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Identifier
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Eng
Catalog_1981-1982.pdf
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Title
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Eng
Course Catalog, 1981-1982
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Date
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1981
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Creator
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Eng
The Evergreen State College
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extracted text
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Evergreen
1981/1982
(
The Evergreen State College, Olympia, Washington,
Catalog Edition
Contents
1
3
This is Evergreen
4
Structure and Methods of
Study
11
13
15
18
65
69
70
72
Academic Facilities
Campus and Vicinity
Academic Offerings
Program Descriptions
Special Forms of Study
The Basics
Admissions
Registration and Academic
Regulations
75
77
Financial Information
87
92
94
96
96
Faculty
Student Services
and Campus Life
Evergreen's Northwest
Index
Academic Calendar
Contacting Evergreen
The Evergreen State College is accredited by the Northwest Association of Schools and Colleges.
Board of Trustees, September 1980
Wesley E. Berglund
Aberdeen, Chairman
Jane B. Sylvester
Seattle, Vice Chairman
Herbert Gelman,
Tacoma, Secretary
Robert J. Flowers
Seattle
Herbert D. Hadley
Longview
Cover Photograph: Harald Sund
v..
Structure of Study
4
The Evergreen State College is a
small liberal arts and sciences college located just outside Olympia, a
seaport community of 37,000 at the
southern tip of Puget Sound.
Founded in 1967, and opened to the
first class of 1,100 students in 1971,
Evergreen is Washington State's
newest public four-year college. It
was created as an educational alternative to the state's other colleges and universities, and to serve
citizens of southwest Washington
seeking a bachelor's degree
program.
Education with a
Difference
In the 10 years since, Evergreen has distinguished itself
through its special approaches to
education. Over a thousand colleges around the country focus on
the liberal arts - education designed to help people learn to live
a life, rather than just to make a
living. At Evergreen, students will
find liberal arts education with a
difference.
Full-time programs
Two central differences are intensive, full-time programs and interdisciplinary study. Full-time students enroll in a single program
lasting from one quarter to a year
or more. Most programs represent
a full academic load - 16 quarter
credit hours - and the student's
work is coordinated around a central theme or issue. Reading, writing, discussion and research support, expand and develop the
program theme. Students and faculty are free of unrelated, competing assignments. They devote their
full energy to in-depth study. At
other colleges, the student usually
enrolls in separate classes scattered
over several terms, and so has no
effective way to connect or tie together all the diverse bits of
knowledge.
At Evergreen, we believe that
learning to make those connections
is one of the larger purposes of
education. Our world is complex,
problems rarely have simple solutions, people and events don't fit
into neat categories. Learning in
isolated fragments takes you only
halfway toward understanding the rest is knowing how to fit the
pieces together.
Interd iscipl inary Programs
That's why our programs are
interdisciplinary. They cover a
range of subject areas in detail, but
students also learn to integrate the
pieces into a meaningful whole.
They begin to perceive systems at
work and they gain the perspective
of a larger framework.
Our interdisciplinary approach
is neither comfortable nor easy, but
it is rewarding. You are invited,
persuaded and prodded, if need be,
to move beyond the safe boundaries of parcelized expertise and
personal views of the way the
world operates. Musicians might
combine performance with audio
engineering. A sequence of environmental studies could include
calculus and graphic arts. (Actually, the entry-level programs are the
most far-ranging; the interdisciplinary scope narrows in most upperdivision programs.) Advanced programs in the humanities and social
sciences often include field work
which exposes students to people
and cultures outside their immediate experiences. Reasoned examination might become a routine response to social, ethical and
political views. And you might find
that art is not just a matter of
opinion and that truth is very
slippery.
Teaching Most Important
Teaching is the most important
mission of the college. Faculty
members are genuinely dedicated
to teaching and learning, and to in-
terdisciplinary study. Most hold advanced degrees in traditional fields,
and value that training, but have
come to recognize the limitations
of parcelized specialization. They
have come to Evergreen to work
with other specialists whom, on
other campuses, they would encounter only outside the classroom.
This kind of collaborative work expands the power of specialities and
fosters effective interactions.
Seminars a Central Feature
Students also take part in this
collaboration, because our primary
mode of instruction is the seminar.
A given program might involve 80
students and four faculty members,
but most class time is spent in
small group discussions. This close
interaction between faculty and fellow students expands and clarifies
vaguely formed ideas. It lends perspective through differing viewpoints, and depth through concentrated group effort. Students learn
to express themselves and to work
cooperatively - two traits Evergreen graduates have found particularly helpful in their lives and
careers.
The seminar is used at other
schools, of course, but it's generally
limited to upper-division or graduate classes. Freshmen often find
themselves in large classes passively listening to lectures and, perhaps, interacting with other students in smaller discussion groups
led by teaching assistants. This is
not true at Evergreen. Freshmen
and seniors alike spend most of
their time in direct contact with
faculty and fellow students.
Evaluations
This close interaction makes a
letter-grading system inappropriate. Assessment of student work is
an informal part of the seminar,
and discussions with faculty regarding problems and progress occur frequently throughout the
"To live for a time close to
great minds is the best kind
of education."
John Buchan
quarter. At the conclusion of a program, faculty members prepare
narrative evaluations of each student's performance, and students
also write self-evaluations. Both
documents become part of the official transcript. (Faculty evaluations
also indicate traditional course
equivalencies for the program.)
Uniqueness That Works
Full-time programs, interdisciplinary study, focus on teaching,
seminars, and narrative evaluations
- all these factors combine to
make Evergreen unique among the
country's liberal arts colleges.
It is a uniqueness that works.
The National Science Foundation,
in awarding Evergreen an $868,000
grant, one of the largest of its kind
ever made, recognized the college
as a potential national model for
new kinds of instructional programs in the natural and social sciences. Evergreen also leads the nation in the number of StudentOriginated Study grants awarded
to undergraduates
by the National
Science Foundation. Student artists
win an unusual number of
statewide and national competitions. Graduates have enrolled for
further study at more than 100
schools around the country, and
several in recent years have won
prestigious Danforth Fellowships.
"Real World" Education
Our students find Evergreen
challenging and frustrating, exciting and demanding, but they get to
know themselves and the world
better, they discover unsuspected
talents and abilities, they accept
uncertainty as the first step toward
knowledge, and they learn persistence in the search for unity and
meaning in life.
They do not become isolated
philosophers, though. Evergreen is
neither a haven from, nor merely a
preparation for, life in the "real
world." Education at Evergreen is
an experience in the real world, experience that occurs both on campus and off. The interdisciplinary
academic programs focus on real
problems or issues, with faculty
members and students working collaboratively, drawing upon various
specialities or disciplines to arrive
at unified and effective solutions.
Students learn creative problemsolving skills and they are motivated to develop intellectual tools.
One Example
Democracy and Tyranny, a
1981-82 program, is one example of
this real-world focus. Faculty coordinator Richard Brian says, "We
will ask tough questions about our
proper relationship to the state, to
our community and to ourselves.
We will try to find out who we are,
and what kind of human beings we
should become. For one year, we
will search together for wisdom by
following even the most difficult
questions wherever they lead."
Internships
Helping Relationships, a yearlong program sponsored by faculty
member LeRoi Smith, supplements
academic work in psychology and
counseling with six-month field internships Winter and Spring
Quarters.
An internship is an integral
component of the program Toward
a Philosophy of Theater, a study of
the performing and production
arts. Students spend Fall Quarter
in Seattle attending weekly seminars and professional classes, preparing a research project, and
working with community and commercial theater groups.
About a third of our graduates
have participated in some form of
internship during their stay at Evergreen. Many students also arrange individual internships
through the Office of Cooperative
Education. Most of them are
placed in southwest Washington
businesses, schools or government
agencies, but you're likely to find
Evergreen interns almost anywhere. They have worked in the
"Apple Capital" as reporters for
the Wenatchee World newspaper.
They helped redesign North
Bonneville, a town due to be
flooded by powerhouse additions to
a Columbia River dam. One student interested in computers went
to the heart of the matter and
signed on with Control Data Corporation in Minneapolis.
Placement
Adding this real-world dimension to academic study is an expected, encouraged and carefully
planned part of an Evergreen education. It may explain the Evergreen edge in competitive employment and graduate school
openings. Many of our students
have a year or more of near-professional experience through internships before they even begin looking. The effect is noticeable - 93
percent of our class of 1979 found
successful placement in jobs (twothirds within their interest areas),
graduate school or other pursuits.
This impressive statistic was obtained by surveying ALL graduates, not just those who registered
through the placement office.
At Evergreen, we've never felt
that learning how to live a life reo
quires that one ignore learning
how to make a living. This realworld attitude also sets us apart
from many other liberal arts
colleges.
What We Expect of
Students
We ask students to develop broad
interests while pursuing their personal or more specialized educational goals. They must learn to
think clearly and communicate precisely, through practice in writing,
speaking and research. They must
be able to analyze and evaluate
5
••A line is length without
breadth."
Euclid
6
ideas, bring together diverse
knowledge into a meaningful
whole, and integrate views or experiences from different cultures.
They must develop the aesthetic
skills of how to respond to and act
with style and grace, and the creative skills of perception, design
and expression.
Students learn to think and act
for themselves, work cooperatively
and negotiate with others, and increase their initiative, self-confidence and responsibility. They also
discover the value of cultural diversity by dealing with a wide
range of people, situations and
problems.
Students who make the best of
their Evergreen experience develop
integrity and a sense of responsibility for choices already made, and
they learn how to make better
choices. They leave Evergreen
with a strong sense of what will
provide them a satisfying life.
What You Can Study
Evergreen academic programs cover many different subjects but they
are grouped in twelve areas. Nine
of these areas constitute interdisciplinary Specialty Areas. These represent areas of particular strength
for advanced work. Each area
draws on a number of different disciplines, and most offer work at the
beginning, intermediate and advanced levels. The nine interdisciplinary Specialty Areas are:
Environmental Studies
European and American Studies
Expressive Arts
Health and Human Development
Management and the Public
Interest
Marine Sciences and Crafts
Northwest Native American
Studies
Political Economy
Scientific Knowledge and Inquiry
Annual Programs and Basic Programs are the other two important
areas of the Evergreen curriculum.
A Teacher Certification program
leading to the provisional certificate for elementary and secondary
education also is available.
Basic Programs are designed
for entering students. Basic Programs are always broadly interdisciplinary, although they represent
different combinations of the various disciplines. Some, like Political Ecology, draw broadly from the
natural sciences, the social sciences
and the humanities.
Basic Programs are staffed by
Evergreen's most experienced
teachers, who are particularly
skilled at working with entering
students. Basic Programs are specifically designed so that students
may further develop skills in reading, writing and seminaring, while
at the same time acquiring subject
areas skills.
Annual Programs represent
the college's spontaneous, developing and experimental side. Annual
Programs change from year to
year to respond to changing student and faculty needs. Some of
the most creative programs within
the Specialty Area curriculum
originated as Annual Programs.
composed of 60-100 students, and
three to five faculty members (with
different expertise), all of whom focus their efforts on a central
theme.
You may also choose from a
wide range of Group Contracts offered in specialized fields and involving 20-40 students and one or
two faculty members. Like Coordinated Studies, Group Contracts are
also interdisciplinary. These are
usually intended for advanced academic work.
