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Identifier
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Eng
Catalog_1975-1977.pdf
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Title
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Eng
Course Catalog, 1975-1977
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Date
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1975
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Creator
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Eng
The Evergreen State College
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THE EVERGREEN STATE COLLEGE P>LILLETIN 197 5-1977
OLYfv1PIA , WASHINGTON 98505
206 866·6300
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About This Book
his 1975-77 bulletin of The Evergreen
State Co/lege aims to acquaint 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.
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 will be busy
planning for the new programs to be offered in 1975-77.
These will be described in supplements, scheduled for
publication in early 1975 and 1976, and timed to give prospective students the latest possible program information .
The supplements, or other small publications, also will list
up-to-date detailed costs for tuition and fees, housing, and
food services.
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.
4
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Financial Aid . . .
Career Placement
Veterans Affairs ..
Recreation and Campus Activities.
Contents
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About This Book .
I. Introduction
Accreditation
Our Philosophy I Goals .
Equal Opportunity and Affirmative Action
Vicinity Map.
Campus Map . . . . . . . . .
II. Survey of Academic Procedures
Academic Calendars: 1975-76; 1976-77.
Study at Evergreen: A Summary .
Brief Overviews Of:
Prugrams . . . . . . . . .
Distribution of Academic Work.
Academic Credit . . . . . .
Graduation Requirements.
Non-Traditional Credit.
Academic Standing
5
12
13
15
17
18
22
23
25
26
27
IV. Illustrative Programs
Programs: Past, Present
Sample Coordinated Studies
Political Ecology . . . . . .
Contemporary American Minorities
japan and the West . . .
Democracy and Tyranny .
P.O.R.T.A.L.S . . . . . . .
Matter and Motion . . . .
Environmental Design ..
Politics, Values, and Social Change.
Sample Individual Contracted Studies
Sample Group Contracted Studies
Modular Studies .. . . . . . . . . . .
6
85
86
92
93
96
98
100
102
105
107
111
113
116
120
127
V. Future Prospects
Prospects, 1975-76; 1967-77 . . . . . . . . . . .
How Coordinated Studies Groups are Formed.
Possibilities for Contracts
Self-Paced Learning . . . .
Learning Services . . . . .
The Sciences at Evergreen
The Arts at Evergreen ..
Public Events . . . . . . .
Foreign Language Study .
External Programs and Study Abroad
Graduate Study . . . . . . . . . . . .
134
135
137
139
141
142
146
149
152
154
156
VI. Evaluation, Career Planning, Credentials
Evaluation, the Portfolio
Record Keeping .. . .
Ca reer Planning . . . .
Evergreen Credentials
160
162
164
170
VII. Admissions / Registration
Admissions
Registration . . . . . . . .
181
28
29
30
174
IJJ. The Learning Process
Coordinated Studies: An Explanation.
Contracted Studies: An Explanation
Modular Studies ..
Cooperative Education . . .
Internships . . . . . . . .
Career Learning Program
Community Service Volunteer Programs.
The Evergreen Library . . . . . . . . . . . .
The Computer at Evergreen . . . . . . . . .
Student Development Programs: The Idea .
Counseling Services
Health Services . . . . . . . . . . . . . . .
74
84
36
44
51
53
55
58
59
61
66
69
71
73
VIII. Special Services, Policies, Procedures
Campus Communications
Housing . . . .
Food Services .
Bookstore . . .
Mail Services .
Student Accounts
Policies and Procedures .
Fees and Charges . . . .
Facilities Use / Regulations
Safety .
Security . . . . . .
7
186
190
195
197
198
199
204
206
209
210
IX. Governance
Governance Procedures
Social Contract
214
229
X. WhoWeAre
Board Of Trustees and Administrators
Faculty . . . . . . .
Professional Staff . . . . . . . . . .. .
244
245
254
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Accreditation
Our Phitosoplly J GoaLs
he Evergreen State College was
awarded full accreditation by the
Commission on Higher Schools of the
Northwest Association of Secondary
and Higher Schools in june 1974.
The report of the evaluation committee of educators which visited the campus in late
April declared Evergreen "a major asset to the higher
education of young people in the State of Washington," noting that, "Evergreen students seem to be
unusually busy, interested and personally involved in
their own learning." The report further indicates a
"high level of student engagement with intellectual
issues and principles," and that "the College's way of
emphasizing students' responsibility for their own
learning appears to have evoked authentic self motivation in most students .... "
The committee report also notes that "faculty-student
relations at Evergreen are remarkablyyopen, friendly
and direct." The committee was "impressed by the
high intellectual caliber, imagination and personal
commitments to teaching of the faculty members ... "
and found "an unusually serious emphasis on thorough evaluation of each year's educational programs"
at Evergreen.
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ociety 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, rei iable 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, personal growth, 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
to continue learning, to continue schooling their intelligences, to continue thinking things out, applying that
new learning to the problems of contemporary life.
Evergreen integrates formal education with the social,
physical, and emotional development of students of
diverse ages, cultural and economic backgrounds, interests, and outlooks
Although Evergreen's academic programs are designed to enable students to sharpen basic intellectual
skills, learn techniques for solving problems and develop an awareness of the implications of central
human issues, the College places strong emphasis on
the interrelationship of fields of knowledge rather
than treating academic disciplines as entirely separate.
Evergreen stresses cooperation and interchange
among members of a learning community, allowing
faculty and students to work together in a mutual
quest for information and for solutions to real problems.
1.3
Evergreen encourages students to assume increasi ngly
greater responsibility for their own work as they progress toward the Bachelor of Arts degree, with t heir
studies matching their interests and career goals. Academic study achieves its best, Evergreen beli eves,
when students can sample a reasonably wide range of
actual jobs, working under conditions of genuine responsibility to themselves or as members of tea ms,
subjecting this relevant experience to reflection about
themselves and their futures.
Evergreen, in short, intends to develop a learni ng
community that reflects the nature of the real world,
where none of the problems man faces is simple and
where none of the parts becomes, in its own conception, more important than the whole.
EQ_ual. Opportunity
and Affirmative Action
1
he College Board of Trustees has
adopted a strong Equal Opportunity
Policy. This policy requires that all in_,
dividuals or groups administer their
services, facilities, employment and
advancement opportunities without
regard to age, race, color, sex, religion, national origins or physical disability. The Board has committed
the College to a program of Affirmative Action to ensure equal opportunity. The intent of the College's
Affirmative Action Program is to assure open membership and participation in the academic community for
all students and employees.
The College recently evaluated its equal opportunity
profile, examining its staff and student body composition to identify areas where it may under-utilize and
under-represent women and minorities. Evergreen
regularly examines all its policies, procedures and
practices to identify those which have, or could have,
discriminatory effect with regard to age, race, color,
sex, religion, national origin, or physical disability.
After identifying problem areas, the College develops
alternatives to solve the problems and eliminate deficiencies.
The Affirmative Action officer is responsible for developing, implementing, and monitoring (including receipt of and action upon discrimination complaints)
the affirmative action program. This office works with
and coordinates efforts between faculty, staff, students, and student groups to achieve equal opportunity. Programs include ethnic awareness training,
upward mobility for women and minorities, and seminars on changing male-female relationships. We have
initiated an intensive effort to involve the entire Ever-
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1.5
green and VICinity community in the challenge to
achieve equal opportunity.
Vicinity Map
Evergreen's basic policy statement on equal opportunity and affirmative action, as codified in the State of
Washington Administrative Code, follows:
The Equal Opportunity Policy of The Evergreen State College requires that its faculty, administration, staff, students,
and persons who develop programs at the college; and all
contractors, individuals and organizations who do business
with the college; comply with the letter and spirit of all
federal, state, and local equal employment opportunity
statutes and regulations.
The college expressly prohibits discrimination against any
person on the basis of race, sex, age, religion, national origin, or physical disability (except where physical ability is a
bona fide occupational qualification). This policy requires
recruiting, hiring, training, and promoting persons in all
job categories without regard to race, sex, age, religion,
national origin, or physical disability (except where physical ability is a bona fide occupational qualification). All
decisions on employment and promotion must utilize only
valid job-related requirements.
The college requires: that all personnel actions such as
compensation, benefits, transfers, layoffs, return from layoff, college sponsored training, education, tuition assistance, social and recreation programs, and that all student
recruiting and admissions, student services (such as financial aid, placement, counseling, housing, student activities,
physical recreation), and facilities usage, be administered
without discrimination based on race, sex, age, religion,
national origin, or physical disability (except where physical ability is a bona fide occupational qualification).
The Evergreen State College is committed to an affirmative
action program- a goal-oriented program through which
it makes specific additional efforts to recruit, hire, train,
and promote non-whites and women; and to recruit, admit, and educate non-white and women students. The affirmative action program is designed to overcome and prevent the effects of systemic institutional discrimination and
benign neutrality in employment and educational practices. The college will take affirmative action to solicit bids
on goods and services contracts from non-white and
women vendors and contractors.
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VICINITY MAP
THE EVERGREEN STATE COLLEGE
OLYMPIA, WASHINGTON 98505
The college's Affirmative Action Office has responsibility
for preparing the college's affirmative action program, including procedures for reporting and monitoring.
Each employee's support and implementation of this policy
will be evaluated during employee performance evaluations.
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Carnpus Map
THE EVERGREEN STATE COLLEGE CAMPUS
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1 LIBRARY BUILDING
6 RESIDENCE HALLS
II CA MPUS FIRE STATION
:! LECTURE HAU.S BUILDING
7 MODULAR HOUSING
1::
.I I.ABORATORY BUILDING AND ANNEX
II RECREATION PAVILION
13 CA MPUS BUS STOP
"COU.EGE ACTIVITIES BUILDING
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RECREATION CENTER
Y CENTRAL UTILITY PLANT
\0 BU ILDING :!01
INFORMATION BOOTH
\4 SEMINAR BUILDING
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ll.SUI\VEY 0~ ACADEMIC
I'
PROCEDURES
1.&
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Acadentic Calendars:
Study at Evergreen: A SumTnary
1975-76:1976- 77
(Oates below indicate the start and
finish of regular quarters du ring the
1975-76 and 1976-77 academi c years.
Specific dates for holidays, registration
periods, special study events w ill be
~ ~ announced in supplements to this bulletin and through campus media.)
1975-76 Academic Calendar
Fall
Winter
Spring
(11 Weeks) (11 Weeks) (11 Weeks)
Sept. 29
jan. 5
Mar. 29
Work begins or conti nues
Dec. 12
Mar. 19
Project presentations;
June 11
Quarter ends
1976-77 Academic Calendar
Fall
Winter
Spring
(1 1 Weeks) (11 Weeks) (11 Weeks)
Sept. 27
jan. 3
Mar. 28
Work begins or conti nues
Dec. 10
Mar. 18
june 10
Project presentations;
Quarter ends
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redit required for graduation 45
Evergreen units
One unit of Evergreen credit is the
equivalent of 4 quarter hours
Ways of earning credit: (1) Coordinated Studies, (2) Contracted Studies,
(3) Modular Courses (only part-time, special and auditor students receive credit directly, through modular
courses ; full-time students receive credit for modular
course work through their main coordinated studies
programs or learning contracts) and (4) credit by examination .
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;
• involvement in public presentations and performances.
Evaluation
•Credit will be awarded upon fulfillment of the
expectations in each program of Coordinated
Study, program of Contracted Study, or modular
course. Otherwise, no entry will appear on the
student's permanent academic record.
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• Performance in each Coordinated or Contracted
Study will be represented in a student's cum ulative
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 permanent academic record
from which transcripts of credit are made.
'
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Programs
he Evergreen State College offers for full-time
students two kinds of programs as ways of
earning academic credit: Coordinated Studies
and Contracted Studies. Each full-time student will
work for credit to be awarded solely through one or
the other during each quarter of his career at Evergreen . Part-time students can also study in these ways
if faculty time and space in a program are available.
More frequently, a part-time student will enroll for
credit in a Modular Course. (Full-time students can
participate in modulars only by arrangement with their
programs and receive credit for it only through their
programs .)
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2)
Distribution of Academic Work
~
vergreen does not present multiple "cou rses 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
internal set of requirements-leading to the Bachelor
of Arts degree.
Because of unified responsibility to one Coordinated
Studies program or learning contract at a time, students receive close and careful advising, intensive
support from those working with them, and close and
careful evaluation as they progress. The College tells
them not what to take, but what it has to offer.
The faculty of Evergreen believes that all full-tim e students should plan to do a great deal of work and
learning in both Coordinated Studies and Contracted
Studies.
26
Academic Credit
he Evergreen student will accumulate academic
credit for work well done and levels of performance reached and surpassed. Only if a student
fulfills academic obligations will full credit be entered
on the permanent academic record. Otherwise there
will be either no entry or the recording of fewer units
of credit to represent what was actually accomplished.
(t
For the purposes of transferring credit and of comparison with the programs of other institutions, one Evergreen unit should be considered as equivalent to 4
quarter hours or 2.67 semester hours. An Evergreen
student can enroll for no more than four Evergreen
units per quarter. (NOTE: Through 1972-73 Evergreen
students worked in a pattern by which thirty-six units
were required for graduation and each unit was considered as equivalent to five quarter hours at other
institutions. To provide more flexibility while still
avoiding fragmentation, and to approximate more
closely the patterns of enrollment for credit at other
institutions, Evergreen has now slightly reduced the
size of its unit of credit and correspondingly raised its
expectati ons for the number of units to be earned.)
2J
Graduation Requirements
Non-Traditional Credit
__,_ he minimum requirement for awarding the baccalaureate degree is forty-five units of credit.
~ Students enrolled in full-time work through
four years at the College would normally accum ulate
forty-eight units. Students engaged in a sequence of
stu.dy which would accumul~te mor~ t.h~n forty-eight
umts should contact the Reg1strar to 1n1t1ate a petition
to extend their work beyond the 48 units.
Credit by Examination
ergreen will help students to accelerate their
rogress toward a degree by recognizing
redit-worthy but hitherto unaccredited
achievements in learning.
Students should pay particular attention to the College Level Examin~t i on Program (CLEP) of the College
Entrance Examination Board. So long as they do not
duplicate Advanced Placement or transfer credit for
introductory work in the designated areas, students
entering Evergreen may offer acceptable scores (now
being determ ined on a state-wide level) for the CLEP
General Examinations in English Composition, Mathematics, Natural Sciences, Social-Sciences-History, and
Humanities to the Office of the Registrar. For each of
these tests successfully taken. Evergreen will award
two units of credit.
t
Any student transferring from another college must
earn at least twelve Evergreen units before becoming
eligible to receive the Evergreen degree.
cti
The College Level Examination Program also offers a
variety of Subject Examinations to test competence at
more advanced levels.
Information regarding CLEP is available from the
Office of the Registrar, the Deans Office and the
Learning Services Center. These offices will assist students in determining eligibility for CLEP-generated
credit.
A student should be clear about eligibility before
taking the examinations.
External Credit
The College has established an Office of External
Credit. The Faculty / Counselor in that office will assist
older students returning to college with work or independent study experience in documenting that experience so as to demonstrate competence and petition
for academic credit. Such credit will not be granted
for attainments which have already been recognized
by awards of credit elsewhere. The Office of External
Credit has available summary statements of Evergreen's external credit pol icy and procedures. Stude~ts who believe that they might have experience
wh1.ch ~ould generate academic credit should begin
an mqUiry with the external credit office. A fee structure for external credit is currently being developed.
2.S
29
Academic Standing
•:.:~
Full-Time and Part-Time Status - N ormal aca.
~ demic progress for a full-time stud ent entails
~ the earning of four units of Evergreen credit per
quarter, twelve units per regular academic year. (The
Veterans' Administration, the Selective Servi ce System
and other agencies should consider this to be the ac.
ceptable rate for full-time study.) Students may accelerate only by enrolling for a fourth quarter of study
each calendar year (i.e., in the summer session).
For the purposes of fee-collection, Evergreen must
count those enrolled for either two, three or four units
of credit per quarter as full-fee-paying students. Those
who can enroll for only one unit of credit pe r quarter
are considered to be part-time students.
Academic Standing- Since The Evergreen State College follows a "credit / no entry" system of maintaining student records, a student's transcript contains
only information regarding the work he or she has
successfully completed. Some recognition, of a
non-punitive but consultative nature, needs to be
made of the student who is not making satisfactory
progress as defined below. The following stages of
academic standing have been designed to allow the
student having academic difficulties the maximum
amount of advice and counsel in resolving those problems. At the same time, it acknowledges that if a stu-
Those who wish to enroll as part-time students will
work most frequently in modular courses, at the rate
of one course per quarter. If faculty time an d program
space are available, some part-time students may be
able to engage in Contracted Studies, on individual
projects or as participants in groups, earning o ne unit
of Evergreen credit per quarter. If you wish to engage
in Contracted Studies at a part-time rate, you should
locate prospective faculty sponsors well in advance of
registration periods or watch for announcements of
modular-course offerings just prior to registration periods.
Students wishing to enroll at Evergreen for full -time or
part-time status can be enrolled in o nly one
credit-generating program of study at a time.
Leaves of Absence Students who have been accepted for full-time study are eligible to apply for a
leave of absence. They may apply for leave in any
quarter whether or not they are enrolled at a full-time
rate in that quarter. A normal leave of absence lasts for
one quarter, but may be longer under exten uating circumstances. Application for a leave of absen ce is initiated in the Office of the Registrar.
Deceleration - A full-time student may officially reduce a credit load to 0 (via leave of absence), 1, 2, or 3
Evergreen units for one quarter with th e approval of
the Registrar. In the succeeding quarter, t he student
must seek the approval of the Registrar to resume a
full load of four units. Any changes in the numbers of
units for which a student is registered m ust be submitted to the Registrar no later than the sixth class day
of any quarter.
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dent is unable or unwilling to do his or her best Work
at Evergreen, then that place should be given to
someone else.
During any quarter a student who is in danger of
earning less than the registered amount of credit
should be notified in writing of that danger by the
faculty sponsor or program coordinator.
1. Academic Warning- A student who earns fewer
than three-fourths the number of units fo r which
he or she is registered in three successive quarters will receive an academic warning from the
Deans, a copy of which will also go to the student's current or pre-registered coord inator or
sponsor. This warning will strongly encourage
that the student seek counseling from a member
of the faculty or from staff in the Office of Counseling Services.
2. Required Leave of Absence- A student w ho has
received an academic warning and w ho, at the
end of the subsequent three quarters has earned
fewer than three-fourths of the possi ble units
registered will be required to take a leave of
absence, normally for one full academic year.
The action of requiring a leave of absence is subject to consideration by the Deans before it becomes effective. Re-entry at the end of t he leave
is contingent upon the student's supplyi ng to the
Deans evidence of readiness to assume res ponsibilities.
A student returning from a required leave of
absence will be expected to make normal progress toward a bachelor of arts degree. Failure to
do so will warrant academic review by the
Deans, and possibly dismissal on academic
grounds.
3. Exceptions to the above will be allowed in cases
of verified illness or other circumstances beyond
the control of the student.
A special case may occur from time to time when a
student simply cannot match interests with w hat Evergreen can offer in teaching, facilities, or other resources. When it becomes apparent during an advising period prior to formal registration for a new
quarter that a student cannot continue in a current
Coordinated Studies program or contract, find a place
in another program, negotiate a new contract w ith any
faculty or staff sponsor, or decelerate progress to work
only in a modular course for one unit of credit, then
he or she will not be enrolled for the new quarter.
Ill. THE LEAR_NI NG PRC)CE SS
)2
.2)
Coordinated Studies:
An Explanation
late a portfolio of evaluations and examples of
accumu u have really accomplished. You will have an
what yo
·
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t nity to work wh1·1 e on f.1e ld tnps,
expe d 1t1ons,
oppor uh proJ"ects internships, and in overseas proresearc
'
grams.
. II instead of taking four, five, or six unrelated
Flna s~~ _with few links between them and no single
courlty member truly responsible for helping you
facu
h
.
.
ke sense of all t at you are 1earnmg you w1 11
~ad in one coherent program at a time. The work
s uu ~ should hang together. You should have time to
yo ncentrate on your work without the distractions of
c~mpeting and unrelated assignments. And you
~hould be constantly relating various kinds of specialized research techniques to the central concerns of
the program.
0
rate subjects?
hat are Coordinated Stu d ies programs?
How do they differ fro m 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 sepa-
Coordinated Studies programs are small. They usually
involve 60-80 students and three or four faculty members. The relative compactness of the p rograms makes
a number of benefits possible - close relationships
among students and faculty; opportuniti es for genuine collaboration in learning; and a sense o f 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 j o in them to
aefine problems, to develop skills, to search for answers. The programs now being offered, like those
which will be offered in the future, exp lore some of
man's most urgent problems and his most highly
prized values.
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.
As you will see from their titles, the sample Coordinated Studies listed in this bulletin involve programs
which pursue interdisciplinary concerns. Some advanced programs provide opportunities for a great
Instead of studying sociology, economics, or psychology as separate fields, you will wo rk o n central
problems or themes. Instead of listeni ng passively to
lectures, you will be responsible for engagi ng actively
in regular discussion. Instead of accum ulating bits of
data in an attempt to "cover a field," you will be responsible for putting your ideas to use.
You will write, rewrite, polish, and present what you
have learned to the faculty members of yo ur gro~p
and sometimes to the student body as we ll . You w1ll
)6
37
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. 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.
When it works well, it is unforgettable.
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
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.
The Seminar
lots of Writing
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. A seminar is a small,
dedicated group of very different human beings
helping each other learn, helping each other understand a book, or helping each other grapple with the
meaning and implications of a difficult idea. The seminar meeting is not a show-and-tell session, and it will
not work if the students and faculty members play
academic games rather than share their genuine concerns. It will succeed only if all its members search
together, work together, and learn together.
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 or her
work. The best work done in seminars may be presented to the whole Coordinated Studies group.
Besides writing, you will be encouraged to become
"literate" in other media photography, cinema,
38
.3~
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.
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 students and judge their 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.
At Evergreen only rigorous criticism will do - from
others and from yourself. Sometimes this searching
scrutiny by your teachers and your fellow students will
be hard to take. But if you are 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 sample
Coordinated Studies offerings, there is much variation
in scheduling from program to program. In a week's
work, however, you may expect to spend between 16
and 32 hours in contact with members of the faculty,
and you may need to be present on campus (or for
off-campus assignments) every day. Your plans must,
of course, take into account these facts of educational
life. A typical Coordinated Studies program might distribute its time something like this:
At least one weekly assembly is held for all members of the program. 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
-tO
-fJ.
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 . There will be time allotted to
field-work, special research, and project development in open periods during the week or concentrated on one day, perhaps Friday, so that you can
carry the work on into the weekend if necessary.
As you consider the demands of such a schedule, you
should bear in mind that participation in a Coordinated Studies program usually 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
Some programs which run for three quarters or more
wil l allow a limited number of students to enter by
special permission in the second quarter and perhaps
even the third quarter. Conversely, students who discover that they just do not want to do or cannot do
the work of a program will be helped to find a more
sati sfactory alternative, either in another Coordinated
Studies program or in Contracted Study. If students
fa il to meet their responsibilities to programs, they
wi ll be required to /eave. If students have irreconcilable problems in particular seminars but wish to contin ue as members of the programs, they can request to
joi n another seminar. If students have grave problems
wit h comprehending what they read and carrying out
ass ignments, they will receive help from the faculty
members and student members of the group. Program
faculty and the Learning Services Center will seriously
try to help students develop the academic skills necessary to the completion of a program of study.
Teamwork
Yo u should be aware that the faculty members directing a Coordinated Studies program not only will
be concentrating on all the required books along with
yo u but also will be carrying on their own regular facu lty seminars, in which they will be trading ideas and
assisting each other to be more useful to you. They
wi ll be learned persons, bringing a good deal of experi ence to the common effort. But, more important,
they, like you, will be learning. Combining the functi ons of teachers, counselors, and co-workers , they,
li ke you, will be totally absorbed in the task at hand.
A Coordinated Studies program is designed as a coherent whole. It may be designed to run for one, or two
quarters, one or even 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.
You should plan to start with a program, stay with it,
and complete 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 wrang!es.
Students should enter programs by carefully making
their choices before the registration period. Students
will indicate their first, second, and third choice. They
will not always be assigned their first or second
choice, but every effort will be made to match the interests of students to the programs available.
¥
4.3
Contracted Studies:
An Explanation
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.
Variety of Contracts
or part of your career at Evergreen,
you may work in Contracted Studies.
J
I
1rAs 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 "learning contract." 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.
Contracted Studies will allow you to develop further
your knowledge in a specific area of interest or a
41-'
There will be individual contracts and 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.
There will be contracts lasting a month or so and,
when you have decided on specialized work and can
demonstrate to a prospective sponsor that you are
capable of doing your own work over a longer span,
contracts lasting as long as a year. There 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 for help. And there will be
contracts in which sponsors have made known what
they wish to work on and you elect to join them.
