-
Identifier
-
Eng
Catalog_1973-1974.pdf
-
Title
-
Eng
Course Catalog, 1973-1974
-
Date
-
1973
-
Creator
-
Eng
The Evergreen State College
-
extracted text
-
ABOUT THIS BOOK
This 1973-74 bulletin of The Evergreen State College
aims at acquainting you with the programs, philosophies, and policies of an institution that is still developing. It outlines the methods by which learning occurs here, the ways by which this academic community conducts its business, and the means through
which individuals from very different backgrounds
and with a variety of perspectives may relate to and
interact with each other.
Consider this bulletin, then, the official statement
about what Evergreen is and is not, why it approaches
learning in the way it does, and-generally
speaking
-how
it works. Read the material thoroughly and
carefully so that you may judge whether you and Evergreen can match interests, talents, and resources.
,~
You will not find a precise shopping list of academic
opportunities here. Rather, this book summarizes the
options available, with descriptions of some past and
present activities that exemplify the range of learning
experiences our unique program offers. 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. All our academic programs include their own self-destruct mechanisms. Although
we certainly retain our concern for the immense and
significant problems implied by programs now being
studied, we have committed ourselves to critically
modifying each year the ways in which we attack these
issues. Thus, as the current academic year unfolds,
we're busy planning for the new programs we will
offer in 1973-74. These will be described in a supplement, scheduled for publication in early 1973, and
timed to give prospective students the latest possible
program information. The supplement, or another
small publication, also will list up-to-date detailed
costs for tuition and fees, housing, and food services.
t
5
I
CONTENTS
About this book
I.
II.
III.
~
<tOlttOlts
I
6
IV.
Introduction
Admissions
Registration
Accreditation
Our Philosophy
Affirmative Action
Vicinity Map
Campus Map
Survey of Academic Programs
Academic Calendar, 1973-74.
Study at Evergreen: A Summary.
Brief Overviews Of:
Programs
Distribution of Academic Work
Academic Credit
Full-Time and Part-Time Status.
Credit By Examination
Academic Standing
The Learning Process
Coordinated Studies: An Explanation
Contracted Studies: An Explanation
Cooperative Education
Internships
Community Service Volunteer Programs
The Evergreen Library.
The Computer At Evergreen
Developmental
Services: The Idea
Counseling Services
Health Services
Recreation and Campus Activities
Financial Aid and Placement.
Current Programs
Programs In Progress.
Coordinated
Studies, J 972-73 .
4
11
17
18
19
21
22
23
25
26
28
29
30
32
34
35
38
49
58
59
63
66
72
75
77
79
81
85
100
102
7
Natural and Social Science; A Modular Ap104
proach
105
American Studies I.
Western Civilization: The Struggle For
106
Freedom I
107
Human Ecology
108
Mind and Body
109
'to' Roles in Society
110
Learning About Learning
111
Japan and the West
112
Human Development II
113
Politics, Values and Social Change ..
114
Image and Idea.
115
Life on Earth: Past and Present.
Individual, Group Learning Contracts, 1972-73 .. 116
V.
Future Prospects
Prospects, 1973-74
How Coordinated Studies Groups
Possibilities For Contracts ..
Self-Paced Learning
The Sciences at Evergreen.
The Arts at Evergreen
Public Events
Foreign Language Study.
Study Abroad
VI.
VIII.
8
IX.
Who We Are
Board of Trustees and Administrators
Academic and Professional Staff .
195
197
198
199
208
211
214
215
217
218
119
Are Formed.
Evaluation, Career Planning, Credentials
Evaluation, The Portfolio.
Career Planning
Evergreen Credentials
VII.
Food Services
Bookstore.
Mail Services
Student Accounts
Policies and Procedures
Fees and Charges.
Facilities Use
Safety
Security
Governance
Governance Procedures
Social Contract
Special Services, Policies, Procedures
Information Center
Housing
120
121
124
126
131
133
135
137
139
142
148
150
168
186
188
9
GENERAL
ADMISSIONS
REQUIREMENTS
In general, The Evergreen State College is concerned
with helping prospective
students
to determine
whether they can profit from its distinctive program.
The College can best serve those who have the initiative and the clarity of personal goals to which the institution can most helpfully respond. Drive and determination, a capacity for hard work, and a sense of
purpose are more important than one's previous
record of attainment.
High School Graduates
Normally, any high school graduate may be considered for admission if he ranks in the upper half of his
graduating class. There are no requirements for any
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.
l1ttrOOuctfolL
10
Applications also will be welcomed from persons who
have completed the equivalent of the twelfth grade but
/I
have not actually graduated from a high school. These
prospective students should submit an official copy of
their equivalency certificate.
Transfer Students
If the applicant from another college or university has
successfully completed fifteen 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 completed fifteen quarter-hours of college-level work, he may ~e asked to apply under the
same conditions as a person 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 thirty-six 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, twenty-three quarter-hours earned elsewhere
will provide five of the thirty-six learning units necessary for the baccalaureate degree at The Evergreen
State College, whereas twenty-two quarter-hours will
yield four of the necessary 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.
12
Advanced Placement
An applicant with a score of three (3), four (4), or five
(5) on the Advanced Placement Examination of the
College Entrance Examination Board will be granted
full credit for successful advanced placement work.
Specific advanced placement in the various academic
disciplines will be determined, when such determination is relevant, by appropriate members of the Evergreen faculty. Credit will also be granted on the basis
of the College Level Examination Program of the College Entrance Examination Board.
Students From Other Countries
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 is May 1, 1973, 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
13
4.
5.
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 one
(1) official transcript from each college or university attended. Students must be in good
academic standing at the last institution attended. No action will be taken on a transfer
application until all transcripts or previously
completed work have been received. Students
It
6.
7.
entering fall quarter who are currently enrolled in another institution must have an official copy of that record sent to the Admissions
Office not later than June 20.
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.
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);
d) For those students entering from high
school, test scores.
Upon receipt of a notice of eligibility, the applicant must send an advance deposit in the
amount of $50 within 30 days, or within the
time limit specified in the notification of eligibility.
The Health Evaluation Form, enclosed with
the acceptance letter must be completed by a
physician and returned to the campus Health
Center, The Evergreen State College, Olympia
WA 98505, at least 30 days prior to the date
of registration.
'5
Notification of admissions decisions will be made as
soon as possible after a review of the completed application has been made. A student must re-apply if he
fails to register for a particular term. Closing dates for
applications will be May 1 for fall term, December 1
for winter term, and March 1 for spring term.
In the event that enrollment quotas are met prior to
registration, a waiting list will be established. Students
placed in this category must meet the same admissions
requirements. Acceptance from the waiting list will
depend upon the number of declinations received from
students previously accepted.
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 two years before being discarded.
REGISTRATION
Newly admitted and continuing students will receive
registration materials, instructions, and related information by mail prior to the beginning of the Autumn
term in 1973. Students also complete the registration
and fee-paying requirements by mail, making the routine quick and convenient. There are no long lines, no
wasted hours. This kind of process requires a great
deal of coordination and it also demands a high level
of cooperation
from everyone concerned. Consequently, we strongly urge that students keep current
addresses--even
those of short duration-on
file with
the Registrar's office from the time of acceptance
through their tenure at the College.
Subsequent necessary changes in the Autumn registration are made in the offices of the Academic Deans.
For 1973-74, details of the registration process will be
sent to all admitted students in mid-August.
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.
/6
'7
ACCREDITA nON
After the usual study of and visit to Evergreen, to
examine its people, its programs and its facilities, the
Northwest Association
of Secondary and Higher
School Commission on Higher Schools has approved
(December 10, 1971) The Evergreen State College as
a Candidate for Accreditation.
In the words of James F. Bemis, Executive Director of
the Northwest Association who served as a member of
the visiting accreditation team: "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."
,
OUR PHILOSOPHY
Society needs trained minds to maintain and improve
commerce, industry, the professions, government, science, technology, social services, and the arts. It needs
new information, fresh ideas, and constructive, reliable responses to new problems from citizens capable
of dealing creatively and positively with the complexities brought by rapid and massive change.
Citizens of this society have their own needs: Flexibility and confidence, as well as a highly cultivated
ability to learn new ideas and skills and to master
quickly new bodies of information.
These demands shape the nature of undergraduate
study at Evergreen, which is designed to assist students
In concluding its report, the accreditation team said,
"The Evergreen State College is an impressive new
institution. I ntensive planning has occurred since the
college was authorized. An administrative and instructional staff has been carefully chosen to achieve its
stated goals. A strong commitment exists to demonstrate that flexible, freewheeling, administrative arrangements and academic programs will work effectively for the kinds of students attracted to Evergreen."
The College's programs will undergo an additional
institutional self-study and review by the Commission
on Higher Schools within three years.
18
President
Charles J, McCann
'.9
ACADEMIC
CALENDAR
1973-74
Fall Quarter, 1973
Last Day for Payment of Fall Quarter Tuition and Fees
Aug.31
Student Check-l n
.
Sept. 24
Orientation and Registration in Programs.
Sept. 24-28
Formal Registration Closes
Oct. I
Work Begins .....
Oct. I
Veterans Day Holiday
.
Oct. 22
Thanksgiving Recess
.
Nov. 22-23
Advanced Registration for Winter Quarter
for Continuing Students
Dec. 10-14
Presentation of Projects
Dec. 10-14
Fall Quarter Closes .....
. . Dec. 14
•••
Winter Quarter, 1974
Last Day for Payment of
Winter Quarter Tuition and Fees .....
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 ....
Dec. 14, 1973
· Jan.2
Jan. 2-4
· Jan. 2
· Jan.4
Feb. 18
Mar. 18-22
Mar. 18-22
Mar. 22
• ••
Spring Quarter, 1974
surot\f of AmOOnic pro!Qlll1lS
24
Last Day for Payment of Spring Quarter Tuition and Fees Mar. 22
Apr. I
Check-In for New Students, Registrar's Office.
Orientation and Registration in Programs,
New Students
.
Apr. 1-3
Programs Continue; New Programs Begin
Apr. 1
Formal Registration Closes
.
Apr. 3
Memorial Day Holiday
.
May 27
Advanced Registration for Fall Quarter for
Continuing Students
.
May 28-31
Final Festival for Presentation of Projects.
June 3-7
Spring Quarter Closes . . . . . . . . . . .
June 7
25
STUDY AT EVERGREEN: A SUMMARY
Credit required for graduation-36
Evergreen units
One unit of Evergreen credit = 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.
26
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. Some of these same
materials will become a part of the student's
official transcript.
..,...;
27
BRIEF OVERVIEWS
Distribution of Academic Work
Programs
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--each
with its own set of requirements--leading
to the Bachelor of Arts degree.
The Evergreen State College offers two kinds of programs as ways of earning academic credit: Coordinated Studies and Contracted Studies. Each student
will work solely in one or the other during each
quarter of his career at Evergreen.
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.
The faculty of Evergreen believes that all students
should plan to do a great deal of work and learning in
both Coordinated Studies and Contracted Studies.
28
29
Academic
Credit
The Evergreen student will accumulate academic
credit for work well done, time well spent in learning,
and levels of performance reached and surpassed.
Only if a student performs his obligations to his Coordinated Studies program 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 his actual accomplishment.
credit will be linked to the completion of contracts or
of assignments in Coordinated Studies, not merely to
time spent in a program.
Evergreen will move as soon as possible
year-round or four-quarter operation.
to full
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 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 three 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
30
3'
--Full-Time and Part-Time Status
Normal progress toward the degree can be equated
with the earning of three Evergreen 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 enrolled for
either two or three units of credit per quarter as
full-time students. Those who can enroll for only one
unit of credit per quarter are considered to be
part-time students.
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 availability 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.
32
If you are planning to be a part-time student at Evergreen, you should locate prospective faculty or staff
sponsors prior to registration periods and make arrangements with those who might direct you. 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.
33
--Credit by Examination
Evergreen will help students to accelerate their progress toward a degree by recognizing credit-worthy but
hitherto unaccredited achievements in learning.
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
introductory work in the designated areas, a student
may offer acceptable scores (now being determined on
a state-wide level) for the CLEP General Examination
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.
3+
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.
If a student's performance is deficient, he may be
asked to reduce his workload, withdraw temporarily,
or sever his connection with the College. Typically,
such deficiencies will be examined and such recommendations made if a student spends two quarters in
an academic program or programs without demonstrating substantial progress on his work. Then he will
be advised by his seminar leader and academic dean
how he must improve his performance. If by the end
of the third quarter the necessary improvements have
not been made, the faculty members and dean closest
to him will require him to reduce the workload for
which he has enrolled or to 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
35
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 not be enrolled
for the new quarter.
froc LcanW18 t'lmss
36
37
~
COORDINA TED 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 program
of study rather than to be taking a number of separate
classes in separate subjects?
Coordinated Studies programs are small. They usually
involve some 100 students and five faculty members.
The relative compactness of the programs makes a
number
of benefits possible--elose
relationships
among students and faculty; opportunities for genuine
collaboration in learning; and a sense of responsibility
for one's work.
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. The programs now being offered, like those
which will be offered in the future, explore some of
man's most urgent problems and his most highly
prized values.
Instead of studying sociology, economics, or psychology as separate fields, you will work on central
problems or themes. Instead of listening passively to
lectures, you wili 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 putting your ideas to use.
38
You will write, rewrite, polish, and present what you
have learned to both the student members and faculty
members of your group. You will accumulate a portfolio of evaluations and examples of what you have
really accomplished. You will have an opportunity to
work while on field trips, expeditions, research projects, internships, and in 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 all that you are learning-you
will
study in one coherent program at a time. The work
you do should hang together. You should have time to
concentrate on your work without the distractions of
competing and unrelated assignments. And you should
be constantly relating various kinds of specialized research techniques to the central concerns of the program.
If You Really Want To Learn ...
Look at these points a bit more carefully. Only if you
wish 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 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.
Coordinated Studies programs emphasize commitment
and common effort by both faculty and students.
39
•••••
As you will see from their titles, the 1972-73 Coordinated Studies programs pursued interdisciplinary concerns. Some advanced programs provided opportunities for a great deal of specialized learning. But all
programs pay less than usual attention to traditional
labels and are more than usually responsive to the internal requirements of the problems at hand.
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 books
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.
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.
