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Identifier
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Eng
Catalog_1979-1981.pdf
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Title
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Eng
Course Catalog, 1979-1981
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Date
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1979
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Creator
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Eng
The Evergreen State College
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extracted text
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--The
Evergreen State
College
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Catalog Edition 1979/81
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The
EvergreenState
College
Catalog Edition 1979/81
Accreditation: The Evergreen State College was awarded full accreditation by the Commission
Higher Schools of the Northwest Association of Secondary and Higher Schools in June, 1974.
on
The Evergreen State College
Catalog Edition 1979-81 is
published by the Office of College
Relations. Written copy for this
catalog was final on June 30, 1978
and appeared in print October 15,
1978.
Concept and design by Jan Seifert,
Williams and Heide, Inc., Seattle
and Barry Senter.
Photography by Woody Hirzel,
Ford Gilbreath, Bob Barnard, Mark
Bonin, Tracy Hamby, William
Lockwood, Kathleen Meighan,
Stewart Tilger.
Illustrations courtesy of D. Hill
Nursery, Dundee Hill, Illinois.
Edited by Carolyn Byerly.
Table Of
Contents
4
Introduction
President
Dan Evans reflects on the
Evergreen
philosophy
of education
and the
college's first ten years.
6 Evergreeners Speak
Candid views from students,
faculty, staff
and alumni on life and education
at Evergreen.
10 The Evergreen Curriculum
Academic calendars for 1979-80 and
1980-81; explanations
of the Evergreen
system of
interdisciplinary
studies; and an outline of
academic programs to be offered in the 1979-81
biennium.
36 Areas of Study
An in-depth look at Evergreen's
approach
to Social Sciences, Natural Sciences, Humanities,
and Arts.
48 Services and Facilities
Descriptions
of both academic and
non-academic
services available to students
and
public, and a look at campus learning and
recreational
facilities.
62 Student Life
An overview of the student body and the
activities available to students
outside academic
programs.
66 Academic Policies and Procedures
Admissions standards
and application
process, evaluation,
transcripts,
graduation
requirements,
registering
for programs and courses,
financial aid, tuition and other costs, resident and
non-resident
status, and other details on basic
administrative
functions.
78 The Olympia Community
A sketch of the greater Olympia area,
which includes the Evergreen
community.
82
Who We Are
A look at the diverse people who comprise
the faculty, staff and governing boards of The
Evergreen State College.
90 Human Rights Statement
The basis for affirmative
action at
Evergreen and how equal opportunity
is assured
enrollment,
employment,
contracting
and other
aspects of college operations.
90 Governance
A few particulars
on decision making.
92 Index
A guide to terms,
programs
and
other
specifics.
Contacting Evergreen (Inside Back Cover)
A quick reference for locating offices
services on the Evergreen
campus.
and
In
Dear Friends:
As president of The Evergreen State College, let me welcome your interest in, and tell
you more about, educational opportunities here at Evergreen. Now just beginning its second decade,
Evergreen was founded to offer students an alternative approach to higher education and to serve
the needs of citizens in Southwest Washington who sought a bachelor of arts degree. The college
opened in 1971 and earned full accreditation within three years - one year sooner than is usually
the case.
In just eight short years, Evergreen has developed an excellent - and still growing reputation for offering an innovative education, one that draws together students, faculty and staff
from varied cultural, ethnic and geographic areas whose age and perspectives differ widely. This
human mix assures a rich and diverse learning environment. By the Fall of 1979 Evergreen had
graduated more than 3,000 students and enrolled more than 2,400 from throughout the state, the
nation, and many foreign countries.
At Evergreen we believe students can successfully share in the design of their own
education. We expect our students - like those at all colleges and universities - to arrive prepared
to exercise self-discipline. But here we also expect them to assume a large measure of responsibility
for determining their own educational directions. Those directions will involve the same basic
ingredients found at all educational institutions - lectures, seminars, laboratory work, field
experiences, exams and evaluations. But we assemble these ingredients differently, making ours an
alternative system of education.
This alternative nature is shaped by a number of basic tenets. We believe, for example,
that students learn better in close contact with faculty members, rather than in large groups. We
believe students must experience what they study, not just read about it. We believe students
achieve more in a cooperative atmosphere than in a competitive one.
These beliefs mandate that our faculty members have one prime responsibility: to
teach. They devote their work days to close contact in seminars (small group discussions) or
one-to-one conferences with students. We rely on seminars as our main mode of teaching because
they foster genuine two-way communication between faculty and students. That system enables both
to come to know, understand and share what they have learned about the subject under study.
We also emphasize "hands on" experience in a number of ways because we think
learning, to be meaningful, must be experienced, not merely absorbed through pages of a required
text. Campus facilities are fully equipped and staffed to enable students to use computers, cameras,
microscopes, synthesizers - whatever tools are necessary to fine tune the skills they seek to attain.
Our approach to learning views the world holistically, not as one that can be divided
neatly into departments separate from the whole. We, therefore, offer interdisciplinary
studies which
fuse the theoretical and practical and relate real world issues to a multiple of disciplines for
comprehensive understanding and perhaps, resolution of genuine problems. Within these programs,
students are expected to devote 100 percent of their time to developing problem solving skills
applicable to a variety of tasks. Skills building and knowing how to learn become academic
requirements that project a basic Evergreen philosophy: a college education - any college education
- if left unattended after graduation will become obsolete within a decade, antiquated by the
massive technological changes occurring each year. We prepare our students to learn independently
and continuously throughout their lives so they will grow intellectually and adapt successfully to
change long after they've left our campus.
Our beliefs - and our emphasis on full-time study in interdisciplinary programs,
development of practical problem solving skills and application of learning to real life situations prepare our students well for the challenges and complexities of life after college. Evergreen's
placement record for the first seven graduating classes is among the best in the nation.
We hope you'll enjoy this opportunity to read more about educational programs and
other aspects of life at The Evergreen State College. After you've read them, we hope you'll join
us.
Sincerely,
Daniel J. Evans
President
5
An Introductory Note:
So much of a college education
lies beyond the details of
curriculum, policy and process
and in the realm of personal
experience. "Evergreeners
Speak" offers a forum for those
who are (or have been) an
integral part of the campus'
daily world - students,
graduates, faculty and staff - to
give their candid views of life
and education at The Evergreen
State College. Readers who
want additional information
about student life will also want
to read Section VI.
Mariel Brockway, 1974
Graduate
"I had given the highly
structured classroom situation a
try and found that I wanted
more freedom in my studies. At
Evergreen I had ready access
to faculty, freedom to pick and
choose an interdisciplinary
course of study, and the use of
well-equipped facilities (which
elsewhere would have been
restricted to graduate
students). "
Barbara Ramsey, 1976
Graduate
"One of the inherent
problems at Evergreen is an
easy-going atmosphere which
enables students to slide into
inactivity ...
learning to cope
with that was one of the most
useful things I did . . ."
Wini Ingram, Member of the
Faculty, Clinical Psychology
"Evergreen is a state
of mind - questioning,
adventuring, ever-seeking and
learning that in an infinite
universe nothing is final.
Students coming to Evergreen
need to be brave and sensitive;
willing to face understanding
themselves and other people,
the complexity of human
relationships, and their
dependence on a whole and
beautiful environment."
Willi Unsoeld, Member of the
Faculty, Philosophy
" . . . Evergreen
believes that a liberal arts
student should also learn how
to live well. We support
communications which are more
open, more subtle and sensitive;
and relationships that are
warmer, more supportive and
cooperative than is the present
style elsewhere . . ."
Bill Brown, Member of the
Faculty, Human Geography
"Evergreen is a place
where undergraduates are
credited with possessing the
autonomous intelligence not
usually recognized until the
student enters graduate school.
We're really on the cutting
edge of history here, the
legitimate heirs of the
revolution in intellectual and
spiritual freedom that began
with the invention of movable
type. It's a joy for me to work
with students whose minds
have been liberated not merely
in the seeking of answers to
traditional questions but in
attempting to formulate the
right questions concerning new
.
.
Lssues - even cnses concerning the future of life on
this planet."
Rita Cooper, Director of
Personnel
" . . . I have never
seen a college where students
work so hard or where
employees are so loyal to their
work stations . . ."
7
Charles Robertson, 1976
Graduate
"I became an
Evergreen student after my
military service, and I was glad
to find other older students
like myself in class . . . I am
especially supportive of the
Evergreen internship program,
which balances out curriculum,
provides a transition from
classroom to job world, and lets
you check out your real
interests in a career . . ."
8
•
Sally Mendoza, 1974
Graduate
"My reason for
enrolling in Evergreen was
pragmatic: it was the only state
college within driving distance
. . . Evergreen allowed me the
unique opportunity to acquire
background information
necessary to answer questions,
rather than impose the
traditional approach of offering
information necessary to ask
them. The faculty not only
encouraged but required me to
utilize information from a
variety of disciplines in order
to investigate . . ."
Maureen Pierre, Student
" . . . My transition to
the 'real world' will be easier
because of the professional
experience I accumulated
through the internship program.
I will leave school armed with
a degree and solid working
experience in my chosen field,
journalism. According to several
employers, interning will give
me a two or three year lead
over other graduates in the job
market."
Don Jordan, Member of the
Faculty, Literature
"For a student to enjoy
the full breadth of Evergreen's
learning experiences, he or she
should 1) know they have the
self-discipline and direction to
succeed; 2) know how to gauge
personal and educational
growth without the normal
intensive feedback methods of
traditional colleges - you
can learn this through honest
introspection and
faculty-to-student
exchanges;
and 3) develop a system of
survival through interpersonal
relationships with other
students - community within a
program is extremely crucial
and is the true mark of success
at Evergreen."
Kaye V. Ladd, Member of the
Faculty, Inorganic
Chemistry
"I've done it the
regular way, and I've done it
the Evergreen way - and the
second way is a much better
way to learn! We so often
think of learning as work that
when students have fun here in
academic programs, they can't
believe they are really learning
. . . Evergreen has so many
good programs to choose from
that new students should come
armed with questions and set
about seeking good academic
advice about their interests.
New students should also think
'ideas' instead of 'courses' when
they arrive."
Steve Miller, Student
"Evergreen is an
excellent place for high school
graduates like me who didn't
know where they were headed.
I've had a chance to get a
taste of several disciplines
through my basic program, and
I've discovered that I have a
strong interest and talent in
the social sciences. Next year I
will focus on that area of study
with a social science program
. . . I would advise entering
students to trust their natural
interests when selecting a first
program, and to find a
roommate to live with - living
alone can be hard for a first
year student, as I learned."
Heidi Krogstad, 1975
Graduate
"It helps to have a
strong sense of direction at
Evergreen, otherwise it's easy
to drift . . . One thing about
the college I appreciated was
the fact that the
teacher-student dividing line
tended to fade."
Diane Winslow, 1978
Graduate
"As a 40 year-old
student and work-study
employee, I was able to work
out an Individual Study
Contract that included aspects
of my job (in the Evergreen
Admissions office) and my work
in the PHOENIX program with
other women recently returned
to school. Thus, I could focus
my senior year (my first at
Evergreen) on the things I
knew I needed to strengthen
my preparation for a career in
women's programs."
Kevin Phillips, 1977
Graduate
"Evergreen's
Coordinated Studies, Group
Contract and Intern programs
provided me with the resources
to clarify my academic and
personal goals - and the
courage to pursue these
challenges. Evergreen requires a
student to make decisions . . ."
Beverly Little, 1978
Graduate
"My strong background
in sciences and engineering at
Evergreen made it possible for
me to enter graduate school in
an interdisciplinary program
usually reserved for engineering
grads . . . At Evergreen I
began building toward my
present career goal in the
social management of
technology. "
Daniel P. Swecker, 1973
Graduate
"Starting a new
business in the developing field
of aquaculture required the
ability to seek out bits and
pieces of information and
assemble it in new ways . .
The communication and
problem-solving skills I learned
at Evergreen greatly increased
my ability to do this and to
work with buyers, employees,
industry representatioes.,
government officials and
political leaders . . ."
Tom Clingman, 1978 Graduate
"As a planning intern I
learned, in a short amount of
time, to make maps and to
perform many aspects of
administration and local
planning. In fact, the
internship was equivalent to a
long course in planning at a
more traditional school. My
internship prepared me for my
present job as a professional
planner here in Olympia."
Peta Henderson, Member of
the Faculty, Anthropology
" ...
We have the
luxury (here at Evergreen) of
being able to plan a year-long
interdisciplinary women's
studies program. We experience
the intellectual challenge and
excitement of this creative
integration of disciplines. Other
colleges are still hopelessly
mired in the logistics of
inter-departmental
struggles."
Elizabeth Springer, Student
"Evergreen provides
challenge and an opportunity
to use personal initiative . . . I
enjoy taking things apart, so to
speak, to see what makes them
work, so I enjoy the chance to
analyze my subjects at
Evergreen. The instructors offer
a contemporary look at the
information they present, so
the world is related to what is
studied. I am only two years
away from retirement in my
job, and I hope to continue as
a full-time student in fine arts
after that . . ."
9
Jack Ethridge, Student
"I came to Evergreen
in 1976 from a traditional
school in Georgia because
Evergreen offered me a chance
to get some practical
experience as well as some
'book learning' . . . The most
valuable thing for me in
coming to Evergreen was
knowing what I wanted out of
my education. I think that's an
important thing for a student
to know in advance or he may
flounder around in the myriad
options. "
Evergreen's newly completed Communications Building offers facilities for study through performance in drama,
music, musical theater, dance, audio-visual communications, cinematography and two-dimensional art.
Academic Calendar
Dates below indicate the start and finish of regular quarters during the 1979-80 and 1980-81 academic
years. Specific dates for holidays, registration periods, and special study events will be announced in
supplements to this Catalog and through campus media.
1979-80 Academic Calendar
Fall
Winter
Spring
Summer
Work begins or
continues
October 1
January 7
March 31
June 23
Project presentations,
Quarter ends
December 19
March 21
June 11
September 5
Winter
Spring
Summer
1980-81 Academic Calendar
Fall
Work begins or
continues
September 29
January 5
March 30
June 22
Project presentation,
Quarter ends
December 17
March 18
June 10
September 4
11
Curriculum
Summary
~I
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Study at Evergreen
has some distinctive features
which are hard to find
elsewhere. Our basic goals are
the same as most colleges and
universities - to help students
become competent individuals
with a strong sense of purpose
and a deep understanding of
their potential role in society
and of the skills and concepts
they have learned. However, we
try to reach these goals in
special ways. Students at
Evergreen work on the same
subjects found in most colleges
and universities - the arts,
humanities, natural and social
sciences - and they read books,
attend lectures, write papers,
take part in laboratory and
field projects as students at
other institutions do. But
Evergreen organizes these
subjects and activities
differently from other places so
as to help students get more
out of them.
What You
Can Study
I
a
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Evergreen's
academic programs cover many
different subjects and are
grouped in 12 areas. You may
enroll in any program offered in
any area provided you satisfy
prerequisites. Thus, there are
many possible combinations of
course work available to you as
you work toward your degree. If
you want or need to cover a
broad range of different subjects
you can, or if you. wish to
specialize, a variety of
opportunities for this is also
.available. Later in this catalog
each of the 12 areas are
described more fully. Here are
some short definitions:
Basic Programs: Designed
specifically for entering
students, though open to all,
Facu.zty Music!an J?r. Greg Steinke (standing) supervises
musIc synthesizer In Communications Building studio.
these provide a chance to
explore and start serious work
on college-level subjects as well
as to develop basic college skills
and become oriented to
Evergreen's system, people and
facilities.
Ten Interdisciplinary
Specialties: Evergreen has
organized a number of areas of
particular strength for advanced
work. Each area is
interdisciplinary, drawing on
several different disciplines.
Coordinated Studies and Group
Contracts relevant to each area
will be available regularly and
continuously. The areas are:
Environmental Studies
European and American
Studies
Expressive Arts
Human Development m its
Social Context
Individual and Community
Health
Management and the Public
Interest
Marine Sciences and Crafts
Northwest Native American
Studies
Political Economy
Scientific Knowledge and
Inquiry
student
use of
These areas are not
the only ones in which you
might be able to find
interdisciplinary work at
Evergreen, if you have
imagination, energy, and
persistence. But the specialties
are the areas of greatest
strength in the college's faculty,
facilities, and curriculum.
Within them there is
considerable breadth for working
out an individual combination
of studies - Evergreen does not
restrict itself to only a few
narrow paths. You may enroll
in any program offered by any
specialty, provided you satisfy
any prerequisites. You do not
have to stay within a single
specialty.
Annual Programs: Chosen anew
each year, these respond to
short-term needs and
opportunities, tryout wholly
new approaches, and provide for
special continuing needs of
some small groups of students.
How To Study
Most college
catalogs list numerous courses
which are repeated every year.
Students normally take four or
five courses at a time, some in
a single major field, some
outside. At Evergreen we use a
simpler scheme. Students enroll
in just one program each
quarter, and this normally takes
up their full study time. There
are three kinds of programs: 1)
Coordinated Studies; 2) Group
Contracts; 3) Individual
Contracts. Each of these differs
significantly from the usual high
school or college course, as
described later in the Catalog in
the section titled "Modes of
Study." Briefly, here is what
each kind of program is like:
Coordinated Study: A group of
faculty (usually three or four)
and students (usually 60 to 80)
making an extensive study of
some important human theme
or problem using ideas,
materials and methods from
several fields of study
(disciplines).
Group Contracts A small type
of program, usually one or two
faculty with 25 to 45 students.
Study aimed at a single, fairly
narrow topic, in depth. As a
rule only one or two fields of
study (disciplines) are involved,
depending on the training and
expertise of the faculty
members. Students in Group
Contracts should expect to work
at an advanced or intermediate
college level.
Individual Contracts: Individual
study programs negotiated with
a faculty member. Typically, a
student works on a tightly
defined research project, artistic
production, or focus of study,
although a wide variety of other
arrangements is possible with
the faculty member's agreement.
Individual Contracts require a
high degree of motivation and
ability to work independently.
Group Contracts and
Coordinated Studies have an
important feature in common.
They involve close working
relationships between a small
group of students (20 - 25) and
a faculty member. Through
frequent small group discussions
and small classes, and through
individual conferences,
Evergreen more closely
resembles a high-tuition private
college than a typical state
institution. We place particular
emphasis on encouraging
students to work actively with
the ideas and methods they are
studying by voicing their ideas
in seminar discussions, writing
frequently, presenting results of
research projects to fellow
students, staging public
performances and conferences,
or similar assignments.
Each year the
Evergreen faculty reviews the
entire set of Coordinated
Studies and Group Contracts.
Some programs are repeated
with only small changes, while
others are offered as brand new
ones designed from scratch. In
this way we expect to keep up
to date with the needs and
wants of our student body and
with new opportunities that
develop in the academic,
governmental or business worlds.
Students can participate actively
in planning of new programs
and modifying current ones.
Basic
Programs
Basic Programs
have been designed specifically
to help students just beginning
college to get off to a good, fast
start. For most students this
means learning how to read
carefully and to write easily and
well; to analyze and critique; to
work cooperatively with others;
to explore the ideas of many
traditional disciplines; to
combine laboratory, field work
and other activities as part of
the learning process; and to
begin understanding the
relationship between different
bodies of knowledge in
cross-disciplinary study. Basic
Programs also aim to help
students connect their studies
with their own intellectual and
personal concerns and to make
responsible decisions about their
education.
As you can see from
the descriptions below, we offer
Basic Programs in a wide
variety of subject areas within
the social sciences, natural
sciences, humanities, and arts.
Each is an integrated study
program that combines a
number of different activities
(seminars, individual
conferences, lectures,
laboratories - whatever is
appropriate) to help you learn a
great deal about 1) the
program's theme or topic, 2)
your own goals, 3) defining and
dealing with problems, 4) the
college's people and facilities,
and 5) how to read critically
and write easily and effectively.
Students in their first
or second year of college
and new to Evergreen are
strongly advised to take a
Basic Program.
The Basic
Programs described briefly
below were those offered during
the 1978-79 school year. Note
that they range in length from
one to three quarters. A few are
planned exclusively for
part-time students. Most are for
full-time students.
This list is broadly
representative of Basic
Programs offered each
year. However, topics and
titles change somewhat
each year to keep abreast
of changing student
interests. A booklet, The
Academic Program Offerings
Supplement, is published every
January giving descriptions
of the programs to be
offered the following year.
It is available from the
Admissions Office.
13
Faculty Member Hiro Kawasaki offers advice to student
~I
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The Human Condition:
Sociobiology and Human
Values
Fall, Winter,
Spring/Coordinated Study.
A full-time program aimed at
exploring the foundations of a
relatively new discipline called
sociobiology, which seeks to
synthesize theories of evolution,
ecology and behavior. Subjects
Emphasized: Animal behavior,
genetics, biology, history,
political philosophy, literature.
Program is preparatory for
careers and/or further study in
biology, behavior, philosophy,
history, political science,
sociology, literature.
Journey To The East
Fall, Winter,
Spring/Coordinated Study.
A full-time program emphasizing
the history of the American
dream, starting with a study of
the early transcendentalist
movement in New England,
continuing with a detailed study
of Chicago and the Mid-West at
the turn of the century, and
ending with an examination of
the California phenomena of the
during quarterly academic fair.
1960s. Subjects Emphasized:
American studies, cultural
history, literature. Program is
preparatory for careers and/or
further study in all areas.
women's studies. Program is
preparatory for careers and/or
further study in humanities and
social sciences, careers in
counseling and human services.
Life and Health
Fall/Coordinated Study.
A full-time program for one
quarter emphasizing human
biology and human
development. It provides a
general introduction and
orientation to the study of
these subjects.
Subjects Emphasized: Human
biology, human development,
health, physical education.
Program is preparatory for
careers and/or further study III
sciences and humanities,
especially in health-related
fields.
Making Changes
Fall/Coordinated Study.
Making Changes is really three
separate groups, each aimed at
helping a specific group of
students make the transition to
college work. Although groups
will operate separately, they are
included under a single title to
better enable faculty with a
wide range of expertise to work
together and provide more films
and guest speakers for their
students. Students will join one
of the following groups.
Subjects Emphasized: Literature
(especially biography),
humanistic psychology, history,
writing. Preparatory for any
further college study.
Love In The Western World
Winter, Spring/Coordinated
Study.
A full-time program, with some
options for part-time students.
The main theme is the
historical development of the
concept of love from ancient to
modern times.
Subjects Emphasized: History,
literature, social psychology,
Early Changes
Audience: Students who
have recently left high school. A
full-time program, with some
options for part-time students.
The program stresses
development of college study
skills even more than most
Basic Programs. Readings center
on the biographies and
autobiographies of real and
fictional people who have
experienced dramatic changes in
their lives.
Ajax Compact
Audience: Women making
the transition from home to
college. Primarily a half-time
program, with options for
individuals who can study
full-time. This is a study group
designed for women making the
transition from home to school,
from an identity as full-time
wife and mother to an identity
as at least a part-time student.
Readings focus on lives of
people who have undergone
important changes.
Evolution: Personal and
Professional
Audience: Persons employed
full-time or with substantial
past employment history.
Primarily a part-time program.