For advanced students who are
prepared to pursue an individualized, self-designed program, Evergreen offers the Individual Contract which is negotiated by a
student and a faculty member and
defines specific material and activities to be completed by the student
during an academic term. An Individual Contract may, for example,
call for combinations of research
and writing; preparation of a documentary, media production, or project in the arts; or require the student to work in a professional
setting. Weekly conferences between student and faculty sponsor
allow progress and problems to be
discussed at regular intervals.
As a special option to students
in Coordinated Studies, Group Contracts and Individual Contracts,
and to make part-time study possible for citizens in the local community, Evergreen also offers a number of courses in specific subject
areas.
Coordinated Studies and
Group Contracts
Four Ways to Study at
Evergreen
Evergreen offers you several ways
of approaching study in the arts,
humanities, natural and social sciences. The first of these is through
Coordinated Study programs, each
What are Coordinated Studies and
Group Contracts and how do they
differ from more conventional
courses taught elsewhere? What
will it be like to be a member of a
group engaged in an integrated
program of study?
A typical work week at Evergreen does not differ markedly
from any other institution in its basic components. Evergreen uses
lectures, seminars, essays, research
projects, field projects and similar
educational formats. During a typical week in a Coordinated Study
program you will probably attend a
general lecture with all 80 members of the program. But you
might also spend six hours in small
group seminars of 10 to 20 persons
each. It is quite likely that you will
spend a certain number of hours in
the field or in laboratory sessions if
you are in a science program. In
many programs, there are also
weekly individual sessions between
the students and faculty. In all Evergreen programs there is a large
amount of contact in small groups.
One striking difference from
other colleges is that at Evergreen
all these activities occur within the
one and only program in which
you are enrolled. There is a comprehensive design so that all activities are coordinated. This enables
you to concentrate on your work
without the distraction of competing, unrelated assignments. Studying the topic full-time means that
students finish by understanding
it
from many perspectives, and by
having the skills to approach other
problems in the same way.
Each Coordinated Study program has certain activities in
which all members of the program
take part. The most important of
the shared activities is the seminar.
Students may prepare for seminars
by studying a book from the program's required reading list, by doing some writing or by completing
a small library research project.
Then they assemble in small
groups of 10-20 students, under the
guidance of a faculty member, to
help each other understand the
book or to work out its meaning
and implications. For seminars to
succeed each member must participate actively, analyzing the assigned materials, helping others
form their thoughts, thinking
aloud.
Students in Coordinated Studies also work extensively on their
individual skills and understanding
by writing short essays, critiques,
and through notebooks and journals. Evergreen asks students not
merely to acquire information but
also to learn how to communicate
it in writing.
Two Examples
A Winter and Spring Quarter Coordinated Study program, Structures in Mathematics and Visual
Art, will identify the existence of
underlying structures in visual art
and mathematics: those images
and ideas which repeat, develop,
balance and initiate new forms in
one's work. Students will explore
A TYPical Week
Monday
9-10:30
All-program
lecture
11-12
Small group
discussion
--Noon
1-3
Faculty
seminar
Tuesday
9·12
Book
semmar
Wednesday
All-college
work day
Thursday
9·12
Book
seminar
1·3
Workshop
or lab
No classes
scheduled
1-J')
Workshop
or lab
Friday
9·10:30
All-program
lecture
11·12
Small group
discussion
ways in which abstract mathematical ideas can or cannot be realized
visually. Offerings associated with
the program include abstract and
linear algebra, and design and studio classes.
A year-long Group Contract,
French Culture, begins Summer
Quarter 1981 with intensive study
of conversational
French, supplemented by cuisine classes, films
and folk dancing. French language
study continues Fall Quarter, as
students begin examining and comparing the literature, painting, architecture and music of France and
the United States. Winter Quarter
focuses on the twentieth century
and the increased dialogue between
writers and artists of the two countries. With the exception of a major anthropological
research project, all lectures, workshops and
seminars will be conducted in
French. Spring Quarter the group
travels to Lyons, France, to carry
out ethnographic research projects
and continue the study of contemporary literature from all genres.
Students will keep exhaustive journals, visit museums and art galleries, and attend concerts and films.
Individual Contracts
Individual Contracts provide 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 as a Corodinated Study program, a Group Contract or fulltime studies at another college.
Contracts are best for imaginative,
resourceful students who have
well-defined goals 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
7
"Every bit of knowledge you gain
obscures another piece that you
already know."
Brian Eno
8
specified activities - readings,
field studies, internship work, artistic productions, writing papers while the sponsor agrees to provide
regular consultation and advice. To
qualify, you must 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.
The more structured Resident
Learning Contract includes at least
one regularly scheduled class meeting each week, in addition to the
weekly one-to-one conference between student and sponsor. For veterans, a Resident Learning Contract which meets VA class-time
requirements qualifies for full veteran's benefits. Other Individual
Contracts will qualify for tuition
and fees only.
The Academic Advising Office
is a good place to begin investigating possibilities for a contract.
They maintain lists of faculty who
have contract openings available
and of the fields of specialization in
which those faculty members may
be able to 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.
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. If
your contract requires special facilities or equipment, additional
signatures may be required.
Despite the difficulties, the
successful contract can be a milestone in a student's college career
by providing learning very closely
tailored to personal goals.
Courses and Part- Time Study
Evergreen offers 50 to 90 courses
each quarter which cover specific
subjects in a manner similar to
courses at traditional colleges.
Some courses are modular units of
regular programs; some are offered
as flexible study options for fulltime students; but most are designed for students with jobs or
other daytime commitments.
Courses average 4 quarter
hours of credit and they're taught
in the late afternoon or evening.
Part-time students enrolled in
courses tend to have either a specific interest in the subject, or they
are pursuing a college degree
through evening study. For those
interested in a single course, the
college has a simplified registration category (Special Student)
which does not require formal admission to the college. Degree-seeking students must be formally admitted to the college, and part-time
work toward a degree naturally
takes longer, but with a combination of courses, half-time evening
programs, and part-time options
within regular full-time programs,
many students each quarter make
steady progress toward their educational goals. Students may enroll
directly in one or two courses each
quarter, but more than that requires coordination through some
form of contracted study.
If you are in a full-time program, you may be able to attend a
course as part of your Coordinated
Study, Group Contract or Individual Contract. Talk to your program
coordinator or contract sponsor
about making the arrangements,
and do it before the quarter begins,
if possible, so you don't lose any
time. (In this catalog's program descriptions, look for the line "additional course allowed" to determine
which faculty are receptive to
courses outside the program
format.)
Students may also audit a
course, but enrollment is limited,
and those studying for credit will
be admitted first. Requirements for
both credit and audit students are
regular attendance and completion
of assignments.
"Reading maketh a full man;
conference a ready man and
writing an exact man."
Francis Bacon
Courses in the following subjects
are usually taught each year:
Accounting
Acting
Calculus
Chemistry
Computer
programming
Dance
Drawing
Economics
French
History
Management
Mathematics
Media
production
Music
Photography
Psychology
Spanish
Theatre
Video
Writing
Additional courses are offered each
quarter in the social sciences, humanities, arts and natural sciences.
The complete list appears in the
Evergreen Times, a tabloid published about a month before the beginning of each quarter. The publication describes all courses, as well
as other opportunities for part-time
students.
A number of regular, full-time
Evergreen programs also offer
part-time options. Some of these
are half-time (8 credit) programs
which correspond to the Coordinated Studies model. They provide
part-time students with an integrated, interdisciplinary approach
to their education. The amount of
credit, prerequisites, and other arrangements vary widely, so students must contact instructors,
work out individual requirements,
and obtain written permission before enrolling. Catalog descriptions
indicate which programs have
part-time options.
Operation of Programs
Once underway, a Coordinated
Study or Group Contract is not
subject to major replanning. Most
programs are fully designed in advance and students occasionally
participate in the detailed plan-
----
ning, but faculty are held responsible by the academic deans to stay
as close to the plan originally submitted as is possible. This guarantees that students get the program
originally announced in that year's
catalog, not a variation of it invented at a later date. Faculty are responsive to student needs as a program unfolds, but changing the
structure or context of the program
is undertaken only when nothing
else will work.
In Coordinated Study 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.
Most Coordinated Studies run
smoothly and efficiently but should
an occasional problem arise, the
covenants can guide the resolution
of disputes.
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.
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 the
decision has been made on credit.
This eliminates any suggestion
that award of credit may have
been influenced by the student's
evaluation of faculty and allows
students to give a frank critique.
Both students and faculty enjoy academic freedom at Evergreen. This means that no student
may be denied credit because of
political, religious, or other beliefs.
Students will often be required to
---------
prove they understand positions
other than their own, but no academic program may require or presuppose acceptance of a particular
doctrine or position.
Curriculum Planning
Evergreen's flexible curriculum can
be molded and changed in order to
meet new student needs and to utilize new information arising from
scholarly research. Yet, there is
also continuity from year to year,
allowing students to plan their selection of programs and contracts.
The Evergreen faculty takes
the major role in curriculum planning, but we encourage student
participation. Opportunities for
student participation and comment
are provided through Special ty
Area meetings prior to the spring
planning retreat.
A few programs are approved
each year, particularly Group Contracts, where the initial idea came
from students. We encourage this
sort of initiative, but new students
need to know that each offering
must have faculty sponsorship and
approval of the academic deans.
Developing a new Coordinated
Study or Group Contract requires a
great deal of work and advanced
planning. Curriculum planning begins 18 months before the program
is offered.
Graduate Study
Evergreen launched its first graduate program Fall Quarter, 1980,
enrolling about 40 students in studies leading to the Master of Public
Administration degree.
The program is based on Evergreen's experience with interdisciplinary undergraduate study. Parttime study is encouraged and
classes fire held at times compatible with typical work schedules of
employed students.
Write to the Admissions Office
for a copy of the graduate catalog
or further information.
9
Academic Facilities
As the state's newest college, Evergreen offers undergraduates some
of the most modern equipment and
facilities in the Pacific Northwest.
The 1979 reaccreditation team, in
fact, declared the facilities "superior to that which can be found in
any institution of which we have
knowledge."
Students have access and
"hands on" experience begins at
the freshman level.
Following is a brief look at
some of the resources available as
a part of your academic study.
synthesizer, listening carrels, multimedia-program equipment and super 8 and 16 mm film editing
benches.
For more advanced students,
the library is equipped with a color
television studio and a highly
sophisticated sound recording and
mixing studio. The library also
offers media production services in
graphic design, photography, and
audio and video recordings.
More detailed information may
be obtained from the library Hands
On book or from our staff.
Library
Computers
Ideas, information, access to them
and ways to communicate: That's
what our library is all about. We
have more than 150,000books for
your use and pleasure, with more
than 10,000new books acquired
each year. Our print materials include more than 2,500 serials (journals, magazines and newspapers),
36,000government publications
and tens of thousands of pages of
material on microfilm and
microfiche.
We also have available more
than 4,000 audio recordings, 20,000
slides, numerous art prints, maps,
films, video tapes, transparency
sets, models and displays.
Of special note is our reference
collection, which consists of thousands of indexes, encyclopedias,
dictionaries, bibliographies and
handbooks, which function together as a complex information tool.
In addition to traditional information resources, the library has
portable audio-visual equipment,
which may be checked out by anyone in the campus community.
