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Identifier
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Eng
Catalog_1977-1979.pdf
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Title
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Eng
Course Catalog, 1977-1979
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Date
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1977
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Creator
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Eng
The Evergreen State College
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extracted text
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~
Society needs trained minds; it needs new information, fresh ideas, and
constructive, reliable responses to new problems from citizens capable of dealing
creatively and positively with the complexities brought by rapid and massive
change. Citizens of this society have their own needs: Flexibility, 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 encourages students to assume increasingly greater responsibility for
their own work as they progress toward the Bachelor of Arts degree, with their
studies matching their interests and career goals. Academic study achieves its best,
Evergreen believes, when students can sample a reasonably wide range of actual
jobs, working under conditions of genuine responsibility to themselves or as
members of teams, subjecting this relevant experience to reflection about
themselves and their futures.
Evergreen, in short, intends to develop a learning community that reflects the
nature of the real world, where none of the problems humanity faces is simple
and where none of the parts becomes, in its own conception, more important
than the whole.
OUR PHILOSOPHY
sGOALS
TABLE OF
SECTION
Introduction
Admissions
Financial Aid
Registration
Academic Calendars
SECTION
TWO
.
.
.
.
.
2
3
7
13
14
- THE LEARNING PROCESS
The Academic Programs
Coordinated Studies: An Explanation
Group Contracts
Individual Contracts
Modular Courses
Curriculum: Planning, Continuity and Specializations
Planning Your Studies At Evergreen
The Humanities and Arts at Evergreen
The Social Sciences at Evergreen
The Natural Sciences and Mathematics at Evergreen ..
Cooperative Education
Center for the Development of Reading and Writing
Self-Paced Learning
Public Events
Foreign Languages
External Programs and Study Abroad ..
Graduate Study
A Note on the Allocation of Resources
SECTION
CONTENTS
ONE - INTRODUCTORY
15
20
28
30
35
39
47
51
53
55
57
61
62
63
64
65
67
67
THREE - ACADEMIC PROCEDURES
Academic Credit
Graduation Requirements
Non-Traditional Credit
70
70
71
Transfer Credit Policy.............
Academic Standing
Completion of Student Work
SECTION
FOUR
-
EVALUATION,
72
75
77
.
CREDENTIALS, CAREER PLANNING AND
PLACEMENT
79
Evaluation, The Portfiolio
Record Keeping ...
Career Planning and Placement
SECTION
82
83
FIVE - LEARNING SUPPORT
The Evergreen Library
.
The Computer At Evergreen
Counseling Services and Human Growth
Academic Advising
Veterans' Affairs
Health Services/Women's Clinic
Recreation and Campus Activities
Campus Communications
.
SECTION
..............
Center
91
92
93
93
94
96
SIX - SPECIALSERVICES,POLICIES, PROCEDURES
99
Student Accounts
Fees And Charges
Housing
Food Services
Bookstore
Mail Services
Facilities Use/Regulations
Safety
.
Security
Governance
..
SECTION
86
89
SEVEN - WHO
104
107
110
111
111
112
114
115
. 116
WE ARE
Board of Trustees/Administrators
Faculty........
..
Staff
.
Affirmative Action Policy
Vicinity Map
..
Campus Map
.
.
.
.
118
119
131
133
135
136
INTRODUCTION
Evergreen, Washington's newest public four-year college, opened in 1971 and,
despite its youth, has compiled a distinguished record of academic achievement
and career preparation for its more than 1500 graduates. Evergreen students have
continued graduate and professional studies at institutions throughout the country,
including rna:,y of the most prestigious colleges and universities. Other graduates
have moved directly into the working world, some as owners/operators of their
own businessesand many as professionals in a variety of vocations in both the
private and public sectors.
Evergreen offers the Bachelor of Arts degree to students completing work in
dozens of academic fields within the broad categories of natural sciences and
mathematics, social sciences, and humanities and arts. Student/faculty ratios of
20/1 provide small classes and close working relationships. A flexible academic
program encourages students to directly focus their studies in areas of individual
interest. An internship program, by which undergraduates receive credit while
testing themselves in the world of work, further strengthens the personal attention
offered each Evergreen student.
Evergreen was awarded full accreditation by the Commission on Higher Schools
of the Northwest Association of Secondary and Higher Schools in June, 1974.
The accreditation report 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 indicated 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 noted that "faculty-student relations at Evergreen are
remarkably open, 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.
2
Admissions
General
Admissions
Requirements
The Evergreen State College is concerned with helping prospective students
determine whether they can profit from its distinctive program.
High School
Graduates
Normally, any high school graduate in the upper half of the graduating class will
be considered for admission. Beyond the high school diploma there are no set
requirements for a specific number of high school units or course sequences.
Students who do not fall in the upper half of their graduating class will need
to show evidence of their ability to succeed at Evergreen by submitting test
scores, letters of recommendation from persons who are in a position to give
a professional judgment, and other supporting data as requested by the
Admissions Office. Test scores most commonly submitted include:
The
Washington Pre-College Test, the Scholastic Aptitude Test or the American
College Test.
Transfer Students
If the applicant from another college or university has successfully completed
fiteen 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.
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.
Part-time
Students,
Special Students
and Auditors
If part-time students do not wish to have academic work apply toward their
degree they do not have to complete the application process outlined under
the Admissions Procedure section. Entry into part-time work for non-matriculant
students is handled directly by the Registrar's Office.
The categories of Special Student and Auditor are designed largely for
Olympia-area residents interested in college work but not seeking a baccalaureate
3
degree. Both categories are generally limited to one unit of study.
SpecialStudents receive credit and a narrative evaluation; they may subsequently
apply for admission to degree-seeking status as described under the Admissions
Procedure section, after which all previous work would by credited toward the
degree.
Auditors receive neither credit nor narrative evaluation and hence no credit can
be advanced towards a degree if they later apply for admission to the
college.
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.
General
Educational
Development
Tests
Applications also will be accepted from persons 18 years of age or older who
have completed the General Educational Development tests, but have not actually
graduated from a high school.
Students
From Other
Countries
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
We encourage applicants to wait until after December 1 to submit applications
for admission for the ensuing Fall Quarter. Applications for admission will be
considered until we reach our maximum enrollment. Applicants for subsequent
terms during the academic year will be considered as space becomes
available.
All applicants who wish to be considered for acceptance as fully matriculated
students must submit the following items to the Admissions office:
1. The Washington State Uniform Application.
2. The Evergreen State College Supplemental Admissions Form. The
supplemental admissions form is an essential part of the admissions
4
3.
4.
procedure in support of the application. The supplemental admissionsform
will be sent upon receipt of the uniform application of admission.
Official transcripts of all previous college work and, for those applying
directly from high school or with less than fifteen quarter hours of college
work, a record of completed high school courses, including rank in
graduating class.
SpecialNote: Students who have previously attended Evergreen need only
submit the uniform application and supplemental form unless they have
attended another college during the interim period. In such case official
transcripts of work completed since leaving Evergreen must also be
submitted.
In addition students from foreign countries must submit:
1. Official copies of the student's scores on the Test of Englishas a Foreign
Language (TOEFL).
2. Official copies of Scholastic Aptitude Test scores.
3. Evidence of having at least $4,000 (U.s.) at their disposal to pay all normal
expenses for one year's enrollment at Evergreen, in addition to funds
necessary to meet travel expenses.
For those applying directly from high school:
Provisional acceptance can be granted on the basis of three years of high
school work. Applicants accepted on this basismust submit a transcript showing
the completed high school record and date of graduation before acceptance
is final.
For those transferring with previously completed college work:
Transfer students are required to present an official transcript from each college
or university they 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 disenrollment. 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 July 1.
Summer Quarter enrollment does not require completion of the formal admission
procedure. It is handled directly through the Registrar's Office.
Admissions
Notification
Notification of admissionsdecisions will be made after a review of the completed
application has been 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 reserves the right to deny
admission.
5
1.
2.
Upon receipt of a notice of eligibility, the applicant must send an advance
deposit in the amount of $50. The $50 will automatically be applied to
the student's first quarter tuition. This deposit is forfeited if the student
fails to register, except for circumstances outlined in the section
"Refunds! Appeals."
The Health Evaluation Form, enclosed with the acceptance, must be
completed by a physician and returned to the campus Health Center, The
Evergreen State College, Olympia, WA
98505, prior to the date of
registration.
Advanced
Placement
and CLEP
A score of three (3), four (4), or five (5) on the Advanced Placement Examination
of the College Entrance Examination Board will be reviewed by the Registrar to
determine the amount of credit to be given. 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.
Waiting
List
If enrollment quotas are met prior to any given quarter's registration, a waiting
list will be established. Students placed in this category must complete admissions
requirements identified in the Admissions Procedures section. Acceptance from
the waiting list will be determined as space becomes available. September 1 to
December 1 are the processing dates for Winter Quarter, and January 1 until
March 1 for Spring Quarter.
Statement
of Records
Credentials, including original documents submitted in support of an application,
become the property of the college. Transcripts of students who do not register
for the term which they applied will be held two years before being
discarded.
Campus
Visits
Personal visits to campus are encouraged. All prospective students and other
interested persons are welcome to visit the campus and to discuss Evergreen's
program with members of the Admissions staff, students and faculty. Please call
(206) 866-6170 Monday through Friday, 8 a.m. to 5 p.m. or write to the Office
of Admissions.
6
Financial Aid
General Information
Students 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 possibilities.
Most of the aid offered by the college is open only to full-time students. In order
to continue to receive financial aid, a student must complete nine units each
academic 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 only a few forms of assistance. For instance, a number
of on-campus jobs do not require the applicant to demonstrate significant need,
nor is stringent need-analysis a criterion for the Federally Insured Loan Program
or for off-campus placement.
Students should not rely on the availability of ready employment in the community
as a means of financing their education. Although the Financial Aid Office 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.
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
7
placement. See "Student Accounts/Fees and Charges" in this bulletin for estimates
of annual costs for students attending Evergreen.
The FinancialAid Office is unable to assistforeign students. Foreign students must
be prepared to cover their total college expenses and travel. Refer to the
Admissions Procedures section for further details on requirements for entry.
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 and the economics of study abroad. 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.
Summer
Quarter
Applicants for Summer Quarter assistancecan usually 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, very little
college-administered aid will be available during Summer Quarter.
Application
Procedures
and Deadlines
Students who wish to apply for financial aid should request application materials
from the Office of Financial Aid.
Applications for aid during the academic year should be received by May 15.
Needy students applying after May 15 will be aided if funds are available.
Applicants will receive acknowledgment 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 June 15. Our deadline
of May 15, which allows more students to apply, precludes any earlier award
announcements.
8
Programs
A brief description of the requirements and regulations attached to each financial
assistance program follows. Further details on any program are available from
the Financial Aid Office. The college awards these programs individually or in
combination depending on the needs of each student.
Loans
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. Partial cancellation of loans is available to some borrowers including
veterans who served in an area of hostilities, and to some students who became
teachers of low-income or handicapped children.
Federally Insured Loan Program. This program provides loans to students of up
to $2,500 a year through participating banks, credit unions and savings and loan
associations. It was designed to aid students from middle-income families who
may not ordinarily qualify for college-based aid. The loan is guaranteed by the
federal government and the annual interest rate is set at 7 percent.
Emergency Loan Program. Funds for this program are donated by businesses,
service and professional organizations, individuals in the community, and Services
and Activities Fees. The program is designed to aid students who face temporary
need by providing loans of up to $200 for not more than 90 days. Borrowers
may apply by means of a personal interview in the Financial Aid Office. 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
Fund
The United Methodist Church Student Emergency Loan Fund
The Meridith Morris Emergency Loan Fund
The EJK Emergency Loan Fund
The Richard C. Watts Memorial Loan Fund
9
Loan
The Donald Heard Memorial Loan Fund
Temporary Loan Fund Number 1
The Zonta Club Emergency Loan Fund
The Job Search Loan Fund
The Thomas McCarty Memorial Loan Fund
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
up to $1,400 (minimum: $200), but may not exceed 60 percent of a student's
need. Information on application procedures is available in the Financial Aid
Office.
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 other financial
aid programs.
Washington State Need Grants. This program is administered by the Washington
State Council for Postsecondary Education. Nominations are made by the Office
10
of Financial Aid 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
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 available 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.
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 per
year for qualified students and help to bridge the gap between available student
aid funds and student need. Applicants should inquire at the Financial Aid
Office.
Employment
College Work-Study Program. The college receives states 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
70 hours per month and receive compensation from $2.30 per hour. Every
11
student in this program must be an
a permanent visa. The college can
employment; it cannot guarantee
Employment depends on skills and
employer.
American citizen or in the United States on
only offer the opportunity for Work-Study
employment nor retention of a position.
performance and is the prerogative of the
Part- Time Employment.
The FinancialAid Office maintains a listing, screening, and
referral service for part-time positions with employers on campus and in the
community.
12
Registration
Continuing 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.
Newly-admitted students will be provided information about registration at the
time of their admission to the college. This information will be appropriate to
the time of year.
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.
Feesmust be paid by the deadlines published in the "Catalog Supplement." Only
those Advance Registered are billed by mail. All others should pay at the time
of enrollment, but no later than the deadline.
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 should inquire
at the Office of the Registrar.
13
Academic Calendars
1977-78 1978-79
(Dates below indicate the start and finish of regular quarters during the 1977-78
and 1978-79 academic years. Specific dates for holidays, registration periods,
special study events will be announced in supplements to this bulletin and through
campus media.)
1977-78 ACADEMIC CALENDAR
FALL
WINTER
SPRING
(11 Weeks)
(11 Weeks)
(11 Weeks)
Sept. 26
Jan. 4
Mar. 29
Dee. 16
Mar. 17
June 9
1978-79 ACADEMIC CALENDAR
FALL
WINTER
SPRING
(11 Weeks)
(11 Weeks)
(11 Weeks)
Oct. 2
Jan. 3
Mar. 28
Dee. 15
Mar. 16
June 8
SUMMER (1978)
June 19
Work begins
or continues
Sept. 1
Project
presentations;
Quarter ends
SUMMER (1979)
June 18
Work begins
or continues
Aug. 31
Project
presentations;
Quarter ends
14
The Academic Programs
A student coming to Evergreen for the first time will immediately note several
striking features of the college's curriculum:
Small class sizes. Like other state colleges, Evergreen maintains a ratio of about
20 students to each faculty member. But at Evergreen group instruction is
arranged to make that ratio real. Large-section lecture courses are not used.
Instead, most group instruction occurs in small, informal seminars of less than
25 students, more often 10 to 15. Faculty members do provide lectures and
sometimes - when the subject matter being studied lends itself to a lecture
treatment - several seminar groups gather together. But most work at
Evergreen takes place in small-group seminar-discussions.
Interdisciplinary
emphasis. Evergreen does not require students to "declare a
major." Instead, each student, in consultation with faculty, works out an overall
plan of study with a definite subject-matter emphasis. Group instruction
programs are planned with this in mind. For example, a group studying topics
in psychology also learns about related topics in biology, sociology or
anthropology; a group studying chemistry deals with needed topics in physics
and math as well as applications in biology or engineering; a group studying
management becomes involved with topics from law, politics, and psychology;
and so forth. A student can develop a number of combinations not normally
available to liberal arts college students. Our experience shows that students
with strong interdisciplinary backgrounds have distinct advantages, not only
in seeking employment after graduation but also in pursuing post-graduate and
professional education. Students wishing to do so, may also develop the
equivalent of a traditional liberal arts major. (A list of possible fields for this
option follows in a section entitled "Curriculum: Planning, Continuity and
Specializations.")
Theory and practice. Evergreen has developed a unique blending of academic
studies and practical, career- and life-oriented opportunities Many students
spend a part of their college careers in credit-earning internships with business
firms, government agencies, etc. (Seethe section on "Cooperative Education.")
Many group instructional programs are problem-oriented, dealing with such
issuesas the environment, taxation, community organization, urban planning,
15
THE LEARN:JNG
PROCESS
and human services. At the same time, Evergreen maintains a strong liberal
arts base. A high percentage of the faculty holds doctorates in fields ranging
across the humanities and arts, social sciences, natural sciences, and
management/public
affairs. An unusually large number of faculty hold
advanced degrees in more than one field, or have significant experience outside
education, in business, industry, government, and the arts.
Informality and intensity. Evergreen's small classes and close student-faculty
working relationships create a very informal environment. Since faculty
members do not use traditional titles and ranks, most students know their
instructors on a first-name basis almost immediately. At the same time, a high
degree of intensity underlies the informality. Students and faculty are expected
to - and do - work very long and hard at learning. Most group instruction
occupies 100 per cent of full-time students' time, further intensifying academic
demands. That is, a full-time student typically signs up for just one program
in a given quarter (not several courses) and devotes his or her full effort to
that program. Because of this absence of external distractions and divided
energies, students and faculty achieve a very intense concentration on the
subjects being studied.
Structure plus individualized options. Evergreen graduates are known as highly
self-directed people, capable of working without close supervision and able
to set goals for themselves. Since few students possess those characteristics
when they first come to Evergreen, the college's curriculum intentionally
demands development of self-direction. It does not, in most cases, presuppose
it. Basic programs - aimed at first- and second-year students - are rather
structured. These programs include required reading and writing assignments.
They also emphasize development of both the capacity to work independently
and to work cooperatively with others. Individual contracted studies, discussed
later in greater detail, are available in a wide range of academic fields in each
academic year. On the average, about one-fourth of Evergreen's students
undertake this type of study at anyone time. The vast majority has prepared
for such work through group instruction programs. Faculty members screen
individual project proposals carefully to make sure that the student is prepared,
both academically and personally, for such work.
Flexibility and diversity. Evergreen's curriculum provides a wide range of
opportuntites for a diverse set of students. For example, a Part-Time Studies
Brochure, published quarterly, lists course-work available for working people
who seek to complete their college studies on a gradual basis. The college
has developed special programs specifically tailored to the needs of
housewives, government workers, and other groups. Many of these programs
operate during evening hours to accommodate part-time students. Evergreen's
advanced programs have proved especially successful for transfer students,
community college graduates, and people who have been away from college
for a number of years. It is not uncommon to find within a single seminar
group at Evergreen recent high-school graduates, veterans, state agency
17
II'
workers, women with children in the public schools, and employees of local
businesseswho have been given released time to complete their college work.
Evergreen encourages such diversity, believing that a vital part of college
education involves the process of learning to work with, and to understand,
a wide range of people from different backgrounds.