Sponsors
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 guide, your advisor, in some cases your
co-worker, or group leader. Although most sponsors
will be members of the teaching faculty, Evergreen has
recruited many other talented staff members who may
have the time to work with a few 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
4'
"subcontractor" on or off campus who will not be
fully responsible for your studies but who will hel p
you through part of the contract and report to yo ur
sponsor.
Group Contracts
Formally arranged group learning contracts involve
tightly knit teams. Many of the Evergreen group contracts thus far have formed around proposals made by
a faculty member, who then has led the teamwork for
periods of a quarter through an academic year. Some
of the most effective group contracts, however, have
arisen from proposals made by individual students or
small interest groups, who then have arranged for
faculty sponsors to guide them and have attracted
other students to enroll in the group efforts. Group
contracts usually comprise from fifteen to twenty-five
advanced students who are screened by the faculty
sponsor, either before or after preliminary registration, for their capability of working with the group.
Some contracts allow for a good deal of concentration
on individual projects to be contributed to the group
and recognized in the concluding evaluations. But the
emphasis resides in teamwork the successful
carrying out of the main goals set forth in the initial
written contract, to which all members subscribe.
Individual Contracts
Special Characteristics Individual contracts can
provide uniquely flexible opportunities for learning.
At the same time, they are difficult and challenging. A
full-time individual contract should receive as much of
your energy and attention as a Coordinated Studies
program, a group contract, or full-time studies at another college. Contracts work best for imaginative and
resourceful students who have well-defined goals in
mind and can pursue them with a minimum of supervision.
our experience so far suggests that individual contracts will normally be most useful for advanced students continuing their studies at Evergreen. If you will
be entering Evergreen for the first time, you should
plan to begin with a group activity rather than with an
individual contract. (Exceptions will normally be made
only for older and more experienced students who
cannot, because of obligations off campus, enroll in
Coordinated Studies programs or group contracts.)
If you can negotiate a contract, your faculty sponsor
will work closely with you in organizing the work initially and in evaluating it at completion. But during the
run of the contract, you should expect to meet for an
intensive working session with your sponsor for one
and only one full hour a week. Some individual contracts may fall naturally into small clusters and lead to
additional meetings of small groups; but you should
be aware that the sponsor's duties in preparation,
working sessions, and evaluation of all students- as
well as other commitments to the college- will severely limit the time he or she can spend with you
each week. You should not expect that your sponsor
will have answers to all your questions or that your
sponsor will do your project for you. But you should
expect that he or she will know how to help you find
answers.
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., 1/45 of the total
credit required for graduation), you should prepare
Each faculty member assigned to sponsorship of individual contracts will be able to carry, on the average,
no more than fifteen contracts at a given time. A few
other faculty and staff members may be able to
sponsor one or two contracts. To qualify for the opportunity of working on an individual contract, you
should be prepared to demonstrate to a prospective
sponsor that you have a strong project in mind and
that you are capable of working, for the most part, on
your own initiative. You will be responsible for
carrying out what you have agreed to do.
46
+7
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 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.
If your contract will involve career-learning
off-campus, it should also provide for reflective analysis. It should either combine the internship with
reading and reporting assignments, or fit the performance of the career-learning duties into a larger project
which begins with background research and ends with
comprehensive reporting. You should identify a prospective sponsor and work with him or her at each
step in arranging an internship through the Office of
Cooperative Education.
Signing Up: Once you have decided upon what you
wish to do and have found a prospective sponsor who
can help you, you and your sponsor will decide:
Whether the resources available at Evergreen or off
campus can support the contract you have in mind;
whether you are personally and academically ready to
undertake the particular project; and whether both of
you 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.
48
.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.
• The support to be provided by the sponsor (and
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 four Evergreen units
should represent one quarter 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.
When a project involves travel expenses, living expenses off campus, and any other special costs, you
should demonstrate that you can defray such costs
and do what you have contracted to do.
In filing a contract, one point remains firm: The two
important signatures on a contract are yours and your
sponsor's. Neither of you 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 the Portfolio
The contract, whether for individual learning or for
group learning, is not complete until you and your
sponsor have evaluated what you have accomplished,
how well you have accomplished it, and what kind of
advance this has represented in your academic career.
The sponsor will also transmit the remarks of any subcontractors who have supervised part of your work.
The official transcript- the permanent record 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
+J
ModuLar Studies
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 also will depend
upon what your portfolio tells your new prospective
sponsors about the quality of your earlier contracts.
SAMPLE EVERGREEN STATE COLLEGE
LEARNING CONTRACT
Name ______~------------=--------------------Last
First
Initial
Short T i t l e - - - - - - - - - - - - - - - - - - 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:
Does this contract require special resources? If yes, attach
explanation.
Student's signature
Date-------
Sponsor's signature
Date------
r
,/
n 1973-74, Evergreen began offering a
number of modular courses and workshops, each running for one quarter
and representing about one-fourth of
the effort of a full-time student. Modular Studies are meant not to compete
with but to complement the main activities of
full-time students in Coordinated Studies programs,
group learning contracts, or individual learning contracts. Their meetings are restricted to late afternoons
and evenings so that they will not limit the flexibility
for scheduling activities within programs or contracts.
Most of them are also designed to accommodate Special Students and Auditors from the Greater Olympia
area.
&
Full-time students may participate in one modular
course each quarter only by arrangement with their
Coordinated Studies program faculty or contract
sponsors. They receive credit for participating through
the evaluations prepared by the faculty members responsible for their work in Coordinated Studies programs or in contracts. A part-time student may register
directly for a modular course and receive evaluation
directly from the faculty member offering the course.
The offering of a limited number of Modular Courses
and workshops in 1973-74 was a successful experiment. The college wishes to give some students options for greater variety in their studies and access to a
somewhat wider range of faculty members. It does not
wish to fragment any student's effort and responsibility into multiple, conflicting courses. The Modular
Studies arrangements, then, can work only so long as
they support the commitment of full-time students to
•
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.J:l
the main offerings of the college : Coordinated Studies
programs, advanced group research contracts and in dividual learning contracts .
C oopera.tive Educati.oiL
s 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 by provi ding you a chance to test and consolidate it; 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
fin ally, 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
an d arranging practical work experiences to match
yo ur program of study and your career interests .
Wo rking with your faculty sponsor and with represe ntatives of business, industry, government and
co mmunity organizations, your Co-op coordinator can
help you to locate and arrange credit-bearing internships, community service volunteer experiences or
ca reer learning placements , counsel you on matters
re lating to internships and other field experience and
help you to resolve any problems that may arise
d uring the course of your placement. To assist you,
your faculty sponsor and your coordinator, the office
p rovides a wide range of information and supportive
se rvices . These include:
·A comprehensive catalog of internships available
to Evergreen students.
CX::TAVI 0
12
7)
·A complete set of brochures and printed materials
describing Evergreen's Co-op program.
·A Field Supervisor's Handbook to help those who
work with Evergreen interns to better understand the
off-campus program and the evaluation process.
-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 internships, community service volunteer experiences and career learning
placements.
Internships
nternships 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 have agreed upon with your faculty
sponsor. Although internships may carry a stipend or
salary- again, depending upon the circumstancesin many cases they do not.
1
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 log-
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ical 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 part-time academic component and, for part-time
students, part-time work with no distinctively separate
academic component. The best combination to match
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 three major modes of study: Coordinated Studies, Group Contracted Studies or Individual Contracted Studies. The rules, covenants and requirements of both the mode and the particular program in
which you are enrolled will determine your eligibility
to do an internship. If you are enrolled in a Coordinated Studies program or a group contract, you
should not plan to intern unless your program has included internships in its planned 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
approval in advance from an Evergreen faculty
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.
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 internship. 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 among others:
Community Organization
Business
Law
The Sciences
Public Administration
Mental Health
Management
Medical Technology
Political Science
Communications & Media
Recreation
Computer Science
Graphic Arts
Corrections
Fine Arts
Education
Advertising
Counseling
Public Relations
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 to your effort.
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
)6'
71
Career Learning Program
r- ;£
/he Career Learning Program provides an opportunity for you to enter a planned learning sequence in preparation for a career. The sequence
includes workshops on career education and skills
development (sponsored by the Counseling and
Placement offices), career exploration through internships and volunteer assignments, subject matter education (through the College's Learning Services Center
and other academic programs) and, in the upper division years, carefully structured alternating six-month
career learning field placements designed to enable
students to make the difficult transition between college and employment. Because Career Learning students go through intensive on-campus preparation
before beginning their field placements, they can
usually expect to receive a stipend for their work in
addition to academic credit for the knowledge and
experience they have gained.
The Career Learning Program represents a new option
for students at Evergreen an option combining
many of the College's existing resources with several
new ones in order to provide a more effective approach to career development. You may apply for the
Career Learning program anytime before the first
quarter of your senior year, but the earlier you become involved, the more opportunities you will have
for career exploration. If you feel the program has
something to offer for you, and if you are willing to
work hard and plan your curriculum in advance, the
Co-op office and others committed to supporting the
program will work closely with you to help you identify and achieve your career objectives.
Community Service Volunteer Experiences
{M
ile 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 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
teel 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
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 fund raising campaign; or
perform any of a host of other tasks that need doing
somewhere, for someone- now.
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
ss
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and its 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.
The Evergreen llbrary
If you have any questions about internships, career
learning or volunteer activities, write or telephone Ken
Donohue, Lab 1000, Telephone (206) 866-6391.
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.
vergreen's Library is dedicated to the
concept of providing for you the best
library tools available, from the most
innovative media production equipment to esoteric subject indexes, together with a friendly staff which really
enjoys working with and doing things with other
people. Whether you are confronted with the responsibilities of an internship or with the intricacies of a
problem in the economics of ecology, Evergreen's Library staff is immediately available to provide you
with access to information and ideas. That is what our
library is all about- information, ideas and access to
them.
Traditionally, libraries mean lots of books. Accordingly, we have more than 85,000 books for your use
and pleasure, with more than 5,000 new books being
acquired each year. These books are indexed in the
card catalog and then classified according to the Library of Congress classification system which makes
them readily available in a logical topical arrangement. Books imply print, of course, and print isn't restricted to what we know as a "book". In addition to
our general book collection, our print materials include more than 2,000 serials (journals, magazines,
foreign publications and newspapers), nearly 10,000
government publications, several thousand reference
volumes (encyclopedias, concordances, dictionaries,
statistical abstracts and guides to the literature in a
host of fields), as well as tens of thousands of pages of
material on microfilm and microfiche.
Since information and ideas are also accessible
through other media, we have available for your use
Go
61
,,,
more than 8,500 audio recordings, 15,000 slides,
numerous models, art prints, maps, films, video tapes,
and other real ia.
Media Loan, part of Circulation, makes a pool of portable audio-visual equipment available for check out to
the entire College community. Equipment includes
projectors, tape recorders and video decks with which
to play back library resource materials; 35 mm cameras and super 8 movie cameras; audio and video recording equipment; and other accessories. Use of
such equipment enables you to create software for
programs of study, for special project, or for documentation of non-print projects, which can be included in your portfolio.
The Mini-Media Production Center (MPC) provides a
beginning-to-intermediate-level media facility for use
by Evergreen students, faculty and staff. This assortment of fully equipped work stations includes a photography studio, a graphic arts workroom, audio and
video recorders, listening carrels, multi-media program equipment, super 8 and 16 mm editing benches.
Although media staff will gladly help you produce
your media materials, the Mini-Media Production
Center is primarily a "hands-on" do-it-yourself operation. For more advanced students, the Library is
equipped with a color television studio, and a highly
sophisticated sound recording and mixing studio for
working at professional levels. The Library also offers
media production services in graphic arts, photography, audio and video recording. In addition, professional staff maintains the electronic media maintenance and repair services and the campus closed circuit electronic switching center. Media Services personnel also schedule operators for Lecture Hall media
equipment and systems.
The Evergreen Library has tried to make its systems
both comprehensive and simple easy for you to
work with and to learn with. 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. The Library Group consists of highly motivated
and interested people who realize that they are here
for the ultimate purpose of helping students learn.
Library people are always available to interpret your
needs, to show you how to use the proper tool (e.g.
6.2
6)
we have over 100 magazine and journal indexes similar to the Reader's Guide to Periodical Literature), to
instruct you, to search and research with you, and to
learn with you.
We are trying to build a library collection around your
individual needs. We hope we provide tools that will
foster ideas, compound your curiosities, and facilitate
the communication of other intellects to you.
In addition to helping you quickly and easily locate
relevant materials contained in our Library, we can get
a copy of almost any book in the world for you
through the Interlibrary Loan Network. We take pride
in thinking of ourselves as sort of like the Canadian
Mounties in that we get what you need- providing
you give us proper and complete bibliographic information, as well as enough time to do the paperwork
and deal with the mail service. We express our enjoyment of having you help us obtain your needed materials quickly by encouraging you to let us instruct you
in the use of bibliographic tools, in the methods of
verification, and in other library processes that will
provide a useful frame of reference in much of your
later academic work. Our basic business is to make
your access to information and ideas effective, enjoyable, and intellectually rewarding.
Like any dynamic place and climate, the Library
changes. We often present displays and exhibits that,
in one way or another, reflect the different aspects of
life at Evergreen, the immediate community of which
the College is a part, and the larger world. Pluralistic
in concept, these 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.
In summary, the Library is a cooperative effort which
attempts to maximize access to facts and ideas. If we
emphasize books, we also strongly recognize that information and ideas come in other kinds of packages.
We have installed the best systems of information
storage and retrieval we can afford; we also have remembered that persons- the people on our staffare essential in serving the needs of Library users.
Most of all, our collections, staff, facilities and climate
all aim at the same target as the rest of the Collegefurthering the intellectual growth, skills and understandings that multiply curiosities, stimulate further
inquiry into the nature of things, and help make possible genuinely fulfilling lifestyles.
This catalog description is intended to give only a
brief overview of the Evergreen Library - staff and
resources. More detailed information about the various areas of the Library may be obtained from the
Library Hands-on Book, available immediately inside
the main Library door.
64
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I
The C mnpute-r at Evergreen
t is important for every educated individual in today's world to know something about computers and the way
they are used 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.
Evergreen owns a capable minicomputer system, the
Hewlett-Packard 2000C. This system is interactive and
can react to 32 users concurrently. Most important, it
serves a variety of needs in a wide range of student
learning, in calculation and in research. Because the
system has the capability of immediate response to an
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 and
minimizes the tedium of most computing tasks. An
immediate solution to a specific problem often leads
to a more thorough and meaningful exploration and
solution 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
project can be expanded when one considers the full
66
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IIIIII
potential of computer processing compared with a
manual analysis of the data.
Through a series of seminars presented by Computer
Services or through self-paced study, 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 the teletype, CRT and graphic
display terminals on campus. Through the use of Dartmouth BASIC, a deliberately simplified computer language, most students find that they have a working
knowledge of this programming language after only a
few hours of study.
Students, staff 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 or implemented at Evergreen to support the academic programs. Other computer-based
units are available for students with special interests,
such as computer graphics, foreign language study,
mathematics and chemistry.
For those with computati,anal requirements too large
or specialized for BASIC, Evergreen has a Remote job
Entry terminal for direct access to a large off-campus
computer and has arranged for the use of several
other substantial computers off campus.
An analog / digtal 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 graphic solution to an equation may be
displayed instantaneously on a cathode ray tube. This
system is also used for modelling and simulation.
Student Developn1ent Progr"1.rns:
The Idea
ctivity outside the formal academic
program represents a significant portion of every student's educational life
at Evergreen. The Division of Student
Development Programs has as its central purpose the encouragement and
facilitation of personal growth. To fulfill this purpose
we provide students with easy and quick access to
programs in such fields as financial aid, career and
personal guidance and counseling, placement, security, veterans affairs, and health.
These programs are designed to identify personal interests and problems and to offer a broad base of alternatives in response to them. Our staff energies and
talents are directed toward helping the student become a more constructive, problem-solving,
self-directing person. We view the entire campus environment as a motivator for learning. A student cannot
divide his / her life into formal education and other life
process segments- students respond to their campus
environment as whole persons. Thus we strive to
create educationally based services that are complementary to and interdependent with our formal academic activities.
Being accountable to students by contributing to institutional effectiveness is fundamental to student development programs. This means remaining sensitive to
how our environment affects the campus community
members and feeding this information into the organizational structure. This requires playing a part in insisting on our being consistent with fundamental purposes of the college in decisionmaking and taking action. More specifically it means building mechanisms
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0
by which the college can seek and rapidly respond to
expressed student concerns so that any gap between
the institution and its largest internal constituency can
be dealt with openly and kept minimal.
Student development programs are 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.
Counseling Services
vergreen 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. In some situations, a referral to a
more appropriate source of aid may be needed. In
such special fields as psychiatric care, the College enlarges its own capabilities by contracting for professional service as needed and when funds are available.
Counseling relationships are strictly confidential. No
information will be released without written request
from the individual.
$
Counseling Services has two basic emphases. The first
is basing the role of the counselor and of Counseling
Services 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. Utilizing this approach, we
attempt to counsel students in such a way that they
learn the techniques involved in problem-solving
rather than emphasizing only the solution of the immediate problem. The second emphasis is movement
away from a center and into the community to create
programs based primarily on prevention rather than
remediation. An example is the Drop-in Center located in the residence halls. The main objectives of
this program include providing aid in: working
through roommate difficulties and differences in life
styles; responding to crisis situations; informal counseling; and facilitating information and communication through workshops, seminars, and group activities.
Numerous students have found our career-planning
resources useful in identifying their initial vocational
goals. With help through counseling, students can
apply vocational objectives to planning programs of
work and study. We attempt to create in students not
just the idea that they must choose an occupation but
that they face a series of developmental tasks extending indefinitely into the future, all demanding
continual decisions and growth and the development
of new skills and abilities. Counseling Services works
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71
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.
Nearly all faculty and staff carry responsibilities for
some type of counseling and advisement; therefore,
Counseling Services tries to supplement these activities, to offer special kinds of help, and to respond to
unmet human needs. Counseling Services is open
weekdays and occasionally in the evenings and on
weekends. The Drop-in Center functions evenings
seven days a week.
Health Services
c:r
he Evergreen State College maintains Health
Services with a part-time physician, a full-time
nurse, a receptionist, and qualified student
aides. The physician is available at scheduled clinic
times only except in the case of emergency. Beyond
providing routine health care for students without
charge, we lend professional support in the areas of
health education and preventive medicine, and in
cases of emergency. If health needs cannot be handled on campus, the staff makes every effort to provide appropriate referral to other resources within the
Olympia community. When possible, Health Services
programs are sponsored in on-campus residence facilities.
Emergency facilities are available in the emergency
room at St. Peter Hospital, the Olympia branch of the
Group Health Cooperative of Puget Sound, and, in
some cases, through private physicians.
We make 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 are involved
with students, faculty, and staff in a variety of activities
under the direction of the Health Services Coordinator. The services include family planning clinics,
drug awareness workshops, first aid training sessions,
and work in preventive medicine, health education,
and health-related concerns. We have found that students are curious and vitally interested in their own
personal health needs. Our Health Services staft
makes every effort to counsel and openly discuss diagnosis and treatment with the student in order to provide learning experiences.
·
The College health insurance program is partially intended to encourage students to form and to maintain
relationships with physicians, either in their home
communities or in Olympia. 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
parents' family insurance plan.
We urge all students to complete the Student Medical
Record form prior to enrollment. Vitally important
data from the form greatly assists Health Services in
delivering individual services.
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75
Financial Aid
Genera/Information
~
~ tudents who expect difficulty in meeting the
costs of college should apply for help through
the Financial Aid office. Evergreen's goal is to
provide every needful student with sufficient financial
assistance to make 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 or her family. Assistance may take the
form of employment, grants, loans, scholarships, or a
combination of these possibilties.
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 nine units each
a,c ademic year and a minimum of three units in a
given quarter (the Law Enforcement Education Program and the Basic Educational Opportunity Grant are
exceptions to this rule).
The College expects the student's family to contribute
as much as possible toward the cost of education, and
financial aid recipients are expected to adhere to a
modest budget. The partnership into which the College enters in providing financial aid to the student
involves a commitment on the student's part to provide a substantial contribution toward college costs
from such sources as summer 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-analysisa criterion for the Federally
Insured Loan Program or for off-campus placement.
Students should not rely on the availability of ready
employment in the community as a means of financing their education. 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.
7-t
Evergreen students who have temporary financial
problems 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
Financial Aid Office. Information on financial aid at
other colleges is readily available, as is information on
summer and career placement. See "Student
Accounts / Fees and Charges" in this bulletin for estimates of annual costs for students attending Evergreen.
Financial Counseling
The College makes financial counseling 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.
Application 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 State-
Z5
ment- either the Parents' Confidential Statement or
the 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 Financial Aid Office.
Parents' Confidential Statement must be co mpleted by "dependent students." That is, students
who have, during the calendar year in which they
will receive aid or during the prior calendar yea r,
(1) been claimed by either parent for federal income tax purposes; (2) received more than $600 in
aid from parents; or (3) resided with parents fo r
four months or more.
Students's Financial Statement should be com pleted by "independent students," that is, students
to whom none of the three points listed above
applies. Students 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. Students who cannot demonstrate two years
of independence, must request an "Affidavit of
Non-Support" form from this office for their parents to sign and have notarized.
Summer Quarter
Applicants for Summer Quarter assistance can rely
only on the Federally Insured Loan, employment other
than College Work-Study, or other off-campus resources. With the exception of the emergency loans,
no college-administered aid will be available during
Summer Quarter.
Deadlines
Applications for aid during the academic year must be
received by July 1. 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 1 will be aided if
funds are available. 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.
Those students applying after the beginning of Fall
Quarter, or student applicants entering from the admissions waiting list, should enter with resources of
their own sufficient to cover living costs and tuition
fo r at least their first two months of attendance. They
should not rely upon aid from the College as a probable resource.
Programs
A brief description of the requirements and regulat ions attached for each financial assistance program
follows. Further details on any program are available
f rom the Financial Aid Office. The College awards
t hese programs individually or in combination depending on the needs of each student.
Loans
The majority of aid funds is in the form of loans. Almost every aid recipient, therefore, must accept some
part of the aid in the form of a loan.
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. ..
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 $2,500 total
during their first two academic years and not more
than $5,000 during their entire undergraduate careers. (2) Borrowers must be citizens or permanent
residents of the United States. (3) Quarterly repayments on the loan begin one year after the borrower leaves school, and the interest begins to accrue nine months after the borrower leaves school
at three percent 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 ten
years. Borrowers who become full-time teachers in
Head Start may have 15 percent 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-15 percent per year; third
and fourth year- 20 percent per year; fifth year
- 30 percent. Veterans who served in an area of
hostilities may have 12.5 percent 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 $2,500 a year
through participating banks, credit unions and sav-
78
ings 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 percent. 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.
Emergency Loan Program. Funds for this program
are donated by businesses, service and professional organizations, and individuals in the community. The program is designed to aid students
who face temporary need by providing loans of up
to $100 for 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 three (3) units. Simple annual interest is
set at 6 percent. Emergency loan funds available
include:
The Gladys Burns Student Emergency Loan Fund
The Garrett Heyns Memorial Loan Fund
The Leona M. Hickman Student Emergency Loan
Fund
The Southwest Washington State College Committee Emergency Loan Fund
The United Methodist Church Student Emergency Loan Fund
The Meredith Morris Emergency Loan Fund
The EJK Emergency Loan Fund
The Richard C. Watts Memorial Loan Fund
The Donald Heard Memorial Loan Fund
Temporary Loan Fund Number 1
l)
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. Full-time
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. The maximum loan is $1,000 per year; repayment commences one year after graduation at
the rate of 3 percent. Students who believe they
may be eligible should contact the Financial Aid
Office as far in advance of the academic year as
possible.
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. 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 Financial Aid Office. The interest rate
is 5 percent per year plus a credit insurance premium. Repayment commences upon graduation;
interest is paid by the recipient while in school.
Grants
Basic Educational Opportunity Grant Program. This
program provides grants of $1,400 (minimum: $200),
minus the expected family contribution, but may not
8o
exceed 60 percent of a student's need. Information on
application procedures and guidelines for determination of expected family contribution will be available
in the Financial Aid Office when announced by the
United States Commissioner of Education.
Supplemental Educational Opportunity Grant. This
program provides grants ranging from $200 to $1,500
but not to exceed one-half of the total amount of the
student financial aid provided to the student by the
College, to undergraduate students whose need is
acute. Students may not receive in excess of $4,000
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 $5,000.
Washington State Tuition Waiver Program. By authority of an act passed by the 1971 State Legislature, a
limited number of tuition and fee waivers are granted
to needy students under the same general criteria as
those of the Educational Opportunity Grant Program.
Washington State Need Grants. This program, administered by the Washington State Council on Higher
Education, provides up to one-half of a student's
need. Nominations are made by this office for students of exceptional financial need whose family incomes are inordinately low.