The Media Production Center
providesa beginning- to intermediatelevel media facility for use by Evergreen students, faculty and staff.
It is fully equipped with work stations including a photography studio, a graphic arts workroom,
audio and video recorders, an ARP
The role of the computer in today's
society and its importance to citizens has grown until there is
scarcely an area into which the
technology has not been adapted.
At Evergreen, all students
have access to the computers. Each
year an estimated 40 percent of
our students find the computer
"tool" a valuable problem-solving
resource, one to which they have
open access through a "hands-on"
approach to learning
With two Hewlett-Packard
minicomputer systems, up to 4S
students can use the computer concurrently, utilizing their own programs or those drawn from the library of programs including
simulations and data analysis packages. More than 40 terminals are
located around the campus and terminals may even be checked out
from Media Loan for individual
use at home.
A remote job entry terminal
system can be used for "number
crunching" or access to special
software. Data General NOVA Minicomputers, PLATO, an analog digital hybrid system, and an extensive
collection of microprocessor systems round out the rich range of
facilities available.
Students get a great deal of
staff support as they use computer
resources, operate equipment and
write special programs. In addition,
advanced students have facilities
for applications in computer science such as computer graphics.
Individual Contracts are also available with faculty and staff, as well
as internships with computer manufacturers, software houses, and
major users including state
government.
Graduates have produced commercial computer-animated films,
attended graduate schools in computer science at Stanford and the
University of Edinburgh, Scotland,
for example, or taken their knowledge into the work world as a powerful tool to complement their other pursuits.
In 1978, Evergreen was chosen
by a National Science Foundation
study as one of ten exemplary colleges and universities nationwide
for use of instructional computing.
Arts and Sciences
Laboratory Building
The laboratory building provides a
complex learning environment
with facilities to support the arts
and sciences. Spaces and equipment arrangements allow large
groups to work together in teamtaught Coordinated Study programs, small groups to carry out
research projects, and individuals
to pursue special projects and research problems.
The complex was built in three
stages: Phase I, the Annex, and
Phase II. Phase I houses a selfpaced learning center, a laboratory
supply store, a number of teachingresearch laboratories, an exercise
testing laboratory, holography laboratory, animal rooms, cold rooms,
electron microscope, advanced
microscopy laboratory, and several
instrument laboratories housing
spectrophotometers, chromatographs, ultra-centrifuges, scintillation counters, and other equipment
necessary for advanced instruction
in the sciences. A vivarium where
11
12
exotic plants are displayed in a
controlled environment, painting
and design studios, and various
shop and storage areas complete
the general inventory of spaces
available in Phase I.
The Annex provides greenhouse facilities, a ceramics studio,
and a large high-ceiling area for
sculpture, shop work, casting,
welding, glass blowing, lapidary,
spray painting, and sheet metal
work.
Phase II provides large, open
studio spaces as well as general
laboratory science space. The
printmaking studio, one of the best
in the state, includes facilities for
lithography, serigraphy, intaglio,
bookbinding, letterpress printing,
paper making, and vacu-forming.
A photo lab makes it convenient
for the printmaker to use photographic processes. There's equipment for registering color lithographs, and fine book work can be
produced from start to finish. Combined weaving, batiking, jewelrymaking, drawing, design and painting facilities rest adjacent to
general-purpose science laboratories. Interspersed seminar rooms
and small-group meeting areas where discussion and reflection
can take plate - complement the
laboratories.
The abundant use of natural
wood finishes and bright colors,
display spaces and informal lounge
areas makes this learning facility a
congenial place for study, and an
interesting place to visit.
Communications
Laboratory
The Communications Laboratory
Building provides a comprehensive
instructional, performance and production facility for audio and video
communication, film, still photography, theater, speech, music,
dance and two-dimensional design.The structure houses the 220seat Recital Hall and the 31O-seat
Experimental Theater, faculty and
staff offices, and recording studios
and rehearsal halls for orchestra,
chorus and band. The building is
state-of-the-art throughout, including facilities for electronic music
and filmmaking and previewing.
Students have even recorded master tapes for record albums with
Communications Laboratory
equipment.
Seminar Building
The Seminar Building provides
seminar rooms, facul ty and staff
offices, and headquarters for
graphics and health services.
Lecture Halls
The Lecture Halls are housed in a
pie-shaped structure on the west
side of the central plaza. The building contains five auditoriums with
capacities of 75 to 320 people. Each
room is equipped, to varying
degrees, for media presentations
such as 16mm feature-length movies, 35mm slide shows, video recording and playback, and overhead or rear-screen projections.
Some program lecture sessions
meet in the Lecture Halls. Featurelength films are usually screened
in Lecture Hall 1 and campus
events are often scheduled in
the facility.
Sundquist Marine
Laboratory
Located near the ferry terminal
west of Anacortes, the Sundquist
Marine Laboratory is set on 71 forested acres containing a freshwater
lake and 2,900 feet of seawater
frontage. The facility is administered by Western Washington University on behalf of the state's colleges, so Evergreen student groups
have access. There are no living
accommodations on the site, but
Marine Science programs sometimes use this laboratory.
Malheur Field Station
The Malheur Field Station is on
the Malheur National Wildlife Refuge in southeastern Oregon, an
area of rich wildlife diversity in
the high desert at the northern
margin of the Great Basin. The station has complete living facilities,
including dormitories and a mess
hall, and is an ideal base for field
studies. Evergreen and the other
colleges in Washington and Oregon
jointly support the Malheur Field
Station. It is heavily used by some
programs in the Environmental
Studies area.
The Campus and Vicinity
Most campus buildings are
grouped around a large, red brick
plaza (christened "Red Square"
long ago). On warm days, student
musicians gather near the corner
of the plaza formed by the library
and College Activities Building,
the volleyball players occupy the
center, Frisbee artists line up near
the Lecture Halls, and those who
prefer to just lie around often
climb up on the large, grassy
mound at the head of the plaza
near the Laboratory Building
complex.
On rainy days, which are frequent in the Northwest, campus
buildings become warm refuges
from the drizzle. That may be one
reason why Evergreen's library has
such a high rate of student use it's cozy.
On snowy days, just a few
each year, the campus becomes an
outdoor gallery for student snow
sculpture. And if the sculptor's creative mood breaks down, snowball
fights are easy to arrange.
The northern edge of the campus is 3,300 feet of undeveloped
waterfront along Eld Inlet, at the
tip of Puget Sound. A trail through
the woods gives access for beach
walks or swimming.
Most of the campus is forested
- 1,000 acres of alder, maple, and
Douglas fir. There are trails for
walking, jogging and bicycling,
and the forest itself is an excellent
learning laboratory for the biological sciences and environmental
studies.
The Pacific Ocean is about an
hour's drive west of campus, with
long, sandy beaches gradually giving way to an extremely rugged
coastline as you move further
north. The road north, Highway
101, runs like a tunnel through oldgrowth forests and takes you past
the Quinault Indian Reservation,
the western entrances to the Olympic National Park and, at the top of
the loop, the Hurricane Ridge ski
area and the city of Port Angeles,
where you can hop a ferry for
Victoria, British Columbia. The
complete 101 circuit back to Evergreen means a quick side-trip to
Port Townsend (a haven for writers
and artists), and then a leisurely
drive down the shore of Hood
Canal.
A few hours' drive east of campus is 14,000-foot Mt. Rainier, the
snowcapped sentinel of the Cascade Range. The Cascades bisect
the state - millions of acres in
national parks and forests available
for outdoor recreation.
Where Students Live
About 600 students live on-campus
in the four residence halls and in
the "Mods," a collection of 19
duplexes. Most units have complete
kitchens, so students either cook
their own meals or eat at the cafeteria, snack bar or deli located in
the College Activities Building.
College housing tends to fill up
early, It's relatively inexpensive,
convenient to campus, and many
students find it puts them in closer
touch with the social life of the
college.
Another 400 students live in
Adult Student Housing (ASH), a
privately operated apartment complex on the edge of the campus
near the residence halls. (You have
to be a student to live there.)
The remaining 60 percent of
the student body lives mostly in
the Olympia area. They commute
to campus by car, bus (hourly service), or bicycle. Though inexpensive off-campus housing is scarce,
resourceful students usually find
something appropriate - from
apartments to farmhouses, large
shared rentals to one-bedroom
cottages.
When You're Not
Studying
On-campus social activities include
films, concerts, dances, plays, visit-
ing speakers and special events.
Academic programs are often the
source of cultural events; students
stage public performances as a regular part of their studies in theater,
dance, music, film and other areas.
And, of course, everyone spends a
good deal of time talking - about
life, about Evergreen, about Art,
about politics, and about whatever
is exciting, frustrating or merely
curious. The Evergreen community
is an interesting collection of people - you'll enjoy getting to know
them.
There are also intramural and
intercollegiate sports, Leisure Education workshops ranging from
dance to sport parachuting, and a
well equipped Campus Recreation
Center (ll-Iane pool, saunas, racquetball courts, etc.). The Recreation Equipment Center can also
outfit you for a two-week backpacking expedition, a white-water
river trip, or a Sunday afternoon
volleyball game.
Favorite Olympia-area pastimes include movies (the town has
18 theaters); breakfast at the Spar
Restaurant; lounging around 4th
Avenue near the harbor, where
many businesses are owned by former Evergreeners; and if you're old
enough, beer and pool at the TwoMile House or dancing to LOUD
rock at Captain Coyote's.
Seattle is 60 miles north on
Interstate 5 and offers all the cultural and recreational activities
one would expect to find in a large
city.
General Subjects Covered
Quarters
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19
20
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23
Annual Pro rams
Making of America:
Unfinished Crises
Philosophy, Science,
Human Behavior
Structures in Math & Art
Transformations:
Adult Develo ment
Two Revolutions in
Art and Thou ht
Writin and Re-writin
Environmental Studies
Intro to Environmental Studies
Earth Environments
Environmental Desi n
Advanced Environmental
Desi n Seminar
Ornitholo
Ecolo ical A riculture
Ener
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Euro ean and American Studies
Power and
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34
Classic Ima es: Homer
35
Classic Images:
Thuc dides
35
Classic Ima es: Plato
35
The Family and
Women in America
36
French Culture (begins
summer 1981
36
Short Fictions
37
Ex ressive Arts
Foundations of Visual Art
Foundations of
Perform in Arts
Recording, Structuring
Li ht & Sound
Philoso h of Theater
Camerawork
Mixed Media
The Art of Dance
Current Work: New York Cit
Gallery Management &
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The Making of Music
Meaning and Art
Printmaking
Techniques of
Visual Anthrooolozv
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Human Health and Behavior
Culture and Consciousness
Development: The Aim
of Education
Helping Relationships
Nutrition
Social Interactions:
Problem Youth
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Tropical Biolozv
Marine Biolozv
Northwest Native American
Life Modeling:
A Sense of Being
Old Olympia:
Uncovering Our Past
Growing Old in America
Political E
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Social and Health
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Introduction to Political
Economy
Persuasion and Propaganda
Social Theory,
Capitalist Society
America in the 1930s
Socialist Political Econ. Svstems
Writing Popular Political
Economics
Scientific K _______
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Introduction to Natural Science
Matter and Motion
Molecule to Organism
Adv. Physical Science
& Mathematics
Science and Government
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Basic Programs
18
Basic Programs are designed for
students in their first or second
year of college, to give them a solid foundation of knowledge and
skills as preparation for more advanced studies. Basic Programs introduce students to the central
mode of study at Evergreen - the
Coordinated Studies program, in
which faculty members from three
or four different disciplines use
their knowledge to help students
explore a central theme or problem. (For example, a biologist,
chemist, economist and political
scientist might teach a program investigating the interaction of human beings with their physical environment.) This interdisciplinary
approach means studying situations as wholes, not as collections
of unrelated fragments. Basic Pro-
grams are one place to discover the
full breadth of the situations that
concern the student - the connection of artistic expression to social
conditions, for example, or the relation of biological facts to individual psychology.