The Seminar
The heart of each Coordinated Studies program is a
small-group discussion, the seminar. A seminar is not
a rap session, and it is never easy. When it works well,
it is unforgettable. A seminar is a small, dedicated
to
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 must have read the
book or completed your assigned project. You will
have to expose your ideas, ask for help, give help,
think aloud. You will be questioned, asked to explain
and to analyze. The usual tactics for beating the
+1
system will not work, because the contest will be between you and the book, you and the project, you and
the idea-not
between you and another person.
There will be pressure. 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 this kind of
hard academic work, then you should seriously question whether Evergreen is the college for you. But if
you really want to do tough intellectual work, then we
are here to help.
'
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 be presented to the whole Coordinated
Studies group.
Besides writing, you will be encouraged to become
"literate"
in other media-photography,
cinema,
video tape, audio tape, graphic design, computer processes, music, and the gestures of drama and dance.
You will be expected not merely to acquire information but also to learn how to communicate your
thoughts. It will take much practice and a willingness
to seek and to use criticism.
+2
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 small
and intimate, 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 your adversaries. It will be
important for all of us to do the best job we can and to
help each other.
At Evergreen only rigorous criticism will do-c-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 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.
A Typical Work Week
As you will gather from the descriptions of the Coordinated Studies offerings for 1972-73, 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
4-3
faculty, and you
for off-campus
must, of course,
cational life. A
might distribute
IIII
will need to be present on campus (or
assignments) every day. Your plans
take into account these facts of edutypical Coordinated Studies program
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
groups-one
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.
Films, concerts, other performances and exhibits
offered to the whole College 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
4t
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 is a full-time workload. The
demands upon you will be coherent and related, but
there will be demands. This 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
A Coordinated Studies program is designed as a coherent whole. It may be designed to run for one, less
than one, or even for two years. Its members should
always strive to explore, to develop, and to examine its
central theme in a systematic way from the start of the
program to presentations marking its conclusion.
+5
You should plan on starting with a program, staying
with it, and completing it. In any tightly knit work
group, there will be stresses and strains. Learning
groups are not exceptions. But the rewards of total
participation will more than compensate for the temporary wrangles.
Students should enter programs by carefully making
their choices before the registration period. Students
will indicate their first, second, and third choices, and
how they weigh their preferences. Every effort will be
made to match the interests of students to the programs available.
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.
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 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 can request to
join another seminar. 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.
t6
t-7
CONTRACTED STUDIES
For 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-carrying
out an
investigation, mastering a skill or set of skills, attacking a set of problems, creating a piece of work, or
dealing with a specific body of subject matter.
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. 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.
t8
19
~
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.
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.
Variety of Contracts
Sponsors
There will be individual contracts and small-group
contracts--and
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.
To suggest the relationship which Contracted Studies
will require, we have chosen the term "sponsor" for
the teacher 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 willing to work with students on contracts. If the contract struck between you and your
sponsor requires other specialized assistance which
your sponsor cannot provide, you may 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.
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
50
5'
Please remember that you will be responsible for
carrying out what you have agreed to do. Your
sponsor will draw up the contract with you, work with
you along the way, and evaluate your achievements at
the conclusion.
Preparing for the Contract
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 your prospective sponsor.
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. It will be your total academic assignment until
you have completed it.
What can you do under contract? The range of possibilities is very large, so long as the necessary resources
are available. Reading projects in history, philosophy,
literature, government, sociology, economics, scientific
52
theory, and so forth; research projects entailing the
collection, processing, and interpreting of data from
documentary
or laboratory or field investigations;
mathematics; computer languages; 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; internship as a teacher's aide or helper in a welfare agency; career-learning
in a business office or industry-all
of these are possibilities.
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 personally
53
1II1
and academically ready to undertake the particular
project; and whether both of you (and the other members, if it is to be a group project) can agree on the
terms of the contract.
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 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.
5f
When
penses
student
he can
tracted
a project involves travel expenses, living exoff campus, and any other special costs to the
himself, the student should demonstrate that
defray such costs and do what he has conto 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. If you cannot, or are not willing to try to live
up to the contract, then do not sign it. If the faculty
member advising you has doubts about your ability or
motivation, then he or she should not sign the contract.
Completion
and Credit
When you have completed your project, 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.
You will add to your official portfolio your own evaluation of what you have learned. The original contract
and these evaluations, plus samples of your own work,
will represent what you have accomplished in your
project.
55
The Portfolio
The official 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. Your entrance into advanced
Coordinated Studies programs will depend upon the
strength of your past performance. 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
contracts.
ill
il
SAMPLE EVERGREEN STATE COLLEGE
LEARNING CONTRACT
Name
Last
First
Initial
Short Title --------------------Faculty Sponsor
Units of Credit __
Additional help if essential to the contract ---------Beginning date
Approximate
date of completion ----
Purposes:
Previous experience:
Activities under this contract:
Support to be provided by the sponsor:
Results projected:
Methods of Evaluation:
il\
"I'
Does this contract
nation.
require special resources?
If yes, attach expla-
Student's signature
Date
_
Sponsor's signature
Date
_
Iii
56
57
•••
COOPERATIVE EDUCATION:
INTERNSIDPS AND COMMUNITY
SERVICE VOLUNTEER PROGRAMS
As an Evergreen student, you will have opportunities
to combine your study with practical on-the-job experience related to your academic program or career interest. These opportunities are important for several
reasons: first, practical experience can enhance and
augment the knowledge you have gained in the classroom; second, these opportunities will enable you to
explore a variety of possible career fields and to make
an early decision concerning the career of your choice;
and finally, you will be able to gain valuable
on-the-job experience in your chosen career at a time
when such experience will be most meaningful and
helpful to you.
The Office of Cooperative Education has been organized to assist you and your faculty sponsor in locating
and arranging practical work experiences to match
your program of study and your career interests.
Working with your faculty sponsor and with representatives of business, industry, government
and
community organizations,
your Co-op Coordinator
can help you to locate and arrange credit-bearing internships or community service volunteer experiences,
counsel you on matters relating to internships and
volunteer placements and help you to resolve any
problems that may arise during the course of your
placement. To assist you, your faculty sponsor and
your coordinator, the Office provides a wide range of
information and supportive services. These include:
• A comprehensive catalog of internships available to Evergreen students.
58
• Publication of the weekly "Co-op Memo" to
keep students, faculty and staff up to date on
new developments in the Co-op program.
• A complete records and information system to
facilitate placement.
• Ongoing developmental activities to insure that
new opportunities become available.
Co-op program activities include both internships and
community service volunteer experiences.
Internships
Internships are program related work experiences
wherein the primary objective is learning and personal
growth. You may elect to intern full time or part time
for periods ranging from a few weeks to a year or
more, depending upon your academic program, your
career objectives, the nature of the particular internship you have negotiated, and the arrangements you
59
have agreed upon with your faculty sponsor. Normally, you should not plan to intern for a total of
more than a year during your academic career, although under special circumstances longer periods
may be justified. Although internships may carry a stipend or salary-again,
depending upon the circumstances--in many cases they do not.
Your first consideration in deciding whether to seek or
accept an internship should be the nature and quality
of the learning experience involved. The internship
experience should not be viewed as an alternative to
your academic program but should be seen as a logical extension and continuation of it, enhancing it,
augmenting it, helping you to translate what you have
learned in the classroom into real, productive, tangible
results. As an intern, you will have the opportunity to
measure your abilities and skills in the most important
place of all-the
real world in which you will be
working and earning and growing for the rest of your
life. But you will also have a responsibility, both to
yourself and to the College, to insure that your internship experience is a valid, creditable learning experience, that it does not become simply a way to avoid
the rigors of academic discipline, that it remains more
than just a job.
Normally, Evergreen interns receive full academic
credit for full-time work in the field. Many variations
on this may be arranged, including full-time work with
a small academic component, part-time work with a
part-time academic component and, for part-time students, part-time work with no distinctively separate
academic component. The best combination to match
60
your academic and career objectives should be worked
out in advance between you and your faculty sponsor.
Evergreen interns must be enrolled in one of the College's two major modes of study: Coordinated Studies
or Contracted Studies. If you are enrolled in a Coordinated Studies program, you should not plan to intern
unless your program has included internships in its
activities. Similarly, if you are enrolled in a Group
Contracted Study, you should plan to intern only if
internships are included in the planned group activities. If you are enrolled in Individual Contracted
Study, you may wish to plan an individual internship
as all or a substantial part of your Learning Contract,
or you may wish to include a minimal number of
hours of internship activity as a supplement to your
readings, discussion and other activities. Regardless of
the mode of study in which you are enrolled or the
number of hours you plan to commit to internship activities, you must have the approval of an Evergreen
faculty or staff sponsor in order to receive academic
credit for your field experience. You must also clear
any proposed internship with the Office of Cooperative Education, complete an Internship Agreement
form and register your internship with the Office.
You should notify the Co-op Office well in advance of
the quarter in which you plan to intern. As soon as
you have contacted the Office, you will be assigned a
Co-op Coordinator who will counsel and advise you
on matters relating to your internship, assist you in
locating and arranging an internship and work with
you and your faculty sponsor in resolving any problems that may arise during the course of your intern-
61
ship. Your Co-op Coordinator can also assist you in
locating a faculty sponsor if you do not already have
one.
Evergreen students have interned in a variety of career
fields, including:
Business
Law
Public Administration
Management
Political Science
Recreation
Graphic Arts
Fine Arts
Advertising
Public Relations
Community Organization
The Sciences
Mental Health
Medical Technology
Communications & Media
Computer Science
Corrections
Education
Counseling
Juvenile Rehabilitation
Students and employers in all of these fields have
found the internship experience to be a viable, productive means for bridging the gap between theory and
practice, between campus and community, between
classroom and job. But students have also found that,
to be most effective as an educational instrument, the
internship experience must be a carefully planned and
fully integrated component of the larger, broader,
long-range academic program. And they have found
that a worthwhile internship experience means hard
work. Before deciding whether or not you wish to intern, you should carefully consider your academic and
career goals, the extent to which you are willing to
commit yourself, and the results you anticipate in return for your effort.
62
Community Service Volunteer Experiences
While at Evergreen, you may wish to volunteer your
services to the community without pay and without
credit. You may feel that you will derive adequate satisfaction from simply knowing that you have contributed in some measure to the improvement of the world
around you or from knowing that you have added in
some measure to your own personal growth. If one of
your objectives is to render service to others-and
if,
for one reason or another, you do not expect to receive academic credit for your efforts-the
College
encourages you to become active as a community
service volunteer.
Not everyone should become involved in community
service. Volunteer work requires the commitment of
time and energy and the development of trust. When
someone is hurting, begging off because of other priorities can damage that trust relationship and destroy the
good that has been done. But if you feel you would
really like to help, if you feel that you would like to
give of your time and your talents to one of the many
social or community service organizations
in the
community, then there is a need for your services.
If you wish to be a community volunteer, the Co-op
Office can help you in many ways. The Office maintains complete listings of agencies and organizations
needing volunteer assistance. The Office is in direct
contact with many of these agencies on a regular, routine basis and can provide you with information about
their activities, their objectives and their specific
63
neighbors and has helped us all to gain a deeper understanding of one another. Like the student volunteers, volunteers from the community have discovered
that commitments of time and energy cannot be taken
lightly. But many have found the deep satisfaction that
comes from doing a job that would not otherwise have
gotten done, a job that perhaps no one else could do.
needs. The Office can also counsel and advise you on
the amount of time and effort which you might plan to
invest without interfering with your academic program
and other commitments.
Community
service volunteers
are needed for
hundreds of worthwhile projects. Depending upon
your interests and talents, you may wish to: collect
and distribute food to a needy family; sponsor a
person on parole or in prison; read for the blind or
senior citizens; stuff envelopes, answer phones or canvass door-to-door for a fund raising campaign; or perform any of a host of other tasks that need doing
somewhere, for someone-now.
The Evergreen Cooperative Education Program is
designed to be flexible and elastic, to fit hand-in-glove
with the academic curriculum, supplementing it, enhancing it, expanding it. The Co-op philosophy at Evergreen is based on the overriding conviction that real
learning cannot usefully be separated into "academic"
and "practical" components, the one occurring before
graduation and the other occurring after the student
has re-entered the "adult" community. Rather, as an
Evergreen student you shall have the opportunity to
develop very early the full range of skills and talents
required of today's educated adult. The College urges
you to make the most of this opportunity while you
are at Evergreen. But we urge you, also, to consider
your objectives carefully and to decide whether you
are willing to put into your Co-op experience whatever
is needed to make that experience productive and
worthwhile.
In addition to placing Evergreen students both on and
off-campus, the Co-op Office assists volunteers from
the community in identifying meaningful ways to serve
the College. Community involvement in the College
has strengthened the ties between the College and its
6+
65
THE LIBRARY AT EVERGREEN
Whether in Coordinated
Studies or on contract,
whether confronted with the responsibilities of an internship or with the intricacies of a problem in the
economics of ecology, students at Evergreen need
ready access to information and ideas. That's what our
Library is all about-information
and ideas and easy
access to them.
Traditionally, libraries mean books. That's as it should
be. Books are great sources of information and ideas.
As a matter of fact, they remain about the most convenient "teaching machine" available. Consequently,
we have more than 75,000 books for your use and
pleasure, indexed and cataloged in the best fashion
that we can manage to make them readily available
for you. Books imply print, of course, and print isn't
restricted to what we know as a "book." In addition to
our book collection, our print materials include some
1,400 serials--journals,
magazines, and other kinds of
periodicals--and
several hundred reference volumes
like encyclopedias, concordances, dictionaries, statistical abstracts, guides to the literature in a host of
fields, and many more.
But information and ideas are not accessible through
print alone. For this reason, we have collected for you
about 8,000 audio recordings, 12,000 slides, models,
art prints, maps, and other realia, and a sizeable
number of films and video tapes. Again, these items
are cataloged and stored in a way that makes them
easy for you to use and to enjoy.
66
"A vailability" is the key word here. If the information
and ideas, the facilities, and the people of the Library
are to serve you most effectively, they must be as
readily available as possible. Availability depends
primarily on two factors: systems of storage and retrieval, and persons. The Evergreen Library has tried
to make its systems both comprehensive and simpleeasy for you to work. Systems can't do, however, what
people can do. People can listen to you, help you redefine your problems in ways that make them more susceptible to productive solutions, and lend you a hand
in making the systems work in a manner that most
closely meets your needs and interests. We also develop, as kinds of extensions of ourselves, handbooks,
guides, and other tools to increase as far as we can the
availability to you of the information and ideas that
the Library represents.