Institutional Scholarships. Awards from the following
scholarship funds are made by the College annually
solely on the basis of need; they range in amount
from $75 to $100 annually:
The Ward Bowden Memorial Scholarship
The Roger F. Camp Memorial Scholarship
8~
Donor-Designated Scholarships. The Financial Aid
Office has information on dozens of scholarships
awarded by organizations not connected with The
Evergreen State College. Announcements of availabl e
scholarships are made each winter and further information and application forms are available from this
office.
Law Enforcement Education Program. The Department
of Justice offers a financial aid program to students
whose major areas of study are in the fields of administration of justice, law enforcement, or corrections, or
who are employed in these fields. Any student currently employed in these fields (in-service) may apply
for a tuition grant. In-service or pre-service students
may apply for tuition loans if they are enrolled for two
units or more. Loan recipients must be enrolled in
studies suitable for persons employed in 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 percent per
year, with repayment beginning six months after the
recipient leaves school. Loan recipients who, after
leaving school, are employed in a public law enforcement, correctional, or court agency enjoy a 25 percent
forgiveness of the loan for each year of employment
up to four years.
available student aid funds and student need. Applicants should inquire in person at the Financial Aid
office.
Employment
college Work-Study Program. The College receives
state and federal funds to create a wide variety of
school year jobs, both on campus and in the community, for students whose financial need is significant.
Students may work no more than 15 hours per week
and receive compensation at a rate of $1.83 to $3.50
per hour. Every student in this program must be an
American citizen or in the United States on a permanent visa. The College can only offer the opportunity
for Work-Study employment; it cannot guarantee
employment nor retention of a position. Employment
depends on skills and performance and is the prerogative of the employer.
Part-Time Employment. The Financial Aid Office maintains a listing, screening, and referral service for
part-time positions with employers on campus and in
the community.
Food Stamp Certification. The College offers Food
Stamp certification for students. This service operates
under the supervision of the Washington State Department of Social and Health Services. Bonus
amounts may range from $100 to $350 a year for qualified students and help to bridge the gap between
8.2
8j
Career Placement
oT
he Career Placement Office assists third and
fourth year students in making a career choice,
and helps them learn how to conduct an effective job search.
We assist them in making a career choice by providing
individual counseling and seminars in employment
selection. We maintain a resource center containing
graduate school, career and job market information.
Third and fourth year students may also take advantage of the Job Information Day series; the office invites employers to campus to advise students on various occupational fields, employment trends, and
effective job search techniques.
We assist seniors in implementing their career choices
through a senior employment seminar series that
meets weekly, covering such topics as resume writing,
credential file use, interviewing techniques, business
and industry as well as federal and state employment
opportunities, affirmative action programs, and
non-traditional employment. We publicize current job
openings on a regular basis and maintain a card file
and directories of employer contacts.
Veterans' Affairs
he Veterans' Affairs Office aims to provide each
Evergreen veteran with the information and services necessary to his success at the College.
The Office serves as a clearinghouse for information
pertaining to veterans. It assists in preparing veterans
for post-secondary education through tutoring and
skills development programs. It actively recruits veterans within the College's service area, and counsels
and refers veterans to appropriate service agencies for
counseling, financial aid, placement, and other assistance.
As a part of a new federal Veterans' Administration
program, an on-campus veterans' representative is
serving Evergreen and other local colleges. His primary responsibility is working with veteran certification and handling problems regarding financial benefits. This representative supplements the student
staffing in our Veterans' Affairs office. If funded, the
program will continue in 1975-76, and 1976-77.
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The Career Placement Office maintains liaison with
the internship program, career counseling services,
and the academic programs to insure coordination of
career exploration efforts for Evergreen students. On
campus, Career Placement staff act as teachers and
advisors to students who are in the process of translating their education and experience into a rewarding
career. Off campus, Career Placement staff act as information officers and advocates for Evergreen seniors
and graduates who are about to enter the job market .
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RecrcatLon and Ca1npu~ Activities
nder this program, we extend 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.
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 incudes:
bicycling, fencing, gymnastics, kayak and canoeing,
yachting, jogging, judo, karate, kendo, aikido, rugby,
scuba diving, tai chi, Kung fu, skiing, soccer, and
climbing. All of these organizations offer basic instruction; some offer advanced instruction.
swimming, table tennis, volleyball, water polo, weight
lifting, and wrestling.
Students who desire to take part in other types of
formal campus activities may be interested in the fol'lowing: Modern Dance, jazz Dance, Ballet, KAOS FM
Radio, The Faith Center, Drama, Cooper Point Journal,
Asian Coalition, MECHA, Native American Students
Assocation, UJAMAA, Women's Commission, Third
World Bicentennial, Men's Center, and Gay Resources
Center. These organizations offer educational resources; some 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 full-service bank, post office, games and
lounge areas, in addition to some student activity offices.
The Campus Recreation Center 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 / racketball courts;
and a meeting room. Since this facility serves as the
hub of indoor recreational activity, it remains open as
many hours during the week as possible and on a
more limited basis on weekends.
We supplement indoor facilities by operating a small
and well-equipped 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.
In addition, special workshops are scheduled periodically to provide introductory skills in such areas as
rock climbing, sailing, and recreational arts, which includes ceramics, glass blowing, metal sculpture, jewelry, leather, batik, and macrame. 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, racketball, pool, sailing, soccer, softball,
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A recreation pavilion- an unheated but covered facility- includes two basketball courts and two tennis
courts. Outdoor facilities include four lighted tennis
courts and a large playfield which facilitates field
hockey, flag football, rugby, soccer, and softball. Although the College owns 3,300 feet of undeveloped
beach front on Eld Inlet, the majority of the members
of the Evergreen community prefer to leave most of
the waterfront undeveloped until systematic plans can
be advanced to assure protection for this fragile ecosystem.
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, canteens, cook sets, and hard hats. In
addition, game bags containing volleyballs, nets, softballs, etc., are available. 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 non-members. Instruction
in sailing is offered by the club.
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 is composed of
eight students selected randomly together with faculty
and staff representatives. During past years most of
the clubs, activities, and organizations previously
mentioned received funding from this board.
IV ILLUSTRATIVE PROGRAMS
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... with sovereign eye,
kissing with golden face the meadows ffeen,
Gilding pale streams with heavenly alcFiemy•••
William Shakespeare-
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92
Proer:.-tnrs:
Pas1, Present'-
t Evergreen, we seek to offer a variety
of new Coordinated Studies programs,
new group learning contracts, and new
opportunities for individual learning
contracts each year. A Coordinated
Studies program will be repeated only
with a modified design and with changes in the faculty
team leading it.
The programs described below are examples of the
kind of work done here in the past. These specific offerings are not likely to be repeated soon, but they
represent study in subject matter areas that incoming
students can expect to find at Evergreen in any given
year. We shall continue to value growth and change
over mechanical repetition within hardened categories.
Samp[e Coordinated StudLes
t is very important for you to remember that all of the Coordinated
Studies programs described here and
in future Evergreen State College Bulletins are sample programs and not
ones you can expect to find operating
when you arrive at the start of the school year. They
demonstrate some of the kinds of academic options
available to Evergreen students.
The programs that we will offer in the fall of each year
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.
Remember, Coordinated Studies Programs require
you to read good books carefully, to do a lot of writing, and to learn to hold seminars about the books
and your writing.
The summaries which follow describe work done and
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.
We are thinking about Coordinated Studies programs
in ways that are slightly different from the ways we
have thought and talked about them previously. On a
trial basis, we are offering three types of programs.
1. Basic Programs: These are introductory, beginning programs aimed at allowing students the
chance to sample a lot of areas of study, to make
92
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up their minds about what they want to study in
more depth and to develop the competencies
necessary for further study in a chosen area. They
have no prerequisites and are open to anyone on
campus. 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.
2. Divisional Programs : These are interdisciplinary
programs within broad divisional lines humanities;·arts, natural science and social science,
Third World studies, women 's studies, etc. They
are designed to provide students with the skills
and backgrounds required to do high level work
within a particular discipline. They may have prerequisites stated in their descriptions and / or
explained by faculty members during interviews
with prospective students. But the requirements
are more for the purpose of signaling what specific information / skills the program offers and
which students might best match up with the
program goals than for keeping people out. Divisional Programs are open to beginning and advanced students so long as it appears that the
students bring the required fundamental skills
and concepts to the program. Thus, if you are
interested in a particular divisional program for
which you fear you may not have the prerequisites, contact the coordinator before deciding
not to try it.
3. Advanced Programs: These programs offer sophisticated, high level work that requires some
A ---W
previous training or experience. They cross disciplinary lines and provide opportunities for the
kind of serious and intensive study normally
undertaken by advanced students. Prerequisites
for enrollment in them are not based on year in
college (i.e., first, second, third, fourth), but on
the backgrounds required to do the work well.
They are spelled out in the program descriptions
and can be more fully explained in conversation
with the program faculty. Advanced programs
are open to full-time students transferring their
work to Evergreen at a third-year level; to advanced, part-time students if space and program
design allow for them, 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.
Areas of Continuing Study: For the next few years, in
addition to work in natural science, social science,
humanities, and arts, we plan to offer academic work
in two areas of study, the Pacific Rim and Third World
(non-white) studies. These will be Evergreen "specialty" studies. Our aim is to enable students to look
more than one year ahead to at least two specific subject matter areas in which they may want to work.
Specific programs will most likely not be repeated
year after year, but related work in those two areas
will be available.
If you are a junior or senior transfer and want an independent contract, you should still know enough about
the Coordinated Studies programs offered in case we
cannot find a faculty sponsor for your project.
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95
Political Ecology
workshops on water quality methods; identification of
fish and invertebrates; workshop on basic statistics.
a
Basic (1971-72)
lower division coordinated studies program
conducted by an aquatic ecologist, physiologist,
population biologist, physical chemist and a
lawyer, complemented by guest resource lecturers.
The program dealt with the nature, manipulation and
regulation of man's environment, looking at man's
environment (during the first quarter) from the
perspective of science. In addition to helping students
develop various communicative and investigative
skills, the program aimed to develop:
1. a competency to examine, judge, and, in some
instances, measure the accumulating mass of
evidence pertaining to our environment;
2. an understanding of man's views and impact on
the system around him;
3. an understanding of man's ability to alter his
ecosystem through physical and ; or legal means.
The strategy employed to work towards these goals
was as follows:
Lectures: Once each week, the entire gr9up of one
hundred students participated in a resource lecture
dealing with the informational theme of the week
(e.g., nutrient cycling, population dynamics). The lecture was supported by self-evaluation written work
(e.g., problem sets, list of major terms, short essays),
by the resource lecturer of the week meeting with
small groups subsequent to the lecture, and by correlated reading in: Ehrenfeld's Biological Conservation,
Kormondy's Concepts of Ecology, and Scientific American's The Biosphere. Resource topics during the year
included: Ecological Communities, Environmental
Economics, Environmental Law, Ecological Politics,
Environmental Ethics.
Field trips: A one-week field trip to Brooks Memorial
Park in Goldendale, Washington provided opportunity
to establish a sense of community and to introduce
different biomes (near tundra, coniferous forest, cold
desert), different ecosystems (forest, stream, field,
pond) and different techniques (mapping, quadrant
analysis, water chemistry), visit to a Northwest Indian
Potlatch in Ariel, Washington; field trips to the Puget
Sound model at the University of Washington; symposium on water quality in Puget Sound.
Workshops: Laboratory 1field type workshops included basic techniques of water quality assessment,
beach and trawl fish seining, shellfish collection,
90
Special interest seminars: A seminar on water quality
(which included a review of some fundamentals of
inorganic chemistry) and one on systems analysis
leading to computer use and simulated models.
Student conducted self-help sessions: Elementary
chemistry and use of logarithms sessions conducted
by students in the program for those having difficulty.
Research projects: The major team-oriented project
on Hood Canal was initiated with five major foci and
involving some 25 students; water quality, invertebrates, birds, fish and land use. A wide variety of other
projects, largely individual, got underway, and several
were brought to completion and were reported publicly. During the last four weeks, a weekly group
meeting was established to provide for oral interim or
completed reports. Written progress reports were also
required by seminar leaders.
Independent study: Owing to lack of on-campus facilities, the first four weeks of the quarter were spent in
independent study including assigned reading (and
general as well as technically specific questions as
follow-up), an essay dealing with the student's view of
men and nature and his or her objectives in enrolling
in the program, plus a small local project.
Books: Concepts of Ecology, Kormondy
Man and Nature, Watsons
Environment and Cultural Behavior, Vayda
Environ I mental, Shepard and McKinley
The Ecological Approach in Cultural History,
Netting
Agricultural Involution, Geertz
Book of the Hopi, Water
Environmental Economics, Crocker and Roger
TANSTAAFL-The Economic Strategy for Environmental Crisis, Dolan
The Nature of the judicial Process, Cardozo
The Dynamics of Law, Houghteling
The Environmental Law Handbook, Rheingold
and Landau
The Trial, Kafka
The Politics of Ecology, Ridgeway
The Politics of Ecosuicide, Roos
The Ecological Conscience, Disch
A New Ethic for a New Earth, Stone
This Little Planet, Hamilton
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Contemporary American Minorities
Basic (1971-72)
~
he Contemporary American Minorities Program
aimed to create greater comprehension of the
student's identity within the broad context of
American society. Students examined articulations of
the meaning of blackness, redness, and brownness in
a predominantly white culture. They sought to understand how the black experience differs from the red
life style; how brown life differs from black; and how
red and brown differ from each other. The program
was not a bleaching process.
1
The program proceeded through several kinds of activity: (1) twice-weekly seminars which treated reading
and writing done within and outside the program; (2)
numerous small-group and individual tutoring and
counseling sessions; (3) regular large-group, multiracial activities, including lectures, films, and panel
discussions; (4) workshops in specific skills; (5)
in-depth community study and field work in minority
and majority communities off campus; and (6) a concluding summary of the program with projections of
future intra- and inter-racial relationships.
The program was aimed directly, though not exclusively, at its majority of black, brown, and red students. The white students in the program learned
about minority cultures from the people who knew
them best: the people who have written about them,
talked about them, and lived them. Faculty and students alike were teachers and learners, as all delved
into the history, economics, sociology, psychology,
anthropology, music, literature, and art of non-white
Americans. In the seminars, black students, brown
students, and red students worked with the Black,
Chicano and Indian faculty members of the program
to study issues central to their minority experiences.
The program emphasized pluralism: that condition in
which different cultures exist without destroying each
other; each unique, but with voluntary interaction
between them so that all may grow. To that end, the
program provided survival skills: academic, personal,
and vocational skills; reading and writing improvement, other media-communication skills, interview
techniques, computer languages, and learning strategies. Such useful training helped to equip minority
people to assume active, important roles in our
changing society. The combined emphasis upon
thinking and making thoughts count allowed young
people to increase their contributions to the growth of
their own cultures and to the national culture as well.
Besides the provision of a concrete and viable sense of
racial identity to its students and the training in "survival skills," the program attempted to provide orientation to further academic study-both general education and specific work to acquire enabling credentials
-and to help students become more politically
aware. Students were able to work for change through
political processes when necessary and toward the
preservation of those aspects of their cultural and national life that need and are worthy of protection.
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Japan and the West
Basic (1972-73)
er:!
he three-quarter Japan and the West program
introduced students to the range of Japanese
culture and its contrast with, and contacts with,
est.
Each student met four requirements for credit:
1. Participation in weekly full-group meetings, film
showings, and evening presentations.
2. Participation in regular seminars, for which each
student must research some aspect of Japanese
culture and write a paper for presentation to his
seminar.
3. Study of the Japanese language, or work on an
independent study project of comparable complexity.
4. Pursuit of some artistic or athletic activity-such
as Judo, Kendo, Aikido, the Koto, Calligraphy,
flower arranging.
The first quarter's work was largely introductory. Each
student read a detailed history of Japan (Hall's Japan)
and Ruth Benedict's The Chrysanthemum and the
Sword. There were initial seminars on (a) certain puzzles in modern japanese life; (b) Classical japanese
Religion--largely Shinto and Buddhism. There were a
series of lectures and discussions of japanese history.
The whole group read several classic Japanese plays
and saw a large number of films on japanese theater.
There was a week devoted to four films by Kenji Mizoguch i. Earlier in the quarter we watched and discussed
seven Samurai, Samurai, Buddha, and Throne of
Blood. The program spent a day with Robert Garfias,
ethnomusicologist from the University of Washington
and specialist in Japanese court music. Many students
began reading The Tale of Genji. There were optional
reading and writing workshops.
The second quarter's work followed essentially the
same pattern. The seminars, however, now centered
on separate areas - a Contemporary Religion seminar; an Art and Architecture seminar; Literature; and
Politics, Society, and International Relations. Each student chose one of these seminars for the quarter.
Guest lecturers included George Beckman on the
Meiji Constitution, Richard McKinnon on Modern Japanese Literature, and Millard Rodgers on Asian Art.
The final quarter was devoted to daily presentations
on various aspects of three large topics- the dropping of the atomic bomb on Hiroshima and Nagasaki,
and its continuing effects in both japanese and American life; the Japanese family, and Japanese social
structure; and post-war economic and political developments. The early presentations were made by the
faculty and various guests; the great majority of the
presentations were made by the students. Each student worked- independently or in a small groupon at least one presentation. Language, outside activities, and film showing continued - one week being
devoted to the films of Yasujiro Ozu. The whole program held seminars on Robert Jay Lifton's Death in
Life and History and Human Survival; Takeshi Ishida's
japanese Society; Zbigniew Brezezinski's The Fragile
Blossom, and Herman Kahn's The Emerging japanese
Superstate.
The design of the program placed stress on the individual student's own initiative and interests.
Seventeen students who participated in the 1972-73
program undertook "total immersion" studies of Japanese language, history, and culture, preparing themselves to spend the next academic year in Japan. The
students during 1973-74 lived with Japanese families
in Shimane Prefecture of southwestern Japan, served
as apprentices to craftsmen in a variety of occupations, and, in conjunction with an Evergreen faculty
member, studied language, folk religions, and folk
drama. The group's activities were partially funded by
a grant from the Japan Foundation.
I
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101
It
Democracy and Tyranny
a
Basic (1973-74)
ll students in Democracy and Tyranny were
required to participate in a number of program
activities, as well as working on a wide variety
of other projects. Program requirements included: (1)
Monday morning meetings; (2) books and book seminars; (3) the notebook ; (4) Wednesday film series; (5)
individual or group projects; and (6) evaluations.
3. The Notebook-During each Tuesday Book Seminar, students turned in one five-page entry for
their notebooks in which they wrote about program books and projects and 1 or personal
thoughts and problems. Notebook entries kept in loose-leaf binders in seminar rooms were open for reading and written response by
Here is a typical week:
Monday Tuesday
Wednesday Thursday
Friday
Lecture
Special
Projects
Special
Projects
10-1Z
Lunch
1-3
Study
3-5
Study
Seminar A
Seminar A
"
Seminar B Film
Seminar B Study
Individual Film
Individual
Conference Discussion Conference Study
1. The Monday Morning Meetings-.Each Monday
morning members of the program met for presentations-.lectures, slide shows, debates, guest
supportive
speakers, dramatic presentations of the material being studied.
2. The Book Seminars-.Ten-to-12 students and a
teacher comprised a Book Seminar; each met
twice a week to explore a book or a question.
Good Book Seminars required preparation-reading and research; they were not "rap" sessions. The program also included time for "rap"
sessions, but tried not to confuse them with
Book Seminars. Books were usually read in pairs.
Here is part of the program's common reading
list:
H.D.F. Kitto, The Greeks; Aeschylus, Oresteia
and Prometheus Bound; Sophocles, Oedipus the
King, Oedipus at Co/onus, Antigone; Plato, Euthyphro, Apology, Crito; Sappho, Lyrics; R. Carpenter. The Esthetic Basis of Greek Art; Thucydides, The Peloponnesian War; Plato, The Republic; N . Kazantzakis, Report to Greco; D. M.
Potter, People of Plenty; W. Golding, Lord of the
Flies; H. D. Thoreau, Walden; J. Updike, The
Centaur; M. Angelou, I Know Why the Caged
Bird Sings; B. Shahn, The Shape of Content; D.
Brown, Bury My Heart at Wounded Knee; E. Bellamy, Looking Backward; H. Miller, Colossus of
Maroussi.
102
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members of the seminar. In addition, students at
the end of Thursday Book Seminars took home
the Notebook of another member of the seminar, read it and added their written comments to
it. This not only provided records of the year's
activities but also offered students opportunities
to exchange information, work together on
problems, and, most important, improve their
writing. To the latter end, all members of the
program bought, read and used Evergreen faculty member Peter EI bow's book Writing
Without Teachers.
4. The Wednesday Film Series--Each Wednesday
afternoon, all program members attended the
College Film Series. Afterwards, members participated in assemblies, lectures, film discussions,
and special project activities.
5. Individual or Croup Projects: Special Interest
Groups--All program members undertook individual or group projects during the year, results
of which were entered in portfolios. Some also
were presented to group assemblies or to the
entire campus during Evergreen's Spring Quarter
Academic Festival.
6. Evaluations--Near the end of each quarter, students wrote evaluations of their own work and
that of their seminar teachers. In addition, near
the end of Spring Quarter, students wrote three
other evaluations one on their own work,
another on seminar teachers, and a third on the
entire program. Evaluations became part of student and faculty portfolios and also were used to
develop a program history.
Self-Study Seminars--Occasionally, . members of
a Book Seminar held special meetings to discuss
personal or group problems associated with the
work of the seminar.
Credit-Each program faculty member at the
end of every quarter determined credit awards
for students in his or her Book Seminar. No partial or extra credit was awarded; incompletes
were registered in some cases.
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101'
P.O.R.T.A.L.S.
(Personalized Options Reaching Toward Affective
Learning Skills)
Basic (1973-74)
his program was designed primarily for beginning students. It offered a general introduction
to higher education through a wide range of
activities designed to broaden student experience and
knowledge. We provided the counsel and expertise of
a group of faculty and veteran student facilitators
whose goal was to assist them in their personal and
academic development. We expected: a concern for
their futures, a basic curiosity toward new ideas, and a
commitment to exert their energies and abilities toward building a foundation of accomplishment.
Basic Skills--We conducted ongoing workshops in
reading skills, writing skills, and in the art and science
of interpersonal communications. Participation in
these workshops guaranteed significant improvement
in reading speed and comprehension level, an increasing ease in writing and a growing awareness of
the dynamics of group interaction.
Directed Seminars--During the highly-structured first
term, we offered a broad variety of academic seminars
and workshops. They ranged in duration from two or
three weeks to the entire term, and included studies
from a number of disciplinary viewpoints, as well as
explorations that were interdisciplinary in nature. Typical topics considered were: the creative process in
children, shoreline biology, the use and misuse of rational process and historical viewpoints, mainly biographical.
Special Interests--Special interest workshops and activities took place throughout the year. The foci depended upon the students, but some activities included: still photography, video taping, hiking and
camping, producing a weekly program news letter,
throwing pots, group awareness exercises, swimming,
dream interpretation workshops and special academic
concentrations.
Individual Projects--One of the goals of the program
was to prepare students for and guide them through a
major independent project to be accomplished during
the third term. Individual project opportunities were
available first term, small projects were structured into
second term, and a major project mandatory during
third term. Second term included seminars and workshops aimed at providing students with the tools necessary to pursue and critique their chosen projects.
10?
Examples: questionnaire formulation and interviewing
techniques, probability statistics and experimental
design, multimedia techniques and using the library as
a research tool.
Special Feature--A group of continuing Evergreen
students provided a central force in the planning of
this program. Nine of these students worked as program facilitators. Some of their specific functions included leading small group discussions, coordinating
special interest activities, and helping newcomers
understand, adjust to and exploit the Evergreen environment.
Selected Details--This program included a lecture series, a film series, field trips and internship opportunities. A special third term activity involved planning the
participants' academic pursuits.
Matter and Motion
Divisional 1973-74
his program was designed to present in an integrated fashion, the basic principles of mathematics, physics, and chemistry, as well as some
biological applications of these principles. The purpose of the program was to provide the students with
the concepts and techniques which they would need
in order to pursue more advanced or specialized work
in the natural sciences. The material was presented
through assigned readings, lectures, problem sessions,
and laboratory experience. Opportunities were made
available for the ambitious student to do more advanced work than that expected of the group as a
whole. In addition students were expected to attend a
weekly seminar devoted to some topic outside of the
sciences. Content:
cr
Fall Quarter
During the fall quarter the lectures, readings and
problem sessions dealt with the following topics:
1. The Differential Calculus limits, derivatives,
descriptions of mathematical functions, maxima
and minima
2. Newtonian Mechanics motion in one and
three dimensions, vectors, velocity, acceleration,
normal, frictional, tenmass, inertia, forces sion, centripetal, electrostatic, gravitational,
simple harmonic
3. Introduction to Chemistry- the mole concept,
chemical equations, stoichiometric calculations,
gas laws
4. Chemical Equilibrium equilibrium constant,
i.onic equilibria and solubility acid-base equilibria and titrations, oxidation-reduction reactions,
Nernst equation and half-reaction concept.