Basic Programs emphasize the
development of skills necessary for
successful college work. For most
students this means learning how
to write easily and well in various
modes, how to read carefully, analyze arguments, work cooperatively
in small project or discussion
groups, and how to use the many
resources in the library. 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.
Each of the Basic Programs
listed in this catalog section is an
integrated study program that
combines a number of different activities (seminars, individual conferences with faculty, lectures, laboratories - whatever is
appropriate) to help the student
learn about the program theme or
topic, and at the same time to
learn about the student's own
goals, about defining problems and
dealing with them, about the college's people and facilities, about
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.
"Education makes a people
easy to lead, but difficult to
drive; easy to govern, but impossible to enslave."
Henry Baron Brougham
Democracy arid 'Tyranny:
The Paradox of Freedom
Fall, Winter, Spring I Coordinated
Study
Coordinator: Richard Brian
Enrollment: 92
Prerequisites: None
Special Expenses: Any field trips or
program retreats
Part- Time Options: Yes
Reference Number: 1019 P
This program will be a search for
our roots in the past, an attempt to
understand the present, and an
analysis of our hopes, and fears, for
the future. We will ask tough questions about our proper relationship
to the state, to our community and
to ourselves. We will try to find out
who we are, and what kind of human beings we should become.
Even as we study our heritage, we
will ask whether it is worth studying and whether our traditions are
worth saving. For one year, we will
search together for wisdom by following even the most difficult
questions wherever they lead.
Democracy and Tyranny is a
program in the humanities and social sciences which integrates work
in literature, history, anthropology,
political philosophy and writing. In
the course of the year students will
investigate some traditional tribal
societies, the culture of classical
Greece and the experiences of contemporary America. Although we
will concentrate our study on a
comparison of democratic Athens
and America, we also will include
literature from the fifteenth
through the twentieth centuries,
which will help us to explore the
basic questions. The problems we
will study are old, and ever new:
problems of freedom and slavery,
men and women, peace and war,
courage and cowardice, good and
evil, the beautiful and the ugly.
Planned equivalencies in quarter
hours:
Fall Quarter: 4 quarter hours each
in history of ancient Greece, English composition and Greek literature in translation, 2 quarter hours
each in introduction to cultural anthropology and philosophy of ancient Greece.
Winter Quarter: 4 quarter hours
each in history of medieval Europe,
English composition, introduction
to political philosophy and introduction to sociology.
Spring Quarter: 4 quarter hours
each in history of the modern
world, English composition, American literature and introduction to
philosophical thought.
Program is preparatory for careers
and/or future study in the social
sciences and the humanities.
Additional course allowed: Yes
Internship possibilities: No
Form and Content:
Cultural History of the
Modern World,
1840-1940
Fall, Winter/Coordinated
Studies
Coordinators: Hiro Kawasaki,
David Marr
Enrollment: 69
Prerequisites: None
Special Expenses: None
Part- Time Options: No
Reference Number: 1033 P
This program is intended to give
students a fundamental grasp of
the arts within a broad social and
cultural perspective; it will equip
students with the vocabulary and
basic theories of visual art, music
and literature. Students also will
learn the basic skills of reading
critically, writing coherently and
expressing or exchanging ideas in
a seminar situation.
Students attend workshops Fall
Quarter on reading, writing, seeing
and listening skills, in addition to
weekly lectures and seminars.
Winter quarter will be devoted
to an historical survey of the arts
during 1840-1940, a period of rich
variety in artistic styles and goals,
which provides ideal grounds for
learning the basic ingredients of
the arts: form and content.
We will study such artistic
movements as Realism, Impressionism, Post-Impressionism,
Symbolism, Fauvism, Cubism, Expressionism, Dada and Surrealism in visual
art, and will focus upon artists
such as Courbet, Manet, Monet, Renoir, Degas, Van Gogh, Gauguin,
Cezanne, Matisse, Picasso, Kandinsky, Duchamp, Arp and Magritte. These movements and artists were highly conscious of
opening up new possibilities in visual art, asserting their own beliefs, some of them insisting on the
supremacy of form, and others on
content over form. Each contributed to a rapid expansion in the definition of art.
Our study of music will parallel the visual art history and will
reveal similarities and differences
in these two forms of expression.
Included in the music history will
be the works of such composers as
Liszt, Wagner, Verdi, Brahms, Mahler, Debussy, Ives, Bartok, Schonberg and Stravinsky. We will study
the relationship of word and music
through the study of poetry and vocal music.
We will examine ways in which
the artists, composers and writers
manipulated their media and
forms, and learn what constitutes a
certain style. In addition, we will
study aspects of human experience
they chose to express in their
works, and will read some of their
statements on choice of subject
matters and styles.
19
"The eternal silence of these
infinite spaces (the heavens)
terrifies me."
Blaise Pascal
20
Program reading will include
such books as The Shape of Content, Ben Shahn; Arts and Ideas,
Fleming; Complete Stylist Handbook, Sheridan Baker; and Varieties
of Visual Experience, Edmund Feldman. In literature, we will read
such books as Moby Dick, Melville;
Tales, Hawthorne; The Birth of
Tragedy, Nietzche; The Brothers
Karamazov, Dostoevski; The Heart
of Darkness, Conrad; Death in Venice, Mann; Flies, Sartre; and The
Stranger, Camus.
Planned equivalencies
hours:
in quarter
4 quarter hours each in expository
writing, art appreciation, music appreciation and cultural history of
Europe and America, 1840-1940, 8
quarter hours each in European
and American literature and individual outside coursework.
Program is preparatory for careers
and/or future study in the humanities, art history, and in studio and
performing arts.
Additional
Internship
course allowed: Yes
possibilities: No
Human Development
Fall, Winter, Spring/Coordinated
Study
Coordinator: Willie Parson
Enrollment: 92
Prerequisites: None
Special Expenses: $20 for retreat
Part-Time Options: Yes, with permission of faculty
Reference Number: lO43 P
Human Development is designed to
meet the needs of students who
wish to prepare a general educational foundation. It may be of special interest to students wanting a
later specialization in one of the
human services professions, such
as medicine, law, government, edu-.
cation, social work, law enforcement or religious leadership. The
main objective of the program is
cultivation of the student's ability
to interpret his life to himself and
others in response to readings in
the social sciences, biology, history
and literature. Development of
skills in critical thinking, writing
and oral expression will be
stressed.
The key questions of the program will be these: What are the
most important factors and issues
of human development? How are
these reflected in our community
now? How are these to be seen in
my life now, and what are they
likely to mean to me in the future?
In order to answer these questions, we shall need to learn how
the human species developed,
where we came from, how we differ and how we do not differ from
other species, and where it seems
we are headed as the planet's dominant species. We also shall need to
learn about how contemporary individuals develop, how all of us
mature through particular ways of
learning and forgetting, resolving
conflicts and avoiding them, getting sick and getting well, teaching and being taught, dreaming,
working, playing, loving, reflecting
and dying. Finally, we shall need to
help each other to become more
aware of how each of us as separate individuals has developed,
where each of us is now, and what
each of us hopes to become.
Program activities will include
lectures, workshops, book seminars
and writing workshops.
Planned equivalencies in quarter
hours:
6 quarter hours each of expository
writing, creative writing, introduction to psychology, introduction to
human biology, American history,
child development, literature, and
personality
development.
Program is preparatory for careers
and/or future study in the sciences
and social sciences.
Additional course allowed: Fall, Yes.
Winter and Spring, No.
Internship possibilities: No
Origins of Life and
Intelligence
Fall, Winter/Coordinated
Study
Coordinator: Siegfried Kutter
Enrollment: 92
Prerequisites: None
SPecial Expenses: None
Part-Time Options: No
Reference Number: 1073 P
This program deals with the evolution of human life and intelligence,
beginning with the cosmic creation
of matter and proceeding through
the origin of life on earth to the development of human culture. We
shall examine the physical, biological and social dimensions of this
evolution, and conclude with speculations about the future of human
civilization.
Fall Quarter. Lectures and reading.
Astronomy and geophysics: the origin of the universe; formation of
galaxies, stars and the chemical
elements; formation of the sun and
planets; evolution of the earth's atmosphere and oceans. Biology: prebiological evolution and the origin
of cellular life, development of photosynthesis, respiration and sexual
reproduction. Humanities: origins
as portrayed in mythology, religion
and Western thought; uses and misuses of evolutionary concepts; consequences of views of origins on
ethics and behavior.
Seminars and workshops. Writing, basic math and physical science, discussion of origins
concepts.
"Mountains are the beginning
and the end of all natural
scenery."
John Ruskin
Winter Quarter. Lectures and reading. Biology principles of evolution,
evolution of multicellular organisms. Anthropology and history; social relations of primates, the origin of human beings and early
civilizations, development of agriculture, science and technology. Social science: "Intelligence"
with
reference to humans, dolphins, insects, computers; prospects for the
future, including aspects of genetic
engineering and contact with extraterrestrial civilizations.
Seminars and workshops. Discussion of issues raised in reading,
writing, basic computer programming, and one other to be selected
depending upon student interest.
Planned equivalencies in quarter
hours:
4 quarter hours each in English
composition, physical and biological science, anthropology, origins
of civilization, history of science,
philosophy, basic math and computer programming.
Program is preparatory for careers
and/or future study in the sciences
and social sciences.
Additional course allowed: No
Internship possibilities: No
Outdoor Education
Fall, Winter, Spring/Coordinated
Study
Coordinator: Kaye V. Ladd
Enrollment: 92
Prerequisites: None
Special Expenses: Retreat expenses
(food, equipment rental). It is desirable, although not necessary, for
students to have personal camping
equipment (boots, frame pack,
sleeping bag).
Part- Time Options: No
Reference Number: 1077 P
In the Outdoor Education
program
we will investigate the natural environment, the experience of humans within that environment, and
the ethical concerns of humans.
One focus will be examining the
concept of "symmetry" by asking
"What is the structural basis of the
environment, society and individuals, and is there a similarity in
structure and dynamics among
them?"
We will use the common learning experiences in the outdoors,
and in seminar, to inquire into
learning and human growth. We
will emphasize communication
skills development to allow each
person to successfully interact and
participate in group learning. Students will assume increasing responsibility to choose and plan
their studies as the year
progresses.
We will have a three- to fourday retreat once a quarter in either
the Olympic Peninsula or the Cascade Range in which we will hike,
learn necessary outdoor skills and
conduct field workshops. In addition, each week we will use the Evergreen campus for learning such
skills as basic mountaineering,
first
aid, map and compass use, and
orienteering.
Program goals are: (1) to acquire a basic knowledge of social
science and physical science; (2) to
develop skills in reading, writing,
discussing and field observations;
and (3) to become acquainted, experientially and theoretically, with
the learning process.