Subsequent sections of this bulletin spell out details of Evergreen's curriculum.
If you are new to the college, you should read these descriptions carefully to
get as clear an idea as possible of the major modes of study at Evergreen Coordinated Studies, Group Contracts, Individual Contracts, and Modular
Courses. Basicallysimple to understand, each bears some similarity to the types
of courses and programs you might find at other colleges. Taken together,
however, they represent a unique way of organizing college studies.
Some Important Curricular Definitions
Most college catalogs and bulletins list numerous courses which are repeated
yearly. These are grouped under broad headings (usually called "divisions") and
are further subdivided into "disciplines" or "major fields." Students normally take
four or five courses at one time, some in a single major field, some
outside.
We use a simpler scheme at Evergreen. Most students enroll in a single program
each quarter, rather than just signing up for a number of courses. And the
programs fall into just three classifications: (1) Coordinated Studies, (2) Group
Contracts, and (3) Individual Contracts.
Coordinated Study.' A group of faculty (three to five) and students (usually
60 to 100) studying a common theme or problem together using ideas and
materials from several "major fields" (disciplines). Coordinated Studies are
offered at both Basic and Advanced levels.
Croup Contract: A smaller type of program, usually one or two faculty with,
at most, 25 to 45 students, involving in-depth study of a single topic. As a
rule, only one or two "major fields" (disciplines) are involved - depending
on the educational background of the faculty members. Group Contracts
involve work at an advanced or intermediate college level.
Individual Contract: A negotiated agreement between a single student and a
faculty member for a fixed period of study, normally one quarter. Learning
goals and methods of evaluation of the student's work are spelled out explicitly
in a written contract worked out in advance. In general, individual contract
work is intended to be advanced and specialized.
For full-time students, any of
these three
"modes"
requires a full-time
18
commitment. Students do not take four or five different, unrelated subjects at
once. The basic idea at Evergreen is to combine subjects in a meaningful way.
Coordinated Studies emphasize this kind of integration by including relevant
material from several fields to help students understand a concept, problem, or
technique. At Evergreen, we believe that education and learning are
fundamentally concerned with mastery of concepts, problems and techniques
which are rarely confined within the arbitrary boundaries of "academic
disciplines."
Study in group contracts and individual contracts gives students the opportunity
to specialize. This corresponds to "majoring in a subject" at other colleges.
Evergreen students also receive many unique opportunities
for unusual
specializations not included among traditional "majors." The aim of getting a good
general education - handled elsewhere through complex systems of course
requirements - is achieved at Evergreen by encouraging all students to spend
at least one year in Coordinated Studies. All programs feature writing, reading,
discussion of ideas, and other academic activities.
Group contracts and coordinated studies share a common feature: close working
relationships between a small group of students (15-20) and a faculty member.
In this respect, Evergreen more closely resembles a high-tuition private college
than a public institution.
Modules: In addition to the three major modes of study - Coordinated
Studies, Group Contracts and Individual Contracts - Evergreen also offers an
array of late afternoon and evening courses called modules. Credit given for
a module equals one-fourth of a full-time load (that is, one Evergreen unit
= four quarter credits). These courses are designed primarily for part-time
students. Full-time students may enroll in a module provided they obtain the
approval of the faculty who supervise their Coordinated Study, Group
Contract, or Individual Contract work.
19
Coordinated Studies: An Explanation
What are Coordinated Studies Programs? How do they differ from courses? What
will it be like to be a member of a group engaged in an integrated program
of study rather than to be taking a number of separate classes in separate
subjects?
Coordinated Studies programs are small. They usually involve 60 - 100 students
and three to five faculty members. The relatively small size of the programs makes
a number of benefits possible - close relationships among students and faculty;
opportunities for genuine collaboration in learning; and a sense of responsibility
for one's work.
The faculty in a given program come from many different backgrounds and bring
their special experience to bear in a common effort to cut across the usual
boundaries between academic disciplines. Students join them to define problems,
to develop skills, to search for answers. The programs now being offered, like
those which will be offered in the future, explore some of humanity's most urgent
problems and its most highly-prized values.
Instead of studying biology, sociology, or political science merely as separate
fields, you will work on central problems or themes. For example, students in
the Life and Health coordinated studies program - described more fully later
- concentrated on such central problems and themes as the organization of
health care delivery in America, and the explosion of theoretical knowledge in
the biological sciences as it relates to possible future changes in medicine. Students
in such a program are responsible for engaging actively in regular discussion.
Instead of accumulating bits of data in an attempt to "cover a field", you will
be responsible as an Evergreen student for putting ideas to use.
You will write, rewrite, polish, and then present what you have learned to the
faculty members of your group and sometimes to the students as well. You will
accumulate a portfolio of evaluations and examples of what you have really
accomplished. You will have an opportunity
to participate in field trips,
expeditions, research projects, internships, and in overseas programs.
Finally, instead of taking four, five, or six unrelated courses - with few links
between them and no single faculty member truly responsible for helping you
make sense of all that you are learning - you will study in one coherent program
at a time. You should have time to concentrate on your work without the
distractions of competing and unrelated assignments. And you should be
constantly relating various kinds of specialized research techniques to the central
concerns of the program.
20
A Coordinated Studies program has a comprehensive design, planned by the
faculty, and a required set of activities. Together, students and faculty 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 effort by both faculty and students.
The Common Reading List
Each Coordinated Studies program - in addition to a common schedule of large
and small-group meetings - has a required reading list. Program 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 and articles,
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.
The Seminar
The heart of each Coordinated Studies program is a small-group discussion, the
seminar. A seminar is not a rap session, and it is never easy. 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. It will succeed only if all its members
search together, work together, and learn together. 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. Close, cooperative work is involved. But the rewards and
sense of fulfillment come in when you ...
leave a discussion in which you really learned something;
get better at saying what you really mean; and
see how people's diverse backgrounds give you a richer perspective on the
topics discussed.
21
lots of Writing
Coordinated Studies programs provide a valuable approach to the teaching and
learning of how to write well. Whatever you may do after college, the ability
to write well - and the ability to discuss ideas intelligently in a group - are
critical to a successful life. In Coordinated Studies, 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.
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, but the results will be worth it. People who need special
assistance with writing skills may obtain help through the Center for Development
of Reading and Writing, described elsewhere in this Bulletin.
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 keep
up with 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. It's natural to want to do well since the success of the program depends
on cooperative effort. Students often 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.
A Typical Work Week
Scheduling from program to program varies greatly. 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 personal plans must, of course, take into account
these facts of educational life. A typical Coordinated Studies program distributes
its time something like this:
At least once weekly an 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, a general discussion of an assigned book,
22
or sharing of student written work. There will be several meetings of your
seminar, a group of ten or twelve, perhaps on Tuesday, Wednesday, or
Thursday. Some programs may require that you belong to two small groups
- one interdisciplinary seminar directed to the common reading list and
another project group or skills workshop in which you can pursue special
interests.
There will be an individual conference or very small group conference with
the seminar leader about your written work or projects. Some programs will
also recommend conferences between students for mutual critiques.
Films,concerts, other performances and exhibits offered to the whole college
will provide occasions for further small-group discussionswithin 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.
In between these activities, you will be expected to do a good deal of
preparation on your own
including reading, library or laboratory research,
writing, and so forth.
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
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. You should
plan to start with a program, stay with it, and complete it. In any tightly-knit
work group, there will be stressesand strains. Learning groups are not exceptions.
But the rewards of total participation will more than compensate for the
temporary wrangles. In fact, learning how to deal with temporary wrangles is
important.
Students should consider their program preferences carefully and begin to identify
first, second and third choices well before the registration period at the end of
each quarter. Evergreen makes every effort to match interests of students with
available programs, but it is important to have several choices in mind, not just
one. Faculty members and the Office of Academic Advising stand ready to help
students with this process.
23
Some programs which run for three quarters or more will allow a limited number
of students to enter by special permission in the second quarter and perhaps
even in 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 satisfactory alternative, either in another Coordinated Studies program
or in Contracted Studies. If students fail to meet their responsibilities to programs,
they will be required to leave. If students have irreconcilable problems in particular
seminars but wish to continue as members of the programs, they can request
to join another seminar.
Teamwork
You should be aware that faculty members directing a Coordinated Studies
program not only will concentrate on all the required books along with you.
They also will carryon their own regular faculty seminars, in which they will
"deeply probe the subject" and assist each other to be more useful to you.
They will be learned persons, bringing a good deal of experience to the common
effort. But, more important, they, like you, will be learning. Combining the
functions of teachers, counselors, and co-workers, they, like you, will be totally
absorbed in the task at hand.
Types of Coordinated Studies Offered
Evergreen offers about 20 Coordinated Studies programs each year. Most are
full-year programs. Each has a distinct interdisciplinary theme. The themes may
vary from year to year, depending on student interest and available faculty
expertise. The curriculum always contains certain types of programs:
1. Basic Programs Which Presuppose No Prior College Work
About a fourth of the Coordinated Study programs fall in this category. They
are designed to provide a basic orientation to study at Evergreen and to prepare
students for more advanced work. These programs slant toward liberal arts and
explore themes which include topics from the humanities and arts, social sciences,
and natural sciences. We plan the following programs for 1977-78:
Title
Autobiography
Health, Individual and Community
Human Growth and Development
Nature and Society
Political Ecology
Self-Expression in Society
Subject Areas Emphasized
Humanities, History, Communication
Natural and Social Sciences
Social Science and Humanities
Natural and Social Sciences
Natural and Social Sciences
Art, Humanities, Social Science
We expect to add additional titles with subject-matter emphasis in both
introductory environmental studies and management studies. A new set of themes
24
will develop for 1978-79, but students can expect to find essentially the same
range of subject-matter areas.
2. Intermediate Programs
Nearly half of the Coordinated Studies offered each year fall into this category.
Some prior college background or an exceptionally strong high school background
is presupposed. Many of the programs have specific entrance requirements.
Programs planned for 1977-78:
Title
Alienation and Freedom
Chautauqua
Environmental Design
Foundations of Natural Science
Foundations of Performing Arts
Foundations of Visual Art
Liberation: Male and Female
Management and the Public Interest
Marine Studies
Peace Studies
Public Administration
Unmasking Human Nature
Subject Areas Emphasized
Social Science
Art, Communications and Humanities
Natural and Social Sciences
Natural Science
Arts and Humanities
Art
Humanities and Social Science
Management Studies, Social Science
Natural and Social Sciences
Humanities and Social Science
Management Studies, Social Science
Humanities and Social Science
Again, we expect additional titles for 1977-78. The 1978-79 programs will
emphasize the same range of subject-matter fields but the specific themes will
vary from those listed here.
3. Advanced Programs
Most advanced work at Evergreen is done
Contract settings. However, a few advanced
interdisciplinary themes each year. These
background and are designed primarily with
mind. Programs planned for 1977-78:
in Group Contract and Individual
coordinated studies are offered on
presuppose considerable college
third- and fourth-year students in
Title
Subject Areas Emphasized
Environmental Analysis and Planning
Ritual Process and Cultural Dynamics
Seven Ages of Man
Social Origins of Art and Ideology
Natural and Social Sciences
Art and Social Science
Natural and Social Sciences, Humanities
Social Science, Humanities, Art
An Illustration
Evergreen does not simply repeat Coordinated Study programs in the same form
year after year. Program themes vary and new topics develop according to
student interest and new developments, both in academic fields and society at
25
large. To illustrate how this works - and to gain a more detailed picture of
how Coordinated Studies are organized around a theme - read the following
program from the college's 1976-77 curriculum. The program, entitled Life and
Health, involved studies in both the natural and social sciences. The program
description from the 1976-77 Catalog Supplement:
LIFE AND HEAL TH
Fall, Winter, Spring/Basic/Four Units Each Quarter
Coordinator: Dr. Burt Guttman
Enrollment: About 80 students. Registration Open.
The theme of this program is the human organism in health and disease. The
human organism is an anatomical being that must be properly exercised or
it will fall into disrepair. It is a physiological being that can become unhealthy
if it is improperly fed or invaded by pathogenic microorganisms or if some
internal mechanism fails. It is a psychological being that must adapt and react
to biosocial events. It is a cultural being that may start to depart so drastically
from the norm of its culture that it becomes dysfunctional. And it is a member
of a population of similar beings that continually changes and tries to adapt
to environmental stresses.
This program will serve students who simply want an introduction to the natural
and social sciences, since materials for understanding the human organism will
be drawn from both. The interrelationships among all subjects, as they relate
to our theme, will be stressedcontinually. In our study of human gross anatomy
and physiology, along with genetics, we will first concentrate on the normal
function of the organism; we will then see what happens when control
mechanisms fail and a disease begins. At the same time, we will examine
healthful ways of living - ways of trying to prevent disease through regimes
of nutrition and exercise. In our study of psychology, we will first try to
understand how human beings learn, behave, and perceive their world; then
we will ask how these normal processes fail in various personality disorders.
We will try to relate this study to the physiological study, to understand how
the nervous system operates. Here we will introduce other relevant topics,
such as the physics of vision and of hearing. We will spend some time
examining the development of a child into an adult, both as the biologist and
the psychologist view the process, and we will ask about the factors that make
for a healthy, functional person. Finally we will look at the ways human beings
adapt to their social and physical environment, in the way the anthropologist
sees these processes. We will include as much laboratory work as possible
to support these studies.
Because this is a basic program, we will devote a lot of time to developing
the fundamental skills of analysis and expressing ideas orally and in writing.
We will do this through reading, analysis, and writing focused on important
matters related to our theme: ethical issues in modern medical practice; the
threat and promise of biological engineering; becoming a person in modern
society; and distinguishing fact from fantasy in healthful life styles and in
therapy.
26
To explore these issues,we will use such books as: Camus, The Plague; Dubos,
The Mirage of Health; Zinsser, Rats, Lice, and History; Maslow, Toward a
Psychology of Self; Plath, The Bell jar; Gardner, Fads and Fallacies; Ramsey,
Fabricated Man:
The Ethics of Genetic Control; Roueche, Eleven Blue
Men.
Students should expect to do extensive reading and writing and learn to deal
with these issues seriously.
Subjects emphasized include: biology, psychology, anthropology, writing;
some math, physics and chemistry.
Program is preparatory for careers and/or further study in: Intermediate science
(e.g., Foundations of Natural Science), professional work in natural science,
social science fields, all health professions.
Math, chemistry modules recommended. Contact coordinator.
The program attracted a wide variety of students interested in biology,
psychology, anthropology, the health professions - and some who were not
entirely clear about their eventual goals but who found this general theme
interesting. Note that students in Life and Health were encouraged to take a
concurrent modular course in mathematics or chemistry.
You will notice that Life and Health does not appear among 1977-78 programs.
The program entitled Health, Individual and Community, however, will cover
much of the same ground. But it will have a stronger emphasis on the social
and community aspects of health than did Life and Health. This provides a good
example of how Evergreen's Coordinated Studies programs are adapted year
to year to meet emerging student interests and new issues in society at
large.
Detailed descriptions - like the one reproduced above - for all of the programs
Evergreen offers will be found in the annual Catalog Supplement, published in
January each year.
27
Group Contracts
Much of the previous material about Coordinated Studies also applies to Group
Contract work at Evergreen - small groups, employing seminar-discussion
techniques, study a common theme for a quarter, two quarters, or a full year
on an intensive, full-time basis.
The difference is that Group Contracts typically have only about 25 to 45 students,
working with one or two faculty members, and their topical focus is more
specialized and advanced. Many fall within a single disciplinary area (for example,
psychology or biology). Some are problem-centered and interdisciplinary. For
instance, one recent group contract dealt with problems in the area of community
organization and community advocacy. The faculty members' areas of expertise
were law and urban planning.
Many of the group contracts involve field work, lab research, studio art, dramatic
performance, or film-making. Some include off-campus internship components
(see the section on Cooperative Education). The full-time commitment of students
proves to be especially valuable here. An entire group contract - students and
faculty - possibly might spend a week, two weeks, or even a quarter, away
from campus without having to worry about missed classes, etc. Similarly, research
projects carried out on campus can be worked at intensively without distraction
and interruption. Advantages for student learning are enormous. The work of
a number of Evergreen's group contract students has been judged by external
experts to be of graduate-school caliber - a fact we attribute at least partly
to the opportunity to go farther and faster than the usual class scheduling methods
would allow.
Group contracts are sometimes organized to meet the needs of a specific clientele
who either cannot come to campus or who are restricted by their employment
to an irregular schedule. In recent years, for instance, Evergreen has offered a
group contract for state and local government employees who could only attend
college on a part-time basis. Scheduling of seminars, classes, and lectures was
tailored to fit their work schedules and agency released-time options.
About 25 group contracts operate in any given quarter. Several new groups begin
each quarter, while others conclude. Detailed descriptions of the group contracts
planned for a given school year are published in January in the Catalog
Supplement. Occasionally, new group contracts are planned and developed
during the school year, when interest warrants and adequate planning time can
be arranged.
The following list of titles and subject-matter areas covers the planned group
contacts for the 1977-78 academic year. A number of other titles will be
announced in the Catalog Supplement, as will titles for 1978-79. You can expect
28
that, within any two-year period, the range of available group contracts will cover
just about all of the areas of expertise represented in our faculty (see Faculty
Roster at the back of this book). In particular, students interested in developing
interdisciplinary concentrations in the areas of:
Environmental Studies,
European and American Studies,
Expressive Arts (Visual and Performing),
Human Development and Its Social Context,
Life and Health: Individual and Community,
Management and Public Affairs,
Marine Sciences and Crafts,
Northwest Native American Cultural Studies, and
Political Economy
can expect to find relevant opportunities
The partial listings for 1977-78:
ARTS
Art History
Basic Art Design
Exploring Native American Art
Music History
Music Theory and Composition
Performing Arts
Three-dimensional Art
Two-dimensional Art
SOCIAL SCIENCE
Anthropology
Counseling
Economics
History (e.g., American, European)
Political Science
Psychology
Public Policy
OTHER
Communications Media
Environmental Education
29
in group contracts every year.
HUMANITIES
American Studies
Foreign Language
Literature
Philosophy
Writing (e.g., journalism, expository,
creative)
SCIENCE
Advanced Field Biology
Alternative Energy
Earth Environments
From Cell to Organism
Humane Engineering
Marine Organisms
Molecular Biology and Biochemistry
Natural History of Washington
Unified Physics, Chemistry, and
Mathematics
Individual Contracts
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.