Like Early Changes and Ajax,
the theme is lives of people
who have made important
changes and transitions. In this
instance, readings are selected
to reflect the interests of
students who have been actively
employed for several years and
who want to resume their
education.
Origins Of Life and
Intelligence
Winter, Spring /Coordinated
Study.
A full-time program, with some
part-time options available. An
introductory treatment of the
scientific issues related to the
origins of life in its various
forms on earth, with attention
to whether the preconditions for
life exist elsewhere in the
universe. Materials integrate the
humanities with science studies.
Subjects Emphasized:
Introductory chemistry, biology,
agronomy, computer
programming, human prehistory
and the early history of
civilization. Program is
preparatory for careers and/or
further study in SCIenceor
humanities.
Outdoor Education
Fall, Winter,
Spring/Coordinated Study.
A full-time program designed to
explore the history, philosophy
and practice of outdoor and
environmental education. This
program does not lead to
teacher certification, though it
is valuable for anyone
,
contemplating careers in outdoor
education.
Subjects Emphasized:
Educational history and
philosophy, ethics,
developmental and humanistic
psychology, group dynamics,
philosophical ecology. Program
is preparatory for careers in
teaching (all types),
environmental studies, and
counseling.
Subjects Emphasized:
Mathematics, analytic writing.
Program is preparatory for
careers and/or further study in
any area.
Perceptions
Fall, Winter /Coordinated
Study.
A study of aesthetics and
theory of the arts, encompassing
poetry, music, dance, visual art,
drama. Essentially a full-time
program, but part-time options
available. Main theme is the
problems of perception in our
understanding of the arts.
Subjects Emphasized: Aesthetics,
art, creative writing, dance,
literature, performing arts,
philosophy of art. Program is
preparatory for careers and/or
further study in human
development, European and
American studies, advanced
work in expressive arts.
Poetry And Science
Spring/Coordinated Study.
A full-time program, with some
part- time options. The program
aims at a comparative
understanding of the descriptive
languages of both science and
poetry.
Subjects Emphasized: Natural
science (biology, ecology,
scientific writing); art (creative
writing, design process, poetry).
Program is preparatory for
careers and/or further study III
natural sciences,
arts/humanities, design,
environmental studies, writing.
Evergreen curriculum stresses
group study and discussion as well
as individual student projects.
Overcoming Math and Writing
Anxieties
Fall, Winter, Spring/Group
Contract.
A half-time program aimed at
older students who have been
out of school for some time, or
students who have experienced
difficulties with either
mathematics or writing. It is
not a remedial program. Class
meetings held during evening
hours.
15
Advanced
Specialty Areas
16
In recent years,
Evergreen has developed a
continuous set of offerings in
certain advanced
interdisciplinary specialty 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.
In each specialty area,
one particular program
(typically a Coordinated Study
program) will be offered each
year which serves as an
"introduction" to the area.
These introductory programs are
generally aimed at students who
are in their second or third
year of college studies - who
have had, in other words, the
kind of background provided by
any of the Basic Programs
previously described. In addition
to the introductory program,
more advanced offerings
(typically Group Contracts) are
also offered in each specialty
area.
Evergreen does not
require students to "declare a
major." The specialty areas,
however, provide natural and
very regular pathways within
which students can develop an
interdisciplinary concentration.
Thus, for example, a student
who is especially interested in
the area of Political Economy
can move readily from the
Introduction to Political
Economy Coordinated Study, in
his or her second or third year,
to several advanced options
dealing with politics,
government and economics, III
the third or fourth year of
study.
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 specialty area is
described briefly. More detailed
information regarding each area
may be obtained from the
Office of Academic Advising.
Comparing field notes with text
materials enables science students
to test what they've observed.
Environmental Studies
The Environmental
Studies curriculum makes a
comprehensive set of experiences
available over a period of two
or three years. It will serve
students seeking preprofessional
training and those with more
general interests. The main
emphases are on field ecology
and natural history,
environmental design and
applied environmental studies,
and alternative agriculture.
Field Ecology and Natural
History: Work on the plant
and animal ecology of both
wilderness and settled areas,
terrestrial and aquatic,
emphasizing observation and
description of organisms and
their interactions.
Environmental Design and
Applied Environmental
Studies: Work on planning
and environmental impact
studies, emphasizing principles
of design and methods for
implementing them and
evaluating their effects.
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.
Representative titles of
Environmental Studies Programs
from recent years:
Evergreen Environment: The
Nature of Natural History
Environmental Design: Patterns
for Living
As You Sow: A Study of the
Small Farm
Alternative Energy Systems
Applied Environmental Studies
Environmental Law
Natural History of Washington
Vertebrate Biology: Ornithology
European and American
Studies
Programs in
European and American Studies
are concerned with historical
and political trends, artistic and
literary documents, social
patterns, symbols, religious
beliefs and ideological
convictions that comprise the
way we now think and make up
our past (and future) as well.
Who are Americans and how
did we get this way? How is it
that North America is
dominated by the descendents
of Europeans but is very unlike
Europe? What does it mean to
be a Native, Black, Chicano,
Asian or Anglo-American? These
and other central problems are
studied to give us a better
understanding of our world and
ourselves in this world.
Study in this specialty
draws on the disciplines of
literature, history, philosophy,
and the sub-disciplines of arts
history, social and economic
history, cultural history,
aesthetics and literary theory,
and Third World Studies,
among others. But their
methods and concepts are
always applied to basic human
questions, not learned as
isolated specialties.
Students in European
and American Studies may
expect to develop concepts,
techniques, and intuitive
knowledge to which they will be
introduced at the intermediate
level. These crafts and skills
will include: an historical sense,
a more developed sense of
language, advanced and refined
writing skills (expository and
creative), the comprehension
and evaluation of ideas,
symbolic analysis and
interpretation, concept
development, increased cultural
awareness, and critical and
precise close reading of texts,
documents and artifacts.
Representative titles of
European and American Studies
programs from recent years:
Politics, Values and Social
Change
Shakespeare and The Age of
Elizabeth
Mythic Cycle
The Classical World
Formation of Modern Society:
The Sacred and the Secular
Social Origins of Art and
Ideology
Expressive Arts
Study of the arts
at Evergreen is holistic.
Aesthetics, skills, philosophy
and history of arts, being
inextricably bound together, are
so taught. We believe that all
the arts - music, dance, theater,
writing and visual art - are
fundamentally linked as
important expressions of the
human experience. Thus the
arts at Evergreen emphasize: 1)
the progressive development of
students' artistic skills and
concepts; 2) the exploration of
commonalities and differences
among all the arts; and 3) the
integration of the arts and
other disciplines.
Curriculum offerings in
the Expressive Arts reflect these
emphases. There are four types:
Type A, collaborative programs
uniting the arts to teach those
basics common to all of them
and to examine the role of the
artist in society, past and
present; Type B, Group and
Individual Contracts, courses
and internships to provide focus
and specialization in specific art
areas; Type C, Coordinated
Studies programs to foster
collaboration among the arts at
the advanced undergraduate
level; Type D, Coordinated
Studies programs to foster
integration of arts with other
study areas of the college.
Ordinarily, basic skills
development will take place m
separate courses and very
advanced work in a particular
art form will be done under
Individual Contracts.
Century Music (A Composer's
View)
Human Development In Its
Social Context
This specialty
studies people as individuals
and as relating members of
human groups. Often this is
done only in terms of individual
psychological development. At
Evergreen we deal with
psychology, but also with facts,
ideas, and theories from
anthropology, sociology,
biological evolution and the
evolution of human behavior,
literature, and art. People's
relationships to each other will
be as important as people's
individual feelings and thoughts.
You will be able to study the
peculiarities and problems
17
Behind the scenes, dancers prepare for the next performance.
Representative titles of
Expressive Arts programs from
recent years:
The Arts in Social Perspective
Design in Music
Alternative Theaters
Recording and Structuring
Light and Sound
Images in Sequence
Collaborative Arts Consortium
English Theater: From Script
to Stage to London
Exploration in Twentieth
encountered at the different
phases of a person's life and
how these life events relate to
the various social roles and
cultural systems.
Readings in the social
sciences, biology, and the
humanities are a part of
programs in the Human
Development specialty area
which also includes internships
in local human service agencies.
The sequence of study prepares
••••
I
f!
I
students for further study in
education, child and mental
health related fields, psychology,
sociology, philosophy, biology
and anthropology.
Representative titles of
Human Development programs
from recent years:
Life Span Development
Development: The Aim of
Education
The Dynamics of Change
Psychological Growth: Verbal
and Non- Verbal Approaches
Biological Bases of Human
Social Behavior
Early Childhood Development
Helping Relationships
Life Cycles and Cultural
Systems
18
.
I
,
I
I
;
Young Olympian shows off results
of her brushing techniques in
dental hygiene program assisted by
Evergreen interns.
Individual and Community
Health
This broad area
integrates the biological,
chemical, and laboratory skills
required for the various medical
and allied health fields, with
the political, social, economic
and psychological aspects of
health care. The normal course
of training and professional life
tends to isolate the different
aspects of medical work from
one another. Here at Evergreen,
however, students interested in
all aspects of health care
participate in a unified study
program. Students 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 learn the
important social, political,
economic and ethical questions
involved in this changing field
today. In short, they are in a
unique position to become both
practitioners and changers of all
aspects of health care. As an
alternative outcome, students
will be prepared to enter
graduate school to prepare for a
scientific or social science
research career.
Important Note: Further work
at other schools will be
necessary for students who
want professional
certification, such as
doctors, nurses, or other
health care professionals.
Evergreen's program will
provide a strong
foundation, but will not
by itself satisfy the
certification requirements.
Representative
titles of Individual and
Community Health programs
from recent years:
Biochemistry and Biological
Molecules
Cell to Organism
Nutrition
Health Perspectives: An
Analytical Approach to Health
Problems
Molecular Biology
Health: Individual and
Community
A Note On Planning In
Progress: At the time of
publication of this catalog, the
college has under study a
proposal to combine the Human
Development and Individual
and Community Health
specialty areas into a single
area encompassing both the
social and natural science
emphases of the two areas
described here. The close
relationship of Coordinated
Studies and Group Contracts in
these two areas has led in
recent years to a considerable
amount of cooperative
interchange between faculty and
students interested in the two
areas. Should the proposal be
adopted during 1978-79, an
announcement will appear in
the 1979-80 Academic Program
Offerings Supplement to this
catalog.
Management and The Public
Interest
This specialty has
a two-year sequence, consisting
of a Coordinated Studies
program by the same name for
the first year and a changing
series of Group Contracts,
Individual Contracts and
internships for the second year.
The first year of the program
focuses on the capability of the
American business system to
meet the public's needs and
provides students with the
opportunity to acquire essential
management concepts and skills.
In the second year the offerings
enable students to specialize in
one or more areas of business
or public administration.
Students can enroll in the
program on either a full-time or
a half-time basis. Many
activities will occur during the
late afternoon and evening to
accommodate those half-time
students who must work during
the day.
Representative titles of
Management and the Public
Interest programs from recent
years:
Management and the Public
Interest
Big Decisions: A Social
Scientific Inquiry Into Policy
Making
The Public Sector
Administrative Casewriting
Managing Technology
The World of Small Business:
A Consultative Approach
Marine Sciences and Crafts
The Marine
Sciences and Crafts curriculum
provides students with
opportunities to study the
relationship among human
needs, goals, environment and
tools. By tools we mean not
only machines and instruments
but also ideas and concepts. We
use information and methods
from marine science, natural
history, marine history, and
literature. A student working in
this curriculum should be able
to:
1. Gain historical perspective,
both scientific and cultural;
2. Carry out a scientific
investigation;
3. Evaluate the implications of
that investigation both within
the discipline on which he or
she is working and in the wider
perspective;
studies, seacoast management,
marine fisheries, etc.
Representative titles of
Marine Sciences and Crafts
programs from recent years:
Salmon
Resource Inventory of Puget
Sound: Physical-Chemical
Characteristics
Resource Inventory of Puget
Sound: Population Studies
Marine Studies Research
Marine Biology
Research Vessel Design
Tropical Reef Ecology
Vancouver and Puget
Launching four 21-foot long
English pilot gigs.
19
Riding the waves of Budd Inlet, students test their rowing skills as
Evergreen supporters - and representatives of the press - record the
Geoduck fleet's first outing.
Marine Studies and Crafts students
learn boatbuilding.
4. Make significant progress
toward mastery of tools.
Mastery, as we see it, means
not only how the tools are used
but in some cases how to
repair, make, or redesign them,
whether they are intellectual or
technical. It means knowing the
limitations of measuring and
analytic equipment - again
intellectual as well as technical.
We cultivate an
ecological concern, along with
the practical questions of living
on and from the sea, and we
develop skills in the laboratory,
at the drawing table, in the
wood shop and on the water.
Particular emphasis is placed on
the study of Puget Sound and
Northwest waters. Thus, this
specialty area should be of
particular interest to Native
American students because of
the work available in various
aspects of aquaculture, shellfish
Northwest Native American
Studies
This
interdisciplinary specialty has
the potential for serving two
rather different student groups
- Native American students who
are interested in preserving and
enhancing their unique cultural
heritage and who are developing
strategies for self-determination
in the world today, and
non-Native students interested
in traditional Native American
cultures and values,
Faculty Artist! Anthropologist Mary Nelson stands before two of her
many works depicting Native American life and themes.
20
anthropology, ethnohistory,
expressive arts, the dynamics of
culture change and modern
Native American communities.
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. Programs in
Northwest Native American
Studies 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
study of prehistoric migrations
to the New World, human
ecology, acculturation including the impact of contacts
with Russia, the fur trade and
gold rush, and the impact of
the pipeline on Alaskan Native
communities,
Representative titles of
Northwest Native American
Studies programs in recent
years:
Resources for Self-Determination
Symbolization: The Emerging
Individual
Uses of the Past: Local and
Northwest History and
Anthropology
A Separate Reality: A
Coordinated Program of
Individual Study
Cultures of the Pacific
Northwest
Exploring Native American Art
- Southwest
Political Economy
In the real world
we experience social, cultural,
economic, and political
phenomena as aspects of an
organic whole. Political
Economy recognizes the
interrelationships of these
phenomena. Topics of' study
include the historical
development of the United
States and other industrial
nations; the problems of
underdeveloped societies in their
relation with industrial societies;
the historical contexts in which
theories of political economy are
developed and applied; and the
application of theory to
contemporary problems. In most
traditional institutions, the
concepts and skills involved
with these topics are treated as
separate and discrete bodies of
knowledge. In this specialty
area, students acquire this
knowledge, but do so through
emphasis on the broad
connective concepts, methods,
and interpretations that serve to
integrate them into ways of
understanding total societies
and their transformations.
Study in this area
draws on the disciplines of
history, economics, political
science, philosophy, sociology,
anthropology, literature, and
law.
By understanding the
mechanics of historical change
and the institutional conflicts of
industrial societies, students will
better understand the
connections between 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.
Representative titles of
Political Economy programs
from recent years:
Introduction to Political
Economy
The Foundations of Modern
Social Theory: Class, Status
and Social Change
The Crisis of American
Democracy
The Politics of American Labor
in World Perspective
Applied Research: The Nuclear
Power Issue
Labor and the Public Interest
The Colonial Experience of the
Americas
The Constitution and the
Economy
Scientific Knowledge and
Inquiry
Faculty and
students in this specialty area
examine analytical methods and
ways of thinking - logical,
philosophical, mathematical, and
experimental. They study them
both for their own sake, in
fields such as mathematics,
logic, computer science, and
analytic philosophy, and as tools
for the natural sciences. They
study the traditional natural
sciences themselves, particularly
physics, chemistry, and biology,
but they do so in a broad
cultural framework which
emphasizes the sciences in
relationship to the rest of our
culture. They undertake original
research in these fields wherever
possible.
Student scientist
successful test.
completes a
Representative titles of
Scientific Knowledge and
Inquiry programs from recent
years:
Introduction to Natural Science
Dynamical Systems
Computability
Advanced Physical Science
Photosynthesis: An Introduction
to the Natural Sciences
Foundations of Natural Science
A Note About Specialization In
Standard Disciplines: 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
Academic Advising. 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
Physics
Political Science
Psychology
. Pre-Law
Social Work
Sociology
Third World Studies
Urban-Environmental Planning
Writing
Women's Studies
Annual
Programs
The area of Annual
Programs is Evergreen's vehicle
for responding to temporary
needs, as well as providing for
more spontaneous, wide-ranging
experimenting than is possible
in the more fixed areas of the
curriculum. Programs in this
area are called "Annual
Programs" because they are
intended to be offered only for
a single year. In many cases, no
similar program is likely to be
offered in a later year.
Annual Programs
include: a. programs designed in
response to specific, temporary
needs, for example, a Group
Contract may be designed to fit
the needs of a particular set of
advanced students, or in
response to a request from
outside the campus; b. programs
of an experimental nature which
could, if successful, become part
of the offerings of one of the
specialty areas at a later time;
c. programs initiated and
designed by students during the
previous Winter and Spring
quarters.
A few of the Annual
Programs offered in recent
years:
Arts of India and Japan
Energy Systems - Conventional
and Alternative
Mathematics As A Design Tool
Peace, Conflict and Social
Change
Studies in Greece
Television and Drama
The Novel Experience
Problems of Philosophy
Techniques of Visual
Anthropology
21
The Structure
Of Study
22
•••
I
Coordinated Studies
What are
Coordinated Studies programs?
How do they differ from
courses? What will it be like to
be a member of a group
engaged in an integrated
program of study rather than to
be taking a number of separate
classes in separate subjects?
A Typical Work Week: At
least once weekly an assembly
is held for all members of
Coordinated Studies programs.
Sixty to 80 students and the
faculty team of three or four
teachers from different subject
matter backgrounds gather for
several hours to hear a lecture
followed by discussion; to see a
film or slide show; or to take
part in a symposium, a live or
recorded performance of music,
a play or poetry reading, or the
sharing of student research
projects.
Also once each week,
though probably on different
days, there will be several
meetings of your seminar (a
small discussion group devoted
to analyzing your weekly
reading or project assignment
and applying its ideas). Some
programs may require that you
belong to two small groups one interdisciplinary seminar,
working on the program-wide
reading list, and another project
group or skill development class
in which you may pursue
special interests.
From time to time
each quarter you will meet
individually or in very small
groups with your faculty
seminar leader for a conference
about your written work or
projects. Some Coordinated
Study programs also recommend
conferences between students
for mutual help in learning and
working with the program's
topics.
In many programs you
will spend two afternoons or
perhaps a full day a week in
field work, library research, or
project development. You may
be expected to attend films,
concerts, performances, and
exhibits offered to the whole
college and participate in
further small group discussions
about them as part of your
program's assigned activities.
In between these
activities you will need to do a
good deal of preparation on
your own - including reading,
library or laboratory research,
writing, and so forth.
One striking difference
from other colleges is that at
Evergreen all these activities
occur within the one and only
program you are enrolled in,
not among several. Each
academic program has a
demanding and challenging
schedule - at least 10 hours per
week in contact with faculty,
and perhaps as many as 25 or
30. Each one has a
comprehensive design planned
by the faculty team so that
each activity is coordinated with
the others. Instead of taking
four or five 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 find that
each part of your studies helps
you learn the others. This
enables you to have time to
concentrate on your work
without the distractions of
competing, unrelated
assignments. You can expect to
learn new ideas and apply
them, through a carefully
planned and coordinated
sequence of activities.
Each Coordinated
Studies program is based on
some important human theme,
problem, or issue. The titles of
some recent programs indicate
the sort of themes we select:
Life and Health
Democracy and Tyranny
Management and the Public
Interest
Human Development
Formation of Modern Society
The Evergreen faculty
chooses themes central to
human existence and assembles
a team of three to four
instructors, each with a
different relevant subject matter
background, to decide jointly on
activities that will help students
understand all aspects of the
theme and their
interrelationships. Studying the
topic full time means that
students finish by understanding
it from many perspectives and
by having the skills to also
approach other problems this
same way.
Shared and Individual
Activities: Each Coordinated
Studies program has certain
activities in which all members
of the program take part. The
most important of these is the
seminar. Students prepare for
these by studying a book from
the program's required reading
list and by doing some writing
or a small library research
project. Then they assemble in
small groups (10-20 students),
under the guidance of the
faculty member, to help each
other understand the book or to
work out the meaning and
implications of difficult ideas.
For seminars to succeed each
member must participate
actively, analyzing the assigned
materials, helping others form
their thoughts, thinking aloud.
In addition, many
Coordinated Studies programs
have a schedule of lectures and
group presentations, also for all
students to attend. Often a
program's work leads to group
projects in which a team of
students does field surveys of
social attitudes, research in
water quality, a dramatic
performance or some other
major undertaking whose results
are presented to the other
students, to the whole college,
and occasionally to public
audiences or official groups. For
example, students have
organized conferences on
campus about topics of current
interest and have gone on two
or three week field trips to
study biology and geology in
the American Southwest or the
Northwest Pacific Coast. In
projects of this kind, students
get a chance to apply skills and
knowledge they have acquired
previously; they also learn how
to work effectively in teams to
exchange information, enrich
each other's knowledge, and
produce high quality
presentations or performances.
Students in
Coordinated Studies also work
extensively on their own
individual skills and
understanding. For example,
everyone does a lot of writing:
short essays to start discussions,
critiques, notebooks, and
journals, lengthy research
reports - or fiction, poems and
plays when a different sort of
discourse is needed. Whatever
you may do after college, the
ability to write well is
important to a successful life,
and Evergreen asks students not
merely to acquire information
but also to learn how to
communicate it in writing.
People who need special
assistance with writing skills can
obtain help through the Center
for Development of Reading and
Writing (C-DRAW) described
elsewhere in this Catalog.
Students can also
pursue their own specific
interests within the general
theme of the program through
individual projects or research.
They can accentuate aspects of
the theme that particularly
interest them.
Evaluation
Each Evergreen
student works individually with
the faculty member assigned to
his or her seminar in order to
Faculty member Dr. LeRoi Smith
explains Evergreen's
interdisciplinary approach.
evaluate student progress and
quality of work. From time to
time each student will have
advisory conferences with his or
her seminar faculty to discuss
personal progress, and the
program will end with a
detailed narrative evaluation (a
two-four page description of the
exact nature of the student's
work and learning). This written
evaluation takes the place of a
letter grade and provides much
more information about you as
an individual, about your
special strengths, about the
areas where you need further
work, and about what you seem
ready to go on to. While this
evaluation becomes part of your
college record and will inform
future employers and place of
study about your work here, its
main benefit is in helping you
choose what to emphasize in
your later work at the college
or elsewhere. You will discuss
the evaluation in an individual
conference with your seminar
leader so you will have a
chance to define the real high
points of your program work
and see how all of its elements
contribute to progress toward
your goals. You will fully know
what you have accomplished,
not just receive an
uninformative letter or number.
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, philosophy or fine art).
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 - 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
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the needs of a specific clientele
who either cannot come to
campus or who are restricted by
their employment to an
irregular learning 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
Academic Program Offerings
Supplement. Occasionally, new
Group Contracts are planned
and developed during the school
year, when interest warrants
and adequate planning time can
be arranged.
