for
students attending Evergreen.
Application
100
Procedures
Students who wish to be considered for aid
should complete The Evergreen State College
Financial Aid Application and return it to the
College. The application form may be obtained from Evergreen's Office of Financial
Aid and Placement.
The
appropriate
College
Scholarship
Service Confidential Statement-either
PCS or
SFS--must be submitted to the College Scholarship Service in Berkeley, California, before
the application can be considered. Confidential statement forms are available from high
school counselors or from the Office of Financial Aid and Placement.
The Parents' Confidential Statement (PCS)
must be completed by the parents of the following applicants:
1. Unmarried students who will be under
23 years of age October 1, 1972.
2. Married students who will be under 21
years of age on October 1, 1972.
The Student Financial
Statement (SFS)
must be completed by these applicants:
1. Unmarried students who will be 23 years
of age or older on October 1, 1972 and,
2. Married students who will be 21 years of
age or older on October 1, 1972.
'
Parents
of Educational
Opportunity
Grant applicants must complete the parents' income section of the SFS form.
Applications for aid during the 1972-73
academic year must be received by July 1.
Applications
from students
applying
for
summer
College Work-Study
employment
must be received in the Office of Financial Aid
and Placement by April 15. The appropriate
confidential statement must be mailed to the
College Scholarship Service at least two weeks
prior to the above deadlines.
Programs
A brief description of the requirements and
regulations attached for each financial assistance program follows. Further details on any
program are available from the Office of Financial Aid and Placement. These programs are
designed to be awarded individually or in
combination depending on the needs of each
student. Procedures for financial aid disbursement are spelled out in the section of this bulletin entitled "Student Accounts / Policies and
Procedures."
Loans
National Defense Student Loan Program.
This program provides long-term, low-interest
loans for students in almost any area of study.
Terms and conditions include these stipulations: (1) Students may borrow up to $1,000
per academic year, and no more than $5,000
during their undergraduate
years; (2) borrowers must be citizens or permanent residents
of the United States; (3) each borrower must
sign a promissory note payable to The Evergreen State College (married students are also
required to sign a marital community responsibility statement); (4) loans are disbursed to
borrowers in quarterly installments during the
first week of each quarter; and (5) quarterly
repayments on the loan begin one year after
the borrower leaves school, and the interest
begins to accrue nine months after the borrower leaves school at three per cent simple
annual interest; no interest on the loan accrues
prior to the beginning of repayment; payments
are at a minimum of $15 per month and the
loan must be repaid within 10 years.
Federally Insured Loan Program. This program provides loans to students of up to
$1,500 a year through participating banks,
credit unions, and savings-and-loan
associations. It was designed to aid students from
middle-income families who may not ordinarily qualify for college-based aid. The loan
is guaranteed by the federal government and
the annual interest rate is set at seven per cent.
If the student's adjusted family income is
below $15,000 a year, the federal government
will pay all interest charges until 10 months
after he leaves college. If family income is
above $15,000, then the student must pay all
interest charges.
Emergency Loan Program. Funds for this
program are donated by businesses, service
and professional organizations, and individuals in the community. The program is designed to aid students who face temporary
need by providing loans of up to $100 for no
more than 90 days. Borrowers may apply by
means of a personal interview in the Financial
Aid Office. A borrower must be enrolled for at
least two units, and must have completed at
least one quarter at The Evergreen State College. Simple annual interest is set at six per
cent.
College Long- Term Loan Program. Sources
of this program include community donors
and activity fees. It provides loans of up to
$300 for periods of up to 12 months. Eligibility requirements and application procedures
are the same as for the Emergency Loan Program.
Employment
College Work-Study Program. Each year
the federal government awards The Evergreen
State College money to create a wide variety
of summer and school-year jobs, both on
campus and in the community. The pay range
is from $1.60 to $2.60 per hour; the program
101
is open to students whose financial aid is significant. Students may not average more than
15 hours per week of work during the periods
for which classes are in session and they may
work not more than 40 hours per week in all
other periods. Every student in this program
must be an American citizen or in the United
States on a permanent visa. He must be enrolled for at least two units during each
quarter in which he works. Those who work
full time during the summer are expected to
save a substantial proportion of their summer
earnings to be applied to meet school-year
costs.
Part-Time Employment. The Office of Financial Aid and Placement maintains a listing,
screening, and referral service for part-time
positions with employers on campus and in the
community. Students interested in part-time
employment should apply at the Office of Financial Aid and Placement.
made by the. College, such as the National
Defense Student Loan or earnings under the
College Work-Study Program. When a loan
and a grant are offered, the loan must be accepted in order for a student to receive the
grant. If the student wishes at any time during
the year to reduce his loan, he must accept a
corresponding reduction in his grant.
Placement
The Office of Financial Aid and Placement,
in coordination with the Counseling Office,
offers a number of services to aid the student
in the exploration of career choices and in selecting and realizing occupational
goals.
Among these are summer and career job listings, screening, and referral. The office also
operates an occupational resources library, an
out-of-area
placement
service, on-campus
employer interviews, and a credential file
service. Students are encouraged to discuss
their career concerns with the staff of the
Placement Office.
Grants
102
Educational Opportunity Grant Program.
This program provides grants to full-time students from low-income families whose need is
acute. The grants may range between $200
and $1,000 but may not exceed one-half of
the student's need during the academic year.
The remaining half must be met by an award
Washington State Tuition Waiver Program.
By authority of an act passed by the 1971
State Legislature, a limited number of tuition
and fee waivers will be granted to needy students under the same general criteria as those
of the Educational Opportunity Grant Program.
Law Enforcement Education Program. The
Department of Justice offers a financial aid
program to students whose major areas of
study are in the fields of administration of justice, law enforcement, or corrections, or who
are employed in these fields. Any student currently employed in these. fields (in-service) may
apply for a tuition grant. In-service or
pre-service students may apply for tuition
loans if they are enrolled for two units or
more. If need exists, they may apply for loans
in excess of tuition. Pre-service loan recipients
must pledge the completion of the equivalent
of 22 quarter-hours
(five Evergreen units)
during their collegiate careers in work related
to law enforcement.
Grant recipients must
agree to continue employment in their current
law enforcement agency for two years after
graduation. Should they fail to do so,. the grant
becomes a loan repayable at seven per cent per
year. Loan recipients begin repayment six
months after leaving school. Loan recipients
who, after leaving school, are employed in a
public law enforcement, correctional, or court
agency enjoy a 25 per cent forgiveness of the
loan for each year of employment up to four
years.
Health Services
The Evergreen State College's health program is not, because of insufficient funds, the
comprehensive one desired. It will, however,
meet basic student needs during the 1972-73
school year. The health facility will operate in
the Daniel J. Evans Library on an eight-hour,
five-day-per-week
schedule, with the possibility of expansion through the use of volunteer personnel. The physicians at St. Peter
Hospital will serve as back-up for on-campus
health personnel and will see students who are
experiencing difficulties that cannot be adequately treated on campus. During those periods when there is no coverage on campus,
the staff of the Emergency Room at St. Peter
will serve Evergreen students who need immediate attention.
Public and private deliverers of health services in the community will be involved with
students, faculty, and staff in a variety of activities, including family planning clinics, drug
abuse workshops, first aid training sessions,
some psychiatric assistance, and much additional work in the wide fields of preventive
medicine,
health
education,
and
other
health-related concerns.
Evergreen's insurance policy is optional, but
it provides necessary additional support to
students. Because our health program is a minimal one, students are strongly urged either to
take Evergreen's policy or to be certain they
are covered elsewhere-for
example, through
the insurance of their parents.
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Recreation
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Mountain climbing, bridge, karate, frisbee,
scuba diving, flute playing, road running, organic gardening, soccer, macrame, kayaking,
singing, horseback riding, carpentry, ballet,
poetry reading, flag or touch football, yoga,
bicycle touring, cooking, and / or fencing, to
name a few, take some form at Evergreen. The
shape of that form greatly depends on the efforts and interests of the members of the Evergreen community. A judo club, an ethnic
dance team, or chess clique, or flying lesson, it
evolves from student, faculty, staff, or community interest. Initially, with college support
somewhat limited, innovation is critically important. The whole idea is to develop recreational skills on which individuals can build
life-long patterns of physical activity.
Campus facilities provide excellent outlets
for practically all recreational pursuits, including a wide variety of indoor and outdoor
facilities for pursuit of activities involving the
arts as well as sports and games.
It might be possible, under appropriate
conditions (see "Contracted Study") to undertake academic work leading from initially
"recreational" pursuits.
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Volunteer Services
While you are at Evergreen, you may want
to be involved in service to others. This is
important for two reasons: first, service provides you an opportunity to contribute to the
well-being of others; and, second, your development as an individual will be enhanced.
The Volunteer Services program has been
organized to assist you in locating and arranging non-credit, service-oriented activities
with Community Action and poverty agencies,
social service agencies, churches, even the College itself. Participation in these activities
should make a significant contribution to your
personal growth, but your major concern will
more likely be the growth of others. You will
be committing your time, your abilities, and
your energies to serving those in need.
Volunteer activity will not generate academic credit, nor is it job-oriented. Volunteer
activities may involve personal relationships
such as working with retarded children; or
they may be less involved-stuffing envelopes
for a UGN drive, for example. Whatever activity you choose should be meaningful to both
you and to those you serve.
In addition to placing Evergreen students
both on and off campus, the program will assist volunteers from the community in identifying meaningful ways to serve the College.