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.
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 conract, 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 for a new contract as carefully as you can by
preliminary discussions with your prospective sponsor.
30
You should be prepared to ask some hard questions. You need to be sure that
both you and the faculty member agree about what is to be done. And you
need to be sure that what you are seeking to do is realistic, given your abilities
and the college's resources. 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.
A student who tries to line up internship arrangements before conferring with
faculty members about possible sponsorship frequently runs into difficulties.
Negotiating a Contract: The Office of Academic Advising maintains lists of faculty
who have contract openings available and the fields of specialization in which
those faculty can sponsor you. This is a good place to begin when you seek
to negotiate a contract.
Another important first step is to set down in writing a description of what you
want to study or do under your contract. Include some sample reading materials
you would hope to cover - or better, a full reading list. This requires doing
a bit of preliminary research in the Library. Students often find that such work
helps them develop a clearer idea of what they ultimately want to study. Also
include any evidence you think a potential sponsor should have about your
capacity for self-direction and your ability to set your own goals and work toward
them.
31
Next, contact the faculty who appear to have the right kind of expertise.
Appointments are best, since discussion of a possible contract may take
considerable time. It is courteous - and helpful in getting the best hearing for
your proposal from the faculty member - to send along a copy of what you
have written before the interview. You should bring your portfolio or relevant
samples of your earlier work - or drop them off prior to the interview.
If you and the faculty member agree on doing the work together, you next
should draw up the formal contract - which must be typewritten - for the
faculty member's signature. You should review the form with the faculty member
before trying to type a final version. You need to be sure you've agreed on
all elements of the contract - for example, on the methods of evaluation and
the responsibilities of the faculty sponsor.
If you find that your proposal is unsatisfactory to the faculty member, you have
the option of trying another potential sponsor. A wiser course of action is to
explore with the first faculty member the reasons for the rejection in order to
get clear what his or her objections are. Taking the proposal to another person
probably will yield further frustration unless modifications are made to meet
legitimate objections.
Be prepared to spend some time in the negotiation process. "Getting a contract"
is not an automatic process and no one can guarantee success for you at the
outset. Some Evergreen students compare the process to job-hunting - and
the analogy is not a bad one. People who learn how to handle the business
of contract negotiation successfully at Evergreen definitely pick up skills which
are desirable later in life.
Yet most contracts - and literally hundreds develop each quarter - are
establishedwith ease and carried out very successfully.You can expect Evergreen
teachers to be friendly, helpful, and frank in the process of negotiation.
In preparing a contract, you and your sponsor work out:
A short title for the project.
A statement of what you wish to learn through it and why.
A description of any previous experience you have had which relates to this
project.
A summary of the activities which will take place - the materials and
techniques you will study; the methods you will use; the facilities or locations
you will be working in; the people who may be working with you.
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 how you and your sponsor will evaluate the work.
Arrangements for access to laboratory facilities or special equipment.
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
32
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 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 is not complete until you and your sponsor have evaluated what
you have accomplished, how well you have accomplished it, and what kind of
progress your work represents for 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 done. Your entrance into advanced 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.
33
The Evergreen State Colleqe Olympia, Washington 98505
INDEPENDENT STUDY CONTRACT
~
Units.- of
- credits
- - - --Fail
Student
I D Number
Sponsor
No.
Last Name
First
Initial
Wtr
Sponsor
Spr
Short Title
Date began
Subcontractor(s)
Expected
completion
Title (if relevant)
Smr
Total
Category
Purposes:
Previous experience:
Activities
Support
under this contract:
by the Sponsor
Procedures
for evaluating
and Subcontractor(s):
completed
contract:
Does this contract require the use of special resources,
(If yes, attach explanation.)
Yes 0 No 0
Student
signature
Signature(s)
of Subcontractor(s)
Dean of Group signature
Date
facilities
and equipment.
Sponsor
signature
or carry special
legal implications?
Date
Date
Date
34
Modular Courses
As a complement to Coordinated Studies, Group Contracts, and Individual
Contracts, Evergreen's curriculum also includes a number of late afternoon and
evening courses. These courses have proven especially attractive to part-time
students, special students, and auditors from the Southwest Washington area.
Eachcourse carries one Evergreen unit of credit (=4 quarter credits). A schedule
of these courses is published each quarter in the Part-time Studies Brochure. More
than 40 courses are offered each quarter. Enrollment varies according to student
and community interest.
Full-time students also have found modular course offerings attractive and useful.
Many full-time programs (but not all) provide opportunities for students to take
a module concurrently. This is noted in the description of the program in the
Catalog Supplement. Permission of the program coordinator or contract sponsor
is required for a full-time student to take such a modular course.
Modular courses are designed to meet a number of needs:
1. Many modules are offered by the faculty of Coordinated Study and Group
Contract programs as a required component of one or more programs.
When the topic is of sufficient interest to people outside the program,
the module is opened to wider enrollment.
2. Some modules are designed specifically to meet needs of part-time students
from the community. We have planned a number of courses to fit the
schedules and career needs of working people in business, state agencies,
local government. and so forth.
3. A few modules each quarter cover subjects in which the cumulative nature
of the subject matter makes the modular course format especially suitable.
For example, modules in mathematics, music theory, and several foreign
languages are regularly available.
A full-time student wishing to enroll in a module should arrange to do so with
his or her program coordinator or sponsor. The module teacher will send an
evaluation of the student's work to the coordinator or sponsor at the end of
the course. The coordinator or sponsor, in turn, will include this information in
the overall evaluation for the quarter before sending a student's record to the
Registrar.
Part-time students may enroll directly in modules. Permission of the module
instructor may be required to satisfy prerequisites. The work of part-time students
will be evaluated by the instructor in the usual way (see Evaluation, The Portfolio).
Evaluationswill be forwarded directly to the Registrar for inclusion in the student's
permanent transcript record. Evaluationsof student work in modular courses are
characteristically brief - one or two paragraphs - and speak exclusively of
35
students' mastery of subject matter. Evaluations are not filed for students who
audit a modular course.
A part-time student may enroll for one-to-three modules per quarter. Given the
expectations and demands of Coordinated Studies, Croup Contracts and
Individual Contracts, full-time students should not expect to take more than one
module as part of their program. And in programs where 100 per cent
involvement is required, no modules may be taken. In exceptional and
extraordinary cases, a full-time student may be permitted to take more than one
module in a given quarter with permission of his or her faculty sponsor and the
Office of the Academic Dean. However, this study option is normally discouraged
by the college. Petition forms may be obtained from the Office of the Academic
Dean.
•
The following list of titles includes most of the modular offerings of 1976-77.
We expect a number of new and added offerings in both 1977-78 and 1978-79.
Many of the courses listed below will be repeated in those years, depending
on student interest and availability of suitable faculty. For details, consult the
Part-time Studies Brochure, published quarterly and available in late summer from
the Office of Admissions.
ARTS
Advanced Audio Recording Techniques
Architectural Design
Basic Audio Recording Techniques
Beginning Acting
Beginning Photography
Dance Performance
Elementary Harmony
History of The Theater
Intermediate Audio Recording Techniques
Intermediate Ballet
Intermediate Harmony
Life Drawing
Motion Picture from Script to Screen
Music Cultures of the World
Music Fundamentals
19th and 20th Century Art
Photography: Perception and Execution
HUMANITIES
Basic Russian
Beginning Chinese
Beginning Japanese
French, First Year
36
French, Second Year
French, Third Year
History of Greece
journalism of Politics: History on a Day-To-Day Basis
Literature of Existentialism
Modern Greek Language
Motion Picture from Script to Screen
Spanish, First Year
Spanish, Second Year
Spanish, Third Year
Spanish, Fourth Year
Writing: For People Who Don't Write Well (Or At All) And Who
Committed To Working On It
NA TURAL SCIENCE
Basic Ecology
Calculus I
Calculus II
Catastrophe Theory
Field Botany
General Biology I
General Biology II
General Chemistry
Introductory Biostatistics
Introductory Chemistry
Introductory Oceanography
Introductory Physics
Marine Botany
Marine History
Marine Mammal Phenomenon
Mushrooms of the Northwest
Navigation
Origin of Life: An Astronomical and Biological Perspective
Plant Physiology
Precalculus Math
Scientific Writing
Soil and Water Engineering
SOCIAL SCIENCE
Foundations of Applied Psychology
Games Nations Play
Introduction :r0 T.he Criminal justice System
Introduction to Political Economy
journalism Of Politics: History On A Day- To-Day Basis
37
Are
Law and the Environment
The Legislature and the Legislative Process
Social Statistics
Thinking About Crime
Women and the Law
OTHER MODULES
Ajax Compact II/You and the Future
Between the Covers, Or How To Find What You Need In The Library
Business Communications
Contemporary Issues In Language and Thought
Cartoons and Comic Strips As Social History
Computers and You
Governmental Accounting
Intermediate Accounting
Logical Thinking
The Nature of Humankind
Public Budgeting System
38
Curriculum:
Planning, Continuity & Specializations
This section describes the process by which curriculum is planned and carried
out and contains information regarding a number of specializations possible at
Evergreen.
Curriculum: How It Is Made
Evergreen's enormously flexible academic program enables the curriculum to be
molded and changed over a period of years in order to meet new student
needs and to utilize new information arising from scholarly research.
Yet, as explained in the previous section on Coordinated Studies, there is also
a considerable amount of continuity from year to year, allowing students to
anticipate what will be available and to plan their selection of programs and
contracts accordingly.
Curriculum planning - the designing of Coordinated Studies, and Group
Contracts, and Modular Courses - is a major responsibility of the Evergreen
faculty. Students participate actively in this process, too. And the faculty weighs
student interests heavily in selecting themes, topics, readings, assignments, etc.
But, essentially, the development of curriculum is a faculty responsibility; and all
students who enroll here should be in basic agreement with this institutional
tenet.
At present, planning takes place each year for the offerings of the next two
years. Offerings for the first of those two years are spelled out in their entirety.
Offerings for the second year are identified as to theme and general subject
areas, but details are left to the following year's planning and some "space"
is left for programs which can be added then.
We strongly encourage student participation in this planning process. A number
of programs initiated by students have been activated, particularly in the area
of group contracts. New students need to keep in mind, however, that planning
and developing a new Coordinated Study or Group Contract requires a great
deal of work. It takes determination and patience-- plus the willingness to
cooperate and compromise with faculty and fellow students - in order to get
your idea off the drawing board and into action.
39
Operation of Programs
l
\
1
Once underway, a Coordinated Studiesor Group Contract program is not subject
to replanning. Occasionally, portions of programs are open to student
participation in detailed planning, but most programs are fully designed in
advance. Faculty are held responsible by the Academic Deans to stay as close
to the plan originally submitted as is humanly possible. This guarantees that
students get the program originally announced in that year's Catalog Supplement
- not a variation of it invented at a later date. Faculty are expected to be
responsive to student needs as a program unfolds, but changing the structure
or content of the program is to be undertaken only when it is clear that nothing
else will suffice.
.~
In Coordinated Studies programs, faculty sign a Covenant among themselves
regarding the way in which they will conduct the program. In many programs,
a second agreement or Covenant is prepared by the faculty, outlining student
rights and responsibilities. These documents have proved to be very important
in the settling of disagreements. Most Coordinated Studies run smoothly and
efficiently. But should an occasional problem arise, the existence of a Covenant
affords vital guidance in bringing any dispute to a happy resolution. Faculty
Covenants include a set of procedures by which program changes are to take
place when that is necessary.
In matters of program operation, faculty carry final responsibility in seeing that
the curriculum plan is carried out. Faculty also bear final responsibility in all matters
of academic credit - that is, the faculty member's decision to award credit or
not to award credit to a student cannot be overruled.
Students have a right and responsibility to evaluate the work of their faculty
sponsors and seminar leaders. These evaluations are used by the Academic Deans,
along with other information, in assessingwhether or not faculty are retained.
Students should complete an evaluation of any faculty member with whom they
work after decision has been made on credit. This eliminates any suggestion that
the award of credit may have been influenced by the student's evaluation of
the faculty member and allows students to give a frank critique of a faculty
member.
Both students and faculty have rights of academic freedon at Evergreen. This
means that no student may be denied credit because of political, religious, or
other beliefs. The student will often be required to prove that he or she
understands positions other than his or her own. But no academic program may
require or presuppose acceptance of a particular doctrine or position.
In the case of individual contracts, unforeseen circumstances may make it
necessary to alter the original terms of the contract in mid-quarter. When this
is done, an amended contract is submitted to the Registrar, replacing the original.
40
As in the case of the original contract, both parties must agree to and sign the
revised contract. Approval of an Academic Dean is also required.
Continuity,
Advanced
Specialities
Effective with 1976-77, Evergreen began developing a more continuous set of
offerings in certain advanced interdisciplinary speciality areas. Each area
encompasses several academic disciplines. Students can expect that coordinated
studies and group contracts relevant to each of the areas will be available on
a regular and continuing basis.
The following list of areas does not include all the possible interdisciplinary
combinations a student can find at Evergreen. It does, however, represent the
areas of greatest strength in the college's faculty, facilities, and curriculum. Each
advanced speciality area is described briefly. More detailed information regarding
each area may be obtained from the Office of Academic Advising.
Environmental
Studies
Human activities and natural processes are inextricably and intimately entwined:
we face both the danger of fatally damaging our planet and the opportunity
to manage our interaction with the natural environment to ensure a prosperous
survival. Evergreen's interdisciplinary approach to learning permits us to avoid
the jurisdictional and conceptual boundaries that in the past have isolated
researchers, policymakers, and citizens from one another and led to piecemeal,
unbalanced, and shortsighted interventions in nature.
The ecosystem and its human political, economic, and social analogs, and the
processes,spontaneous or willed, by which they evolve jointly provide the main
conceptual focus of this speciality area. The main focus of applications involves
the management of environmental resources, whether wild or domesticated,
protected or exploited. Within a general geographic emphasis on the Pacific
Northwest, students will be able to work on some or all of the following:
Ecosystem Studies: Work on the plant and animal ecology of wild" areas,
terrestrial or marine, and on their maintenance, protection,
and
preservation.
Planning and Environmental Design: Work on designing the human presence
in the natural environment establishing proper patterns for settlement,
preservation, and exploration, and devising methods for implementing and
evaluating these patterns.
Alternative Agriculture: Work on the ecology of cultivated areas, on theoretical
and experimental foundations for innovative methods of cultivation and animal
husbandry, and on the proper relation of agriculture to society.
41
European
and American
Studies
This study area will help students understand who they are, where they have
come from, and where they are needed. It will demonstrate the inter-relationships
between politics, sciences, economics, arts, literature, and the history of ideas.
It will challenge students to become responsible adults, providing a context against
which career decisions and other life choices may be measured.
Major themes such as the relation of the individual to the Western cultural
tradition, the rival claims of the public and private realms, the rise and fall of
social classes and the men and women who make them, the clash of ideologies
and mythologies, and the literary and other artistic expressions of experience
provide the subject matter of European and American Studies.
Although this study involves an examination of the individual human condition
in relation to Western cultural tradition, it also, of necessity, affords an examination
of many non-Western subcultures which make up and have influenced the
development of Europe and America.
Expressive Arts
Expressive Arts will focus upon the progressive development of students' skills
and concepts in the practice of such arts as theater, music and creative writing,
2D and 3D visual arts, photography, dance, filmmaking, and audio graphics. As
students gain technical mastery in one or more of these arts through theory and
practice over an extended period of time, they will also learn to synthesize and
express subjectively their responses to life through these art forms. Students
developing skills in a variety of media will join for integrated studies about the
ways in which human experience and expression occur. At the most advanced
levels, students from a variety of artistic disciplines may come together to
cooperate in the creation of quality productions which combine the arts in
traditional and/or experimental ways. Others may pursue such theoretical
considerations as the relationship between science, psychology and the aesthetic
experience.
Whereas traditional arts programs often teach technique without content and
divide arts which should collaborate, this speciality area will stress the
interconnections between the arts, and between art and ideas. Students will grow
in ability to express themselves and communicate with others by practicing one
or more art forms in a context which will allow for the cumulative development
of requisite skills. Students will learn how design elements which are shared by
all of the arts find articulation in specific arts. Artists will learn how society
influences what they do and the ways in which they do it. Artists and others
will learn how the arts reflect society, criticize society, sometimes predict what
42
the future of a society
problems.
will be, and often suggest creative solutions to social
Human Development
Students working in the Human Development area will cultivate their abilities to
interpret their lives to themselves and to others. By coming to terms with the
past, they will learn to understand and accept the events of their lives, using
this wisdom to experience more fully future developments.
Studies will focus upon people as individuals and as relating members of human
groups. Evolutionary and historical perspectives will be combined with
problematic issues of contemporary human development such as human sexuality,
the family, prolonged adolescence, old age, and the effects of increasingly rapid
cultural evolution on personality development. The peculiarities and problems
encountered at various stages of the life cycle will be studied, as well as the
tensions created when the idiosyncracies of a personality must be fitted into
a prescribed social role. Further, the relationship between symbols and social
structures will be addressed through the study of art, literature, ideology and
religion.
Readings in the social sciences, biology, and the humanities will be a part of this
program, which also will include internships in local human service agencies.
The sequence of study will prepare students for further study in education, child
and mental health related fields, psychology, sociology, philosophy, biology and
anthropology.
life and Health:
Individual and Community
This specialization will integrate the biological, chemical, and laboratory skills
required for various of the medical and allied health fields, with the political, social,
economic, and psychological aspects of health care. People interested in all
aspects of health care will be united in the same study program. Most careers
in health-related fields require students to progress to further work and
certification at other schools. The different aspects of medical work tend to
become isolated from one another in both the training and professional life. While
at Evergreen, you can work in a program sequence that brings them together
as much as possible.
Students will develop a basic understanding of the natural sciences, as well as
an ability to tackle problems and find solutions. By working with other people
interested in health care they will learn the important social, political, and ethical
questions involved in this changing field today. In short, they will be in a unique
position to become both practitioners and changers of all aspects of health care.
43
Further work leading to certification at other schools will give students a variety
of career options including the allied health fields; medical or nursing school;
graduate school in nutrition; biochemistry; public health; developmental biology;
etc. An individual can very well emerge from this program with a broad social
and economic view of the entire medical field.