Planned equivalencies
hours:
in quarter
4 quarter hours each in anthropology, community studies, sociology,
environmental
politics, writing, literature, philosophy, ethics, psychology, and education, 8 quarter hours
in physical science.
Program is preparatory for careers
and/or future study in human development, social and physical sciences, psychology, education, environmental studies, philosophy and
community studies.
Additional
Internship
course allowed: No
possibilities: No
21
22
Political Ecology
Fall, Winter, Spring/Coordinated
Study
Coordinator: Matt Smith
Enrollment: 92
Prerequisites: None
SPecial Expenses: Field trips
Part- Time Options: No
Reference Number: 1083 P
Political Ecology examines the effects of humans on their environment. This demands an understanding of what the environment
is, how our values help direct our
interaction with it, and how political and economic institutions affect
both our values and the environment. To investigate this theme it
will be necessary (1) to learn the
basic ecological concepts underlying our understanding
of ecosystems, (2) to examine the historical
and philosophic inheritance that
shapes our personal and societal
values, and (3) to understand the
political and economic processes
that influence the quality of our
lives and the environment.
Program goals include (1) examination and formation of personal environment values, (2) development of effective ways to act
consistent with those values, (3) improvement of basic learning and
communication
skills, and (4) introduction to the humanities, natural
and social sciences.
The program presents introductory material in the natural and
social sciences through faculty and
guest lectures, workshops, seminars, films, labs and field trips.
This information will then be applied in field and classroom work
to a natural and human community. Students will be given increasing responsibility to choose and
plan their own studies as the year
progresses. There will be a strong
emphasis on improving basic skills:
reading, writing, library research
and critical thinking.
Planned equivalencies
hours:
in quarter
12 quarter hours each in biology
and social sciences, 8 quarter hours
each in environmental
studies and
writing, 4 quarter hours each in literature and history.
Program is preparatory for careers
and/or future study in natural/social sciences, environmental
studies, environmental
education, field
biology, political economy and
humanities.
Additional course allowed: Possibly
Internship possibilities: No
Re-introduction to
Education
Fall, Winter, Spring/Coordinated
Study
Coordinator: Lovern King
Enrollment: 46
Prerequisites: None
Special Expenses: None
Part- Time Options: Yes; program
has half-time option.
Reference Number: 1091 P
This program is designed for women making the transition from
home or work to school. The program will provide a place for women to make self-assessments of
their strengths and weaknesses, develop academic and study skills in
an individualized way, meet new
people, learn goal setting/decision
making, look at images of women
in media and literature, and experience writing as expression and as
genre. Each student will be responsible for constructing
a learning
contract that shows systematized
planning by specifying the desired
outcomes and then designing a program to achieve such ends.
A probable book list includes:
Women as Winners, Dorothy
Jongeward; Images of Women in
Literature, ed. Mary Anne Ferguson; Women and Madness, Phyllis
Chesler; Revelations: Diaries of
Women, ed. Mary Jane Moffat &
Charlotte Painter; Jane Eyre, Charlotte Bronte; The Feminist Papers,
ed. Rossi; Women and Fiction, ed.
Cahill; The Woman Warrior, Maxine Hong-Kingston; Woman on the
Edge of Time, Marge Piercy; The
Three Boxes of Life, Richard Bolles;
Women, Barbara & Gideon
Seamen.
Planned equivalencies
hours:
in quarter
4 quarters hour each in English
composition, history of American
women, women in literature and
self-assessment of learning.
Program is preparatory
and/or future study.
for careers
Additional course allowed: Yes
Internship possibilities: No
Society and the
Computer
Fall, Winter/Coordinated
Study
Coordinator: Ron Woodbury
Enrollment: 69
Prerequisites: None
Special Expenses: None
Part- Time Options: Yes
Reference Number: 1105 P
Make a phone call, buy a Big Mac,
write a check, apply for a loan,
drive a car, work on a production
line: welcome to the computer age,
"post-industrial" America, the information and communications
revolution. Most of the time you
can't see the computer, but more
and more of your daily activities
are dependent on computers and
the technology which computers
spawned.
The experience which American society is going through today
with computers, while much more
sophisticated in its technology, is
still not so very different from the
experience which other societies
have been going through with
technology since human beings
first appeared on the earth. Society
and the Computer will use the
study of other technologies and
other cultures to understand better
what we can expect from the impact of computer technology on
our society and our lives.
Students will study how computers work; how they are used in
business, communications,
science
and social science; and what we
may expect will be their specific
impact on us. The program will
also teach basic college-level skills
in critical analysis and problemsolving, writing, computer programming in the BASIC language,
and mathematics by self-paced
methods which allow each student
to begin from and progress to any
level of which he or she is capable.
Planned equivalencies in quarter
hours:
Program is preparatory for careers
and/or future study in natural and
social sciences, computer science,
mathematics, business, teaching
and government.
the Chinese, the Maya, several African countries and Micronesia are
among those which may be chosen
for study.
Reading and comprehension,
writing and speaking will be emphasized and practiced in seminars
and workshops. Students will be
expected to complete a major research paper which will be due the
ninth week of Spring Quarter. A
typical week's schedule will include
two 2-hour seminars, one 2-hour
writing workshop and a 2-hour lecture, film or tape.
Additional
Internship
Planned equivalencies
hours:
12 quarter hours in history, literature, anthropology and sociology;
12 quarter hours in computer science, problem-solving and programming; 8 quarter hours in
mathematics.
course allowed: No
possibilities: No
Third World Wisdom
Fall, Winter, Spring/Coordinated
Study
Coordinators: Nancy Allen/Wini
Ingram
Enrollment: 69
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Reference Number: 1117 P
Knowledge is transmitted in a variety of ways - through sound, motion, form and color. Proverbs and
stories, music, dance, carving and
painting are a few of the modes
employed all over the world before
and after the invention of writing
and movable print. This basic Coordinated Study will explore the
philosophies of people of Africa,
the Americas and the Pacific; how
they explain their worlds; what
they consider proper behavior of
person to person; how they deal
with fear and sorrow.
Traditional and contemporary
beliefs, along with their social contexts, will be considered and discussed in seminars and weekly
writing assignments. Films and
tapes will illustrate the customs selected for study. Folk themes from
in quarter
12 quarter hours each in English
composition, Third World literature, comparative art, and Third
World peoples' cultural
anthropology.
Program is preparatory for careers
and/or future study in humanities,
arts and social sciences.
Additional
Internship
course allowed: No
possibilities: No
23
Annual Programs
24
Annual programs are created and
offered afresh each year. They are
our way of responding to current
faculty interests, as well as to the
need for more spontaneous and
wide-ranging experimentation
on
the part of students than is sometimes possible in the more fixed
specialty areas.
Making of America:
Unfinished Crises
Fall, Winter, Spring/Coordinated
Study
Coordinator: York Wong
Enrollment: 69
Prerequisites: A Basic Program at
Evergreen, some prior college
work, or permission of instructors
Special Expenses: None
Part- Time Options: Yes
Reference Number: 1055 P
"Democracy has failed," remarked
W. E. B. DuBois, "because so many
fear it." By that statement, DuBois
pointed directly to the central crisis
in the American experience: following a history of great hopes and
rising expectations, a State appears
which is socially, politically and intellectually troubling.
In this year-long program, we
will search for clues in the making
of America by analyzing a series of
fundamental crises in our history critical events which confronted
the prevailing ideology and then
paved new directions. We will seek,
at the same time, parallel incidents
in ethnic community/political
movement/individual
experience in
which the mainstream crisis was
either mirrored or rendered
irrelevant.
One such crisis was the Manhattan Project, which called into
question the commitment of good
men and women in doing the
wrong thing for the right reason.
The development of the atomic
bomb and its destruction of Hiroshima, concomitant with the imprisonment of American citizens of
Japanese ancestry in the Untied
States, underscored both the moral
and political crises of democracy.
The dawning of the nuclear age
also opened new problems - genetic engineering, the international
arms race, nuclear waste - that
confront human survival today.
The Manhattan Project jolted the
consciences of writers and artists.
It also consumed, in its path, its
chief architect, ]. Robert Oppenheimer. It was a turning point in the
making of America.
The Palmer Raid, Shays' Rebellion, Lost Generation writers of
the Algonquin Society, Jacksonian
Revolution and the "Indian Issues,"
Samuel Clemens' period of despair,
and Project Camelot are among the
pivotal incidents we will examine.
There are more.
The students in this program
must want to read, listen, see, and
think about the assigned works,
which include Parrington, Rogan,
Arendt, Schumpeter, Ravetz,
Twain, Brecht, Veblen and Debs.
Students should want to discuss
their ideas, not merely themselves.
This study will encourage students
to take reality into their own hands
and to avoid further compromise
with truth in the past, in order to
live in the present and guide the
future.
Planned equivalencies
hours:
in quarter
20 quarter hours in social sciences,
12 quarter hours in humanities, 8
quarter hours each in science and
arts.
Program is preparatory for future
studies, careers, and/or graduate
study in art, social sciences, humanities, science and technology.
Additional course allowed: No
Internship possibilities: No
"Beauty is the first test; there
is no permanent place in the
world for ugly mathematics."
G. H Hardy
Philoso~hy,Sf?ience and
Human Behavior:
PhilosC!phical Problems
in the Social Sciences
Winter, Spring/Group Contract
Sponsor: Alan Nasser
Enrollment: 23
Prerequisites: Junior standing or
above; portfolio and interview
Special Expenses: None
Part- Time Options: No
Reference Number: 1081 G
This two-quarter Group Contract
will deal with some of the important philosophical problems that
arise when we try to understand,
explain and sometimes predict the
individual and collective behavior
of human beings. We are all farniliar with a number of ways of understanding and explaining how
people think, feel and act: we try to
understand human beings when we
perceive them through the spectacles of a philosopher, a biologist, an
anthropologist, a sociologist, an
economist, etc. And sometimes,
when we try to understand human
affairs in several of these ways at
once, we become confused, because
each of these ways sometimes contradicts one or more of the other
ways. For example some biologists
tell us that patterns of human behavior are determined by evolution
and genetic structure, while many
philosophers reply that human beings are capable of moral behavior,
which requires that we be more
than merely biological organisms.
If we can reconcile some of
these conflicts and integrate these
different ways of seeing human beings, we will have begun to understand the essential nature of
people.
Planned equivalencies
hours:
in quarter
4 quarter hours each in introduction to the philosophy of natural
science, philosophy of action, philosophy of psychology, social and
political philosophy, philosophy of
anthropology, philosophy of economics and 8 quarter hours in introduction to the philosophy of social science.
Program is preparatory for careers
and/or future study in philosophy,
sociology, psychology, anthropology, economics, social and political
theory.
Additional
Internship
courses allowed: No
possibilities: No
Structures in Mathematics and Visual Art
Winter, Spring/Coordinated
Study
Coordinator: Hazel Jo Reed
Enrollment: 46
Prerequisites: Strong background in
the sciences and/or visual art
Special Expenses: Studio supplies
Part- Time Options: Program is 12
quarter hours
Reference Number: 1107 P
This program is intended for intermediate to advanced students in
the visual arts and sciences who
wish to explore relationships between these two areas of study.