Community involvement at the College will
strengthen ties between the College and its
neighbors and will help each to gain a deeper
understanding of the other.
If you want to become involved in
non-credit, service-oriented activities, on or off
campus, contact the Volunteer Program Coordinator. He will help you locate or organize
the right service activity to fit your needs and
the needs of others.
HOUSING
A wide range of housing accommodations is
available on campus and 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
On-campus
housing
includes
apartment-type space for 602 students, from single
studio rooms to five-person suites. All units are
designed to provide living conditions similar to
those available
in the best of private
off-campus facilities, and are regulated according to the same principles that apply to
off-campus apartment houses.
A limited number of on-campus housing
accommodations is made available to married
students, but only when both persons are
full-time Evergreen students.
Responsibility for determination of policies,
procedures, contract terms, conditions, and
rate schedules rests with the Board of Trustees, which may make modification at its discretion without notice. However, rental rates
are not changed during the term of any contract. Assignments to college housing are
made without regard to race, color, creed, or
ethnic background.
Final responsibility for
on-campus room assignments rests with the
College, but, to the extent possible, student
preferences will be honored.
Pets may not be kept in campus housing
because of factors of cost and sanitation. This
policy reflects a vote of student residents
during the autumn quarter of 1971.
On-Campus Facilities
Campus living accommodations
include a
high density group with three five-story and
one ten-story buildings, and a low density
group! comprised of 19 apartment duplexes
(38 apartments). Seven basic types of residence hall accommodations
are available, as
indicated in the adjoining diagrams:
1. 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. Both the
five-story and ten-story buildings include
five student apartments. Number of units
available: 30 (accommodating
150 students).
2. Four-student apartment, kitchen-dinette.
Two students share each bedroom/study
room in this two-bedroom unit, which
has a separate bathroom, kitchen-dinette
and living room. All apartments in the
low density group (duplexes) are of this
type. Number of units available: 38 (accommodating 152 students).
3. Four-student
apartment,
efficiency
kitchen.
Two students
share
each
bedroom / study
room
in
this
two-bedroom
apartment, which has a
separate
bathroom
and
efficiency
kitchen connected with the living room.
These units are found only in the
five-story residence halls. Number of
units available: 20 (accommodating 80
students).
4. Three-student apartment. Three of these
units, each with an over-sized single
bedroom / study room, bathroom,
and
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HOUSING
ACCOMMODATIONS
..:.;THEEVERGREEN
STATE COLLEGE
-,-
These drawings are intended as
examples
only,
actual
floor
plans may vary.
© Three
®
Five Student
Apartment
Student
Apartment
Studio occupants have
access to community
living
rooms
and
kitchens on each floor.
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Four Student
Apartment
© Two
Student
convenient living room-kitchen combination, are located on the top floors of
the five-story buildings. In addition, a
faculty apartment on the first floor of
each of the same buildings has' been
converted to a three-student apartment,
with bedroom, living room, bathroom
and kitchen-dining alcove. Total number
of units available: 6 (accommodating 18
students).
5. Two-student apartment. Design of these
units varies widely. Some have separate
bedroom / studies; all have kitchen facilities and bathrooms. Two-student. apartments are located in the five-story residence halls. Number of units available:
23 (accommodating 46 students).
6. Two-student studio. Two students share
Apartment
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One Student
Studio
a combination
bedroom/study/living
room. All have complete bathroom facilities, and access to a community
kitchen-lounge. The studios are located
in the ten-story structure. Number of
units available: 64 (accommodating 128
students).
7. One-student studio. This is the most private unit, with access to bathroom facilities shared with three other one-student
studios and to a community kitchenlounge. The one-student studios are all
located
in the ten-story
building.
Number of units available: 28 (accommodating 28 students).
Each living unit on campus is equipped
with all items normally found in a furnished
apartment bed frame and mattress, desk and
chair, wardrobe, dresser, 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. In the high density group, laundry
facilities are available on the ground floor of
the l G-story building; in the duplex group, a
separate laundry building is provided. Mail
services are provided in the same location as
laundry facilities. A telephone is located in
each apartment, and local service is provided
by the College without charge. The student
must, however, accept financial responsibility
for all toll calls. Although adequate storage
space is available within each apartment, additional rental storage facilities are available
within each living group.
Students have full responsibility for maintaining the appearance and cleanliness of their
apartments.
Lounges,
lobbies, and other
common areas are maintained and cleaned by
student employees and/ or professional custodial personnel.
Students wishing to do their own cooking
will find a representative selection of packaged
meats, assorted dairy products, condiments,
fruits, vegetables, soups, and bakery products
on sale in the College Activities Building.
around the Olympia area. Normally, the College does not participate in the negotiation of
lease or rental agreements, since these arrangements are considered direct contracts between
the student and the landlord. However, to assist those students who wish to live off campus
and are unable to locate suitable accommodations, the Director of Housing may, if demand
is sufficiently great, directly lease a limited
number
of apartments
off campus
for
sub-lease to students. The sub-lease apartments will be comparable to those on campus
in both type and rental rate; the principal difference
is that students
who sub-lease
off-campus housing from the College must
sign a lease for a minimum of four months,
contrasted to a 30-day rental agreement for
on-campus apartments.
Renter's Rights
To inform students of their rights and obligations as renters, the Director of Housing has
prepared a "Renter's Rights Pamphlet," available without charge. The information in the
pamphlet applies to students living on campus
as well as those living off campus, although it
has proven to be of special value to students
off campus.
Rental Rates and Deposit for On-Campus
Housing
Rental rates are indicated in the Student
Accounts section of the catalog. A $50 deposit
is required to reserve residence hall space. The
deposit is maintained by the Controller during
a student's occupancy of his apartment.
Off-Campus Housing
Acting as a referral agency, Evergreen's
Housing Office maintains a list of privatelyowned housing
accommodations
in and
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FOOD SERVICE
Evergreen food services are comprised of
(1) the major cafeteria in the College Activities Building, (2) the snack bar and grill in the
penthouse of the Library Building, (3) the retail store (delicatessen) in the Activies Building, and (4) a full line of vending machine
services throughout the campus. These fixed
locations are supplemented by the offering of
catering and banquet services to members of
the Evergreen community and others in other
on-campus locations when appropriate.
The College contracts with a professional
food service manager provided by ARA Services to operate all food service facilities. The
manager is charged not only with the vital
details of food and finance, but also with the
intangibles of student satisfaction and student
enrichment.
The food service operations represent a
major source of student employment opportunities; over half of the scheduled working
hours for food services are filled by student
employees. Students interested in working in
food service operations should contact the
College Director of Financial Aid.
In addition to satisfying routine requirements for dining, the food services manager
considers important the breaking of monotony
(at least 18 times each year he will prepare festive meals, and at least once each week the
entree will be steak or similar special entrees).
He will also prepare box lunches for outings,
and special diets when medically required. The
manager early in the academic year will conduct a food preference service survey to
provide him information
regarding
menu
choices.
Food service is available in the cafeteria on
either a contract or a cash purchase basis. Neither is required of any student regardless of his
place of residence.
Normal cafeteria operating hours are:
Breakfast.
Lunch
Dinner
......
Saturday
Brunch
Dinner
Friday
7:30 a.m. - 9:00 a.m.
11:30 a.m. - 1:30 p.m.
5:00 p.m. - 6:30 p.m.
and Sunday
9:30 a.m. - 11:00 a.m.
4:00 p.m. - 5:00 p.m.
The contract plan is considerably cheaper
than direct purchase. Costs of both cash and
contract service are set out in the Student Accounts Section of this bulletin.
All aspects of food service operation are
subject to constant input, criticism, and modification through a food committee, which includes a majority of student members.
INFORMA TION CENTER
Coordinated by the Office of College Relations, Evergreen's Information Center is designed to serve communications needs of the
entire academic community as well as visitors
to campus. The Center is located in the
second-floor Reference Section of the College
Library and is operated by a full-time staff
member and several part-time student assistants. The Information Center publishes the
College Calendar of Events; maintains a large
master calendar on which additions to or
changes in schedules may be made; compiles a
daily
College
Journal
which
includes
up-to-date
items of interest; maintains
a
number of special announcement
bulletin
boards (campus and community events, study
activities, transportation
information,
etc.);
distributes a variety of College publications
and documents; provides access to the College
computer system through a special terminal;
and operates a telephone answering information system.
Essentially, the Information Center provides general information
for coordinated
community action and helps locate individuals
and / or groups "where the action is." The Information Center serves as a "publicizing" arm
of the College, rather than as an instrument of
investigation and instigation. Its function is
one of letting all the left hands know what the
right hands are doing at any given moment.
The Center actively seeks and disseminates
information about the broadest possible range
of goings-on within the Evergreen community
and, to a lesser extent, the outside world.
The Center is a centralized place to take
information that requires attention throughout
the Evergreen community.
The Center is a centralized place to go
when any community member wants information about various college activities or wants
to know who to ask for answers to questions.
The Center plays a key role in Evergreen's
scheme of governance (see Governance and
Decision Making Section). Accurate and thorough communication is absolutely essential to
the establishment and maintenance of a true
community of learners, all of whom have a
vital stake in what happens at the College.
The Information Center's operating hours
coincide with those of the library (approximately 99 hours per week).
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STUDENT ACCOUNTS / POLICIES
AND PROCEDURES
Student Classification
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 residing within the state; or a dependent son, daughter, or spouse of a staff
member of the College. All others are considered nonresident students.