We're not without our limitations, of course; but our
aim is to provide students with personalized forms of
relevant access to our materials. But our services don't
stop there. The Library can help you to create the information that you require when such a step seems
appropriate. Staff members with special skills in photography, graphics, television, and audio recording
carry a basic responsibility of making available to you
their abilities, along with some very contemporary
production equipment of precisely the sort used in
industry. When you need to, then, you have ample aid
available to make your own "software" for your programs of study or for special projects of personal significance for you.
67
We need to make ourselves clear on this matter; like
all of Evergreen's units, we try very hard not to make
or even to imply promises that we can't fulfill. Because
we are undermanned and limited in our financial resources, we may not be able to help you to do everything that you want to do, to supply help that we have
available exactly when you would like to take advantage of it, or to put in your hands the book or bit of
equipment that you need at the very moment that the
need becomes apparent to you. We can serve you best
if you plan ahead and give us some advance notice of
what you expect from us. As a new Library in a new
institution, we need your patience and your help as we
gear ourselves to offer the kinds of services that we
have indicated here. Our basic business is to make
your access to information and ideas easy and effective, enjoyable and intellectually rewarding. We'll do
our best to meet your needs as fully and as comfortably as we can; you can help by letting us know what
you require as early as you can.
You can also help by giving us your suggestions for
new additions to our holdings--books,
records, art
prints and slides, or other resources in ideas and information. We also regard it as valuable to collect in the
Library any significant work done at Evergreen by its
citizens, whatever the forms that they use to make
their own contributions to the world's store of data
and thought.
Beyond its collection of books and other items and in
addition to its staff of helpful people, the Library defines a place and a climate. Our plan is to make the
place a pleasant one that everyone can use constructively in his own appropriate manner. As for the climate, we hope that it will encourage conversation and
discussion, serious and determined intellectual work,
both verbal and graphic expression, College-wide
communication, exciting explorations of the complex
realms of thought, and the private relaxation that all
of us occasionally need.
Like any dynamic place and climate, the Library
changes. One of the reasons for these alterations lies in
the sheer fact that not everything in the Library can be
held permanently. We often mount displays and exhibits that, in one way or another, reflect the many different aspects of life at Evergreen, in the immediate
community of which the College is a part, and in the
larger world. Pluralistic in concept and sometimes
productively controversial, these occasional elements
in the Library's program are always planned for their
reasonably wide interest, their stimulating qualities,
and their potential enrichment of our ongoing educational venture.
68
69
In this statement about the Library, we're troubled by
the abstract tone that brevity seems to entail. Through
a very few examples, let us try to put some vital flesh
on the bones of our generalizations:
(1) The entire
non-print visual collection is being put on color and
black-and-white microfilm, so you can preview in seconds a whole set of slides, prints, maps, etc. (2) All of
our audio recordings are on cassette and in specially
designed containers on our shelves to provide you with
the easiest possible access. (3) Our "Thing Wall" is
for you to decorate-with
etchings or watercolors,
tempera or acrylics, with poems or witticisms, with
complaints or expressions of pleasure. (4) Our facilities and equipment are extensive enough to permit
you, if you want to, to learn how to record a symphony orchestra quadraphonically or to produce your
own TV show. On your part, of course, you must give
us suitable notice and allow enough time so that we
can provide the help and schedule the gear that you
will find most useful.
Finally, working with the Library is a cooperative affair. In using the Library, you are inherently sharing a
reservoir of information and ideas with other people.
We hope that this fact of sharing will become both
apparent and valuable to you. What is useful or fun
for you probably is needed or can be enjoyed by
others. If you "rip off' the Library, then, you are denying to others the availability that belongs to all. In
effect, you are ripping off your fellow students, your
teachers, and your friends. Similarly, if you fail to respond to our requests for the return of materials that
you have borrowed, then you also are denying that
crucial factor of availability to others. We feel particularly strongly about this matter because we don't loan
70
books or other materials by fixed time periods; within
any quarter, you can retain an item from the collection for as long as you need it. The system works,
however, only if each person promptly returns his
withdrawals when somebody else needs them.
In sum, the Library is a cooperative effort to maximize the availability of information and ideas for
Evergreen's people. If its emphasis is on books, it acts
on the awareness that information and ideas come in
other kinds of packages, too. If it has tried to install
the best systems of storage and retrieval that it can
afford, it also has remembered that persons-the
people on its staff-are
essential in serving the needs
of users of the Library, who are also people. Most of
all, the Library's collections, staff, facilities, and climate all aim at the same target as the rest of the College-furthering
intellectual growth and the skills and
understandings that are the hallmark of a useful education.
71
THE COMPUTER AT EVERGREEN
It is important for every educated individual in today's
world to know something about computers and the
way they are programmed to process information and
"make decisions." Computers directly influence our
lives in an increasing variety of ways. The crucial issues involved in society's use of computers are far too
important to be left only in the hands of experts.
Through a series of seminars sponsored by Computer
Services, large numbers of Evergreen students learn
how to use a computer as an aid in their studies, to
make calculations, and for recreation. They work with
one of the typewriter terminals and cathode ray tube
displays available on campus. Through the use of
Dartmouth BASIC, a deliberately simplified computer
language, most students find that they have a working
knowledge of this language after only a few hours of
study.
bility of immediate reaction to an operator's input, it
can detect many errors immediately and reinforce correct computer syntax, encouraging rapid learning of
the computer language. The interactive mode of operation typically keeps interest high even among students who would not otherwise persevere through the
tedium of most data processing tasks. Immediate response with a solution to a specific problem facilitates
more thorough and meaningful exploration of the various facets of the larger problem. For many social science simulations, economic games, and other applications that benefit from man-machine interaction, interactive computing provides a satisfying and exciting
medium for learning and for coping with large
amounts of information and intricate relationships in
sets of data.
Computer Services staff members are available to help
students, faculty, and administrators make effective
use of computer technology. Frequently the scope of a
~
For those with computational requirements too large
or specialized for BASIC, Evergreen has arranged
access to several substantial computers off campus.
Since a medium-sized campus computer tends to limit
the options of those with a genuine need for extensive
computing, we do not plan to acquire such a computer.
However, we have purchased a capable minicomputer
system, the Hewlett-Packard
2000C. This system is
interactive and can react to 32 users concurrently.
Most importantly, it permits a variety of responses to
needs in a wide range of student learning, in calculation, and in research. Because the system has the capa-
72
73
project can be expanded when one considers the full
potential of computer processing compared with a
manual analysis of the data.
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 or calculation. In the other mode, they
use a program previously developed by someone else
to solve a specially defined problem. Several computer-aided instructional packages have been developed by students and faculty members to help illuminate units in one of the Coordinated Studies programs.
Other computer-based units are available for students
with special interests. For recreational purposes, students frequently gather around a terminal to play a
simulated
game of blackjack,
golf, bullfight,
or
sea-war.
An analogi digital hybrid computer system supports
computer graphics and can be used to solve differential equations typical of quantum mechanics, fluid
flow, and other physical and electromagnetic wave
equations. The solution to an equation is displayed
instantaneously on a cathode ray tube. This display
also lends itself to interesting applications of computer
graphics.
74-
DEVELOPMENTAL
SERVICES:
THE IDEA
Activity outside the formal academic program represents a significant portion of every student's educational life at Evergreen. The Division of Developmental Services has as its central purpose the encouragement and facilitation of student growth. Its aim is
to help students develop themselves intellectually, personally, and socially by providing professional services, programs, and facilities that will aid this vital
process. To fulfill this genuine commitment to people,
the College provides students with easy and quick access to services in such fields as financial aid, career
and personal guidance and counseling, placement,
recreation and co-curricular
activities, and health.
During the 1972-73 academic year, this office began
administering
several new programs,
including a
day care center, a community shuttle bus service, and
a travel, transportation, and ticket sales center.
These services are designed to identify personal interests and problems and to offer a broad base of alternatives in response to them. The scope of those options
ranges from recreational outlets to preventive mental
health and group counseling programs to deal with
difficulties before they become complicated and fullblown. Doing this job requires moving staff persons,
whenever possible, out of offices and into the environments where students actually function-the
residence
halls, the recreation facilities, the lounges where commuters spend significant time, etc. By expanding our
access points, we can better provide information, mediation, and counseling to help students cope in an
informed way with changing life styles and the influences that play importantly at college on everyone.
75
Developmental Services will only be of value if members of the academic community and local citizens not
only utilize services but become involved in planning,
program operation, and evaluation. Our success depends on precisely this broad base of involvement,
bringing diverse people together to work on common
tasks and to learn to understand each other more fully.
By creating an open system for widespread participation by students in the activities, the programs, and the
ongoing evaluation of all aspects of campus life, we
lay the groundwork for a heightened sense of community membership
and for personal growth in
self-knowledge and interpersonal sensitivity and skill.
Through this approach, we can identify and rapidly
respond to expressed student concerns so that any gap
between the institution and its student body can be
dealt with openly and constructively. We will continue
to expand the involvement of students in the operation
of our services; and in collaboration with students, we
will continually seek to improve our basic administrative and communications systems on the campus.
Counseling Services
Evergreen provides a variety of counseling services to
all enrolled students and employees. Their use is entirely voluntary and without cost. The level of our
ability to help is largely dependent on recognition by
the individual that he or she sincerely wants help in
coping with a problem. Workshops, developmental
seminars, and other forms of group activity and counseling can be generated as student interests develop.
Counseling relationships are strictly confidential. No
information will be released without written request
from the individual.
There are three basic directions that the Counseling
Service must move towards. Movement away from
offices and into the community to create programs
based on primary prevention rather than remediation,
and mobilizing community resources for mental health
represent two of these trends. The third is to base the
role of the counselor and of the Counseling Service on
a developmental rather than a therapeutic framework.
This developmental approach blends traditional and
new concepts. Individual counseling, group counseling, occupational and educational information, and
other programs are all relevant to the developmental
approach. We will attempt to counsel students in such
a way that they learn the techniques involved in
problem-solving rather than emphasizing only the solution of problems.
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
76
77
needed. In such special fields as draft counseling and
psychiatric care, the College enlarges its own capabilities by contracting for professional service as needed.
A number of students have found our career-planning
resources useful in identifying their initial vocational
goals. With help through counseling the student can
then fruitfully apply these objectives to planning programs of work and study. Through vocational counseling we will attempt to create in the student, not just
the idea that he must choose an occupation, but that
he faces a series of developmental tasks extending indefinitely into the future, all demanding continual decisions and growth and the development of new skills
and abilities. The Counseling Office will continue to
work with the offices of Financial Aid and Placement
and Cooperative Education and the Library to collect
a wide variety of resources ranging from general occupational information to data on specific professional
fields.
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.
Health Services
The Evergreen State College maintains Health Services with one part-time physician and two nurses (one
full-time and one part-time) during regular clinic
hours in the Daniel J. Evans Library Building. The
physician will be available for half-days between
Monday and Friday. Beyond providing routine health
care for students without charge, he will lend professional support in the areas of health education and
preventive medicine, and in cases of emergency. The
Health Services hours will be extended into the evening and weekends because of the increase in facilities
and activities on campus. When possible, Health
Service programs will be sponsored in on-campus resident facilities. Physicians in the Emergency Room at
Olympia's St. Peter Hospital are available when the
Health Service Office is closed, or when emergencies
cannot be treated adequately on campus.
We are making every effort to develop a greater concentration of health services on campus while still requiring a high degree of interaction and cooperation
between the College and the medical community of
Olympia. Public and private persons with expertise in
health services will be involved with students, faculty,
and staff in a variety of activities. The services will
include family planning clinics, drug awareness workshops, first aid training sessions, some psychiatric assistance, and much additional work in preventive medicine, health education, and health-related concerns.
The health insurance program of the College is partially intended to encourage students to form and to
78
79
Recreation and Campus Activities
Under this program, we extend ample opportunity for
members of the campus community to engage in a
rich variety of recreational, cultural, and social outlets
which promote physical conditioning, relaxation, development of interests, hobbies, and talents. Minimally, a person should be assured of positive cultural
enrichment and appropriate
entertainment
through
audience participation.
maintain relationships with their own physicians,
ther in their home communities or in Olympia.
ei-
Evergreen's insurance policy is optional, but it provides additional support to students. Because our
health program is not a comprehensive one, students
are strongly urged either to take Evergreen's policy or
to be certain they are covered under other means elsewhere, i.e., through their parent's family insurance
plan.
80
Evergreen students may engage in several types of recreation and campus activities, some of which may be
engaged in for purely "recreational" purposes, some
for academic purposes, and others for lifetime values
gained through the learning of selected skills. Sports
recreation at Evergreen can be either formal or informal. Although the level of interest for a given activity is expected to change with some regularity, our
present list of sport clubs and organizations includes:
bicycling, fencing, gymnastics, kayak and canoeing,
yachting, jogging, judo, karate, rugby, scuba diving,
skiing, soccer, and climbing. All of these organizations
offer basic instruction; some offer advanced instruction. In addition, special workshops are scheduled periodically to provide introductory skills in such areas
as rock climbing, sailing, etc. A wide variety of intramural sports is open to anyone who wishes to participate. These include archery, basketball, bicycle racing, cross-country, field hockey, flag football, golf,
handball, pool, sailing, soccer, softball, swimming,
table tennis, volleyball, water polo, weight lifting, and
wrestling.
81
Students who desire to take part in other types of
formal campus activities may be interested in the following organizations: The Modern Dance Club, Jazz
Dance Group, Ballet Club, Asphodel Fields Theatre
People, The political Action Society, Action for
Washington, Consumer Protection, The FM Radio,
The Paper Cooperative, MECHA, The Native American Students Association, UJAMAA, and The Women's Commission. These organizations offer educational resources and many serve as a meeting place for
racial minority groups and women. Most of these activities have headquarters
in the College ActivitIes
Building or in the Library Building. The College Activities Building contains food services, bookstore, a
bank, post office, games and lounge areas, in addition
to student activity offices.