The following textbooks were used: A First Course in
Calculus, Lange; The Principles of Physics and Chemistry, Brackenridge and Rosenberg; The Mole Concept, Kieffer; Solubility Equilibrium, Tabbutt;
Acid 1 Base Equilibrium, Tabbutt; and Oxidation : Reduction Equilibrium, Tabbutt.
In the laboratory each student spent at least two afternoons a week on the theory and principles of basic
chemical lab skills and quantitative analysis. Exercises were performed in volumetric calibration,
preparation of standard solutions, precipitation reactions and titrations, ion change chromatography,
1.06
1.01
acid / base; indicator reactons
redox reactions and titrations.
and
titrations,
and
Optional topics were offered for those interested and
included: analog and digital computing, rotational
kinematics and magnetic resonance, enzymes and
their kinetics, the scanning electron microscope, the
structure of the real number system, and the formal
theory of limits.
Winter Quarter
The program dealt with the following topics during
winter quarter:
1. The Integral Calculus- numerical and analytical
methods of finding anti-derivatives, definite integral, areas.
2. Work and Energy- momentum and its conservation, scalar products, work-kinetic energy
theorem, elastic and inelastic collisions, kinetic
and potential energy, conservation of energy,
simple kinetic theory of gases - temperature,
heat capacity, ideal gas.
3. Thermodynamics- definition of systems states,
and variables; zeroth, first, second, and third
laws of thermodynamics; enthalpy, entropy, free
energy of real and ideal systems; applications to
chemical equilibria and the Nernst equatfon.
4. Introduction to Quantum Mechanics wave
equation, motion and propagation; blackbody
radiation, photoelectric effect, and wave-particle
duality; wave functions, Schrodinger's equation,
and eigenfunctions, eigenvalues; quantum particle in a box, quantum harmonic oscillator,
quantum solution to the hydrogen like atom.
5. Introduction to Organic Chemistry atomic
orbitals and chemical bonding- covalent, ionic,
dipole-dipole and hydrogen bonds, alkanes and
cycloalkanes, reaction mechanisms, energetics of
transition states, alkenes, addition and elimination reactions, polymers, stereochemistry.
The following textbooks were used: A First Course in
Calculus, Lange; The Principles of Physics and Chemistry, Brackenridge and Rosenberg, The Second Law,
Bent; Introduction to Organic and Biochemistry,
Brown.
Optional topics were offered for those interested and
included: multi-variable calculus, statistical mechanics, and electricity and magnetism.
During the first half of winter quarter all students
were issued an electronics kit and at their qwn speed
covered the fundamentals of DC circuitry by building
their own circuits for measuring cell potentials. They
determined the characteristics of an FET and built a
DC amplifier for use with a glass electrode. Signal and_
zener diodes were also covered. Text: Malmstadt,
Enke and Crouch, Module 1 Analog Measurements
and Transducers.
During the second half of the quarter students took
one of two options. One option was a continuation of
the electronics using the Heath electronics station.
Text: Malmstadt, Enke and Crouch, Module 2 Control
of Electrical Quantities. The other option dealt with
experiments using UV-visible and IR spectrophometers, pH meter, and gas chromatographs.
lo8
105'
Spring Quarter
Environmental Design
The program dealt with the following topics during
spring quarter:
1. Continuation of Organic Chemistry importance of resonance, induction, and steric effects,
specific reaction mechanisms- S N 1, S N 2, E1,
E2, substitution on aromatic molecules; the
properties and reactions of- alcohols, phenols,
glycols, ethers, carboxylic acids, esters, amides,
anhydrides, amines, aldehydes, ketones.
2. Biochemistry -
the application of thermodynamics, ·chemical equilibria, and the reactions,
mechanisms and prfnciples of organic chemistry
to selected chemical processes in biological systems. Specific topics involved examination of the
chemistry of carbohydrates and polysaccharides,
amino acids and proteins, lipids, and nucleic
acids; the bioenergetics of photosynthesis, carbohydrate and lipid metabolism; and the mechanisms of enzyme catalysis, carbohydrate metabolism, lipid and protein biosynthesis, and regulation in amino acid biosynthesis. The latter portion of Introduction to Organic and Biochemistry
by Brown was used as a text.
Advanced (1971-72)
he Environmental Design Program was designed for students with some previous college
experience (could be considered upper diviwho were interested in (1) examining the multiplicity of factors involved in the environmental problems facing humanity and (2) developing attitudes and
strategies which would lead to solutions of design
problems in and of various environments. The program was composed of four faculty (marine biologist,
urban planner, architect, and an economist) and seventy-five students. The year was broken down into
three sequential phases: Utopian Designs, Design
Techniques, and Design Projects.
O!
The spring quarter laboratory involved an introduction
to the equipment and procedures of experimental
organic as they relate to the reactions of the functional
groups of organic chemistry. The experiments applied
techniques including distillation, crystallization, extraction, spectral determination, step-wise synthesis,
melting-point determination, and organic identification to organic reactions of the following types addition, elimination, condensation, substitution, alkyl
migration, hydrolysis, ammonolysis, and esterification.
During the Fall Quarter, the focus was upon Utopian
Designs where the broadest possible design considerations were studied to teach an appreciation for the
variety and importance of design parameters. Ten
utopian novels were read and discussed in 10-member
seminar groups that met twice a week. A weekly
schedule included lectures, films, discussion sessions
and individual conferences. Preliminary planning was
begun for individual design projects for the Spring
Quarter. Several group projects were started during
the first quarter: The Cooper Point Association (establish and organize a citizens' planning organization to
formulate a comprehensive development plan for the
Cooper Point peninsula of Thurston County), The
Organic Farm (develop master plan for the rehabilitation of existing campus farm, and farm organically),
and The Experimental Structures Project (design, construct and maintain non-permanent, ecologically
sound, living structures on campus property).
I
The Winter Quarter focus was on Design Techniques.
The scope of the program and seminar shifted to functional problems such as population growth, urbanization, resource limitations, air and water pollution,
governmental planning and community dynamics.
Workshops on computers, economics, survival, biology, design methodology, and drawing were held to
improve understanding and capabilities for addressing
the problems indicated. Lectures, films, discussion
sessions and individual conferences supplemented the
seminars and workshops. Work continued during this
quarter on individual and group projects. Two new
group projects began: The Lacey Park Project (develop a comprehensive plan for a 10-acre park site in
the city of Lacey) and The Marine Development
"110
111
Project (prepare a land use plan for the utilization of
3,300 feet of college beach frontage on Eld Inlet).
During Spring Quarter the focus was on Design Projects. Each student wrote a contract of activities he or
she wished to undertake for the quarter. During
weekly presentations all faculty and students offered
critiques to each project. Seminars, workshops, films,
and other resource materials were tailored to meet the
needs of the projects. During the final week all individual and group projects made a presentation to the
whole school of their quarter's efforts.
Fall Quarter Reading List:
Little Prince, Walden Two, Utopia, Looking Backward,
Stranger in a Strange Land, Brave New World, Dune,
Player Piano, Island, 1984.
Winter Quarter Reading List:
Operating Manual for Spaceship Earth, Technology
and Growth, Death and Life of Great American Cities,
Bioethics, Sane Society, Pruitt-lgoe Housing Project.
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politics, Values, and Social Change
Advanced (1972-73)
his p~ogram was constructed around two major
prem1ses:
hat Western Civilization is today at some
t1me-point in the development of a second reformation;
2. that this second reformation is a response to environmental change, and that the crisis conditions impose a time-press which allows only
decades, rather than centuries, to generate a new
value system that will allow survival.
CZ]
This program was grounded in the firm belief that rigorous analysis of the contemporary crisis is the surest
path to the construction of a viable future. Hence, the
program was "bookish," "intellectual," "analytical,"
and not "action-oriented."
The first quarter was 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 were applied to Feudal Society in environmental 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 was the writing of a
play about Johann Kepler (based on Arthur Koestler's
biography The Watershed), using the pr-emises that
Eric Erickson and John Osborne used in their studies
...,.
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11)
of Martin Luther. There were four brief writing assignments, based on books read in the program.
The weekly schedule for the first quarter included six
hours of lecture and discussion, two book seminars
and a "recap-and relevance" seminar, workshops on
skills basic to program projects, and a film followed by
discussion of the film. Students also held regular
one-to-one conferences with faculty members. Readings included: Marc Bloch, Feudal Society; Lynn
White, Jr., Medieval Technology and Social Change; J.
Huizinga, The Waning of the Middle Ages; N. Machiavelli, The Prince; Arthur Koestler, The Watershed;
John Osborne, Luther; Erik Erickson, Young Man Luther.
After a brief look at the political, social, scientific, and
psychological fruit of the Reformation, the second
quarter concentrated upon the development of the
value crisis in the environment of the late industrial
society. Students wrote a research paper on value
change in seventeenth-century England, and a play
about the student's parents, using the Erickson-Osborne premises. The weekly schedule~as the
same as in the first quarter. Books included: Peter_kaSIett, The World We Have Lost; R. H. Tawney, Religion
and the Rise of Capitalism; R. K. Merton, Science,
Technology, and Society in Seventeenth Century England; Thomas Hobbes, Leviathan; Perry Miller, Errand into the Wilderness; Richard Wright, Native Son;
J. Huizinga, In the Shadow of Tomorrow; Ralph Ellison, Invisible Man.
credit for the program was based on the following
policy statement:
"At the end of each quarter, a decision will be made
on the granting of credit to each student. The faculty
assumes that the student who joins the Politics, Values
and Social Change program has agreed to a full-time
commitment, and so the student will receive either
full credit (four units) or no credit. The primary criterion for granting of credit will be full and conscientious participation in all aspects of the program.
Faculty judgments of this participation will concentrate on evidence of effort and improvement in all
these areas; simple attendance at program events will
not suffice. The credit decision will not be considered
final until there has been an evaluation conference
between the student and his seminar leader, during
which they will discuss their evaluations of each other,
as well as the student's self-evaluation and of the program ."
The third quarter concentrated 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
was also paid to implied or stated social structures in
which these values can be, or are being, carried out.
Because the emphasis of the quarter was on research
papers on the "new values," the weekly schedule included three hours of lecture-discussion, one book
seminar, and one seminar on research methods.
Books included: F. Matson, The Broken Image; C. A.
Reich, The Greening of America; S. Firestone, The Dialectic of Sex; F. Fanon, The Wretched of the Earth; H.
Marcuse, Counter Revolution and Revolt.
The quarter culminated in the writing of a play about
the student's own life, using the Erickson-Osborne
premises.
114
IETZ5CHE-
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11)
Sample Individual Contracted Studies
Examples of Individual Contracts
contract Title: The Special Child
Dates: October-December, 1973
learning~~
II individual
must be
negotiated between students and the
sponsors who are available at any
given time. They depend upon very
speCific interests at each step.
Faculty members and staff available as
sponsors for individual contracts in the past have represented such interests as the following:
American studies
history
anthropology
history and philosophy
audio-visual techniques
of science
biology
international relations
Latin American studies
business administration
ceramics
philosophy
classics
physics
clinical psychology
political science
comparative literature
social organization
education
sociology
English literature
urban planning
foreign languages
Other faculty and staff members who sponsored one
or two contracts each add to this list. And the availability of off-campus internships extends the range of
contract topics into many other kinds of occupational
training and experience in solving practical problems.
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purposes: Student had previously worked with handicapped and special persons for five / six years. During
the contract, she gathered background information to
complement experiences in this field of mental and
physical health.
Study Activities: Readings: The Lives of Children by
Dennison; Summerhill by Neill; Crisis in the Classroom by Silberman; The Vanishing Adolescent by
Friedenberg; How Children Fail by Holt; Menta/ Retardation in Infants and Children by Levinson; Early
Identification of Emotionally Handicapped Children in
School by Bower; Common Sense About Gifted Children by Abraham; and Abnormal Psychology by Sarason. The student also interviewed school psychologists and observed their methods of testing for various
deficiencies. The student also planned to experiment
in behavior modification, joined a seminar on the
concept of mental health, and undertook extensive
writing.
Sponsor's Work: Weekly seminars with the student to
assist with writing, to provide advice and consultation,
and to supply academic resources for support of the
contract.
Contract Title: Hypoglycemia Research
Dates: October-December, 1973
Purposes: To activate a hypoglycemia research protocol which was developed during the 1973 summer
quarter as a learning contract to study hypoglycemia
among a group of alcoholic patients.
Study Activities: Student had nine years' experience
in the general field of alcohol and alcoholism education and treatment methods, as well as academic
studies of biology, a quarter's internship as an alcoholism counselor, and a quarter of research protocol
and statistics. The contract provided that the student
would do selected reading assignments on human
physiology, submit study abstracts, prepare a research
paper, and accomplish these research activities: (1)
activate hypoglycemia research protocol; (2) establish
and maintain research files; (3) prepare and reproduce
necessary data collection forms for statistical compilation, i.e. glucose tolerance test sequence, blood and
urine analysis, diet profile, medical and personal history, and patient follow-up; (4) collection of data and
11f'
data interpretation; (5) selection of subjects and orientation on purpose of tests and testing procedures;
(6) collect personal and medical history data for possible hypoglycemia profile; (7) administer diet and
hypoglycemia questionnaire; (8) coordinate glucose
tolerance testing schedule ; (9) conduct and maintain
subject follo~-up and records ; (10J maintain current
data tabulat1on ; (11) p~epare ~ft research report
paper.
Sponsor's Work : Provided weekly guidance and evaluation of research program progress and assignments
on human physiology in conjunction with off-campus
internship supervisor, who also provided supervision,
medical guidance and methodology evaluation as
senior investigator of the research project.
Result: The student's work in this contract led to development of an even more advanced - and longer
-study with the same faculty sponsor. That advanced
contract follows.
Contract Title: Research Protocol (Megavitamin)
Dates: january-June, 1974
Purposes: To develop a research protocol for the investigation of megavitamin therapy in the treatment of
alcoholism. Long-range goals included activation of
the protocol and conducting of a double-blind megavitamin research project with medically-treated alcoholic patients.
Study Activities: 1. Conducted a bibliographical research on megavitamin therapy, collected and interpreted data, wrote a feasibility study, and prepared a
research protocol on megavitamin therapy. 2. Continued previous quarter's hypoglycemia research
project. 3. Completed selected readings on human
physi ology with special emphasis on the factors influencing intermediary metabolism.
Sponsor's Work : Helped select study material and
evalu ated progress. Met with the student on a regular
basis to discuss the methods and techniques for successful completion of the contract. Coordinated with
the off-campus internship field supervisor, who
helped select the specific megavitamin area for research and provided ongoing supervision and guidance to the student.
Contract Title: New York City Urban Fellowship
Dates: October, 1973-March, 1974.
Purposes: To learn about New York City, the nation 's
largest metropolitan area, through its history, culture,
and politics ; its social I physical problems, from racial
co mplexity to legal rights ; its people, from city administrators to prison detainees.
Background: The student-who had previous experience as an intern with the Washington Council on
Higher Education, as a special housing legislation assistant to Washington 's governor, as a planner for the
ci ty of Seattle' s Youth Division, and as co-director of
Project Accomplish at the University of Washingtonw on the Urban Fellowship (including a $4,000 scholarship award) in nationwide competition. She was one
of 20 winners nationwide.
Study Activities: Worked as a Special Consultant for
t he New York Mayor's Criminal justice Coordinating
Council. Submitted bi-weekly written reports to Evergreen faculty sponsor. Attended weekly seminars with
Urban Fellowship students and staff, including city
officials, program administrators, citizen group leaders
and various New York City personalities. Attended
weekly meetings with field supervisor and other students for study of the law and criminal justice system .
Completed weekly reading assignments. Participated
in field trips to cultural, intellectual, and educational
centers, including visits to state and national capitols.
Sponsor's Work: Regular correspondence and evaluation of student's work as represented in written reports and assignments. Liaison with field supervisor
who provided daily on-the-job supervision and direct
academic assignments .
•
118
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\___--
Sample Group Contracted Studies
Evergreen Environment
a
(1972-73)
Evergreen Environment group contract was
esigned to develop research and writing skills
nd to provide information and data on the
natural history of The Evergreen State College campus
and environs to students, the scientific community,
and general public.
~s
group learning contracts have
been arranged by Evergreen faculty
and students. The following list,
though not exhaustive, will give some
idea of the range of experiences possible at Evergreen in this way of
studying... "
A Year in Sweden
Basic Skills in Science and Technology
Correctional Institutions
Environmental Systems Project
International Film Production--in Italy
Japan and the West-Year in Japan
Language, Culture and Writing
Marine Life and Water Quality
Media: Theories and Techniques
Mobile School Unit
Molecular Biology
Music
Power and Decision in American Society
Psychology in the Community
Revolt in/ by Economics
Seacoast Management
The Classics
The Evergreen Environment
Theater Arts (including Dance)
Women and Literature
~~
The objective program included the writing and publication of research papers by teams of students engaged in formal research in ecology on and about The
Evergreen State College campus through the fall,
winter and early spring months. That framework required a number of sub-objectives: (1) To learn basic
ecological principles by means of reading, lectures,
and actual field experience. (2) To become proficient
at making field observations, recording those observations in a field notebook, and transcribing those notes
to an organized journal according to a prescribed
format. (3) To develop certain basic skills commonly
used in the collection and interpretation of field and
laboratory data, including but not limited to the following: statistical methods; computer programming;
organism identification; ecological sampling techniques; collection and preservation of biological specimens; environmental measurements; and basic field
mapping. (4) To improve general reading and writing
skills.
Main Activities
Group meetings- Held once weekly to discuss contract business and to share information concerning the
development and progress of the research projects.
Textbooks Required reading of a program text,
Ecology and Field Biology by R. L. Smith.
Individual conferences Each program participant
was scheduled to meet individually with a program
faculty member once every other week.
Field Journal- A primary responsibility of each program participant was the maintenance of a field
journal according to a rigorous, prescribed format.
These journals were reviewed by faculty during the
individual conferences and were expected to be kept
up to date. They represented a major undertaking by
each participant. Entries in the field journal were
based on field notes which all were encouraged to
keep according to a definite format.
Research Program participants were required to
form research teams of two to six individuals, and
12.0
1.21
develop a detailed research proposal according to the
general format of a National Science Foundation grant
proposal. Upon approval of the proposal, the teams
carried out the field work. A major part of the work
was the analysis of the data and the synthesis of the
results into a research report. These reports were required to be of a quality, and completed in a format,
suitable for submission for publication in a professional journal.
Quarterly Activities
Fall Quarter
Textbook Tutorials- Eight voluntary tutorial sessions
were held for the purpose of discussing the explanatory portions of the program textbook. Ecology and
Field Biology.
Two diagnostic examinations were
Examinations given. Both dealt with reading abilities and were designed in part to test the appropriateness of the textbook for the program participants.
Off-Campus Field Trips- Four voluntary off-campus
trips were held: Southern Puget Sound Basin, Thurston County Dump, Mirna Mounds.
Bird Walks Six on-campus bird walks were conducted for the purpose of gaining experience in field
identification and observation, and note' taking.
Computer Workshop A program-oriented workshop to teach BASIC on the Hewlitt-Packard com-
puter. Given on a half-day, weekly basis through the
quarter. Full attendance expected at the earlier sessions with the understanding that a person or persons
on each research team would take the responsibility
for utilizing computer facilities in data interpretation
and analysis for that team.
Program Workshops- Involved instruction in taking
notes and maintaining a field journal, use of library
and other literature resources, bird identification,
campus plant identification, community similarity
analysis, writing research proposals, and methods of
surveying.
Written Assignments- Four during the quarter: (1) A
description of research possibilities suggested by two
films shown. (2) A bibliography on a topic, place or
organism compiled using reference resources described in the library resources workshop. (3) A review
of various kinds and purposes of scientific research
papers. (4) A critique of a scientific paper.
Films - Shown to introduce students to the scientific
approach to problems in natural history were Birth of
a Red Kangaroo and The Mal/ee Fowl.
Guest Lecture- Dr. Victor Scheffer, Bellevue, Washington, spoke on the origin of the Mirna Mounds.
Winter Quarter
Bird Walks- Four on-campus bird walks conducted
to gain further experience in field identification, observation and note taking.
Work inCluded preparing
Program Workshops study specimens of vertebrates, forest pathology,
shellfish biology, basic surveying, soil analysis, small
mammals of the Evergreen Campus, winter twig identification, and water quality measurements.
Statistics Workshop Introduction to probability
with emphasis on tests of significance for biological
data (five 3-hour sessions).
Photography Workshop Emphasis on scientific
photography and darkroom technique (six half-day
sessions).
Computer Workshop A continuation of the Fall
Quarter workshop with BASIC on the Hewlitt-Packard
for selected individuals in each research group (three
half-day sessions).
Spring Quarter
For the first four weeks of the quarter the main activity
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was the analysis of field data and the writing of the
research papers. Other activities:
A continuation of the
Photography Workshop Winter Quarter workshop on scientific photography
and darkroom technique (three half-day sessions).
Program Workshop- Plant identification.
Field Trip - Five weeks. Travel to the Southwestern
Research Station of the American Museum of Natural
History, Portal, Arizona. On journey down, studied
flora and fauna of major ecosystems in Malheur Wildlife Refuge, Oregon, Great Basin Desert; Wyman Canyon, Deep Springs, California (Western Mojave Desert); Death Valley (Lower Mojave Desert); Arizona-Sonora Desert Museum (Tucson). Spent two weeks
at the Southwestern Research Station. Participants initiated and carried out short-term research or exploration projects in the Chiricahau Mountains or surrounding mesquite desert. On return journey, traveled
through eastern and northern Great Basin (Utah and
Idaho).
Studies in History and Culture: Europe and the United
States Since the Late Eighteenth Century
(1972-73)
~
tudies
in History and Culture was an intensive,
interdisciplinary investigation of Western Civilization since the late eighteenth century. The
principal methods of instruction were the seminar and
the tutorial, and the purpose of both was to develop
competence in conducting significant inquiry: wide
reading, close analysis, research.
First Quarter: Focused on the period in Western Civilization from the late eighteenth century to about 1850,
with special emphasis on the French and industrial
revolutions, the social and political transformations
resulting from them, and the literature and philosophy
of the period.
Student work: Students prepared three papers and
gained familiarity with library research facilities.
Second Quarter: Focused on the period from about
1850 to the eve of World War I, with special emphasis
on the American slave south and the legacy of slavery,
nineteenth century Russian Populism and Socialism,
key figures in Victorian England, and literary and psychological advances in the modern conception of the
individual.
Student work: Students prepared several short papers
and a research project.
Third Quarter: The subject matter of the first few
weeks of the third quarter overlapped considerably
with that of the last portion of the second, and the
remaining weeks focused on twentieth century developments up to about 1930. Topics included the Russian Revolution, the decline of bourgeois humanism,
and early twentieth century literature and social
thought.
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Europe Study Abroad
(1972-73 )
-
Modular Studies
!,
_/he program was designed to enable students to
pursue a study of a particular European culture
and language. The first quarter was spent on
The Evergreen State College campus preparing for the
trip abroad . During the quarter, books chosen by students and the program coordinator were used to
probe into anthropology, art, social and political history and foreign languages. Basically the first quarter
was devoted to language studies in addition to a few
group meetin.gs dealing with matters of settling into a
European community. The second and third quarters
of the academic year were spent in Europe. Students
lived in various countries, including France, Italy,
Greece, Scotland, Ireland and Spain. Each lived in a
community independent of the group. Occasionally
members of the group came together for purposes of
seminaring and exchanging information. The coordinator visited students on the sites and made suggestions on the conceptualization and lines of inquiry a
study might follow. Papers, visual productions, personal essays, journals, and evaluations were required
work in the program.
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n 1973-74, the following quarter-long
courses and workshops were held:
.iiiiii._ _,.,,;
Approaches to Shakespeare
Calculus of Elementary Functions
Ceramic Process
Education and Contemporary Amer-
ican Society
History of American Cinema, 1919-1941
Introduction to Genetics
Introduction to Urban Planning
Introductory Chemistry
Introductory Physics
Mothers and Lovers: Thomas Hardy and D.H . Lawrence Novels
Nineteenth Century Russian Literature
Observations in Daily Life
Organic Chemistry
Peoples of the World
Philosophy of Science
Probability and Introduction to Statistics
Problems in Philosophy
Resnais, Bresson, and Godard
Sociology of Everyday Life
Soviet Union Today
Studies in U.S. History
Survey of Oceanography
The Future of Sino-American Relations
Varieties of Contemporary American Childhood
IU·TZU·HVI
126
121
Approaches to Shakespeare
Ways of enjoying Shakespearean tragedy, comedy,
historical drama, and the sonnets. Experimentation
with strategies for reading Shakespeare in his and our
historical contexts; strategies for cerebral performing,
listening to, and watching the plays. Readings: Twelfth
Night, Comedy of Errors, Much Ado about Nothing,
Othello, King Lear, Henry IV - Part I, selected sonnets, and recommended studies of Shakespeare
(Shakespeare and the Nature of Man, Shakespeare's
Audience, et al.).