Part-time and Full-time Status
(For Tuition and Fee Calculation)
For purposes of payment of tuition and
fees, the term "part-time student" means one
who is enrolled for one Evergreen unit of
credit. The term "full-time student," for tuition
and fee purposes, means one who is enrolled
for either two or three units. Determination 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.
(See "Academic
Offerings:
Full-Time and Part-Time Status.")
Tuition, Incidental Fees,
And Other Charges
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 charges.
Enrollment Deposit
An advance deposit of $50 is required
within 30 days after notification of acceptance
is received from the Office of Admissions.
Payment
will reserve enrollment,
on a
first-come, first-served basis. This deposit will
be forfeited if the student does not register for
the quarter admitted. If the student completes
registration but withdraws after the tenth day
of instruction, he is eligible for a full refund of
his advance deposit minus 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 through succeeding quarters
until he graduates or otherwise withdraws. The
advance deposit is refunded when a student
withdraws from Evergreen. Withdrawals are
never blocked. However, for three reasons, the
College asks that withdrawal be accomplished
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 his decision
V.)
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111
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.
'
Late Registration Fee
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.
Portfolio
112
and Transcript
Fee
The Evergreen portfolio and transcript,
comprehensive and voluminous in contrast to
the transcript of most collegiate institutions,
will include evaluations and representative
samples of work in addition to demonstrating
programs satisfactorily completed. Payment of
a $10 fee entitles the student to -one copy of
his portfolio and transcript. Charges for additional copies are payable before delivery.
Student Identification Cards
Identification cards will be made available
to all students without charge at the time of
enrollment. A $5 charge will be levied for replacement of lost cards.
Billing and Payment
The student accounts system assembles all
financial information, both charges and credits, for each student and prepares a monthly
statement of account. This makes it possible
for each student to submit a single check for
tuition and fees, housing, food service, and
other charges by mail or night depository in
the lobby of the first floor of the Library
Building. The cashier's office is open to accept
payment from 9:00 a.m. to 12:30 p.m. and
from 1:00 p.m. to 4:30 p.m., Monday through
Friday, to accept payments in person, particularly when payment is made with cash.
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.
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.
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 and delivered to the
Office of the Controller:
the sixth day of instruction, but before the
thirty-first day, one-half of tuition and incidental fees will be refunded. If the student
withdraws after thirty calendar days, no refund can be allowed.
Financial Aid Disbnrsements
Financial aid awards are made by the Office
of Financial Aid. The amounts, types, and
conditions are transmitted to the Student Accounts Office for accounting and disbursing.
All financial aid, with the exception of
short-term emergency loans, is distributed
quarterlyto
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
Refunds
No refund of tuition and tuition-related 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
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113
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. The balance of aid, if any, will be available for disbursement to the student at the. Student Accounts Office, upon presentation of proper
identification, on the day following the close of
formal registration.
114
Parking
Parking facilities
plaza and residence
dents and visitors.
operated on campus
ditions: (1) permits
campus traffic and
adjacent to the academic
halls are available to stuStudent vehicles may be
under the following conare purchased; and (2)
parking regulations are
observed. Every vehicle parked on campus
grounds during regular working hours, or
parked in residence hall parking areas at any
time, must display a parking permit. Parking
permits may be purchased
on a daily,
monthly, quarterly, or yearly basis.
Student Health Insurance
The College, through a contract with a private insurance carrier, offers a comprehensive
medical insurance plan for all enrolled students. Very limited on-campus medical facilities during Evergreen's early years make this
coverage advantageous for students not otherwise insured against health risks. Coverage
under the plan for new students is automatic
unless waived by the student. Failure to waive
coverage prior to or during check-in creates a
non-cancellable
quarterly contract. Students
with eligible dependents may make arrangements, if desired, through the Student Accounts Office for expansion of the insurance to
cover those dependents.
Housing
Billing and Payment
Students occupying on-campus residential
units will be billed for rental at the beginning
of each month. The charges will be included
on the regular student accounts statement.
The rental agreement for housing is based
on month-to-month tenancy. Rent is due and
payable in advance. Written notice of intention to vacate on-campus housing must be received no later than the first day of the final
calendar month of occupancy.
payable in advance. The food service contract
may be cancelled by written notice submitted
no later than the first day of the final calendar
month under the boarding plan. Students
should carefully study the anticipated costs of
food service set out in the section entitled "Student Accounts/Fees
and Charges." Experience indicates that in virtually every case, the
low cost and convenience of the boarding plan
is the superior alternative except for those students who prepare a majority of their own
meals.
Housing Deposit
A housing deposit is required to reserve
on-campus
living accommodations
and to
offset any. assessed damages. Payment of the
deposit will reserve residence hall accommodations on a first-come, first-served basis. The
deposit may be refunded only in the event that
the student provides written notice at least 45
days prior to the date for which the living accommodation has been reserved that he wishes
to cancel his reservation. If a cancellation notice is received less than 45 days before the
reservation date, the student will forfeit the
full deposit.
Food Service
Contract food service ("the boarding plan")
at Evergreen is open to all students, whether
or not they reside on campus. The boarding
plan provides 19 meals; three meals each
weekday, with Saturday and Sunday brunch
and dinner. In addition, casual or cash sales
meals are available to students and guests at a
fixed per-meal rate.
Contract food service is available on a
month-to-month basis, with charges due and
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ACCOUNTS /FEES
AND CHARGES
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Schedule of Tuition and Fees
Resident-Full-time
student, per quarter.
. . . . . . . . . .
Resident-Viet
Nam Veteran-Full-time
student, per quarter
Nonresident-Full-time
student, per quarter
Resident-Part-time
student, per quarter.
.
Nonresident-Part-time
student, per quarter
$165.00
120.00
453.00
115.00
115.00
Application Fee and Advance Deposit
Application Fee ...
Enrollment Deposit.
$ 15.00
50.00
Miscellaneous
Fees
$ 15.00
10.00
5.00
Late Registration Fee
.
Portfolio and Transcript Fee . . . ..
Replacement of Student Identification
Other Charges
Student Health Insurance
Student Only, per quarter. . . . ...
Student and Dependents, per quarter.
$ 10.37
31.64
Vehicle Parking
V)
Daily ...
Monthly .
Quarterly.
Yearly
On-Campus Housing
Residence hall accommodations, per month, each occupant:
Four-student apartment, duplex units ..
Five-student apartment . . . . . . . . .
Two-, three-, or four-student apartment.
Two-student or one-student studio room.
Advance Deposit . . . . . . . . . . . . . . .
116
Food Service
Contract Plan:
19 meal boarding plan, per student, per week .
Casual or Cash Plan:
Automobiles
$ 0.25
5.00
10.00
30.00
Motorcycles
and Scooters
$ 0.25
2.50
5.00
15.00
$ 70.00
68.00
66.00
64.00
$ 50.00
$ 16.00
•
Rates per meal
Breakfast.
Lunch ..
Dinner ..
Brunch (Saturday and Sunday) .
Dinner (Saturday and Sunday) .
Special Monthly Festive Meals. . . . . .
Average cost of cash plan, per student, per week
$ 0.90
1.15
1.55
1.15
1.55
1.90
$ 21.00
Summary of Estimated Quarterly Expenses
1. Prior to or during first quarter only
Non-
Application Fee ....
Advance Deposit . . .
Housing Deposit. . . .
2. Direct Education Costs
Tuition and Fees . . . . . . .
Books and Supplies (estimate) .
Miscellaneous Fees and Charges.
3. Related Costs
Housing (average) ..
Meals (contract plan)
4. Other Expenses
Personal (estimate) .
Insurance (optional) .
Car (estimate) .
Resident
$ 15.00
50.00
50.00
resident
$ 15.00
50.00
50.00
$165.00
50.00
25.00
$453.00
50.00
25.00
$201.00
165.00
$201.00
165.00
$135.00
10.37
65.00
$135.00
10.37
65.00
Summary of Estimated Academic Year Expenses
For the 1972-73 academic year at Evergreen, a single resident student, without a car, living in
College housing, using the boarding plan, can reasonably expect to spend $2,270 on his education as follows:
$ 495.00
Tuition and Fees
.
150.00
Books and Related Supplies. . .
75.00
Miscellaneous Fees and Charges.
1,100.00
Housing and Meals . . . .
400.00
Personal Expenditures.
. .
50.00
Travel to and from Home. . . .
Total estimated expenses for three
quarters, 1972-73
.
$2,270.00
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FACILITIES USE, SAFETY,
AND SECURITY
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Use of College Premises and Facilities
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The use of College premises and facilities
by individuals or organizations for any purpose other than in connection with the College's regular instructional or research programs is permitted when (1) the individuals or
organizations requesting the use of space are
eligible to use it; (2) space is available; (3)
appropriate procedures are followed to assure
that the necessary arrangements can be made
for setting up the space and that no conflicts
arise in the use of the facilities requested.
Reservations for the use of facilities will be
assigned on the following priorities: (1) The
College's regular instructional and research
programs, (2) major college events, (3) student-, faculty- and staff-related events, (4)
alumni-related events, (5) non-college (outside
organizations) events.
In no case may an admission fee be charged
for or contributions solicited at any meeting
on College premises, except when previously
authorized.