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 are best for
imaginative, resourceful students
who have well-defined goals in
mind and can pursue them with
a minimum of supervision.
An Individual Contract
is an individual study plan
worked out between a student
and faculty sponsor. A student
agrees verbally and in writing
to complete some specified
activities - readings, field work,
internship activities, artistic
productions, writing papers while the sponsor agrees to
Filling his individual contract
project with helium, student
Stefan Schinzinger (leaning into
truck) prepares to launch a 32-foot
balloon he built.
The airship involved Schinzinger in
studies of astronomy, engineering
design, celestial navigation and
precalculus, and led to engineering
position in private industry.
provide regular consultation and
advice. Because of the sponsor's
duties in preparation, working
sessions and evaluations of all
students - as well as other
commitments to the college he or she will be able to carry
only a limited number of
contracts (no more than 15 at a
time for a faculty member
solely assigned to sponsorship of
Individual Contracts and no
more than one to two for other
faculty or staff members). To
qualify for the opportunity of
working on an Individual
Contract you should be
prepared to demonstrate to a
prospective faculty sponsor that
you have a strong project in
mind and that you are capable
of working, for the most part,
on your own initiative.
Our experience so far
suggests that Individual
Contracts will normally be most
useful for advanced students
continuing their studies at
Evergreen. If you are 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).
What can you do
under contract? The range of
possibilities is great: Reading
projects in history, philosophy,
government, sociology,
economics, scientific theory;
research projects entailing the
collection, processing, and
interpreting of data from
documentary or laboratory or
field investigation; mathematics;
computer languages; creative
work in visual art, film,
photography, music, playwriting,
poetry writing, and short story
writing; biological or
archeological expeditions;
apprenticeship in a newspaper
office or governmental agency;
an 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.
A good place to begin
investigating possibilities for a
contract is the Office of
Academic Advising which
maintains lists of faculty who
have contract openings available
and of the fields of
specialization in which those
faculty members will sponsor
you. This office can also
provide valuable advice in
organizing and carrying out your
studies under this very flexible
but difficult form of learning.
Another important
first step is to define in writing
what you want to accomplish
under contract. Be as specific as
possible. You may even want to
include a full reading list and
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.
Next, contact the
faculty who appear to have the
right kind of expertise. You
may have to modify your
proposal in order to achieve the
best and most workable set of
activities. A faculty member
may turn your proposal down.
If so, it makes sense to talk
with him or her about the
reasons for rejection before
taking the proposal to another
person. You may find that
modifications to meet legitimate
objections will satisfy the first
sponsor's criteria for acceptance.
Be prepared to spend
some time in negotiation.
"Getting a contract" is not an
automatic process and no one
can guarantee your success.
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
certainly pick up skills that are
useful later in life.
Yet most contracts and yet literally hundreds
develop each quarter - are
established with ease and
carried out successfully. If you
and a faculty member agree on
doing the work together, you
next draw up the formal,
typewritten contract for
signature. Your sponsor will
help you do this and work
closely with you in getting the
work started and in evaluating
it at completion. But during the
run of the contract the
sponsor's duties to other
students will severely limit the
time he or she can spend with
you each week. You should
expect to meet for an intensive
working session one and only
one full hour each week. You
should not expect your sponsor
to have answers to all your
questions or to do the project
for you. You should only expect
help in finding answers.
In filing a contract,
one point remains firm: the two
important signatures on the
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, he or
she should not sign the
contract.
Despite the difficulties,
the successful contract can be a
milestone in a student's college
career by promoting learning
very closely tailored to personal
goals.
Courses and Part-Time
Offerings
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.
Each course carries one
Evergreen Unit of credit (4
quarter credits). A schedule of
these courses is published each
quarter in the Evergreen
Suiingshift brochure. More than
40 courses are offered each
quarter. Enrollment varies
according to student and
community interest.
Full-time students also
have found these course
offerings attractive and useful.
Many full-time programs (but
not all) provide opportunities
for students to take a single
course concurrently. This is
noted in the description of the
program in the Academic
Program Offerings Supplement.
Permission of the program
coordinator or contract sponsor
is required for a full-time
student to take such a course.
Courses are designed
to meet a number of needs:
1. Many courses 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 course
is opened to wider enrollment.
2. Some courses 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,
etc.
3. A few courses each quarter
cover subjects in which the
cumulative nature of the subject
matter makes the course format
especially suitable. For example,
courses in mathematics, music
theory, and several foreign
languages are regularly available.
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A full-time student
wishing to enroll in a course
should arrange to do so with
his or her program coordinator
or sponsor. The course
instructor 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 courses.
Permission of the course
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).
Evaluations will be forwarded
directly to the Registrar for
inclusion in the student's
permanent transcript record.
Evaluations of student work in
courses are characteristically
brief - one or two paragraphs and speak exclusively of
students' mastery of subject
matter. Evaluations are not filed
for students who audit a course.
A part-time student
may enroll for one or two
courses per quarter. Given the
expectations and demands of
Coordinated Studies, Group
Contracts and Individual
Contracts, full-time students
should not expect to take more
than one course as part of
their program. And in programs
where 100 per cent involvement
is required, no additional
courses may be taken. In
exceptional and extraordinary
cases, a full-time student may
be permitted to take more than
one course 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.
Many, but not all, of
the courses listed below will be
offered in a given year
depending on student interest
and availability of suitable
faculty. For details, consult the
Evergreen Suiingshijt brochure,
published quarterly and
available from the Office of
Admissions.
Students use the library for a
meeting place, as well as an
invaluable academic resource.
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 Japanese
French I, II, III
History of Greece
Journalism of Politics
Literature of Existentialism
Motion Picture from Script to
Screen
Spanish I, II, III, IV
Natural Science
Basic Ecology
Calculus I, II
Field Botany
General Biology I, 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 to the Criminal
Justice System
Introduction to Political
Economy
Law and the Environment
The Legislature and the
Legislative Process
Social Statistics
Thinking About Crime
Women and the Law
Other Courses
Business Communications
Computers and You
Governmental Accounting
Intermediate Accounting
Introduction to Public
Administration
Logical Thinking
The Nature of Humankind
Public Budgeting System
Special Forms
Of Study
Cooperative Education
As an Evergreen
student, you will have many
and varied opportunities to
enhance your learning through
practical experiences related to
your academic program, your
career interests and your
general and specific social
concerns. From the college's
earliest days, these types of
opportunities have been
provided for several important
reasons: First, direct personal
experience in on-the-job or
other "real world" settings can
help you reinforce and extend
the understanding of theory and
method. you have gained
through prior or concurrent
classroom-based studies. Such
experiences provide a chance to
apply, test, modify, and
consolidate learning.
Second, practical
experiences permit you to
explore one or more career
interests before making
decisions that are likely to
affect your future educational
plans and total lifestyle for the
next several years. Third, some
types of practical learning
opportunities described below
enable many students to make
career choices by the middle or
end of the junior year through
valuable on-the-job experience
in his or her chosen field at a
time when it can be most
meaningful and helpful. Finally,
Evergreen offers opportunities
for you to participate as a
volunteer in community service
programs as a means of
enhancing your personal growth
and social awareness through
activities that can have
immediate and direct
consequences for you, for the
people with whom you work
and for the quality of the larger
community.
The Office of
Cooperative Education arranges
individually tailored, practical
learning experiences to meet
your academic objectives and
career interests. Working with
you, your faculty or staff
sponsor and with representatives
of business, industry,
government and community
organizations, your Co-Op
counselor can help you locate
and arrange internships,
community volunteer service
opportunities, or career learning
placements; counsel you on
matters relating to internships
and other types of field
experiences; and help you to
resolve any problems that may
arise during the course of a
field placement. To assist you,
your sponsor and your field
supervisor, the office provides a
wide range of information,
referral and support services.
We encourage you to
make the most of these
opportunities while at
Evergreen. But we also urge
you to consider your objectives
carefully and to decide
beforehand whether you are
willing to put into your Co-Op
activities whatever may be
needed to make them
productive and worthwhile.
Student
Internships: An internship is a
carefully planned and closely
supervised opportunity to work
toward academic objectives and
to earn related credit through
activities and experiences in an
on-the-job or other "real world"
learning environment. To
participate in an internship you
must be enrolled in one of the
college's three major modes of
study: Coordinated Studies,
Group Contract, or Individual
Learning Contract. Your
learning objectives and the
covenants of the program in
which you are enrolled will
influence the nature and length
of your internship and the
amount of credit to be awarded
upon its successful completion.
If you are enrolling in
a Coordinated Studies program
or a Group Contract, you
should plan to intern only if
your program has included
internships among its
requirements or options. If
enrolling for an Individual
Learning Contract, you may
wish to plan an internship as
either all or a substantial part
of the contract. A third, though
less common, arrangement for
an Individual Learning Contract
is to include an internship of
five to ten hours per week as a
intern Maureen Pierre tapes a radio broadcast.
27
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supplement to your major
contract activities.
Internships are
conducted in a variety of field
settings and in many
geographical locations. While a
majority of Evergreen interns
are placed in the Southwest
Washington area, many
opportunities are available
throughout Washington state, m
other states and even in a
number of other countries.
Each internship is
sponsored by a faculty member
or an eligible staff member who
mayor may not provide an
additional academic component
(related readings, report writing,
and the like). Activities in the
internship setting are guided
and supervised by a field
supervisor, selected on the basis
of his or her experience and
willingness to serve as a mentor
during the internship. These
persons constitute valuable
learning resources to which
most students otherwise would
not have access during their
undergraduate years.
Regardless of the type
of program through which the
internship is conducted, all
pertinent matters - including
but not limited to learning
objectives, on-the-job .activities,
evaluation procedures, and
respective responsibilities of
student, faculty sponsor and
field supervisor - will be
negotiated and agreed to before
you begin your internship.
Negotiations are formalized by
completing the Student's
Individual Internship Agreement
form which is signed by all
parties.
Your first
consideration in deciding
whether or not to seek an
internship should be the nature
and quality of the opportunities
it might afford for learning
related to your academic
objectives. Thus an internship is
not merely a job but a type of
learning opportunity to enable
the extension and continuation
of your prior learning.
Recent Evergreen
students have interned in a
variety of fields related to their
academic programs and career
interests. They include:
Accounting
Agriculture
Arts Management
Banking and Finance
Business Administration
Communications
Community Organization
Computer Science
Corrections
Counseling
Education:
Pre-School through Adult
Environmental Science
Fine Arts
Graphic Arts
Health Care Services
Health Education
Journalism
Law
Marine Biology
Marketing
Medical Technology
Movement Therapy
Natural Resources Management
Outdoor Education
Personnel Management
Political Science
Public Administration
Rehabilitation
As soon as you decide
that you even might want to
conduct an internship, contact
the Co-Op Office to obtain a
copy of the Internship Request
form and to arrange a
conference with a Co-Op
counselor. The Internship
Request form must be
completed and returned to the
office at least 24 hours prior to
your conference. Guided by
information you supply on that
form, your counselor will be
able to tell you about known
placement opportunities that
seem to meet your needs,
counsel you about the
internship negotiation process,
help arrange an interview with
a prospective field supervisor
and, if you don't already have
one, help you obtain a faculty
sponsor. Further, if the type of
internship you need is not
already available, your counselor
will help you develop one,
provided you make your needs
known sufficiently in advance.
Career Learning Program:
Career Learning Program
provides an opportunity for
interested students to enter a
carefully planned sequence of
learning activities designed to
help them 1. explore career
options; 2. assess their
career-related background,
interests and skills; 3. make at
least tentative career decisions;
and 4. take career-related
factors into account when
planning for, locating and
conducting internships.
The sequence includes
counseling; career education
seminars; skills development
workshops; opportunities for
career exploration through
short-term internships and
volunteer assignments; and - for
qualified third- and fourth-year
students - carefully structured,
six-month career learning field
placements, alternating with
periods of on-campus study and
designed to enable students to
make a smooth transition
between college and initial
employment in their chosen
career fields.
If interested, you may
apply for the Career Learning
Program anytime before the last
quarter of your junior year.
However, the earlier you
become involved, the more
opportunities you will have for
career exploration.
Community Volunteer Service
Program:
The constructive
expression of their social
concerns long has been among
the most visible characteristics
of members of the Evergreen
community. Each year these
concerns are translated into a
variety of actions including
thousands of hours of
community volunteer service on
the part of staff, faculty,
write or visit regularly someone
in a state correctional
institution; or perform any of
the many other tasks that need
doing for someone, somewhere -
volunteer work without
interfering with your academic
program or other high-priority
commitments.
The Community
Volunteer Service Program also
exists to. help interested
members of the off-campus
community find valuable and
personally meaningful ways to
volunteer their time, experience
and talents in service to the
college. Since Evergreen's
earliest days, these volunteers
have contributed significantly to
a variety of college programs
and to. the fostering of mutual
understanding and respect.
If yQU have questions
or would like additional
information about internships,
career learning placements, or
the community volunteer service
program, write or telephone the
Cooperative Education Office,
LAB I, The Evergreen State
College, Olympia, WA 98505,
now,
(206) 866-6391.
The Qne thing you can
count on is that if you want to.
participate, there's plenty of
opportunity to do SQ. But
community volunteer service
isn't for everyone, because it
does require a firm commitment
of time, energy and work that
leads to development of trust
between the volunteer and the
person with whom he or she
works.
If you're interested in
further exploring the
opportunities available to yQU
through community volunteer
service, the CQ-Op staff can
help yQU in several ways. The
office maintains extensive
listings of organizations, both on
campus and off, which need
volunteer workers, CQ-Op staff
members obtain and can
provide you with information
about agency objectives,
program activities and specific
needs. They can also help you
take stock of your volunteer
service interests and abilities to
determine the amount of time
you might be able to devote to
Other Options For 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
Evergreen units Qf credit.
The College Level
Examination Program also. offers
a variety of Subject
Examinations to test
competence at more advanced
levels.
Daniel J. Evans Library Building (right) dominates the central campus
plaza and houses administrative, faculty and staff offices, as well
as Enrollment Services, the library and computer services.
administrators and, most
notably, students.
While you're at
Evergreen yQU might want to.
become o~e of these student
volunteers who contributes
importantly to the community the college community, the
larger Olympia-area community,
or both - without receiving
either payor academic credit.
There are many reasons for
doing SQ.
Some volunteers serve
because of the satisfaction of
helping others directly; others
as a way of meeting people
with common interests; still
others as a way of exploring or
testing career interests. Many
also. participate because they
perceive volunteer service as a
learning opportunity that
complements their academic
programs.
Volunteers are needed
for hundreds of worthwhile
projects, both on campus and
off. Depending on your interests
and talents and the time yQU
can commit, you might: serve as
a counselor in a crisis clinic or
family planning agency; assist
senior citizens with minor home
repairs; do. clerical work; tutor
or provide enrichment activity
for children and adolescents;
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Information regarding
CLEP is available from the
Office of the Registrar which
will also assist students in
determining eligibility for
CLEP-generated credit.
A student should be
clear about eligibility before
taking the examinations.
External Credit: Evergreen has
established an Office of
External Credit to assist older
students returning to college
who have work or independent
study experience which may
merit academic credit. External
Credit staff will help students
document their experience so
they can demonstrate
understanding and petition for
academic credit. Such credit will
not be granted for attainments
which have already been
recognized by awards of credit
elsewhere.
Students who believe
they may have credit-worthy
prior learning experience which
was gained outside college
should contact the Coordinator,
Office of External Credit, for
more details. Application should
be made during a student's first
year at Evergreen. Up to one
year of academic credit may be
earned through this process.
Brochures describing
the program and outlining the
necessary policies and
procedures for application are
available in the External Credit
Office.
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. In this way
an "Upside-Down Degree
Candidate" proceeds from a
special area of expertise to a
more general liberal arts
program, a reverse (or
upside-down) path in the
Evergreen system.
The procedure for
enrolling as a B.A. 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
Students
lawns.
take advantage
appointed to review your plans
for a B.A. Before you formally
enroll, the committee must
approve the two-year curriculum
you select. 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, transfer credit
will be awarded for your
previous work up to a
maximum of 23 Evergreen Units
(90 quarter credit hours) and
you will be recommended for a
B.A. degree. If you do not
complete the two years 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
of warm spring days. with seminars
on campus
\
Student Henry Edwards finds library microfilm readers an aid in his law
enforcement studies.
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 other B.A. recipients.
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 Contract study (see
Cooperative Education and
Individual Contracts). 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:
1. Seek support from their
employers for such an
undertaking.
2. 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.
3. Work closely with the
prospective Evergreen sponsor
in selecting an on-the-job field
supervisor to serve as a
subcontractor.
4. Recognize that in seeking
degrees, step-by-step negotiation
of Contracted Study and
program affiliations will be
necessary to determine any need
to spend time on the campus in
pursuit of the degree.
Many of Evergreen's
off-campus 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, our Vancouver
Outreach Program in Vancouver,
Washington, serves persons
employed in the Vancouver area
who are unable to move 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.
Center For The Development
Of Reading and Writing
(C-DRAW)
The Center for the
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,
courses, 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 these
two vital tools of
communication.
Self-Paced Learning
Two self-paced
learning centers are located
the Laboratory and Arts
Buildings.
III
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 Self-Paced Learning
Unit (SPLU) is a self-contained
instructional
package dealing
31
32
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, have adapted
commercially-available learning
materials and developed
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 make
calculators, typewriters,
microscopes, balances, fume
hoods, drawing sets, computer
terminals, oscilloscopes, gas
chromatographs and even
radiation counters readily
available to students. Many
Evergreen students find the
Centers 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.
Foreign Language Study
Needs for training
in foreign language can be met
in each of the modes of study:
Coordinated Studies, Group
Contracts, Individual Contracts,
and Courses.
Coordinated Studies
offer the most integrated
approach, as they combine
language study with cultural
studies. Evergreen has programs
in Japanese, Russian, French
and Spanish. These programs
(offered in four, three and two
year cycles, respectively) have
three major components in
common: total immersion in the
language during Summer
Quarter; continued language
study combined with cultural
studies during the academic
year, and a foreign study
component. Other cultural
studies programs will be offered
as interest and faculty resources
permit (for example, "The
Etruscans" in 1978-79).
Group Contracts will
generally follow the foreign
component of Coordinated
Studies to enable students to
do advanced work. Individual
Contracts may be possible in
certain cases when a particular
area of study is conducive to
individual work.
Single courses will be
offered in conjunction with each
of the Coordinated Studies
programs and Group Contracts.
Beginning through advanced
French and Spanish and
beginning and intermediate
Russian available 1978-79; in
1979-80 these will be followed
by advanced Spanish and
beginning and intermediate
Russian.
Study Abroad: Evergreen
intends to provide opportunities
for many students to study
foreign areas and cultures at
first hand. We offer some
Coordinated Studies programs
which first immerse students in
the language, history and
culture of a foreign land and
then enable them to continue
their studies in the foreign land
itself. We provide other
opportunities for less formal
and perhaps briefer periods of
study abroad in conjunction
with programs or projects
developed at Evergreen. In
Contracted Studies it is possible
for teams of fifteen students
and one instructor to work
abroad for full credit while still
remaining enrolled at Evergreen.
When we cannot
provide such opportunities
directly, we shall help students
to enroll in programs operated
by other institutions and
agencies. Generally, if students
need foreign study in connection
with some project essential to
their education, we shall
attempt to facilitate this study.
Registration For Students
Studying Abroad: Students
should do the following prior to
their departure from Evergreen
for study in other countries:
1. Pre-register on program
selection card, with signatures
of student and faculty advisor.
2. Process status changes: i.e.,
change of units, withdrawal or
leave during the course of the
year, graduation, extension
beyond 45 Evergreen units.
3. Make sure address on file at
the Registrar's Office is
CORRECT. This is absolutely
necessary for billing.
4. Secure necessary certification
if V.A. or Social Security
Benefits apply.
5. For students needing
financial aid, give signatures on
loans, file statement of intent,
etc., in advance.
These details can be
handled in advance, but the
responsibility for initiating
action rests with the student.
Inquiries should begin at the
Registrar's Office.
Public Events
Evergreen provides
a number of public
presentations for the community
in connection with its academic
programs and other activities
for students' faculty, and staff.
Most of these events
are open to both the campus
and the community. Many at
no cost. 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,
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.
For example, during
the 1977-78 academic year the
college co-sponsored a series of
22 lectures and concerts called
Tuesdays at Eight. With the
help of the Washington State
Arts Commission, the Evergreen
Foundation, and the Evergreen
College Community
Organization, visiting musicians
were brought to campus not
only to present public
performances, but to offer
workshops to students as well.
Groups which participated
included the Morea Dancers,
Seattle Opera, Thalia Chamber
Symphony, Northwest Wind
Quintet and Kronos String
Quartet. Faculty members
delivered free lectures as part
of the series, which the college
hopes to reoffer each year.
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.
A Seattle violinist prepares to
perform with the Thalia Symphony
for one of 11 concerts presented as
part of the Tuesdays at Eight
senes.
Seattle high school students
public event.
perform African dances in a special
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.
Evergreen students
also 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
Community Concerts
Association. Arrangements are
also possible through the
Olympia Opera Guild for
Bi-weekly road runs are offered by
the Evergreen Running Club to
encourage physical fitness and
invite local athletes of all ages to
compete against the clock, not
each other.
33
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34
The serenity of Evergreen's 3300 feet of waterfront
study - nature in a nearly pristene setting.
A Few
More Notes
Curriculum Planning
Process
Evergreen's flexible
academic programs enable 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 ill
the earlier 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.
At present, planning
takes place each year for the
offerings - Coordinated Studies,
Group Contracts and Courses of the next two years. Offerings
along southern
Puget Sound invites students
for the first of these 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.
The Evergreen faculty
takes the major role in this
curriculum planning. We
strongly encourage students to
participate, as well, in voicing
interests and needs, in
suggesting or initiating
programs, and in reviewing and
commenting on proposed
offerings. A number of our most
successful programs have
resulted from the active
collaboration of students and
faculty. The final decisions
about curriculum, though, rest
with faculty, since they bear the
responsibility for conducting the
program once it is approved.
to enjoy - and
Evergreen has
approved a few programs each
year, particularly in the area of
Group Contracts, where the
initial idea and a strong voice
in the planning came from
students. A good example is the
1978-79 Group Contract
Decentralization: Social Systems
on a Human Scale. We intend
to go on encouraging this sort
of initiative. New students need
to keep in mind, however, that
each offering must have faculty
sponsorship before it can be
approved, and that 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.
Operation of Programs
Once underway, a
Coordinated Studies or Group
Contract program is not subject
to major 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 Academic Program
Offerings 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 is normally
considered to be final.
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 assessing
whether 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 award of
credit may have been influenced
by student's evaluation of
faculty and allows students to
give a frank critique.
Campus housing offers both easy
access to academic and recreation
facilities and a variety of
accommodations for more than 600
students each year.
Both students and
faculty have rights of academic
freedom 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. 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.
A Note On The Allocation
Of Resources
Like most other
public institutions, 'Evergreen is
faced with limitations on
learning resources. Facilities,
equipment, faculty energy, staff
support and other resources,
then, are allocated by the
Academic Deans according to
careful advance planning. This
enables the college to best meet
the needs of Coordinated Study
teams and Group Contracts in
carrying out their programs.