Students tried to learn to read Shakespeare up to
tempo, to make sense of related scholarship and criticism, and to gain confidence for enjoying Shakespeare
on their own. The course included twelve 90-minute
workshops in which students formed small groups to
read through the plays and to listen to recorded passages . Though the modular course dealt somewhat
with issues of literary interpretation and theory, the
main emphasis developed upon the dramaturgical
values of the plays.
The Calculus of Elementary Functions
This module was self-paced. The instructor was available each week day from 4 to 5 p.m. to answer questions of students. There were no lectures; students
only came if they had questions, wanted company, or
wanted to listen to others. To establish whether or not
students met minimum performance standards, tests
were given to students whenever they had reached
certain predetermined places in the text and felt they
were ready to take the tests. The tests could be taken
at any time and as many times as necessary (a different
version each time) until they were passed. To provide
feedback and reinforcement to what they learned,
students brought their exams to the instructor for
immediate correction. This also provided some minimal instructional contact with those students who did
not attend problem sessions.
tions . It included Newton's Method, extrema, concavity, derivative tests, graphing, extreme value problems,
related rates and velocity, antiderivatives, and a tiny
introduction to Taylor Polynomials. Chapter 5 consisted of an introduction to integral calculus in the
sense that heuristic arguments were given for computing the areas of regions between graphs of polynomials. A heuristic argument for the Fundamental
Theorem of Calculus also was advanced.
The Soviet Union Today
This modular course was designed for regular and
special students, as well as for auditors from the
community. It consisted of 20 one-hour lectures, each
followed by a half-hour question and discussion period, and four bi-weekly seminars.
The lecture series was essentially a survey of the present political, economic, social and cultural situation
in the U.S.S.R., but it also traced the main historical
forces and events which led to the formation of the
Soviet state as a superpower. The structure of the Soviet government, the history and development of the
Communist Party, Soviet foreign policies, the industrialization and collectivization, social and cultural
policies and realities, as well as the current domestic
problems and tensions were presented both from an
official Soviet and a critical Western point of view. The
seminars centered on Soviet foreign relations, education, state security, and problems raised in Solzhenitsyn's Cancer Ward.
The required reading list included: Ideology, Politics
and Government in the Soviet Union, by john A. Armstrong; Man, State and Society in the Soviet Union, by
j. Nogee; Excerpts from Expansion and Coexistence,
The textbook was The Calculus of Elementary Functions by Abelson, Fellman , and Rudolph. Students
were required to cover Chapters 1, 2, and 5 as a minimum requirement for satisfactory completion of the
module. Chapter 1 covered elementary theory of
Equations including Synthetic Division,. the Rational
Root Theorem , application of the Intermediate Value
Theorem for approximating and locating irrational
roots, elementary graphing, and the Binomial
Theorem. Chapter 2 consisted of a geometric approach to the differential calculus of polynomial func-
l-2<3
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The History of Soviet Foreign Policy 1917-67, by Adam
B. Ulam; The New Class, by Milovan Djilas; Will the
Soviet Union Survive until 1984?, by Andrei Amalrik;
Cancer Ward, by Alexander Solzhenitsyn.
Students taking the course for credit were required to
take an active part in the seminars and submit a term
paper on a topic of their own choice.
Studies in U.S. History: "Idealistic Nightmare"
The Studies in U.S. History Module: "Idealistic Nightmare" was designed to examine selected problems in
American History. Generally, the module examined
the influence of Puritanism; America as ideological
revolutionary; the origins and influence of business;
and the altruistic nature of reform in American Society. Additionally, efforts were made to introduce
students to the nature and craft of the Historian and his role in the educational process of the society.
This module was designed to operate without an assigned, standard text. Students chose their own general text materials and met one evening each week for
a one-and-one-half hour lecture on selected problem
topics in U.S. History.
In addition, students taking the module for credit met
each week for a one hour book seminar-discussion.
The seminar reading list included: Perry Miller, Errand
Into the Wilderness; j. F. jameson, The American Revolution Considered As a Social Movement; John William Ward, Andrew jackson: Symbol For An Age; Ray
Ginger, Age of Excess; john G. Neihardt, Black Elk
Speaks; and William E. Leuchtenberg, The Perils of
Prosperity .
•
V I=UTURE PROSPECTS
1j0
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Prospects, 1975-76; 1976-77
How Coordinated Studies Groups
are Formed
ou will not find here the specific programs to be offered in any given year.
Instead, 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 the
coming fall in the catalog supplement, which is published early each spring.
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here 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.
Since its inception, the faculty, students and staff of
the Evergreen State College, under the leadership of
the Provost and the Deans, have developed curricular
programs on a yearly basis. The aim has been to devise studies in a manner that keeps the academic core
of the College fluid and creative, to be responsive to
faculty and student interest, and to keep_ the various
elements of the community involved in the very heart
of the College' s activities. Thus, each year community
members have developed the curricular offerings for
the following year, and those offerings have been
published in the College' s catalog supplement sometime during the spring quarter.
The design and operation of Coordinated Studies programs is the responsibility of the faculty; many group
contracts and most modules are also designed by the
faculty. However, faculty members are strongly encouraged to listen to student opinion, seek student
suggestions and develop student constituencies in the
planning of program proposals and other group activities.
Coordinated study plans are formulated by the faculty
and submitted to the Deans for consideration. The
proposals that best satisfy the general goals of the College are approved and funded according to available
resources.
-:1._7)
After a proposal has been approved, each tea m de.
signs its own program, makes up its own schedule
conducts its own experiments in curriculum des ig~
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 tea m to
use its resources, its energy, and its mandate to do
something memorable and something significant.
Posstbilihes for Contracts
ood 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- now being developed among our 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.
You may expect, therefore, that in the early years
there may be a preponderance of opportunities for
joining group contracts over individual contracts and
of faculty initiative rather than student initiative to get
things started. Advanced students who can best use
the specialized help available will be given priority in
arranging contracts. We shall never pretend that we
have something for everyone; but as we grow and
learn, so the opportunities for Contracted Studies will
grow.
We assume that all faculty members not involved in
Coordinated Studies programs during a given period
of time will be available to sponsor Contracted
Studies. Faculty members sponsoring group contracts
:J6
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will work with 15-25 students each. (Faculty members
sponsoring individual contracts will work with about
15 students each, according to the specific demands
upon their time- such as offering modular courses,
runnmg workshops, developing selt-paced learning
materials, or serving as subcontractors for other projects.) There will be a tendency, already observed in
our first years, for individual projects begun in Coordinated Studies groups to gather momentum and turn
into separate learning contracts.
If you join Evergreen or continue your work here, you
will find increasing opportunities for contracts as the
faculty grows. As both students and faculty members
move back and forth between Coordinated Studies
and Contracted Studies, we hope to maintain a position in which about 25-30% of the faculty will be
available to sponsor group and individual contracts in
any given quarter.
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. you should have a
sense of the kinds of experienced and energetic
people who will be eager to match interests with you.
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Setf- Paced Learnirtg
earning 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.
At Evergreen, there will be much writing and discussion, but we also use techniques, such as computer
instruction, sound-on-sound tapes, and other learning
programs which enable a student to know how he or
she is succeeding step-by-step and to store 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 students in
a learning center. Students master material on their
own time and at their own rates, exactly when it is
essential to understanding some key concept.
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
~,9
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.
Learning Services
he Learning Services Center emphasizes improvement in subject matter
areas, machine skills, and communicat io n t e c h n i q u e s . S p e c i fi c a II y , t h e
Learning Services Center provides for
this developmental learning through
access to self-paced learning materials, group instruction in the development of basic skills in mathematics,
art, photography, computer programming, and access
to on- and off-campus learning resources. The Center
assists students in the development of study skills and
skills in communication (reading, writing, speaking,
listening, media). The Office of External Credit, located in the Learning Services Center, assists students
in documenting work or independent study experience outside of school for academic credit .
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The Sciences at Evergreen
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he Evergreen State College is a place
where emphasis is placed on collaborative team efforts rather than narrowly competitive individualism. Prospective scientists do 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.
will be available in the form of self-paced learning
modules in learning service 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 "A Matter of Survival", "Form and Function", and "Matter and Motion" 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
Nisqually Delta. Several ecological reserves exist
within the thousand-acre campus, and the college
owns 3,300 feet of Puget Sound shoreline. Mud flats,
Though Evergreen does 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 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.
Much of the information and many of the skills necessary for tackling problems in science have traditionally
been bound up in courses. At Evergreen, such benefits
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142
oyster beds, a saltwater 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
centers.
All of the science laboratories are designed for
teaching and research projects. No exclusive chemistry, physics or biology teaching-laboratories exist.
Science education will always be project- and research-oriented.
Included in the laboratory facilities is a hybrid computer-assisted instructional system. This system, combining a digital NOVA computer with an analog computer, provides a valuable learning alternative for students who are not conversant in higher mathematics.
Beyond this the College has a computer center dedicated to undergraduate educational use.
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.
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
:14+
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The Arts at Evergree1 L
drama, music, dance, audio recording, video recording, fi lm , and two-dimensional art- will be ready for
use during 1976-77. Students should not come to Evergreen expecting an already completed array of facilities, but they can expect opportunities to pursue
studi es in arts if they are willing to improvise and
sometimes work under less than ideal conditions.
Despite these limitations we wish to pursue creative
explo rations in an environment where ideas (not narrowly " artistic" ideas, but all ideas which have exciting
potential for aesthetic exploration) are in constant
exch ange, and where the likelihood of making discoveries grows as students learn to move more easily
among several disciplines.
vergreen offers exciting opportunities
in the arts through Coordinated
Studies programs which emphasize
collaboration among artists and other
faculty members . For an example of
one such program, see the description
of Democracy and Tyranny.
Group and individual learning contracts also provide
opportunities in certain areas for students who have
demonstrated appropriate readiness for advanced
work. Whenever possible, contract students will be
encouraged to form cooperative teams for work in
areas requiring physical labor and organization such as ceramics. Those students wishing to negotiate
individual contracts in the arts may have to share responsibility for facilities and equipment in their respective media.
Our approach to the study of the arts is "holistic."
Thus, when students are introduced to the history of
the arts, they are encouraged to find ideas and images
in past and distant cultures which bear vital meaning
for the present. They are also encouraged to see various cultural phenomena as part of a global human
culture, a fabric that is being constantly rewoven and
experienced anew. They may perceive, for example,
how the experience of Black men in Africa and later in
Am erica has found artistic form and expression, and
how this experience relates to styles of art and life
w hich we find to be current and " peculiarly American."
Within this atmosphere of cross-disciplinary collaborat ion 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 you have demonstrated readiness for more specialized work in the arts,
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. Work in ceramics is available in
a newly-completed ceramics studio, and large-scale
sculpture will be well accommodated in a new facility
designed for metal-wood-glass projects. A small
foundry and expanded shop space are also included in
this facility. Printmaking, painting, jewelrymaking, silkscreening, batik and other such activities will be accomplished in space temporarily modified for such
projects in the Laboratory Building. A Communications Laboratory including space and equipment for
Lf6
11'7
Public Events
you 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. Performing groups such as a jazz ensemble,
a choral ensemble, a dance company, a theater company, 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 activities is gradually being made available to students with interest in
photography, cinematography, ceramics, painting,
printmaking, sculpture, weaving, and other arts and
crafts.
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vergreen provides a good number of
other presentations. Such offerings are
usually related to academic programs
and other ongoing campus activities
J and usually grow out of the day-to-day
,
concerns of students, faculty, other
staff, and residents of the surrounding region.
Most of these events are open for the whole campus
and the community beyond the campus. Some of
them are generated directly from the work of Coordinated Studies programs or participants in learning
contracts. Others are produced by special interest
groups of students, faculty, other staff, and friends
from the surrounding community. Some are presented
by visiting artists and scholars; but, whenever possible, visiting performers and lecturers do not appear on
campus for the events alone. Instead, their visits are
incorporated into the programs of Coordinated and
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149
Contracted Studies or the interests of clubs and other
groups. The visitors are available for discussions, con versations, master classes, and specific teamwork.
They provide larger contexts in which the public
events themselves have greater meaning.
Because the academic programs of Evergreen are
more than usually flexible and responsive, we are
often able to arrange public performances as more
than "extracurricular activities," rehearsed for or attended separately from the normal day's work. Instead, we incorporate them into our programs or even
plan new academic programs to produce them. For
example, we have offered a Theatelf{)ance group contract aimed at both instruction and production, and
designed for about 40 students and two faculty members. Such a team can work out assignments as actors,
technical staff and production staff. The team can concentrate on studying thoroughly; reading a play, other
works by the playwright, predecessors and contemporaries; studying theatrical techniques; but always
sharing in the total project. At the culmination of the
program come the performances of the play on
campus and perhaps even "on the road".
In addition, Evergreen students find much activity in
the performing arts within the Olympia area, including
local theater and music groups and the productions of
visiting groups brought by the Governor's Festival of
the Arts and the Community Concerts Association.
Arrangements are also possible through the Olympia
Opera Guild for reduced rates for performances of the
Seattle Opera. The arts are alive and growing in
Western Washington, and Evergreen is becoming a
new focus for this work and enjoyment.
Extend this procedure into performances of music and
dance, or into shows of visual artworks and
mixed-media productions, and you will get some idea
of how we 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.
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Ioreign language Study
e
vergreen recognizes at least three
types of needs for training in foreign
guages:
. The student preparing to study or
to work abroad will need strong
competence in the spoken and
written language of the country to be visited.
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.
CJ
rnay be pursued over a long period of time and recognized by tests administered for credit by examination.
We hope eventually to be able to provide total immersion programs in a number of languages- either on
campus or elsewhere. In these programs, students
should hear, speak, and read the foreign language for
several months, all the while participating in rigorous
problem-oriented seminars, workshops, and
auto-tutorial programs in the foreign language and the
culture which it represents.
If resources and student demand permit, we also hope
to conduct regular seminars in foreign languages on
other academic subjects. 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,
auto-tutorial resources and interest permit. (We have
already offered intensive work in Japanese and will be
offering intensive work in Chinese.)
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.
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, such as japan and
the West (1972-74) and Chinese Civilization (1974-76),
are required to gain competence in the language before they go.
Evergreen intends to satisfy student needs for foreign
language training in a number of ways:
We are already able to provide group tutoring and
skills workshops in certain languages, among them
French, German, Russian, Spanish, and Italian. We
wish also to provide auto-tutorial and personto-person studies in a variety of languages. These
"lj2
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External Progran ts aHd Study Abroad
External Programs
•
--
.-vergreen has provided a limited
number ot older students with the
opportunity to earn credit through
learning experiences not requiring
their presence on the campus all or
,a'
c~odst of the tif!l~· Tfhes e stu?en~s hhav_e
genera 11 y com me opportun1t1es or 1earnmg 1n t e1r
present employment with opportunities for academic
study under Evergreen sponsorship in individual contracted study (see Cooperative Education and Contracted Study). Though limited in the number of students for which it can provide these opportunities, the
College is committed to reaching communities which
do not have direct access to campus-based educational opportunities. Students who are interested in
combining learning opportunities on the job with
academic study under Evergreen sponsorship should:
-
• Seek support from their employers for such an undertaking.
• Locate an Evergreen sponsor who can provide the
necessary experience and time, assist in contract
negotiations, and provide the guidance and evaluation essential to the successful completion of the
study.
• Work closely with the prospective Evergreen
sponsor in selecting an on-the-job field supervisor
to serve as a subcontractor.
• Recognize that in seeking degrees, step-by-step
negotiation of Contracted Study and program affiliations will be necessary to determine any need to
spend time on the campus in pursuit of the degree.
students to study foreign areas and cultures at first
hand. We shall offer some Coordinated Studies programs which will first immerse students in the language, history and culture of a foreign land and then
enable them to continue their studies in the foreign
land itself. (For Example, "Japan and the West" prepared some of its students on campus during 1972-73
for a year to be spent in Japan, 1973-74.) 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 (for example, the "Study in Europe" group
contract in 1972-73, and the "International Film Production" and "Year in Sweden" groups of 1973-74).
When we cannot provide such opportunities directly,
we shall help students to enroll in programs operated
by other institutions and agencies. Generally, if students need foreign study in connection with some
project essential to their education, we shall attempt
to facilitate this study.
Registration For Students Studying Abroad
Students should do the following prior to their departure from Evergreen for study in other countries:
1. Pre-register on program selection card, with signatures of student and faculty advisor.
2. Process status changes: i.e., change of units,
withdrawal or leave during the course of the
year, graduation, extension beyond 45 units .
3. Make sure address on file at the Registrar's
Office is CORRECT. This is absolutely necessary
for billing.
4. Secure necessary certification if V.A. or Social
Security Benefits apply.
5. For students needing financial aid, give signatures on loans, file statement of intent, etc., in
advance.
These details can be handled in advance, but the responsibility for initiating action rests with the student.
Inquiries should begin at the Registrar's Office.
Study Abroad
Evergreen intends to provide opportunities for many
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Graduate Study
!though the enabling legislation which
established Evergreen provided for
graduate study, the beginning years
were concerned with developing and
implementing a strong undergraduate
program. Planning is currently underway for initiating limited graduate studies during
1975-77.
~~~.
Vl. EVALUATION· CAREER
PLANNING· CREDENTIALS
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Evatuatim t. the PorttoUo
Evaluation
ore 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.
sen ted 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 "Portfolio", which is basically an internal data repository that is especially useful for advising purposes. 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 Transcript as part of a microfilmed permanent record. Your Portfolio will go along with you
from sponsor to sponsor, from program to program,
always growing in size and in specific detail. It will
give you and your prospective sponsors and seminar
leaders an ever clearer comprehension of where you
have been, where you are, and the direction in which
yo u 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,
yo ur Official Transcript 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 Portfolios
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 Transcript. The Office of the
Registrar will keep your Official Transcript, adding to
it the three basic documents for each award of credit.
Each unit of credit or block of units will be repre-
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Record Keepi1 lg
A transcript is issued by the Registrar's office at a student' s written request and consists of the official
listing of credit and evaluations of that work. The TESC
tra nscript will identify credit earned at other institutions, too. It will not list work in a program for which a
stu dent did not receive credit. The transcript will normally be issued to gain admission to other colleges,
graduate school , and the like.
A student's portfolio should contain duplicates of the
evaluations, credit reports, and program switch forms,
that are being accumulated for the official transcript.
tudents contribute two documents
while studying at The Evergreen State
Col tege. 0 ne is the PERMANENT
ACADEMIC RECORD. The other is the
student's PORTFOLIO. Here is what
each is supposed to contain:
Permanent Academic Record
1) The official description of the program or contract,
if credit is awarded;
2) Description and evaluation of work done, if credit
is awarded ;
3) Credit Report;
4) Student Self-Evaluations
W e report credit and evaluations only once during the
academic year- at the end. When you go on a leave
of absence, withdraw, or switch programs during the
year, it will be necessary to pull in the cred it and evaluations for the time spent in a program. If we fail to
take care of this little detail at that time, there will be a
ho le in your records (both official and portfolio),
ca us ing a delay in producing transcripts. Pulling in
credit and evaluations when a student leaves a program , for whatever reason, insures carefully written
evaluations at a time when the work performed rem ains clear in everyone 's mind.
Q uestions concerning record keeping at Evergreen
can be directed to the Registrar's Office .
ALL OF THIS IS MAILED WHEN YOU REQUEST A
TRANSCRIPT PORTFOLIO
Portfolio
1) The official description of the program or contract
for all work attempted.
2 ) Descriptions and evaluations of all work attempted . Personal evaluations not intended for the
permanent record.
3) Credit Report.
4) Student self-evaluations, including those not for
the permanent record ;
5) Polished and edited work judged worthy of inclusion. This does not mean ALL work.
6) Program Change Check Sheets, records of interview, petitions for leave, and anything else that will
help create an academic biography of the student.
162
l_ t5
Career Planning-
Stu dents should be aware that several sources of guidance are available to aid them in their planning. In
eve ry instance students should feel free to write to
coo rdinators of programs or to contact faculty membe rs identified in this bulletin for advice on how specific programs or contracts might contribute to their
specific academic and career goals.
In addition , the Counseling Service can provide valuable guidance. Call or write:
Michelle Hayes, Career Counselor
(206-866-6151)
Career Counseling
vergreen 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. Divisional Coordinated Studies programs
bridge the gap between Basic and Advanced-level
work and provide the specific skills required to do
advanced study in certain areas. Advanced Coordinated Studies programs and Group Contracts focus
strongly on special problems involving .special fields.
Individual contracts enable students first to undertake
various kinds of specialized work on or off campus
and then to engage in extensive periods of on-the-job
learning with the assistance of the Office of Cooperative Education. Thus, you can build a sequence of academic programs toward a career.
Moreover, when you graduate and / or seek work, you
may solicit the aid of the College ' s Career Placement
Office in preparing a credential file- a composite of
your transcript, letters of recommendation, and selected documents from your portfolio. This should
help you find a job or enter graduate school.
Students interested in Health Sciences should write
to:
Burt Guttman
Health Sciences Advisory Group
fo r information regarding which programs might best
contribute to meeting requirements for admission to
m edical , dental , veterinary and other health science
p rofessions. As our organization develops, more faculty and staff counselors will be identified to help you
w ith your planning for specific careers.
Teacher Preparation
Evergreen believes its educational program to be ideal
in providing the academic and personal growth experiences most beneficial to those intending to enter the
teaching profession. However, we have not established with the Superintendent of Public Instruction
the means by which a student can receive certification
to teach in the public schools. Students interested in
becoming teachers may wish to complete one or more
years at Evergreen and then transfer to one of the
other institutions in the state which can provide certification to teach in the public schools.
Illustrative Degree and Career Programs
We do not have departments labeled by traditional
subject headings at Evergreen , nor do we have " majors." But we do offer specialized faci lities 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 try out your interests in highly practical ways.
In earlier editions of the Evergreen Bulletin, we suggested several illustrative programs of study to indicate 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 then, 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.
J.6--t
l~
Four Years
Barbara Black (generally interested in public affairs,
law, management)
First Year:
Coordinated Studies, "Causality, Freedom and
Chance."
Second Year:
Coordinated Studies, "American Studies," two
quarters; one quarter contract for internship with
Washington State Legislature.
Third Year:
Coordinated Studies, "Power and Personal Vulnerability,"
Fourth Year:
Contract for two quarters of internship in a state
governmental agency; one-quarter group contract
in public administration.
takes up a position in a governmental agency.
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 secondary school, helping
with reading and music.
Third Year:
Coordinated Studies, "Aesthetics of Dreams and
Medieval Poetry".
Fourth Year:
Group Contract, "Psychology and Literature" , one
l66
quarter; individual contract for internship in public
school administration.
goes on to a graduate program in education; becomes a school administrator.
Roger Redmond (interested in business management
an d finance)
First Year:
Coordinated Studies, "Individual, Citizen, and
State."
Second Year:
Coordinated Studies, "Politics, Values and Social
Change."
Third Year:
Group Contract, "Revolt In I By Economics"; two
quarters; individual contract in computer programming.
Fourth Year:
Individual Contracts, readings in fiscal policy and
internship in a bank.
accepts a position in a bank.
J.67
Arthur Brown (interested in graphic art and drama)
First Year:
Coordinated Studies, "Space, Time, and Form."
Second Year:
Coordinated Studies, "Image and Idea."
Third Year:
Group Contract, "International Film ProductionItaly."
Fourth Year:
Coordinated Studies, "Integrity of the Arts", two
quarters; individual contract for an internship with
a Seattle producing organization.
takes up employment as graphics specialist in a
public-relations agency; will continue to be active
in theater arts as an avocation.
Cynthia West (interested in natural science, business
management)
First Year:
Coordinated Studies, "Political Ecology."
Second Year:
Group Contract, "The Evergreen Environment."
Third Year:
Coordinated Studies, "Ecology and Chemistry of
Pollution."
Fourth Year:
Continues, "Ecology and Chemistry of Pollution."
goes to graduate school leading to position with a
wood-products industry.
Two Years
jane White (interested in japan)
First Year:
Coordinated Studies, "Japan and the West."
Second Year:
Group Contract, "Japan and the West Year in
japan" (including apprenticeship and life with a
japanese family).
takes further work in Far Eastern Studies after graduating, leading to a position involving japanese-American trade relations.
Marcia Green (interested in literature, media theory
and criticism)
First Year:
Coordinated Studies, "Communications and Intelligence."