As a way of examining similarities between visual and nonvisual
perception, we will examine the
evolution of both visual themes
and systems of axioms and we will
identify the existence of underlying
structures in visual art and mathematics: those images and ideas
which repeat, develop, balance, and
initiate new forms in one's work.
At the same time, in order to investigate the dissimilarities between analytic and visual percep-
tion, all students will work on
projects in both mathematics
and
visual art, the latter being designed to explore ways in which
abstract mathematical
ideas can or
cannot be realized visually.
Program activities will include
lectures, seminars, workshops and
occasional field trips.
There will be additional
courses associated with the program, including abstract mathematics (abstract algebra, linear algebra), and design and studio
skills.
Possible typical readings will
include such books as: Experiences
in Visual Thinking, McKim; On
Growth and Form, d' Arcy Thompson; Mathematics, An Exploratory
Approach, Stein.
Planned equivalencies
hours (per quarter):
in quarter
2 quarter hours each in axiomatics
and aesthetics, 4 quarter hours
each in studio art and principles of
geometric & abstract mathematical
systems.
Program is preparatory for careers
and/or future study in the arts, science and humanities.
Additional
Internship
course allowed: Yes
possibilities: No
25
"I'd gone through life believing in the strength and competence of others; never in
my own. Now, dazzled, I discovered that my capacities
were real. It was like finding
a fortune in the lining of an
old coat."
Joan Mills
26
Transformations:
The Psychology and
Literature of Aault
Development
Winter, Spring/Group
Contract
Sponsor: Kirk Thompson
Enrollment: 23
Prerequisites: Junior standing and
one year previous study of psychology or literature
Special Expenses: None
Part- Time Options: 3A-timeoption
available; consult instructor.
Reference Number:
1123 G .
The subject is the development of
personality through the life-cycle,
with emphasis on possibilities and
patterns of change in the course of
development from adolescence
through old age. What types and
magnitudes of individual development are expected, and what further kinds of individual change are
possible, as one matures within a
given set of biological, psychological and cultural constraints?
By examining psychological
and literary source materials, we
will explore patterns and symbols
of change, focusing finally on patterns of initiation and rites of passage in contemporary America.
Psychological sources will include
the earlier attempts of Iung and
Erikson and the recent efforts of
Levinson and Gould to formulate
an adult developmental psychology.
Literary materials will be drawn
from many sources, but will include such writers as Arthur Miller
and Sylvia Plath, to illustrate the
problematic rites of passage in
modern America. The psychological sources tend to emphasize normal, natural, or non-pathological
changes which seem typical of the
different stages of the life-cycle,
and the literary sources tend to
highlight and write large the most
problematic aspects of change.
This is an advanced program
requiring of every student a solid
academic background in either
psychology or literature. It must
not be mistaken for a how-to-do-it
course on coping with one's own
current developmental problems,
for it aims at knowledge and understanding of all phases of adult
development. The main activities
will be book seminars and writing
workshops, with independent study
projects presented to the group as
a conclusion of the program.
Planned equivalencies in quarter
hours:
12-16 quarter hours psychology:
personality theory, adolescent and
adult development; 12-16 quarter
hours in literature: modern English
literature, comparative literature
in translation.
Program is preparatory for future
studies, careers, and/or graduate
study in psychology, literature,
counseling, social services.
Additional
course allowed: Yes; con-
sult instructor
Internship possibilities: No
Two Revolutions in Art
and Thought
Fall, Winter,
Study
Coordinator:
Enrollment:
Prerequisites:
Spring/Coordinated
Bill Winden
46
Equivalent of one
year college study of humanities or
arts
Special Expenses: Admission fees
and transportation to performances
and exhibits, media materials (tape,
slides) for project-presentations
Part-Time Options: Yes
Reference Number:
1127 P
To understand the forces bearing
upon our current artistic and humanistic conceptions, we shall
study the large upheavals which
correspond to the revolutionary period, 1776-1848, and the onset and
aftermath of World War I,
1905-1925. Students interested in
the arts and humanities will join to
examine in historical and cultural
context the achievements of such
persons as Beethoven, Berlioz,
Verdi, Wagner, Ives, Schonberg,
Stravinsky, Goya, Gericault, Delacroix, Turner, Cezanne, Picasso,
Goethe, Emerson, Coleridge, Freud,
Wedekind, Pound, Eliot, Stein and
Nietzsche. Stylistic movements will
include Romanticism, Transcendentalism, Post-Impressionism, Expressionism, Dada and Surrealism.
We shall attempt to relate artistic and intellectual achievements
to the French Revolution, the Industrial Revolution, the rise of Socialism and Fascism, Imperialism
and the disillusionment with dominant bourgeois values. Other topics
will necessarily include the cult of
the hero, the artist as Bohemian
eccentric, the fascination with the
"folk" and non-Western cultures,
the nostalgia for the Middle Ages,
and the religious impulses related
to styles of art and thought. Program activities will include semi-
"There is no 'royal road' to
geometry.' ,
Euclid
nars, lectures, sessions for listening
and viewing, and individual research projects. Each full-time student will take a course beyond the
program in the practice of art, a
foreign language, or another related endeavor.
Planned equivalencies
hours (per quarter):
in quarter
2 quarter hours each in literature,
cultural history, art history and
music history, 4 quarter hours in
research project and 4 quarter
hours additional course (art or foreign language recommended).
Program is preparatory for further
studies, careers, and/or graduate
study in the humanities, especially
art history and practice of arts,
arts administration/management.
Additional course allowed: Yes
Internship possibilities: Yes (as 25%
option in lieu of course)
Writing and Re-writing
Fall, Winter/Croup Contract
Sponsor: Richard Jones
Enrollment: 46
Prerequisites: Evidence that the student does not require remedial instruction in writing
Special Expenses: None
Part- Time Options: No
Reference Number: 1131 G
This program of study is designed
to help students who write competently and hesitantly to begin to
write artfully and fluently. The specific objective will be to begin the
process of developing a disciplined
individual prose style. The premise
which will govern the program is
that one develops a disciplined individual prose style not by trying
to actualize one's Self in writing,
but by consciously trying to imitate
the perfected prose styles of a
range of acknowledged essayists.
The program will consist of
four formal activities: (1) Essay
seminars, in which we shall discuss
the contents of the essays. These
seminars will constitute the intellectual substance of the program.
(2) Writing workshops, in which
we shall try to respond to our understandings of the essays in the
various authors' distinctive styles.
(3) Re-writing workshops, in which
we shall try to assist each other in
cultivating the skill of converting
communication
into art. (4) An occasional dream-reflection seminar,
in which we shall try to learn how
to accept the assistance of the dark
side of the Muse.
In addition, each student will
be expected to complete an original
writing project each quarter.
Planned equivalencies
hours:
in quarter
16 quarter hours each in expository
writing and literature.
Program is preparatory for future
studies, careers, and/or graduate study in professional writing.
Additional course allowed: Yes (but
not for credit)
Internship possibilities: No
27
Environmental
Studies
Environmental Studies is an interdisciplinary examination of human
and natural systems and their impact on each other. The Specialty
Area emphasizes field ecology and
natural history, environmental design and planning, and small-scale
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 with geologic cycles.
Environmental Design and
Planning: Work on the human presence in the natural environment by
investigating patterns of settlement and assessing their impact on
affected natural and human
systems.
Small-Scale Agriculture: Work
on the ecology of cultivated areas,
on theoretical and experimental
foundations for innovative methods
of cultivation, and on the proper
relation of agriculture to society.
Focus on the Pacific Northwest
will allow for a maximum of field
work and for dealing with real-life
issues.
The expectation is that students will enter the Specialty Area
by taking Introduction to Environmental Studies Fall Quarter and
then take either Earth Environments or Environmental Design
Winter and Spring Quarters. Alternately, students can enter through
Small-Scale Agriculture. Advanced
work is available through Group
Contracts and a variety of independent study opportunities.
"We cannot command nature
except by obeying her."
Francis Bacon
Introduction to
Environmental Studies
Fall/Coordinated Study
Coordinator: Jim Stroh
Enrollment: 92
Prerequisites: Basic Program at Ev-
ergreen or equivalent
Special Expenses: Field trips
Part- Time Options: Yes
Reference Number: 1047 P
Introduction to Environmental
Studies is a one-quarter survey of
natural environments and human
communities and the ways in
which they interrelate and shape
one another. It will be an investigation of organism classification, the
basic principles of ecology, and the
structure and function of human
and natural systems. Of primary
interest will be those cultural, economic, and political aspects that influence relationships between human beings and nature. The
geoscience component will stress
general, introductory physical geology based on a text, lectures and
laboratory. Topics from the Northwest such as volcanism, glaciation
and the geology of the Cascade
Mountains will be stressed. Laboratory materials are limited; flexibility in this area may be necessary.
The principles of both the social
and natural sciences will be applied through field projects.
Planned equivalencies in quarter
hours:
4 quarter hours each in survey of
plant and animal kingdoms; fundamentals of human geography; introduction to environmental studies; and introduction to geology.
Program is preparatory for future
study in Environmental Design,
Evergreen Environment and careers with environmental emphasis
(e.g., ecology, natural history,
planning).
Additional
Internship
course allowed: Yes
possibilities: No
Earth Environments
Winter, Spring/Coordinated
Study
Coordinator: Jim Stroh
Enrollment: 69
Prerequisites: Basic Program at
Evergreen or college study emphasizing anthropology, ecology and
geology
SPecial Expenses: Approximately
$50 per quarter for field trip
expenses
Part- Time Options: No
Reference Number: 1023 P
The history of life on earth and the
distribution of living organisms today are strongly allied to both past
events and current processes. Earth
Environments will use the disciplines of geology, biology and anthropology to further our understanding of life in modern
environments.
Texts, lectures, seminars, laboratory and field studies will be
combined with research to provide
form to the program. Growth in
observational skills and knowledge
of natural phenomena will be goals
toward better understanding of
natural history.
Program content will incorporate portions of evolution of landscapes, plate tectonics, climatology,
paleoecology, field and laboratory
skills in geology and ecology, cultural-ecological relations, studies of
people in relation to their environment, cultural anthropology, biophysical ecology, and plant and animal ecology.
The Pacific Northwest will be
used as the focus of our application
of the forementioned principles.
Where and when possible we will
use Mt. St. Helens as a special fo-
cal point for activities in the program. It is anticipated that research activity and results of
recent studies will be made available to the program. The recent
eruptions clearly have major biological, cultural and geological implications to the Northwest and
beyond.
Entering students are expected
to have had at least beginning college level work, or the equivalent,
in the fields of geology, biology and
anthropology.
Planned equivalencies
hours:
in quarter
32 quarter hours distributed
among anthropology, geology and
ecology.
Program is preparatory for careers
and/or further study in natural sciences, especially ecology; geology;
environmental studies; and social
sciences, especially anthropology.
Additional
Internship
course allowed: No
possibilities: Not likely
29
"We used to think that if we
knew one, we knew two, because one and one are two.