The 1972-73 year saw the opening of phase one of
our Campus Recreation Center which includes an
eleven-lane swimming pool, a separate diving well, a
sun deck, two sauna baths and large showering and
locker rooms, a multi-purpose room for dance, karate,
exercising, etc., separate weight-training rooms for
men and women, five handball courts, and a meeting
room. Since this facility will serve as the hub of indoor
recreational activity, it will be open as many hours
during the week as possible and on a more limited
basis on weekends. We will continue to supplement
indoor facilities by operating a small and wellequipped
but temporary
all-weather
gymnasium
in the campus utility plant. This facility includes two
basketball shooting stations, two volleyball and badminton courts, a gymnastics climbing rope plus selected additional gymnastics equipment,
and two
speed bag platforms. A new recreation pavilion, an
82
unheated but covered facility, includes two basketball
courts and four additional basketball stations, two volleyball courts and two tennis courts. Outdoor facilities
include a large playfield which facilitates field hockey,
flag football, rugby, soccer, and softball. Future development includes plans for outdoor tennis courts, lawn
bowling, and a mountain climbing practice facility.
Although the College owns 3,000 feet of undeveloped
beach front on Eld Inlet, it is the desire of the majority
of the members of the Evergreen community to leave
most of the waterfront undeveloped until systematic
plans can be advanced to assure protection for its
fragile ecosystem.
We will continue to add additional equipment to our
growing inventory and make items available to all
members of the campus community. The Geoduck
Yacht Club is custodian of two C-Larks and one
Snipe. These boats can be used free by club members, or they can be rented at selected times by
I
I
83
non-members. Instruction in sailing is offered by the
club. The Recreation Building Equipment Center has
a wide variety of equipment which can be rented or, in
some cases, borrowed free of charge. Included are
such things as crampons, ice axes, climbing rope,
packs, stoves, tents, snowshoes, cross-country skis,
sleds, inner tubes, canteens, cook sets, and hard hats.
In addition, game bags containing volleyballs, nets,
softballs, etc., are available.
Any student who desires financial support for an activity which he or she feels is of campus-wide value,
may submit a request for funds to the Services and
Activity Fee Review Board. This board, which falls
under the jurisdiction of the Dean of Developmental
Services, is composed of eight students selected randomly, who are willing to serve for staggered
three-month terms. During the past year, several of the
clubs and organizations previously mentioned received
funding from this board.
Financial Aid and Placement
Financial Aid
General Information
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 eligible student with sufficient financial
assistance to make his attendance possible. Awards
from the College's aid programs rest strictly on personal need 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.
Most of the aid offered by the College is open only to
full-time students. In order to continue to receive financial aid, a student must complete seven (7) units
each academic year and a minimum of two (2) units in
a given quarter. The Law Enforcement Education
Program and the Basic Educational
Opportunity
Grant are the exceptions to this rule. Part-time students are also encouraged to use the services of the
Placement Center.
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
Sf
""",,.•!I\\
85
savings. Aid will not ordinarily be awarded to enable a
student to pay installments on an automobile, to repay
prior obligations, or for long-distance transportation.
Students who have chosen not to accept available
family aid, and students whose parents, although able,
have chosen not to contribute to the costs of college,
are eligible to apply for some forms of assistance. For
instance, 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.
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 appropriate College Scholarship Service Confidential Statement--either
Parents' Confidential Statement or Student's Financial Statement as indicated below-must
be submitted to the College Scholarship Service before
the application can be considered. Confidential statement forms are available from high school counselors
or from the Office of Financial Aid and Placement.
Students should not rely on the availability of ready
employment in the community as a means of financing
their educations. Although the Placement Center will
provide every assistance in locating work, the pool of
part-time jobs in the Olympia area is very small and
competition is keen. Further, the flexible nature of
Evergreen's Coordinated and Contracted Studies program schedule often does not lend itself to the typical
"be-here-every-day-at-three"
part-time job.
Parents' Confidential Statement must be completed by dependent students. That is, a student
who has, during the calendar year in which he will
receive aid or during the prior calendar year,
(1) been claimed by either parent for Federal Income Tax purposes; (2) received more than $200
in aid from his parents; or (3) resided with his
parents for four months or more.
Students who have temporary financial problems at
The Evergreen State College may apply for emergency
loan assistance. Any student may inquire about scholarships awarded by off-campus agencies, some 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 of 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.
Student's Financial Statement should be completed
by independent students. That is, students to
whom none of the three points listed above applies. Unmarried students over 23 years of age and
married students over 21 wishing to establish independence, who have lived apart from their parents
for two years, may attest to that fact by signing the
"Independent Student's Statement" on the College
application and having the statement notarized.
Unmarried students under 23 and married students under 21, as well as other students seeking
independent status who cannot demonstrate two
years of independence, must request an "Affidavit
86
•••
Application
87
of Non-Support" form from this office for their
parents to sign and have notarized.
Deadlines
Applications for aid during the 1973-74 academic
year must be received by July l. 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 Parents'
Confidential Statement must be mailed to the College
Scholarship Service at least two weeks prior to the
above deadlines. Needy students applying after July I
will be aided if funds are available.
College
Work-Study summer awardees will be notified in late
April of award. Other applicants will receive acknowledgement when their applications are complete and
will be given an estimate of the total of their awards.
The specific nature of their awards, however, will not
be announced until after July 15. Our deadline of July
1, which allows more students to apply, precludes any
earlier award announcements.
every aid recipient, therefore, must accept some part
of his aid in the form of a loan.
National Direct Student Loan Program. This program provides long-term, low-interest, loans for
qualified students in any program of study at Evergreen. Terms and conditions include these stipulations: (1) Students may borrow up to $2500 total
during their first two academic years and not more
than $5000 during their entire undergraduate careers. (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. (5) Quarterly repayments
on the loan begin one year after the borrower
leaves school, and the interest begins to accrue
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.
Loans
Students should be aware that the overwhelming majority of aid funds is in the form of loans. Almost
88
89
1'
nine months after the borrower leaves school at
3 % 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. Borrowers
who become full-time teachers in Head Start may
have 15 % of their loans cancelled for each year of
teaching in that program. Borrowers who become
teachers in schools where there is a high concentration of students from low-income families and
those who become full-time teachers of the handicapped in public or non-public elementary or secondary school systems may have their loans cancelled as follows: First and second year-IS % per
year; third and fourth year-20% per year; fifth
year-30%. Veterans who served in an area of hostilities may have 12-1/2 % of their loan cancelled
for each year of such service up to four years.
Federally Insured Loan Program. This program
provides loans to students of up to $2500 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 7 %. Many
students qualify for federal interest subsidies,
under which the federal government will pay all
interest charges until ten months after the student
leaves college.
90
Emergency Loan Program. Funds for this program are donated by business, 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 not 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 (2) units. Simple annual interest is
set at 6%.
College Long-Term Loan Program. Sources of
this program include community donors and Services and Activity Fees. It provides loans of up to
$300 for periods of up to twelve months. Eligibility requirements and application procedures are
the same as for the Emergency Loan Program.
United States Loan for Cuban Students. Students
who are Cuban Nationals and who are unable (as
a result of action by the Cuban government) to
receive support from inside Cuba, may apply for
this loan program if they are full-time students at
The Evergreen State College. The maximum loan
is $1000 per year and repayment commences one
year after graduation at the rate of 3 % per year.
Students who believe they may be eligible for this
loan program should contact the Office of Financial Aid and Placement as far in advance of the
academic year as possible.
9'
,~
••
r1'
Leona M. Hickman Long- Term Loan. The Trust
Department of Peoples National Bank in Seattle
administers the Leona M. Hickman Loan for male
residents of King County enrolled full-time at The
Evergreen State College. The student must demonstrate significant financial need and may apply for
loans up to the amount of school-related expenses.
Applications are available at the Trust Department, Peoples National Bank, or through the
Office of Financial Aid and Placement. The interest rate is 5 % per year plus a credit insurance.
premium; repayment commences upon graduation. Interest is paid while the recipient is in
school.
Grants
~
lege. Students may not receive in excess of $4000
under this program during their undergraduate
courses of study unless they pursue an approved
fifth year of undergraduate study, in which case
the maximum becomes $5000. The College must
determine that the student would be unable to attend without the grant.
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.
Basic Educational Opportunity Grant Program.
This program was created by the Education
Amendments of 1972 and begins July 1, 1973. If
funded, it will provide grants to each student of
$1400, minus the expected family contribution.
The grants may not exceed 60% of a student's
need. The minimum grant will be $200. Information on application procedures and guidelines for
determination of expected family contribution will
be available in the Office of Financial Aid and
Placement as soon as they are announced by the
United States Commissioner of Education.
Washington State Need Grants. This program
provides up to one-third of a student's need and is
administered by the Washington State Council on
Higher Education. Nominations are made by this
office for students of exceptional financial need
whose family incomes are inordinately low.
Institutional Scholarships. Fewer than half a dozen
scholarships are awarded by the College annually,
and range in amount from $75 to $100. Awards
are made solely on the basis of need.
Donor-Designated
Scholarships. Information
on
dozens of scholarships awarded by organizations
not connected with The Evergreen State College is
available in the Office of Financial Aid and Placement. Announcement of available scholarships is
made each winter and further information and
application forms are available from this office.
Supplemental
Educational
Opportunity
Grant.
This program provides grants to undergraduate
students whose need is acute. The grants may
range between $200 and $1500 but may not exceed one-half of the total amount of the student
financial aid provided to the student by the Col-
93
92
••••••
--'
employed in a public law enforcement, correctional, or court agency enjoy a 25 % forgiveness of
the loan for each year of employment up to four
years.
Employment
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 (2) units
or more. If need exists, they may apply for loans
in excess of tuition. Loan recipients must have
completed
and transferred
to Evergreen
twenty-two (22) quarter hours in classes directly
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 7 % per year. Loan recipients
begin repayment six months after leaving school.
Loan recipients who, after leaving school, are
94
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 $2.00 to $3.50
per hour; the program is open to students whose
financial need is significant. Students may work
not more than 19112 hours per week during the
academic year unless they are in an internship status, and 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. 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.
Academic credit may be given in some instances
for off-campus, part-time Work-Study employment. The College can only offer the opportunity
for Work-Study employment. UNDER NO CIRCUMSTANCES IS AN OFFER A GUARANTEE
THAT A STUDENT WILL BE EMPLOYED,
OR THAT ONCE EMPLOYED,
HE WILL
RETAIN THAT POSITION.
Employment depends on skills and performance and is the prerogative of the employer.
95
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. It bears repeating, however, that part-time
jobs in the Olympia area are not readily available.
Financial Counseling
Counseling service is available for any student wishing
assistance with family budget management, estimates
of college costs, economical food-buying techniques,
the economics of study abroad, and information on
nutrition. In addition to individual counseling, the
office holds periodic seminars on these subjects. Students who intend to transfer to other schools should
seek assistance from this office in obtaining and completing financial aid applications and scheduling interviews with financial aid counselors at their new
schools. Veterans with temporary need who are not
eligible for institutional aid may receive information
on other sources of assistance.
maintains contact with local businesses, industry,
State, Federal and local government, and other placement agencies to develop job opportunities, share listings, and monitor job openings. The staff keeps listings up-to-date, counsels job applicants and refers
them to prospective employers. Employers are encouraged to interview students on campus and then to join
student placement seminars to share their knowledge
of the world of work. In coordination with the Counseling Services Office and the Office of Cooperative
Education, the Placement staff seeks information on
job forecasting and employment trends from a variety
of sources. The development of employment opportunities also involves a strong emphasis on vocations
for social change or alternative placement for those
students who opt not to make a career choice immediately after graduation.
Opportunities
range from
Peace Corps service to inner-city volunteer work. Students are referred to the extensive and contemporary
library section on Vocations for Social Change. The
Placement
The Office of Financial Aid and Placement provides
students with access to career, summer and part-time
employment opportunities, assists them in attaining
their career goals, provides informational support to
the Office of Counseling Services in its function as a
career guidance center, and offers liaison and mediation services to employers and student employees.
Providing access to employment requires an extensive
job development program. The Placement Center staff
96
97
Placement staff will develop and maintain a video tape
library of various members of the faculty, staff, and
wider community commenting on their experiences in
their respective career fields. These individuals will
also be available for seminars and individual interviews.
Several placement-related training programs are operated by the Placement staff, including general orientation for students, faculty and staff, seminars to acquaint College-Work-Study
Program employers with
the requirements of the program, specific job-skills
development sessions in cooperation with various on
and off-campus
employers,
and seminars
in
job-seeking techniques. A weekly seminar dealing with
topics of interest to seniors is held from September to
May.
The Placement Office also concentrates its efforts in
such singular areas of job development as veterans',
women's and minority placement. It maintains reciprocal out-of-area placement agreements with colleges
in other parts of the nation, assists the Office of Counseling Services in graduate school placement, and in
cooperation with the Registrar, maintains a credential
file service by which graduates may have portfolios
indexed according to career area forwarded to prospective employers.
~TOlLl'rogll1mS
98
OL
99
1972·73
PROGRAMS
At Evergreen, we seek to offer
dinated Studies programs and
Contracted Studies each year.
program will be repeated only
and with changes in the faculty
IN PROGRESS
a variety of new Coornew opportunities for
A Coordinated Studies
with a modified design
team leading it.
Y ou should not expect, therefore, to find the 1972
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 years. We shall continue to value growth
and change over mechanical repetition within hardened categories.
These programs are designated as Basic or Advanced.
Basic programs are open to students beginning their
undergraduate careers and to any more advanced students who are interested in the topics and methods
which the programs will concentrate upon. 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 summaries which follow describe work done and
work in progress; they are presented here for the sole
reason of giving 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.
100
101
COORDINATED
STUDIES FOR 1972-1973
It is very important for you to remember that all of the
Coordinated Studies programs described in The Evergreen State College Bulletins are 1972-73 programs
and not 1973-1974 programs.
The programs that we will offer in the fall of 1973,
from which you will choose, are not listed in this Bulletin. They will be listed and described in a supplement that will be mailed to admitted students early in
the spring.
While the 1973-1974 programs will be different (and
better) than the 1972-1973 programs, they will cover
the same fields, disciplines, and problems.
Remember, Coordinated Studies requires you to read
good books, carefully, to do a lot of writing, and to
learn to seminar about the books and your writing.
M<
'Q
.. ,1\
iii'
i
#.