Safety
Smoking
Smoking is prohibited in areas marked "No
Smoking" and in unmarked offices, seminar
rooms or other areas when abstinence is requested by the person in charge. Where
smoking is permitted, please use ashtrays.
Parking
Motor vehicles may be parked only in
posted lots. Parking in or alongside roadways
is hazardous and prohibited. Illegally parked
vehicles will be towed away at the expense of
the vehicle driver.
118
Traffic Regulations
Maximum campus speed, other than on the
Parkway, is 25 miles per hour. Lower limits
are indicated by signs where required. Drivers
must obey all posted traffic signs on the
campus.
Security
Security Office
Evergreen's Security Office is designed to
function primarily as a service organization
for students and faculty.
The office is charged with responsibility for
the protection of personnel and property. Any
theft, property damage, personal loss, accidental injury, traffic or parking violation, and
similar problems should be reported to the
Security Office as soon as possible to enable it
to provide proper service.
The Security Office issues all parking permits. Keys to all buildings, except the Residence Halls, will be issued by the Security
Office when issuance is authorized.
Personal Property
The College cannot assume responsibility
for the loss of personal property in buildings
or on the campus, regardless of the reason for
the loss.
ADMISSION
TO EVERGREEN
General Admissions Requirements
In general, Evergreen best serves those students whose interests and personal characteristics mesh productively with its distinctive educational program. 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 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 the
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 should be on the
Washington Pre-College Test or on the Scholastic Aptitude Test of the College Entrance
Examination Board.
Applications will be welcomed also from
persons who have completed the equivalent of
the twelfth grade but have not actually graduated from a high school. These prospective
students should submit an official copy of their
equivalency certificates.
completed 15 quarter-hours
of college-level
work, he may be asked to apply under the
same conditions as one applying directly from
high school. Credit for work satisfactorily
completed at other institutions can be applied
toward a baccalaureate degree at Evergreen,
subject to Evergreen's requirement of 36 units
for graduation. Credit earned at other institutions of higher education will be applied towards a B.A. degree at Evergreen in multiples
of five, rounded to the nearest multiple. In
other words, 23 quarter-hours
earned elsewhere will provide five of the 36 learning units
necessary for the baccalaureate degree at The
Evergreen State College, whereas 22 quarterhours will yield four of the necessary 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.
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Transfer Students
If an applicant from another college or university has successfully completed 15 or more
quarter-hours of credit (or the equivalent), he
need not meet the requirements for admission
from high school. If he has not successfully
119
Advanced Placement
An applicant with a score of three (3), or
higher on an Advanced Placement Examination of the College Entrance Examination
Board will be granted two units of Evergreen
credit for that successful examination. Specific
advanced placement in the various academic
disciplines will be determined, when such determination is relevant, by appropriate members of the Evergreen faculty. Credit will also
be granted on the basis of the College Level
Examination Program of the College Entrance
Examination Board. (See "Credit by Examination. ")
Students From Other Conntries
The admissions procedures for Canadian
students are the same as those for students
from the United States. All others should request special instructions from the Office of
Admissions.
Admissions Procedures
The closing date for applications
120
is May 1,
1972, for students seeking admission the following September. Fall enrollment will be limited to the number that can be effectively
served within the available resources and facilities. Applicants 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, indicating his
rank in his graduating class, 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 present
two (2) official transcripts from each college or university attended. Applicants
must be in good academic standing at
the last institution attended. No action
will be taken on a transfer application
until all transcripts of previously completed work have been received. Students planning to enroll at Evergreen for
the fall quarter of 1972 who are currently enrolled in another institution
must have an official copy of their records sent to the Admissions Office by
June 20, 1972.
4. 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
Admissions
Form will be sent upon receipt of the
Uniform Application for Admission to
Colleges and Universities in the State of
Washington.
5. An admissions 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(s), and
d) For those students entering from high
school, appropriate test scores.
6. Upon receipt of a notice of eligibility,
the applicant must send an advance deposit in the amount 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 the date of registration.
Notification of decisions will be made as
soon as possible after a review of each completed application. A student must re-apply if
he fails to register for a particular term.
Closing dates for applications are 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 application 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 for
two years before being discarded.
Campus Visits
Personal interviews are not required. All
prospective students and other interested persons are welcome to visit the campus and to
discuss Evergreen's program with members of
its staff.
Requests for forms and correspondence
regarding admissions should be addressed to:
Director of Admissions
The Evergreen State College
Olympia, Washington
98505
(206) 753-3150
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Registration
Once a student has been admitted, he will
find the procedures for registration spelled out
in the materials provided each quarter by the
Office of the Registrar.
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 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 early register for subsequent
terms, thus enjoying greater convenience and
more easily reserving a place for himself
within the College's programs.
For 1972-73, details of the registration
process will be sent to all admitted students
during the late summer.
GOVERNANCE AND
DECISION-MAKING
AT EVERGREEN
Introduction
124
Evergreen is an institution in process. It is
also a community in the process of organizing
itself so that it can work toward clearing away
obstacles to learning. In order that both the
creative and the routine work of the community can be focused on education, and so
the mutual and reciprocal roles of the various
members of the community can best reflect the
goals and purposes of the College, a system of
governance and decision-making
consonant
with those goals and purposes is required.
To accomplish these ends, governance and
decision-making in the Evergreen community
must have the following qualities:
1. The procedures must reflect the Evergreen approaches to facilitating learning,
and recognize the responsibility of the
President and the Board of Trustees for
institutional direction.
2. "What to do" and "how to do it" should
be decided "where the action is," that is,
at the administrative
level closest to
those affected by a particular decision.
3. "Where the action is" should be locatable.
4. All people responsible
for deciding
"what to do" should be accountable.
5. "What to do" and "how to do it" should
be decided after consultation and coordination. Who is to be consulted, and what
is to be coordinated are part of the definition of "where the action is."
6. Consultation and coordination should
be:
a. primarily concerned with substantive
issues;
b. normally involving people who are
affected by and interested in the issues.
7. Oligarchies are to be avoided.
8. In the Evergreen community, individuals
should not feel intimidated or be subject
to reprisal for what they say.
9. In cases of conflict, due process procedures must be available.
10. The procedures must respond automatically to growth and be evaluated periodically.
Governance
and decision-making
in the
Evergreen community must not:
1. Separate the Evergreen community into
constituencies with some sort of traditional representative
form of government.
2. Require decisions by vote.
3. Call for standing committees and councils.
4. Stifle experimentation
with new and
better ways to achieve Evergreen's goals.
The following system, designed to accomplish these objectives:
1. Calls for the continuous flow of information and for the effective keeping of necessary records.
2. Provides for getting the work done and
for making decisions where the action is.
3. Allows for creative policymaking, including a policy initiation process open
to any member of the Evergreen community.
4. Insists on the speedy adjudication of
disputes with built-in guarantees of due
process for the individual.
5. Has built-in methods for evaluatingand if necessary, changing-the
system.
6. Attempts, in every instance, to emphasize the sense of community and to require members of the community to play
multiple,
reciprocal,
and reinforcing
roles in the community enterprise.
I. The Legal Nature and Status of The Evergreen State College
The Evergreen State College, established in
Thurston County by the 1967 Washington
State Legislature, operates under the provision
of the Revised Code of Washington (RCW
28BAO). Management
of the College, care
and preservation of its property, erection and
construction of necessary buildings and other
facilities, and authority to control collection
and disbursement of funds is vested in a
five-member Board of Trustees appointed by
the Governor with the consent of the Senate
for six-year overlapping terms. Board members serve without compensation. Evergreen's
president is chosen by and is directly responsible to the Board of Trustees for executive
direction and supervision of all operations of
the College. The Trustees and the president in
turn delegate many duties and responsibilities
to others in the Evergreen community. The
governance system of Evergreen recognizes
the legal nature and status of the College as
well as the de facto system whereby the community works toward achieving its goals and
purposes.
The president may delegate responsibility
and authority to the vice presidents. They in
turn may delegate duties to deans and directors, etc. The essential business oj the community-to
Joster learning-is
the responsibility oj everyone in the community, and
cannot be delegated.
II. Information,
ord-Keeping
Communications
and Rec-
The Evergreen community needs to be
open, self-conscious and self-correcting if it is
to be both viable and innovative. The left
hand does need to know what the right hand is
doing. Furthermore,
Evergreen needs to be
able to remember the important things both its
left and right hands have done, and with what
degree of success or failure they have done it.
This latter function calls for an effective
system of record-keeping and is integral to institutional evaluation. The former requires the
establishment of an Information and Communications Center designed to provide the intelligence that all members of the community
need on a day-to-day, week-to-week,
and
125
month-to-month basis. This center should receive the necessary input and provide the necessary output so that anyone can find out what
has been going on, what is going on, and what
will be going on at Evergreen. Combined with
the College Forum and the College Sounding
Board, the Information and Communications
Center should prove invaluable as an aid to
informed decision-making.
The Information
and Communications
Center should be developed with all segments
of the College cooperating in its establishment
and operation. It may be tied in to the campus
computer network, the television network, etc.
The Center can serve to coordinate imaginative record-keeping
procedures for developing a continuing chronicle of the Evergreen
experiment. It can also play an important role
in helping individuals or groups to locate responsible and accountable people on campus
when problems need to be solved.
B. The College Forum
A.