We are finding that we must
learn a great deal more about
'and.' "
Sir Arthur Eddington
30
Environmental Design
Winter, Spring/Coordinated
Study
Coordinator: Phil Harding
Enrollment: 46
Prerequisites: Basic Program at Evergreen or equivalent and one of
the following: Introduction to Environmental Studies, Introduction to
Political Economy, or Energy
Systems
Special Expenses: Approximately
$50 for field trips and studio
supplies
Part-Time Options: No
Reference Number: 1029 P
The program goal is to develop an
understanding
of the connections
between cultural life-patterns, natural environments,
and the physical and social structures of human
societies. We will analyze ways in
which environments
act upon us,
so that we, in turn, may choose the
ways in which we interact with our
environment. We want to learn
how to identify real design problems, to understand their implications and to form practical and humane solutions.
Fundamental
material in design theory and practice, community structure and graphic communication will be studied through
faculty lectures, guest speakers,
films, seminars, studio instruction,
field trips, research projects and
practical applications. Emphasis
will be placed on improving visual
literacy, developing a design vocabulary and recognizing patterns
of social behavior. The focus during Spring Quarter will be on design project work by individuals
and small-group design teams.
Planned equivalencies
hours:
in quarter
8 quarter hours each in design theory, graphic communication,
de-
sign practice
studies.
and community
Program is preparatory for career
and/or future study in design professions and environmental
studies.
Additional course allowed: Yes
Internship possibilities: Yes
Advanced
Environmental
Design Seminar
Fall, Winter, Spring/Coordinated
Study Seminar for 4 quarter hours
Coordinators: Phil Harding, Rainer
Hasenstab, Stan Klyn
Enrollment: 24
Prerequisites: Introduction to Environmental Studies or Introduction
to Political Economy, Environmental Design, or equivalent (intermediate-level work in environmental
studies or political economy). Concurrent participation in a Coordinated Study program or internship
is required.
Special Expenses: None
Part-Time Options: Seminar is
part-time
Reference Number: 1001 P
The Advanced Environmental
Design Seminar is specifically offered
for advanced students who are interested in future graduate-level
work in the design-related
professions.
Environmental
design is by
definition an interdisciplinary
study area. To be effective, a designer must be conversant with the
diversity of forces operating within
our environment. The environments we design, both physical and
nonphysical, are responses to and
purposeful manipulation of the
forces represented by the social,
natural and physical sciences. To
acquire the necessary breadth, we
therefore highly encourage coordi-
nated interdisciplinary
study of the
social, natural and physical sciences for students intending to specialize in future design-related
work.
One mechanism for interconnecting these studies will be the
Advanced Environmental
Design
Seminar. The Seminar meets four
hours per week, and will be modeled after the Coordinated Studies
faculty seminar. It will invite active collaboration by the participating Coordinated Studies faculty.
Readings will include works by
Christopher Alexander, Harry Braverman, Paulo Freire, Jane Jacobs,
Erving Goffman, Herbert Leff,
Lewis Mumford, Constance Perin,
Emma Rothschild, Bernard Rudofsky and P. Weiss.
Students will be simultaneously enrolled in one of the following
recommended full- or %-time Coordinated Studies: Vancouver and
Puget, Human Health and Behavior, Life Modeling, Management
and the Public Interest, Making of
America, or Structures in Mathematics and Visual Art.
Planned equivalencies
hours:
4 quarters
design.
in quarter
hours in environmental
Program is preparatory for careers
and/or future study in the designrelated professions.
Additional course allowed: Concurrent enrollment in Coordinated
Study required.
Internship possibilities: Yes
"I accept the universe."
Margaret Fuller
Ornithology
Spring/Group Contract
Sponsor: Steven G. Herman
Enrollment: 23
Prerequisites: Evergreen Environment or equivalent. Basic understanding of field identification of
birds; background in biology. Interview is required.
SPecial Expenses: $400 field expenses for room and board
Part- Time Options: No
Reference Number: 1075 G
The instructor expects a strong
commitment from students, who
should realize that the hours will
be long and the work difficult.
Required materials include
standard field identification guides:
The Life of Birds, second edition,
Welty; The Naturalist's Field Journal, S. G. Herman; field journal
materials; and a pair of high-quality binoculars.
Planned equivalencies in quarter
hours:
4 quarters
This advanced Group Contract in
ornithology is designed to provide
students with a comprehensive
background in avian biology, with
emphasis on the behavior, ecology,
anatomy and physiology of wild
birds.
The first five weeks of the program will be spent on campus,
learning the basics through lectures, seminars, laboratory dissections, preparing scientific study
skins, mist-netting, banding and reo
cord keeping.
The remaining weeks of the
program will be spent in residence
at Malheur Field Station on Malheur National Wildlife Refuge in
southeastern Oregon. This is an
area of rich bird diversity in the
high desert at the northern margin
of the Great Basin. The Station has
complete living facilities, including
dormitories and a messhall, and is
an ideal base for field studies. Students will study a large number of
species and their environments,
emphasizing one species of their
choice. They will also conduct two
formal Breeding Bird Censuses,
working in teams to design plots
and inventory the breeding species.
The maintenance of detailed
and extensive field records will be
a major part of program responsibilities. Each student will keep a
scientific journal and more than
100species-accounts for the duration of the quarter.
each in ecology, ornithology, animal physiology and
wildlife management.
Program is prepatory for careers
and/or future study in resource
management, vertebrate zoology
and environmental
interpretation.
Persons completing the program
successfully will be able to competently study birds at a subprofessional level.
Additional
Internship
course allowed: No
possibilities: No
Ecological Agriculture:
The Small Farm as
Survival System
Fall, Winter, Spring/Coordinated
Study
Coordinator: To Be Announced
Enrollment: 22
Prerequisites: Basic Program at Evergreen or equivalent; Introductory
college work in social and natural
sciences (the latter to include
chemistry and biology or ecology)
Special Expenses: Approximately
$50 for field trips
Part- Time Options: Yes
Reference Number: 1025 P
This year-long program will analyze the problems which currently
threaten small-scale agriculture in
America, and will explore founda-
"Gad! She'd better!"
Thomas Carlyle
tions upon which ecologically and
socially viable small-farm survival
systems may be built.
The program will include the
following main activities:
Ecological agriculture
We will study the environmental
components of ecological farming
systems: climate, soil and nutrient
cycles, plant ecology and cropping
systems, and animal ecology and
pest management. A cross-cultural
comparison of farming systems
will reveal efficient ways of using
energy and recycling nutrients,
and will point out ecological analogues to experiment with.
Agricultural change and landuse planning
Social, economic and political
forces affecting the survival of
small farms will be examined
through readings, seminars, speakers and field trips. A land-use planning exercise and economic analysis of local farms will develop skills
useful for buying, managing and
preserving farmland.
Research projects
Students will work individually or
as a group to plan and carry out a
research project.
Applied agricultural skills and organic horticulture
The college's Organic Farm provides "hands-on" learning experiences; operations are planned and
carried out by the students in the
program. Fall and Winter Quarters
we will emphasize harvesting, winter gardening and use of the greenhouses. Workshops and trips to local farms allow students to gain
additional skills.
Community outreach
Opportunities exist for students to
become directly involved with local
agricul ture (farmers' markets,
community gardens, farmers' orga-
31
"A likely impossibility is always preferable to an unconvincing possibility."
Aristotle
32
nizations, Cooperative Extension,
farm internships). Work can be voluntary or, if approved, for partialor full-credit internships.
Students can expect to conduct
library research, to complete regular written and oral reports, and to
participate in group decision
making.
Planned equivalencies
hours:
in quarter
12 quarter hours each in ecological
agriculture, socio-economic aspects
of agriculture and planning, research, applied agriculture and organic horticulture.
Program is preparatory for careers
and/or future study in agriculture,
environmental studies, rural planning and alternative food
marketing.
course allowed: Yes; consent of coordinator required
Internship possibilities: Yes
Additional
Energy Systems
Fall, Winter, Spring/Croup
Contract
Sponsor: Jake Romero
Enrollment: 46
Prerequisites: Matter and Motion or
equivalent, including calculus
Special Expenses: Field trips
Part-Time Options: Yes
Reference Number: 1027 G
The energy problem is a complex
one. For a balanced understanding,
one must consider its economic, socia-political and technological aspects. This year-long program will
provide the breadth needed to
evaluate the whole problem and
will develop depth of understanding in one of its aspects.
Fall Quarter will focus on understanding energy - - what it is
and how it is stored, produced, con-
verted, distributed and utilized by
modern society.
The program's emphasis during Winter Quarter will be to acquire sufficient depth of understanding to analyze one aspect of
energy in detail, in preparation for
carrying out a research project.
Spring Quarter will focus on
research projects. Students will
find suitable projects in the areas
of energy storage, biomass conversion, economic analysis, alternative
energy policy formulation, or in
determining the feasibility of a particular solar, wind or geothermal
system. The projects will have a
"hands-on" emphasis and a concerted attempt will be made to produce serious and useful results.
Learning activities throughout
the first two quarters will include a
series of lectures by the program
faculty on scientific, technical and
economic topics; a reading seminar
dealing with a few important questions about the social, economic
and lifestyle aspects of the study;
and workshops for developing and
sharing technical skills.
Planned equivalencies in quarter
hours:
2 quarter hours each in basic electronics, nuclear energy, heat transfer, and nonsolar alternative energy; 3 quarter hours each in
transport processes and solar design; 4 quarter hours each in thermodynamics, seminar (energy polio
cy), and differential equation and
boundary value problems; 6 quarter hours architectural drawing
and design; 6-8 quarter hours calculus; 8 quarter hours project.
Program is preparatory for careers
and/or future study in applied energy, architectural design and energy policy.
Additional course allowed: Yes
Internship possibilities: Yes
Other Study
Opportunities in
Environmental Studies
Evergreen offers a unique opportunity for advanced work in Environmental Studies, which includes
The Environmental Pollution Laboratory, focusing on pesticide wildlife research (contact Steven G.
Herman); research aides for the
Planning Association of Washington, studying contemporary land
use issues (contact Russell Fox);
the Organic Farm, focusing on
small-scale agriculture (contact
Carolyn Dobbs); advanced contract
work in agricultural science (contact Bob Sluss); Advanced Environmental Design Seminar (contact
Rainer Hasenstab); advanced design studies (contact Phil Harding);
and internships and research pro·
jects sponsored by faculty within
the Specialty Area (contact Kaye V.
Ladd).
Other offerings closely related to Environmental Studies:
While each Basic Program meets the
entry expectations of Environmental
Studies, those most closely related in
specific content are:
Political Ecology, Outdoor Education, Human Development, Society
and the Computer, Origins of Life
and Intelligence
For intermediate
students:
and advanced
Marine Biology, Tropical Biology,
Introduction to Natural Science,
Matter and Motion, Introduction to
Political Economy, Making of
America, Structures in Mathernatics and Visual Art, Techniques of
Visual Anthropology Vancouver
and Puget, Human Health and Behavior, Life Modeling, Management and the Public Interest
European and American Studies
Programs in European and American Studies will be concerned with
the historical and political trends,
artistic and literary documents, social patterns, symbols, religious beliefs and ideological convictions
that comprise the way we now
think about our past and future.
What 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
will be studied to give us a better
understanding
of our world and
ourselves.
Study in this specialty will
draw on the disciplines of literature, history, philosophy, and the
subdisciplines of art history, social
and economic history, cultural history, aesthetics and Iiterary theory,
and Third World studies, among
others. But their methods and concepts will always be 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.
33
"I don't pretend to understand
the universe - it's a great
deal bigger than I am .. ."