Even so, it is not realistic for
students to assume that there
will be sufficient resources
available for every activity
during the year. Needs will be
met on the basis of priority and
in accordance with the planning
process.
Graduate Study
Evergreen is in
process of seeking 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 in Fall 1980. The
graduate program would be
based on Evergreen's experience
with interdisciplinary
undergraduate study.
Preliminary plans are being
drawn up on that basis. For
further information write to the
Office of Admissions.
35
Finding A Path
ToYour Degree
·
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While some
students know even before they
come to college exactly what
subjects they want to study and
how they want to specialize,
others are not so sure. You may
want to explore organic
chemistry or learn about
fascinating and beautiful
animals along the ocean shore
but you may have been put off
by previous encounters with
formal science. Or you may love
literature but be worried about
acquiring job qualifications. Or
you may be simply intrigued
with a number of different
areas but are not sure which of
them will capture your interest.
At Evergreen you have
the final decision about what
you do: in consultation with
faculty advisors you look over
what the college makes available
and choose a course of study
that meets your needs and
interests. Since you do not
declare a major, you are free to
explore programs that
emphasize different subjects and
find out if your past
impressions or hopes are
accurate. You can easily move
from one thing to another.
There are no pressures here to
specialize until and unless you
find something you feel really
comfortable with.
If you want to, you
can earn a broad liberal arts
degree by taking a variety of
subjects over four years; but
most students eventually want
to become more specialized or
expert in one field - perhaps
quite an interdisciplinary field
compared with traditional
subjects. The sections that
follow describe how to do that
in the four general areas of
academic life: social sciences,
natural sciences, humanities,
and arts. Specialized study is
made possible chiefly through
the advanced specialty areas
which provide instruction in
subjects where Evergreen
faculty, programs, and facilities
are particularly strong. If you
are planning to spend four
years at Evergreen, the path to
your degree may look something
like this:
A General Path Through Evergreen
1st Year
Basic Program
(see pages
13, 37)
2nd or 3rd Year
Foundation Program.
(in one of the ten Specialty
Areas) (see pages 37, 41)
Advanced Program
or
Second Foundation
Program (in a different
specialty)
3rd or 4th Year
Group Contract
or
.
Second Foundation Program
(in a second specialty
area) (see pages 12, 16-21,
37)
Research (Individual Contract)
or
Advanced Interdisciplinary
Program
or
General Interest Study
Basic Programs
If you are just
starting college you will
generally begin with one of the
Basic programs. These are
specially designed to prepare
you for advanced work by
developing your basic literate
skills - reading, writing, critical
thinking, analysis and discussion
in small seminars. They are also
designed to introduce you to
some group of related subjects
such as political and social
science, expressive arts, history
and literature, or the natural
sciences that you may want to
specialize in. Which Basic
program you take is up to you.
Our best advice is to take one
whose theme really interests
you.
Foundation Programs
Once you know you
are serious about some subject
and are ready to concentrate on
it, you should begin your
specialized work. Each specialty
area has one, or occasionally
two, programs which are
designed to lay the foundation
in one or several closely related
subjects to prepare you for
more advanced work. They
provide you with an extensive
introduction to the theory,
methods, skills, and basic
information you will need to
become really knowledgable in
the subject.
After completing a
foundation program a number
of different possibilities are
open to you. You may want to
pursue some subject in greater
depth or you may wish to
broaden your knowledge through
a second foundation program or
one of the other college
offerings.
37
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As long as human
beings live in groups - and
quite likely they always will they will co-exist in fascinating,
complex patterns: the family
the work force, the crowd at a
sports event, the social class.
Out of the workings of such
groups come attempts to
achieve such deep human
desires as friendship, justice, or
freedom from hunger. Groups
develop rules and customs with
which each individual must
cope, and individuals are
continually banding together in
new kinds of association. No
wonder the study of human
groups, large and small, is
fascinating to people of all
kinds. Whether you read the
newspapers, talk with other
people, or simply sit and
ponder your own life, you spend
most of your time dealing with
~ocial relations between people
In some way or another.
Social science is the
attempt to make systematic
c?nsistent, and convincing ,
pictures of the relations
between human groups and
between individuals and groups.
Evergreen has some special
advantages for this kind of
study because of its strong
emphasis on combining
information from several
different sources and points of
view to understand important
but very complicated situations
like the human family or the
industrial economy. In addition,
Evergreen encourages students
to apply their knowledge in
internships or field research so
that they have first hand
experience as well as theoretical
background.
Interdisciplinary
Perspectives
The situations
which social scientists study are
so complicated that they can be
looked at from a number of
quite different points of view.
Each different perspective may
highlight important parts of the
situation but none gives a
SOCIAL
~
SCIENCE
complete picture by itself. In
economic affairs, for example, a
management expert may
propose a flow system theory
for corporate decision-making In
order to describe present
patterns and suggest better
alternatives. Meanwhile political
scientists may develop a theory
about the relationships among
conflicting interest groups to
explain government decisions
and to teach how to influence
those decisions. And the
psychologist postulates stages of
development in the human
being in order to understand
and help the novice trainee or
the business executive at the
peak of his or her career.
At Evergreen students
may study, within a single
Coordinated Studies program,
several of these theories and
associated skills as they apply
to a single important theme or
problem. For example, they can
test both economic and
historical explanations of society
and social change in the
program Introduction to
Political Economy or they can
learn about the role of the
corporation in society and the
history of the working class
while studying management
techniques in the program
Management and the Public
Interest. In this way they can
see more clearly where each
theory is strong and where its
liI?itations are by comparing it
With the others. Since each
situation is complex one needs
ideas and skills from many
sources to really see how it
works. Once students have seen
how multiple perspectives offer
a rich understanding of
problems and suggestions on
how to realistically impact
them, they have an easier time
tackling any later problems.
Problems which social
scientists seek to understand do
not stop at the doors of social
science. Theories and methods
of economics, history,
anthropology, psychology, and
political science are important
in work that involves quite
different fields as well. No
biologist should try to save a
pol~u.tedri~er ~ithout consulting
political scientists; economists
are in constant demand for
their skills in analyzing the
implications of new technology·
psychological perceptions have'
helped people understand
innumerable characters in
literature and have served as a
source of inspiration for writers
and artists even before the field
of psychology was born.
We encourage studies
of this far-reaching and
important nature. Evergreen
students interested in social
science have worked alongside
natural science students, under
the guidance of faculty from
history, land use planning,
geology, and environmental
chemistry to condu'ct applied
studies of environmental impact.
Students have been able to
study sociology, psychology and
biology as they all apply t~ the
topic of human health. Health,
in fact, provides the perfect
example of a topic which
cannot be fully understood
w.ithout learning several quite
different perspectives and
working out what each
contributes.
Internships
Most students in
~ocial scie~ce will be especially
Interested In the opportunity to
serve internships which allow
them to participate in
day-to-day activities of a
government office, private social
agency or business and to view
first-hand problems and
methods encountered in the
field. Students should learn to
make public presentations,
organize conferences,
or conduct
field work in a social science
area that strongly interests
them. Internships
provide an
exceptionally
natural and
straightforward
way to do this
and are available in education,
mental health care, criminology,
state government,
business, and
many other areas in the
immediate
Western Washington
region and sometimes beyond.
See Section III, Cooperative
Education,
for more information
and advice on becoming
involved in an internship.
Study Paths In Social
Science
If you decide you
want to emphasize social science
in your studies at Evergreen,
you should enroll in a program
that introduces
you to one of
the Advanced Specialty Areas
with a strong component
of
social science. A typical time to
make this choice is in your
second or third year of college
work, after 'making sure you
have acquired basic college
skills in writing, small group
discussion, careful reading, and
the like as they are taught in
one of Evergreen's
Basic
Programs or the equivalent.
Specialty Areas were described
earlier in this catalog and you
will see that many of them
place a substantial
emphasis on
social science. Three areas have
the strongest social science
component:
Political Economy (emphasizes
economics, political science and
history)
Management
and the Public
Interest (emphasizes
management
studies, economics,
and sociology)
Human Development
In Its
Social Context/Individual
and
Community
Health (emphasizes
psychology, biology and
sociology)
Two of these areas Management
and the Public
Interest and Political Economy
- offer an introductory
Coordinated
Studies program
each year which is a
prerequisite
for more advanced
work (unless equivalent
work
has been done elsewhere). The
third area, Human
Development/Health,
allows a
more varied pattern of study,
but each year it does offer an
introductory
program which is
the natural entry point for
students who want to study
seriously in the areas of mental
and physical health. Note: The
Human Development/Health
Areas do not directly provide
certification for health
practitioners, though they do
provide a very solid background
for students heading in that
direction. Further work at other
schools is necessary for
certification.
Life and studies at Evergreen
foster a sharing of perspectives,
Work in some of the
other Specialty Areas may
provide an attractive
way to
study social science jointly with
other subjects. Students
should
also consider Environmental
Studies, European
and American
Studies, Marine Sciences and
Crafts, and Northwest
Native
American Studies. Each of these
areas has an introductory
program which includes social
science in various ways though
not necessarily to the degree
which students wishing to
emphasize social science will
probably want in their third or
fourth year of college.
After completing
an
introductory
program you may
well want to develop your
knowledge and skills through
one or more Group Contracts
ill
which you will pursue some
single subject in depth. A
variety of these are offered
every year varying in length
from a quarter to a full year.
Some are very specialized
and
others highly interdisciplinary.
Typical topics include economic
theory, small business
management,
psychological
helping (counseling -rela ted
study), Third World, political
economics, and public affairs.
We have generally found that
the combination
of an
introductory
program with one
or several Group Contracts
of
this kind provided ample
background
for students
wishing
to attend graduate or
professional
schools. However
many students
find it
appropriate
to mix social
science programs with those
from the humanities,
arts, or
natural sciences, since they may
have become interested
in
questions or topics that require
that broad combination
of
knowledge or may simply wish
to explore new areas.
The third and fourth
years of study are also a time
when many students
undertake
internships
or an individual
contract to conduct a specific
research or study project.
Students who complete these
various stages of academic work
are prepared for critical
analysis, logical argument
and
problem solving in fields as
diverse as law, mental health
care, public service, business,
criminology,
teaching, child care,
politics, and environmental
advocacy. Work at Evergreen
by teaching analysis of in-depth
problems treated from several
perspectives
at once - helps
students develop powerful skills
which will hold them in good
stead for a world of changing
demand and evolving career
opportunities.
39
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The challenges of
science have always been to
explore new worlds on the edge
of space, in the depths of the
ocean, in the heart of the atom
and in the human body and
mind themselves. In this
exciting age many of these
challenges have been met, but
new questions have arisen about
the use (and misuse) of science
and the technology it has
engendered. The opportunities
for inquiring scientists have
never been greater, but neither
have their responsibilities to
understand implications of any
new discovery for humanity. At
the same time,· a new kind of
citizen is needed to understand
the methods and philosophy of
science and the role that it
plays in society.
Evergreen is uniquely
suited for developing the
necessary skill and
understanding in scientifically
informed citizens as well as in
professional scientists. It can do
this primarily because of its
emphasis on interdisciplinary
education and because it
provides students with so many
opportunities to learn science by
doing it rather than simply
reading or hearing about it.
Learning Science By Doing It
Scientific work at
other universities and colleges is
often done in two quite
different places - student labs
(with "student grade"
instruments) and "real" labs
(with advanced grade
equipment). There is only one
kind of lab at Evergreen. It is
equipped with professional grade
instruments and used by
everyone who has a need for it
and can demonstrate the
necessary facility. Faculty
members and students typically
work together in the laboratory
or the field on group projects in
which students learn to do the
same work as professionals by
actively asking questions and
conducting their own
investigations whether at the
most basic level or in more
advanced work. Capable
students have been able to join
in faculty research, and
advanced students have also
been able to originate their own
problems, pursue them with
faculty guidance and even
obtain their own research grants
to support this work.
We believe that by
giving students the chance to
explore in realistic ways
scientific questions that interest
them, we are preparing them to
become good scientists and good
citizens. The latter is especially
important, for even the student
who never does another
scientific investigation will
understand science more
accurately and will assess, speak
out, and vote on scientific or
environmental issues more
cogently. Creating such citizens
is an important goal of
education.
The Sciences and
Interdisciplinary Study
Evergreen
emphasizes interdisciplinary
study because we think the
most realistic way to study a
subject or understand something
is to gather all the relevant
information about it, drawing
from many different sources.
Everyone who expects to learn
or create new things must be
able to do this.
For example, the
Coordinated Studies program
called Marine History and
Crafts, offered in 1974-75,
brought together five faculty
members and about 100
students to address the problem
of designing and operating
sailing vessels. They studied
mathematics, marine biology,
drafting, and physics along with
economics, history, and
literature. Each of these
subjects became alive and
important because students used
them and combined them to
solve a challenging problem: to
design and build a sailing vessel
that was suitable for commercial
fishing. Once students have
worked through a problem like
this and have seen how to
apply ideas and skills from
many sources to solve it, they
have an easier time with any
scientific or technical problem
they encounter later on.
The interdisciplinary
approach also strengthens the
teaching of pure science. In
other colleges, students generally
take separate courses in
mathematics, chemistry, physics
and biology. At Evergreen,
much of the teaching of these
subjects goes on in Coordinated
Studies and Group Contracts in
which two or more of them are
integrated. In this way, what
students learn about each
subject directly helps them with
the others. For example,
students generally learn about
acid-base chemistry in general
chemistry courses. In a math
course, they learn the
mathematics necessary to
describe acids and bases. And
in a biology course they learn
something about the acid-base
chemistry of blood. But
students study these subjects at
quite different times, without
relating one to another, and
they may not learn any of them
very well. In Evergreen
programs, there is the
opportunity to learn all three at
the same time and in a
connected way so that
mathematical skills improve
through application to chemistry
and biology, the chemical
concepts become more
meaningful when applied to
biology, and biology is
understood better because it is
based solidly on chemistry and
mathematics.
Even in relatively
specialized, highly focused work
at the junior or senior level, we
find that a unified approach
has advantages, which is why
we organize most of it through
groups of 15 to 25 students
called Group Contracts, in
which several different aspects
of a single topic can be studied
intensively.
Foundation Programs
Introduction to
Natural Science is the standard
foundation program for students
who have only a modest
preparation in basic
mathematics and, particularly,
for those who are primarily
oriented toward biological and
health sciences. It covers the
following subjects in a
coordinated way: mathematics
from algebra to the beginnings
of calculus, general and organic
chemistry, basic physics, general
biology, and topics in. the
history, philosophy and
sociology of science. This will
be a good program for students
who are interested in
mathematics itself but do not
have much background in it
yet. This program stresses basic
biology and organic chemistry,
so it is ideal for those who are
planning a career in medicine,
dentistry, nursing or some other
health field, and it may be a
good program for those who are
interested in modern behavioral
SCIence.
Dynamical Systems IS
the alternative foundation
program for those who have
already had pre-calculus
mathematics and especially for
those who are primarily
interested in physical sciences
and mathematics. It will
develop mathematics through
advanced topics in calculus,
general and organic chemistry,
computer science, electronics,
and a considerable amount of
physics. Dynamical Systems is
taught in a highly coordinated
way by having students explore
a series of real physical systems
and analyze them
experimentally and
mathematically. Principles of
physics and chemistry emerge
from these studies in a real and
meaningful way, rather than in
the isolation where they may be
left by a straight textbook
approach.
By the end of one of
the foundation programs, you
will have acquired about half of
a strong undergraduate
competence in the subjects you
have studied and will be in a
position to decide whether to
work in other areas to broaden
your education or to pursue one
of the scientific subjects in
greater depth.
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Intensive scientific studies provide students an opportunity
closely with faculty and gain ready access to sophisticated
equipment.
Evergreen Environment
or an equivalent alternative may
be a more logical foundation
program for students who are
primarily interested in the
environmental sciences,
particularly in field biology and
geology. Students in this
program learn the fundamentals
of natural history by doing real
field studies in teams, under
faculty supervision. They learn
special subjects - such as
statistics or basic botany -- as
part of this work because they
are needed for carrying out a
project intelligently.
to work
laboratory
Group Contracts and Research
Programs
In your third or
fourth year, you will probably
want to develop your knowledge
and skills through one or more
Group Contracts, in which you
will pursue some subject in
depth. A variety of these are
offered every year, varying in
length from one quarter to a
full year. Some are very
specialized and others highly
interdisciplinary. Typical titles
include: Advanced Physical
Science, Molecular Biology,
From Cell to Organism, Marine
Biology, Ornithology,
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Environmental Design,
Alternative Energy Systems, and
Computability. Some students
who are looking forward to
graduate or professional schools
are concerned about acquiring
enough credits in science
through programs like this.
They should remember that a
quarter of full-time work at
Evergreen is three or four
Evergreen Units (16 quarter
hours), and the typical major at
other colleges requires only
30-40 quarter hours of study in
one field. So, they can easily
obtain the equivalent to a
major at Evergreen in two to
three quarters. Students can get
this specialized training through
either a series of Group
Contracts or an entire academic
year spent in one program,
which could lead to an original
research project to be pursued
in their final year.
However, many
students find it more
appropriate to mix science
programs with those from the
humanities and social sciences.
You may want to do this just
for variety or to explore new
things, but your
interdisciplinary education
should have broadened your
interests by this time and you
may want to explore several
fields at once because you are
interested in some problems
that demand that combination
of knowledge.
Advanced Interdisciplinary
Programs
By the beginning of
your fourth year, you should
have acquired considerable
expertise in some scientific
field. If you have acquired the
kind of education we are trying
to provide, you will probably be
interested in relating that
specialty to other fields or
applying it in some
interdisciplinary context. You
may have already done this
through a combination of Group
Contracts. Weare also trying to
develop more and more
advanced programs that will
focus on broader problems. For
instance, your study of science
may have aroused an interest in
the philosophy of science and
the general problems of how
human beings come to know
things. At regular intervals we
plan to offer an advanced
program in which students who
have studied science,
philosophy, psychology and
related subjects can combine
their knowledge in a
Coordinated Study of the
problems of knowledge itself. Or
your study of field biology may
have aroused an interest in the
social, political, and economic
aspects of environmental
studies, and you may want to
join an advanced program that
applies the natural and social
sciences to some environmental
problem. As society changes, our
curriculum changes to offer
current topics through this kind
of interdisciplinary program.
Preparing For Careers In
Science
Students who
follow the pathway we have
described can expect to gain a
strong undergraduate
background in the most
important areas of natural
science, a background that will
equip them for a variety of
careers and advanced study
situations.
The exact choices you
make for career preparation will
depend on what direction you
are taking. The next several
sections describe specific
suggested pathways for some
important scientific areas.
Suggested Paths For
Specific Subjects
Mathematics:
Dynamical
Systems (preceded by
Introduction to Natural Science
if previous background requires
it); then either a Group
Contract in Advanced Physical
Science (combines physics and
mathematics, offered yearly) or
in mathematics (offered
periodically) or Individual
Contracts with mathematics
faculty.
Physics: Dynamical Systems;
then Advanced Physical Science
Group Contract; remaining
college time can be spent in
advanced interdisciplinary
Coordinated Studies, in
non-scientific work; or in
further Group or Individual
Contract work.
Alternative Energy
Studies: Introduction to
Natural Science, Dynamical
Systems, or Evergreen
Environment; then group or
Individual Contracts in solar
and wind energy, biomass
conversion, energy storage, or
photosynthesis.
Chemistry: Introduction to
Natural Science or Dynamical
Systems (both carefully planned
to cover the key undergraduate
topics in chemistry); then Group
Contract in biochemistry and
advanced organic chemistry or
in Advanced Physical Science
(thermodynamics,
electromagnetism, quantum
mechanics, topics in physical
chemistry); Individual Contracts
also available, including "senior
thesis" research.
Experimental Biology and
Health
Sciences: Introduction to
Natural Science (designed with
health studies in mind) or
Dynamical Systems (if
mathematics background is
strong); then Group Contracts
in biochemistry-molecular
biology or cell
biology-physiology.
Field Biology and
Ecology: Introduction to
Natural Science or Evergreen
Environment; then one of
several Group Contracts in
vertebrate biology, field botany,
or marine biology.
Students
at
traditional
colleges who are
concerned about preparing
themselves
for careers
frequently
avoid majoring in the
humanities.
Lots of them realize
that writing skills are critical in
modern life and they are willing
to try to learn them, but they
reel that a major in English or
history or philosophy
could only
train them to go on to graduate
school and try for a
non-existent
teaching job. Given
that, they think they should
concentrate
on more important
work.
Traditional
majors III
the humanities
are,
unfortunately,
frequently
organized in ways which support
those judgments
or encourage
those misconceptions.
In fact,
studying the humanities
is
probably the best training for a
wide range of careers - not just
teaching, journalism,
child-rearing,
and the ministry,
but for careers in law, business,
politics and social work. At
Evergreen, we try to organize
work in the humanities
in ways
which will make their
importance
to careers and in
everyday life more apparent.
many careers and lives. Training
in the humanities
involves
learning to do them much
better. Whether a memo you
write persuades people to do
what you think they should is a
measure of your skills in the
humanities.
So is whether you
can figure out the history of
why a new management
team
collapsed. So is whether you
notice a flaw in some other
lawyer's argument.
So is
whether you're taken in by an
advertisement
or a speech.
Training In The Humanities
Looked at as
processes or skills, the
humanities
are only what
everybody does already.
Everybody writes; everybody
reads; everybody looks at
images; everybody relies on
imagination;
everybody gives
reasons for thinking things are
true or should be done, then
gets in discussions about
whether they are good reasons;
everybody tries to figure out
what happened
and how it
affects or illuminates
what's
going on now. We take all these
things for granted most of the
time; they are perfectly
ordinary, but also terribly
important.
If you consider the
list for a minute, you will be
able to find examples of those
processes at central points in
Student Irene Christy of Olympia
studies part-time, works full-time
and participates in a number of
community activities.
People obviously have
some skills like these by the
time they go to college or
return to do further work, and
they obviously improve them
some in any good humanities
program. All too frequently,
however, teaching in the
humanities
tends to make them
feel that what they are learning
about these skills is only
applicable in school. For
example, instead of learning
that writing can be a way of
thinking through a complicated
topic, sorting out one's own
position on it, and finding a
way to communicate
the
experience persuasively
to other
people, students learn that
writing consists of hunting down
what academics have said about
the subject and fitting it into a
prescribed
form. Consequently,
they feel as if what they are
being taught about writing is
only useful in school, rather
than seeing that doing it well is
an enormously
powerful tool in
a wide variety of work.
Education
in the
humanities
at Evergreen
emphasizes encouraging
students
to develop their own powers of
analysis and train their own
abilities to register and respond
to experience rather than
passively accept some received
opinion. Most programs
emphasize work with primary
sources (historical documents,
novels, paintings,
philosophical
texts) rather than relying on
books about them. These
primary sources embody
moments in which people have
managed to write particularly
well, or give particularly
ingenious arguments
for
something, or act in particularly
decisive ways. They provide
brilliant examples of the
processes we are interested
in
cultivating
ourselves.