126
The Information
and Communications
Center
This center should become the clearinghouse for all of the information needed to
keep the Evergreen enterprise going. It 'should
publish the college newsletter, the college calendar, etc. It should develop a central communications room where anyone can find out who
is doing what, where, and why. It should work
closely with the schedules desk and the Office
of College Relations. It should be a place
where people call to schedule meetings. Such
kinds of functions should go a long way toward diminishing conflicting calendars, reducing the indiscriminate flow of memos, and
providing the necessary communication
for
coordinated community action.
As an occasion for all concerned members
of the Evergreen community to come together;
to think together; to talk, listen, and reason
together, the College Forum will meet regularly.
The president of the College will lead the
Forum discussions. He will be responsible for
preparing and publishing an agenda, but it is
to be understood
that the agenda
is
open-ended.
The Forum is not a decision-making body. It is a place and a time and
a gathering where hard questions can be
asked, where dreams can be told, where plans
for a better college may first see the light of
day.
In addition to the College Forum, similar
forums led by vice presidents, deans and directors, etc., are encouraged. These forums may
allow for more focused discussion in specific
problem areas of the community enterprise.
C. The College Sounding Board
As an important all-campus information
and coordination body, the College Sounding
Board will meet on a regular schedule to facilitate coordination of activities among all areas
of the Evergreen community. This group will
not be vested with binding decision-making
powers, but it will constitute a consultative
pool or "sounding board" where discussion
and advice on issues affecting various areas in
the College can be heard, and needs for coordination can be aired.
The membership will be constituted as follows:
1. The president will be a member of the
Sounding Board.
2. Each vice president will appoint no
more than 10 persons from his area of
responsibility as members of this body.
3. Ten students will regularly serve as
members of this body.
The students will serve as facilitators to all
members of the Evergreen community in areas
of initiative petitions or proposals, help individuals locate where the action is, and otherwise facilitate communication
and coordination on campus. They will be selected by their
fellow students in a manner to be determined
by the students.
Every member of the Sounding Board
should serve in this facilitating role, and participation on the Board should serve to acquaint its members with the multitude of problems, decisions, plans, etc., that typify an active center for learning. Each member of the
Board must arrange for a substitute if he or
she is to be absent from any particular
meeting.
The College Sounding Board will select a
moderator and a recorder for a limited term.
These responsibilities will be rotated through
the Board membership. The moderator will
see that the group meets on a regular schedule,
will prepare
and publish an open-ended
agenda for each meeting, and will assure a free
and open discussion of the issues. The recorder will be responsible for reporting the
issues discussed.
making the decisions will be locatable and
accountable; they will be expected to obtain
input and advice from concerned parties as a
regular part of the decision-making process.
A. Locatability
Location of those responsible for the functioning of various areas of the community is
identified in the College organizational chart,
the Faculty Handbook, and the Business Policies and Procedures Manual. Delegated duties
and responsibilities should be made as explicit
as possible, and information regarding the decision-making roles of various members of the
Evergreen community should be made easily
available in the College Information
and
Communications Center. Members of the College Sounding Board will also serve as information sources on these questions of locatability.
III. Getting the College's Work Done: Patterns of Administrative Decision-Making
Decision-making
at Evergreen will take
place "where the action is," that is, at the administrative level closest to those affected by
the particular decision. Those responsible for
127
B. Administrative Evaluation and Accountability
Accountability for decisions made or not
made, and the degree to which those affected
have been encouraged to make inputs into the
decision-making process, will be reflected in
the College's system of administrative evaluation. Like the student and the faculty evaluation procedures, the administrative evaluation
will emphasize growth in learning how to perform more effectively the roles for which the
individual is responsible. The procedure will
include a large element of self-evaluation and
evaluation by peers, but must also include
clear opportunities for input by those other
members of the College community who experience the results of the administrative processes. It is through this evaluative procedure
that the community can express itself most
constructively on the effectiveness of the administrative process and the degree to which it
is being responsive to the needs and the
long-term
interests
of that
community.
Without a smoothly functioning procedure
encouraging evaluative contributions from a
wide circle of community opinion concerning
the administrative performance of the decision-makers in the College, the campus community cannot be expected to place its confidence in the system of governance elaborated
here. Administrative
evaluation is therefore
central and essential to the workability of the
governance pattern proposed. The details of
the evaluation system are contained in the separate document prepared by the Disappearing
Task Force on Evaluation of Administration
which, in turn, is dependent upon the full support and backing of the president and the vice
presidents for its effective and successful operation.
C. Consultation,
128
Input, and Advice
The Evergreen State College wishes to
avoid the usual patterns of extensive standing
committees and governing councils. Instead,
decisions will be made by the person to whom
the responsibility is delegated, after appropriate consultation.
At least three major avenues for consultation and advice are open to a decision-maker
within the College, depending upon personal
style and the scop~ of the p~o~lem ..The pers0!l
may wish to: (1) simply SOlICItadvice on a direct and personal basis; (2) select a Disappearing Task Force (ad hoc committee) for the
purpose of gathering i!lforma~ion, prepar~ng
position papers, ~roposmg policy, or off~nng
advice; (3) appoint a longer term advisory
body for counsel on a matter requiring expertise (this option should be used infrequently to
avoid the "standing committee syndrome").
Three major resources exist for selection to
these consultative processes:
1. The Natural Consultative Pool-Certain
decisions have an effect only on a limited number of persons who are easily
identifiable.
2. The
Community
Service
List-All
members of the Evergreen community
will be eligible for selection to the list by
a random selection process. Names will
be drawn from the list following the
random order in which they were' selected. Service on the list is considered a
responsibility and a privilege of membership in the Evergreen community.
3. The Voluntary Service List-In
addition
to the Community Service List an Evergreen Voluntary Service List will be
compiled by the computer center. Any
member of the Evergreen community
may have his name added to the list, and
if he so desires may specify certain interest areas where he would wish to serve
(e.g., Bookstore, DTFs dealing with experimental housing, administrative service, sports, etc.). This list will be available through the Information and Communications Center. Any individual or
group can use this list to locate individuals to serve on DTFs, to identify people
with certain interests, or to find talent
and expertise.
Those placing
their
names, interest areas, etc., on this list
will have entree into the governance
process in ways not immediately provided by the Community Service List.
The College is advised to experiment
with all aspects of the service list concept. It may prove to be an important
innovation in the campus governance
system.
IV. Initiative Processes
In addition to those who by law or by delegation of duties and responsibilities
are
charged to develop policy in the performance
of their duties, any member of the Evergreen
community can write a proposal, gather together a Disappearing Task Force to develop a
proposition, or present a petition. The appropriate administrative officer will be obliged to
read and act upon such proposals at the
earliest possible time after receipt of said proposals in finished form. If accepted by the
appropriate authority, the proposal will become official Evergreen policy and will appear
in the next Evergreen Bulletin, Faculty Handbook, Business Policies and Procedures Manual, or other official Evergreen documents.
Proposals not accepted will be returned to
their initiators along with the reasons for rejection.
Aid and advice on the initiative process will
be available to individuals and groups from
members of the College Sounding Board as
well as from the Information and Communications Center.
DTFs or other consultative bodies can be
formed in the same manner as indicated in
Section III, C of this document.
129
V. Adjudication of Disputes, Grievances, and
Appeals
130
The grievances and appeals system at The
Evergreen State College is designed to:
1. Reflect the programs and character of
the institution and apply to all members
of the community.
2. Provide a working system where appeals
can be heard in the least possible time;
one that is capable of speedy resolution
of conflict and grievances.
3. Provide a campus adjudicatory apparatus, not one intended to operate in place
of civil authority.
The appeals system should be required only
when all prior attempts to resolve disputes and
grievances "where the action is" have failed.
All members of the Evergreen community
should feel a heavy responsibility to make
every effort to solve individual and community
problems
imaginatively
and constructively
without resort to this system.
In the event that satisfactory resolution of
disputes or grievances is not achieved, or in
cases of appeal for infraction of the code of
conduct, the following procedure will be employed:
1. It will be the responsibility of the individual or individuals affected to initiate
the process.
2. The first step will be written notification
of an appropriate facilitator (a .member
of the Sounding Board or others as selected) regarding the dispute or grievance. This notification should include all
necessary details about the dispute. The
facilitator will establish that appropriate
prior attempts at resolution have been
made. He will then forward the written
grievance to the appropriate person or
office (coordinator, dean, director, vice
president, or president).
3. The appropriate person or office will
notify the individual or individuals involved of a time and place for a hearing.
(This hearing must take place within one
week of notification of dispute.)
4. The hearing board will be constituted in
the following way:
a. The board will consist of five
members.
b. Members will be selected from the
Community Service List.
c. The hearing board will reflect the
peer groups of the disputants.
d. The members will be selected by a
random
number
process from
identified peer groups.
e. Each side represented in a dispute
will have the right of two peremptory challenges.
5. The decision of the hearing board will
be binding on all parties concerned.
However, if the sanction imposed by this
hearing body involves possible suspension, a fine in excess of $25, an official
institutional
reprimand
which would
become a part of the individual's permanent record, or a matter of serious principle, then the decision can be appealed
to the All-Campus Hearing Board.
A ll-Campus Hearing Board
This Board will hear conflicts of a serious
nature which are appealed from other hearing
boards.