~
/'
One final word of explanation-normally,
any advanced student may take a Basic Program. Advanced
Programs do have prerequisites. These will be mentioned in the detailed descriptions contained in the
supplement to be mailed in the spring.
In 1972-1973, we offered eight Basic Programs:
Natural and Social Science:
A Modular Approach
American Studies I
Western Civilization:
The Struggle
for Freedom I
Human Ecology
Mind and Body
90' Roles in Society
Learning about Learning
Japan and the West
And four Advanced Programs:
Human Development II
Politics, Values, Change
Image and Idea
Life on Earth:
Past and Present
You will find brief descriptions of these Coordinated
Studies programs on the following pages.
10
102
3
American Studies I
Natural and Social Science:
A Modular Approach
One Year.
Basic.
Three Units Each Quarter
The modular science program is an approach to the
learning of science based on the belief that complex
systems can be examined in depth from a multidisciplinary viewpoint and without the prerequisites of introductory courses. As a corollary, the program is also
committed to an examination of the vital relationship
between science and society.
Modular science consists of a sequence of short, intensive subjects each lasting about five weeks. The necessary background in each supportive discipline, e.g.,
biology, chemistry, mathematics, physics, economics,
political science, psychology, sociology, and anthropology is introduced as needed, using-where
possible
-self-paced
units.
Two Years.
Basic.
Three Units Each Quarter
The program emphasizes the relationship of history,
art, music, literature, philosophy, and science in the
development of modern America. We read the novels,
poetry, prose, history, philosophy, drama, and journalism of the United States. Films and music are an
integral part of the program. We carry out searching
inquiries into the nature of our society:
Is it possible
to identify who we are in our own time? How uncertain of our identity as a people are we? A lot? A little?
The first year program couples the issues of racism
and identity. The second year will link urbanization
with alienation. Since the library has acquired the
University microfilms, American Culture Series I and
II (1492-1900) and the American Periodicals Series,
1789-1900, students have access to microforms of
little-known, or hitherto unavailable, materials aside
from text materials, films, and other sources. Reading
and writing are closely supervised.
Each module deals with the theoretical and practical
aspects of the subject, as well as the social and historical implications.
All modules share a core seminar experience. Social,
historical and philosophical issues within and between
the natural and social sciences constitute the basic
subject matter of this component.
Breadth
and
perspective is our goal here. Students and faculty subscribe to SCIENCE magazine, or some similar journal
which explores current issues in the social and natural
sciences.
lot
'°5
Western Civilization:
The Struggle for Freedom I
Two Years _ Basic _ Three Units Each Quarter
This is a program for students who want to read some
of the great books of the past, along with contemporary literature. The program is dedicated to careful
reading, good writing, and thoughtful conversation.
The program takes up the old and ever new problems
of freedom and responsibility, peace and war, courage
and cowardice, good and evil, individual and community. It compares democratic Athens and America,
and creative Athens and America. It asks what manner
of men and women were the Greeks, and who are we?
What is this country called America?
Human Ecology
One Year _ Basic _ Three Units Each Quarter
Human Ecology focuses on the ecology of man, past
and present, rural and urban, primitive and civilized.
The kinds of questions explored, especially in the early
portion of the program, include:
How have man's
relationships with his environment changed during his
biological evolution? How has man's physical environment influenced his behavior and affected his cultures?
Conversely, how has man's behavior affected his physical environment and his cultures? What has happened
to man psychologically and sociologically as he "advanced" from a non-written agrarian culture "close to
the soil" to highly complex communications-based
industrialized cultures clustered in urban settings?
The books include Homer, The Odyssey; and Nikos
Kazantzakis, Zorba the Greek; Sophocles, The Tragedies; and Andre Gide, Two Legends; Plutarch, The
Lives of the Noble Greeks; and Lytton Strachey, Eminent Victorians; Plato, The Republic; and Franz
Kafka, The Castle.
Since urbanization
is largely characteristic
of our
times, and since the area between Vancouver, British
Columbia and Portland, Oregon is prone to become a
megalopolis, the major focus of the program, subsequent to the background described above, is on the
ecology of the city.
The program
and films.
Basic information and perspective is developed in resource lectures, films, book seminars, workshops, and
field trips. As self-paced learning units are developed
and / or identified, they supplement, complement, or
replace some of the more traditional modes of information transfer. Considerable emphasis is placed on
the development of investigative approaches in the
natural and social sciences. Most of the research is
accomplished by small teams, but individual students
also undertake individual projects within the overall
study.
106
includes weekly lectures,
slide shows,
107
•
~
20'
Roles in Society
Mind and Body
One Year.
One Year.
Basic.
Three Units Each Quarter
Basic.
Three Units Each Quarter
26 Roles in Society seeks to develop an active intellectual awareness of the roles of women and men in
contemporary society, and of the problems presented
by these roles. It attempts above all to increase the
sense of "personhood" in each of us, and to help us
create a culture of humanity, not just of mankind. Ultimately it hopes to reduce exploitation of any person
by any other person.
One of the major problems faced by many students
and by too few educational institutions is the frequent
lack of relevance of academic life to life as a whole.
This program is an attempt to integrate the two by
making the object of study the students' own lives. The
program deals with a broad body of information directly relevant to everyday life: human biology (e.g.,
introductions to anatomy, physiology, nutrition, path- .
ology), psychology (relevant empirical findings and
theories of human behavior), philosophy (e.g., the
mind-body relationship,
existentialism,
phenomenology), and sociology (the effect of contemporary institutions on the individual).
The group of students and faculty works together to
study identity and role formation as they are shaped
by the body and the acculturation process. This study
is approached from the perspectives of biology, the
social sciences and literature.
Concurrently, all of the students in the program are
working toward experiencing those aspects of their
lives that correspond to what they are studying. This
involves scientific research on their own mental and
physical and social processes. For example, those interested in environmental issues carry out research
projects on marriage, the family, educational systems,
etc.
At the beginning of the third quarter, each student
spends one month working on an individual project.
Possible projects include formal research, internships,
political efforts, etc.
The year's activities also include several skills workshops in "things I'm scared to do, or have been conditioned not to do." For example, there might be workshops on auto mechanics or computers for women and
child care or home economics for men.
109
108
LL
~
•..
L~
•
~
Japan and the West
Learning About Learning
One Year.
Basic.
One Year.
Basic.
Three
Units Each Quarter
Japan and the West is a basic program designed for
two distinct groups of students:
l. For those students who want to study in J apan, the program lasts almost two years.
During the second quarter of the program
these students isolate themselves in a total-immersion language study program. Language study continues
through the third
quarter, and perhaps into the summer. During
their second year students will spend at least
two quarters in Japan.
2. For other students the program lasts only three
quarters and focuses on a general understanding of Eastern and Western cultures.
During
the second
quarter,
when the
Japan-bound students are learning Japanese,
other students engage in other kinds of specialized program studies.
Three Units Each Quarter
This program explores the nature of learning processes. Since intentional learning forms but a small part
of all learning in one's life, the scope is much broader
than classroom settings. Questions considered include:
What are the different learning theories? How
does learning take place a) in structure / unstructured
situations?
b) in institutional/noninstitutional
settings? c) among different age groups? d) in different
organisms,
particularly
primates?
e) in different
cultures/ethnic
groups in the United States? Are
learning and education the same? What is the purpose
of schools? How do I learn best? How can I help
others learn? What kinds of environments,
both
human and physical, seem conducive to different
kinds of learning? How do different people and settings affect what and how I learn?
'I
I
I"
The program studies the whole of Japanese culturenot just pots and Zen, but industry, politics, agriculture, family life, and history as well. Its aims impose a
tight structure and demand preparation and work
from everyone.
This program offers a mixture of academic and research experiences. Role playing and observation in
schools of faculty and board of directors' meetings are
used to help prospective teachers understand better
how to implement innovative approaches in public
schools.
Activities include a combination of internship activity
with an ongoing review of the learning observed and
experienced while on the job.
111
I/O
l
~~,.l~
~
Politics- Values-Social
Human Development II
The Second
Year.
Advanced.
Quarter
Three
Units Each
The objectives of this program in Human Development remain the same in its second year as they were
in its first: cultivation of the student's ability to interpret his life to himself and others in response to
(1) readings in the social sciences, biology and the
humanities, and (2) responsible work as a supervised
intern in a local human service agency.
In addition to the focus on human development in
evolutionary and historical perspectives which characterized the first year's work, the second year focuses
more sharply on several problematic issues of contemporary human development, such as human sexuality,
the family, prolonged adolescence, old age, the effects
of increasingly rapid cultural evolution on personality
development.
Program work includes book and self-study seminars,
internships, films, lectures, and special interest workshops.
One Year.
Advanced.
Change
Three Units Each Quarter
The first quarter is devoted to the acquisition of analytical tools, and the refinement and practice in the
application of these tools to a body of material most
closely analogous to our own times: the roots and
fruits of the first reformation. These tools are applied
to Feudal Society in environment crisis, to the examination
of the new values
generated
in the
pre-industrial city, along with the personality conflicts
this transition represented, and the behavioral response of men living in that time of crisis. The student
project required for this quarter involves the writing of
a play about a historical figure, using the premises that
Eric Erickson and John Osborne used in their studies
of Young Man Luther.
The second quarter, after a brief look at the political,
social, scientific, and psychological fruit of the reformation, concentrates upon the development of the
value crisis in the environment of the late industrial
society. Students are to write a play about their parents, using the Erickson-Osborne premises.
The third quarter concentrates on the analysis of current pronouncements of the "new values" contained in
the "second reformation," as well as an examination
of the degree to which they complement and the degree to which they contradict the environmental constraints of the "post-industrial"
society. Attention is
paid to implied or stated social structures in which
these values can, or are being carried out. The third
quarter culminates in the writing of a play about the
student's own life, using the Erickson-Osborne
premises.
1/2
113
,..
P'"
~
Life on Earth: Past and Present
Image and Idea
One Year.
One Year.
Advanced.
Three Units Each Quarter
Advanced.
Three Units Each Quarter
The reconstruction of the history of life and its environments, which is the subject of this advanced Coordinated Study, requires a search into all facets of biology, paleontology, and the geology of sedimentary
rocks. The program concentrates on marine, estuarine
and fresh-water organisms and habitats which provide
the most extensive historical record.
This program is project-oriented, with seminars developing from and focusing upon the problems that occur
in image/ idea expression. Problems dealt with range
from images as documents of our lives (social implications) to images as art (self-revelation). Specific areas
of involvement
are photography,
photo-graphics,
motion picture, television, and multi-media.
The content of the program involves integrated studies
in the life and earth sciences. Concern is primarily
focused at the organism level of organization:
how
the organism lives, how its life is integrated with the
demands of its environment, what we can deduce
about the answers to these questions as they pertain to
fossil organisms. This emphasis should not be construed as systematically eliminating study of organisms
at other levels (e.g., cell and population). Rather, we
seek the meaning of studies at those levels for the organism, because it is the organism which is subject to
the process of natural selection.
The program is organized into studio workshops, seminars, demonstrations, films, lectures, and project presentations.
The schedule
includes
one, two, or
three-week units. At the end of each unit, specific projects are presented and evaluated.
Projects undertaken include sound image sequences,
pin-hole photography, paper negatives, sequence photography, sound recording, camera image. control,
single concept films, basic color techniques, sound editing, film editing,
sound mixing, synchronous
sound-film editing, video recording, multi-media presentations, and television recording.
We expect that students, at the end of the year, will
know a variety of field and laboratory techniques and
experimental approaches to subject matter; will have
some familiarity with organisms of the aquatic environment, their ecological and evolutionary (taxonomic) relationships,
and their physiology and behavior; will have learned through frequent practice
how to write a scientific paper; will know how to use
the library and have a habit of reading journals.
By design, the program stresses group projects in
filmmaking, television production, and multi-media
presentations. These collaborative arts emphasize not
only the skills of each contributing
artist and
craftsman but also the intricate social activity needed
to coordinate efforts and assure that the highest technical and aesthetic standards are met.
lit
115
~
••
....•...
l.-c.~
INDIVIDUAL,
I
GROUP
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 and faculty and prospective sponsors.
It also seemed fitting that students, faculty, and staff
should begin academic work by concentrating upon
Coordinated Studies programs. Nevertheless, some of
our first students demonstrated the interest and capability necessary to negotiate contracts with the few
faculty and staff sponsors available to work with them.
As a result, in our early quarters, numerous full-time
and part-time students were involved in individual
learning contracts.
All individual learning contracts must be negotiated
between students and the sponsors who happen to be
available at any given time. They depend upon very
specific interests at each step. These titles will suggest
to you what can happen by showing you what has
happened.
~
"Development of English Fiction"; "Teaching Internship in Art, Music, Reading"; "Banking Internship";
"Expressions of Death and Burial in the U.S. "; "Historiography of the Seventeenth-Century 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";
"Ear-Training Laboratory Internship."
A Sampling of Group Contracts, 1972-73
"Music"; "The Evergreen Environment"; "Ceramics";
"A Year in Mexico"; "Theatre Arts: from Script to
Stage"; "N ative American Field Studies"; "Personal,
Group, and Organizational Change"; "Man and His
Recreational Environment"; "Art and Environment";
"How to Be an Innovative Teacher in a Public School
System"; "Impact of Buddhism on the West"; "A Year
in Sweden"; "Pest Population Management"; "Studies
in History and Culture: Europe and the United States
Since the Late 18th Century"; "Whole System Earth:
Context and Content for Future Planning and Education"; "Alaskan Pipeline"; "Europe: Study Abroad".
A Sampling of Individual Contracts, 1971-72
FuLL-Time Students
"Psychology of the Mass Media"; "Student Services
Internship"; "Meso-American Language and Culture";
116
w..
117
~J'
'IIIIIIII(
PROSPECTS, 1973·1974
You will not find here the specific new programs to be
offered in 1973-74 and the years beyond. 1nstead, you
will find general essays which set forth our attitudes,
hopes and 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 1973-74 as the proposals for them are
approved-by
the early spring of 1973.
~ ;;.:\t;\."':
\'('.:\\i~\~.