Second Year:
Individual contracts in literature and history; prepares an extensive analysis of the work of an American film director.
goes to graduate study in media theory and analysis.
Paul Nord (interested in regional planning)
First Year:
Coordinated Studies, "Environmental Design."
Second Year:
Group Contract, "Urban Planning"; individual contract for internship in Pierce County Assessor's
Office (Tacoma).
becomes certified as real estate appraiser, takes
position as manager of a housing development.
I
Ill
"168
lti9
Evergreen C redentia1.s
ecause 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.
ill
Vll. A 0 M I S5 I 0 N S Ill
REGISTI\ATION
1.70
1.1 1
Ad1nisstons
General Educational Development Tests
Applications also will be welcomed from persons 18
years of age or older who have completed the equivalent of the twelfth grade but have not actually graduated from a high school.
Transfer Students
If the applicant from another college or university has
successfully completed fifteen or more quarter-hours
of credit (or the equivalent), he or she need not
submit high school transcripts or test scores. Those
who have not successfully completed fifteen quarter
hours of college-level work will submit high school
transcripts in addition to college transcripts.
General Admissions Requirements
p'
.,...
& n general, The Evergreen State College
is concerned with helping prospective
students 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 will be considered
for admission. There are no requirements for any specific number of high school units or course sequences.
Evergreen places major emphasis on its Supplemental
Admissions Form, available on request from the Office
of Admissions. High school transcripts and college test
scores should be submitted but there are no special
requirements with respect to grade point average or
standardized test results. The College prefers that the
student be in the upper half of a graduating class.
However, this requirement can be waived if the student will provide two letters of recommendation from
persons who are in a position to give a professional
assessment of his or her academic potential. The
reason for requesting 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, on the
Scholastic Aptitude Test of the College Entrance Examination Board or on the ACT Test Battery. However,
test scores are not mandatory.
174-
Credit for work satisfactorily completed at other institutions can be applied toward a baccalaureate degree
at Evergreen, subject to Evergreen's requirement of
forty-five units for graduation. See the section on
"Registration" for further information.
Official transcripts from ALL colleges attended 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 responses to the Supplemental Admissions Form. Action will not be taken on the application until all transcripts are in. Failure to submit transcripts of all previous college work constitutes ground
for disenrollment. Copies will not be accepted.
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.
l75
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. 1-20 forms will be issued shortly
before school begins. Issuance of this form will enable
the student to enter the United States for educational
purposes only.
Admissions Procedures
December 1 is the first day applications for degree-seeking students are processed for the ensuing
Fall Quarter. Admissions usually close in May or june.
The specific date is not determined until late spring.
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 should accompany the
Uniform Application for Admission to Colleges
and Universities in the State of Washington.
2. A student applying directly from high school
should request that an official transcript of his or
her record, including rank in graduating class, be
?76
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 completed high
school record and date of graduation before
acceptance is final.
3. A transfer student is required to present one (1)
official transcript from each college or university
attended . Students must be in good academic
standing at the last institution attended. Failure
to provide all transcripts to the Admissions
Office constitutes grounds for disenrolling a student. No action will be taken on a transfer application until ALL transcripts or previously completed work have been received. Students 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.
4. The Supplemental Admissions Form is an essential and major part of the admissions procedure.
It must be completed by all prospective students
in support of the application. The Supplemental
Admissions Form will be sent upon receipt of the
Uniform Application for Admission to Colleges
and Universities in the State of Washington.
5. An Admissions decision will not be made on an
incomplete application. 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;
Y1
b) Supplemental Admissions Form;
c) Official transcript (s);
d) For those students entering from high school
rank in class.
'
6. Test scores are not used directly for admissions.
They are used in other areas of the College. Local
or national test scores should be submitted.
7. 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
specified in the notification of eligibility. This
deposit is forfeited if the student fails to register,
except for circumstances outlined in the section
"Refund~Appeals".
8. The Health Evaluation Form, enclosed with the
acceptance letter must be completed by a physi cian and returned to the campus Health Center,
The Evergreen State College, Olympia, WA
98505, at least 30 days prior to the date of registration.
year. Applicants should check with the Admissions
office in May for further information regarding admission to the Summer session.
special Students and Auditors
The categories of Special Student and Auditor are designed largely for Olympia-area residents interested in
college work but not seeking a baccalaureate degree.
Both categories are generally limited to one unit of
study.
Special Students receive credit and a narrative evaluation; they may subsequently apply for admission to
degree-seeking status as described above, after which
all previous work would be credited toward the degree.
The Auditor receives neither credit nor narrative evaluation and hence no credit can be advanced towards a
-
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
failing to register in the term for which application
was made. If, in receiving a completed application,
Evergreen determines that a person's enrollment
could present a physical danger or threat to members
of the campus community, the College also reserves
the right to deny admission on that basis.
Statement of Records
Credentials, including 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 for which they applied will be held two years before being discarded.
Waiting List
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. Winter and Spring
Quarters operate on a waiting list situation only. September 1 to December 1 are the processing dates for
Winter term, and January 1 until March 1 for Spring
term.
Summer Session
Summer Quarter is separate from the regular school
l78
]_79
0 ,
degree in the event of subsequent admission to the
college.
RegislraUoJ t
Study opportunities for Special Students and Auditors
are announced several weeks prior to the beginning of
each quarter. Registration occurs on the first or
second day of each quarter.
Notice- Important
It is your responsibility to keep your mailing address
current. Program selection , housing, and registration
materials are sent to you by mail. Failure to respond to
any of these may result in disenrollment.
Campus Visits
Personal interviews are not required , but they are
encouraged. All prospective students and other interested persons are welcome to visit the campus and to
discuss Evergreen ' s program with members of its staff.
Please call or write to make an appointment. The
Office of Admissions may be reached Monday through
Friday 8 a.m. to 5 p.m . by calling (206) 866-6170.
ontinuing Evergreen students select
their choices of academic programs for
the following year during advanced
registration , conducted in mid-May on
dates specified in the College Calendar.
N ewly-admitted students are asked in the early
summer to indicate their choices of academic programs for the following year.
Registration materials are mailed in mid-August to
both continuing and newly-admitted students . The
packet includes a registration card reflecting program selections for the year and tuition billing.
These materials must be returned to the College, with
full tuition payment enclosed, by the specific date
announced ; if not, students face disenrollment.
This method of finalizing registration is quick and
convenient. There are no lines, no wasted hours.
However, Evergreen ' s registration procedure requires
a great deal of coordination and it also demands a
high level of cooperation from students. Consequently, we require 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.
et t hf' JUw fu:roes briJUJ thi> Nl the~r h£Jnds,
O n thfir OfJt'N p alms, disa rntin:ff fn'slmess f
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51 rlsibl~ substah-tt' , !ft't Ilk' aPr, tike otw hreat~/__/
Wifliam 73Hrjon;(__J,~~nd,
180
Special registration periods will be held for those desiring to enroll as non-degree-seeking, Special Students or auditors. Ordinarily, these special registration
periods coincide with the opening dates of new quarters , with specific dates announced in both on- and
off-campus communications media.
Advance registered students wishing to change program selections may inquire at the OFFICE OF THE
l8l
REGISTRAR during the first several days of the quarter.
For 1975-77, details of the registration process will be
mailed to all admitted students in early August. It is
mandatory, then, that students inform the Registrar's
Office of correct summer mailing addresses.
Vlll. SPECIAL SERVICES·
POLICIES· PROCEDURES
182
l~
Can1pus
Conununications
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 aoout the
broadest possible range of goings-on within the Evergreen Community and, to a lesser extent, the outside
world.
The Information Center's operating hours coincide
with those of most college business offices, 8 a.m. to 5
p.m., Monday through Friday.
Sounding Board
ecause of decentralized administration
and a curriculum which places direct
responsibility on individuals, Evergreen students, faculty, and staff need
access to accurate and timely information - about events taking place and
decisionsbeing made that affect broad numbers of
people. Key parts of the communications system include the College Sounding Board, Information Center, Newsletter, and the campus newspaper, radio station and closed-circuit television network. Effectiveness of these media rests with the willingness of individuals at Evergreen to fully and actively use them to
both send and receive information.
Information Center
Coordinated by the Office of College Relations, Evergreen's Information Center serves communications
needs of the entire academic community as well as
those of visitors to campus. The Center, housed in the
main mall of the College Activities Building and operated by several part-time student employees, distributes the weekly Happenings Calendar; maintains a
large college master calendar; compiles a daily College Journal; maintains a number of special announcement bulletin boards; distributes a variety of
college publications and documents; operates a telephone answering information system; and, most important, retains up-to-date information about activities
relating to college governance and decision making
(for complete details see Governance section of this
bulletin).
The College Sounding Board (for complete details, see
Governance section of this bulletin) provides a regular
weekly opportunity for Evergreeners to obtain needed
information about campus issues and decision-making
in process. Members of the Sounding Board include
students, faculty, and staff representing a broad
cross-section of the campus. Meetings (normally held
on Wednesday mornings from 8:30 to 10:00 o'clock
throughout the year, and open to all Evergreeners)
provide an open forum for asking questions of decision makers, presenting reports, airing opinions on
decisions being considered, receiving information
about the activities of Disappearing Task Forces (ad
hoc committees as detailed in the section on Governance), or simply exchanging ideas. Agenda items for
Sounding Board meetings may be left at the Information Center.
Essentially, the Information Center provides general
information for coordinated community action and
l86
18?
Newsletter I Happenings
Published weekly during Fall, Winter and Spring Quarters and bi-weekly during Summer Quurter by the
Office of College Relations, the Newsletter provides
news and feature stories about Evergreen people, programs, events, and problems. The Newsletter is distributed on Fridays from the Information Center. The
copy deadline is noon on Wednesdays.
A companion publication, Happenings, provides a
detailed weekly calendar of various events occurring
at Evergreen, including a section on governance activities and meetings. Happenings is distributed on Fridays from the-Information Center. Persons with items
they wish included in this publication should submit
them to the Information Center by noon on Thurs days.
Newspaper, Radio, TV
A newspaper, FM radio station, and closed-circuit television system operate in response to student interest,
not only enhancing campus communications but also
serving as learning and recreational resources.
The Cooper Point Journal, ordinarily issued weekly
Fall through Spring Quarters, is a student-generated
newspaper sponsored by a Board of Publications appointed by the president and including student, faculty, and staff representatives. The Journal primarily
carries news, features, and commentary concerned
with Evergreen and higher education. The student editor is responsible for content. A faculty or staff
member serves as adviser.
Radio station KAOS (89.3 FM) airs a wide variety of
shows created by the students who support and staff
it. Programming leans to classical, jazz, and blues
music; college affairs; and governmental news gathered from nearby Olympia. An Associated Press wire
news terminal, just outside the studio door, is available to the entire Evergreen community.
Evergreen's closed-circuit cable system--coordinated
by the Library- provides for distribution of television
programming, either through the pick-up of
off-campus commercial stations or through the origination of programs on campus.
188
l8~
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 each student's needs.
On-Campus Housing
On-campus housing includes apartment-type space
for 600 students, from single studio rooms to
five-person apartments. 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 determining 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 units 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 occupants their own bedroom / study
rooms. 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 (duplex) 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: 23 (accommodating 46 students).
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
Pets may not be kept in campus housing.
Although none of the apartments was designed for
married couples, a limited number can be made available for married students.
190
-1,91
the same buildings has been converted to a
three-student apartment, with bedroom, living
room, bathroom and kitchen-dining alcove.
CIC'IPJ\
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I
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t&L
@
Five Student Apartment
t.~ M ~"' '"
Four Student
Apartment
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,I
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Three Student Apartment
Two Student
Apartment
1.- .f\A,l.J
® Two Student Studio
Studio occupants have
access to community
living rooms and
kitchens on each floor.
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tool"'
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.,.,tJ..,Le.
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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 1living 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 students in 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
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 ten-story
buildi ng; in the duplex group, a separate laundry
building is provided. Mail services are provided in the
same location as laundry facilities.
One Student Studio
Modular Duplexes
HOUSING ACCOMMODATIONS
192
19.)
A telephone is located in each apartment with local
service provided by the College without charge. The
student must, however, accept financial responsibi lity
for all toll calls. Although adequate storage space is
available within each apartment, additional storage
facilities are available within each living group.
~ood
ServLces
Students have full responsibility for maintaining the
appearance and cleanliness of their apartments.
Lounges, lobbies, and other common areas are mai ntained and cleaned by student employees and / or pro fessional 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
See the Student Accounts section of this bulletin for
current rates. A student must deposit $45 to reserve
housing accommodations . The College business office
maintains the deposit during the student's occupancy;
the deposit is fully refundable when the student leaves
the residence hall if the unit and the student's account
are in order.
Students may select a quarterly, bi-quarterly, or annual contract. Please write directly to the Housing
Office for more detailed information regarding rates
and contracts.
Renter's Rights
To inform students of their rights and obligations as
renters, the Housing Office 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.
ocated in the College Activities Building, Evergreen 's major food service
facilities include a cafeteria and related dining rooms. Food service provides a contracted board plan of either
ten meals (any two each weekday) or
fifteen meals (breakfast, lunch and dinner) each week.
In addition, food service offers a casual meal plan on a
cash basis, a complete snack bar and grill service, a
convenient retail food store, and a full compliment of
ve nding machines throughout the campus. A full cat ering and banquet service is also available .
The College contracts with a professional manager to
operate all food service facilities . The manager is
charged not only with the details of food and finance ,
but also with the intangibles of student satisfaction. In
addition to satisfying routine requirements for dining,
t he food services manager attempts to provide a variety of meals and tries to meet the special needs or
desires of students. Festive meals are provided periodically during the year. A vegetarian entree 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. The contract plan is
considerably less expensive than direct purchase. Although the use of food service facilities is not required
of any student regardless of place of residency, the
board plan offers an economical, well-balanced diet
to every student. Caretul consideration should be
given to the comparative costs presented in the Fees
and Charges section of this catalog when deciding
whether to utilize the board plan , cash meals, snack
bar, or self-prepared meals.
a
1.9-f
-1.9)
The food service operation represents a major source
of student employment opportunities ; many of t he
scheduled working hours for food service are filled by
student employees. Students interested in working in
food service operations should contact the Director of
Financial Aid and Placement.
Bookstore-
All aspects of the food service operations 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 Services.
wned and operated by the college,
Evergreen ' s Bookstore is located in the
mall of the College Activities Building
and is open Monday-Friday from 8 :00
a.m. to 4 : 30 p.m. As TESC offers a variety of educational alternatives, the
Bo okstore likewise offers a wide selection of books on
alternative thought and lifestyle.
Program books, both required and recommended, are
specifically requested by the faculty and provide the
basis for direct classroom work. These books are supplemented by an ever-growing general book department which now contains over 5,000 titles and a good
selection of magazines. The Bookstore ' s supply department contains school and office supplies as well
as a complete line of art and engineering supplies. In
addition , the store offers sportswear, sporting goods ,
health and beauty items, records , gifts and complete
photo service .
The Bookstore staff welcomes the opportunity to serve
the students, faculty , and staff with thei_r particular
required needs. Books and items not normally stocked
by the store can be promptly obtained through special
order.
I\~'
l_96
1
5F
Mat~
SerVices
Student Accounts
rrolic ies and 'Procedures
Student Classification
Resident and Non-resident Status
he Post Office delivers student mail to
the Residence Halls in bulk six days a
week. Campus mail service personnel
distribute deliveries to individual mail
boxes. 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 (zi p
code, 98505).
Stamps, parcel mailing, certification, etc. are available
from a self-service postal unit in the College 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.
,,...___>-~¥' hehtehrm 'h'redsidednt st.uc:J enft" mehans ohne
w o as a a om1c1 1e or ot er t an
educational purposes in the State of
Washington for the period of one year
immeaiatel1' prior to the first day of a
quarter, 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 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 two or more units. Part-time or full-time
status for fee calculation will be determined during
registration, and may not be changed after the sixth
day of instruction of the quarter.
Tuition, Incidental Fees, and Other Charges
Application Fee
A $15 application fee is required of all applicants for
r
im~l~on flies:
ve are dS ~t~JoV
on;J;e ear~.
.
v laolnur
Nahv/~ov
]_98
regular credit 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.
Special Students and Auditors pay no application fee.
Advance Deposit
An advance deposit of $50 is required from students
admitted for regular credit within 30 days after notification of acceptance is received from the Office of
]_99
Admissions. (No advance deposit is required of Special Students and Auditors.) Payment will reserve enrollment, on a first-come, first-served basis. This deposit wi II 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, lie or she is eligible for a full refund of the advance deposit, minus any outstanding debts owed to
the College. The advance deposit is not applied toward payment of tuition, but is maintained as a deposit in the student's account and continues to reserve
an enrollment position through succeeding quarters
until he or she graduates or otherwise withdraws.
ance 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 fees were not charged during the 1974-75
academic year, but are subject to reinstatement.
Exit Interview
Withdrawals are never blocked but must be accomplished through the Exit Interview. At the conclusion
of interview, the advance deposit is refunded, less any
outstanding debts to the College. If a student with draws without an Exit Interview, the advance deposit
will be forfeited.
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 a lost card.
Financial Aid Disbursements
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: (1)
state residency, (2) academic load (full-time,
part-time), (3) Vietnam veteran. These indicators are
established, and may be adjusted, only by the Registrar.
Student Health Insurance
The College, through a contract with a private insurance carrier, offers a comprehensive medical insur-
200
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 balance of aid, if any, will usually be
available for disbursement to the student at the Stu-
.20J_
~dent Accounts Office, upon presentation of proper
identification, during the first week of instruction. The
exception to this policy is the on-campus work-study
program, for which funds are distributed through the
payroll system. Payroll checks may be held to offset
any overdue bills the student owes the college.
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 services, and other charges by mail or night depository.
The Cashier's Office is open from 8:30 a.m. to 12:00
noon 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. Although bills are prepared and mailed well
in advance of required payment dates, 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 should at all times
keep a current mailing address on record with the
Registrar. The student is 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.
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 Student Accounts
Office.
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. See the following table for refunds applicable to a student who has initiated and completed
proper withdrawal proceedings. 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 above.
Fee or Charge
Category
Refunds Applicable
Application Fee
Not refundable .
Advance Deposit
Refundable in total only upon withdrawal
after the 11th class day.
Tuition and Fees
Refundable in total upon withdrawal
through the 6th class day; 50 percent refundable from the 7th through the 30th
class day; not refundable thereafter.
Insurance
Refundable in total prior to the 1st class
day; not refundable thereafter.
Housing Deposit
If reservations cancelled:
60 days or more prior to check-in, $40
refundable.
15 to 59 days prior to check-in , $20 refundable.
14 days or less prior to check-in, not
refundable .
If occupant vacates:
prior to completion of contract, not
refundable.
upon completion of contract, $45 refundable. (See Housing Contract for
greater detail.)
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2.0.)
$575 .00
Three student apartment . . . . . . . .
Four student apartment or two stude nt
studio . . . . . . . . . . . . . . . . .
One stude nt studio or four student duplex .
Two student apartment .
Five student apartment
Housing Deposit.
Student Accmmts
7ee and Charges
625.00
675 .00
700.00
750.00
45.00
Food Service
Contract Plan:
15-meal board in g plan, per student , per week
1 0-meal boa rdin g plan , per student, per week
$18.75
17.00
Casual or Cash Plan (Rates p er meal):
1.25
1.75
2.25
2.75
Breakfast .
Lunch . . . . . . . . . . . . . .
Dinner . . . . . . .
Special Monthly Festive Meals
Actual 1975-77 charges 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, 1974. Additions, deletions, or adjustments
will be made prior to Fall Quarters in 1975 and 1976
and will be noted in material which supplements this
publication.
Schedule of Tuition and Fees
Resident- Full-time student, per qu art e r
Resid ent - Vietnam veteran- Full-tim e stud ent ,
per quarter . . . . . . . . . . .
. ....
Nonresident- Full-tim e student, per quarter .. .
Resident- Part-time student and Special Student,
per quarter. ~ . . . . . . . . . . . . . . . . .
Nonresident- Part-time and Special Student,
per quarter . . . . . . . . . . . . . . .
Auditor- One unit, per quarter . . . .
$169.00
120.00
453.00
219.50
20.00
15.00
50.00
50.00
Miscellaneous Fees
Replacement of Student Identi ficat ion.
Other Charges
Student Health Insurance
Student only, per quarter .
Student dependents, p e r quarter .
On-Campus Housing
Resident Halls accommodations, p er academic year,
each occupant:
2.04
Summary of Estimated Quarterly Expenses
1. Prior to or during first quarter only:
Resident
$ 15.00
Application Fee .
50.00
Advance Deposit
45 .00
Housing Deposit
2. Direct Educat ion Costs:
169.00
Tuition and fees . . . . . . . . . .
50.00
Books and Supplies (est im ate) ..
25.00
Miscellaneous Fees and Charges
3. Related Costs:
225.00
Housing (average) ..
200.00
Meals (contract plan ) .
4. Other Expenses:
150.00
Personal (estimate) ..
15.00
Insurance (optional)
75.00
Transportation (estimate)
Nonresident
$ 15.00
50.00
45.00
453.00
50.00
25 .00
225.00
200.00
150.00
15.00
75 .00
80.00
Application Fee and Advance Deposit
Application Fee (regular students only) . . . . . . . .
Advance Deposit- Full-time (regular students on ly) .
Advance Deposit- Part-time (regu lar st udents only)
26.25
Average cost of cash plan , per student , per week .
5.00
14.';10
40.75
Summary of Estimated Academic Year Expenses
For the 1975-77 academic years at Evergreen a single
resident student, without a car, living in College housing, using the boarding plan, can reasonably expect to
spend $2,537 on his or her education as follows (again, remembering that these totals are estimates only
and don't promise to reflect actual charges in effect as
far away as 1975-77):
Tuition and Fees. . . . .
. .. .
Books and Related Supplies . . .
Miscellaneous Fees and Charges.
Housing and Meals . . .
Personal Expendit ures. . . . . ..
Travel to and from home . . . . .
Total est imated expenses for 3 quarters , 1974-75
_2.05
$ 507.00
150.00
80.00
1,275.00
450.00
75.00
2,537.00
t:acUiti.es Use/ Regulahons
events related to the special interests of particular
groups of students, faculty, or staff members, (4) alumni-sponsored 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.
~he 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.
1-
Following state and local law, "hard " alcoholic beverages may not be served at campus events unless a
banquet permit has been obtained from the State Liquor Control Board. Under the same authority, it is
unlawful to possess, serve, or consume any alcoholic
beverages "in a public place." All the academic buildings, and the exterior campus, 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.
Rooms are 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 drinking- or being served an alcoholic drink- violates the laws of the state.
-
Using College 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, persons must identify themselves 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 persons
must see the Director of Recreation and Campus Activities. Reservations for space and facilities are made
through the Director of Facilities . Space and facilities
are generally assigned on the basis of the following
priorities: (1 ) Evergreen ' s regular instructional and
research programs, (2) major all-College events, (3)
2.06
201
Firearms.
Safety
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. Provi sions 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 ex pulsion .
Pets
Pets are not allowed on campus unless under physical
control by the owner. In no case are pets allowed in
buildings. Stray animals are placed in a hold ing pen
constructed under Humane Society standards, retained one day while the owner is sought, and thenif the owner cannot be found - turned over to the
Humane Society.
Bicycles
Bicycles should not be parked in College Buildings.
Bicycle parking blocks are available at numerous locations throughout the campus usually just outside
building doors. All such blocks are constructed so that
bicycles may be locked to them.
Smoking
moking 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
Parking facilities adjacent to the academic plaza and
residence halls are available to students and visitors.
Motor vehicles may be parked only in posted lots.
Parking in or alongside roadways is hazardous and
prohibited. Illegally parked vehicles will be impounded at the expense of the vehicle driver.
Traffic Regulations
Maximum campus speed, other than on the Parkway,
is 25 miles per hour. Lower limits are indicated by
signs where required. Drivers must obey all posted
traffic signs on the campus.
Emergency Services
First aid and ambulance services are provided by the
Mclane Campus Fire Department 24 hours per day,
seven days per week.
2.o8
2..09
Security
Security Office
vergreen ' s 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.
In short, Security's main ' objective is to do all it can to
help the Evergreen community function smoothly.
Personal Property
The College cannot assume responsibility for the loss
of personal property in buildings or on the campus,
regardless of the reason for th~ loss. However, both
the Housing Office and the Security Office make available personal property cards for listing all personal
items of value. The Security Office retains the card for
reference in the case of loss or theft.
IX. GOVERNANCE
210
2H
Governance and Decisi011"'maktng
at Evergreen
Introduction and Guidelines
vergreen is an institution in process. It
is also a campus community in the
process of organizing itself so that it
can work toward clearing away obstacles to learning. In order that both
creative and routine work can be focused-on education , and so the mutual and reciprocal
roles of campus community members can best reflect
the goals and purposes of the college, a system of
governance and decision-making consonant with
those goals and purposes is required.