Humanities The Evergreen
Way
The majority of our
teaching is done in small
seminar groups rather than in
lectures, by the regular faculty
rather than graduate assistants.
In many colleges teaching of
this kind is reserved for upper
division majors in each
discipline. By the Evergreen
method students
are encouraged
to learn to articulate,
share and
defend their interpretations
and
analyses in discussion. We
emphasize cooperative
work on
projects and in small groups,
where each student is
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Faculty Dancer Pam Schick demonstrates her performance skills in a spring production
students had choreographed and rehearsed as part of a year-long study In dance.
responsible for participating
fully and exercising these skills.
Since we consider the
long range goal of work in the
humanities to be the
heightening of your capacities
for human life - sharper
perception and more articulate
expression in both your private
life and your career - we are
devoted to keeping our teaching
connected with actual issues.
Evergreen is concerned
with three problems in
traditional humanities education:
a narrow idea of culture; a
tendency to treat material as an
isolated collection of texts
rather than as the product of
acts and choices made by living
persons struggling with concrete
historical situations not so
different from our own; and a
failure to connect material with
students' own experiences.
Humanities study at Evergreen
goes on in full-time programs or
Group Contracts which are
organized to avoid these
problems. Generally, they are
centered on themes and
questions of current interest to
students and society at large.
Recently, for example,
humanities programs have
centered on love and marriage,
the relations of man and
nature, and peace studies.
Materials are selected on the
basis of their ability to
illuminate issues at stake, rather
than just because every
potential English or history
teacher should be acquainted
with them. Frequently, programs
are organized around historical
moments as well, so students
can work on ways in which
some issue of current interest
was confronted by particular
human beings in actual social
life.
The thematic
emphasis, the small discussion
classes, and the familiarity
which comes from being with
which featured
work her
the same people all the time
rather than in four or five
different classes, all encourage
people to draw on and share
their own experiences and
varying cultural backgrounds as
aids in understanding and
evaluating the material. Just as
we try to integrate appropriate
material which bears on
interpreting human acts from
the social sciences, we try to
develop a number of different
ways of investigating material
and issues, including some
which would normally be found
in the division of the arts, like
role-playing or creative writing.
For example, the
1979-80 program called Love in
the Western World, was
thematically organized around a
topic which is central to most
Americans, whatever their age
or cultural background. Issues
in the program were considered
at four historical points in time.
The work included things like
Homer's Odyssey, which would
normally be read in an
introductory Western
Civilization course; things like
Freud, which would usually be
part of a psychology course on
personality theory; things like
how Black, Chicano, or
Anglo-Saxon culture affects
individual choices which would
usually be read in anthropology
or sociology classes; things
which probably wouldn't be
studied at most colleges, like
television soap operas and
magazines. It involved different
kinds of training, from writing
academic essays through writing
television scripts and advertising
to analyzing research. And it
tried to integrate all these
traditionally scattered activities
in a context which encouraged
persons to connect material to
their own history and choices.
Planning Your Path
Planning your
education in the humanities
offers a great deal more
flexibility than does, say,
training yourself as a scientist.
If you are new to Evergreen
and in your first two years of
college, you should probably
begin in whatever Basic
program you find most
appealing. If you feel your skills
are already well developed, or if
the topic is especially appealing,
you might try an introductory
program in the
European-American Studies
Specialty Area, but we would
recommend consulting with the
faculty who are teaching it first.
If your skills in the humanities
are fairly well developed you
will want to enroll in an
advanced program in a specialty
area like European and
American Studies, Human
Development, Expressive Arts,
or Northwest Native American
Cultural Studies.
Fundamentally, though,
your developing interests and
concerns should guide you. If
you intend a career in business
Students complete work on a mural depicting human growth in
cross-cultural symbols. The work grew out of the Third World Early
Childhood Education program.
or politics or social work, you
will probably want to combine
work in the humanities with
work in Political Economy or
appropriate Annual Programs. If
you plan to do social work or
raise children or teach, you will
probably want to study in
programs or courses which are
offered by the Human
Development faculty. Generally,
you should ask faculty for
advice about what to do next if
you're puzzled. If you are
considering going on to a
traditional graduate school in
the humanities, you should
certainly consult with
humanities faculty at the end of
your second year or as soon
after that as possible. A
humanities education here is
good training for graduate
school, but the structure of our
curriculum means that you will
not acquire certain kinds of
coverage which some graduate
schools expect unless you
arrange to do so through an
appropriate Individual Contract.
Depending on your interests
and career plans, you may want
to find an Internship in which
you can tryout a certain
working situation and do
appropriately chosen academic
work to help you reflect on the
experience or do it better. Also,
you may at some point, be well
enough prepared for an
ambitious individual project and
anxious enough to try working
on your own so that you will
want to try to organize an
Individual Contract under the
supervision of an appropriate
faculty member. These range
from work on writing children's
books and submitting them for
publication through traditional
research projects in the
humanities to things like writing
organizational histories or doing
legal research. The goals and
processes of work in the
humanities here are much the
same at every level: we seek to
help students learn to deal with
their experiences, both past and
future.
45
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The king is dead.
Long live the king!
And in one sense,
King Tut is more alive today,
as an international cultural
phenomenon, than he was at
the time of his reign over
ancient Egypt centuries ago.
His armies are gone.
His government is gone. His
religion no longer defines the
parameters of human existence.
His way of life, and that of his
people, has ceased to prevail.
Nevertheless, Tut is
remembered today, and
information about the society
which depended upon him is
available to us today, because
of his artists. Their
masterpieces, surviving in his
tomb, enable us to compare
ourselves with him and his
world, be thrilled by the
comparison, and learn from it.
We at Evergreen
believe the study of the arts
must recognize human
significance of the arts, not only
as a source of joy and
sustenance, but as a source of
wisdom. Society influences
artists and artists influence
society. Therefore, the isolation
which too often accompanies
formal study of the arts has
been superseded at Evergreen
by a more universal approach.
Too often, study in
the arts separates practicing
artists from historians of the
arts, musicians from visual
artists, writers from dancers,
scientists and social scientists
from all of the above.
Obviously, specialists from each
of these areas must learn a
great deal from one another, if
they hope to reach below the
surface of their specialty. In
addition, each of us, to a
greater or lesser degree, contains
grains of the artist, the
philosopher, the policeman, the
scientist and the builder.
Children allow the various
facets of their being to inform
one another and act
simultaneously. Adults too often
allow a compartmentalized
education to fragment their
perception of the world. In the
Twentieth Century, the results
of this segmented vision have
often been chilling.
Role Of The Arts
Evergreen believes
education in the arts should not
be designed only to produce
professional artists, nor should
it attempt only to explain the
arts to non-practitioners.
Assuming that the arts
describe human life, influence it
and add an otherwise
unavailable dimension to living,
it becomes clear that every
person's experience may be
deepened, made richer and
clarified by involvement with
the arts.
That involvement need
not be passive. The kinetic
message of dance is more
intensely understood by
someone who has danced. The
experience of blowing, striking
or plucking on an instrument
opens an additional channel to
aural experience. It should be
added that the better one
plucks and strikes the deeper
the channel runs. Quality of
execution is essential to
meaningful performance in the
arts, whether the performer is
engaged in an activity primarily
for the sheer love of it, or as a
means of earning a living.
Programs involving the
arts at Evergreen are designed
to teach students how to
become very good at practicing
a variety of arts by giving them
experience in doing so. They
are also intended to show how
various art forms are related to
one another, how they draw
upon one another, and how
they merge to create new art
forms. Some students may
intend to go on to further
study or careers in the arts;
others may want simply to
enlarge their lives. No final
choice needs to be made at the
undergraduate level. Evergreen's
offerings in the arts will allow
those who wish to pursue the
arts further to do so.
In addition, Evergreen
programs link the arts to the
history of ideas, to past and
current social issues, and to the
physical and natural sciences.
The Arts And Interdisciplinary
Study
Quality of
performance in the arts is
dependent upon a rich
intellectual and emotional life in
which ideas and concepts. may
be drawn from many different
sources - personal, social, even
political or scientific. It also
requires regular practice and
some periods of intense,
continuous work. Through
Coordinated Studies programs
at Evergreen, students may
learn to relate such art forms
as music, dance, theater,
painting, weaving, film,
television, sculpture and audio
recording to each other in terms
of design and aesthetics. What
they learn about each subject
directly helps with the others.
Just as importantly they may
learn how the arts are related
to other areas of human activity
and thought.
For example,
Evergreen has regularly offered
programs which have brought
together students and faculty
with interests in a variety of
art forms and the desire to
weld these individual arts in
projects which are dependent
upon all of them. Other
Coordinated Studies programs
have been based upon a
comparison of styles and media
within a single art. Still others
have united the arts with the
sciences, social sciences and
humanities.
Because some
Coordinated Studies programs
generate credit for only
three-fourths of a full load, an
additional Evergreen unit may
be earned, when enrolled in
such a program, through
experience in practicing an art
form, either by enrolling in a
skill development course or
through private lessons.
Group Contracts in
the arts provide opportunities
for in-depth work in specific art
forms. In recent years, these
have included such programs as
Television and Drama, English
Theater, Exploration in
Twentieth Century Music,
Recording and Structuring Light
and Sound, and Images in
Sequence and Dance.
Pathways
In The Arts
Students with a
pressing interest in the arts will
probably choose many of their
programs from within the
Expressive Arts specialty area.
There are four types of
programs represented there. For
all of them, students should
have attained a level of critical
thinking, writing, and careful
reading equivalent to completing
one of Evergreen's Basic
programs.
Type A, collaborative programs
uniting the arts to teach those
basics common to all of them
and to examine the role of the
artist in society, past and
present; Type B, Group and
Individual Contracts, regular
courses and internships to
provide focus and specialization
in specific art areas; Type C,
Coordinated Study programs to
foster collaboration among the
arts at the advanced
undergraduate level; Type D,
Coordinated Study programs to
foster integration of arts with
other study areas of the college.
Ordinarily, basic skills
development will take place in
courses and very advanced work
in a particular art form will be
done under Individual
Contracts.
The Arts in Social
Perspective, taught in 1978-79,
offers an example of such a
program. The faculty team
included experts in performing
and visual arts. Students were
engaged in several different
kinds of activity. Each week
they took part in studio
exercises which developed
understanding of movement,
form, design and similar
concepts common to all the
arts. At other times during the
week, each student completed
studio work in the field of his
or her primary interest, and
participated in lectures and
small group discussions studying
how art and artists are affected
by social trends, forces, and
relationships.
An enthusiastic weaver enjoys
studying the arts through Leisure
Education program which offers
more than 40 workshops a quarter
ranging from Chinese cooking to
hang gliding, modern dance to
karate.
By the end of such a
Type A program, students will
have completed substantial work
in one artistic field, and
developed and broadened their
expressive resources by working
closely with other artists and by
thinking, writing, and talking
extensively about the relation of
art to human life. Such
students will then be in a
position to decide whether to
work in other areas to broaden
their education further, or to
pursue artistic work in greater
depth.
Advanced artistic work
is available through enrollment
in a Group Contract (Type B
program) which emphasizes a
particular art form. Every year,
Evergreen offers work at this
level in visual arts, music, and
theater; other areas, such as
motion picture and photography,
are taught regularly though not
annually. In such programs,
students are asked to produce
extensive studio work, take part
in detailed critique sessions of
their own and others' work, and
study the history and evolution
of the art form. On completion
a student should have the
beginnings of a portfolio of
finished work, and a relatively
clear idea of the extent of his
or her talent and commitment
to intensive artistif work. By
the beginning of their fourth
year, students should have
acquired considerable expertise
in one artistic field. If they
have acquired the kind of
education Evergreen is trying to
provide, they will probably be
interested in relating that
specialty to other fields or
applying it in some
interdisciplinary context. Weare
trying to develop more and
more advanced programs which
unite the arts in advanced
collaborative projects (Type C)
or bring the arts together with
other subject areas (Type D).
Advanced students can
also arrange interdisciplinary
research, intensive studio work,
recital preparation and
internships through Individual
Contracts.
47
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 first
recourse is 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 you need more help, you
will find staff and faculty
advisers in the Academic
Advising Office committed to
helping students move through
Evergreen's academic programs.
Advisors can be especially
helpful regarding current
program choices and long-range
educational plans and goals.
Advising at Evergreen,
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. It will
attempt to aid you in making
academic choices - based on
individual needs and interests for achievement of holistic
learning and expertise in your
chosen area of knowledge.
Our goal is to help
students 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 staff
advisors during the times when
advice and information are most
demanded by students.
Academic Advising also
works closely with the deans,
faculty, and Career Planning
and Placement Office in
advocating programs and
Individual Contract availability
that seem most needed in
curricular offerings.
The Library is an integral part
of the teaching and learning
process at Evergreen. 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 access to information
and ideas. In addition, the
Library is also part of the
process of communicating these
ideas. We provide the means to
acquire, synthesize, and
communicate information using
any and all appropriate media.
49
Reference librarian Frank Motley explains how to make the best use of
the library's fully stocked reference section.
The Evergreen
Library
Evergreen's
Library is dedicated to
providing the best library tools
available, from esoteric subject
indexes to the most innovative
media production equipment,
together with a friendly staff
who enjoys working with and
doing things for other people.
That is what our Library is all
about - information, ideas,
access to them, and ways to
communicate.
.
Traditionally, libraries
mean lots of books. Accordingly,
we have more than 100,000
books for your use and
pleasure, with more than 12,000
new books being acquired each
year. These are indexed in the
card catalog according to the
Library of Congress
classification system which
50
makes them readily available in
a logical, topical arrangement.
In addition to our general book
collection, our print materials
include more than 2,500 serials
(journals, magazines,
international documents, and
newspapers), 36,000 government
publications, and tens of
thousands of pages of material
on microfilm and microfiche.
Since information and
ideas are also accessible through
sources other than print, we
have available for your use
more than 4,000 audio
recordings, 15,000 slides,
numerous art prints, maps,
films, video tapes, transparency
sets and items of realia.
Of special note is our
reference collection, which is
large, sophisticated, and
especially developed to support
Evergreen's unique curriculum.
The reference collection consists
of thousands of indexes,
encyclopedias, dictionaries,
bibliographies and handbooks
which function together as a
complex tool to lead you to the
information you need.
In addition to these
more or less traditional
information resources, the
Library makes available to its
users an extensive collection of
media equipment and facilities
through its Media Loan service.
Portable audio-visual equipment,
which may be checked out by
anyone in the campus
community, enables you to
create software for programs of
study, special projects, or
audio-visual documentation of
projects, which can be included
in your portfolio. The
Mini-Media Production Center
(MPC) provides a
beginning-to-intermediate level
media facility for use by
Evergreen students, faculty and
staff. It consists of an
assortment of fully equipped
work stations including a
photography studio, a graphic
arts workroom, audio and video
recorders, listening carrels,
multi-media program equipment,
and super 8 and 16mm film
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 which make
possible professional-level work.
The Library also offers media
production services in graphic
design, photography, and audio
and video recordings. In
addition, Library staff maintains
electronic media maintenance
and repair services and the
campus closed circuit electronic
switching center. The Library
provides operators for the
Lecture Hall and
Communications Building media
equipment and systems.
The reason for all this
equipment, most of which is
rarely found in libraries, is to
provide the means to
communicate information and
ideas to other people through
whatever medium may be
appropriate.
This description is
intended to give only a brief
overview of the Evergreen
Library staff and resources.
More detailed information about
the various areas of the Library
may be obtained from the
Library Hands On Book,
available immediately inside the
main Library door or from one
of our staff.
The Computer
At Evergreen
It is important for
every educated individual in
today's world to know
something about how to use
computers and the role they
play in our society. The
computer has been important in
an increasing range of studies,
and experience in using this
tool provides Evergreen
graduates with a valuable
problem-solving resource. In the
broader context, computers
directly influence our lives in
an increasing variety of ways,
not all beneficial. Such crucial
issues as privacy, electronic
funds transfer, and government
data bases, for instance, are far
too important to be left only in
Microprocessor systems such as this one are part of the college's
timesharing system and provide students access to state-of-the-art
computing facilities.
the hands of technical experts.
Therefore, a "computer literate"
citizenry is necessary if our
society is to find humane uses
for this powerful technology.
"Hands-on" Approach
Evergreen has
adopted an open access,
"hands-on" approach to
computing. The college owns a
capable Hewlett-Packard
minicomputer system which can
interact with 32 students
concurrently. Use of this system
is free and available to all
students, whether or not they
are taking a "computer course."
To help students gain access to
the computer, special facilities
have been provided which make
it easy to learn to program in a
powerful version of BASIC.
More than 40 terminals are
located in clusters around the
campus, and individual students
may even check out terminals
from Media Loan, much as they
would check out a library book.
This open access policy makes
Evergreen's computer one of the
most available of any college
campus in the nation. The
college also maintains a library
of programs, including
simulations and data analysis
packages. Students may also
write their own programs for
use on the computer, using a
structured version of BASIC
which was developed by
students at Evergreen as a
learning project.
In addition to the
Hewlett-Packard computer, the
college has a remote job entry
terminal and interactive
terminals which can be
connected to many large
computer systems around the
state for "number crunching,"
three laboratory data collection
systems built around Data
General NOVA Minicomputers,
an analog digital hybrid system,
and an extensive collection of
microprocessor systems (SOL-20,
IMSAI, Intecolor, etc.) for
student experimentation.
Staff and Faculty Support
Equipment by itself
is useless. For this reason the
college provides staff support
for faculty and students using
the computer. Many students
are also employed by the
college to assist other students
in using the computer resources,
to operate equipment, and to
write special programs.
Advanced students,
and those with a special
interest in Computer Science,
will find facilities available for
applications such as computer
graphics. Students gain
specialized knowledge of
computers through Individual
Contracts with faculty and staff
and through Internships with
computer manufacturers,
software houses, and major
users such as state government.
-Group Contracts have provided
a unique opportunity for
Evergreen students to undertake
major system design projects
such as revising the operating
system of the Hewlett-Packard
system.
After graduating,
students exposed to Evergreen's
computer resources have
produced commercial computer
animated films, attended
graduate schools in Computer
Science such as Stanford and
the University of Edinburgh,
Scotland, been employed as
programmers, or simply had
available a powerful tool for
other pursuits. In 1978,
Evergreen was chosen by a
National Science Foundation
study as one of 10 exemplary
colleges and universities
nationwide for its use of
instructional computing.
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! 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 Evergreen Units
each academic year and a
minimum of three Evergreen
Units in a given quarter.
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, some 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
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52
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 schedules
of Evergreen's Coordinated and
Group Contract Studies
programs often do not lend
themselves 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.
The Financial Aid
office is unable to assist foreign
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, and
the economics of study abroad.
In addition to individual
counseling, the Financial Aid
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.
Summer Quarter
Applicants for
Summer Quarter assistance can
usually rely only on the
Federally Insured Loan,
employment other than College
VVork-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.
Financial Assistance
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
The National Direct
Student Loan 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
students who become teachers
of low-income or handicapped
children or in the Head Start
program.
The Federally Insured Loan
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 seven
percent.
Emergency Loan Program
funds 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 six
percent. Emergency loan funds
available include:
The Gladys Burns Student
Emergency Loan Fund
The Garrett Heyns Memorial
Loan Fund
The Leona M. Hickman
Student Emergency Loan Fund
The Southwest
Washington State College
Committee Emergency Loan
Fund
The United Methodist Church
Student Emergency Loan Fund
The Meredith Morris
Emergency Loan Fund
The EJK Emergency Loan
Fund
The Richard C. Watts Memorial
Loan Fund
The Donald Heard Memorial
Loan Fund
Temporary Loan Fund Number 1
The Zonta Club Emergency
Loan Fund
The Job Search Loan Fund
The Thomas McCarty Memorial
Loan Fund
Grants
The Basic Educational
Opportunity Grant Program
provides grants of up to $1,600
(minimum: $166), but may not
exceed 50 percent of the
student's cost of education.
Information on application
procedures is available in the
Financial Aid office.
Supplemental Educational
Opportunity Grants range
from $200 to $1,500 but may
not exceed one-half of the total
amount of financial aid
provided to the student by the
college. 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,
provides a limited number of
tuition and fee waivers to needy
students under the same general
criteria as those of the other
financial aid programs.
Washington State Need Grants
are administered by the
Washington State Council for
Postsecondary Education.
Nominations are made by
Evergreen's Office of Financial
Aid for students of exceptional
financial need whose family
incomes are inordinately low.
Scholarships
Institutional Scholarship
Awards from the following
scholarship funds are made by
the college annually, solely on
the basis of need:
The Ward Bowden Memorial
Scholarship
The Roger F. Camp Memorial
Scholarship
Northwest Securities Scholarship
Donor-Designated Scholarships
are awarded by organizations
not connected with Evergreen.
See the Financial Aid office for
information related to available
scholarships and application
forms. Announcements are made
each winter on the scholarships
that will be available.
Evergreen Foundation
Achievement Scholarships
are sponsored by The Evergreen
State College Foundation and
awarded to new full-time
students who have made
outstanding contributions in
community service, academic
work or other areas. Awards are
for one year only and cover the
cost of in-state tuition and fees
for three quarters. Recipients
are announced in the spring.
Other Aid
The Law Enforcement
Education Program,
sponsored by the Department of
Justice, offers a financial aid
program to students who are
employed in the fields of
administration of justice, law
enforcement or corrections. Any
student currently employed in
these fields (in-service) may
apply for a tuition grant or
loan. 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
seven 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 for
students is provided by the
Washington State Department
of Social and Health Services
through the college. Applicants
should inquire at the Financial
Aid office for appointments.
Employment
The College Work-Study
Program is supported by state
and federal funds for a wide
variety of school-year jobs, both
on-campus and in the
community, for students whose
financial need is significant.
Students in this program may
work no more than 19 hours
per week. Every student in this
program must be an American
citizen or in the United States
on a permanent visa. The
college can only offer the
opportunity for Work-Study
employment; it cannot guarantee
employment nor retention of a
position. Employment depends
on skills and performance and
is the prerogative of the
employer.
Part-Time Employment
for
students is aided by the
Financial Aid office, which
maintains a listing of part-time
positions with employers
on-campus and in the
community. It is the students'
responsibility to arrange
interviews with potential
employers. Students employed
on-campus report the hours
they work and are paid by
check on a monthly basis.
53
colleges. His primary
responsibility is to process
veteran certifications and to
handle problems regarding
veterans' educational assistance
payments. This representative
supplements the staffing in our
Veterans' Affairs office.
Counseling
Services
Up-to-date information on job and graduate school opportunities are
among the many services offered by the Office of Career Planning and
Placement, located on the first floor of the Evans Library.
Career Planning
&Placement
54
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:
Career Exploration Groups:
Designed to assist entering and
continuing students with
identification, exploration, and
research of their career interest.
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 course 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.
Veterans'
Affairs
The Office of
Veterans' Affairs seeks to
provide all Evergreen veterans
with the information and
services necessary to their
success at the college. The
office 1. assists veterans and
other eligible persons with all
VA related applications and
information to assure the
maximum use of benefits
provided under the law; 2.
serves as a clearinghouse for
information pertaining to
veterans; 3. actively recruits
veterans within the college's
service area; 4. provides
counseling and referral
assistance to veteran students;
and 5. serves an advocacy role
in supporting veterans' issues
and concerns.