,~~.\!,,\
'
fuutlt +'rOS1)(cts
119
//8
JL",,-,
•••••••
~
POSSIBILITIES
HOW COORDINATED
STUDIES GROUPS ARE
FORMED
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 these early years of the College. Not only do contracts often depend upon acquaintance--only
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 these early years, the resources of
Evergreen are limited. Our physical facilities and the
variety of experience represented by those persons
available to sponsor contracts are not yet extensive
enough to enable Evergreen to support as many kinds
of specialized study as our students might wish to undertake.
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. The next series of proposals
for year-long programs will be formulated and submitted during the winter quarter of 1972-73.
After a proposal has been approved, 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 effectiveness. 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.
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.
121
110
.
FOR CONTRACTS
.::.a...
hope to reach a position in which at least one-third of
the faculty will be available to sponsor contracts in
any given quarter.
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.
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 1972-73 programs, you
should have a sense of the kinds of experienced and
energetic people who will be eager to match interests
with you.
If you join Evergreen or continue your work here in
1973-74 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
122
123
SELF -PACED LEARNING
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 self-paced instructional systems to be an integral
part of our resources for learning. The purpose of a
self-paced instructional system is to organize one's
time and talent in mastering difficult concepts.
We assume that a student can approach various subjects by various routes-books,
discussions, firsthand
experiences; but also through slides, films, video tapes,
audio tapes, and computer programs. We begin by
having an inventory of learning materials and devices
easily available.
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, students will devote a whole learning contract, with guidance and evaluation from a faculty
sponsor, to the mastery of a series of self-paced
learning units. At other times, they may sign a contract to produce new self-paced learning programs.
Having investigated those routines which can be
studied and mastered by interplay with a tape, film,
computer, or other program, students and teachers
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. Students and teachers will thus be better able to use their
time together for intensive discussions.
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.
12t
L
125
_
••••••
THE SCIENCES AT EVERGREEN
The Evergreen State College is a place where emphasis is placed on collaborative team efforts rather
than narrowly competitive individualism. Prospective
scientists will not study science in isolation from the
rest of the world.
Already, most Coordinated Studies programs at Evergreen have some aspects of scientific thinking woven
into their fabric. Students in specific programs move
into the laboratory in order to conduct projects
growing out of their studies. Similarly, students in
Contracted Studies may write contracts that will involve them in 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, a student can specialize in some scientific discipline with a view toward professional capability. The
faculty is 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.
126
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 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 "Political Ecology," "Life on Earth,"
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 advanced work 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
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
fronts on Eld Inlet. Close by, in cooperation with the
Washington State Game Commission, the College is
developing an Environmental Studies Center on the
127
I
Nisqually Delta. Several ecological reserves exist
within the thousand-acre
campus, and the college
owns 3,300 feet of Puget Sound shoreline. Mud fiats,
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.
Extensive on-campus laboratory facilities are available
to interested students. In keeping with the interdisciplinary philosophy of Evergreen, research laboratories
for the sciences exist side by side with ceramics studios, metal sculpture
shops, and auto-tutorial
learning-resources centers.
All of the science
teaching and research
try, physics or biology
ence education
will
search-oriented.
laboratories
are designed for
projects. No exclusive chemisteaching-laboratories
exist. Scialways be project- and re-
Included in the laboratory facilities is a hybrid computer-assisted instructional system. This system, combining a digital NOY A 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.
However, please remember that specialized work in
science is possible only to the extent that faculty and
facilities are available. At present varied opportunities
for study in the physical, biological and earth sciences
do exist. Remember too, that 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.
/28
/19
l,f."f-------
<
,
~
,3 ,XL
THE ARTS AT EVERGREEN
'<,
c~\,
iI'
"I
II
Coordinated
Studies programs, involving the arts,
emphasize collaborations among artists (poets, musicians, filmmakers, dramatists, actors, dancers, sculptors, printmakers, painters, designers, craftsmen); collaborations between artists and scientists; and between
artists and scholars.
~:~, .r"l
. iraim
\ ,:"\.
I
~~.,
I
'
~'ShOlllD l~,
Ull1lcfu-1ctttrs live,
tlml t101tl)(1~~(S
At present Evergreen is well equipped for collaborative artistic activity in film, video, and multi-media
work. Our present capabilities for computer graphics,
for animations, and for the electronic synthesis of
music can serve as evidence for our interest in collaboration involving musicians, visual artists, filmmakers,
scientists, mathematicians,
computer specialists, and
electronic engineers. Ceramics, printmaking, sculpture
and painting can be pursued in new well-designed facilities. Other specialized art work in music and drama
is currently accomplished in limited, temporary, or
make-shift spaces. Further facilities for arts will be
constructed in the years ahead.
1lta'l 1)a\~'
ltlf\1¥-~~~
~
v.""
1.i:ft t EcwaROJ\'t)~TOlv
\1';&)
Despite these limitations we wish to pursue creative
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 learn to move more easily
among several disciplines.
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
'3°
~
131
JI
~'
tJ . aSCL 1.
J&iS 2t 14
a
£
.$.£2
PUBLIC EVENTS
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 collaboration and integration, students who wish to pursue careers in the arts can 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. Musical groups such as a jazz ensemble, a
choral ensemble, a music-theater company, and other
chamber ensembles for classical, 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.
132
As it grows in strength and size, Evergreen will
provide a good number of films, exhibits, lectures,
symposia, concerts, plays and other presentations.
Unlike 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 are
more than usually flexible and responsive, we shall
often be able to arrange public performances as more
'33
FOREIGN
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 program 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 in to 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 programs 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.
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.
There are 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
13+
'35
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 autotutorial 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.
Eventually we hope to be able to provide skills 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. 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.
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 enrolled on 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.
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 satisfy a broad range of
student needs and desires for foreign languages.
'36
,37
EVALUATION,
THE PORTFOLIO
Evaluation
More important than the units of credit recorded and
the assurance that you are in good academic standing
will be the evaluations you receive of your performance. Within a Coordinated Studies program, you will
be constantly evaluated and tested by your seminar
leader in individual conferences and through comments on the assigned work you turn in. 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 critiques 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, critical evaluations by your
teammates and faculty will be directed toward helping
you, not toward standardized comparisons.
The Portfolios
EuL~mol~'canrr Plan1lilt.g ·
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 Official Portfolio. The Office of the
Registrar will keep your Official Portfolio, adding to it
~1tia1s
138
'39
folio 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 Portfolio will become the full record of your undergraduate career and
will represent to employers or to professional schools
the quality and extent of your work.
the three basic documents for each award of credit.
Each unit of credit or block of units will be represented by at least three documents: (1) the Coordinated Studies program description or your 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 capabilities; and
(3) a statement by you, commenting on what you feel
you have learned and evaluating the guidance and
support which you received.
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 Port-
ItO
't'
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. 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 sequence your academic programs toward a
career.
We do not have departments labeled by traditional
subject headings at Evergreen, nor do we have "majors." But we do offer specialized facilities and resourceful people who can help you to penetrate quite
far into various academic
disciplines
and into
pre-professional training. Chances for field work, internships, and other kinds of experience off campus
will allow you to tryout your interests in highly practical ways.
In the Evergreen Bulletin for 1972-73, we suggested
several illustrative programs of study to suggest how a
small number of typical students might put together
Coordinated and Contracted Studies during their careers at the College and where these experiences might
lead them. 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.
1+2
(Four
Years)
Barbara Black (generally interested in public affairs,
law, management)
First Year:
Coordinated
Freedom and Chance."
Studies,
"Causality,
Second Year:
Contracts in political science, philosophy, journalism;
one quarter Coordinated
Studies in American Studies.
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
agency.
in a governmental
Max 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.
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.
1+3
Fourth
Year:
Coordinated
and
Studies in educational psychology .
Contracted
• • • goes on to graduate program in education;
becomes a school administrator.
Roger Redmond
and finance)
(interested
First Year:
Coordinated
Citizen, and State."
in business management
Studies:
"Individual,
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 local bank).
Third Year:
photography,
Advanced Coordinated
television, and film.
Studies in
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.
Fourth Year:
Group Contract on business management of artistic enterprises; internship contract
with Thurston Regional Arts Council.
• • • accepts a position in a bank.
• • • takes up employment as graphics specialist
in Seattle public-relations agency.
Arthur Brown (interested in graphic art and drama)
First Year:
and Form."
Coordinated
Studies, "Space, Time,
Second Year:
Group contract in drawing, painting, mixed media work. One quarter Coordinated
Studies in modern drama, leading to the production of a play (for which he designs sets). Three
months internship with Seattle Opera design and
production staffs.
1ft
Cynthia West (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.
It5
(Two
Third year: Coordinated Studies in natural conservation: historical attitudes and present problems.
Jim Nord (interested in social and political issues,
electronics)
Third Year:
Coordinated Studies, "Image and
Idea".
Fourth Year:
Contracts on and off campus in
chemistry, forestry, wood-products industry.
Fourth Year:
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.
• • • goes to graduate school leading to a position with a wood-products industry.
1ane White (interested in 1apan)
First Year:
America."
Coordinated
Studies, "Individual
Years)
in
Second Year:
Coordinated Studies, "1apan and
the West" with total immersion quarter in the 1apanese language.
Whatever pattern you will devise within the resources
which Evergreen can make available to you, the result
will be a sequence of programs and projects tailored
by you and your advisors to fit your needs, career
plans, and complementary interests as closely as possible.
Third Year:
Continues study in 1apan, with internship in the public relations office of a 1apanese
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 1apan.
• • • goes to graduate study in business administration, leading to an industrial position
involving 1apanese-American
trade relations.
lf6
I
'+7
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 desire to transfer
to another college, your seminar leaders will help you
make these translations. The work you have done in
Coordinated Studies programs and in learning contracts can, if necessary, be described 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.
As you prepare to leave Evergreen, you should find
your portfolio to be most helpful as a way of describing to future employers or to other academic institutions the preparation for a career which you have
made at Evergreen.
~O\(l'1a1lCt
Its
119
GOVERNANCE AND DECISION-MAKING
AT EVERGREEN
Introduction
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".
15°
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,
indivjduals
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.
provides for getting the work done and for
making decisions where the action is.
3. Allows for creative policy making, including a
policy initiation process open to any member
of the Evergreen community.
4. Insists on the speedy adjudication of disputes
2.
151
cilities, 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.
with built-in guarantees of due process for the
individual.
5. Has built-in methods for evaluating-and
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.
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 of the community-to
foster learning-is
the
responsibility of everyone in the community,
and
cannot be delegated.
Information,
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 28B.40). Management of the College, care and preservation of its property, erection
and construction of necessary buildings and other fa-
152
Communications
and Record-Keeping
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.
153
couraged. These forums may allow for more focused
discussion in specific problem areas of the community
enterprise.
The College Sounding
Board. As an important
all-campus information and coordination body, the
College Sounding Board meets on a regular schedule
to facilitate coordination of activities among all areas
of the Evergreen community. This group is not vested
with binding decision-making powers, but it does 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.
(In keeping with the original mandate of the Committee on Governance, an Information and Communications Center has been established.)
The College Forum. 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 meets regularly.
The president of the College leads the Forum discussions. He is 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.
The students 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 are selected from various academic program areas, with assurances that women and
persons from ethnic minority groups are represented.
In addition to the College Forum, similar forums led
by vice presidents, deans and directors, etc., are en-
Every member of the Sounding Board serves in this
facilitating role, and participation on the Board serves
to acquaint its members with the multitude of prob-
1St
•••
The membership is constituted as follows:
1. The president is a member of the Sounding
Board.
2. Each vice president appoints no more than 10
persons from his area of responsibility as
members of this body.
3. 13 students regularly serve as members of this
body.
155
lems 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 selects a moderator and
a recorder for a limited term. These responsibilities
are rotated through the Board membership. The moderator sees that the group meets on a regular schedule,
prepares and publishes an open-ended agenda for each
meeting, and assures a free and open discussion of the
issues. The recorder is responsible for reporting the
issues discussed.
Getting the College's Work Done:
Patterns of Administrative Decision-making
Decision-making at Evergreen takes place "where the
action is", that is, at the administrative level closest to
those affected by the particular decision. Those responsible for making the decisions must be locatable
and accountable; they are expected to obtain input
and advice from concerned parties as a regular part of
the decision-making process.
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
156
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.
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 must emphasize growth in learning how to perform more effectively the roles for which the individual is responsible.
The procedure (still being developed) 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.
157
Consultation, Input, and Advice. The Evergreen State
College wishes to avoid the usual patterns of extensive
standing committees and governing councils. Instead,
decisions are 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 scope of the
problem. The person may wish to: (1) simply solicit
advice on a direct and personal basis; (2) select a Disappearing Task Force (ad hoc committee) for the purpose of gathering information, preparing position papers, proposing policy, or offering 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 are eligible for
selection to the list by a random selection
process. Names are 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 is compiled by the
158
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 is available through the Information and Communications Center. Any individual or group can use this list to locate
individuals to serve on PTFs, 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.
159
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 is 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 are 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 earlier in this document.
160
Adjudication of Disputes,
Grievances, and Appeals
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.
Appeals Procedures. 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 is the responsibility of the individual or individuals affected to initiate the process.
/6/
2. The first step involves 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 establishes that
appropriate prior attempts at resolution have
been made. He then forwards the written
grievance to the appropriate person or office
(coordinator, dean, director, vice president, or
president).
3. The appropriate person or office notifies 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 is constituted in the following way:
a. The board consists of five members representing each disputant.
162
b. Members are selected from the Community
Service List.
c. The hearing board reflects the peer groups
of the disputants.
d. The members are selected by a random
number
process from identified
peer
groups.
e. Each side represented in a dispute has the
right of two peremptory challenges.
5. The decision of the hearing board is 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.
All-Campus
Hearing Board. All-Campus
Hearing
Board hears conflicts of a serious nature which are
appealed from other hearing boards.
At the beginning of each academic year, the President
impanels three members of the Board. These members
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, are selected for each individual case. All Board
members are selected from the Community Service
List utilizing variations of the random number / peer
group process. Each side represented in a dispute has
163
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.
Evaluation of Governance
Necessary and essential amending of this document is
to be accomplished through the initiative procedures
contained herein. Every five years, the President shall
convene a Commission to evaluate the Evergreen governance system. It will be the responsibility of that
Commission to affirm its effectiveness or to propose
changes. When changes are proposed, they shall be
16+
published for discussion within the Evergreen community. At the discretion of the President, in appropriate consultation, recommended changes may be
subjected to suitable ratification procedures.