Three members of the Board will be impaneled for a defined period of service. These
members will have the authority to review all
appeals documents and to decide in advance
which cases it will hear. At the time when a
case is to be heard, four additional members,
representing the peer groups of the disputants,
will be selected for each individual case. All
Board members will be selected from the
Community Service List utilizing variations of
the random number / peer group process. Each
side represented in a dispute will have the right
of two peremptory challenges. The only appeal within
the institution
beyond
the
All-Campus Hearing Board is by petition to
the Board of Trustees. The Board of Trustees
may also, on its own motion, review any decision of the All-Campus Hearing Board and
affirm, modify, or reverse that decision.
In cases heard by the All-Campus Hearing
Board, disputants will:
1. Receive 'adequate (5 to 10 days) written
notice of the nature of the grievance and
possible sanctions (where appropriate).
2. Receive written notice of the date, time,
and place of the hearing.
3. Be advised of the names of the witnesses
who will appear in the case.
4. Receive a fair hearing.
5. Have the right to present a defense and
witnesses and the right to cross-examine
opposing witnesses.
6. Have access to a transcript of the proceedings and the findings of the Board.
convened to evaluate the Evergreen governance system. It will be the responsibility of
the commission to affirm the effectiveness of
the system or to propose changes. Major
changes will be subject to ratification by the
members of the Evergreen community.
VII. Conclusion
Most contemporary forms of academic governance have taken shape from the faculty
struggle for power and from the continuing
conflict between faculty and administration.
The faculty has clothed its cause in Democratic rhetoric, and college presidents have
been reluctant to stand against the language of
Jefferson. But a public college is not a state. A
public college is not a self-governing body politic. It is the educational and initiatory agency
of the state. Its work is learning,
not
self-government.
VI. Evaluation of Governance
Necessary and essential amending of this
document is to be accomplished through the
initiative procedures contained herein. At the
end of two years and thereafter every five
years, a commission on governance will be
131
132
At Evergreen, we have designed, and hope
to perfect, a simple system of academic government that grows out of and meets the needs
of the teaching enterprise. We have not used
the federal government as a model, and we are
not going to use inappropriate political rhetoric. Our organizational, administrative, and
policy-formulating
structure must reflect our
teaching function.
At Evergreen, we assume a community built
upon commonality of interest, instead of upon
inevitable conflict between irreconcilable interest groups. We assume cooperation between
members of a single interest group. Those who
come together at Evergreen will do so because
they want to, because they want to become fellows.
Evergreen will not be the place for students,
faculty, deans, or presidents who function best
in overt or covert conflict.
Pressure-group politics is not the way to
search for great curricular ideas, and is not the
way to run an educational community. Conflict, pressure, non-negotiations, and confrontation politics will not create a fellowship-war perhaps; maybe a standoff; constituencies
certainly; but not a reasonable community.
Evergreen must try to avoid a labyrinth of
college-wide and departmental
committees.
Instead, proper power, opportunity, authority,
and responsibility will be distributed functionally to those groups of faculty and administrators who need it to do the work theymust do.
This means that the president, vice president,
and deans will set limits-wide
limits-and
the faculty teams will explore widely within
those limits. We want to insure maximum
administrative support for the widest possible
exploration and elaboration of the Evergreen
programmatic ideal. We want to provide cooperating teams of faculty with opportunities for
the design of better ways of learning. We want
to provide for continuous
self-study and
self-evaluation by students, faculty, and administration; and continuous critical self-study
of the entire college. Evergreen is to have a
growing, changing, living curriculum, faculty,
and administration.
Our system of decision making, evaluation,
and appeals has been designed specifically to
support the teaching and learning programs
peculiar to Evergreen.
Though it is the
product of months of careful deliberation, it is
not intended to stand unchanged for all time.
It is a system that is to be tried and evaluated,
and it is to be changed for the better on the
basis of experiment and experience. This document is subject to review and to change by
processes analogous to those which originally
created it.
SOCIAL CONTRACT AMONG THE
MEMBERS OF THE COMMUNITY OF
THE EVERGREEN STATE COLLEGE
Introduction
In its life as a community, The Evergreen
State College requires a social contract rather
than a list of specific prohibitions and essentially negative rules. The contract, open to
modifications over time and responsive to the
changing circumstances sure to attend the institution's future, represents a commitment by
each one of us to search for the set of agreements that define the spirit that we are trying
together to engender at the College, that indicate the conditions that support the primary
purposes for which Evergreen was called into
existence, and that specify the principles under
which all of us can live together as civilized
and decent people who share the often very
different excitements of learning.
Closely related to Governance and Decision-Making
at Evergreen, this document
summarizes the discussions to date of the concerns affecting the relationships of the mem-
bers of the Evergreen community to themselves, to each other, to the College as an institution, and to the larger society of which that
institution is necessarily and inescapably an
agency. As a compact among people, this Social Contract calls for all associated with Evergreen-students,
faculty and staff, and Trustees-to
be signatories to it. Two issues of a
procedural kind must be dealt with: One has
to do with the process by which members of
the community
"become signatories";
the
other focuses on the matter of timing.
The suggestion offered here is that all persons who 'become affiliated with the College as
students or as employees agree as a condition
of acceptance
or employment
to conduct
themselves according to the principles embodied in the Social Contract and the Governance and Decision-Making
at Evergreen
documents. This arrangement precludes the
necessity of collecting signature cards and of
requiring the occasionally distasteful signing of
formal "oaths."
On the matter of timing, the recommendation submitted at this point is that the social
contract be accepted as the basis for the College's operations
during 1971-72, a year
during which further discussions can be held
with respect to its spirit, its principles, and its
language. With its publication in the catalog
for 1972-73, the force of its contractual implications becomes official. Patterned in this
manner, ex post Jacto considerations
are
avoided, and all of those presently on the Evergreen campus will have the necessary and
appropriate chance to react to a statement of
considerable importance to them but which
was not available for their consideration prior
to their joining the College community.
Basic Purposes
The Evergreen State College is an association of people who come together to learn and
to help each other learn. Such a community of
learners can thrive only if each member respects the rights of others while enjoying his
133
134
own rights. It depends heavily on a network of
mutual trust and an atmosphere of civility;
and it grows in its human utility only if each of
its members lives up to the responsibilities for
honesty, fairness, tolerance, and the giving of
his best efforts as those efforts are entailed by
his membership. Students, faculty, administrators, and staff members may differ widely in
their specific interests, in the degrees and kinds
of experience they bring to Evergreen, and in
the functions which they have agreed to perform. But all must share alike in prizing academic and interpersonal honesty, in responsibly obtaining and in providing full and accurate information, and in resolving their differences through due process and with a strong
will to collaboration.
These considerations directly imply the necessity of an organized structure to achieve the
goals of more effective learning, a system of
governance that encourages widespread participation in the making of College decisions (See
Governance and Decision-Making
at Evergreen, statement of June 10, 1971), and a full
awareness on the part of every member of the
community of how his behavior influences the
climate and the spirit of the campus. If the
spirit and climate of the College are to
promote learning most effectively, then each
member of the community must protect in an
active, thoughtful, and concerned way (a) the
fundamental rights of others in the community
as citizens, (b) the right of each member of the
community to pursue different learning objectives within the limits defined by Evergreen's
resources in people, materials and equipment,
and money, (c) the rights and obligations of
Evergreen as an institution established by the
State of Washington, and (d) the rights of all
members of the community to fair and equitable procedures for determining how, when,
and against whom the community must act
when its safety or its integrity has been damaged. Even more important, however, is the
requirement, difficult to define and impossible
to legislate, that each member of the Evergreen community concern himself with how
the College can become a more productive,
more humane, and more supportive place in
which to learn. This requirement entails an
explicit and continuing consideration of the
delicate balances in the relationship of the
members of the Evergreen community to each
other and to the institution itself.
Evergreen and Society
Members of the Evergreen community recognize that the College is inherently and inescapably a part of the larger society as represented by the State of Washington, which
funds it, and by the community of greater
Olympia, in which it is located. From this state
of affairs flow certain rights for the members
of the Evergreen community, certain conditions of campus life, and certain obligations.
Among the basic rights are freedom of
speech, freedom of the press, freedom of
peaceful assembly and association, freedom of
belief, and freedom from personal force and
violence, from threats of violence, and from
personal abuse.
Freedom of the press implies the right to
freedom from censorship in campus newspapers and other media. Concomitantly,
such
publications are subject to the usual canons of
responsible journalism, to the law of the press,
and to the same conditions of self-maintenance
that apply to other forms of public communication.
There may be no discrimination at Evergreen with respect to race, sex, religious or
political belief, or national origin with respect
to admission, employment, or promotion.
Because the Evergreen community is not
separate or segregated from the larger society,
the campus is not a sanctuary from the general
law or invulnerable to the general public interest. The members of the Evergreen community are therefore obligated to deal with the
relationship
between the campus and the
larger society with a balance of forthrightness
and sensitivity, criticism and respect, and an
appreciation
of the complexities of social
change and personal differences.
The Evergreen community will support the
right of its members, individually or in groups,
to express ideas, judgments, and opinions in
speech or writing. The members of the community, however, are obligated to make their
statements in their own names and not as expressions of the College.
Each member of the College community
has the right to organize his own personal life
and conduct according to his own values and
preferences so long as his actions accord with
the general law, are in keeping with agreements voluntarily entered into, evince an appropriate respect for the rights of others to
organize their lives differently, and advance
(or at least do not interfere with) the community-wide
purpose
of more
effective
learning. In short, Evergreen does not stand in
loco parentis for its members.