Management and the Public Interest
This program will address the growing concern about the ability of the American
business system to meet the public's needs. Evergreen is in a unique position
to stimulate some serious discussions on this issue because, unlike traditional
institutions which offer the student only one point of view - usually in defense
of the business system - the program's interdisciplinary approach will examine
both sides of the argument. Both critics who feel that the modern corporation
will serve only its own interest, and proponents of free enterprise, who assert
that business is meeting its social responsibilities, will be studied,
Management will address this debate by understanding how business works, why
it works (or does not work) and the alternatives available.
Attention will focus upon Southwest Washington, with Tacoma and Olympia as
special targets. The program is designed for part-time students from off-campus,
as well as for full-time students; hence, many activities will occur in the late
afternoon and evening. The program concentrates on the public sector and the
small business segment of the private sector, with the latter serving as the
"practicurn lab". But the conceptual framework will span all public, private and
educational sectors.
Students emerging from this program will be in a better position to seek the
kinds of work consistent with their personal criteria; and those already holding
jobs will find this program an excellent opportunity for professional and personal
development.
Marine Sciences and Crafts
Modern maritime problems present a classic example of modern man's
self-defeating behavior and the value choices confronting us, This advanced
interdisciplinary study sequence will examine the relationship between mankind
and the sea - the history, the literature, the crafts, the technology, the science,
the politics which will help to clarify our present dilemmas and strive toward
alternative futures. Evergreen's unique curricular structure, location and facilities
make it possible to provide both an integrated view and an in-depth experience
in many aspects of Marine Studies. The work will be both practical and theoretical,
centering on real world problems and issues and emphasizing the development
44
of knowledge and skills which will make it possible to approach these problems
realistically but far sightedly. We will combine a study of the past with planning
for the future. An ecological concern will be cultivated, along with the practical
questions of living on and from the sea. We will develop skills in the laboratory,
at the drawing table, in the wood shop and on the water. Particular emphasis
will be placed on the study of Puget Sound and Northwest waters. Thus, this
speciality area should be of particular interest to Native American students
because of the work available in various aspects of aquaculture, shellfish studies,
seacoast management, marine fisheries, etc.
Students completing this program will be in a position to seek a variety of marine
related work options or to continue in advanced study in the marine sciences
or marine arts.
Northwest
Native
American
Cultural
Studies
This interdisciplinary area should serve two rather different student clientele
Native American students who are interested in understanding, preserving and
developing their unique cultural heritage in the Northwest, and non-Native
students who are interested in anthropology, ethnohistory, economics, expressive
arts, technology and the dynamics of culture change, through an investigation
of Pacific Northwest Native American cultures.
Native American communities increasingly seek means for self-determination and
cultural revitalization. Native American students seek skills which will allow them
to provide leadership in the context of their traditional values. Specific skills sought
include those needed for community controlled educational systems and
understanding treaty law and tribal government. This program will respond to
those needs.
Both Native and non-Native American students are interested in the methods
and theory of anthropology and culture history. The Northwest offers unique
opportunities for the study of prehistoric migrations to the New World, human
ecology, acculturation - including the impact of contacts with Russia, the fur
trade, and the gold rush, and the impact of the pipeline on Alaskan Native
communities. This program provides rich opportunities for field study and
internships throughout the Northwest.
Political
Econo'my
Political Economy allows us to address questions of wide scope - questions
concerning total societies, their transformations, and the varieties of individuals
that inhabit them - and to study these questions in the same perspective. In
most traditional institutions, disciplines involved with political economy are treated
45
as separate and discrete bodies of knowledge. In this program the student will
acquire the broad connective conceptions, methods, and interpretative ideas that
serve to orient one to various ways of looking at and analyzing social
realities.
Political Economy will focus on the economic and political history of the United
States and of other industrialized nations; the problems of developing nations
as they undergo the process of industrialization and their relations with
industrialized nations; an understanding of the historical contexts in which the
theories studied are/were developed and applied; and the application of the
political and economic theories studied to the examination of contemporary
economic, political and social problems.
By understanding the mechanics of historical change and the institutional
contradictions of industrial societies, students will better understand the
connections between the patterns of their own lives and the course of the larger
society. Ultimately, students who take programs in this area should become better
prepared for careers in critical work and public life.
In addition to interdisciplinary areas of concentration students may pursue
advanced study concentrations within a number of specific disciplines at
Evergreen. Detailed advisory information on each of the following
disciplines
- plus a number of others - may be obtained from the Office of Admissions.
Students considering eventual graduate or professional school work after
graduation are especially encouraged to read this information carefully and discuss
it with faculty members.
Disciplinary Specializations
American Studies
Anthropology
Architecture
Art
Biology
Business
Chemistry
Communications
Computer Science
Corrections
Counseling
Drama/Theater Arts
Early Childhood
Education
Economics
Environmental Studies
English
Film and Filmmaking
Foreign Languages
General Liberal Arts
General Science
Geography
Geology
Health Sciences
Pre-Dentistry
Pre-Medicine
History
Literature
Marine Biology
Mathematics
Music
Oceanography
Philosophy
Photography
Physical Science
Political Science
Psychology
Pre-Law
Social Work
Sociology
Third-World Studies
Urban/Environmental
Planning
Writing
Women's Studies
46
Planning Your Studies at Evergreen
The range of choices open to students pursuing studies at Evergreen is extremely
wide - wider than at most colleges of comparable size. The college's unique
interdisciplinary focus allows students over a four-year period to develop
combinations of subjects not available in traditional majors.
Taking advantage of these opportunities, however, calls for careful planning and
goal-setting by students. Faculty members stand ready to help students with this
task. But, in the end, only you as a student can decide where you are heading
in the long run. There is considerable urgency about setting your goals as early
as possible - certainly these should be well worked out by your third year of
college.
On the other hand, it is not wise to become too specialized too early. An
intellectually well-rounded student - one who has encountered college level
studies in a wide range of fields - is in a better life-long position than one who
concentrates too closely on a single career possibility.
You should plan ahead year-to-year while at Evergreen in order to select programs
and contracts which add up to a coherent whole. Don't be afraid to branch
out from time to time into new and unfamiliar subject areas. And spend time
talking with faculty, career and academic counselors about your plans.
To give a clearer idea of how students at Evergreen develop a focus for their
studies, we have assembled the histories of several students who have graduated
from the college. You will note that some have come rather close to developing
majors of a more or less standard kind. Others have worked out unique patterns
not normally available at liberal arts colleges. The areas in which these students
chose to study were only a few among hundreds available during the time they
attended Evergreen. We have selected them merely to show you how it is done
and to indicate the kind of planning you should be thinking about in selecting
programs.
Student "A" (entered as a freshman from a Washington High School). Interested
in Communications.
Coordinated Study revolving around sociology, political science,
and government.
Second Year: Contracted Studies of News Media and Government.
Contracted Studies and internships involving print and broadcast
Third Year:
news and cinematography.
Fourth Year: Television internship and individual studies in broadcast journalism,
communications and the electronic process.
Now employed as news reporter for metropolitan TV station.
Graduated:
First Year:
47
Student "8" (entered as a freshman from a Washington High School). Interested
in Public Administration.
First, Second,
Third Years: Coordinated Studies centering around history, political science,
economics, literature, and minority affairs.
Fourth Year: Group Contracted Studies in economics and minority affairs;
individual studies in reading and mathematics; half-year internship
in state government.
Now employed as Administrative Assistant to City Commissioner,
Graduated:
Portland, Oregon.
Student "C" (transfer student). Interested in Urban Planning.
First, Second
Years:
Third Year:
Fourth Year:
Graduated:
Studied at other colleges, transferring to Evergreen as a
junior.
Coordinated Study involving urban planning, architecture,
economics, and environmental concerns.
Group contracted study in Urban Planning, including extensive
field work as member of a student planning team studying the
relocation and reconstruction of a Washington city. Also served
as student intern with small (population 6,000) Washington
city.
Employed as Associate Planner by city sponsoring the internship.
Now Director of Planning for the same city.
Student "0" (entered as a freshman from a Washington High School). Interested
in science and computing.
First year:
Coordinated studies in natural and social science involving
chemistry, physics, biology, research and systems analysis,political
science and statistics.
Second Year: Coordinated Study of physics, mathematics, chemistry, biology,
and computer sciences. Individual studies in science, data
structures and processing.
Third Year:
Individual studies in advanced mathematics, kinetics, and
computing.
Fourth Year: Advanced
research in computing;
group
contract
in
philosophy.
Graduated:
Accepted through international competition as one of three new
enrollees for graduate studies in artificial intelligence at the
prestigious University of Edinburgh, Scotland. Also has accepted
a job with the advanced study program.
48
Student "E" (entered as a freshman from a Washington High School). Interested
in law.
First Year:
Coordinated Studies revolving around philosophy, psychology,
sociology, education, and political science.
Second Year: Advanced-level Coordinated Study of political science and
literature.
Third Year:
Group Contracted study of economics, plus individual and group
studies of history.
Fourth Year: Internship
as
Administrative
Assistant
in
educational
organization.
Graduated:
Now attending the University of Washington law School.
Student "F" (entered as a freshman from a Washington High School). Interested
in restaurant management.
First and
Second Year: Coordinated Studies program combining academic and practical
study of the nature of the learning process, led to creation of
Mobile School Unit staffed by students to supplement educational
resources of five elementary schools in college service area.
Advanced Coordinated Study program involving ecology,
Third Year:
economics and urban planning. Later completed contracted
studies in planning.
Fourth Year: Internship and individual studies in restaurant management.
Now employed as manager of Olympia-area restaurant.
Graduated:
Student
travel.
"G"
(transfer student). Interested in business administration and
First and
Second Years: Studied at another college for two quarters. Transferred to
Evergreen as a third-quarter freshman, and entered coordinated
studies program contrasting the culture, language, history, and
traditions of Japan with the West. Program involved one-year
study in Japan, requiring language skill development and ability
to adapt to living with host families and working in Japanese
business.
Group and individual contract work in economics and
Third Year:
business.
Fourth Year: Intensive Japanese language study and internship in business.
Currently employed as operations manager of an American
Graduated:
touring corporation based in Washington State.
49
Student "H" (transfer student). Interested in business management.
First Year:
Studied at another college, transferring to Evergreen as a
sophomore.
Second Year: Coordinated Studies program studying social and natural sciences
and with emphasis on development
of mathematical and
communication skills.
Third Year:
Advanced Coordinated Studies program examining business
management in various settings.
Fourth Year: Group and individual
contract
work
in social services
management, economics and management consulting.
Graduated:
Employed by Seattle business firm as a management
consultant.
50
The Humanities
sArts
Evergreen offers Humanities and Arts students unusual opportunities to develop
skills while examining the context and content of todavs world. Stressing the
intricate relationships of academic disciplines, and providing opportunities for
in-depth study and skills development, the college serves the needs of both the
generalist and the specialist. Evergreen students are exposed to the history,
literature, and culture of other nations and other historical eras, in order that
they might better understand and reflect upon civilization its origin,
development, and future. Within this "global" structure, Evergreen offers students
opportunities to specialize in the fields of their choice, to develop technical skills
through "hands-on" experiences, both on and off campus, and to master the
arts of learning which will serve them well for their lifetimes.
Most of Evergreen's Coordinated Studies Programs (team-taught, theme-oriented
enterprises) involve some aspects of the Humanities and Arts; and several each
year aim specifically at the world of the humanist and the artist, at the crucial
roles played by both in todavs world. These programs stress the reading of good
books, the art of seminaring on the issuesin those books, and the careful writing
of journals, essays, and research papers.
Students in areas of the Humanities and Arts find opportunities for more
specialized work in their fields through Contracted Studies - either in a small
group (15-20 students and one professor) or on an individual basis. These
programs are designed primarily for advanced students who have already gained
a solid foundation in the humanistic and artistic fields of their choice, and who
wish to concentrate on specific problems and goals.
Croup Contracts enable students to form cooperative teams to create, explore,
perform, and learn together. For example, students guided by two faculty
members in Theater and Dance spent an entire academic year working together
in the manner of a professional theater company. They staged two major
drama/music/dance productions and presented children's plays at schools
throughout Thurston County, Washington, mastering the arts of acting, public
speaking, dance, set construction, costume design, and theatrical makeup. Twenty
other students traveled to Italy for six months' study of European film production;
others from several different groups sponsored the first major West Coast
Women's Arts Festival, drawing to the campus poets, speakers, craftswomen,
artists, designers, and illustrators.
Opportunities for complete immersion in humanistic and artistic specialities
abound at Evergreen when students undertake Individual Contracted Studies,
where they work on independent projects with the help and guidance of a single
faculty member. Past individual studies have occurred in these and other fields:
Philosophy, Cinema, Journalism, Music, Crafts, Painting/Printing, Sculpture/Ce-
51
ramics, Literature, Art History, Design, Foreign Languages, Photography, Linguistics,
Radio/TV.
Evergreen also offers an array of Modular Courses in the Humanities and Arts.
In the past, these quarter-long programs have offered work in such topics as
follow (and many more): "Thomas Hardy and D.H. Lawrence", "Approaches to
Shakespeare", "History of American Cinema, 1919-1941", "The Ceramic
Process", "Godard,
Resnais and Truffant",
"Primitive
Art",
"Beginning
Photography",
"Ethnornusicologv",
"Philosophy of Religion", "Search for
Meaning", and "Introduction to Philosophy".
Humanities and Arts students may also wish to include the Evergreen Internship
option in their course of study. Through the Office of Cooperative Education,
students may apply their emerging skills by interning at newspapers, radio and
TV stations, galleries, museums, theaters, and studios across the state and across
the nation. Evergreen students have worked, for example, in a Los Angeles
graphics arts studio, a Seattle marine museum, for the Seattle Opera, a New
York City black theater, a Northwest drama studio, and at the Vancouver
Playhouse. In addition, they've studied electronic music with Seattle musicians,
written for many of the state's leading daily and weekly newspapers, and worked
as news reporters for Seattle television and Olympia radio stations.
52
The Social Sciences
Since Evergreen's curriculum aims at an intricate blending of study modes and
academic disciplines - meeting the needs of both generalists and specialists we try to offer students in the Social Sciences some solid opportunities to sharpen
practical and intellectual skills, as well as to learn techniques for solving real
problems in this era of unprecedented social change. We hope to encourage
personal flexibility and to stimulate student curiosity through exploring the new,
while retaining - and treasuring - our knowledge of the old. Evergreen also
provides an academic climate in which students interested in the Social Sciences
may see how its disciplines relate to each other, as well as to disciplines within
the Natural Sciences, Mathematics, Humanities, and Arts.
Each year, Coordinated Studies Programs explore various issues in the Social
Sciences. These programs operate at both basic and advanced levels, and
normally not in isolation from the concerns of other disciplines and divisions of
human knowledge. Recent programs - carrying such titles as "Paradigms in
Crisis", "The Individual in Contemporary Society", "Democracy and Tyranny",
"Environmental Design", and "Power and Personal Vulnerability" - were among
the most successful ever offered at Evergreen.
Through Contracted Studies, Evergreen has historically made a concerted effort
to offer high-quality work in the Social Sciences. Croup Contracts have involved
classroom studies in the theories and concepts of the various Social Sciences,
while often engaging students in direct problem-oriented research, either on or
off campus. For example, one group of urban planning students and their
professor worked with federal, state, county, and municipal officials to develop
a master plan for the relocation of the town of North Bonneville, Washington,
which faced displacement by the construction of a new powerhouse at Bonneville
Dam. Another group, under contract with public agencies, conducted a survey
and developed plans for a comprehensive mental health, mental retardation, drug
abuse, and alcoholism program in Cowlitz and Wahkiakum Counties in Southwest
Washington. Still another operated a mobile school unit to help broaden the
curriculum of five small rural school districts in Thurston County. And a group
of economics students planned and coordinated the Northwest Symposium on
Latin American Affairs, a major event which drew public and private officials and
nationally-known academicians to campus.
Opportunities for complete immersion in a speciality area of the Social Sciences
abound at Evergreen through Individual Contracts, where students work on
independent projects with the help and guidance of single faculty members in
such areas as History, Anthropology,
International Relations, Government,
Psychology, Political Science,
Corrections, Education, Non-White Studies,
Sociology, Urban Planning, Economics, and Counseling.
53
Evergreen's Modular Courses give opportunities for Social Science students to
refine and further specify their studies as a complement to their work in regular
programs and contracts. In the past, these quarter-long programs have carried
such titles as "Urban Planning", "American Education", "Sociology of Everyday
Life", "Varieties of Contemporary American Childhood", "Sino-Soviet Relations",
"Economics", "U.S. History", "The Soviet Union Today", "Introduction
to
Philosophy", and "The First Amendment: Freedom of Speech".
Finally, the Internship Program, coordinated by the Office of Cooperative
Education, provides Social Sciences students opportunities to practice their
emerging skills in the offices of public and private agencies throughout
Washington and, frequently, elsewhere in the country. Evergreen students have
been placed as political aides in cities and counties, as paraprofessional counselors
and teaching assistants in schools and mental health centers, as designers of
recreational programs for cities, as law enforcement officers, as scholarship
winners in the yearly New York City Urban Fellowship Program, as legal assistants
to lawyers and judges, as labor relations interns, and as trainees in dozens of
other Social Science categories.
54
The Natural Sciences 6- Mathematics
In the Natural Sciences all kinds of Evergreen students - from thoughtful
generalists to committed specialists - work side by side with faculty biologists,
chemists, marine scientists, ecologists, physiologists, earth scientists, mathematicians, applied scientists, and computer specialists in a variety of programs that
enliven academic activity on campus while relating it to the natural world around
us. Programs emphasize collaborative team efforts and integration, rather than
the isolation of subject matter specialities. Studies range from exhaustive readings
to hands-on research; from thorough team investigations in the laboratory or
on field trips to individual projects; from the development of skills and techniques
to the practical application of theory through career-related internships; from
deep specialization to a broad union with the Arts, Humanities, and Social
Sciences.
Most of Evergreen's interdisciplinary Coordinated Studies programs have some
aspects of scientific study woven into their fabrics. But many, particularly those
featuring advanced work, relate exclusively to the sciences. For example, the
Foundations of Natural Science program offers a unified course of study designed
for students planning to move into advanced and specialized work in
mathematics, physical science, or biological science. It also allows students to fulfill
needs in the area of pre-medical training. Past and present science-oriented
students in Coordinated Studies have teamed for exciting, collaborative work in
a variety of basic and advanced programs. In addition to offering general studies,
these programs have allowed students to deeply pursue specific aspects of
science in line with individual academic interests and career plans.