As a part of a federal
VA program, the on-campus
veterans' representative serves
Evergreen and other local
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 also be
generated as student interests
develop. The Counseling
Services staff includes a
professional counselor, part-time
psychologists and student
paraprofessional counselors. In
some situations, such as the
field of psychiatric care, the
college enlarges its own
capabilities by contracting for
professional service as needed
and when funds are available.
Counseling relationships are
strictly confidential. No
information will be released
without written request from
the individual.
Counseling Services
operates on and is committed to
the philosophy that people are
naturally healthy, dynamic, and
capable of change, learning, and
creativity. The philosophy and
commitment supports our belief
that each of us is growing at a
different rate. Counseling
Services offers opportunities for
people to acquire skills to solve
their own problems and to
develop their human potential.
Counseling Services
has two basic emphases. First,
it places the role of the
counselor and of Counseling
Services in a developmental
framework. This developmental
approach blends traditional and
new concepts and readily adapts
itself to individual counseling,
group counseling and
occupational and educational
information. Second, Counseling
Services emphasizes cooperation
between the campus and the
community to encourage
creation of programs based
primarily on prevention rather
than remediation.
Housing
The Evergreen
Housing office assists students
to locate living accommodations
according to their individual
needs, on or off campus. For
those who choose to live on
campus, Evergreen offers a wide
choice of living units, including
single and double studios
(five-person), and regular one to
five bedroom apartments. Some
of the units are satisfactory for
families.
Evergreen's on-campus
living units are close to
classrooms and other mam
campus facilities and offer
24-hour security services. In
addition, campus housing offers
certain other features which
often make it an advantage for
students to reside at Evergreen.
Mail delivery, study rooms,
handicap residence units, bicycle
and motorcycle shelters, storage
lockers, TV-FM cable, color TV
and lounges, pool and ping
pong tables, laundry facilities,
bus service to other parts of
the greater Olympia area, and
recreational, social and cultural
events (nearly every night) are
some of these special features.
Many consider
Evergreen housing unique in
that it sets no standards for
student hours or behavior
except those established by the
residents or college community
and those required by law or
for health and/or safety reasons.
As an example, pets are not
permitted in the living units or
in any other college building.
Students in virtually all
on-campus housing have access
to full kitchen facilities to do
their own cooking, or they may
Connected to the central campus by wide, tree-lined lanes, student
housing ranges from multi-story residence halls to one level duplexes and
offers nearby kitchen and laundry facilities, as well as easy access to the
entire college.
Outdoor recreation facilities are
close to residence halls and the
central campus.
choose to buy meals at the
college food service. Daycare
facilities are available on
campus for students' children
between two and six years of
age.
Campus living units
include 19 duplexes, three
five-story and one ten-story
buildings (which contain a
variety of one to five person
apartments). Each living unit is
equipped with all items
normally found in a furnished
apartment: bed frame and
mattress, desk and chair,
wardrobe, dresser,
supplementary furniture where
needed, all necessary appliances,
carpeting and drapes. Housing
does not furnish study lamps
and personal items such as bath
mats, bed linens, blankets,
pillows, towels, pots and pans,
plates and eating utensils.
Telephone service is available
with residents accepting
financial responsibility for
connection, monthly service and
toll call fees.
The Housing office
meets demands for student
living accommodations on a
first-come first-served basis.
However Housing staff also
seeks to meet individual needs
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and preferences whenever
possible.
Students who elect to
live in campus housing sign
either a Rental Contract or a
Unit Lease. The Rental
Contract is a traditional
contract among campus housing
offices, where a student rents
one bed and the college assigns
other roommates to the unit.
The Unit Lease is less
expensive than the Rental
Contract, however, residents are
responsible for renting an entire
living unit and finding their
own roommates (if any are
wanted) to share rent and other
costs.
Housing may be
obtained by completing a
Housing Application / Contract
and submitting it with deposit
($45 for Rental Contracts and
Unit Leases for one and
two-person studios; $70 for Unit
Lease applicants on units for
two to five persons). Housing
applicants will receive a full
refund if not admitted to the
college; those who cancel
applications by the date on the
contract or lease will receive a
partial refund. These forms and
more information are available
from The Evergreen State
College Housing Office, Building
A, Room 322, Olympia, WA
98505, (206) 866-6132.
Food
Services
Located in the
College Activities Building,
Evergreen's major food service
facilities include a cafeteria, a
small grocery store (The Deli),
and related dining rooms. 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.
Campus food services, located on the first floor of the College Activities
Building, offers a wide array of meals, from formal banquet to snack and
grill service.
The college contracts
with a professional management
firm to operate all food service
facilities. The manager is
charged with handling the
details of food and finance,
providing the intangibles to
ensure customer satisfaction,
and meeting 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 services employs
many students during the
academic year; students
interested in working there
should personally contact the
Manager of Food Services,
located in the College Activities
Building kitchen office. Any
student wishing to make
comment on food service
operations should also contact
the Manager of Food Services.
Health Services /
Women's Clinic
The Evergreen
State College provides Health
Services/Women's Clinic for
enrolled students during Fall,
Winter and Spring Quarters.
Clinic facilities are located in
the Seminar Building on the
main floor. The clinic is staffed
by a full-time Nurse
Practitioner, Women's Health
Care Specialist, Clinic
Receptionist, and a part-time
physician team, Licensed
Practical Nurse, and Women's
Clinic Coordinator. Over 20 paid
and volunteer positions are
available for qualified student
workers during the academic
year.
There is no charge to
currently enrolled students for
professional care given by staff
in the Health Services Clinic.
Although students are
responsible for the cost of most
medications, certain basic drugs
are provided without cost.
Limited laboratory work is
available in the clinic for a
small fee; however, most
laboratory tests and all x-rays
must be referred to off-campus
facilities. The purchase of
student medical insurance will
cover these costs and is highly
advisable for students who are
not covered on their parents'
insurance plans. Evergreen
offers two different medical
insurance plans for students,
and enrollment is handled
through the Business office at
the time of registration. Health
Services assists students in
processing all insurance claims
for off-campus medical care.
Treatment for injuries
and illness, health counseling,
allergy injections, emergency
first aid and day bed facilities
are available in the clinic.
Overnight facilities are not
available, and health care is the
responsibility of the student for
after clinic hours and Friday
through Sunday. Referral service
is maintained for local
physicians, dentists,
chiropractors and naturopaths,
as well as local health care
agencies. St. Peter Hospital,
Olympia, is available for
24-hour emergencies, and
Thurston County operates a
Medic One Emergency Service
for all county residents.
Evergreen maintains a Medic
Nine Fire Department Unit on
campus which can provide
limited first aid on a 24-hour
basis.
Health Services
sponsors workshops in Standard
First Aid, Advanced First Aid,
Cardio- Pulmonary Resuscitation,
non-smoking, nutrition, stress
and other health related
concerns. Health Services staff
makes every effort to counsel
and openly discuss diagnosis
and treatment with students in
order to provide learning
experiences about their
conditions and how to use
medical systems as a consumer.
The Women's Health
Clinic is an accessible and
inexpensive way for Evergreen
women to help each other meet
health care needs. We provide
physical examinations for
women, including gynecological
distress treatment and referral,
venereal disease screening and
treatment, cancer and DES
screening, family planning
services, RH (blood factor)
testing, pregnancy testing and
referral for prenatal care,
adoption and abortion.
Counseling is provided for
women and men on
contraceptives, pregnancy,
abortion, sexuality and sexual
health care. The staff consists
of volunteers who are trained to
deal with most questions that
women and men have about
sexual health.
Services &
Activities Board
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 that recognizes
each child's development needs.
Day Care users pay on a sliding
scale, averaging between $1.25
and $3.85 per six-hour day.
Organic Gardening
Students interested
in organic gardening may raise
crops at the Evergreen Organic
Farm on campus. Participation
in farming may occur through
an academic program (on the
group cooperative farms) or
through individual request (on
the community plots).
Individual plots average 10 by
14 feet and may be used at no
cost. Students who want to
make arrangements for use of
the farm (or the solar
greenhouse completed in Fall
1978) should contact the
resident caretaker at the
Organic Farm.
Self-Help Legal Aid
Paraprofessional
legal counselors, in cooperation
with a local practicing attorney,
assist students who are having
legal problems. Students
needing legal assistance should
contact the Legal Aid office in
the Library, 866-6107.
Bike Shop
Student bikers will
find the tools and expertise
they need available for servicing
their own bicycles in the Bike
Shop in the basement of the
College Activities Building. A
small fee each time (under $1)
is charged for using the tools
and obtaining advice and
assistance from the attendants
on duty.
The Evergreen Foundation
The Evergreen
Foundation, a non-profit
charitable corporation, was
established in August 1976.
Managed by a Board of
Governors, the Foundation
works to raise broad-based
support from the private sector
to fund student scholarships
and other special purpose
educational activities not
financed by regular sources of
income. In achieving this
purpose, the Foundation
maintains a vital link with the
business and professional
communities in Washington
state, as well as individual
citizens concerned about quality
higher education. The
Foundation also sponsors an
Annual Fund Drive and events
of public interest, such as the
Tuesdays at Eight
Concert/Lecture Series, three
rounds of Estate Planning
Seminars, and the "Tut
Adventure," which offered
admission to a private showing
of the King Tutankhamen
treasures, as well as an advance
slidellecture, Egyptian dinner
and round-trip transportation to
Seattle. The Foundation is
staffed by Evergreen's
Development Office.
57
Alumni
Relations
Through its early
years of operation, when
Evergreen graduates remained
few, the college has offered
limited alumni services in the
form of career contact and
placement, record keeping and
post-graduate informational
surveys. Presently under
consideration, however, is an
expanded college-alumni
relations program to promote
interaction between the campus
and its former students. The
Evergreen Development office is
overseeing the organization of
an alumni program.
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.
Facilities / Use
Regulations
58
I
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 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
Soccer attracts a number of
vigorous kickers each year.
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, LAB II,
Room 1254, phone 866-6340.
Space and facilities are
generally assigned on the basis
of the following priorities: l.
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.
Arrangements for conferences on
the Evergreen campus may be
made through Conference
Coordinator, Evergreen
Bookstore, Campus Activities
Building, 866-6216.
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.
Permits may be obtained
through the Dean of Enrollment
Services' office, Library 1200.
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 illegal.
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.
Sunny days invite students to
relax just outside the
Olympic-sized swimming pool in
the College Recreation Center.
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.
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 services
are provided by the McLane
Campus Fire Department 24
hours per day, seven days per
week. Emergency ambulance
transportation is available from
the Thurston County Medic
One unit. Campus Health
Services also offers first aid
during regular office hours.
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.
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 parked on campus must
possess valid parking permits,
available at the following prices:
Annually
Quarterly
Monthly
Daily
Autos
$25.00
10.00
5.00
.25
Motorcycles
$12.50
5.00
2.50
.25
Parking in or
alongside roadways is hazardous
and prohibited. Illegally parked
vehicles will be impounded at
the expense of the vehicle
driver.
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 Information
Center, Newsletter, Happenings
and the campus newspaper,
radio station and closed-circuit
television network. Effectiveness
of these media rests with the
willingness of individuals at
59
Evergreen to fully and actively
use them to both send and
receive information.
60
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 ~nnouncement b~lletin
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.m., Monday through
Friday during Fall, Winter, and
Spring Quarters.
Newsletter/ Happenings
Published weekly
during Fall, Winter and Spring
Quarters, and bi-weekly duri.ng
Summer Quarter by the Office
of College Relations, the
Newsletter provides news and
feature stories about Evergreen
people, programs, events, a?d
problems. The Newsletter IS
distributed on Fridays from the
Information Center. The copy
deadline is noon on
Wednesdays. A companion
publication, Happenings,
provides a detailed weekly
calendar of various events
occurring at Evergreen,
including a section on
governance activities and
meetings. Happenings is
distributed on Fridays from the
Information Center. Persons
with items they wish included
in this publication should
submit them to the Information
Center by noon on 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 servmg
as learning and recreational
resources.
The Cooper Point
Journal, ordinarily issued
weekly year round, is a
student-operated 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.
Radio station KAOS
(89.3 FM) airs a wide variety of
shows created by the students
who support and staff it.
Student journalists complete paste up on latest issue of their campus
newspaper, the Cooper Point Journal.
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
Service
Learning radio broadcasting "on the air" is just one of the services
campus radio KAOS-FM provides.
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.
Athletic
Facilities
Evergreen has the
largest, most modern and
complete sports facilities in the
Olympia area, including an
l1-lane swimming pool, sauna,
showers and locker rooms,
sundecks, tennis courts (covered
and open), playfields,
gymnasium, exercise rooms for
men and women, handball and
racquetball courts, and others.
For a complete description of
these sports facilities see
Section VI: Student Life,
"Sports" .
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
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, WA
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.
61
The
Evergreen
Student Body
Evergreen's
enrollment averages 2,500
students, with approximately
even numbers of men and
women. One-fourth of the
student body is 30 years of age
or older, and the median age is
23. Third World students
comprise ten percent of the
student population, with the
majority of those being Black or
Native American. Full-time
students usually comprise about
2,000 of the total student body;
the rest are part-timers.
More than half of
Evergreen's students are
residents of Southwest
Washington, the school's
designated service area, and all
but approximately 500 are
Washingtonians. In order to
convene a truly heterogeneous,
richly diverse college
community, Evergreen seeks
students of all heritages,
interests, income levels,
aspirations, and geographic
background.
Program -Related
Activities
Evergreen student
life often grows out of academic
programs, which call for
students to spend many hours
each week together in different
learning and informal situations.
Students of Evergreen programs
often report a special feeling of
community and friendship
among members, as a result of
this close interaction. Potlucks,
parties, impromptu gatherings,
and field trips are often called
by programs outside of regular
study sessions.
All-college dance celebrates the coming of spring - and graduation
central campus plaza.
Living -Related
Activities
Students living in
campus housing, as well as
those who choose domiciles in
the community, often opt for
spontaneous get-togethers in
their off-hours. On campus,
"The Corner" in the residence
halls, "Ash Commons" in the
Adult Student Housing (ASH)
complex, and the College
Activities Building's Coffee
House and game areas are some
of the on-campus places that
students gather for social
interaction.
Community
Activities
Evergreeners also
take part in many community
social, political and artistic
events and organizations; and
attend films, plays, poetry
readings, musical and other
events sponsored by
establishments in the greater
Olympia area. Bus service to
- on
and from downtown Olympia,
Lacey and Tumwater six days
each week make it possible for
students to take part in these
off-campus events. In addition,
many students find the close
proximity to Seattle and other
cities and to the outdoor world
of forests, beaches and
mountains an invitation to
adventures in line with their
individual tastes.
Student
Organizations
Students who wish
to participate in formal,
student-funded, organizations on
campus may choose from
on-going functions such as
KAOS-FM (community radio),
The Faith Center, drama
groups, the Cooper Point
Journal (weekly student
newspaper), Asian Coalition,
MECHA (Chicano students'
organization), Native American
Students' Association, Third
World Coalition, Ujamaa (Black
students' organization),
63
Environmental Resources
Center, Women's Center,
Lesbian Caucus, and the Gay
Resources Center. All of these
organizations offer educational
resources; many serve as
meeting places for people of
special interests. Most of the
student organizations have
headquarters in the College
Activities Building or Library
Building.
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 for consideration.
The Board, composed of six
randomly-selected students, plus
a faculty and staff
representative, allocates money
to most student clubs, activities,
and organizations.
64
I
I
I
community and other
organizations. The Tuesdays at
Eight Concert-Lecture Series,
Black Hills Leadership
Conference, Washington State
Press Women's Annual
Conference, Thurston County
Democratic Convention, and
pre-election Candidate Forums
are recent examples of these
special events.
Volleyball games spike many a
spring afternoon.
Films &
Special Events
The Friday Night
Film Series sponsors weekly
films at low cost for students
and others who enjoy recent
and not-so-recent film classics.
In addition, many academic
programs sponsor films of
special focus as part of their
learning activities at announced
times during the week.
Student organizations
frequently host speakers,
conventions, dances and other
events during the year.
Examples of recent
campus-sponsored events include
the Northwest Energy
Exposition (in conjunction with
Sun Day 1978), the Women of
Color Unite conference and New
Age Education Conference (both
Spring Quarter 1978).
Students have access
to many events related to the
performing arts and public
affairs, when these are held on
campus in cooperation with
Sun Day 1978 offered visitors
displays, lectures and
demonstrations on alternative
energy systems.
Sports
Evergreen students
may engage in several types of
physical activities, some purely
for recreation, others for
academic purposes, still others
for gaining lifetime values
through special skills. Sports
recreation, either formal or
informal, varies with level of
interest. The campus sponsors
active sports clubs including
soccer, basketball, softball,
volleyball, kayaking, running,
akido, mountain climbing, and
sailing. Most of these clubs
offer instruction.
Evergreen's Campus
Recreation Center includes an
ll-lane swimming pool; a
separate diving well; sun deck;
two sauna baths; showering and
locker rooms; a multi-purpose
room for dance, the martial
arts, and exercising; separate
weight training rooms for men
and women; five
racquetball-handball courts; a
meeting room; and a rock
climbing practice wall.
Recreation equipment,
which may be rented out or, in
some cases, borrowed free of
charge by students, includes
crampons, ice axes, climbing
ropes, stoves, tents, canteens,
cook sets, and hard hats. In
addition, day use equipment,
such as game bags containing
volleyballs, nets, softballs, etc.,
is available. The Geoduck Boat
Club manages three 1975
C-Larks, four canoes, four
kayaks, two rafts, and two
rowboats.
The Rec Center
supplements 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, one volleyball court, a
gymnastics climbing rope, plus
selected additional gym
equipment.
Evergreen's Recreation
Pavilion - an unheated but
covered facility - includes two
basketball courts, superimposed
over 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 / or softball.
The College owns
3,300 feet of undeveloped
beachfront on Eld Inlet of
Puget Sound, and the majority
of Evergreeners prefer to leave
the area in its natural state.
Leisure
Education
Workshops
Evergreen's Leisure
Education program allows
students to supplement
academic learning through
workshops and activities for
personal enrichment, creative
stimulation and pure enjoyment.
Examples of these workshops,
which do not generate academic
credit, include pottery, basic
photography, basic textiles
printing, basic jewelry making,
beginning spinning, creative
clothes making, interior design,
loom weaving, woodworking,
etching, oil painting, drawing,
kung fu, ballet, mountaineering,
and down hill skiing. Leisure
Education activities also are
available to faculty, staff, and
the community at large.
Recreational
Arts Program/
Center
The l l-lane swimming pool
accommodates beginning kayakers
as well as swimmers.
Instruction in
ceramic arts and fine metal arts
and lapidary, as well as
photography, stained glass, and
leather, is available through the
Leisure Education program (see
above). Individuals already
skilled in these arts may
register for open studio use by
paying a fee.
The Recreation
Arts Center is comprised of a
metal arts studio and a
ceramics studio. The 211 metal
arts studio contains complete
President Dan Evans struggles to
create the perfect pot.
facilities for jewelry making,
small metal sculpture, lapidary
work, leather and stained glass.
The 201 ceramics studio offers
facilities for working with raku
stoneware and porcelain. It
contains both electric and kick
wheels, an electric bisque kiln, a
60 cubic foot gas kiln, and
small temporary raku kilns.
A black and white
photo darkroom is also available
on the campus through the
recreation arts director.
Students and community
residents may use all of the
facilities discussed here by
either enrolling in a Leisure
Education Workshop or paying
a use fee.
65
Admissions
The Evergreen
State College is concerned with
helping prospective students
determine whether they can
profit from its distinctive
program.
General Admissions
Requirements
High School
Graduates:
Normally, any
high school graduate in the
upper half of the graduating
class will be considered for
admission. If ranking is not
available the applicant will be
considered on an individual
basis. 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: Transfer
students will be considered for
admission if their record
indicates that they have left the
previous college in good
academic standing. If the
applicant from another college
or university has successfully
completed 15 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 15
quarter hours of college level
work will submit high school
transcripts in addition to college
transcripts.
At the discretion of
the institution, credit for
academic work satisfactorily
completed at other accredited
institutions will be applied
toward a baccalaureate degree
at Evergreen, subject to
Evergreen's requirement of 45
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
degree. Both categories are
generally limited to one or two
units of study.
Special Students
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
will be 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 the
first week of each quarter.
Conditional
Admission: Conditional
admission may be granted to a
student at the discretion of the
Director of Admissions when
the evaluation of the student's
credentials shows that he/she
will benefit from Evergreen's
academic programs but that
he/she needs additional work In
some specific area.
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: Foreign students
who have met the minimum
entrance requirements for
college in their native countries
and who can provide evidence
of their proficiency in the
English language and financial
stability will be considered for
admission.
Admissions Procedures
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 procedure in support
of the application. The
supplemental admissions form
will be sent upon receipt of the
uniform application of
admission.
3. Official transcripts of all
previous college work and, for
those applying directly from
high school or with less than 15
quarter hours of college work, a
record of completed high school
courses, including rank in
graduating class.
4. Special Note: 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
67
such case official transcripts of
work completed since leaving
Evergreen must also be
submitted.
All foreign students
must submit the
"Pre-Application for Admission"
form. If this application is
approved, the student must
comply with all of the above
requirements and in addition
submit:
1. Official copies of the
student's scores on the Test of
English as a Second Language
(TOEFL).
2. Evidence of having at least
$4,500 (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
68
from
high school:
Provisional acceptance can be
granted on the basis of three
years of high school work.
Applicants accepted on this
basis must submit a transcript
showing the completed high
school record and date of
graduation before acceptance is
final.
For those transferring
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
Admissions' decisions 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.
Upon receipt of a
notice of eligibility, the
applicant must send an advance
deposit 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."
with previously
completed
college work: Transfer students
,I
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I,
are required to present an
official transcript from each
college or university they
attended. Students must be in
good academic standing at t.he
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 for 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
Admission office immediately
following completion of the
course(s).
Admissions Director Arnalda Rodriguez
on academic program enrollments.
Advanced Placement and
CLEP
A score of three or
higher 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
(see Non-Traditional Credit).
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 for which they applied
will be held two years before
being discarded.
Campus
Visits
Personal visits to
the 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. Tours may be arranged
through the Admissions office.
For further information about
admissions, appointment with
an admissions counselor, and
tours call toll-free
1-800-562-6106 (WASHINGTON
RESIDENTS ONLY) or (206)
866-6170.
Registration
As a full-time
Evergreen student, you will be
enrolled in only one full-time
learning activity - Coordinated
Studies program, Group
Contract, or Individual Learning
Contract - at a time.
If you are enrolled
full-time, additional credit
cannot be earned concurrently
at another college for transfer
back, nor will you be able to
earn more than the maximum
full-time amount at Evergreen.
Credit will be
expressed in Evergreen units.
Each Evergreen unit is
comparable to 4 quarter credit
hours. Maximum full-time
enrollment is 4 Evergreen units
per quarter (or 16 quarter
credit hours). It is possible to
accelerate your progress toward
graduation by enrolling for
Summer Sessions.