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.
165
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.
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.
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 they must do. This means that the president, vice
167
/66
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.
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 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.
All persons who become affiliated with the College as
students or as employees agree as a condition of acceptance of employment to conduct themselves according to the principles embodied in these documents. This arrangement precludes the necessity of
collecting signature cards and of requiring the occasionally distasteful signing of formal "oaths."
168
169
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), 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.
17°
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
I
71
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
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
172
As a community of people who have come together to
learn and to help one another and 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 by the institution.
173
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. 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.
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.
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 othersare 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.
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.
174
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
175
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.
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 unau-
176
thorized 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 governance
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 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 as 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.
177
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. It 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 the right to deny pay and
academic credit to its members who participate in
strikes. Second, that right is balanced by an obligation
to accept legally conducted strikes without dismissing
those who participate in them.
Difficulties here are more probable in connection with
the denial of credit than with the denial of pay. If
178
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.
179
in a peaceful and quiet fashion. The great majority of
disputes is 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
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
180
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 Judgment 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.
/St
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.
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 inherent 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-campus 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 lack
of fitness to continue as a student or an employee of
the College, he may request in writing a hearing on
the issue by the All-Campus Hearing Board. Initiative
rests entirely with the person who is involved.
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.
182
183
When hearings are requested, they must, of course, be
conducted in public. If the finding of the All-Campus
Hearing Board is unsatisfactory, 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
held promptly and in public with its decision being
final. In accepting an appeal, the Board may, however, appoint a panel of Hearing Officers to take testimony which the Board will then review in arriving at
its decision. On its own motion, the 'Board of Trustees
may also review any decision of the All-Campus
Hearing Board and affirm, modify, or reverse that decision.
(Accepted by Trustees and subject to review and
change by processes analogous to those which brought
it into being on November 18, 1971.)
9lXcialStrVlc($ 11'olfdcs
1
~UTt$
185
1St
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 those of 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.
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 most college business offices, 8 a.m. to 5
p.m., Monday through Friday.
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.
/86
187
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
600 students, from single studio rooms to five-person
suites. All units are designed to provide living conditions similar to those available in the best private
off-campus facilities, and are regulated according to
the same principles that apply to off-campus apartment houses to the fullest extent possible.
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. Rental
rates are not changed during the term of any contract.
Assignments are normally made on a first come, first
served basis; the college may elect to reserve a number
of the total spaces available to accommodate students
having special needs. Final responsibility
for
on-campus room assignments rests with the College,
but, to the extent possible, student preferences will be
honored.
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).
Pets may not be kept in campus housing.
,88
189
HOUSING ACCOMMODATIONS
THE EVERGREEN
STATE COLLEGE
1
I
~~
--.------J
to C,L ee
~t7b v
e.C1fl"
@
I
!>D~If\.
I
@
© Three
~
I=
tlC:.1,. ~o ~I"
Four Student Apartment
4~J
~DIr",.
fl:,..,.
I
•
r
Five Student Apartment
L,..j.
Qlf\.
10
© Two
Student Apartment
Student Apartment
l..·h,:..,1J
'''\''>J~
® Two
Student Studio
J
Studio occupants
have
access
to
community
living rooms and kitchens
on each floor.
~1~
1,1..!/llt:
f'I.0 .01'"
CB
I
"1~(lll::'
ttoo/"
I "'"ocr. I
t,n"lI,lt
t,'jJf,Le.
~OO/"
4. Three-student apartment. Three of these units,
each with an over-sized single bedroom / study
room, bathroom,
and 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 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: 63 (accommodating
126
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 kitchen-lounge. 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
One Student Studio
191
190
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 coin-operated laundry facilities are available to
all occupants. In the high density group, laundry facilities are available on the ground floor of the l Ovstory
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 with local
service 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.
At the beginning of each school year, a student Disappearing Task Force (DTF) convenes to review and
update the Policies and Procedures pamphlet and the
resulting principles become applicable for the duration
of the current school year. During the interim period
that the DTF is in session, the pamphlet of the preceding year will apply.
the preceeding year's Housing policies and Procedures
pamphlet, and (4) other housing-related information.
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 custodians.
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.
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.
Students may now elect a monthly Rental Agreement,
or a Quarterly or Annual Lease Agreement. The latter
two Agreements are characterized by "discounts" in
the standard monthly rental rates.
As soon as a student is assigned accommodations,
a
"package" is sent out containing (1) the type of location of the unit assigned, (2) the name(s) and address(es) of roommate(s), if applicable, (3) a copy of
192
193
FOOD SERVICE
Off-Campus Housing
Acting as a referral agency, Evergreen's Housing
Office maintains a list of privately-owned
housing
accommodations
in and 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.
Located in the College Activities Building, Evergreen's major food service facilities include a cafeteria
and related dining rooms. Additional food services are
provided through (1) the snack bar and grill in the
penthouse of the Library Building, (2) the retail store
(delicatessen) in the Activities Building, and (3) a full
line of vending machine service throughout
the
campus. Catering and banquet services can be made
available in various on-campus locations when appropriate.
The College contracts with a professional manager 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. In addition to satisfying routine requirements
for dining, the food services manager attempts to
provide a variety of meals and tries to meet the special
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.
'"
./
/,'/
/"
»<
19+
"
•
r"//
>'
/
»:
<
195
needs or desires of students. Steak or similar special
entrees are offered at least once each week. Festive
meals are provided periodically during the year. A
"natural foods" line is available to interested students
and special diets are accommodated when medically
required.
Food service is available in the cafeteria on either a
contract or cash purchase basis. Neither is required of
any student regardless of his place of residence. The
contract plan is considerably less expensive than direct
purchase. Costs of both cash and contract service are
included in the Fees and Charges section of this catalog.
BOOKSTORE
The Bookstore (in the College Activities Building)
serves the College, and indeed the community, with a
basic and stimulating selection of books that not only
keeps pace with, but is even a bit ahead of the demand. By bringing the best of new and time-tried
selections to the store shelves-including
selections for
each field of study-the
bookstore has a constructive
influence on student interest in books.
The food service operation represents a good source of
student employment opportunities; many of the scheduled working hours for food service are filled by student employees. Students interested in working in food
service operations should contact the College Director
of Financial Aid and Placement.
All aspects of the food service operation are subject to
constant input, criticism and modification through a
food committee having a majority of students. Any
student wishing to participate should contact the
Director of Auxiliary Enterprises.
196
197
MAIL SERVICE
Student mail is delivered by the Post Office to the Residence Halls in bulk six days a week. Mail is then distributed to individual mail boxes by campus Mail
Service. U.S. Postal Mail drops are centrally located
on the college campus for individual outgoing mail.
Students should make sure all their correspondents are
notified of their correct mailing addresses, to include
residence halls, room number and The Evergreen
State College zip code, 98505.
Stamps, parcel mailing, certification, etc., are available from a self-service postal unit located in the Activities Building.
The college cannot accept financial responsibility for
receiving and storage of personal belongings for students; therefore, arrangements should be made for
storage, if it is necessary, with a local shipping agency
or some other local address.
198
STUDENT
ACCOUNTS
/ POLICIES
PROCEDURES
AND
Student Classification
Resident
and Non-resident
Status
The term "resident student" means one who has had a
domicile in the State of Washington for the period of
one year immediately prior to the first day of a quarter
for other than educational purposes; 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 non-resident 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").
199
the College. The advance deposit is not applied toward payment of tuition, but is maintained as a deposit in 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.
Exit Interview
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.
Advance
Deposit
An advance deposit of $50 ($20 for part-time) 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
200
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
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.
Tuition
and Fees
Fee calculations are based on three student status indicators using the rates contained in the Student
Accounts/Fee
and Charges section of this Catalog:
(l) State residency, (2) academic load (full-time,
part-time), (3) Vietnam veteran. These indicators are
established, and may be adjusted only by the Registrar.
201
Student
Health Insurance
The College, through a contract with a private insurance carrier, offers a comprehensive medical insurance plan for all enrolled students. 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.
Parking
Parking facilities adjacent to the academic plaza and
residence halls are available to students and visitors.
Student vehicles may be operated on campus under
the following conditions: (1) permits are purchased,
and (2) campus traffic and parking regulations are
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 at the Cashier's
Office on the first floor of the Library.
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.
J01..J
Billing and Payment
Procedures
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 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 fees are billed on a quarterly basis regardless of the content or length of a student's academic
program. Bills are prepared and mailed well in advance of required payment dates; however, the mobility
of students often results in bills not arriving or arriving
too late to meet the deadlines. Students should be
aware of payment schedules and of the fact that the
bill is for their convenience. Students are responsible
for making satisfactory arrangements
to pay bills
within the specified time limits. Failure to pay tuition
and fees as scheduled will result in disenrollment.
Other charges and related fees will be billed on a
monthly basis as they arise. Failure to pay charges
other than the tuition and 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.
203
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.
Refunds / Appeals
No refund of tuition and 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
fees will be refunded in full. If a refund has been authorized and the student withdraws on or after the
sixth day of instruction, but before the thirty-first calendar day, one-half of tuition and fees will be refunded. If the student withdraws after thirty calendar
days, no refund can be allowed. Objections to the application of any financial policy or charge may be presented to a fee refund review panel consisting of one
faculty member, one student, and one staff member.
Appeals to this panel must be presented in writing to
the Student Accounts Office. The panel meets routinely once a week during the academic year, and may
grant exceptions to specific policy applications based
on institutional error, or any of the three reasons listed
in the preceding paragraph.
20t
Financial Aid Disbursements
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 quarterly to coincide with the assessment of tuition and fees. Because financial aid is designed primarily to pay direct expenses of going to college, all outstanding charges at the time of distribution are deducted from the quarterly award, and any balance of
the aid is paid to the student. The exception to this
policy is on-campus work/ study programs for which
funds are distributed through the payroll system. The
balance of aid, if any, will usually be available for disbursement to the student at the Student Accounts
Office, upon presentation of proper identification,
during the first week of instruction.
205
Housing
Food Service
Billing and Payment
Contract food service (the boarding plan) at Evergreen is open to all students, whether or not they reside on campus. The boarding plan provides 15 meals,
three meals each weekday. In addition, casual or cash
sales meals are available to students and guests at a
fixed per meal rate.
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 in the Housing
Office no later than the first day of the final calendar
month of occupancy.
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, except for units reserved by the college to accommodate students with special needs. The deposit may
be refunded only in the event that the student provides
written notice to the Housing Office 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.
206
Contract
food
service
is available
on a
month-to-month basis, with charges due and payable
in advance. The food service contract may be cancelled by 30-day written notice. 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.
207
STUDENT ACCOUNTS /FEES AND CHARGES
Actual charges that will be made during the 1973-74
school year for tuition and fees, housing, food services, and other categories of student expense are not
known at this time. Categories and rates listed in the
following tables are based on charges in effect during
Fall Quarter, 1972. Additions, deletions, or adjustments may be made prior to Fall Quarter, 1973 and
will be noted in material which supplements this publication.
Vehicle Parking
Daily
Monthly
Quarterly
Yearly
Automobiles
$ 0.25
5.00
10.00
30.00
Motorcycles
and Scooters
$ 0.25
2.50
5.00
15.00
On-Campus Housing
Residence Halls accommodations, per month. each occupant:
Four-student apartment, duplex units. .
$70.00
Five-student apartment.
. . . . . . . . . . . . . .
68.00
Two-, three-, or four-student apartment,
66.00
or one-student studio room.
64.00
Two-student studio room.
50.00
Housing Deposit
.
Schedule of Tuition and Fees
Resident-Full-time
student, per quarter.
.
$165.00
Resident-Vietnam
veteran-Full-time
student, per quarter 120.00
Nonresident-Full-time
student, per quarter
453.00
Resident-Part-time
student, per quarter.
.
115.00
Nonresident-Part-time
student, per quarter
115.00
Application Fee and Advance Deposit
Application Fee.
Advanced Deposit-Full-time.
Advanced Deposit-Part-time
.
15.00
50.00
20.00
Food Service
(The contract is renegotiated annually; therefore
rates are exemplary only and subject to change.)
Contract Plan:
15-meal boarding plan, per student, per week
Casual or Cash Plan: (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.
the following
$12.00
$ 1.00
1.25
1.75
1.25
1.75
2.00
$26.00
Miscellaneous Fees
Replacement
of Student Identification ...
5.00
Other Charges
Student Health Insurance
Student only. per quarter ...
Student and dependents. per quarter
.
208
10.37
31.64
log
USING
Summary of Estimated Quarterly Expenses
1. Prior to or during first quarter only:
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)
Summary
of Estimated
......
.
....
....
. .
..
. . .
.
Academic
Resident
$15.00
50.00
50.00
Nonresident
$15.00
50.00
50.00
$165.00
50.00
25.00
$453.00
50.00
25.00
Resident
$190.00
132.00
Nonresident
$190.00
132.00
135.00
10.37
65.00
135.00
10.37
65.00
Year Expenses
For the 1973-74 academic year at Evergreen, a single
resident student, without a car, living in College housing, using the boarding plan, can reasonably expect to
spend $2,136 on his education as follows:
Tuition and Fees
.
Books and Related Supplies
.
Miscellaneous Fees and Charges.
Housing and Meals ....
Personal Expenditures ..
Travel to and from home.
Total estimated expenses for 3 quarters,
1973-74
.
210
$495.00
150.00
75.00
966.00
400.00
50.00
$2,136.00
COLLEGE PREMISES
AND FACILITIES
The Evergreen State College is a public agency,
owned and operated by the State of Washington and
subject to the laws of the state and of Thurston
County. Its policies must therefore be consistent with
the law and reflect the responsible management of a
very large public investment. At the same time, the
institution's public character means explicitly that it
exists for the benefit of Washington's citizens. To discharge its obligations and to insure the effective use of
its facilities, the College must operate under some
simple rules.
Using CoUege Premises. Individuals or organizations
may use Evergreen's premises and facilities for purposes other than those integral to the College's educational programs if (a) the individuals or organizations
are eligible to use them, (b) suitable space is available
at the time requested, and (c) appropriate procedures
are followed to insure that necessary arrangements are
made for preparing the space to be used and that conflicts will not arise over the use of space or equipment.
In all cases, a person must identify himself as responsible for the fulfillment of all agreements made about
the use of College quarters and facilities.