Contracted Studies programs in the sciences focus on either small group
endeavors or on individually-sponsored academic work. As with most contractual
offerings at Evergreen, these programs aim at students who have already
completed basic, more general studies. Reaching into various scientific disciplines,
for example, we have offered some of the following small Croup Contracts:
"Seacoast Management", "Marine Life and Water Quality", "Basic Skills in Science
and Technology",
"Molecular
Biology",
"The Evergreen Environment",
"Biochemistry
and Bacterial Physiology",
"Photosynthesis",
"Scientific
Revolutions", "Dynamic Systems", "Optics", "Nisquallv Delta", "Northwestern
Forests", "Nature of Visual Images", "Community Health Problems", and "Applied
Research and Internships."
Both science-centered Coordinated Studies programs and advanced-level Group
Contracts allow students great access to extensive laboratory facilities on campus
and/or field sites for in-depth research and project work. For example, the final
project of the "Basic Skills in Science and Technology" program involved the
design, construction, and operation of a small solar energy plant. When the Port
of Olympia contracted with the "Marine Life and Water Quality" program to
undertake a study of southern Puget Sound's marine environment, students
55
moved from the laboratory to the field for practical application of what they
had learned in these and other cases. Scientific knowledge thus moved from
the textbook to the harsh testing ground of a genuine problem requiring a solid
solution.
Individual Contracts play an integral role in Evergreen's range of science offerings,
providing opportunities for complete immersion in an area of scientific
specialization. Students, working on independent projects with the help and
guidance of a single faculty member might expect to negotiate a contract in the
following kinds of fields: Microscopy, Biology, Genetics, Physics, Chemistry,
Computing, Nutrition, Evolution Theory, Ecology, Microbiology, Physiology,
Calculus, Entomology, Botany, Agronomy. The list is by no means all
inclusive.
Modular Courses in the sciences are also available to students who wish to
integrate such work into their total programs of study (preferably through
enrolling for them as adjuncts to their regular work in Coordinated Studies and
Contracted Studies).In the past, these quarter-long programs have included such
titles as "Cakus of Elementary Functions", "Introduction to Genetics",
"Introductory
Physics", "Introductory
Chemistry", Organic Chemistry",
"Philosophy of Science", "Survey of Oceanography", "Elementary Mathematics",
"Electronics and Instrumentation."
Evergreen also offers students the opportunity to gather much information in
the sciencesand build many of the skills necessary for tackling various problems
in science by using Self-Paced Learning Units, available in the SPLU Lab. Here,
students can use slides, tapes, films, and computer programs developed or
adapted by Evergreen faculty members through a National Science Foundation
grant. For example, skills for microscopy or concepts necessary for an
understanding of photosynthesis can be gained as needed by the individual
student - and at his or her own pace.
Finally, Evergreen students can negotiate Internships in the sciences (through the
Office of Cooperative Education),gaining chances to practice their emerging skills
in the laboratories and field stations of public foundations, museums, business
and industry, and federal, state, and local science agencies.Students have interned
with such agenciesas the Chicago Field Museum, the Oregon Museum of Science
and Industry, Batelle Northwest, the Smithsonian Institution, the Wyoming Field
Institute, as well as other public and private agencies concerned with forestry,
ecology, natural resources, health care, and a whole range of other
science-related interests and concerns.
56
Cooperative Education
As an Evergreen student, you will have opportunities to combine your study with
practical on-the-job experience related to your academic program or career
interest. These opportunities are important for several reasons: First, practical
experience can enhance and augment the knowledge you have gained in the
classroom by providing 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 finally, you
will be able to gain valuable on-the-job experience in your chosen career at a
time when such experience will be most meaningful and helpful to you.
The Office of Cooperative Education has been organized to assistyou and your
faculty sponsor in locating and arranging practical work experiences to match
your program of study and your career interests. Working with your faculty
sponsor and with representatives of business, industry, government and
community organizations, your Co-op coordinator can help you to locate and
arrange credit-bearing internships, community service volunteer experiences or
career learning placements, counsel you on matters relating to internships and
other field experience and help you to resolve any problems that may arise during
the course of your placement. To assist you, your faculty sponsor and your
coordinator, the office provides a wide range of information and supportive
services.
Co-op program activities include internships, community
experiences and career learning placements.
service volunteer
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 todav'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.
Internships
Internships are program related work experiences wherein the primary objective
is learning and personal growth. You may elect to intern full time or part time
for periods ranging from a few weeks to a year or more, depending upon your
57
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 circumstances - in many cases they do not.
Your first consideration in deciding whether to seek or accept an internship should
be the nature and quality of the learning experience involved. The internship
experience should not be viewed as an alternative to your academic program
but should be seen as a logical extension and continuation of it, enhancing it,
augmenting it, helping you to translate what you have learned in the classroom
into real, productive, tangible results. As an intern, you will have the opportunity
to measure your abilities and skills in the most important place of all - the real
world in which you will be working and earning and growing for the rest of
your life. But you will also have a responsibility, both to yourself and to the
college, to insure that your internship experience is a valid, creditable learning
experience, that it does not become simply a way to avoid the rigor of academic
disciplines, 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 Studiesor 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 Studiesprogram or a group
contract, you should not plan to intern unless your program has included
interships 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. Regardlessof 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 recieve
academic credit for your field experience. You must also clear any proposed
internship with the Office of Cooperative Education, complete an internship
Agreement form and register your internship with the office.
You should notify the Co-op Office well in advance of the quarter in which
you plan to intern. As soon as you have contacted the office, you will be assigned
a Co-op Coordinator who will counsel and advise you on matters relating to
your internship, assistyou in locating and arranging an internship and work with
58
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:
Business
Law
Public Administration
Management
Political Science
Recreation
Graphic Arts
Fine Arts
Advertising
Public Relations
Community Organization
Science
Mental Health
Medical Technology
Communications & Media
Computer Science
Corrections
Education
Counseling
Juvenile Rehabilitation
Students and employers in all of these fields have found the internship experience
to be a viable, productive means for bridging the gap between theory and
practice, between campus and community, between classroom and job. But
students have also found that to be most effective as an educational instrument,
the internship experience must be a carefully planned and fully integrated
component of the larger, broader, long-range academic program. And they have
found that a worthwhile internship experience means hard work. Before deciding
whether or not you wish to intern, you should carefully consider your academic
and career goals, the extent to which you are willing to commit yourself, and
the results you anticipate in return for your effort.
Career
Learning Program
The 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,
career exploration through
internships and volunteer assignments, subject matter education and, for thirdand fourth-year students, 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.
59
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 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
While at Evergreen, you may wish to volunteer your services to the community
without pay and without credit. You may feel that you will derive adequate
satisfaction from simply knowing that you have contributed in some measure
to the improvement of the world around you or from knowing that you have
added in some measure to your own personal growth. If one of your objectives
is to render service to others - and if, for one reason or another, you do not
expect to receive academic credit for your efforts - the college encourages
you to become active as a community service volunteer.
Not everyone should become involved in community service. Volunteer work
requires the commitment of time, 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 feel
you would really like to help, if you feel that you would like to give your time
and 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 campaigns; 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 assistsvolunteers from the community in identifying meaningful ways to
serve the college. Community involvement in the college has strengthened the
60
ties between the college 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.
If you have any questions about internships, career learning or volunteer activities,
write or telephone the Co-op Office, Lab 1000, Telephone (206) 866-6391.
Center for the Development of
Reading & Writing
The Center for Development of Reading and Writing provides limited basic help
for students who need skills development in reading and writing. This work is
offered mostly for academic credit - through seminars, modules, and self-paced
learning units of various types. The program's central goal involves service to
students who need to develop their verbal abilities - not only for purposes
of doing better and more satisfying college work, but also to lay some
groundwork for the broader purposes of enhancing their creative, societal, and
human potential through the development of these two vital tools of
communication. The current coordinator is Dr. E. Jackson Webb (Member of the
Faculty
Literature and Linguistics). Office:
Library 3409. Phone:
866-6464.
61
i
Self-Paced Learning
Two self-paced learning centers are located in Phases I and II of the Laboratory
Building at the college.
The self-paced learning approach allows students to learn in an individualized,
personalized way, basic skills, concepts, and even the content of traditional course
subject matter at a mastery level of their own choosing and at their individually
chosen rate of progress. A SPLU (Self-Paced Learning Unit) is a self-contained
instructional package dealing with a single unit of subject matter.
Basic materials including slide-tapes, film loops, movies, videotapes, laboratory
experiments, workbooks, programmed texts, and computer-assisted programs are
available in such diverse areas as physics, psychology, biology, chemistry,
sociology, arithmetic, language study, music theory, photography, drafting,
mechanical drawing, algebra, and basic statistics.
Faculty and students, with the help of a sizable grant from the National Science
Foundation, are adapting commercially-available learning materials and are
developing self-paced learning units suited to student needs. For example, anyone
who wishes to invest the time and energy can learn basic geology or college
biology through work in the SPLU Center.
The Self-Paced Learning Centers are open six days a week. Calculators,
typewriters, microscopes, balances, fume hoods, drawing sets, and many other
learning tools are readily available to students, as are as computer terminals,
oscilloscopes, gas chromatographs and even radiation counters. Many Evergreen
students find it a place to learn things not available in regular curricular offerings,
or as a supplement or alternative to teaching and learning approaches being used
by a regular program.
Students, with help of a faculty sponsor, may develop credit-earning study
programs incorporating extensive self-paced learning. Experience to date has
revealed that success in this learning mode requires a high level of self-discipline
and strong motivation toward mastery of the skill or concept to be learned.
62
Public Events
Evergreen provides a good number of public presentations for the community.
Such offerings are usually related to academic programs and other on-going
campus activities 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 Contracted Studies or the interests of clubs and other groups.
The visitors are available for discussions, conversations, master classes, and
specific teamwork. They provide larger contexts in which the public events
themselves have greater meaning.
Becausethe 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
Theater/Dance 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".
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, 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.
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.
63
Foreign Language Study
Evergreen recognizes at least three types of needs for training in foreign
languages:
1.
2.
3.
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.
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.
Some students who may already have invested substantial effort in the
study of a foreign language may wish to keep up or improve their fluency.
They may even wish to concentrate their studies upon a foreign language
or upon comparative linguistics.
There are no "language requirements" at Evergreen, except as they might arise
naturally from one of these needs. For instance, students desiring to participate
in a program including study abroad, such as "Russia-USSR (1976-77)," are
required to gain competence in the language before they go.
Evergreen intends to satisfy student needs for foreign language training 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 also
provide auto-tutorial and person-to-person studies in a variety of languages. These
may be pursued over a long period of time and recognized by tests administered
for credit by examination.
Regularly-offered Modular Courses complement language instruction offered
within Coordinated Studies and Group Contract programs. In 1976-77, modules
were offered in Basic Russian, Beginning Chinese and Japanese, First through
Fourth Year Spanish and French, and Basic Modern Greek.
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.
64
External Programs
& Study Abroad
External Programs
Evergreen has provided a limited number of older students with the opportunity
to earn credit through learning experiences not requiring their presence on the
campus all or most of the time. These students have generally combined
opportunities for learning in their 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 necessaryto determine any need to spend
time on the campus in pursuit of the degree.
Many of Evergreen's off-campus-based programs have operated as Group
Contracts in response to needs of those who, for one reason or another, cannot
travel to the campus. For instance, the new 1976-77 Human Services and Human
Personality program, based at Clark College, Vancouver, Washington, serves
persons employed in the Vancouver area and unable to travel to Olympia. Other
such programs have included specially-designed offerings for state and local
government employees in Olympia and for groups employed in the Tacoma area.
Groups wishing to discuss possible offerings designed specifically to meet their
off-campus college study needs should contact the Academic Deans for
information.
Study Abroad
Evergreen intends to provide opportunities for many students to study foreign
areas and cultures at first hand. We shall offer some Coordinated Studies
programs which will first immerse students in the language, history and culture
of a foreign land and then enable them to continue thier studies in the foreign
land itself. We shall provide other opportunities for less formal and perhaps
briefer periods of study abroad in conjunction with programs or projects
65
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 Nepal"
Group Contract of 1975-76, and the "Africa" program of 1976-77).
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.
2.
3.
4.
5.
Pre-register on program selection card, with signatures of student and
faculty advisor.
Process status changes: i.e., change of units, withdrawal or leave during
the course of the year, graduation, extension beyond 45 units.
Make sure address on file at the Registrar's Office is CORRECT. This is
absolutely necessary for billing.
Secure necessary certification if VA or Social Security Benefits apply.
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. Inquires should begin at the Registrar's Office.
66
Graduate Study
During the 1977 Legislative Session, Evergreen requested authorization to offer
studies leading to the Master of Arts degree. If authorization is granted, the college
would begin offering programs for a limited number of students (approximately
40), beginning in the Fall of 1977. The graduate program would be based on
Evergreen's experience with interdisciplinary undergraduate study and preliminary
plans are being drawn up on that basis. For further information write to the Office
of Admissions.
J
A Note on the Allocation of Resources
Equipment, facilities, space, faculty energy, and staff support are still in limited
supply for many areas of interest. Some facilities are still being built. Equipment
related to them is not yet available. Our faculty, though versatile, is still relatively
small. Therefore, it is and will continue to be unrealistic for a student to assume
that everything she or he may want should be available at any time.
Resources can serve the most people most effectively when they are allocated
by the academic deans to groups - Coordinated Studies teams and Group
Contracts - on the basis of careful advance planning. Therefore, deans,
coordinators, and overseers of facilities and equipment will give priority, in
assigning resources, to the needs of group instructional activities.
67
\1
I
ACADEM.IC
PROCEDURES
Academic Credit
The 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.
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
not 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.)
Graduation Requirements
The 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 accumulate forty-eight units. Students engaged in a sequence of
study which would accumulate more than forty-eight units should contact the
Registrar to initiate a petition to extend their work beyond the 48 units.
Any student transferring from another college must earn at least twelve Evergreen
units before becoming eligible to receive the Evergreen degree.
70
iIIIII
Non-Traditional
Credit
Credit
by Examination
Evergreen will help students to accelerate their progress toward a degree by
recognizing credit-worthy but hitherto unaccredited achievements in learning.
Students should pay particular attention to the College Level Examination Program
(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 for the CLEP
General Examinations to the Office of the Registrar. For each of these tests
successfully taken, Evergreen will award two units of credit.
The College Level Examination Program also offers a variety of Subject
Examinations to test competence at more advanced levels.
Information regarding CLEPis available from the Office of the Registrar. 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 policy and procedures. Students who believe that
they might have experience which could generate academic credit should begin
an inquiry with the External Credit Office. A fee structure for external credit is
currently being developed.
71
Transfer Credit Policy
General
Policies
Evergreen has a liberal policy on the acceptance of credit from other colleges
and universities. The maximum credit that can be transferred is 33 Evergreen
units (= 132 quarter credits or 88 semester hours). The maximum amount of
credit that can be transferred from two-year colleges is 23 units (= 90 quarter
credits) total.
The procedure for transferring credit is to supply transcripts of all previous work
at the time of application for admission. The Office of the Registrar will evaluate
the credit and supply you with a report after you are admitted.
Policy varies slightly depending on the kind of institution from which you are
transferring and the kinds of course work involved. In general, courses in which
a D or F grade was received are not acceptable in transfer, nor are P.E.activity
courses, remedial courses, or high-school equivalency courses. Some vocational
courses are transferrable, others are not. This is discussed further below.
If you are transferring from a four-year accredited college or university - one
that offers a Bachelor of Science or Bachelor of Arts degree towards which you
were working and is approved by the appropriate regional accrediting association
all of your work (with the exceptions noted above) should be
transferrable.
Graduates of two-year accredited community colleges holding the Associate of
Arts or Association of Science degree are automatically awarded 23 units of
transfer credit. This policy is one established under guidelines set by the
Washington Intercollege Relations Commission. Graduates who hold two-year
degrees such as Associate of Technical Arts, Associate of Applied Science, or
Associate in General Studies, are invited to Apply under Evergreen's
"Upside-Down Degree Program."
Credits earned at non-accredited institutions, technical institutes, military schools,
art and music institutes, foreign colleges and universities, and proprietary schools
(such as business colleges and correspondence schools) are evaluated on a
case-by-case basis by the Registrar. The principle which is used is that the work
done should be equivalent to work for which a four-year college or university
would normally give credit toward the B.A. degree.
Students who have completed some work at an accredited two-year college but
who have not earned a degree may transfer any courses which that college
designates as "four-year college transfer". This designation must appear either
72
in the transcript, in the college's catalog, or in an official letter from the institution.
If a question exists whether a particular course is "transferrable" or not, it is
the student's responsibility to provide evidence that the college from which he
or she is transferring considers the course to be a legitimate part of its transfer
curriculum. This policy applies particularly to so-called vocational or technical
offerings of the two-year colleges.
Upside-Down Degree Program
There are numerous technical two-year college programs which are not normally
transferrable to four-year colleges. However, it has been our experience that
many people who complete those programs can and do wish to continue on
to a Bachelor of Arts Degree. The Upside-Down Degree Program is designed
to allow that in many cases. It is restricted to people holding degrees such as
Associate of Applied Science, or Associate in Technical Arts, from accredited
two-year colleges.
The procedure for enrolling as a BA degree candidate in this program is as
follows:
1. Apply for admission in the usual way, indicating "Upside-Down Candidate"
on both the Washington Uniform Application Form and Evergreen's
Supplementary form.
2.
Once accepted for admission, a small committee, including two faculty
members, will be appointed to review your plans for a B.A. Before you
formally enroll, the committee must approve the two-year curriculum you
select. Then, transfer credit will be awarded for your previous work up
to 23 Evergreen units (90 quarter credits) maximum. Any subsequent
changes of your plan also will need committee approval.
3.
When you have completed your two years of study at Evergreen as agreed
upon with your committee, you will be recommended for a BA degree.
If you do not complete the two-year work for any reason, your transfer
credit will not be listed on an Evergreen transcript (except for portions
of it which would have been accepted in normal transfer). If you do
complete the prescribed two-year program, your vocational-technical
major will be considered as fully acceptable toward an Evergreen
degree.
In general, you should expect that the committee approving your plan of study
will insist upon a good deal of work in liberal arts-oriented Coordinated Studies
and Group Contracts. The point of this is to assure that your level of general
education is comparable to ether BA recipients.