The Conditions of Learning
As a community of people who have come
together to learn and to help one another to
learn more effectively, Evergreen's members
live under a special set of rights and responsibilities. Foremost among these rights is that of
enjoying full freedom to explore the nature
and implications of ideas, to generate new
ideas, and to discuss their explorations and
discoveries in both speech and print without
let or hindrance. Both institutional censorship
and intolerance by individuals or groups are at
variance with this basic freedom. By a similar
token, research or other intellectual efforts, the
results of which must be kept secret or may be
used only for the benefit of a special interest
group, also violate the principle of free inquiry.
Serious thought and learning entail privacy.
Although human accessibility is a basic value,
and although meetings of public significance
cannot properly be held in secret, all members
of the Evergreen community are entitled to
privacy in the College's offices, facilities devoted to educational programs, and housing.
The same right of privacy extends to personal
papers, confidential records, and personal effects, whether maintained by the individual or
135
"T'i
by the institution.
All members of the Evergreen community
enjoy the right to hold and to participate in
public meetings, to post notices on the campus, and to engage in peaceful demonstrations.
In order to protect the safety of the community and to respect the equal rights of those
who choose not to participate, reasonable and
impartially applied rules, following established
procedures of governance (See Governance
and Decision-Making at Evergreen), may be
set with respect to time, place, and use of Evergreen facilities in these activities.
Honesty
is an essential
condition
of
learning. Honesty includes (although it is not
limited to) the presentation of only one's own
work in one's own name, the full consideration
of evidence and logic even when they contradict a cherished personal point of view, and
the recognition-insofar
as it is humanly possible---of biases and prejudices in oneself as
one strives to become a more effective learner.
Another essential condition of learning is
the full freedom and right on the part of individuals and groups to the expression of minority, unpopular, or controversial points of view.
136
If the Evergreen community is to prove valuable to all its members, this right must be especially cherished, particularly when the predominant current of opinion, regardless of its
character or its content, runs strong.
Related to this point is the way in which civility is a fundamental condition of learning.
Only if minority and unpopular points of view
are accorded respect, are listened to, and are
given full opportunity for expression will Evergreen provide bona fide opportunities for significant learning as opposed to pressures,
subtle or overt, to ride the main tides of purely
contemporary opinion.
All members of the Evergreen community
-students,
staff, faculty, administrators, trustees, and all others-are
under an obligation
to protect the integrity of Evergreen as a
community of learners from external and internal attacks, and to prevent the financial,
political, or other exploitation of the campus
by any individual or group.
Institutional Rights and Obligations
As an institution, Evergreen has the obligation to provide an open forum for the members of its community to present and to debate
public issues, to consider the problems of the
College, and to serve as a mechanism of widespread involvement in the life of the community.
(See
Governance
and
Decision-Making at Evergreen, sections on the College Forum and on the College Sounding
Board.)
The College has the obligation to prohibit
the use of its name, its finances, and its facilities for commercial purposes.
Evergreen has the right to prohibit individuals and groups who are not members of its
community from using its name, its financial
or other resources, and its facilities for commercial, religious, or political activities. This
right is balanced by an obligation to formulate
and to administer its policies in this regard in
an even-handed manner.
The College is obligated not to take a position, as an institution, in electoral politics or
on public issues except for those matters which
directly affect its integrity, the freedom of the
members of its community, its financial support, and its educational programs. At the
same time, Evergreen has the obligation to
support the right of its community's members
to engage, as citizens of the larger society, in
political affairs, in any way that they may elect
within the provision of the general law.
nance structures, has both the right and the
obligation to establish reasonable standards of
conduct for its members in order to safeguard
the processes of learning, to provide for the
safety of its members, to protect the investment of the people of the State of Washington
in its properties, and to insure a suitable respect for the very different tastes and sensibilities of its members. For these reasons, the law
empowers the president or his designees to intercede whenever, in his (or their) judgment, a
clear and present danger to these concerns exists.
,
The individual members of the Evergreen
community have the responsibility for protecting each other and visitors on campus from
physical harm, from personal threats, and
from uncivil abuse. Similarly, the institution is
obligated, both by principle and by the general
law, to protect its property from damage and
unauthorized use and its operating processes
from interruption. At the same time, it also
must guarantee the right of the members of its
community to be heard at appropriate levels of
decision-making with respect to basic matters
of policy and other issues of direct concern. As
a community, Evergreen, through its gover-
The Issue of Strikes
The strike, including such variant procedures as the boycott and the prolonged demonstration, has been formally institutionalized
in industrial society as one means of effecting
change. It is recognized at law, has generated
its own official personnel, and operates according to relatively common understandings.
Because the strike bases itself in adversary
rather than collaborative relationships, it is an
inappropriate means of seeking change at Evergreen. Nevertheless, an awareness of human
frailty and the complexity of our times suggest
that, in spite of hopes that strikes will not need
to occur within our community, wisdom and
prudence call for some relevant concepts and
policies from the outset.
As an effective means of demonstrating
moral commitment and the courage of one's
convictions, a strike entails costs; those who
choose to strike must put something of value
on the line that they choose to draw. Otherwise, a strike readily degenerates into a kind of
hybrid-part
party and part parade with little
moral or intellectual meaning. J t is for this
reason that industrial workers do without their
pay when they, for explicit purposes, withhold
their labor.
Because there is no reason for a campus to
enjoy exemptions from these principled conditions, two entailments follow: First, both as an
institution and as a community. Evergreen has
137
the right to deny pay and academic credit to
its members wh participate in strikes. Second,
that right is balanced by an obligation to accept legally conducted strikes without dismissing those who participate in them.
138
Difficulties here are more probable in
connection with the denial of credit than with
the denial of pay. If striking students are able
to meet their full academic obligations, then
the notion of Evergreen as a community of
learners argues against their having credit
withheld. The judgment of Program Coordinators and of supervisors of Learning Contracts
has a central and basic importance here; but
when Program Coordinators and supervisors
of Contracts may also have been involved in a
strike, then the question arises of the extent to
which their judgment is uncontaminated
and
of how free they may be from conflicts of interests. Specific and detailed procedures must
be developed to cope with these contingencies,
but the basic means of arriving at equitable
decisions are provided by the sections on adjudication in Governance and Decision-Making
at Evergreen.
Judicial Action
Although the mechanisms of suit and litigation are obviously essential at Evergreen, they
represent the last resort within a viable community. In this Social Contract among Evergreen's members, our concern is less on governmental and policy-oriented issues, which
are covered primarily by Governance and
Decision-Making at Evergreen, and more on
the personal relationships among its members
and between various groups, both formal and
informal, that may come into existence. In
these realms of human relationships, judicial
action is a less desirable way of resolving difficulties in a genuine community than are more
informal methods of mediation. The processes
outlined here touch, therefore, on three levels
of conflict-resolution:
informal
mediation,
formal mediation, formal arbitration and enforcement, and, where necessary, a means of
appeal.
Informal Mediation
To begin with, it is expected that members
of the Evergreen community who come into
conflict with one another will make a determined effort to resolve their problems peacefully and quietly by themselves. When unable
to work out their differences in this direct
fashion, then they may resort to informal mediation in which no records are kept, no
formal bodies are convened, and no "law"
need be (although it may be) referred to other
than the terms of this Social Contract. By
mutual agreement, the parties to a dispute may
call in a third party of their own choice to help
them; they may request counseling help from
some other member of the community; they
may invite or accept intervention by one of the
Student Facilitators, or they may select a moderator from the Community
Service List.
These possibilities are not at all exhaustive; the
people in conflict can choose any other
method that is mutually acceptable to help
them clear up their problems in a peaceful and
quiet fashion. The great majority of disputes
are expected to find resolution at this informal
level, and the obligation of the community is
to insure the availability of these kinds of
methods.
Formal Mediation
When informal processes fail to produce
satisfaction, then the parties to a dispute may,
following procedures outlined in Governance
and Decision-Making at Evergreen, convene a
jury from the Community Service List to decide the issue between them. To convene the
jury, evidence must be presented that informal
efforts at settlement have been tried in a bona
fide way. The task of the jury is essentially that
of mediation; its functions are to resolve a
conflict, to provide guidelines for the disputants to consider in their future conduct, and
to record its opinion. Although its judgment is
final, it has no power to enforce its findings or
to penalize the party to the conflict whom it
finds at fault if, indeed, it identifies one of the
disputants as "wrong" in some sense.
Only if, after such a jury decision, the conflict or dispute flares anew is a Board of J udgment convened, again from the Community
Service List, with powers of enforcement and
penalty. The Board is bound by the opinion of
the preceding jury. Its task is to determine
whether that opinion has been violated, to
enforce that opinion and to apply suitable
penalties when necessary, and to record its action.
Appeal Procedure
If the action by the Board of Judgment is
unsatisfactory, then an application for appeal
may be entered with the All-Campus Hearing
Board. The All-Campus Hearing Board may
accept or reject the appeal. If it accepts, then
it has the power to review the original opinion
of the jury as well as to consider the actions by
the Board of Judgment. The only appeal
within the institution is by petition to the
Board of Trustees. The Board of Trustees may
also, on its own motion, review the decision of
the All-Campus Hearing Board and affirm,
modify, or reverse that decision.
Off-Campus Offenses
There remains the problem of double jurisdiction or the extent to which the Evergreen
community may have an appropriate interest
in the implications of offenses that are committed outside its own precincts. This problem
is a very real one, but the general principle is
that, unless the nature of the offense raises
questions about the suitability of the person's
membership in the Evergreen community, his
payment of penalties exacted by the general
law of our society absolves him from paying
additional penalties under the rules of the College. This position is consistent with the fact
that Evergreen does not stand in loco parentis.