You will be able to
designate the length of your
program or contract when you
enroll by specifying both the
beginning and ending dates.
You also will be able to specify
the number of Evergreen units
per quarter during the period
you indicate. There will be no
need to re-enroll each quarter
Visitors tour college instructional
campus plaza.
facilities,
during the period you designate
if you continue in the same
program or contract. Changes to
the beginning or ending dates
or to the amount of credit need
to be made as far in advance
as possible. Early notification
will assure proper assessment of
tuition and fees.
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.
Throughout the year
mailings with important
information need to reach you,
therefore, students are required
to keep current addresses even those of short duration on file with the Registrar's
office throughout their tenure at
the college.
all on or near the central
69
Fees must be paid by
the deadlines published in the
annual Academic Program
Offerings 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.
To Drop Or Change A
Program: Students who want
to drop or change a program
should pick up a Registration
Form from the Registrar's
office. At that time students
should also check to see if
faculty signatures are required
for the particular programs
involved.
Academic
Credit
70
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 4
Evergreen units per quarter.
(NOTE: Through 1972-73
Evergreen students worked in a
pattern by which 36 units were
required for graduation and
each unit was considered as
equivalent to five quarter hours
at other institutions.)
Graduation
Requirements
,I
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dI
The minimum
requirement for awarding the
Bachelor of Arts degree is 45
Evergreen units of credit.
Students enrolled in full-time
work through four years at the
college would normally
accumulate 48 units. Students
engaged in a sequence of study
which would accumulate more
than 48 units should contact
the Registrar to initiate a
petition to extend their work
beyond the 48 Evergreen units.
Any student
transferring from another college
must earn at least 12 Evergreen
units before becoming eligible to
receive the Evergreen degree.
Those 12 must be earned as
part of the last 24 Evergreen
Units.
Evergreen graduate awaits official
conferment of her degree.
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
Associate of Science degree are
automatically awarded 23
Evergreen 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"
(see Non-Traditional Credit).
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 used is
that the work performed 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 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.
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
fiftieth 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 prior
learning experience only through
its External Credit program (see
Non-Traditional Credit).
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 times 1.5
equals quarter hours which are
divided by 4 to equal Evergreen
units.
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. 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 regular
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
Evergreen unit each) course.
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 12 units per regular
academic year. Students may
accelerate only by enrolling for
a fourth quarter of study each
calendar year (i.e., in Summer
Quarter).
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 narrative evaluation system of
maintaining student records, a
student's transcript contains
only information regarding the
credit 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.
72
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.
I
I
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
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. If a student fails to
complete his/her work
on time, 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
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.
B. If a student completes
the work necessary for
removal of an
Incomplete
within the
allowable period, the
Work
faculty / staff sponsor
will submit a written
evaluation
of the
student's
work within
two weeks of its
completion.
(Revised Policy,
March 1975)
permanent
student Portfolio the official permanent
learning
record maintained
by the
college and carried away by the
student when he or she
graduates.
Section III,
Evaluation,
gives a more
detailed description
of this
evaluative process.
Faculty Member Dr. Robert Gottlieb outlines requirements
study program.
Evaluation
Student progress
and quality of work at
Evergreen is measured by a
system of student-faculty
and
student-student
conferences
and
by written evaluations,
rather
than a traditional
letter or
numerical grade process. In this
way, evaluation
may be
conducted more frequently
throughout
a quarter,
strengthening
student learning
in the process. At the end of
each quarter, faculty members
hold individual conferences
with
students and then prepare a
two to four page detailed
evaluation of that student's
work and learning. Written
evaluations
by faculty, together
with students'
own
self-evaluations
for each
program taken, form a
of his musIc
Record
Keeping
Each student
acquires two documents
while
studying at The Evergreen State
College. One is the
TRANSCRIPT.
The other is
your PORTFOLIO.
Here is
what each is to contain:
Transcript,
Registrar's
maintained
by the
office and includes:
1. Summary of all work done,
for which credit was awarded called a "Record of Academic
Achievement. "
2. The official description
program or contract.
3. Faculty
done.
evaluation
4. Your own evaluation
achievement.
of the
of work
of your
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 at a student's
written request and payment
of
fee. 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
and includes:
by you
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.
73
5. 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.
Confidentiality Of Records
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The federal Family
Education
Rights and Privacy
Act of 1974 establishes
fair
information
practices regarding
student records at American
colleges and universities.
Essentially,
the law 1. assures
that parents and students
will
have access to education
records
(with rights of the parent
transferred
to the student
18
years and older), 2. protects
such individuals'
right to
privacy by limiting
transferability
of their records
without consent; and 3. gives
parents and students the
opportunity
to challenge the
correctness
or at least enter an
explanation
regarding misleading
or inaccurate
information
in
their files.
Student
Accounts
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.
Student Classification
Evergreen students make their own
decisions in choosing an academic
program.
Resident and Non-Resident
Status: The term "resident
Fees &
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.
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.
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. (Also see page 59.)
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:
Financial aid awards are made
by the Office of Financial Aid.
The amounts, types, and
conditions are transmitted to
the Accounts Receivable office
for accounting.
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 disbu sement 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 distrubuted
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.m., Monday through Friday,
to accept payments in person.
Tuition and fees are
billed on a quarterly basis
regardless of the content or
length of a student's academic
program. Tuition and fees may
be paid in full before the sixth
class day of any given quarter
without penalty. Tuition and fee
payments in full received
between the seventh class day
and the thirtieth calendar day
will be subject to a $15 Late
Payment Fee. Failure to pay
tuition and fees by the
thirty-first calendar day will
result in disenrollment and
assessment of one-half of the
original tuition and fee charge.
All other charges appearing on
a student's billing statement are
due and payable on the tenth
of the month following the
month that the charge(s) was
recorded. Charges not paid on
time are considered delinquent
and as such are subject to
interest and penalty charges.
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 for
them to meet 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 specified time
limits.
Policies and fees are
subject to change at the
discretion of the Board of
Trustees or by action of the
Legislature.
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
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 Student
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 sixth
class day; 50 percent
refundable from the
seventh class day
through the thirtieth
calendar day; not
refundable thereafter.
Insurance Refundable in total
prior to the first class
day; 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
a contract, deposit is
not refundable. Upon
completion of
contract, $20
refundable. (See
Housing Contract for
greater detail.)
75
Crafted
by students,
the college's
friendly
gargoyle
shows
Fees and Charges
76
II
'I
I
Rates listed in the following tables are
based on charges in effect during Fall Quarter 1978.
Additions, deletions or adjustments
for the years
1979-81 depends on legislative action and changing
cost factors. Please check the most recent
supplemental
information to this catalog for
accurate charges for tuition and fees, housing, food
services and other categories of student expense.
Schedule Of Tuition and Fees
Status
Evergreen Units
Cost/Quarter
15
-----------------------------------------On-Campus Housing
Resident Halls accommodations,
each occupant.*
Housing
Deposit,
Rental
Housing
Deposit,
Unit Lease
per academic
year.
$ 45.00
Contract
70.00
rental
contract
739.20
rental contract
unit lease
633.60
1,100.00
123
162
Two person
(Studio)
apartment:
rental contract
unit lease
756.80
1,276.00
265
396
661
25
Three person
(Downstairs)
apartment:
rental contract
unit lease
695.20
1,628.00
Three person
(Upstairs)
apartment:
rental contract
unit lease
624.80
1,452.00
Four person apartment:
(Two bedroom)
rental contract
unit lease
712.80
1,874.40
Five person
rental contract
unit lease
818.40
3,203.20
rental contract
unit lease
730.40
1,892.00
Non-Resident
1
2
3 or 4
per course
Note: A full-time student is enrolled for 3 or 4
Evergreen units. A part-time student is enrolled
for 1 or 2 Evergreen units. An auditor student is
enrolled for no credit.
Miscellaneous Fees
fee (per year)
Fee
studio:
2
3 or 4
Parking
Tuition and Fees Late Payment
(each time)
fall.
studio:
S.E. Asia Veteran
Identification
snow
Two person
$~
123
206
of Student
first
One person
1
2
3 or 4
Replacement
(each time)
of the year's
9 month
~~~
Auditor
the effects
$ 5
25
apartment:
Duplex/Mod
(4 person):
(Two bedroom)
*Please refer to "Housing" section for description
of Rental Contract and Unit Lease Contract.
Telephone charges are not included.
Food Service: Available at the cafeteria; good food
at nominal cost.
Other Charges
Student Health Insurance (per quarter)
Major Medical ($100 deductible)
Student Only
Student and Dependent(s)
$ 38.80
108.00
Full Health Care
Student Only
Student and Dependent(s)
99.45
198.90
Summary of Estimated Quarterly Expenses
Resident
1. Prior to or during
quarter only:
Housing Deposit
first
2. Direct Education
Costs:
Tuition and Fees
Books and Supplies
(estimate)
3. Related
Housing
4. Other
Costs:
(average)
NonResident
and
$ 45.00
$ 45.00
206.00
661.00
listens
Summary Of Estimated Academic Year
Resident
meals
70.00
70.00
550.00
550.00
190.00
190.00
24.25
24.25
120.00
120.00
Expenses:
Personal
Insurance
Administrative Secretary Eileen Humphrey
while she works.
(estimate)
(optional)
In-State
Transportation
(estimate)
Rainfall in the Pacific Northwest
Northwesterners.
Tuition and Fees
Books, Supplies, Misc.
Fees and Charges
Housing and Meals
Personal Expenditures
In-State Travel
Total Estimated Expenses
for 3 Quarters
is a major factor in its celebrated
$
NonResident
618
$1,983
220
1,650
580
360
220
1,650
580
360
$3,428
$4,793
beauty and the life styles of
For more than a
century the City of Olympia has
served as the capital of
Washington state, the seat of
Thurston County government, a
major seaport connecting local
trade with foreign markets, and
the home of many businesses,
light industries, and - since
1967 - The Evergreen State
College.
Tom Anderson and two other Evergreen alums founded Mansion Glass in
1973, and their stained glass creations now compete in national markets.
Students gather at many
community spots for entertainment,
such as the Gnu Deli, owned by
an Evergreen alum.
Today the city's 26,000
residents make their home in
and around the original seaport
of Olympia, founded in the
early 1800's at the southernmost
tip of Puget Sound. The greater
Olympia area, composed of the
tri-cities of Olympia-LaceyTumwater, claims 42,000 people,
nearly half of Thurston
~
County's 100,000 population.
A large number - perhaps
even a majority - of those who
reside here are natives of the
region or of Washington State.
Steady growth in Olympia
and other parts of Thurston
County has also brought many
new arrivals over the years.
Together, recent and long-time
residents have maintained the
appealing natural features of
rural lands, forests, and
characteristic Pacific Northwest
landscapes; a friendly, smalltown atmosphere; and the kind
of lively community spirit that
might be expected of a major
decision-making center.
Sixty miles south of
Seattle, 115 miles north of
Portland, and inland 50 miles
from Pacific beaches, Olympia
is convenient to urban centers
and oceans alike. In addition,
the Olympic and Cascade
mountain ranges are short
driving distances to the west
and east, respectively. Olympia
connects with these and other
points by major highways
(including the north-south
Interstate 5 and coastal route
U.S. Highway 101), regular
daily bus service, and limited
passenger rail and air services.
Local residents and visitors
both enjoy the Olympia area
year-round for its beauty; access
to recreation, trade, and public
policy-making functions; and for
certain local delicacies such as
Olympia oysters and salmon.
Cultural activities are
an ever-expanding aspect of
Olympia area life. Classical and
contemporary dance and musical
ensembles, a half-dozen theater
groups, annual festivals and
celebrations, and a wide array
of bookstores, libraries, and
galleries offer those with nearly
any kind of cultural talent or
appreciation the opportunity for
involvement. The Evergreen
State College, located just
northwest of Olympia, joins
with community-based cultural
and artistic organizations in
presenting many events for the
general public, in addition to its
regular educational programs.
Evergreen students
participate in community
organizations and events in
accordance with their individual
interests. Many local businesses
have been founded by former'
Evergreen students. These and
other spots draw students for
jazz and other musical
performances, poetry readings,
theater presentations, food
specialties, and for
miscellaneous other purposes.
Sylvester Park offers Olympia
visitors a green oasis in the center
of the downtown area.
79
Campus
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Residence Halls
Wild c,!mo<Loop
Recreation
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oollng Towers
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Geoduck Lane
80
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care
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~~./~~~r=
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\
Parking Lot
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Mud Bay Road & Freeway
\\II
Overhulse Road
I
To Mud Bay Road
QlIIees
9 Qle\SJ9IUI
18
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Trustee Herbert Hadley meets with former trustee
Janet Tourtellotte Holmes.
Faculty and staff members listen attentively
morning talk.
Board Of Trustees
Faculty 1978/79
Wesley Berglund, Aberdeen
Appointed July 21, 1977. Term expires March 8, 1982.
Robert J. Flowers, Seattle
Appointed April 4, 1977. Term expires March 15, 1983.
Herbert D. Hadley, Kelso
Appointed October 15, 1968. Term expires March 15,
1980.
Halvor M. Halvorson, Spokane
Appointed August 6, 1967. Term expires March 15,
1979.
Jane B. Sylvester, Seattle
Appointed April 21, 1978. Term expires March 12,
1984.
Social Sciences
Guy B. Adams
Public Administration, 1978
B.A., History, Temple University, 1970; M.A., Public
Administration, University of New Mexico, 1973;
D.P.A., George Washington University, 1977.
Bill Aldridge
Education-Social Psychology, 1970
B.A., Mathematics, Oregon State University, 1959;
M.Ed., Guidance, Oregon State University, 1964; D.Ed.,
Educational Administration, University of Oregon, 1967.
Priscilla V. Bowerman
Economics, 1973
A.B., Economics, Vassar College, 1966; M.A.,
Economics, Yale University, 1967; M.Phil., Yale
University, 1971.
Jovana J. Brown
Librarianship and Political Science, 1974
Dean of Library Services, 1974-Present. 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.
William H. Brown
Geography, 1974
B.A., Geography, Antioch College, 1959; M.A. and P.A.,
Geography, University of California at Berkeley, 1967;
Ph.D., Geography, University of California at Berkeley,
1970.
Carie L Cable
Anthropology, 1972
B.A., Anthropology, University of Washington, 1972.
Stephanie Coontz
History and Women's Studies, 1974
B.A., History, University of California at Berkeley,
1966; M.A., European History, University of
Washington, 1970.
Foundation Board
Of Governors
Deborah Creveling, Olympia
Fred Goldberg, Olympia
Fred Haley, Tacoma
Dr. H. Eugene Hall, Kirkland
Walter C. Howe, Jr., Tacoma
George Kinnear, Mercer Island
Isabel Lamb, Hoquiam
Stanley M. Little, Jr., Seattle
John S. Murray, Seattle
Dennis H. Petersen, Olympia
Al E. Saunders, Honolulu, Hawaii
Joan Thomas, Seattle
Walter B. Williams, Seattle
Hal Wolf, Yelm
T. Evans Wyckoff, Seattle
to somber
83
Beryl L Crowe
Political Science, 1970
A.B., Political Science, San Francisco State College,
1959; M.A., Political Science, University of California
at Berkeley, 1961.
Diana C. Cushing
Psychology, 1978
B.S., Occupational Therapy, University of Buffalo,
1959; Ph.D., Clinical Psychology, State University of
New York at Buffalo, 1971.
Elizabeth Diffendal
Applied Social Science-Planning, 1975
A.B., Social Anthropology, Ohio State University, 1965;
M.A., Social Anthropology, University of California at
Los Angeles, 1968.
Carolyn E. Dobbs
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.
Donald Finkel
Psychology, 1976
B.A., Philosophy, Yale University, 1965; M.A.,
Developmental Psychology, Harvard University, 1967;
Ph.D., Developmental Psychology, Harvard University,
1971.
84
Thomas H. Foote
Education-Journalism, 1972
B.A., Journalism, University of Tulsa, 1961; M.S.Ed.,
Humanities, Oregon College of Education, 1967; Ph.D.,
Education, Oregon State University, 1970.
Russell R Fox
Community Planning, 1972
B.A., Mathematics, University of California at Santa
Barbara, 1966; M. Urban Planning, University of
Washington, 1971.
Henry L Freund
Law, 1973
B.A., English, Duke University, 1965; L.L.B., Law,
Washington University, 1968.
Theodore L Gerstl
Applied Behavioral Science, 1971
B.A., Psychology, California State University at
Northridge, 1965; Ph.D., Organizational Behavior, Case
Western Reserve University, 1969.
Margaret H. Gribskov
Journalism and Education, 1973
Ph.D., Education, University of Oregon, 1973.
James Gulden
Education, 1972
B.A., Biology-Education, Central Washington State
College, 1963; M.S., Counseling Psychology, California
State College at Los Angeles, 1967.
Jeanne E. Hahn
Political Science, 1972
Assistant Academic Dean, 1978-Present.
B.A., Political Science, University of Oregon, 1962;
M.A., Political Science, University of Chicago, 1964.
Philip R. Harding
Architecture, 1971
B., Architecture, University of Oregon, 1963; M.,
Architecture, University of California at Berkeley, 1970.
Rainer G. Hasenstab
Environmental Design, 1974
B., Architecture, University of California at Berkeley,
1965; M., Architecture, University of California at
Berkeley, 1970.
Peta M. Henderson
Anthropology, 1974
B.A., History, Swarthmore College, 1958; M.A.,
Anthropology, McGill University, 1969; Ph.D.,
Anthropology, University of Connecticut, 1976.
Mary Ellen Hillaire
Sociology and Social Work, 1972
B.A., Sociology, Western Washington State College,
1956; M. Social Work, University of British Columbia,
1957; M.Ed., Western Washington State College, 1967.
Virginia Ingersoll
Communications, 1975
B.A., Journalism-Philosophy, Marquette University,
1964; Ph.D., Communications and Organizational
Psychology, University of Illinois, 1971.
Winifred Ingram
Psychology, 1972
B.A., Sociology, University of Washington, 1937; M.A.,
Sociology, University of Washington, 1938; Ph.D.,
Clinical Psychology, Northwestern University, 1951.
Richard M. Jones
Psychology, 1970
A.B., Psychology, Stanford University, 1950; Ph.D.,
Clinical Psychology, Harvard University, 1956.
Lovern C. King
Native American Studies, 1977
B.A., English, Seattle Pacific College, 1972; M.A.,
Communications, University of Washington, 1976.
Lowell Kuehn
Sociology, 1975
B.A., Sociology, University of Redlands, 1967; M.A.,
Sociology, University of Washington, 1969; Ph.D.,
Sociology, University of Washington, 1973.
Eric H. Larson
Anthropology, 1971
B.A., San Jose State College, 1956; M.S., San Jose
State College, 1957; Ph.D., Anthropology, University of
Oregon, 1966.
Russell Lidman
Economics, 1974
B.S., 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.
Paul A Marsh
International Relations, 1971
B.A., Political Science, Humboldt State University,
1963; M.A., Asian Studies, University of Southern
California, 1966.
Earle W. McNeil
Sociology, 1971
B.S., Chemistry, Washington State University, 1964;
M.A., Sociology, Washington State University, 1965.
Maxine L. Mimms
Social Science, 1972
B.S., Education, Virginia Union University, 1950; M.A.,
Sociology, Wayne State University, 1953; Ph.D.,
Pedagogical and Curriculum Studies, Union Graduate
School-West, 1977.
Charles T. Nisbet
Economics, 1971
B.A., Economics, Kalamazoo College, 1958; M.B.A.,
Indiana University, 1959; PH.D., Economics, University
of Oregon, 1967.
Carol J. Olexa
Sociology, 1971
B.A., Sociology, San Francisco State College, 1967;
M.A., Sociology, University of Oregon, 1969.
Mark L. Papworth
Anthropology, 1972
B.A., Central Michigan College, 1953; M.A.,
Anthropology, University of Michigan, 1958; Ph.D.,
Anthropology, Uiiversity of Michigan, 1967.
Lynn D. Patterson
Anthropology, 1971
Academic Dean 1973-76
B.A., Anthropology, Ohio State University, 1966; M.A.,
Anthropology, University of Washington, 1968.
Gregory Portnoff
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.
Thomas B. Rainey
History and Russian Studies, 1972
A.B., History, University of Florida, 1962; M.A.,
History, University of Illinois, 1964; Ph.D., History,
University of Illinois, 1966.
Gilbert G. Salcedo
History, 1972
B.A., U.S. History, San Jose State College, 1970.
LeRoi M. Smith
Psychology, 1971
Director of Counseling, 1974-75
B.A., Psychology, Idaho State University, 1969; Ph.D.,
Psychology, Washington State University, 1977.
Matthew E. Smith
Political Science, 1973
B.A., Political Science, Reed College, 1966; M.A.T.,
Social Sciences, Reed College, 1968.
Barbara L. Smith
Political Science, 1978
Academic Dean, 1978-Present
B.A., Political Science, Lawrence University, 1966;
M.A., Political Science, University of Oregon, 1968;
Ph.D., Political Science, University of Oregon, 1970.
Susan Strasser
American History, 1975
B.A., History, Reed College, 1969; M.A., U.S. History,
State University of New York at Stony Brook, 1971;
Ph.D, History, State University of New York at Stony
Brook, 1977.
Nancy Taylor
History/Education,
1971
A.B., History, Stanford University, 1963; M.A.,
Education, Stanford University, 1964.
Kirk Thompson
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.
David W. Whitener
Native American Studies, 1978
B. Ed., English History, Western Washington State
College, 1962; M. Ed., Public School Administration,
Western Washington State College, 1970.
York Wong
Management and Computer Sciences, 1975
Director of Computer Services, 1973-75
B.S., Electrical Engineering, University of Arkansas,
1956; M.B.A., Columbia University, 1970.
Ronald G. Woodbury
History, 1972
B.A., Economics, Amherst College, 1965; M.A., Latin
American History, Columbia University, 1967; Ph.D.,
Latin American History, Columbia University, 1971.
Irwin Zuckerman
Economics, 1977
A.B., University of North Carolina, 1941; M.A.,
Economics, Yale University, 1974.
Natural Science
Lee R. Anderson
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.
W. Robert Barnard
Chemistry, 1970
B.S., Education-Chemistry,
Montana State College,
1961; M.S., Applied Sciences, Montana State College,
1965; Ph.D., Audio-Visual Communications, Ohio State
University, 1969.
Michael W. Beug
Chemistry, 1972
B.S., Chemistry, Harvey Mudd College, 1966; Ph.D.,
Chemistry, University of Washington, 1971.
Richard B. Brian
Mathematics, 1970
B.S., Physics, Grove City College, 1953; M.A.,
Mathematics, University of Maryland, 1959; Ph.D.,
Mathematics Education, University of Maryland, 1966.
Richard A Cellarius
Biophysics and Plant Biology, 1972
B.A., Physics, Reed College, 1958; Ph.D., Life Sciences,
Rockefeller University, 1965.
85
Sherburn S. Cook, Jr.
Biology, 1977
A.B., Zoology, University of California at Berkeley,
1953; M.S., Vertebrate Zoology, University of California
at Berkeley, 1956; Ph.D., Entomology, University of
California at Berkeley, 1961.