73
Miscellaneous Policies
Evergreen accepts credits earned in pass-fail courses and portfolio evaluation
systems.
Evergreen accepts credits earned through the College Level Examination Program
(CLEP)so long as scores are at the 50th percentile or above, and do not duplicate
credit earned at other institutions including Evergreen credit equivalencies. Other
national credit-by-examination options are reviewed on a case-by-case basis.
Evergreen will not accept credit twice for the same course work.
Evergreen grants credit for work experience only through its External Credit
program.
Evergreen will accept credits earned 10 or more years ago, but persons presenting
such credits are strongly advised to petition to take more than 48 Evergreen
units before graduating in order to update earlier work. (Students may disclaim
credit 10 or more years old upon agreement with the Registrar.)
A transfer student must present records of all previous college work at the time
of admission.
Students may not transfer credit earned at other institutions while concurrently
enrolled full-time at Evergreen.
Evergreen uses the following formula for converting semester and quarter hours
to Evergreen units: semester hours x 1.5 = quarter hours -;- 4 = Evergreen
units.
74
Academic Standing
Full-Time
and Part-Time
Status
For the purposes of fee-collection, Evergreen counts those enrolled for either
three or four units of credit per quarter as full-fee-paying students. (The Veterans'
Administration, and other agencies should consider this to be the acceptable rate
for full-time study.) Those who enroll for only one or two units of credit per
quarter are considered part-time students.
Those who enroll as part-time students will work most frequently in modular
courses. Part-time students may enroll in some Contracted Studies, on individual
projects or as participants in groups, earning one or two units of Evergreen credit
per quarter. Watch for announcements of part-time study offerings just prior
to registration periods.
Full-time students can be enrolled in only one credit-generating program of study
at a time. Part-time students may enroll in two (one unit each) modules.
Leaves of Absence
Students who have been regularly admitted and need to "drop out" for a while
are eligible to apply for a leave of absence. A leave of absence may be no
longer than one year. Application for a leave of absence is initiated in the Office
of the Registrar. Students who have not enrolled in a program/contract by the
enrollment deadline are considered to be on leave.
Deceleration
A student may officially reduce a credit load during a quarter with the approval
of his/her Coordinator/Sponsor.
Acceleration
Normal academic progress for a full-time student entails enrolling for no more
than four units of credit per quarter, or twelve units per regular academic year.
Students may accelerate only by enrolling for a fourth quarter of study each
calendar year (i.e., in the summer session).
75
Any increase in the numbers of units for which a student is registered must be
submitted to the Registrar no later than the sixth class day of any quarter.
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-punative 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 student 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 for 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 coordinator 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 who has received an academic
warning and who, at the end of the subsequent three quarters has earned
fewer than three-fourths of the possible 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 the leave is contingent
upon the student's supplying to the Deans evidence of readiness to assume
responsibilities.
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.
76
A special case may occur from time to time when a student simply cannot match
interests with what Evergreen can offer in teaching, facilities, or other resources.
When it becomes apparent during an advising period prior to formal registration
for a new quarter that a student cannot continue in a current Coordinated Studies
program or contract, find a place in another program, negotiate a new contract
with 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.
Policy on
Completion of Academic Work
I.
Completion of Work
A.
A student will complete his/her study program and submit all written
materials, including self-evaluation, by the ending date of the program or
contract, as specified in writing at the beginning of the program or contract.
If a student changes his/her program before the originally specified ending
date, the ending date for the old and new programs will be given on
the change of registration form submitted to the Registrar's Office.
B. A written evaluation of the student's work by faculty or staff sponsor is
to be submitted to the program secretary no later than two weeks after
the ending date of the program or contract.
II.
Incomplete Status
A.
77
If a student fails to complete his/her work on time (see I.A.), the
faculty/staff sponsor must either:
1. grant partial or no credit on the credit report provided by the Registrar's
Office; or
2. submit an "Incomplete Form" (also available from the Registrar's Office).
This form, a copy of which is to be sent to the student immediately,
will contain a summary of the policy on Incompletes and spaces for:
a description of the work to be completed, a specified completion date
not to exceed two months and the signatures of the student (optional,
but strongly encouraged), and the sponsor. This is the student's only
official notification of the Incomplete status.
B. If the Incomplete has not been removed within two months, the Registrar
will make an entry of "No Credit" in the student's academic record (but
not on the student's transcript). Approximately two weeks before such
action is taken, as a matter of courtesy the Registrar will remind the
faculty/staff sponsor that this action is about to be taken, and that it can
be prevented only by submission of the written evaluation by the sponsor
before the end of the two months.
III. Faculty/Staff Role in Completion of Student's Work
A.
The faculty/staff sponsor will submit a written evaluation of a student's
work within two weeks of the ending date of the student's program (see
LB.).
B. If a student completes the work necessary for removal of an Incomplete
within the allowable period (see II.B.),the faculty/staff sponsor will submit
a written evaluation of the student's work within two weeks of the
completion of that work.
I~
~
l~
(Revised Policy, March 1975)
78
EVALUATION,
CREDENTIALS,
CAREER PLAnNING
Evaluation, The Portfolio
Evaluation
More important than the units of credit recorded and the assurance that you
are in good academic standing will be the evaluations you receive of your
performance. Within a Coordinated Studies program, you will be constantly
evaluated and tested by your seminar leader in individual conferences and through
comments on the assigned work you turn in. You will test your own mastery
of self-paced learning units and will be tested by your faculty team for other
kinds of skills and knowledge. You will be continually engaged in mutual critiques
with the other members of your seminar and of the Coordinated Studies group
and perhaps even face the criticism of a larger audience if your work leads to
a performance, a publication, or an exhibition. In a group learning contract, you
will also face continual evaluation by your teammates. In any contract, your work
will be carefully scrutinized by your sponsor and any subcontractors who may
be involved, on or off campus. Because you will not be competing for grades,
critical evaluations by your teammates and faculty will be directed toward helping
you, not toward standardized comparisons.
The Portfolios
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 represented by at least three
documents: (1) the Coordinated Studies program description or your contract;
(2) an evaluation of your performance by your seminar leader or sponsor (and
any subcontractors, or off-campus supervisors), especially as it relates to your
previous level of experience and capabilities; and (3) a statement by you,
commenting on what you feel you have learned and evaluating the guidance
and support which you received.
79
s PLACEMENT
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 you should be moving. Thus, in lieu of departmental majors or required
tracks, it will make possible a continuity of planning for you and your advisors.
If your interests make it advisable for you to transfer to another institution, the
portfolio will indicate what your Evergreen credit means. Otherwise, as you
graduate, your Official 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.
81
Record Keeping
Two documents are developed while studying at The Evergreen State College.
One is the TRANSCRIPT. The other is your PORTFOLIO. Here is what each is
to contain:
TRANSCRIPT - maintained by the Registrar's Office and includes:
1. Summary of all work done, for which credit was awarded - called a "Record
of Academic Achievement."
2. The official description of the program or contract.
3. Faculty evaluation of work done.
4. Your own evaluation of your achievement.
ALL OF THIS IS MAILED WHEN YOU REQUEST A TRANSCRIPT.
Because of differences in educational thinking and in systems of registration and
reporting, the necessity may arise for translating the Evergreen credit you have
earned into other frames of reference. Your seminar leaders and/or sponsor will
make these translations by means of "course equivalencies" which describe the
range of subject-materials according to more traditional systems. These are
included in the faculty evaluation of your work. The credit you earn at Evergreen
will be acceptable elsewhere, allowing for the various requirements and policies
of various institutions.
A transcript is issued by the Registrar's Office at a student's written request. The
Evergreen Transcript will identify the amount of credit earned at other institutions,
too. It will not list work in a program for which a student did not receive
credit.
We report credit and evaluations only once during a program/contract
- at
the end. When you go on a leave of absence, withdraw, or change programs
during the year, it will be necessary to request a report of credit and an evaluation
for the time spent in a program.
PORTFOLIO - maintained by you and includes:
1. The official description of the program or contract for all work
attempted.
2. Descriptions and copies of faculty evaluations of all work attempted.
3. Student self-evaluations, including those not for the Transcript.
4. Polished and edited work judged by you as worthy of inclusion. Not all work
should be included.
5. Re-registration copies, records of interview, petitions for leave, and anything
else that will help create your academic biography.
Your portfolio enables you to share relevant information with our faculty during
interviews. It is also a tool for use during interviews off campus for graduate
schools or employment.
82
Career Planning ti Placement
Career Planning and Placement Services help students identify their career
interests, gather information about those interests, identify potential employers
or graduate programs, and plan an appropriate job or graduate school search.
We work with first through fourth-year students on an individual basis and in
groups. Services include:
CAREEREXPLORATION GROUPS: Designed to assist entering and continuing
students with the identification, exploration, and research of their career
interests.
SENIOR EMPLOYMENT SEMINARS: Designed to assist seniors in implementing
their career goals as they relate to further study or graduate school. Topics
include resume writing, portfolio preparation, job search strategy, and
interviewing skills.
JOB AND GRADUATE SCHOOL INFORMATION DAYS: A series of day-long
workshops focusing on specific career areas which will bring more than 100
professional representatives to campus to act as advisers on various
professions.
Other services include practice graduate examination testing, maintenance of a
career information library, a module in career planning and placement, and special
interest workshops as a result of student interest. You can contact Career Planning
and Placement Services at any time during your study at Evergreen, but we urge
you to make initial contact soon after you arrive on campus. This way you avoid
the panic and increased demand for services that occurs around graduation time
and insure that you will get the career and job search counseling you will
need.
83
1
LEARninG
SUPPORT
The Evergreen Library
Evergreen's Library is dedicated to providing you the best library tools available,
from the most innovative media production equipment to esoteric subject
indexes, together with a friendly staff who 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
100,000 books for your use and pleasure, with more than 6,000 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 2,500 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 more than 4,000 audio recordings, 15,000 slides, numerous
models, art prints, maps, films, video tapes, and other realia.
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 projects, or for
documentation of non-print projects, which can be included in your
portfolio.
86
The Mini-Media Production Center (MPC) provides a beginning-to-intermediatelevel 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 design, 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. 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.
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.
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.
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
87
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 staff - are 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 college - furthering 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 Handbook, available immediately
inside the main Library door.
88
The Computer at Evergreen
It is important for every educated individual in todav'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 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.
89
The staff of Computer Services offers individual contracts to students interested
in topics in data processing and computer science. Advanced students also have
an opportunity for "hands-on" use of the HP2000 and significant systems
programming projects.
For those with computational 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/digital hybrid computer system supports computer graphics and can
be used to solve differential equations typical of quantum mechanics, fluid flow,
and other physical and electromagnetic wave equations. The graphic solution to
an equation may be displayed instantaneously on a cathode ray tube. This system
is also used for modeling and simulation.
Two laboratory data collection computer systems are also available for projects
involving real-rime computer control of experiments or other dedicated
computing activities.
90
Counseling Services
G Human Growth Center
Evergreen provides a variety of counseling services to all enrolled students and
employees. Their use is entirely voluntary and without cost. The level of our
ability to help is largely dependent on recognition by the individual that he or
she sincerely wants help in coping with a problem. Workshops, developmental
seminars, and other forms of group activity and counseling can be generated
as student interests develop. In many 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.
The Counseling Center operates on and is committed to the philosophy that
people are healthy, dynamic human beings capable of change, learning and
creativity. This philosophy and commitment supports our belief that each of us
is growing at a different rate. The primary purpose of the Human Growth Center
is to offer opportunities for people to acquire skills to solve their own problems
and to develop their human potential. The Center also seeks to promote the
celebration of our differences by helping students recognize their unique
backgrounds and their contributions as we work and grow together in our
pluralistic society. We encourage students who have a specific need to come
in and share their ideas, talents, and energy with us.
Counseling Services has two basic emphases: First, it places the role of the
counselor and of Counseling Services in a developmental rather than a therapeutic
framework. This developmental approach blends traditional and new concepts
and readily adapts itself to individual counseling, group counseling, and
occupational and educational information. Secondly, the Center emphasizes
movement away from the campus and into the community to encourage creation
of programs based primarily on prevention rather than remediation.
Our approach, therefore, demands:
1) identification of student needs and
problems before they become personally hurtful or institutionally disruptive; 2)
ready access to resources and relationships to assist the student through troubled
periods and to grow effectively; 3) an active outreach component; and, 4)
widespread use of student paraprofessionals under appropriate supervision and
inservice training. 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 un met human
needs. Counseling Services is open weekdays and occasionally in the evenings
and on weekends.
91
Academic Advising
Although you, the student, are responsible for planning your credit-generating
work at Evergreen, you may feel the need once in a while for assistance and
advice from someone else. Your prime adviser is always your seminar leader
or contract sponsor - your faculty member - who, through conferences and
evaluations, can help you find and maintain the direction in your studies that
will be most desirable for you. When for some reason, faculty advising is not
possible, you will find the staff and student advisers in Academic Advising
committed to helping the student move academically through Evergreen.
Advising at The Evergreen State College, because of the nature and philosophy
of the college, is different from advising at most colleges and universities. Because
many of our learning programs are innovative and interdisciplinary, you will
explore learning and knowledge without marching through a series of required
courses. This office will not tell you what you have to take, but what the college
has to offer, and will attempt to aid you in making academic choices - based
on individual needs and interests - for achievement of holistic learning and
expertise in a chosen area of knowledge.
Our goal is to help the student develop an understanding of the appropriate
human and material resources. Procedures which can be utilized to set long-range
and short-range learning objectives result in the best use of Evergreen's learning
modes as academic plans are developed. To this end, one function of Academic
Advising is to have current information on curricular offerings and faculty
availability - or to know where that information can be found. We use faculty
and peer advisers during the times when advice and information are most
demanded by students.
Academic Advising also works closely with the deans and faculty, advocating
programs and individual contract availability that seem most needed in the
curricular offerings.
92
Veterans' Affairs
The Veterans' Affairs Office seeks to provide all Evergreen veterans with the
information and services necessary to their success at the college. The Office
serves as a clearing-house 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.
Health Services fWomen's Clinic
The Evergreen State College provides Health Services through a part-time
physician, a full-time nurse practitioner, a part-time women's health care specialist,
a program assistant and qualified student aides. The physician is available at
scheduled clinic times only except in the case of an emergency.
Evergreen makes no charge for care received in the campus Health Services clinic.
The clinic provides out-patient care for currently enrolled students, but does not
undertake X-ray and laboratory work (although some lab tests may be done in
the clinic). When health care needs cannot be handled on campus, the clinic
refers students to sources in the Olympia area. You will need insurance coverage
for laboratory, X-ray, and emergency care provided through other medical
facilities. Emergency facilities are available at St. Peter Hospital; a Medic I mobile
unit located on campus provides 24-hour emergency medical care.
Health Services sponsors first aid workshops and works with students in health
education areas of preventive medicine and health-related concerns. We have
found that students are curious and vitally interested in their own personal health
needs; the health services staff makes every effort to counsel and openly discuss
diagnosis and treatment with each student in order to provide learning
experiences.
The on-campus Women's Clinic, a part of Health Services, deals with women's
health' problems and needs, including cancer screening, birth control, and
gynecological referrals. The Women's Clinic also offers male and female students
contraceptive information and education.
93
Recreation &- Campus Activities
•
Evergreen's Recreation and Campus Activities program provides a rich variety
of recreational, cultural, and social outlets which promote physical conditioning,
relaxation, development of interests, hobbies, and appropriate entertainment
through audience participation.
Recreation
Evergreen students may engage in several types of campus activities, some purely
for recreation, some for academic purposes, and others for gaining lifetime values
through selected skills learning. Sports recreation, either formal or informal, varies
with levels of interest. The list of sports clubs includes: soccer, basketball, fencing,
kayaking, running, karate, kendo, akido, kung fu, lacrosse, field hockey, mountain
climbing, and sailing. Most of these clubs offer basic instruction; some offer
advanced instruction.
Intramural sports, open to anyone wishing to participate. include basketball,
bicycle racing, distance running, pool swimming, football, racket ball, handball,
sailing, softball, table tennis, volleyball, water basketball, water polo, tennis,
horseshoes, and tug-of-war.
Evergreen's Campus Recreation Center includes an eleven-lane swimming pool;
a separate diving well; a sun deck; two sauna baths; 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.
Campus Recreation Center equipment which may be rented or, in some cases,
borrowed free of charge, includes crampons, ice axes, climbing rope, stoves,
tents, canteens, cook sets and hard hats. In addition, game bags containing
volleyballs, nets, softballs, etc., are available. The Geoduck Yacht Club - which
offers sailing instruction - manages three 1975 C-Larks. These boats can be used
free by club members or rented at selected times by non-members.
We supplement indoor facilities by operating a temporary
small, but
well-equipped, 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.
Evergreen's Recreation Pavilion - an unheated but covered facility - includes
two basketball courts and two tennis courts. Outdoor facilities include a direct
aid climbing wall, two horseshoe pits, an archery cage, four lighted tennis courts,
and a large playfield for field hockey, flag football, rugby, soccer, and softball.
94
Although the college owns 3,300 feet of undeveloped beach front on Eld Inlet
of Puget Sound, the majority of Evergreeners prefer to leave the waterfront
basically undeveloped until systematic plans can be advanced to assure protection
for this fragile ecosystem.
Leisure Education
Workshops
Evergreen's leisure education program allows students to supplement academic
learning through workshops and activities designed to meet creative, personal
enrichment, and general interests of individuals and groups. Workshops include:
pottery, basic photography, basic textile printing, basic jewelry making, beginning
spinning, creative clothes making, interior design, loom weaving, woodworking,
etching, oil painting and drawing, kung fu. ballet, winter mountaineering, and
down hill skiing. Leisure education activities also are available to faculty, staff,
and residents of nearby communities.
Campus
Activities
Students wishing to participate in other types of formal campus activities may
choose from various functions and organizations including: Modern Dance, Jazz
Dance, Ballet, KAOS FM Radio, The Faith Center, Drama, Cooper Point Journal,
Asian Coalition, MECHA, Native American Students Association, UJAMAA,
Women's Center, and Gay Resources Center. These organizations offer
educational resources; some serve as meeting places 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 also houses food services, bookstore, a full-service
bank, post office, and games and lounge areas, in addition to some student activity
offices.
Services and Activities
Fee Review
Board
Any student who desires financial support for an activity which he or she feels
is of co-curricular value may submit a request for funds to the Services and
Activities Fee Review Board. The Board, composed of six randomly-selected
students, plus a faculty and a staff representative, allocates money to most student
clubs, activities, and organizations.