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 as stated in the college bulletin to facilitiating learning, and recognize the responsibility of the President and the Board of Trustees
for institutional direction.
2. Decisions, and methods to be used for their
implementation should be handled at the administrative level closest to those affected by a
particular decision.
3. Those persons involved in making decisions
must be held accountable, should be locatable,
and , most importantly, need to be responsive.
4. Decisions should be made only after consultation and coordination with students, faculty,
and staff who are affected by and interested in
the issues, while recognizing that administrators may be affected by various accountable
restraints.
5. Oligarchies are to be avoided.
6. In cases of conflict , due process procedures
2J4
must be available and will be initiated upon
request by any member of the campus community.
7. The procedures should be flexible enough to
remain applicable as the institution grows. Periodic evaluation should be used to determine if
this is actually taking place.
8. The Evergreen community should avoid fractioning into decision-making constituencies
with some sort of traditional representative
form of government; e.g., faculty senate, student council.
9. Groups should utilize a consensus approach in
reaching decisions. The voting procedure
should only be used if consensus is unobtainable.
10. A call for standing committees and councils
should be avoided. If it is essential for standing
committees or councils to exist, there must be a
frequent turnover of membership, at least annually.
11. The Evergreen community should support experimentation with new and better ways to
achieve Evergreen ' s goals.
The following system , designed to accomplish these
objectives:
1. Calls for the continuous flow of information and
for the effective keeping of necessary records.
2. Provides for getting the work done and for consultation and decision-making by the accountable , locatable person.
2. Allows for creative policy making, including a
policy initiation process open to any member of
the Evergreen community.
--
2.1)
4. Insists on the speedy adjudication of disputes
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 campus community to play multiple, recipro cal , and reinforcing roles in the campus community enterprise.
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 facilities , and authority to control
collection and disbursement of funds is vested in a
five-member Board of Trustees appointed by the Governor with the consent of the Senate for six-year overlapping terms . Board members serve without compensation. The State Attorney General 's Office is constitutionally established as the legal advisor to all state
agencies and institutions. This agency provides legal
counsel to the Board of Trustees, the President, and
other designated members of the campus community.
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 President of The Evergreen State College is appointed for a six-year term, reviewable annually,
2l6
w hich term may be renewed for an additional six years
for a maximum term of twelve years. The Trustees and
t he President in turn delegate many duties and responsibilities to others in the Evergreen community.
The governance system recognizes that Evergreen is
bound by two sets of rules which are not viewed as
being inconsistent or incompatible with the spirit of
the college. The first set of rules includes those federal , state, and local regulations which are legal in ,
nature and are binding upon all public institutions.
The second set of rules makes up the system of governance designed to advance The Evergreen State College toward its goals and purposes.
Information, 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. This latter function calls for an effective system of
record-keeping and is integral to institutional evaluation. The former requires the establishment of an Information Center designed to provide the intelligence
that all members of the community need on a
day-to-day, week-to-week, and month-to-month
basis. Combined with the President's Forum and the
College Sounding Board, the Information Center
should prove invaluable as an aid to informed decision-making.
The Information Center. The Center will work closely
2fl
with the schedules desk, Office of College Relations,
the campus newspaper, and KAOS radio to collect and
disseminate information about the broadest possible
range of activities within the Evergreen community.
It is intended that the Information Center, in addition
to collecting information, will serve an active role in
helping place people with questions with people re sponsible for having the answers. This demands that
the Information Center have a sufficient staff to
handle such requests.
The Information Center should be responsible for at
least these activities: publish the College Calendar of
Events; maintain a large master calendar on which
additions to or changes in schedules may be made;
maintain a number of special announcement bulletin
boards, both at the Center and around the school;
maintain and make available the Voluntary Service
List; and maintain a viable record of administrative
areas of responsibility.
The Information Center should also have on file college publications, Disappearing Task Force records
and minutes of meetings. This should be done in an
active and visible manner.
The President's 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 President's Forum will meet regularly.
The President of the College will lead the Forum discussions. He / she will be responsible for preparing
and publishing an agenda, but it is to be understood
that the agenda is open-ended. The Forum is not a
decision-making body. It is a place and a time and a
gathering where hard questions can be asked, where
dreams can be told, where plans for a better college
may be discussed.
In addition to the President's Forum , similar forums
led by vice presidents, deans and directors, etc., are
encouraged. These forums may allow for more focused discussion in specific problem areas of the
community enterprise. All agendas should be publicized through the Information Center, paper, and
radio station.
The College Sounding Board. As an important
all-campus information and coordination body, the
College Sounding Board will meet on a regular
schedule to facilitate coordination of activities among
21.8
,Z1J)
all areas of the Evergreen community. This group will
make recommendations for action as issues pertinent
to the college arise. It will constitute a consultative
pool or "sounding board " where discussion and advice on issues affecting various areas in the college
can be heard and needs for coordination can be aired.
The membership will be constituted as follows :
1. The President will be a member of the Sounding
Board .
2. Each vice-president will appoint no more than 10
persons from his / her area of responsibility as
members· of this body with all areas represented.
3. Fifteen students will regularly serve as members
of this body. They will be selected by their fellow stu dents in a manner to be determined by the students.
Annually, the Dean of Student Services will initiate the
procedure.
4. Participation on the Sounding Board shall be for
not less than one quarter, nor more than three consecutive quarters.
All members of the Sounding Board will serve as facilitators to all members of the Evergreen community in
areas of initiative petitions or proposals, help individuals locate the area of responsibility, and otherwise
facilitate communication and coordination on
campus.
Participation on the Board should serve to acquaint its
members with the multitude of problems, decisions,
plans, etc., that typify an active center for learning.
Each member of the Board must arrange for a substitute if he or she is to be absent from any particular
meeting. Each member will meet with the appropriate
constitutent group to get information to take to the
Sounding Board and to pass on information gained at
the Board meeting.
The Sounding Board is responsible for maintaining a
picture directory (with pictures , names, addresses, and
phone numbers) in the Information Center so that the
entire Evergreen community can know who to contact
for help.
The College Sounding Board will select a new moderator and recorder for each quarter term. These responsibilities will be rotated through the Board membership . The moderator will see that the group meets
on a regular schedule, will prepare and publish an
open-ended agenda for each meeting, and will assure
a free and open discussion of the issues. The recorder
will be responsible for reporting the issues discussed
and providing copies of the minutes to each member
of the Board , the Information Center, the campus
newspaper, and the radio station .
Patterns of Administrative Decision-Making
Decision-making at Evergreen will take place at the
administrative level closest to those affected by the
particular decision. Those responsible for making the
decisions will be locatable and accountable; they will
be expected to obtain input and advice from concerned parties as a regular part of the decision-making
process .
Locatability: Location of those responsible for the
functioning of various areas of the community is identitled in the college organizational chart, the Faculty
Handbook, and The Evergreen Administrative Code.
Delegated duties and responsibilities should be made
as explicit as possible, and information regarding the
r-t
Z<._O
22.~
decision-making roles of various members of the Evergreen community should be made easily available in
the College Information Center. Members of the College Sounding Board will also serve as information
sources on these questions of locatability.
Administrative evaluation and accountability: Like the
student and the faculty evaluation procedures, the
administrative evaluation will emphasize growth in
learning how to perform more effectively the roles for
which the individual is responsible. The procedure
will include a large element of self-evaluation and
evaluation by peers, but must also include input by
other members of the college community (students,
staff, faculty) 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. Guidelines for annual evaluation of exempt administrators are included in The Evergreen Administrative Code. Similar procedures
should be established for all administrators.
decisions will be made by the person to whom the
responsibility is delegated, after appropriate consultation.
At least three major avenues for consultation and advice are open to a decision-maker within the College.
The person may:
1. Simply solicit advice on a direct and personal
basis. This should not be used as the primary
basis for decision-making on important issues. In
particular, the use of a "kitchen cabinet" for regular advice should be avoided.
2. Select a Disappearing Task Force (ad hoc committee) for the purpose of gathering information,
preparing position papers, proposing policy, or
offering advice. The DTF should be composed of
as wide a sampling of the community as possible. Consistent use of random selection from
the Voluntary Service List and / or Community
Consultation, Input, and Advice: The Evergreen State
College wishes to avoid the usual patterns of extensive
standing committees and governing councils. Instead,
2Z:J..,
22.)
The Evergreen State College is designed to:
1. Apply as far as possible to all members of the
community.
2. Provide a responsive system, one capable of
speedy resolution of conflict and grievances.
3. Provide a campus adjudicatory process, not one
intended to operate in place of civil authority.
Informal mediation. 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.
This first attempt at resolution should be one to one.
When unable to work out their differences in this direct fashion, they shall resort to third party informal
mediation where the parties to a dispute shall call in a
mutually agreed upon third party. Informal mediation
shall be guaranteed all campus employees and students. If third party mediation is desired but one of
the parties involved refuses, the Dean of Student Services should be contacted for assistance. ("Mediation,
N., action in mediating between parties as to effect on
agreement or reconciliation . . . mediation implied
deliberation that results in solutions that may or may
not be accepted by the contending parties". Random
House College Dictionary, 1969).
The Campus Hearing Board should be required only if
previous attempts to resolve grievances and disputes
through informal mediation have been unsuccessful.
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 the hearing board
process.
Disputes involving personnel action of a formal nature
226
for classified staff are governed by state law (RCW
28B.16.120 and WAC 251-12).
Campus Hearing Board. The President or his / her designee shall randomly select from the voluntary service list three appointed members of the Board, including a student, staff, and faculty member, who will
serve for not less than one academic quarter or more
than one academic year. The appointed members will
have the obligation to review all hearing board requests. Requests for a hearing board, together with
proper evidence that previous attempts at mediation
have been unsuccessful, must be presented in writing
to the President's Office. The appointed members will
respond in writing within five days, accepting the case
or, if not, clearly stating the conditions that must be
met. Before the actual hearing, two temporary members will be selected for each individual hearing by a
random process from each of the disputants' peer
groups. Each side represented in a dispute will have
the right of two peremptory challenges. Meetings of
the Hearing Board shall be open to the public.
In cases heard by the 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.
zy
6. Receive written notice of the decision of the
Board.
7. Have access to a transcript of the proceedings
and the findings of the Board, located in the
President's Office.
Socu1 Contrac't
Appeal within the institution beyond the 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 Campus Hearing Board and
affirm, modify, or reverse that decision.
Evaluation of Governance
Necessary and essential amending of this document is
to be accomplished through the initiative procedure
contained herein. At the end of every two years, the
President will convene a DTF on governance which
will include a member of the Board of Trustees, faculty, staff, students, and Evergreen graduates to evaluate the Evergreen governance system. It will be the
responsibility of the DTF to affirm the effectiyeness of
the system or to propose changes. When the DTF has
completed its deliberations, it will schedule a series of
open meetings inviting all members of the campus
community to discuss further revision before forwarding the final document to the President.
Conclusion
Concerned members of the campus community must
continue to work together to develop informal and
formal mechanisms to facilitate the promotion, support, and observance of this governance document.
lntroductio~
(1
n its life as a community, The Evergreen State College requires a social
contract rather than a I ist of specific
prohibitions and essentially negative
rules. The contract, open to modifica1
I tions 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.
All persons who become affiliated with the College as
students or as employees agree as a condition of acceptance or employment to conduct themselves according to the principles embodied in these documents. This arrangement precludes the necessity of
collecting signature cards and of requiring the occasionally distasteful signing of formal "oaths."
Basic Purposes
_2.,2.8
\IIIII
2-2-f
those efforts are entailed by his membership. Students, faculty, administrators, and staff members may
differ widely in their specific interests, in the degrees
and kinds of experience they bring to Evergreen, and
in the functions which they have agreed to perform.
But all must share alike in prizing academic and interpersonal honesty, in responsibly obtaining and in providing full and accurate information, and in resolving
their differences through due process and with a
strong will to collaboration.
These considerations directly imply the necessity of an
organized structure to achieve the goals of more
effective learning, a system of governance that encourages widespread participation in the making of
College decisions (See Governance and Decision-Making at Evergreen), 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 memb_e r
of the community must protect in an active, thoughtful, and concerned way (a) the fundamental rights of
others in the community as citizen~ (b) the right of
each member of the commun1ty 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.
Amone the basic riehts are freedom of soe
reeaom of the press, freedom ot peacefulassembly
and association, freedom of belief..,and freedom from
personal force a~d violence, from threats of violence,
and from personal abuse.
Freedom of the press implies the right to freedom
from censorship in campus newspapers and other
media. Concomitantly, such publications are subject
to the usual canons of responsible journalism, to the
law of the press, and to the same conditions of
self-maintenance that apply to other forms of public
communication.
There may be no discrimination at Evergreen with respect to race, sex, religious or political belief, or national origin with respect to admission, employment,
or promotion.
Because the Evergreen community is not separate or
segregated from the larger society, the campus is not a
sanctuary from the general law or invulnerable to the
general public interest. The members of the Evergreen
community are therefore obligated to deal with the
relationship between the campus and the larger society with a balance of forthrightness and sensitivity,
criticism and respect,,Wd an appreciation,of the c~rn.
lexities of social change ana personal differences Oj
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 ac-
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.
2j0
,.zy.
cording to his own values and preferences so long as
his actions accord with the general law, are in keeping
with agreements voluntarily entered into, evince an
appropriate respect for the rights of others to organize
their lives differently, and advance (or at least do not
interfere with) the community-wide purpose of more
effective learning. In short, Evergreen does not stand
in loco parentis for its members.
The Conditions of Learning
As a community of people who have come together to
learn and to help one another to learn more effectively, Evergreen's members live under a special set of
rights and responsibilities. Foremost among these
rights is that of enjoying full freedom to explore the
nature and implications of ideas, !O generate new
ideas, and to discuss their explorations and d"
eries in both speech and oririLWitF10ut le
ance. 15offl institutional censorshi and intolerance b
TdiV!duals or rou s are at variance with this asic
.free om. y a similar token, researc or offier 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.
All members of the Evergreen community enjoy the
right to hold and to participate in public meetings, to
post notices on the campus, and to engage in peaceful
demonstrations. In order to protect the safety of the
community and to respect the equal rights of those
who choose not to participate, reasonable and impartially applied rules, following established procedures
of governance ( See Governance and Decision-Making
at Evergreen), may be set with respect to time, place,
and use of Evergreen facilities in these activities.
Honesty is an essential condition of learning. Honesty
includes (although it is not limited to) the presentation
of only one's own work in one's own name,_the full
consideration of evidence and logic even when they ,
contrad1ct a chenshed personal pomt of view, and the '
recognition
insofar as n 1S t10manly posSible- of
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.
2:Y-'
_2))
biases and prejudices in oneself as one strives to become a more effective learner.
Institutional Rights and Obligations
As an institution, Evergreen has the obligation to provide an open forum for the members of its community
to present and to debate public issues, to consider the
problems of the College, and to serve as a mechanism
of widespread involvement in the life of the community. (See Governance and Decision-Making at Evergreen, sections on the President's 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 unauthorized use and its operating processes from interruption. At the same time, it also must guarantee the
right of the members of its community to be heard at
appropriate levels of decision-making with respect to
basic matters of policy and other issues of direct concern. As a community, Evergreen, through its 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 pro-
25+
I
:2:))
teet 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) judgement, 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 at law, has
generated its own official personnel, and operates
according to relatively common understandings. Because the strike bases itself in adversary rather than
collaborative relationships, it is an inappropriate
means of seeking change at Evergreen. Nevertheless,
an awareness of human frailty and the complexity of
our times suggests that, in spite of hopes that strikes
will not need to occur within our community, wisdom
and prudence call for some relevant concepts and policies from the outset.
As an effective means of demonstrating moral commitment and the courage of one's convictions, a strike
entails costs; those who choose to strike must put
something of value on the line that they choose to
draw. Otherwise, a strike readily degenerates into a
kind of hybrid- part party and part parade with little
moral or intellectual meaning. 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
2)6
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
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 judgement 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 judgement is uncontaminated
and of how free they may be from conflicts of interest.
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
2J7
\\llfl'
existence. In these realms of human relationships, judicial action is a less desirable way of resolving difficulties in a genuine community than are more informal methods of mediation. The processes outlined
here touch, therefore, on three levels of conflict-resolution: informal mediation, formal mediation,
formal arbitration and enforcement, and, where necessary, a means of appeal.
Informal Mediation
To begin with, it is expected that members of the Evergreen community who come into conflict with one
another will make a determined effort to resolve their
problems peacefully and quietly by themselves. When
unable to work out their differences in this direct fashion, then they may resort to informal mediation in
which no records are kept, nor formal bodies are convened, and no "law" need be (although it may be) referred to other than the terms of this social contract.
By mutual agreement, the parties to a dispute may call
in a third party of their own choice to help them; they
may request counseling help from some other
member of the community; they may invite or accept
intervention by one of the Student Facilitators, or they
may select a moderator from the Community Service
List. These possibilities are not at all exhaustive; the
people in conflict can choose any other method that is
mutually acceptable to help them clear up their problems in a peaceful and quiet fashion. The great majority of disputes 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.
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
judgement 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 jury decision, the conflict or dispute
flares anew is a Board of judgement 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.
When informal processes fail to produce satisfaction,
Appeal Procedure
If the action by the Board of Judgement 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 judgement. 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.
2)8
2)?
Formal Mediation
Off-campus Offenses
There remains the problem of double jurisdiction or
the extent to which the Evergreen community may
have an appropriate interest in the implications of offenses that are committed outside its own precincts.
This problem is a very real one, but the general principle is that, unless the nature of the offense raises
questions about the suitability of the person's membership in the Evergreen community, his payment of
penalties exacted by the general law of our society
absolves him from paying additional penalties under
the rules of the College. This position is consistent
with the fact that Evergreen does not stand in loco
parentis. An additional entailment of this stance, however, is that the College cannot properly intervene in
behalf of its members if and when they come afoul of
the general law. This position in no way precludes, of
course, actions by individuals in their own names and
on their own responsibility; such actions fall within
the 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.
When hearings are requested, they must, or 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.)
.2.-fO
X.WHO WE ARE
2"fJ.
Board ofTruslees and Administrators
Faculty
I
Humanities / Arts
Thomas Dixon, Tacoma
Herbert D. Hadley, Longview
Trueman L. Schmidt, Olympia
Halvor M . Halvorson, Spokane
Janet Tourtellotte, Seattle
President: Charles J. McCann
Vice President and Provost: Edward J. Kormondy
Administrative Vice President: Dean E. Clabaugh
President Charles]. McCann
2-+4
Alexander, Richard W.: Member of the Faculty (English and Liter·
ature), 1970. B.A. (English ), Emory University, 1956; M.A. (En·
glish), Tulane University, 1961; Ph.D . (English), University of II·
linois, 1966.
Aurand, Susan M.: Member of the Faculty (Art ), 1974. B.A.
(french), Kalamazoo College, 1972 ; M.A. (Ceramics), Ohio
State University, 1974.
Beck, Gordon: Member of the Faculty (Cinema Arts), 1972. A.B.
(S peech), Bowling Green University, 1951; M.A. (Drama ),
Western Reserve University, 1952; Ph.D. (Theatre), University ~
of illinois, 1964.
Brown, William H.: Member of the Faculty (Geography), 1974 .
B.A. (Geography), University of California at Berkeley, 1959;
M.A. (Geogra phy), University of California at Berkeley, 1967 ;
Ph.D. (Geography), University of California at Berkeley, 1970.
Carlson, Craig B.: Member of the Faculty (Co mmunications),
1973. B.A. (E nglish ), College of William and Mary, 1965 ; Ph.D .
(E nglish ), University of Exeter (En gland ), 1972.
Chambers, Nancy Allen: Member of the Faculty (literature and
Language), 1971. B.A. (Languages), Occidental College, 1963;
M.A. (Comparative Literature ), Columbia University, 1965.
Chan, Donald W.: Member of the Faculty (Music), 1971. B.A.
(Music), San jose State College, 1962; M.S. (Music), julliard
School of Music, 1964.
Christian, Susan A.: Member of the Faculty (A rt ), 1974. B.F.A.
(Pai nting / Printmaking), Cranbrook Academy of Art, 1969.
Curtz, Thad B.: Member of the Faculty (literature), 1972. B.A.
(Literature / Philosophy), Yale University , 1965 ; M.A. (Literature) , University of California at Santa Cruz, 1969.
Daugherty, F. Leo: Member of the Faculty (English and Litera-
~.5
ture ), 1972 . A .B. (English / Art) , Western Kentucky University,
1961 ; M.A. (English), University of Arkansas, 1963; Ph.D. (English ), East Texas State University, 1970.
Delgado, Medardo: Member o f the Faculty (Psychology and Minority Ethnic Studies ), 1971. B.A . (Education/Spanish ), Central
Washington State College , 1971 .
Dickinson , Margaret P.: Member of the Faculty (Arts ), 1971 . B.A .
(Geography), Stanford University, 1953; M.A. (Education ), Stanford University, 1956 ; M .A. (Art /Ceramics), Humboldt State
College, 1971.
Elbow, Peter H .: Member o f the Faculty (Literature), 1972. B.A.
Williams College, 1957 ; M.A. Exeter College, 1959; M.A. Oxford University, 1963; Ph.D. (literature), Brandeis University,
1969.
Esquivel , Alfred Cruz : Member of the Faculty (Philosophy), 1971.
A.B. (Music ), Los Angeles Conservatory, 1959 ; B.A . (Classical
Studies), Catholic University, 1961 ; M. Phil. (Philosophy), University of San Francisco, 1968.
Fiksdal , Susan R.: Member of the Faculty (languages), 1973. Diplome de langue, U . de Toulouse -Bordeaux a Pau , 1967 ; Diplome de langue et lettres francaises , U. d ' Aix Marseille, 1968;
B. A. (French , Political Science), Western Washington State
College, 1969 ; M.A. (Fren ch), Middlebury Coll ege, Vermont,
1972.
Frasca , Marilyn] .: Member o f the Faculty (Art) , 1973. B.F.A. (fine
Arts ), San Francis co Art Institute, 1961 ; M.A. (Ar t), Bennington
College, 1964.
Gottlieb, Robert S.: Member of the Faculty (Music), 1972. B.A .
(Music), Yale University, 1948. M.A. (Composition ), University
of California at Berkeley, 1952; D.M .A. (Music), University of
Southern California, 1958.
t / Gribskov, Margaret H.: Member of the Faculty (Journalism ), 1973.
Ph.D. (Education ), Oreg o n State University, 1973 .
Hanfman , Andrew M . : Member o f the Faculty (language Studies ;
Area
Studies),
1972.
Ph.D .
(Modern
Russian-Soviet
Languages / Comparative Literature), University of Turin , 1937.
Humphreys, Willard C. : Member of the Faculty (Philosophy),
1970. A.B . (Mathematics), Allegheny College, 1961 ; M.A.
(History /P hilosophy of Science), Indiana University, 1963 ; M .A .
(Philosophy), Yal e University, 1965 ; Ph.D. (Philosophy), Yale
University, 1966.
Johansen, Bernard: Part-Time Member of the Faculty (Dance),
1972 ; Member of the Faculty (Dance), 1973.
jordan , Donald A.: M ember of the Faculty (literature), 1974. B.A.
(Sociology), Humboldt State University, 1971.
Klyn , Stan : Member o f the Faculty (Arts-Engineering); 1972. B.S.
(Engineering), San jose State College, 1968. (leave of Absence,
Winter and Spring Quarters 1974-75. )
Levensky, Mark A. : Member of the Faculty (Philosoph y), 1972.
B.A. (Philosophy), University of Iowa , 1959 ; A.M. (Philosophy),
University of Michigan , 1961 ; Ph.D . (Philosophy), University of
Michigan , 1966.
Maraire, Abraham Dumisani: Member of the Faculty (Ethno- Musicology), 1973. B.A. (Education ), Teacher Training College of
Southern Rhodesia, 1962; M.A. equivalent (African Music) , African Music College , Zimbabwe, Rhodesia, 1967 .
j
.2.-i-'6
Marr, David : Member of the Faculty (literature-American
Studies), 1971. B.A . (English), University of Iowa , 1965 ; M .A .
(American Civilization), University of Iowa, 1967.
Martin , S. Rudolph: Academic Dean (Humanities and Arts), 1973 .
Member of the Faculty (English ), 1970. A.B . (English), University
of California, 1957 ; M .A. (English) , San Francisco State College,
1961 ; Ph.D . (American Studies ), Washington State University,
1974.
McCann , Charles ].: President and Member of the Faculty (English), 1968. B.A. (Naval Science), Yale University, 1946 ; M.S.
(Merchandising), New York University, 1948 ; M .A. (English),
Yale University, 1954 ; Ph.D. (English ), Yale University. 1956.
Nelson , Mary F.: Member of the Faculty (Art -Minority Studies),
1972. B.F .A . (Art / Education ), Washington State University,
1966; M .A. (Art / Anthropology), University of Idaho, 1968.