George E. Dimitroff
Mathematics, 1973
B.A., Mathematics, Reed College, 1960; M.A.,
Mathematics, University of Oregon, 1962; Ph.D.,
86
Larry L Eickstaedt
Biology, 1970
B.S., Biology, Buena Vista College, 1961; M.S.,
Zoology-Ecology, State University of Iowa, 1964; Ph.D.,
Marine Biology-Ecological Physiology, Stanford
University, 1969.
Betty R. Estes
History of Science, 1971
B.S., Mathematics, University of Oklahoma, 1957; M.A.,
Mathematics, University of Pennsylvania, 1960.
Robert W. Filmer
Applied Science and Technology, 1972
B.S., Agriculture, Cornell University, 1956; B.
Agricultural Engineering, Cornell University, 1957;
M.S., Hydraulic Engineering, Colorado State University,
1964; Ph.D., Fluid Mechanics, Colorado State
University, 1966.
Burton S. Guttman
Biology, 1972
B.A., University of Minnesota, 1958; Ph.D., Biology,
University of Oregon, 1963.
Matthew Halfant
Mathematics, 1976
B.A., Mathematics, New York University, 1968; M.S.,
Mathematics, New York University, 1971; Ph.D.,
Mathematics, Oregon State University, 1974.
Steven G. Herman
Biology, 1971
B.S., Zoology, University of California at Davis, 1967;
Ph.D., Zoology, University of California at Davis, 1973.
Donald G. Humphrey
Biology, 1970
Academic Dean, Natural Sciences and Mathematics,
1970-73
B.S., Physical Education, University of Iowa, 1949;
M.S., Physical Education, University of Washington,
1950; Ph.D., Zoology, Oregon State University, 1956.
Linda B. Kahan
Biology, 1971
A.B., Zoology, University of California at Berkeley,
1963; M.A., Biology, Stanford University, 1965; Ph.D.,
Biology, Stanford University, 1967.
Jeffrey J. Kelly
Chemistry and Biochemistry, 1972
B.S., Chemistry, Harvey Mudd College, 1964; Ph.D.,
Biophysical Chemistry, University of California at
Berkeley, 1968.
Robert IL Knapp, Jr.
Physics, 1972
Assistant Academic Dean, 1976-Present.
B.A., Physics, Harvard University, 1965; D.Phil.,
Theoretical Physics, Oxford University, England, 1968.
Elizabeth M. Kutter
Biophysics, 1972
B.S., Mathematics, University of Washington, 1962;
Ph.D., Biophysics, University of Rochester, New York,
1968.
G. Siegfried Kutter
Astrophysics, 1972
B.S., Physics, University of Washington, 1962; M.A.,
Physics, University of Rochester, New York, 1965;
Ph.D., Physics, University of Rochester, New York,
1968.
Kaye V. Ladd
Inorganic Chemistry, 1975
B.A., Chemistry, Reed College, 1963; M.A., Physical
Chemistry, Brandeis University, 1965; Ph.D., Inorganic
Chemistry, Brandeis University, 1974.
Albert C. Leisenring
Mathematics, 1972
B.A., Mathematics, Yale"University, 1960; Ph.D.,
Mathematics, The University of London, 1967.
David IL Milne
Biology, 1971
B.A., Physics, Dartmouth College, 1961; Ph.D.,
Entomology, Purdue University, 1967.
Willie L Parson
Microbiology, 1972
Academic Dean, 1974-78
B.S., Biology, Southern University, 1963; M.S.,
Bacteriology, Washington State University, 1968; Ph.D.,
Microbiology, Washington State University, 1973.
Hazel J. Reed
Mathematics, Spanish, 1977
B.A., Mathematics, Reed College, 1960; M.S. and
Ph.D., Mathematics, Carnegie Mellon University, 1968.
Jacob B. Romero
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.
Niels ASkov
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.
Robert R. Sluss
Biology, 1970
B.S., Zoology, Colorado College, 1953; M.S.,
Entomology, Colorado State University, 1955; Ph.D.,
Entomology, University of California at Berkeley, 1966.
Oscar IL Soule
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.
James Stroh
Geology, 1975
B.S., Geology, San Diego State University, 1968; M.S.,
Geology, University of Washington, 1971; Ph.D.,
Geology, University of Washington, 1975.
Frederick D. Tabbutt
Chemistry, 1970
B.S., Chemistry, Haverford College, 1953; M.A.,
Chemistry, Harvard University, 1955; Ph.D., Physical
Chemistry, Harvard University, 1958.
Peter B. Taylor
Oceanography, 1971
B.S., Biochemistry, Cornell University, 1955; M.S.,
Marine Biology, Scripps Institution of Oceanography,
University of California at Los Angeles, 1960; Ph.D.,
Marine Biology, Scripps Institution of Oceanography,
University of California at San Diego, 1964.
Alfred M. Wiedemann
Biology, 1970
B.S., Crop Science, Utah State University, 1960; M.S.,
Agronomy, Utah State University, 1962; Ph.D., Plant
Ecology, Oregon State University, 1966.
Byron L Youtz
Physics, 1970
Academic Dean, 1973-74
Acting Vice President and Provost, 1978-Present.
B.S., Physics, California Institute of Technology, 1948;
Ph.D., Physics, University of California at Berkeley,
1953.
Humanities /Arts
Richard W. Alexander
English and Literature, 1970
B.A., English, Emory University, 1956; M.A., English,
Tulane University, 1961; Ph.D., English, University of
Illinois, 1966.
Nancy Allen
Literature and Languages, 1971
B.A., Comparative Literature, Occidental College, 1963;
M.A., Spanish, Columbia University, 1965.
Susan M. Aurand
Art, 1974
B.A., French, Kalamazoo College, 1972; M.A., Ceramics,
Ohio State University, 1974.
Gordon Beck
Cinema Arts and Art History, 1972
A.B., Speech, Bowling Green University, 1951; M.A.,
Drama, Western Reserve University, 1952; Ph.D.,
Theater, University of Illinois, 1964.
Craig B. Carlson
Communications, 1973
B.A., English, College of William and Mary, 1965;
Ph.D., English, University of Exeter, England, 1972.
Donald W. Chan
Music, 1971
B.A., Music, San Jose State College, 1962; M.S., Music,
Julliard School of Music, 1964.
Sally J. Cloninger
Film/ Television, 1978
B.S., Syracuse University, 1969; M.A., Theater, Ohio
State University, 1971; Ph.D., Communications-Film,
Ohio State University, 1974.
Thad B. Curtz
Literature, 1972
B.A., Philosophy/Literature,
Yale University, 1965;
M.A., Literature, University of California at Santa
Cruz, 1969; Ph.D., Literature, University of California
at Santa Cruz, 1977.
Leo Daugherty
Literature and Linguistics, 1972
Academic Dean, 1975-76
A.B., English/Art, Western Kentucky University, 1961;
M.A., English, University of Arkansas, 1963; Ph.D.,
American Literature, East Texas State University,
1970.
Peter H. Elbow
Literature, 1972
B.A., Williams College, 1957; M.A., Exeter College,
1959; M.A., Oxford University, 1963; Ph.D., Literature,
Brandeis University, 1969.
Susan R. Fiksdal
Languages, 1973
Diplome de Langue, Universite de Toulouse-Bordeaux
a Pau, 1967; Diplome de Langue et Lettres Francaises,
Universite d' Aix Marseille, 1968; B.A., French,
Political Science, Western Washington State College,
1969; M.A., French, Middlebury College, Vermont,
1972.
Lin H. Foa
Humanities, 1978
B.A., Italian, University of Michigan, 1967; M.A.,
Integrated Humanities, San Francisco State University,
1970; Ph.D., Aesthetics and Interdisciplinary Education,
Emory University, 1977.
Marilyn J. Frasca
Art, 1972
B Fine Arts, San Francisco Art Institute, 1961; M.A.,
Art, Bennington College, 1964.
David F. Gallagher
Fine Arts, 1978
B.A., Art, Central Washington State College, 1973;
M.F.A., University of Washington, 1975.
Robert S. Gottlieb
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.
Andrew M. Hanfman
Language Studies; Russian /Soviet Area Studies,
1972
Ph.D., Modern Languages /Comparative Literature,
University of Turin, 1937.
Willard Humphreys
Philosophy, 1970
Academic Dean, 1976-Present.
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.
Margaret I. Hunt
Dance, 1976
B.F.A., Dance, Ohio State University, 1969; M.Ed.,
Dance, Temple University, 1972.
87
88
Bernard Johansen
Dance, 1972
Donald A. Jordan
Literature, 1974
B.A., Sociology, Humboldt State University, 1971.
Kazuhiro Kawasaki
Art History, 1976
B.A., Art History, University of Washington, 1970;
M.A., Art History, University of Washington, 1972.
Stan Klyn
Arts/Engineering, 1972
B.S., Engineering, California State University at San
Jose, 1967; M.s., Mechanical Engineering, California
State University at San Jose, 1968.
]dark A. Levensky
Philosophy, 1972
B.A., Philosophy, University of Iowa, 1959; A.M.,
Philosophy, University of Michigan, 1961; Ph.D.,
Philosophy, University of Michigan, 1966.
David Marr
Literature/American Studies, 1971
B.A., English, University of Iowa, 1965; M.A., American
Civilization, University of Iowa, 1967; Ph.D., American
Studies, Washington State University, 1978.
S. Rudolph Martin
English, 1970
Academic Dean, Humanities and Arts, 1973-76
A.B., English, University of California at Berkeley,
1957; M.A., English, San Francisco State College, 1961;
Ph.D., American Studies, Washington State University,
1974.
Patricia Matheny-White
Librarianship, 1978
B.A., Music, Macalester College, 1967; M.A., Library
Science, University of Denver, 1968.
Charles J. ]dcCann
English, 1968
President, 1968-77
B.A., Naval Science, Yale University, 1946; M.S.,
Merchandising, New York University, 1948; M.A.,
English, Yale University, 1954; Ph.D., English, Yale
University, 1956.
Frank Motley
Librarianship, 1978
B.S., Psychology, Portland State University, 1965; M.S.,
Librarianship, University of Oregon, 1968.
Alan Nasser
Philosophy, 1975
A.B., Classical and Modern Languages, St. Peter's
College, 1961; Ph.D., Philosophy, Indiana University,
1971.
Mary F. Nelson
Art, Anthropology, Minority Studies, 1972
B.F.A., Art-Education, Washington State University,
1966; M.A., Art-Anthropology, University of Idaho,
1968.
Charles N. Pailthorp
Philosophy, 1971
B.A., Philosophy, Reed College, 1962; Ph.D.,
Philosophy, University of Pittsburgh, 1967.
Joye H. Peskin
Theater/Communications, 1975
B.A., Literature/Creative Writing, State University of
New York at Buffalo, 1968; M.A., Urban Folklore,
State University of New York at Buffalo, 1975.
David L Powell
Literature, 1972
B.A., English, Pennsylvania State University, 1960;
Ph.D., Literature, University of Pennsylvania, 1967.
Susan P. Smith
Librarian, 1978
B.A., History, Wake Forest University, 1963; M.S.L.S.,
University of North Carolina, 1966.
Sandra ]d. Simon
English, 1973
B.A., Psychology, University of California at Los
Angeles, 1954; M.A., English, University of California
at Los Angeles, 1963.
Leon R Sinclair
Literature, 1971
B.A., University of Wyoming, 1964; Ph.D., Literature,
University of Washington, 1970.
Paul J. Sparks
Art and Photography, 1972
B.A., Art, San Francisco State College, 1968; M.A.,
Art-Photography, San Francisco State College, 1971.
Greg Steinke
Music, 1975
B.M., Music, Oberlin Conservatory of Music, 1964;
M.M., Music, Michigan State University, 1967; M.F.A.,
Music, University of Iowa, 1971; Ph.D., Music,
Michigan State University, 1976.
Charles B. Teske
Literature, 1970
Academic Dean, 1970-75
B.A., English, Lafayette College, 1954; M.A., English,
Yale University, 1955; Ph.D., English, Yale University,
1962.
Andre Tsai
Theater Arts, 1974
B.A., English Literature, National Taiwan University,
1957; M.A., Theater Arts, Ohio State University, 1961;
Ph.D., Theater Arts, Ohio State University, 1964.
Willi F. Unsoeld
Philosophy, 1970
B.S., Physics, Oregon State College, 1951; B.D.,
Theology, Pacific School of Religion, 1954; Ph.D.,
Philosophy, University of Washington, 1959.
Sidney D. White
Art, 1970
B.A., Art Education, University of New Mexico, 1951;
M.S., Philosophy-Aesthetics, University of Wisconsin,
1952.
Ainara D. Wilder
Theater and Drama, 1972
B.A., Dramatic Arts, Wisconsin State University, 1968;
M.A., Theater Arts, University of Wisconsin, 1969.
William C. Winden
Music, 1972
Assistant Academic Dean, 1976-78
B.S., Music, Stanford University, 1953; M.A., Music,
University of Washington, 1961; D.M.A., Music,
University of Illinois, 1971.
Technician Lenore Doyle staffs Word Processing
Center in basement of Evans Library.
Professional Staff
John Aikin, Director of Computer Services
Walker Allen, Registrar
Judy Annis, Director of Information Services
Dale Baird, Systems Analyst
Michael Bigelow, Budget Officer
Elane Bills, Career Counseling Specialist
Charen Blankenship, Personnel Representative
Phillip Briscoe, Director of Upward Bound Program
Ann Brown, Security Officer
Jovana Brown, Dean of Library Services
Carolyn Byerly, Editor
David J. Carnahan, Associate Dean of Library Services
Georgette K. Chun, Financial Aid Counselor
Dean E. Clabaugh, Administrative Vice President
Joan Conrad, Cooperative Education Coordinator
Barbara Cooley, Director of Cooperative Education
Rita Cooper, Director of Personnel
Texas Cornish, Chief Engineer, Central Utility Plant
Charles Davies, Electronic Media Producer
Arnold Doerksen, Assistant Director of Facilities
Lester W. Eldridge, Assistant to the President
Rose Elway, Chief Accountant
Daniel J. Evans, President
Lynn Garner, Coordinator of Campus Activities
Rita Grace, Administrative Assistant to the President
Woody Hirzel, Library Photographic Services
Coordinator
Joan Hutchings, Computer Operations Supervisor
William Jackson, Veterans' Program Coordinator
Ken A Jacob, Director of Housing
Norm Jacobson, Custodial Services Manager
James O. Johnson, Systems Analyst
Rindetta Jones, Affirmative Action Officer
Kathleen Jordan, Professional Counselor
Jan Krones, Coordinator of External Credit
Mary Ellen Lewis, Admissions Counselor
Gail Martin, Coordinator of Career Planning and
Placement
Patricia Matheny-White, Coordinator of Library
User Services
Doris McCarty, Bookstore Manager
Frank Motley, Head of Library Reference Services
John Munro, Systems Analyst
Donald Nickolaus, Systems Analyst
Vern Quinton, Buyer
Edna Ramos, Accountant
Doris Reid, Administrative Secretary to Administrative
Vice President
George Rickerson, Coordinator of Library Technical
Services
Stephen Richter, Veterans' Program Coordinator
Paul A Roberts, Planning Analyst
Debbie Robinson, Head of Library Circulation, Media
Loan
Kris Robinson, Space Analyst
Arnaldo Rodriguez, Director of Admissions
Gary Russell, Police Lieutenant
Albin Saari, Coordinator of Library Media Engineering
McDonald Smith, Security Chief
Susan Smith, Coordinator of Library Media Services
Pat Sparks-Cauchy, Admissions Counselor
Peter Steilberg, Director of Recreation and Campus
Activities
Larry R Stenberg, Dean of Student and Enrollment
Services
Malcolm Stilson, Periodicals, Government Documents
Librarian
Robert Strecker, Director of Facilities
Kaye Sullivan, Film Consultant
Ernest (Stone) Thomas, Executive Director of
Education Support Program
Laura Thomas, Director of Financial Aid
Phoebe Walker, Library Acquisitions Manager
Joyce Weston, Cooperative Education Coordinator
Daniel Weiss, Administrative Services Manager
Ken Wilhelm, Electronic Media Producer
Kenneth Winkley, Business Manager
Byron Youtz, Acting Provost and Vice President
William Zaugg, Accountant
89
Affirmative
Action Policy
The college Board of Trustees
has adopted a strong Equal Opportunity Policy in
order to assure open membership and participation III
the academic community for all students and
employees.
The Affirmative Action Office 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.
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.
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.
Evergreen 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.
Governance
The Evergreen system of
governance must rest on open and ready access to
information by all members of the Evergreen
community as well as on the effective keeping of
necessary records. Decisions and methods to be used
for their implementation must be handled at the level
of responsibility and accountability closest to those
affected by a particular decision. Decisions are to be
made only after consultation and coordination with
students, faculty and staff who are both affected by
and interested in the issues, except on those occasions
in which circumstances do not allow for formal
consultation to occur between those affected.
The Evergreen Administrative Code
names the Evergreen Council as the body responsible
for discussing general and continuing issues affecting
the college, and for advising the college on ways of
addressing those issues. The Council consists of the
president (or designee); representatives from exempt
and classified administrative staff; faculty; and students
- all selected by their respective constituencies. The
Administrative Code also specifies that most specific
problems or issues requiring attention shall be
addressed by Disappearing (i.e., ad hoc) Task Forces,
rather than standing committees and governing
councils. Disappearing Task Forces are formed as
needed and are charged with researching and gathering
information on the issue before them, and for
preparing recommendations, position papers and advice
to the college. Meetings of the Council and task forces
shall be public, with notice of meeting times and
locations announced in advance.
The grievances and appeals system at
Evergreen is designed to provide a campus
adjudicatory apparatus, the authority and thoroughness
of which should promote the resolution of disputes
within the college. Students, faculty, and staff who
come into conflict with one another should make a
determined effort to resolve those problems among
themselves before relying on informal mediation
procedures. If third party mediation is unsuccessful, a
disputant who wishes to pursue resolution of a dispute
may choose to petition the president for a formal
hearing.
Two documents, Governance and
Decision Making and The Social Contract, both part
of the Evergreen Administrative Code, are available at
the college Information Center and describe the ways
in which this vital process works. New students are
urged to obtain a copy of each and review them for
their own information and reference.
91
A
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Academic Advising: 49
Academic Credit: 70
Accreditation: 1, 5
Admissions: 67-68
Advanced Specialty Areas: 16-21
Affirmative Action Policy: 91
Ajax Compact: 15
Alternative Agriculture: 16
Alternative Energy Studies: 42
Alumni Relations: 58
Annual Programs: 12, 21
Applied Environmental Studies: 16
Arts, Studies in the: 46-47
Athletic Facilities: 61
Audio Visual Services: 50-51
B
Basic Programs: 12, 13, 37
Bike Shop: 57
Billing and Payments: 75
Biology: 42
Bookstore: 61
C
Calendar, Academic: 11
Career Learning Program: 28
Career Planning and Placement: 54
Center for Development of Reading and Writing:
31
Chemistry: 42
Communications, Campus: 59
Computer Services: 50
Confidentiality of Records: 74
Cooperative Education: 27
Cooper Point Journal: 60
Coordinated Studies: 13, 22
Cost: 74-76
Counseling Services: 54
Credit, Academic: 69
Credit by Exam: 29
Credit, Transfer: 70
Curriculum: 10-35
Curriculum Planning: 34
,~
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External Credit: 30
External Programs: 31
F
Facilities: 48-65
Facilities Use Regulations: 58
Faculty (listed): 83-88
Fees and Charges: 74-77
Field Biology and Ecology: 42
Field Ecology and Natural History: 16
Financial Aid: 51-52
Food Services: 56
Foreign Languages: 32
Foreign Study: 32
Foundation Programs: 37, 41
Foundation, The Evergreen: 57, 83
G
Governance: 91
Graduate Study: 35
Graduation Requirements:
Group Contract: 12, 23
70
H
Health Services: 56
Housing: 55-56
Human Condition, The: Sociobiology and Human
Values: 14
Human Development In Its Social Context: 17
Humanities: 26, 43-45
I
Individual and Community Health: 18
Individual Contracts: 13, 24
Information Center: 60
Insurance: 74-75
Interdisciplinary Studies (defined): 12
Internships: 38
J
Journey to the East: 14
K
KAOS FM Radio: 60
L
Daycare: 57
Leisure Education: 65
Library: 79
Life and Health: 14
Loan Programs: 52-53
Love in the Western World: 14
E
M
Early Changes: 14
Emergency Services: 59
Enrollment: 5
Environmental Design and Applied Environmental
Studies: 16
Environmental Studies: 16
European and American Studies: 16
Evaluation: 23, 73
Evolution: Personal and Professional: 15
Expressive Arts: 17
Mail Service: 61
Making Changes: 14
Management and the Public Interest:
Map, Campus: 80
Map, Olympia Area: 81
Marine Sciences and Crafts: 19
Mathematics: 42
D
18
N
Natural Sciences: 26, 40-43
Northwest Native American Studies: 19
93
o
Olympia Community: 78-81
Organic Farm: 57
Organic Gardening: 57
Origins of Life and Intelligence: 15
Outdoor Education: 15
Overcoming Math and Writing Anxieties: 15
p
94
Parking Fees: 59
Part-time Studies: 25
Perceptions: 15
Physics: 42
Poetry and Science: 15
Political Economy: 20
Public Events: 33
R
Recreation (also see Athletic Facilities): 65
Records: 73
Refunds: 75
Registration: 69-70
Research Programs: 41
S
Scientific Knowledge and Inquiry: 21
Security, Campus: 59
Self-Help Legal Aid: 57
Self-Paced Learning: 31
Social Sciences: 26, 38-40
Sports: 64
Staff, Professional: 89
Student Accounts: 74
Student Body: 63
Student Life: 62-65
Student Organizations: 63-64
T
Trustees, Board of: 83
Tuition and Fees: 76
U
Upside Down Degree Program: 30
V
Veterans' Affairs: 54
Contacting
Evergreen
Persons with inquiries about admissions should contact:
Director of Admissions, The Evergreen State College,
Olympia, Washington 98505 206-866-6170
General information may be obtained through the
Office of College Relations, 866-6128.
Direct all correspondence to the appropriate office,
The Evergreen State College, Olympia, Washington 98505
Other important offices and their phone numbers include:
866-6312
866-6295
866-6400
866-6500
866-6216
866-6450
866-6193
866-6391
866-6000
866-6565
866-6072
866-6120
866-6205
866-6281
866-6132
866-6300
866-6250
866-6100
866-6180
866-6530
866-6254
Academic Advising
Academic Deans
Academic Vice President
Administrative Vice President
Bookstore
Business Office
Career Planning and Placement
Cooperative Education
Directory Assistance
Development Office
External Credit
Facilities
Financial Aid
Food Services
Housing
Information Center
Library
President's Office
Registrar
Recreation Center
Veterans' Affairs
-
Office of Admissions
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~College
Olympia,WA 98505
Non-Profit
Organization
U.S. POSTAGE
Olympia, WA
Permit No. 65
Catalog_1979-1981.pdf