95
,
Day Care
The Driftwood Day Care Center provides child care for pre-school age children
of student-parents. The Center also provides field experiences for the
student-intern staff. Driftwood has an open learning environment recognizing
each child's developmental needs.
Campus Communications
Because 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 decisions being
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.
~\\\'~'a':io"'--
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; 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.
Essentially, the Information Center provides general information for coordinated
community action and helps locate individuals and/or groups "where the action
is." The Information Center serves as a "publicizing" arm of the college, rather
than as an instrument of investigation and instigation. Its function is one of letting
all the left hands know what the right hands are doing at any given moment.
The Center actively seeks and disseminates information about the broadest
possible range of goings-on within the Evergreen community and, to a lesser
extent, the outside world.
The Information Center's operating hours coincide with those of most college
business offices, 8 a.m. to 5 p.rn.. Monday through Friday.
96
Sounding
Board
The College Sounding Board 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
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) or simply
exchanging ideas. Agenda items for Sounding Board meetings may be left at the
Information Center.
Newsletter/Happenings
Published weekly during Fall, Winter and Spring Quarters and bi-weekly during
Summer Quarter 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 occuring 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 Wednesdays.
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.
97
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.
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.
98
Student Accounts
Student Classification
Resident and Non-Resident Status
The term "resident student" means one who has had a domicile for other than
educational purposes in the State of Washington for the period of one year
immediately 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, Half-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 "half-time student"
for purposes of payment of tuition and fees means one who is enrolled for two
Evergreen units of credit. The term "full-time student", for tuition and fee
purposes, means one who is enrolled for three or four units. Part-time, half-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
Enrollment Deposit
An enrollment deposit of $50 is required from students admitted for regular credit
within 30 days after notification of acceptance is received from the Office of
Admissions. (No enrollment deposit is required of Special Students and Auditors.)
Payment will reserve enrollment, on a first-come, first-served basis. This deposit
will be forfeited if the student does not register for the quarter admitted. The
enrollment deposit is applied toward payment of the first quarter's tuition.
99
SPECIAL SERVICES,
POLICIES,
PROCEDURES
Exit Interview
Withdrawals are never blocked but must be accomplished through the Exit
Interview.
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, half-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 private insurance carriers, offers a
comprehensive medical insurance plan for all enrolled students. Options include
either major medical coverage or full health care coverage. Limited on-campus
medical facilities during Evergreen's early years make this coverage advantageous
for students not otherwise insured against health risks. Students with eligible
dependents may make arrangements - on or before the first class day of each
quarter - for expansion of the insurance to cover those dependents.
Parking
All student vehicles using college parking must display current parking decals.
Parking decals are available for $5 per month, $10 per quarter, or $25 per year.
Students who reside in college housing may park free in the residence hall parking
lot.
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
Financialaid awards are made by the Office of FinancialAid. The amounts, types,
and conditions are transmitted to the Accounts Receivable Office for
accounting.
101
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 Financial Aid 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 accounts receivable 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 noon and from 1 p.m. to 4:30
p.rn., 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 and must be paid by the sixth class day of
a given quarter in order to complete enrollment for that quarter. 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 college cashier.
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
1Q2
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 Dean of Enrollment Services. 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
Enrollment Deposit
Applies to first quarter tuition and fees. Refundable as
described below.
Tuition and Fees
Refundable in total upon withdrawal through the 6th class
day; SO percent refundable from the 7th classday through
the 30th calendar day; not refundable thereafter.
Insurance
Refundable in total prior to the 1st classday; not refundable
thereafter.
Housing Deposit
If reservations cancelled prior to the first day of the period
for which the applicant applied, the deposit will be refunded
in full
If occupant vacates prior to completion of contract, deposit
is not refundable. Upon completion of contract, $20
refundable. (See Housing Contract for greater detaiL)
103
Fees & Charges
Actual 1977-79 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,
1976. Additions, deletions, or adjustments will be made prior to Fall Quarters
in 1977 and 1978 and will be noted in material which supplements this
publication.
Schedule of Tuition and Fees
Resident - Full-time student, per quarter (3 and 4 units)
Resident - Vietnam veteran, per quarter (3 and 4 units)
.
Nonresident - Full-time student, per quarter (3 and 4 units)
Resident - Half-time student and special student,
per quarter (2 units)
Nonresident - Half-time student and special student,
per quarter (2 units)
Resident - Part-time student and special student,
per quarter (1 Unit)
Nonresident - Part-time student and special student,
per quarter (1 Unit)
Auditor - One unit, per quarter
Enrollment Deposit
Enrollment Deposit
Enrollment Deposit
Full-time (regular students only)
Part-time (regular students only)
. $169.00
120.00
. 453.00
.
102.00
.
276.00
.
68.00
.
.
184.00
20.00
.
.
$50.00
50.00
Miscellaneous Fees
Replacement of Student Identification
Parking fee (per year)
Other Charges
Student Health Insurance
Major Medical ($100 deductible)
Student Only
'"
Student and Dependents
Full Health Care
Student Only
Student and One Dependent
Student and 2 or More Dependents
$ 5.00
25.00
. $ 17.00
48.25
.
.
.
.
82.23
157.20
204.00
104
On-Campus Housing
Resident Halls accommodations, per academic year, each occupant:
Housing Deposit
One person studio:
Two person studio:
Two person apartment:
(Studio)
Three person apartment:
(Downstairs)
Three person apartment:
(Upstairs)
Four person apartment:
(Two bedroom)
Five person apartment:
Duplex/Mod (4 person)
(Two bedroom)
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
month
month
month
month
month
month
month
month
month
month
month
month
month
month
month
month
rental contract
unit lease
rental contract
unit lease
rental contract
unit lease
rental contract
unit lease
rental contract
unit lease
rental contract
unit lease
rental contract
unit lease
rental contract
unit lease
*
$ 45.00
$ 730.48
$ 676.25
$ 633.60
$1050.00
$ 704.08
$1181.25
$ 668.72
$1575.00
$ 580.89
$1312.50
$ 660.00
$1662.50
$ 756.88
$2843.75
$ 677.68
$1706.25
*Please refer to "Housing" section for description of Rental Contract and Unit
Lease Contract.
Food Service:
Contract Plan:
10-meal boarding plan, per student, per week
Scrip Plan:
Board Participants
Non-Boarders
Average cost of cash plan, per student, per week
105
$16.25
$80.00 per quarter
$85.00 per quarter
for $100.00 worth
of food
$24.50
Summary of Estimated Quarterly Expenses
1. Prior to or during first quarter only:
Enrollment Deposit
Housing Deposit
2. Direct Education Costs:
Tuition and fees
Books and Supplies (estimate)
Miscellaneous Fees and Charges
3. Related Costs:
Housing (average)
Meals (contract plan)
4. Other Expenses:
Personal (estimate)
Insurance (optional)
Transportation (estimate)
Resident
$ 50.00
45.00
Nonresident
$ 50.00
45.00
169.00
50.00
25.00
453.00
50.00
25.00
220.00
180.00
220.00
180.00
150.00
17.00
75.00
150.00
17.00
75.00
Summary of Estimated Academic Year Expenses
For the 1977-79 academic years at Evergreen a single resident student, without
a car, living in college housing, using the boarding plan, can reasonably expect
to spend $2,469 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 1977-79):
Tuition and Fees
Books and Related Supplies
Miscellaneous Fees and Charges
Housing and Meals
Personal Expenditures
Travel to and from home
$
507.00
150.00
75.00
1,212.00
450.00
75.00
Total estimated expenses for 3 quarters, 1977-79
$2,469.00
106
Housing
A wide range of housing accommodations for students, staff and faculty 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
person's needs.
On-Campus
Housing
On-campus housing includes 200 apartment-type units for 600 persons, 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.
Responsibilityfor 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. Finalresponsibility for on-campus
room assignments rests with the college, but, to the extent possible, student
preferences will be honored.
Pets are only permitted in the duplexes and are not permitted elsewhere in
Housing nor on campus.
Some of the apartments are suitable for couples and small families. Daycare
facilities are available on campus for children of students.
On-Campus
Facilities
Campus living units include a high density group with three five-story buildings
and one ten-story structure, and a low density group comprised of 19 apartment
duplexes (38 apartments). Seven basic types of residence hall accommodations
are available, as indicated below:
1. Five-person 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-person apartments. Number of units available: 30
(accommodating 150 persons).
2. Two bedroom duplex (Mod) with kitchen-dinette. Two persons share each
bedroom/study room in this unit, or may have a bedroom alone at higher
107
rental rate. 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 persons).
3. Four-person apartment, efficiency kitchen. Two persons share each
bedroom apartment may rent bedroom alone at higher rental rate. 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 persons).
4. Three-person apartment. Three of these units, each with an over-size single
bedroom/ study room, bathroom, and convenient living room-kitchen
combination, are located on the top floors of the five-story buildings.
In addition, a faculty apartment on the first floor of each of the same
buildings has been converted to a three-person apartment, with bedroom,
living room, bathroom and kitchen-dining alcove. Total number of units
available: 6 (accommodating 18 persons).
5. Two-person (studio) apartment. Design of these units varies widely. Some
have separate bedroom/studies; all have kitchen facilities and bathrooms.
Two-person apartments are located in the five-story residence halls.
Number of units available: 23 (accommodating 46 persons).
6. Two-person studio. Two persons share a combination bedroom/study/living room. All have private 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 persons).
7. One-person studio. This is the most private unit, with access to bathroom
facilities shared with three other persons in one-person studios and to a
community kitchen-lounge. The one-person studios are all located in the
ten-story building. Number of units available: 28 (accommodating 28
persons).
Eachliving 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
building; in the duplex group, a separate laundry building is provided. Mail services
are provided in the same location as laundry facilities.
Telephone service is available and the resident must accept financial responsibility
for a connection fee, monthly rental and for all toll calls. Although adequate
storage space is available within each apartment, additional storage facilities are
available within each living group.
108
Residents have full responsibility for maintaining the appearance and cleanliness
of their apartments. Lounges, lobbies and other common areas are maintained
and cleaned by student employees and/or professional custodians.
Residents 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. Facilities are
provided for a student-operated food co-op.
Rental Rates And Deposit For On-Campus Housing
Rates range from $47 to $325 per month depending upon type of unit and type
and length of contract selected. A deposit of $45 is required. The college business
office maintains the deposit during the student's occupancy; $20 of the deposit
is refundable when the person leaves the apartment if the unit and the resident's
account are in order.
I
Residents may select a quarterly, bi-quarterly or tri-quarterly contract or may
purchase a Unit Lease at reduced rental rates. Please write directly to the Housing
Office for more detailed information regarding rates and contracts.
Renter's Rights
1\
I
To inform persons 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 persons living on campus as well as those
living off campus, although it has proven to be of special value to students
off campus.
109
Food Services
Located 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 any ten meals (per week, Monday through Friday). 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 complement of vending
machines throughout the campus. A full catering and banquet service is also
available.
Scrip Ticket Plan provides for ala carte meals with a total cash value of $100.00.
Scrip Tickets are good for any meal, including week-end grill service. Scrip tickets
are also available at a reduced price for Ten Meal Plan participants desiring more
than ten meals per week. Scrip Tickets are good only for the academic quarter
for which they were purchased and any unused portion is non-refundable.
The college contracts with a professional management firm 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, the 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. The
board plan offers an economical, well-balanced diet to every student. Careful
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.
The food service operation represents a major source of student employment
opportunities; many of the scheduled working hours for food service are filled
by student employees. Students interested in working in food service operations
should contact the Director of Food Services, located in the College Activities
Building kitchen office.
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 Auxiliary Enterprise accountant,
Room 1103 in the Library.
110
Bookstore
Owned 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 a.m.
to 4:30 p.m. As Evergreen offers a variety of educational alternatives, the
Bookstore 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 their particular required needs. Books and items not normally
stocked by the store can be promptly obtained through special order.
Mail Services
The 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, Olympia, Washington 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.
111
Facilities Use/Regulations
The Evergreen State College is a public agency, owned and operated by the
State of Washington and subject to the laws of the state and of Thurston County.
Its policies must therefore be consistent with the law and reflect the responsible
management of a very large public investment. At the same time, the institution's
public character means explicitly that it exists for the benefit of Washington's
citizens. To discharge its obligations and to insure the effective use of its facilities,
the college must operate under some simple rules.
Using 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. 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 reservations
section in the Office 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) 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
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.
112
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.
Firearms
If, for convenience, hunters want to bring shotguns or rifles with them to make
a trip home unnecessary as appropriate seasons come around, then they may
check their weapons with the Security Office. Provisions have been made there
to keep guns safely and to return them to their owners at suitable times. Handguns
never seem to be proper possessions in a college environment. If they are brought
to Evergreen, they must be checked with the Security Office in the same way
that rifles, shotguns, and other firearms must be checked. A special explanation
in writing, however, must be filed in the cases of pistols, automatics, or similar
weapons.
Anyone in possession of an unchecked firearm at Evergreen must be regarded
as violating a basic principle of educational living and is subject to immediate
expulsion.
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 holding
pen constructed under Humane Society standards, retained one day while the
owner is sought, and then - if 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.
113
Safety
Smoking
Smoking is prohibited in areas marked "No Smoking" and in unmarked offices,
seminar rooms or other areas when abstinence is requested by the person in
charge. Where smoking is permitted, please use ashtrays.
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 campus.
Emergency
Services (Phone
3333)
First aid and ambulance services are provided by the McLane Campus Fire
Department 24 hours per day, seven days per week. Campus Health Services
also offers first aid during regular office hours.
114
Security
Security
Office
Evergreen's security personnel, recognizing that people have different needs,
experiences, and outlooks, perform their duties with respect for individual beliefs,
rights, and freedoms. The 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
community function smoothly.
is to do all it can to help the Evergreen
Personal Property
The college cannot assume responsibility for the loss of personal property in
buildings or on the campus, regardless of the reason for the loss. 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.
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. Motor
vehicles parked on campus must possess valid parking permits, available at the
following prices:
Motorcycles
Automobiles
$12.50
$25.00
Annually
5.00
10.00
Quarterly
2.50
5.00
Monthly
.25
.25
Daily
Parking in or alongside roadways is hazardous and prohibited. Illegally parked
vehicles will be impounded at the expense of the vehicle driver.
115
Governance
Evergreen's governance system relies upon widespread advice and consultation
between those charged with making decisions and students, faculty, and staff
affected by those decisions. Two documents - "Governance and Decision
Making" and "The Social Contract" - describe the ways in which this vital
process works here. Copies of both are available at the Campus Information
Center.
116
II'
WHO WE ARE
Board of Trustees/Administrators
. Thomas Dixon, Tacoma
Herbert D. Hadley, Longview
Halvor M. Halvorson, Spokane
Raymond Meredith, Olympia
Janet P. Tourtellotte, Seattle
President: Charles J. McCann
Vice President and Provost: Edward J. Kormondy
Administrative Vice President: Dean E. Clabaugh
118
Faculty 1976/1977
Humanities! Arts
Allen, Nancy: Member of the Faculty (Literature and Languages), 1971. BA
(Languages), Occidental College, 1963; MA (Comparative Literature), Columbia
University, 1965.
Alexander, Richard W.: Member of the Faculty (English and Literature), 1970.
BA (English),Emory University, 1956; MA (English),Tulane University, 1961; Ph.D.
(English), University of Illinois, 1966.
Aurand, Susan M.: Member of the Faculty (Art), 1974. BA (French), Kalamazoo
College, 1972; MA (Ceramics), Ohio State University, 1974.
Beck, Gordon: Member of the Faculty (Cinema Arts), 1972. A.B. (Speech), Bowling
Green University, 1951; M.A. (Drama), Western Reserve University, 1952; Ph.D.
(Theater), University of Illinois, 1964.
Carlson, Craig B.: Member of the Faculty (Communications), 1973. BA (English),
College of William and Mary, 1965; Ph.D. (English), University of Exeter (England),
1972.
Chan, Donald W.: Member of the Faculty (Music), 1971. BA (Music), San Jose
State College, 1962; M.5. (Music), Julliard School of Music, 1964.
Curtz,
Thad B.:
Member
of the Faculty
(Literature/Philosophy), Yale University, 1965; MA
California at Santa Cruz, 1969.
(Literature),
1972. B.A.
(Literature), University of
Daugherty, Leo: Member of the Faculty (Literature and Linguistics), 1972.
Academic Dean, 1975-76. A.B. (English!Art), Western Kentucky University, 1961;
MA (English), University of Arkansa, 1963; Ph.D. (English), East Texas State
University, 1970.
Dickinson, Margaret P.: Member of the Faculty (Arts), 1971. B.A. (Geography),
Stanford University, 1953; M.A. (Education), Stanford University, 1956; MA
(Art/Ceramics), Humboldt State College, 1971.
Elbow, Peter H.: Member of the Faculty (Literature), 1972. B.A. Williams College,
1957; MA Exeter College, 1959; MA Oxford University, 1963; Ph.D. (Literature),
Brandeis University, 1969.
119
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. (French), Middlebury College, Vermont, 1972.
Frasca, Marilyn J.: Member of the Faculty (Art), 1973. B.F.A. (Fine Arts) San
Francisco Art Institute, 1961; M.A. (Art), 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.
Hanfman, Andrew M.: Member of the Faculty (Language Studies; Russian-Soviet
Area Studies), 1972. Ph.D. (Modern Languages/Comparative Literature), University
of Turin, 1937.
Humphreys, Willard:
Academic Dean, 1976, and Member of the Faculty
(Philosophy), 1970. A.B. (Mathematics), Allegheny College, 1961; M.A. (History/
Philosophy of Science), Indiana University, 1963; M.A. (Philosophy), Yale
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.: Member of the Faculty (Literature), 1974. B.A. (Sociology),
Humboldt State University, 1971.
Kawasaki, Kazuhiro: Member of the Faculty (Art History), 1976. B.A. (Art History),
University of Washington, 1970; M.A. (Art History), University of Washington,
1972.
Klyn, Stan: Member of the Faculty (Arts-Engineering), 1972. B.5. (Engineering),
San Jose State University, 1968.
Levensky, Mark A.: Member of the Faculty (Philosophy), 1972. B.A. (Philosophy),
University of Iowa, 1959; A.M. (Philosophy), University of Michigan, 1961; Ph.D.
(Philosophy), University of Michigan, 1966.