Pailthorp, Charles N .: Member of the Faculty (Philosophy), 1971.
B.A. (Philosophy), Reed College , 1962; Ph.D . (Philosophy),
University of Pittsburgh, 1966.
Pearson, Linnea].: Member of the Faculty (literature), 1973. B.S .,
University of Illinois, 1960 ; M .A. , University of Illinois, 1961 ;
Ph.D . (literature), Northern Illinois University, 1973 . (Leave of
Absence , 1974-75.)
Powell , David L. : Member of th e Faculty (Literature), 1972. BA.
(English), Pennsylvania State Unive rsity, 1960; Ph.D . (Literature), University of Pennsylvania, 1967.
Simon , Sandra M . : Member of th e Faculty (English), 1973 . B.A.
(Psychology), University of California at Los Angeles , 1954 ;
M.A. (English ), University of California at Los Angeles , 1963.
Sinclair, Leon R. : Member of the Faculty (Literature), 1971 . B.A .,
Un iversity of Wyoming, 1964 ; Ph.D. (literature), University of
Washington , 1970.
Sp arks , Paul ]. ,: Member of the Faculty (Art and Photography),
1972. B.A. (Art ), San Francisco State College, 1968 ; M.A.
(Art / Photography), San Francisco State College, 1971 .
Struve, Lynn A.: Member of the Faculty (Chinese Literature),
1974. B.A . (Chinese Language and Literature), University of
Washington , 1967 ; M.A. (Chinese Area Studies), University of
Michi gan , 1969 ; Ph.D. (History), Unive rsity of Michigan , 1974.
Syversen , Karin L. : Member of the Faculty (literature) , 1972. A.B.
(Classical Greek Language and Literature), Wellesley College,
1965 ; M.A. (English Literature), Boston University, 1968. (Leave
of Absence , 1974-75 .)
Teske, Charles B.: Academic Dean (Humanities and Arts) and
Member of the Faculty (English), 1970. B.A. (English), Lafayette
College, 1954; M:A. (English), Yale University, 1955 ; Ph.D. (English ), Yale University, 1962.
Unsoeld , Willi F.: Member of the Fa culty (Philosophy), 1970. B.S.
(Ph ysics), Oregon State College, 1951 ; B.D . (Theology), Pacifi c
School o f Religion ; Ph.D. (Phil o sophy), University of Washingt o n, 1959.
Webb, E. jackson : Member of the Faculty (English ), 1970, B.A .
(English ), Yale University, 1958 ; M.A. (English ), Northwestern
University, 1961 ; Ph.D. (English ), Northwestern University,
1969 .
White, Sidney D .: Member of the Faculty (Art) , 1970. B.A . (Art
Education ),
University
of
New
Mexico ,
1951 ;
M .S.
.Z..'f-1
~
(Philosophy I Aesthetics) , University of Wisconsin , 1952.
Wilder, Ainara D.: Member of the Faculty (Theatre and Drama),
1972. B.S. (Dramatic Arts) , Wisconsin State University, 1968;
M.A. (Theatre Arts) , University of Wisconsin , 1969.
Winden, William C.: Member of the Faculty (Music), 1972. B.A.,
Stanford University, 1953; M .A. (Music), University of Washington, 1961; D.M.A. , University of Illinois, 1971.
1968; Ph.D. (Urban Planning), University of Washington, 1971.
Foote,
Thomas
H.:
Member
of
the
Faculty
(Education I journalism), 1972. B.A. (Journalism), University of
Tulsa, 1961; M.S.Ed. (Humanities), Oregon College of Education, 1967; Ph.D . (Education), Oregon State University, 1970.
Fox, Russell R.: Member of the Faculty (Urban Planning), 1972.
B.A. (Mathematics), University of California at Santa Barbara,
1966; Master of Urban Planning, University of Washington ,
1971.
Freund, Henry L.: Member of the Faculty (Law), 1973. B.A. (English), Duke University, 1965; LL.B. (Law), Washington University, 1968.
Gerstl, Theodore L.: Member of the Faculty (Applied Behavioral
Science) , 1971. B.A. (Psychology), California State University,
1965; Ph.D. (Organizational Behavior), Case Western Reserve
•:~~~ Social Sciences
..
Aldridge , Bill: Member of the Faculty (Education/Sociology),
1970. B.A. (Mathematics), Oregon State University, 1959; M .Ed.
(Guidance), Oregon State University, 1964; D.Ed. (Educational
Administration), University of Oregon, 1967.
Bowerman, Priscilla V.: Member of the Faculty (Economics), 1973.
A.B . (Economics), Vassar College, 1966; M.A. (Economics), Yale
University, 1967; M.Phil., Yale University, 1971.
Brown , jovana j.: Dean of Library Services and Member of the
Faculty (Political Science), 1974. A.B . (Political Science), University of California, 1959; M.L.S. (Librarianship), University of California at Berkeley, 1965 ; M.A. (Political Science), University of
California at Berkeley, 1967 ; Ph.D. (Political Science), University of California at Berkeley, 1971.
Cable, Carie L.: Member of the Faculty (Anthropology) , 1972. B.A.
(Anthropology), 1972. (Leave of Absence , Spring Quarter
1974-75.)
Cadwallader, Mervyn L.: Member of the Faculty (Sociology),
1970. Academic Dean (Social Sciences) , 1970-1973. B.A. (History) , University of Nebraska, 1948; M.A. (History), University
of Nebraska, 1951 ; Ph.D . (Sociology), University of Oregon ,
1957.
Crowe, Beryl L.: Member of the Faculty (Political Science) , 1970.
A .B. (Political Science), San Francisco State College, 1959; M.A.
(Political Science), University of California at Berkeley, 1961 .
Daum , Ida": Member of the Faculty (Anthropology), 1972. B.A.
(Anthropology),State University of New York at Buffalo, 1970.
(Leave of Absence, 1974-75.)
Dobbs, Carolyn E.: Member of the Faculty (Urban Planning),
1971. B.A. (History I Political Science), Memphis State University, 1963: M.A. (Political Science), University of Kentucky,
1966; Master of Urban Planning, University of Washington ,
,ytS
University, 1969.
Greenhut, Naomi: Member of the Faculty (Psychology), 1972. B.A.
(Psychology), Brooklyn College, 1965; M.A. (Psychology), University of California at Riverside , 1967; Ph.D. (Comparative
Psychology), University of California at Riverside, 1971.
Gulden , james: Member of the Faculty (Education), 1972. B.A.
(Biology I Education), Central Washington State College, 1963;
M .S. (Counseling Psychology), California State College at Los
Angeles, 1967 .
Hahn, jeanne E.: Member of the Faculty (Political Science), 1972.
B.A. (Political Science) , University of Oregon , 1962; M.A. (Political Science), University of Chicago, 1964 .
Harding, Philip R.: Member of the Faculty (Architecture), 1971.
Bachelor of Architecture, University of Oregon , 1963; Master
of Architecture, University of California at Berkeley, 1970.
Hasen stab, Rainer G.: Member of the Faculty (Environmental Design ), 1974. Bachelor of Architecture , University of California,
1965; Master of Architecture , University of California, 1970.
Henderson , Peta M.: Member of the Faculty (Anthropology),
1974. B.A. (History), Swarthmore College, 1958; M.A. (Anthropology), McGill University, 1969.
Hillaire, Mary Ellen: Member of the Faculty (Sociology and Social
Work ), 1972. B.A. (Sociology), Western Washington State College, 1956; M.S.W. (Social Work ), University of British Columbia, 1957; M.Ed. (Education), Western Washington State College, 1967.
Hitchens , David L.: Member of the Faculty (History) , 1970. B.A.
(History), University of Wyoming, 1961; M.A. (History), University of Wyoming, 1962; Ph.D. (History), University of Georgia,
1968.
Ingram , Winifred: Member of the Faculty (Psychology), 1972; B.A.
(Sociology), University of Washington , 1937; M.A. (Sociology),
University of Washington , 1938 ; Ph.D. (Clinical Psychology),
Northwestern, 1951.
jones, Richard M.: Member of the Faculty (Psychology), 1970.
A.B. (Psychology), Stanford University, 1950; Ph.D. (Clinical
Psychology) , Harvard University, 1956.
Larson , Eric H. : Member of the Faculty (Anthropology), 1971. B.A.
San jose State College, 1956; M.S. San jose State College,
1957; Ph.D. (Anthropology), University of Oregon, 1966.
Marsh, Paul A.: Member of the Faculty (International Relations),
2-i-:9
1971. B.A. (Political Science), Humboldt State College, 1963;
M.A. (Asian Studies), University of Southern California , 1966.
Martinez, james: Member of the Faculty (Corrections), 1973.
McNeil , Earle W.: Member of the Faculty (Sociology) , 1971. B.S.
(Chemistry), Washington State University, 1964; M .A. (Sociology), Washington State University, 1965.
Mimms, Maxine L.: Member of the Faculty (Social Science), 1972.
B.S. (Education), Virginia Union University, 1950; M .A. (Sociology), Wayne State University, 1953.
Nisbet, Charles T.: Member of the Faculty (Economics), 1971. B.A.
(Economics), Kalamazoo College, 1958; M.B .A . (Business) , Indiana University, 1959; Ph.D. (Economics), University of Oregon , 1967.
Olexa, Carol j .: Member of the Faculty (Sociology), 1971. B.A.
(Sociology), San Francisco State College, 1967; M .A. (Sociology), University of Oregon, 1969.
Papworth, Mark L.: Member of the Faculty (Anthropology) , 1972.
B.S . Central Michigan College, 1953; M.A. (Anthropology),
University of Michigan , 1958; Ph.D. (Anthropology), University
of Michigan, 1967.
Patterson, Lynn D. : Academic Dean, 1973 . Member of the Faculty
(Anthropology), 1971. B.A. (Anthropology), Ohio State University, 1966; M .A. (Anthropology) , University of Washington ,
1968.
Portnoff, Gregory: Member of the Faculty (Psychology), 1971.
B.A. (Psychology), Brooklyn College, 1961; M.A. (General Experimental Psychology), Brooklyn College, 1964.
Rainey, Thomas B.: Member of the Faculty (History), 1972. A .B.
University of Florida, 1962 ; M.A. University of Illinois, 1964;
Ph.D (History), University of Illinois, 1966.
Reynolds, Edward N.: Member of the Faculty (Psychology), 1973.
A.B. (Sociology / Psychology), Oberlin College, 1962 ; M.S. (Psychiatric Social Work), Western Reserve University, 1964 ; Ph.D.
(Social Psychology), Western Reserve University, 1968.
Salcedo, Gilbert G .: Member of the Faculty (History), 1972. B.A .
(U.S. History), San jose State College, 1970; M.A. (Modern European History), San jose State College, 1972.
Smith, LeRoi M. : Counselor, 1974. Director of Counseling Services , 1973. Member of the Faculty (Psychology), 1971 . B.A.
(Psychology), Idaho State University, 1969.
Smith , Matthew E.: Member of the Faculty (Political Science),
1973. B.A. (Political Science) , Reed College, Portland , Oregon,
1966; M.A.T. (Social Sciences) , Reed College, 1968.
Spence, Carol A. : Member of the Faculty (Psychology), 1972.
B.S. Ed . (Education / History I Psychology), The Ohio State University, 1963; M.A. (Psychology), The Ohio State University,
1965 ; Ph.D. (Developmental Psychology), University of Washington , 1973.
Stepherson , Lemuel A.: Member of the Faculty (Psychology and
Counseling), 1973. Director of Counseling Services, 1971 . B.A.
(Psychology I Sociology), Sonoma State College, 1968 ; M.S.
(Counseling Psychology), University of Oregon , 1969 ; Ph.D .
(Counseling Psychology), University of Oregon , 1974.
Taylor, Nancy: Member of the Faculty (History I Education ), 1971 .
A.B. (History), Stanford University, 1963; M .A. (Education),
Stanford University, 1964.
2!)0
Thompson, Kirk: Member of the Faculty (Political Science), 1971.
B.A. (History), Stanford University, 1956; M.A . (Political Science), Stanford University, 1958; Ph.D . (Political Science), University of California at Berkeley, 1965.
Woodbury, Ronald G . : Member of the Faculty (History), 1972.
B.A. (Economics), Amherst College, 1965; M.A. (Latin American
History), Columbia University, 1969 ; Ph.D . (Latin American History ), Columbia University, 1971 .
Anderson , Lee R.: Member of the Faculty (Physical Science), 1971.
B.S. (Physics), Stanford University, 1961 ; M.A. (Physics), University of Oregon, 1965; M.S. (General Science), Oregon State
University, 1967 ; Ph.D. (Physical Science), Oregon State University, 1969.
Barnard, W. Robert: Member of the Faculty (Chemistry), 1970.
B.S. (Education / Chemistry) , Montana State College, 1961; M.S.
(Applied Sciences), Montana State College, 1965; Ph.D .
(Audio-Visual Communications), Ohio State University, 1969.
Barry, David G.: Member of the Faculty (Biology), 1973. Academic
Vice President , 1972-73. Vice President and Provost, 1969-1972.
B.S. (Zoology), University of Northern Iowa, 1946 ; M.S.
(Biology), University of Iowa, 1948 ; Ph.D. (Biological Science),
University of I ow a, 1952.
Beug, Michael W.: Member of the Faculty (Chemistry) , 1972. B.S.
(Chemistry) , Harvey Mudd College , 1966; Ph.D. (Chemistry),
University of Washington , 1971 .
Brian , Richard B. : Member of the Faculty (Mathematics), 1970.
B.S. (Physics ), Grove City College, 1953; M .A . (Mathematics),
University of Maryland, 1959 ; Ph.D. (Mathematics Education ),
University of Maryland, 1966.
Cellarius, Richard A.: Member of the Faculty (Biochemistry, Plant
Physiology), 1972. B.A. (Physics), Reed College, 1958; Ph.D.
(Life Sciences), Rockefeller University, 1965.
Dimitroff, George E.: Member of the Faculty (Mathematics ), 1973.
B.A . (Mathematics ), Reed College, 1960 ; M.A. (Mathematics) ,
University of Oregon, 1962 ; Ph.D . (Mathematics), University of
Oregon , 1964.
Eickstaedt, Larry L.: Member of the Faculty (Biology), 1970. B.S .
(Biology), Buena Vista College, 1961 ; M.S. (Zoology I Ecology) ,
2)1
State University of Iowa , 1964 ; Ph.D. ( Marine
Biology I Ecological Physiology), Stanford University, 1969.
Estes, Betty R.: Member of the Faculty (History of Science) , 1971.
B.S. (Mathematics), University of Oklahoma, 1957 ; M.A. (Mathematics) , University of Pennsylvania, 1960.
Filmer, Robert W.: Member of the Faculty (Applied Science and
Technology), 1972 . B.S. (Agriculture ), Cornell University, 1956;
B.S . (Structures, Power and Machinery), Cornell University,
1956; M.S. (Hydraulic Engineering), Colorado State University,
1964; Ph.D . (Fluid Mechanics), Colorado State University, 1966.
Guttman , Burton S. : Member of the Faculty (Biology), 1972. B.A. ,
University of Minnesota, 1958; Ph.D . (Biology). University of
Oregon , 1963.
Herman , Steven-G . : Member of the Faculty (Biology), 1972. B.S.
(Zoology), University of California at Davis , 1966 ; Ph.D.
(Zoology), University of California at Davis , 1973.
Humphrey, Donald G.: Member of the Faculty (Biology). 1970.
Academic Dean (Natural Sciences and Mathematics), 1970-73.
B.S. (Physical Edu cation ), University of Iowa, 1949 ; M.S. (Physical Education), University of Washington, 1950 ; Ph.D . (Microbiology), Oregon State University, 1956.
Kahan , Linda B.: Member of the Faculty (Biology), 1971 . A.B.
(Zoology), University of California at Berkeley, 1963; M.A.
(Biology), Stanford University, 1965 ; Ph.D . (Biology), Stanford
University, 1967.
Kelly, jeffrey j.: Member of the Faculty (Biochemistry). 1972. B.S.
(Chemistry), Harvey Mudd College , 1964 ; Ph.D . (Biophysical
Chemistry), University of California at Berkeley, 1968.
Kormondy, Edward j.: Vice President and Provost, 1973. Interim
Academic Dean , 1972. Member of the Faculty (BiologyEcology), 1971 . B.A. (Biology). Tusculum College, 1950; M.A.
(Zoology), University of Michigan, 1951; Ph.D . (Zoology), University of Michigan , 1955.
Knapp , Robert M . : Member of the Faculty (Physics). 1972. B.A .
(Physics), Harvard University, 1965 ; D.Phil. (Theoretical
Physics), Oxford University, England , 1968.
Kutter, Elizabeth M. : Member of the Faculty (Biophysics ). 1972.
B.S . (Mathematics), University of Washington , 1962 ; Ph.D. (Biophysics), University of Rochester, New York , 1968.
Kutter, G. Siegfried: Member of the Faculty (Astrophysics ), 1972.
B.S. (Physics ), University of Washington , 1962; M.A. (Physics),
University of Roch ester, New York, 1965; Ph.D. (Physics), University of Rochester, 1968.
Leisenring, Albert C.: Member of the Faculty (Mathematics). 1972.
B.A. (Mathematics), Yale University, 1960 ; Ph.D. (Mathematics).
The University of London , 1967.
Lyons , j., Charles C.: Member of the Faculty (Mathematics), 1972.
B.S . (Mathematics), Washington College, 1959; M .A . (Mathematics), Rutgers, 1962.
Milne, David H.: Member of the Faculty (Biology), 1971. B.A .
(Mathematics), Dartmouth College, 1961 ; Ph.D. (Entomology).
Purdue University, 1967.
Parson, Willie L. : Academic Dean , 1974. Member of the Faculty
(Biology), 1972. B.S . (Biology), Southern University, 1963 ; M.S.
(Microbiology), Washington State University, 1968 ; Ph.D. (Bacteriology), Washington State University, 1973.
2-?L
Peterson , j. David: College Physician and Member of the Faculty
(Human Biology I Medicine ), 1972. B.A . (Psychology). University
of Minnesota, 1964; M.A . (Psychology), University of Minnesota, 1965; M.D. and Ph.D. , University of Minnesota, 1970.
Romero, jacob B.: Member of the Faculty (Applied Science),
1972. B.S. (Chemical Engineering), University of New Mexico,
1954 ; M.S . (Chemical Engineering). University of Washington ,
1957 ; Ph.D. (Chemical Engineering), University of Washington ,
1959.
Skov, Niels A. : Member of the Faculty (Oceanography). 1972. B.S.
(Mechanical Engineering). Teknikum (Copenhagen , Denmark),
1947 ; M.S . (Physical Oceanography). Oregon State University,
1965 ; Ph.D. (Physical Oceanography). Oregon State University,
1968.
Sluss , Robert R.: Member of the Faculty (Biology). 1970. B.S.
(Zoology ), Colorado College , 1953 ; M.S. (Entomology), Colorado State University, 1966; Ph.D. (Entomology) , University of
California at Berkeley, 1966. (Leave of Absence , Fall and Winter
quarters , 1974-75.)
Soule, Oscar H.: Member of the Faculty (Biology). 1973. Associate
Academic Dean , 1972. Member of the Faculty (Biology), 1971.
B.A . (Biology), Colorado College, 1962; M .S. (Zoology), University of Arizona , 1964; Ph.D . (Ecology / Biology) University of
Arizona , 1969.
Tabbutt, Frederick D. : Member of the Faculty (Physical Sciences).
1970. B.S. (Chemistry), Haverford College, 1953 ; M.A. (Chemistry), Harvard University, 1955; Ph.D. (Physical Chemistry),
Harvard University, 1958.
Taylor, Peter B.: Member of the Faculty (Oceanography), 1971.
B.S. (Biochemistry), Cornell University, 1955 ; M.S. (Marine
Biology), Scripps Institute of Oceanography (UCLA). 1960 ;
Ph.D. (Marine Biology). Scripps Institute of Oceanography
(UCSD ). 1964.
Wiedemann , Alfred M .: Member of the Faculty (Biology), 1970.
B.S. (Crop Science), Utah State University, 1960; M.S. (Agro nom y), Utah State University, 1962 ; Ph.D. (Plant Ecology)
Oregon State University, 1966.
Young, Frederick H.: Member of the Faculty (Mathematics). 1970.
B.S. (Mathematics). Oregon State University, 1938 ; M.S. (Mathematics ). Oregon State University, 1948 ; Ph.D. (Mathematical
Analysis ). University of Oregon , 1951. (leave of Absence , Fall
and Winter Quarters, 1974-75 .)
Youtz, Byron L.: Member of the Faculty (Physics), 1970. Academic
Dean , 1973-74. B.S. (Physics). California Institute of Technology, 1948; Ph.D . (Physics), University of California, 1953.
·~
~
2,5)
Professional Staff
WlU~~~._E
Allen, Walker, Registrar
Annis , judy; Information Officer
Atwood, Kathleen E.; Financial Aid Counselor
Brown , jovana; Dean of Library Services and Member of the Faculty (Political Science)
Carnahan, David j .; Associate Dean of Library Services
Carr, Robert L.; Director, Office of State College and University
Business Affairs
Clabaugh, Dean E.; Administrative Vice President
Cook, Sherburne ; Science Program Coordinator
Cornish, Texas ; Utilities Production Manager
Davies, Charles ; Library Electronic Media Producer
Doerksen, Arnold ; Director at General Services
Donohue, Kenneth; Director of Cooperative Education
Dresser, judy K.; Coordinator, Cooperative Education
Duverglas, Yves W .; Media Loan Coordinator
Eldridge, Lester W. ; Assistant to the President
Fuller, Richard; Media Operations Technician
Griffith , Howard ; Printing Supervisor
Hanson , Allan 0 .; Student Accounts Supervisor
Hayes, Michelle ; Career Counselor
Hirzel , Woody; Library Photo Services Coordinator
Hubbard, Connie ; Graphic Designer
Hunter, Sally; Administrative Assistant to Vice President and
Provost
jacob, Ken A .; Director of Housing
jacobson , Norm ; Custodial Supervisor
johnson , james 0 .; Systems Analyst
jones, Rindetta D.; Affirmative Action Officer
King, Ed; Assistant Director of Recreation
Knauss, William M.; Senior Architect
Kormondy, Edward j.; Vice President and Provost and Member of
the Faculty (Biology and Ecology)
2-?+
Lynch, Victor; Library Media Maintenance Technician
Marrom, Rod; Security Supervisor
Martin, Gail; Coordinator of Placement
Matheny-White, Patricia; Head of Library Cataloging Services
Mayer, Kenneth B.; Director of Admissions
McCann , Charles j.; President and Member of the Faculty (En glish)
McCarty, Craig; Food Services Manager (SAGA)
McCarty, Doris ; Bookstore Manager
Meyer, Donald; Budget Officer
Moss , john T.; Director of Auxiliary Services
Motley, Frank; Head of Library Reference Services
Munro, john ; Systems Analyst
Nathan, Richard; Admissions Counselor
Nelson, Marianne; Director of Development
Nichols, Dick; Director of Public Information
Nickolaus, Donald; Systems Analyst
Peffer, Lou-Ellen; Director of Counseling Services
Peterson, David; College Physician (part-time) and Member of
the Faculty (Biology-Medicine )
Renshaw, Carl; Parking Foreman
Rockwell, Bea; Payroll Clerk
Russell, Gary; Security Officer
Saari , Albin; Chief of Media Engineering
Samples, Robert E.; Director of Essentia
Schillinger, jerry L.; Director of Facilities
Smith, LeRoi; Counselor and Member of the Faculty (Psychology)
Smith , McDonald; Security Officer
Smith , Susan; Head of Library Circulation Services
Smith , William; Director of Financial Aid
Spence, Alan; Chief Accountant
Steil berg, Pete; Director of Recreation and Campus Activities
Stenberg, Larry R.; Dean of Student Development Programs
Stilson , Malcolm; Head of Library Acquisition Services
Strecker, Robert; Plant Engineer
Swecker, Dan; Coordinator of Cooperative Education
Thomas, Laura ; Assistant to the Registrar
Travis, Edwina; Director of Health Services
Utsunomiya, Kaye; Film Consultant
Von Volkenburg, Donald j .; Development Program Assistant
Wilhelm , Ken; Mini-Media Production Center Coordinator
Winkley, Kenneth ; Business Manager
Wong, York; Director of Computer Services
Ybarra, Thomas; Executive Secretary of Non-White Coalition
Youngquist, Diann; Director of Personnel
2??
COLOPHON
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AN AVNMN DAY fVLL OF DfEP
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Wf.IINI\HfD THI) 5CDK_ON
19
*
NOVEM&E~
*
1974
~
DlSICNfD BY CONNIE HUB&AR.D
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OMWINCS BY \!V!NOY MWOR..;
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~~
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Catalog_1975-1977.pdf