To apply for the scheduling of a special event or the
appearance of an outside speaker, interested parties
must see the Director of College Activities. Reservations for space and facilities are made through the
Director of Facilities Planning. Space and facilities are
assigned on the basis of the following priorities:
(1) Evergreen's regular instructional
and research
211
programs, (2) major all-College events, (3) events
related to the special interests of particular groups of
students, faculty, or staff members, (4) alumnisponsored events, (5) events sponsored by individuals
or organizations outside the College. Unless previously
authorized in writing, an admission fee may not be
charged or contributions solicited at any meeting or
event on Evergreen's campus.
Alcoholic Beverages. Following state and local law,
alcoholic beverages may not be served at campus
events unless a banquet permit has been obtained from
the Liquor Control Board. Under the same authority,
it is unlawful to possess, serve, or consume alcoholic
beverages "in a public place." All the academic buildings, the exterior campus, and the corridors and
lounges of Evergreen's residence halls are "public
places" by this definition. The drinking or possession
of any alcoholic beverage, including beer, anywhere
within these areas, then, is legally off limits.
The one exception is the rooms assigned as dwelling
places in the residence halls and residential modular
units. These places are homes, and drinking is legally
permissible if one is 21 years of age. If a student or
other person is less than 21, then his drinking-or
his
being served an alcoholic drink-violates
the laws of
the state.
The whole matter of alcohol on campus challenges
our capacity to govern ourselves. If we fail to do so
responsibly, we invite intrusions from outside our own
community.
Firearms. The same point applies to the possession of
firearms on campus. There is no reason to have them
in an educational institution. If, for convenience,
hunters want to bring shotguns or rifles with them to
make a trip home unnecessary as appropriate seasons
come around, then they may check their weapons with
the Security Office. Provisions have been made there
to keep guns safely and to return them to their owners
at suitable times. Handguns never seem to be proper
possessions in a college environment. If they are
brought to Evergreen, they must be checked with the
Security Office in the same way that rifles, shotguns,
and other firearms must be checked. A special explanation in writing, however, must be filed in the cases of
pistols, automatics, or similar weapons.
Anyone
in possession of an unchecked firearm at
Evergreen must be regarded as violating a basic principle of educational living and is subject to immediate
expulsion.
2/2
3
21
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.
SECURITY
Security Office
Evergreen Security personnel, recognizing that people
have different needs, experiences, and outlooks, perform their duties with respect for individual beliefs,
rights, and freedoms. Their main concern is serving
the campus community and attending to the welfare
and protection of students, staff, and faculty.
The working body of the Security Office is made up of
non-uniformed officers and students trained in techniques for handling problems of human interaction as
well as those involving breaches of the College's Social
Contract and regulations, and state laws.
Traffic Regulations
In short, Security's main objective is to do all it can to
help the Evergreen community function smoothly.
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.
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.
Emergency Services
Personal Property
First aid and ambulance services are provided by the
McLane Campus Fire Department 24 hours per day,
seven days per week.
The College cannot assume responsibility for the loss
of personal property in buildings or on the campus,
regardless of the reason for the loss.
21t
215
I
\
THE BOARD OF TRUSTEES
Trueman L. Schmidt, Olympia, Chairman
Halvor M. Halvorson, Spokane
Al E--. Saunders, Tacoma
Janet Tourtellotte, Seattle
Herbert D. H-acfley,Longview
President: Charles J. McCann
Vice President and Provost: David G. Barry
Executive Vice President: Edward Joseph Shoben, J r.
Vice President for Business: Dean E. Clabaugh
~£n;
f\~hoWtAre:
216
217
ACADEMIC
AND PROFESSIONAL
Costello, Carol; Information
STAFF
Center Coordinator
Crowe, Beryl; Member of the Faculty (Political Science)
Aldridge, Bill; Member of the Faculty (Sociology and Education)
Curtz, Thaddeus, J r.; M ember of the faculty (Literature)
Alexander, Richard W.; Member of the Faculty (English and literature)
Cushing, Diana; Counseling Psychologist
Allen, Nancy; Member of the Faculty (Literature
Spanish)
and language-
Daum, Ida; Member of the Faculty (Physical Anthropology)
Anderson, Lee R.; Member of the Faculty (Physical Science)
Davies, Charles H.; Electronic Media Producer and Member of the
Faculty (Media-Specialist)
Anderson, Richard; Member of the Faculty (Law)
Arguelles, Jose; Member of the Faculty (Art History)
Barclay, Esther; Member of the Faculty (Education
sources)
Daugherty, Francis Leo; Member of the Faculty (English Language
and Literature)
Learning
Re-
Delgado, Medard; Member of the Faculty (Psychology and Minority
Ethnic Studies)
Dickinson, Margaret; Member of the Faculty (Art)
Barnard, W. Robert; Member of the Faculty (Chemistry)
Dobbs, Carolyn; Member of the Faculty (Urban Planning)
Barry, David G.; Vice President
Faculty (Biology)
Doerksen, Arnold; Purchasing Agent
and Provost and Member of the
Donohue, Kenneth; Director of Cooperative
Beck, Gordon; Member of the Faculty (Cinema Arts)
Beug, Michael; Member of the Faculty (Chemistry)
Eickstaedt, Lawrence L.; Member of the Faculty (Biology)
Brian, Richard B.; Member of the Faculty (Mathematics)
Elbow, Peter; Member of the Faculty (Literature)
Briscoe, Dorothy L.; Chief of Library User Services
Eldridge, Lester W.; Director of Financial Aid and Placement
Brown, David W.; Director of Admissions
Esquivel, A. Cruz; Member of the Faculty (Philosophy)
Burke, Gerald; Director of Housing
Estes, Betty; Member of the Faculty (H istory of Science)
Cable, Carie Lynn; Member of the Faculty (Anthropology)
Cadwallader, Mervyn; Academic Dean and Member of the Faculty
(Sociology)
Carnahan,
Carr,
David J.; Associate Dean of Library Services
Robert
Studies
L.; Director,
Cellarius, Richard;
Physiology)
Office of Interinstitutional
Business
Estrada, Antonio; Admissions Counselor
Filmer, Robert; Member of the Faculty (Applied Science and Technology)
Flory, Cecil E.; Library Project Production
Director
Foote, Thomas; Member of the Faculty (Education/
Member of the Faculty
(Biochemistry,
Plant
Daniel; Member of the Faculty
neering-Learning Resources)
(Mathematics
and Engi-
Howard; Visiting
March-June, 1973
Gerstl, Theodore;
ence)
Member
of the Faculty
Gottlieb, Robert; Member of the Faculty (Music)
Cook, Sherburne; Science Program Coordinator
Greenhut,
Cornish, Texas; Utilities Production
Gulden, James; Member of the Faculty (Education)
218
(Psychology),
Member of the Faculty (Applied Behavioral Sci-
Clabaugh, Dean E.; Vice President for Business
Manager
Journalism)
Fox, Russell; Member of the Faculty (Urban Planning)
Gallup,
Chan, Donald; Member of the Faculty (Music)
Chang,
Education
Dorsey, Edwina; Head Nurse, Health Services
Bonnie; Member of the Faculty (Psychology)
)19
Arm)lt
Johnson, James 0.; Systems Analyst
Johnson, Karl N. (Norm); Administrative
or U1t crft1ttt5 tr\f
i5tO OoubC
Architect
J ones, Richard M.; Member of the Faculty (Psychology)
Kahan, Linda B.; Member of the Faculty (Biology)
Kelly, Jeffrey; Member of the Faculty (Biochemistry)
Kenworthy, William; Food Services Manager (ARA Slater)
Klyn, Stan; Member of the Faculty (Arts-Engineering)
afitrtphj.
q~
Korrnondy, Edward; Interim Dean and Member of the Faculty (Biology and Ecology)
. '\\1UlfmnJ:,l~ltt:
\,{i/
Kutter, G. Siegfried; Member of the Faculty (Astrophysics)
-4VGUR..I
c:g
Knapp, Robert; Member of the Faculty (Physics)
Kutter, Elizabeth; Member of the Faculty (Biophysics)
O~ IIVNOffNC~'
Lampert, Francita; Member of the Faculty (Art)
Larson, Eric; Member of the Faculty (Anthropology)
Guttman,
Leisenring, Albert; Member of the Faculty (Mathematics)
Burton S.; Member of the Faculty (Biology)
Levensky, Mark; Member of the Faculty (Philosophy)
Hahn, Jeanne; Member of the Faculty (Political Science)
Hanfrnan, Andrew; Member of the Faculty
Russian/ Soviet area studies)
(Language
Studies;
Long, James; Coordinator,
Cooperative
Education
Lyons, Charles; Member of the Faculty (Mathematics)
Harding, Philip; Member of the Faculty (Architecture)
Marr, David; Member of the Faculty (Literature,
Herman, Steven; Member of the Faculty (Biology)
Marrorn, Rod; Security Supervisor
Hillaire, Mary Ellen; Member of the Faculty (Sociology and Social
Work)
Marsh, Paul; Member of the Faculty (International
Hirzel, Woody; Photo-Media
Specialist
Hitchens, David L.; Member of the Faculty (History)
Martin, S. Rudolph, Jr.; Member of the Faculty (English)
McCarty, Doris L.; Bookstore Manager
Holly, J ames; Dean of Library Services
McNeil, Earle; Member of the Faculty (Sociology)
Hubbard, Connie; Artist-Illustrator
Milne, David; Member of the Faculty (Biology)
Humphreys, Willard
c., Jr.;
Member of the Faculty (Philosophy)
Hunter, Sally; Admissions Counselor
Ingram, Winifred; Member of the Faculty (Psychology)
Johanson,
220
Bernard; Member of the Faculty (Dance-part-time)
Relations)
Matheny-White, Patricia; Head of Library Technical Services
McCann, Charles J.; President and Member of the Faculty (English)
Hoffman, Ron A.; Director of Business Services
Humphrey, Donald G.; Academic Dean and Member of the Faculty
(Biology)
American Studies)
Mimms, Maxine; Member of the Faculty (Social Science)
Moss, John T.; Student Accounts Supervisor
Nathan, Richard C.'; Admissions Counselor
Nelson, Mary; Member of the Faculty (Art-Minority
Nichols, Dick; Director of Information
Studies)
Services and Publications
Nisbet, Charles; Member of the Faculty (Economics)
221
Olexa,
Carol;
Member
Olson,
Harry
F.; Supervisor
Pailthorp,
Charles;
Papworth,
Mark;
Parry,
Donald
Parson,
Peffer,
Member
of the Faculty
Member
of the Faculty
(Philosophy)
(Anthropology)
(Biology)
of the Faculty
Director
Darrell;
Studies)
Phipps,
Member
Activity
A.; Administrative
Gregory;
Powell,
David;
Judy;
Rainey,
Thomas;
Riggins,
Stephen;
Resources)
Royse,
Saari,
(Education
of the Faculty
Information
Officer
Member
II
Member
of the
Faculty
(Psychology-Learning
of the Faculty
(Applied
(Earth
Chief
of Media
G.; Member
Ralf; Materiel
Jerry
Engineering
and Distribution
L.; Director
of Facilities
Science)
Science)
Services
of the Faculty
Leon (Pete);
Skov, Niels;
of the Faculty
Spivey,
James;
Coordinator
Lemuel
Malcolm;
Strecker,
Robert;
Karin;
Taylor,
Nancy;
Peter;
Teske,
Charles
(English)
Thompson,
Member
Member
of the Faculty
(Literature)
(Oceanography)
of the Faculty
(Biology)
Smith,
Member
of the Faculty
(Psychology)
Smith,
Perrin;
Registrar
Smith,
Susan;
Head
of Library
Circulation
Kirk;
E. Jackson;
Sidney
Young,
Kenneth;
Ronald;
Frederick
Diann
(History
and
Sciences)
and Education)
Member
(Political
of the Faculty
of the Faculty
Faculty
Science)
(Philosophy)
(Art)
of the Faculty
of the Faculty
of the
(English)
of the Faculty
Member
(Physical
(Oceanography)
Dean
M.; Member
Member
William;
Younquist,
Youtz,
Member
Alfred
Services
(Literature)
of the Faculty
F.; Member
D.; Member
Ainara;
Woodbury,
of the Faculty
of the Faculty
Member
William
Activities
Services
Librarian
of the Faculty
B.; Academic
White,
Winkley,
of the Faculty
Member
Webb,
Planning
of Counseling
of the Faculty
Member
Member
and Campus
of Developmental
Engineer
Member
Frederick;
Taylor,
A.; Director
(Biology)
Services
of Recreation
Division
Documents-Serials
Plant
of the Faculty
(Psychology)
of Printing
R.; Dean,
Stilson,
Manager
Member
222,
Supervisor
Member
Winden,
Sluss, Robert;
LeRoi;
Accounting
Larry
Counselor
(Art and Photography)
Alan;
Wilder,
and Member
and Member
Carol;
Wiedemann,
(History)
Edward Joseph, Jr.; Executive
Vice President
of the Faculty (Clinical Psychology)
Sinclair,
Dean
of the Faculty
Spence,
Unsoeld,
of the Faculty
Gilbert
Aid and Placement
Spence,
(History)
Member
Schillinger,
Minority
(Psychology)
Member
Sampson,
and
(Literature)
of the Faculty
Associate
Member
Tabbutt,
Jacob;
Albin;
(Human
Architect
of the Faculty
L.; Financial
Paul;
Stepherson,
Chester;
Salcedo,
Shoben,
Member
Member
Prentice,
Romero,
Faculty
Oscar;
Syversen,
William
Portnoff,
of the
Soule,
Stenberg,
Peterson,
David;
Member
of
the
Faculty
Biology / Medicine) and College Physician
Phare,
William
Steil berg, Peter, J r.; Director
(Anthropology)
of Resident
Smith,
Sparks,
of Plant Operations
Member
Lou-Ellen;
Maintenance
of the Faculty
Member
Lynn;
(Sociology)
of Building
S.; Director
Willie;
Patterson,
of the Faculty
(Biology)
(Theater
of the Faculty
and Drama)
(Music)
Controller
Member
of the Faculty
H.; Member
of the Faculty
0.; Director
of Personnel
Byron L.; Member
of the Faculty
(History)
(Mathematics)
(Physics)
C
~~/
223
Catalog_1973-1974.pdf