120
Marr, David: Member of the Faculty (Literature-American Studies), 1971. B.A.
(English),University of Iowa, 1965; MA (American Civilization), University of Iowa,
1967.
Martin, S. Rudolph: Academic Dean (Humanities and Arts), 1973-1976. Member
of the Faculty, (English) 1970. A.B. (English),University of California, Berkeley, 1957;
MA
(English), San Francisco State College, 1961; Ph.D. (American Studies),
Washington State University, 1974.
McCann, Charles J.: President and Member of the Faculty (English), 1968. B.A.
(Naval Science), Yale University, 1946; M.s. (Merchandising), New York University,
1948; MA
(English), Yale University, 1954; Ph.D. (English), Yale University,
1956.
Nasser, Alan: Member of the Faculty (Philosophy), 1975. A.B. (Classical and
Modern Languages), St. Peter's College, 1961; Ph.D. (Philosophy), Indiana
University, 1971.
Nelson, Mary F.: Member of the Faculty (Art-Minority Studies), 1972. B.FA
(Art/Education), Washington State University, 1966; MA (Art/ Anthropology),
University of Idaho, 1968.
Pailthorp, Charles N.: Member of the Faculty (Philosophy), 1971. BA (Philosophy),
Reed College, 1962; Ph.D. (Philosophy), University of Pittsburgh, 1966.
Peskin, love H.: Member of the Faculty (Theater/Communications),
1975. B.A.
(Literature/Creative Writing), SUNY-Buffalo, 1968; M.A. (Urban Folklore), SUNYBuffalo, 1975.
Powell, David L.: Member of the Faculty (Literature), 1972. BA (English),
Pennsylvania State University, 1960; Ph.D. (Literature), University of Pennsylvania,
1967.
Simon, Sandra M.: Member of the Faculty (English), 1973. BA (Psychology),
University of California at Los Angles, 1954; MA (English), University of California
at Los Angeles, 1963.
Sinclair, Leon R.: Member of the Faculty (Literature), 1971. B.A., University of
Wyoming, 1964; Ph.D. (Literature), University of Washington, 1970.
Sparks, Paul J.: Member of the Faculty (Art and Photography), 1972. BA (Art),
San Francisco State College, 1968; M.A. (Art/Photography), San Francisco State
College, 1971.
121
.•
•
~I
.
'
Steinke, Gregory: Member of the Faculty (Music), 1975. B.M. (Music), Oberlin
Conservatory of Music, 1964; M.M. (Music), Michigan State University, 1967;
MFA. (Music), University of Iowa, 1971; Ph.D. (Music), Michigan State University,
1976.
Struve, Lynn A.: Member of the Faculty (Chinese Literature), 1974. BA (Chinese
Literature and Language), University of Washington, 1967; MA (Chinese Area
Studies), University of Michigan, 1969; Ph.D. (History), University of Michigan,
1974.
Teske, Charles B.: Member of the Faculty (English), 1970. Academic Dean,
1970-75. B.A. (English), Lafayette College, 1954 MA (English), Yale University,
1955; Ph.D. (English), Yale University, 1962.
Tsai. Andre: Member of the Faculty (Theater Arts), 1974. BA (English Literature),
National Taiwan University, 1957; MA (Theater Arts), Ohio State University, 1961;
Ph.D. (Theater Arts), Ohio State University, 1964.
Unsoeld, Willi F.: Member of the Faculty (Philosophy), 1970. B.5. (Physics), Oregon
State College, 1951; B.D. (Theology), Pacific School of Religion; Ph.D. (Philosophy),
University of Washington, 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. BA (Art Education),
University of New Mexico, 1951; M.5. (Philosophy/Aesthetics), University of
Wisconsin, 1952.
Wilder, Ainara D.: Member of the Faculty (Theater and Drama), 1972. BA
(Dramatic Arts), Wisconsin State University, 1968; MA (Theater Arts), University
of Wisconsin, 1969.
Winden, William C.; Assistant Dean, 1976; Member of the Faculty (Music), 1972.
B.5. (Music) Stanford University, 1953; MA (Music), University of Washington,
1961; D.MA (Music) University of Illinois, 1971.
122
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 (Library
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. (Library Science), University of
California at Berkeley, 1971.
Brown, William H.: Member of the Faculty (Geography), 1974. B.A. (Geography)
University of California at Berkeley, 1959; M.A. (Geography), University of
California at Berkeley, 1967; Ph.D. (Geography), University of California at
Berkeley, 1970.
Cable, Carie L.:
Member of the Faculty (Anthropology),
(Anthropology), University of Washington, 1972.
1972.
B.A.
Coontz, Stephanie: Member of the Faculty (History and Women's Studies) 1974.
B.A. (History), University of California at Berkeley, 1966; M.A. (European History),
University of Washington, 1970.
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.
Crowe, Natalie: Member of the Faculty (Psychology), 1975. A.B. (Sociology),
University of Wisconsin, 1949; M.A. (Counseling Psychology), University of
Oregon, 1969; Ph.D. (Counseling Psychology), University of Oregon, 1975.
Diffendal, Elizabeth: Member of the Faculty (Applied Social Science/Planning),
1975. A.B. (Social Anthropology), Ohio State University, 1965; M.A. (Social
Anthropology), University of California at Los Angeles, 1968.
123
Dobbs, Carolyn E.: Member of the Faculty (Urban Planning), 1971. B.A.
(History/Political Science), Memphis State University, 1963; M.A. (Political Science),
University of Kentucky, 1966; M. Urban Planning, University of Washington, 1968;
Ph.D. (Urban Planning), University of Washington, 1971.
Finkel, Donald: Member of the Faculty (Psychology), 1976. BA (Philosophy), Yale
University, 1965; MA (Developmental Psychology), Harvard University, 1967;
Ph.D. (Developmental Psychology), Harvard University, 1971.
Foote, Thomas H.: Member of the Faculty (Education/Journalism), 1972. B.A.
(Journalism), University of Tulsa, 1961; M.5.Ed. (Humanities), Oregon College of
Education, 1967; Ph.D. (Education), Oregon State University, 1970.
Fox, RussellR.: Member of the Faculty (Urban Planning), 1972. B.A. (Mathematics),
University of California at Santa Barbara, 1966; M. Urban Planning, University of
Washington, 1971.
Freund, Henry L.: Member of the Faculty (Law), 1973. BA
University, 1965; L.L.B. (Law), Washington University, 1968.
(English), Duke
Gerstl, Theodore L.: Member of the Faculty (Applied Behavioral Science), 1971.
B.A. (Psychology), California State University,
Northridge,
1965; Ph.D.
(Organizational Behavior), Case Western Reserve University, 1969.
Gribskov, Margaret H.: Member of the Faculty (Journalism and Education), 1973.
Ph.D. (Education), University of Oregon, 1973.
Gulden, James: Member of the Faculty (Education), 1972. B.A. (Biology/Education), Central Washington State College, 1963; M.5. (Counseling Psychology),
California State College, Los Angeles, 1967.
Hahn, Jeanne E.: Member of the Faculty (Political Science), 1972. BA (Political
Science), University of Oregon, 1962; M.A. (political Science), University of
Chicago, 1964.
Harding, Philip R.: Member of the Faculty (Architecture), 1971. B. Architecture,
University of Oregon, 1963; M. Architecture, University of California at Berkeley,
1970.
Hasenstab, Rainer G.: Member of the Faculty (Environmental Design), 1974. B.
Architecture, University of California at Berkeley, 1965; M. Architecture, University
of California at Berkeley, 1970.
124
Henderson, Peta M.: Member of the Faculty (Anthropology), 1974. B.A. (History),
Swarthmore College, 1958; M.A. (Anthropology), McGill University, 1969; Ph.D.
(Anthropology), University of Connecticut, 1976.
Hillaire, Mary Ellen: Member of the Faculty (Sociology and Social Work), 1972.
B.A. (Sociology) Western Washington State College, 1956; M.5.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.
Ingersoll, Virginia:
Member of the Faculty (Communications), 1975. B.A.
(journalism/Philosophy), Marquette University, 1964; Ph.D. (Communications and
Organizational Psychology), University of Illinois, 1971.
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.
Kuehn, Lowell:
Member of the Faculty (Sociology), 1975. B.A. (Sociology),
University of Redlands, 1967; M.A. (Sociology), University of Washington, 1969;
Ph.D. (Sociology), University of Washington, 1973.
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.
Lidman, Russell: Member of the Faculty (Economics), 1974. B.5. (Electrical
Engineering), Cornell University, 1966; M.P.A. (Economic Development), Princeton
University, 1968; M.A. (Economics), University of Wisconsin at Madison, 1970;
Ph.D. (Economics), University of Wisconsin at Madison, 1972.
Marsh, Paul A.: Member of the Faculty (International Relations), 1971. B.A. (Political
Science), Humboldt State University, 1963; M.A. (Asian Studies), University of
Southern California, 1966.
Martinez, James: Member of the Faculty (Corrections), 1973.
125
McNeil, Earle W.: Member of the Faculty (Sociology), 1971. BS (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.: Member of the Faculty (Anthropology), 1971. Academic dean,
1973-76. 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; Ph.D. (Social Psychology), City University of New York, 1976.
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.
Salcedo, Gilbert G.: Member of the Faculty (History), 1972. B.A. (US History),
San Jose State College, 1970; M.A. (Modern European History), San Jose State
College, 1972.
Smith, LeRoi M.: 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, 1966; M.A.T. (Social Sciences), Reed College, 1968.
Strasser, Susan: Member of the Faculty (American History), 1975. B.A. (History),
Reed College, 1969; M.A. (lf.S. History), SUNY-Stonybrook, 1971.
126
Taylor, Nancy: Member of the Faculty (History/Education), 1971. A.B. (History),
Stanford University, 1963; M.A. (Education), Stanford University, 1964.
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.
Wong, York: Member of the Faculty (Management and Computer Sciences),
1975. B.S. (Electrical Engineering), University of Arkansas, 1956; M.B.A. Columbia
University, 1970.
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.
Natural Sciences
and Mathematics
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.5.
(Education/Chemistry), Montana State College, 1961; M.s. (Applied Sciences),
Montana State College, 1965; Ph.D. (Audio-Visual Communications), Ohio State
University, 1969.
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 (Biophysics and Plant Biology), 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.
127
Eickstaedt, Larry L.: Member of the Faculty (Biology), 1970. HS. (Biology), Buena
Vista College, 1961; M.s. (Zoology/Ecology), State University of Iowa, 1964; Ph.D.
(Marine Biology/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.5. (Agriculture), Cornell University, 1956; B.s. (Structures, Power and
Machinery), Cornell University, 1956; M.5. (Hydraulic Engineering), Colorado State
University, 1964; Ph.D. (Fluid Mechanics), Colorado State University, 1966.
Guttman, Burton 5.: 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.5. (Physical Education), University
of Iowa, 1949; M.5. (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 (Chemistry and 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 (Biology/Ecology), 1971. B.A. (Biology), Tusculum
College, 1950; M.A. (Zoology), University of Michigan, 1951; Ph.D. (Zoology),
University of Michigan, 1955.
Knapp, Robert M;: Assistant Academic Dean, 1976, and Member of the Faculty
(Physics), 1972. B.A. (Physics), Harvard University, 1965; D.Phil. (Theoretical
Physics), Oxford University (England), 1968.
128
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.5. (Physics),
University of Washington, 1972; M.A. (Physics), University of Rochester, New
York, 1965; Ph.D. (Physics), University of Rochester, New York, 1968.
l.add, Kaye V.:
Member of the Faculty (Inorganic Chemistry), 1975. B.A.
(Chemistry), Reed College, 1963; M.A. (Physical Chemistry), Brandeis, 1965; Ph.D.
(Inorganic Chemistry), Brandeis, 1974.
Leisenring, Albert C:
Member of the Faculty (Mathematics), 1972. B.A.
(Mathematics), Yale University, 1960; Ph.D. (Mathematics), The University of
London, 1967.
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.
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.5. (Entomology), Colorado State University, 1966; Ph.D.
(Entomology), University of California at Berkeley, 1966.
Soule, Oscar H.: Member of the Faculty (Biology), 1971. Associate Academic
Dean, 1972-73. B.A. (Biology), Colorado College, 1962; M.s. (Zoology), University
of Arizona 1964; Ph.D. (Ecology/Biology) University of Arizona, 1969.
129
Stroh, James; Member of the Faculty (Geology) 1975. B.5. (Geology), San Diego
State University, 1968; M.5. (Geology), University of Washington, 1971; Ph.D.
(Geology), University of Washington, 1975.
Tabbutt, Frederick D.: Member of the Faculty (Physical Sciences), 1970. B.S.
(Chemistry), Haverford College, 1953; MA (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.5. (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.5. (Crop
Science), Utah State University, 1960; M.5. (Agronomy), Utah State University,
1962; Ph.D. (Plant Ecology) Oregon State University, 1966.
Youtz, Byron L.: Member of the Faculty (Physics), 1970. Academic Dean, 1973-74.
B.5. (Physics), California Institute of Technology, 1948; Ph.D. (Physics), University
of California, Berkeley, 1953.
130
Professional Staff
II
\1
I
Aikin, john, Director of Computer Services
Allen, Walker, Registrar
Annis, judy, Director of Information Services
Atwood, Kathleen E., Director of Financial Aid
Baird, Dale, Systems Analyst
Blankenship, Charen, Personnel Representative
Brown, lovana, Dean of Library Services and Member of the Faculty (Library
Science)
Carnahan, David L Associate Dean of Library Services
Cates, Wyatt. Mini-Media Production Center Coordinator
Clabaugh, Dean E., Administrative Vice President
Cooper, Rita, Director of Personnel
Cornish, Texas, Chief Engineer, Central Utility Plant
Davies, Charles, Electronic Media Producer
Doerksen, Arnold, Director of General Services
Eldridge, Lester W., Assistant to the President
Feeney, Suzanne, Director of Development
Garner, Lynn, Coordinator of Campus Activities
Grace, Rita, Administrative Assistant to the President
Harper, Edna, Coordinator of Health Services
Hayes, Michelle, Career Counseling Specialist
Heaton, Keith, Associate Facilities Engineer
Hirzel, Woody, Library Photographic Services Coordinator
Hom, George, Coordinator of Counseling Services
Hutchings, loan, Computer Operations Superviser
Imanaka, David, Graphic Designer
jacob, Ken A., Director of Housing
jacobson, Norm, Custodial Services Manager
johnson, james 0., System Analyst
jones, Rindetta, Affirmative Action Officer
Kennedy, William, Grounds Superviser
Kormondy, Edward L Vice President and Provost and Member of the Faculty
(Biology and Ecology)
Krones, Ian, Administrative Secretary to Vice President and Provost
Lewis, Mary Ellen, Admissions Counselor
Main, Faulene, Director of Cooperative Education
Martin, Gail. Coordinator of Career Planning and Placement
Matheny-White, Patricia, Coordinator of Library Technical Services
McCann, Charles L President and Member of the Faculty (English)
McCarty, Doris, Bookstore Manager
Moorehead, Mary, Coordinator of Academic Advising
Motley, Frank, Head of Library Reference Services
Munro, john, Systems Analyst
Nickolaus, Donald, Systems Analyst
Reid, Doris, Administrative Secretary to Administrative Vice President
131
'1f
!i.
~
Renshaw, Carl, Parking Foreman
Richerson, George, Cataloging librarian
Richter, Stephen, Coordinator of Veterans' Affairs
Robinson, Kris, Space Analyst
Robinson, William, Budget Officer
Russell, Gary, Security Officer
Saari, Albin, Chief of Media Engineering
Sather, Joan, library Circulation Manager
Seifert, Ian, Graphic Designer
Smith, McDonald, Security Chief
Smith, Susan, Coordinator of library User Services
Spence, Alan, Chief Accountant
Steilberg, Peter, Director of Recreation and Campus Activities
Stenberg, Larry R., Dean of Enrollment Services
Stilson, Malcolm, Periodicals, Government Documents Librarian
Strecker, Robert, Director of Facilities
Tessendore, Rick, Recreation Center Supervisor
Thomas, Ernest (Stone), Executive Director, Third World Coalition
Thomas, Laura, Financial Aid Counselor
Utsunomiya, Kaye, Film Consultant
Vermillion, Gregory, Director of Admissions
Walker, Phoebe, Library Acquisitions Manager
Whiting, Dick, Food Services Manager (SAGA)
Wilhelm, Ken, Electronic Media Producer
Winkley, Kenneth, Business Manager
132
Affirmative Action Policy
The college Board of Trustees has adopted a strong Equal Opportuntiy Policy.
This policy requires that all individuals or groups administer their services, facilities,
employment and advancement opportunities without regard to age, race, color,
sex, religion, national origins, marital status or the presence of any sensory physical
or mental handicap unless based upon a bona fide occupational qualification.
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,
marital status or the presence of any sensory physical or mental handicap unless
based upon a bona fide occupational qualifications.
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 faculty, staff, students, and
student groups to achieve equal opportunity. We have initiated an intensive effort
to involve the entire Evergreen and vicinity community in the challenge to achieve
equal opportunity.
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, marital status or the presence of any
sensory physical or mental handicap unless based upon 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,
marital status or the presence of any sensory physical or mental handicap unless
based upon a bona fide occupational qualification. All decisions on employment
and promotion must utilize only valid job-related requirements.
133
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), except for assignment in college housing
facilities consistent with Chapter 145, Laws of 1975, first Extraordinary Session,
and facilities usage, be administered without discrimination based on race, sex,
age, religion, national origin, marital status or the presence of any sensory physical
or mental handicap unless based upon 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.
The college's Affirmative Action Office has responsibility for preparing the
college's Affirmative Action program, including procedures for reporting and
monitoring.
134
Vicinity Map
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135
Portland
TUMWATER
Campus Map
Marine laboratory'
Parking Lot F "
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-Evergreen Parkway
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136
I
!
Designed by Ian Seifert and Dave Imanaka
Photography by Ford Gilbreath, Woody Hirzel, Margaret Stratton, Stefan
Schinzinger, Scott Miller, Debbie Lindley, Tracy Hamby, Kathleen Meighan, Jane
Fisher, AI Walker, Ti locke, Stewart Tilger, Rick Dowd
Edited by Judy Annis
The Evergreen State College Bulletin 1977-79 is published by the Office of College
Relations. This Bulletin was completed November 19, 1976.
137
Catalog_1977-1979.pdf