An additional entailment of this stance, however, is that the College cannot properly intervene in behalf of its members if and when they
come afoul of the general law. This position in
no way precludes, of course, actions by individuals in their own names and on their own
, responsibility; such actions fall within the in-
139
herent rights of citizenship fully recognized by
Evergreen.
The question of a general community interest may be raised only when members of the
Evergreen community have been convicted of
off-campu~ offenses. When, in the light of such
a conviction, a member of the Evergreen
community believes that the offender has by
the nature of his offense, demonstrated a iack
of fitness to continue as a student or an empl~y'ee of the College, he may request in
wntmg
a hearin~ on the issue by the
All-Campus Heanng Board. Initiative rests
entirely with the person who is involved.
When hearings are requested, they must, of
course, be conducted in public. If the finding
of the All-Campus Hearing Board is unsatis- .
factory, then a petition for appeal may be filed
with the Board of Trustees of The Evergreen
State College. If the appeal is accepted then
the hearing by the Board of Trustees must be
he~d promptly and in public with its decision
bemg final. In accepting an appeal, the Board
may, however, appoint a panel of Hearing
O!ficers to take testimony which the Board
:",111 then review in arriving at its decision. On
Its own motion, the Board of Trustees may
also .review any decision of the All-Campus
Heanng Board and affirm, modify or reverse
ili~d~~~n.
'
140
Final Procedural Notes
I~ both this statc:ment of The Evergreen
Social Contract and m Governance and Decision-Making at Evergreen, a number of important procedural clarifications are still necessary. Several members of the Task Force on
the Social Contract have expressed interest in
helping to formulate those procedures and to
work them out in the necessary greater detail.
If ac<:eptable to the community, then the appropnate members of the Task Force and interested members of the Committee on Governance could profitabl~ assemble to identify the
problems and to begin to move toward their
speedy solution.
This document is subject to review and
change by processes analogous to those which
brought it into being.
Accepted by Trustees as
working document, 11-18-71
THE BOARD
OF TRUSTEES
Janet Tourtellotte, Seattle, Chairman
Trueman L. Schmidt, Olympia
A. E. Saunders, Tacoma
Herbert D. Hadley, Longview
Halvor M. Halvorson, Spokane
President: Charles J. McCann
Vice President and Provost: David G. Barry
Executive Vice President: Edward Joseph Shoben, Jr.
Vice President for Business: Dean E. Clabaugh
,
!
I
142
ACADEMIC
AND PROFESSIONAL
Aldridge, William . . .
Alexander, Richard W.
Allen, Nancy. . . .
Anderson, Lee . . .
Anderson, Richard.
Arguelles, Jose. .
Baird, Dale C. . . .
Barclay, Esther R ..
Barnard, Robert . .
Barringer, Robert L. .
Barry, David G ..
Beck, Gordon . .
Brian, Richard.
.
Brown, Carl J. . .
Brown, David W.
Burke, Gerald G
.
Cadwallader, Mervyn L. .
Carnahan, David J. . .
Caulfield, Monica . . .
Chan, Donald . . . . .
Chang, Daniel Kit Mun
Clabaugh, Dean E ..
Cornish, Texas ...
Crowe, Beryl. . . .
Davies, Charles H ..
Delgado, Medard L.
Dickinson, Margaret .
Dobbs, Carolyn . .
Doerksen, Arnold J.
Donohue, Kenneth.
Eickstaedt, Larry .
Eldridge, Lester W.
Esquivel, Cruz.
Estes, Betty . .
Gerstl, Ted. . .
Hanson, Allan .
Harding, Philip.
Herman, Steven
Hillaire, Mary .
Hirzel, Woody.
Hitchens, David
Hoffman, Ron .
Holly, James F.
Hubbard, Connie
STAFF*
Faculty
Faculty
Faculty
Faculty
Faculty
Faculty
Programmer, Computer Services
. . . . . . . . . . . . F~u~
............
Faculty
Director of Computer Services
Vice President and Provost
·
Faculty
·
Faculty
Director of Personnel
Director of Admissions
Director of Housing
· . . ..
Dean, Social Sciences
Associate Dean of Library Services
Head of Library Reference Services
·
Faculty
·
Faculty
· Vice President for Business
Utilities Production Manager
·
Faculty
Electronic Media Producer
.
Faculty
·
Faculty
·
Faculty
· . . . . ..
Purchasing Agent
Director of Cooperative Education
.
Faculty
Director of Financial Aid and Placement
·
Faculty
·
Faculty
·
Faculty
Business Enterprise Accountant
·
Faculty
·
Faculty
·
Faculty
Photo-media Specialist
·
Faculty
Director of Business Services
Dean of Library Services
· . . . ..
Artist-illustrator
~
~
~
~
~
~.
~
~
~
~
~
~
""":
~
~
~
~
~.
o
~
~
~
V)
~
~
~
143
144
Humphrey, Donald G ....
Humphreys, Willard c., Jr.
Hunter, Sally. . . .
Hutchings, Joan ..
Johnson, James O ..
Johnson, Karl N.. .
Jones, Richard ...
Kahan, Linda . . .
Kenworthy, William O.
Kormondy, Edward
Langston, Peter S.
Larson, Eric . .
Long, James P ..
Marr, David.
Marrom, Rod .
Marsh, Paul . .
Martin, Gail ..
.
Martin, S. Rudolph, Jr.
Matheny-White, Patricia.
McCann, Charles J.
McCarty, Doris
McN eil, Earle
Milne, David. .
Moss, John T ..
Munro, John ..
Nathan, Richard C.
Nichols, Richard Q.
Nickolaus, Donald O.
Nisbet, Charles. .
Olexa, Carol. . .
Olson, Harry F. .
Pailthorp, Charles
Parry, Donald S..
Parson, Willie . .
Patterson, Lynn .
Paull, Kenneth W.
Peffer, Lou-Ellen.
Phare, Darrell ..
Phipps, William A ..
Portnoff, Gregory
Riggins, Stephen .
Robinson, Peter .
Saari, Albin T.. .
Sampson, Ralf . .
Schillinger, Jerry L.
Shoben, Edward Joseph, J r.
Dean, Natural Sciences and Mathematics
·
Faculty
· . . ..
Admissions Counselor
Programmer, Computer Services
Systems Analyst
Administrative Architect
·
Faculty
·
Faculty
Food Services Manager, ARA Slater Company
·
Faculty
· . . . . . . Programmer, Computer Services
·
Faculty
Coordinator, Volunteer Services, Cooperative Education
· .....
Faculty
Security Supervisor
·
Faculty
·
Faculty
·
Faculty
Head of Library Technical Services
· . . . . . President
Bookstore Manager
·
Faculty
·
Faculty
Student Accounts Supervisor
· . . . ..
Systems Analyst
· ..
Admissions Counselor
Director of Information Services and Publications
Systems Analyst
·
Faculty
·
Faculty
Building Maintenance Supervisor
·
Faculty
Director of Plant Operations
·
Faculty
·
Faculty
Library Operations Manager
·
Faculty
·
Faculty
Administrative Architect
·
Faculty
·
Faculty
·
Faculty
Chief of Media Engineering Services
Materiel and Distribution Manager
Director of Facilities Planning
. . . . . Executive Vice President
Sinclair, Leon
Sluss, Robert.
Smith, LeRoi.
Smith, Perrin.
Sogge, Ralph.
Soule, Oscar .
Spears, Helen
Spence, Alan.
Spivey, James ...
Steilberg, Peter, Jr..
Stenberg, Larry R ..
Stepherson, Lemuel
Stilson, Malcolm.
.
Strecker, Robert A.
Tabbutt, Frederick.
Taylor.tNancy ..
Taylor, Peter ...
Teske, Charles B.
Thompson, Kirk .
Unsoeld, Willi ..
Webb, E. Jackson
White, Sidney . .
Wiedemann, Alfred . .
Winkley, Kenneth . ~"
Workman, William.
.~.
Young, Frederick
Youtz, Byron
*As of January,
.
· Faculty
· Faculty
· Faculty
Registrar
· Faculty
· Faculty
· . . . . . Budget Officer
Grants and Contracts Accountant
. Coordinator of Printing Services
Director of Recreation and Campus Activities
Dean, Division of Developmental Services
Acting Director, Counseling Services
Chief of Library User Services
Plant Engineer
·
Faculty
·
Faculty
·
Faculty
Dean, Humanities and Arts
Faculty
Faculty
Faculty
Faculty
Faculty
. . . . . . . . ..
Controller
Programmer, Computer Services
Faculty
.............
Faculty
1972.
145
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ACCREDITATION
After the usual study of and visit to Evergreen, its people, programs, and facilities, the
Northwest
Association
of Secondary
and
Higher Schools has approved (December 10,
1971) The Evergreen State College as a Candidate for Accreditation.
Evergreen will apply for full accreditation
in three or four years, as soon as it has
awarded a substantial number of Bachelor of
Arts degrees.
~
In the words of James F. Bemis, Executive
Director of the Northwest Association: "Candidates usually qualify for federally sponsored
programs. Also, the Veterans' Administration
treats candidates the same as fully accredited
institutions. For students transferring to other
institutions, we recommend that their transcripts be evaluated as if from a fully accredited institution."
147
Catalog_1972-1973.pdf