Robert Browning
34
Power and Personal
Vulnerability
Fall, Winter, Spring/Coordinated
Study
Coordinator: Andrew M. Hanfman
Enrollment: 69
Prerequisites: Basic Program at Ev-
ergreen or one year of college
study emphasizing writing, critical
reading and group discussions.
Special Expenses: Possible field trips
to Seattle for theatrical
performances
Part-Time Options: Yes
Reference Number: 1085 P
This program is an investigation of
the philosophical, literary and psychological roots of modern consciousness. That consciousness has
been presumed to be unified, but
has, in fact, presented the individual with directions for both
thought and behavior which are
clearly conflicting. To investigate
the conflict we will keep a series of
themes under consideration
throughout the program. These
themes constitute some of the major dichotomies of Western civilization: freedom and authority,
thought and action, myth and science, tradition and innovation, private rights and public responsibility, duty and pleasure.
In the exploration of these dichotomies we will proceed partly
chronologically, partly thematically.
Fall Quarter we will examine the
Greek epic, a tragedy cycle, and
Plato's ideas, then some Medieval
and Renaissance writing, and interpret them in the light of modern
political, social and psychological
theories. Required reading Fall
Quarter: Odyssey, Homer; The Theban Cycle, Sophocles; Republic, Plato; Inferno, Dante; The Prince, Machiavelli; The World of Odysseus,
M. 1. Finley; The Human Condition, Hannah Arendt; General Psy-
chological Theory, Freud; Aspects of
Sociology, Frankfurt Institute for
Social Research.
In Winter Quarter, when we
examine the rise of secular ideas
and ideals in both their capitalist
and Marxist forms, the core reading list will probably include chapters of the King James Bible; Henry
IV (part I), Shakespeare; Leviathan,
Hobbes; The Pilgrim s Progress,
Bunyan; Robinson Crusoe, Defoe;
Gulliver's Travels, Swift; a novel by
Jane Austen; The Protestant Ethic
and the Spirit of Capitalism, Max
Weber; Writings in Sociology and
Social Philosophy, Karl Marx; The
Political Theory of Possessive Individualism, Macpherson.
Spring Quarter will be concerned with the dichotomies of the
nineteenth and twentieth centuries.
Our reading list will most likely include such authors as Dostoevsky,
Nietzsche, Iung, James Joyce, Camus and Heisenberg.
Weekly activities will include
two or three lectures, seminars, tutorials and writing workshops. Baker's The Complete Stylist and
Handbook will be used in the formal study of expository writing. In
Spring Quarter a major research /
writing project will be expected
from all full-time students.
Planned equivalencies
hours:
in quarter
12 quarter hours each in world literature, social and political theory,
and expository writing; 4 quarter
hours each in psychology, philosophy, history.
Program is preparatory for careers
and/or future study in humanities,
social sciences, teaching, writing
and journalism.
Add itional course allowed: Yes
Internship possibilities: No
"We learn from Horace,
'Homer sometimes sleeps;
we feel without him.
Wordsorth sometimes
wakes."
Lord Byron
Classic Images: Homer,
Thucydides, Plato
Fall, Winter, Spring/Croup
Contracts
Sponso~ ~ark Levensky
Enrollment: 46 (23 for "Plato")
Prerequisites: Ability to read, write
about and discuss college-level academic texts.
Special Expenses: None
Part-Time Options: Yes
Each of the following programs is
designed as an independent Group.
Contract. Students may enroll in
anyone of them without enrolling
in any of the others. These Group
Contracts have also been designed
so that students who participate in
two or three of them can use and
build on the work that they do in
one Group Contract as they do
their work in the second and third.
Students are encouraged to undertake a year-long program of study
in Classic Images by participating
in all of the three Group Contracts.
Fall Quarter Classic Images:
Homer (Reference Number: 1009 G)
is an intermediate Group Contract
for students who want to and can
read, write about, see and discuss
images of Greek life, 850 B.C. to
450 B.c. The center of the program is Homer's Iliad and Odyssey.
In addition, briefer attention will
be given to Hesiod's Theogony and
to the work of three Presocratic
philosophers. Each student will
write six short essays, and one
longer, more finished essay about
some aspect of the primary texts.
Students will meet in groups five
times each week to discuss their
writing and reading, to listen to a
lecture, and to see and discuss visual images. Additional primary
literature and some secondary literature will be assigned and suggested. All primary texts will be
studied in translation.
Winter Quarter Classic Images:
Thucydides (Reference Number:
1010 G) is an intermediate Group
Contract for students who want to
and can read, write about, see and
discuss images of Greek life, 450
B.c. to 400 B.C. The center of the
program will be Thucydides' The
Peloponnesian War. In addition,
briefer attention will be given to
plays by Aeschylus, Euripides and
Aristophones and early dialogues
by Plato concerning the life and
thought of Socrates. Each student
will write six short essays and one
longer, more finished essay about
some aspect of the primary texts.
Students will meet in groups five
times each week to discuss their
writing and reading, to listen to a
lecture, and to see and discuss visual images. Additional primary
literature and some secondary literature will be assigned and suggested. All primary texts will be
studied in translation.
Spring Quarter Classic Images:
Plato (Reference Number 1011 G) is
an advanced Group Contract for
students who want to and can
read, write about, see and discuss
images of Greek life, 400 B.C. to
350 B.C. The center of the program will be Plato's Republic. In
addition, briefer attention will be
given to Plato's Meno, Symposium,
Phaedo and Timeaus. Each student
will write six short essays and one
longer, more finished essay about
some aspect of Plato's work. Each
student also will make a presentation of some aspect of the life and
times of Athens during Plato's lifetime. Students will meet in groups
five times each week to discuss
their writing and reading and for
life-and-times presentations.
Additional primary and secondary literature will be assigned and suggested. All primary texts will be
studied in translation.
Planned equivalancies
hours:
in quarter
Fall Quarter Classic Images:
Homer
4 quarter hours each in expository
writing and classical Greek Art,
1100-500 B.C., 8 quarter hours
Homer.
Winter Quarter Classic Images:
Thucydides
4 quarter hours each in expository
writing, classical Greek art,
500-400 s.c, 8 quarter hours
Thucydides.
Spring Quarter Classic Images:
Plato
4 quarter hours each in expository
writing, and life and times, classical Greece, 450-350 B.C., 8 quarter
hours Plato.
Program is preparatory for careers
and/or future study in philosophy,
history, literature and history of
art.
Additional
Internship
course allowed: Yes
possibilities: No
35
36
The Family and Women
in America
Fall/Group Contract
Sponsor: Stephanie Coontz
Enrollment: 23
Prerequisites: one year of college
work
Special Expenses: None
Part- Time Options: No
Reference Number: 1113 G
This program will first examine
the role of the family and of the
sexes among Native Americans in
the colonial and precolonial period.
Then we will consider the development of the family and female roles
in American history, from colonial
times to the present, studying both
the general social images of women and the family as they evolved
in America and the actual variations by ethnic groups and
classes.
Class activities will include lectures, seminars and workshops in
writing. Reading will be heavy and
frequent writing will be required.
Students will be expected to develop a logical and historically
grounded analysis of the family
and sex roles in America, rather
than simply reporting subjective
reactions.
Planned equivalencies
hours:
in quarter
4 quarter
hours each in anthropology, sociology, U.S. social history,
U.S. labor history.
Program is preparatory for future
studies, careers, and/or graduate study in history, sociology,
women's studies, teaching, law and
social work.
Additional
Internship
course allowed: No
possibilities: No
Short Fictions
French Culture
Fall/Group Contract
Sponsor: Thad Curtz
Enrollment: 46
Prerequisites: None
Special Expenses: None
Part- Time Options: Yes
Reference Number: 1095 G
Summer, Fall, Winter, Spring/
Group Contract
Sponsor: Susan Fiksdal
Enrollment: 23
Prerequisites: None if beginning
Summer Quarter; otherwise, one
year of college French
Special Expenses: Travel to and
from France, Spring Quarter 1982,
and living expenses there
Part-Time Options: Yes
Reference Number: 1031 G
Everyone produces and consumes
short fictions all the time dreams, stories, commercials, fairy
tales, myths and cartoons. Each
week, this program involves:
(1) writing a story of 1,500 to 3,000
words, of any kind and quality;
(2) studying several short fictions
and participating
in two discussions of their details; (3) reading a
theoretical piece about the psychology of the creative process, or the
individual and social functions of
art, or the process of interpretation; (4) participating
in a writing
workshop; (5) writing a paper, alternating between one on the theoretical piece for the week and one
on some fiction; and (6) participating in a weekly feedback group, in
which students will read and respond to each other's stories.
Planned equivalencies
hours:
in quarter
6 quarter hours each in creative
writing (short fiction), and introduction to the short story; 4 quarter hours art theory.
Program is preparatory for careers
and/or future study in creative
writing, humanities, psychology,
literature, teaching and
advertising.
Additional course allowed: Yes
Internship possibilities: No
We use many tools of inquiry to
understand other cultures. In this
program, we will use artistic
genres, language study and anthropology to look at French civilization since the Revolution of 1789.
Our aim is twofold: to analyze
some of the complex forces that
make a society what it is, and to
acquire a solid working knowledge
of the French language. Students
can hope to gain a better understanding and appreciation of how
the French value systems and ways
of life differ from our own.
During the summer of 1981 we
will devote six weeks to an intensive study of French offered on beginning and intermediate
levels.
We will spend four and one-half
hours each day in class learning
how to read, write, speak, and listen to French, with an emphasis on
developing oral and aural ability.
Cuisine classes, films and folk
dancing will provide other forms
for learning conversational
French.
During the remaining four weeks
of the quarter, students will work
with tapes and review the text in a
less intensive setting.
Fall Quarter we will begin our
study of artistic genres in the nineteenth century, when the artist
first began to rely on the public,
rather than on patrons, for subsistence. Through the literature,
painting, architecture and music of
"America is a land of wonders,
in which everything is in constant motion and every
change seems an improvement.
Alexis De Tocqueville
37
France and the United States we
will examine the contrast between
the changing social upheavals and
resulting value systems of the two
countries. Of special concern will
be the French perception of America as reflected in such diverse
sources as Chateaubriand
and Toequeville. Other writers and artists
may include Victor Hugo, George
Sand, Delacroix, Zola, Matisse,
Stendhal and Saint-Saens. Cultural
anthropology will provide our tools
for examining these differences, as
will our continued study of the
French language.
Winter Quarter our study will
focus on the twentieth century and
the increased dialogue between
writers and artists of the two countries. Representatives
of the century such as Picasso, Debussy,
Proust, St. Exupery, Mary Cassatt,
Gertrude Stein, Anais Nin, Andre
Breton, Celine and Camus will be
examined. We will increasingly rely
on French texts; all lectures, workshops and seminars will be conducted in French. We will, however, do one major research project in
English - an ethnography of an individual or institution, learning the
anthropological research techniques necessary for our projects
Spring Quarter.
In the spring we will travel to
Lyons, France, to carry out ethnographic research projects and to
continue our study of the twentieth
century. We will focus on contemporary literature from all genres,
relying heavily on periodicals. We
will visit museums and art exhibits, and attend concerts and films.
To both summarize and analyze
our experiences, we will keep exhaustive journals aimed at continuing the dialogue between the two
cultures.
Planned equivalencies
hours:
in quarter
48 quarter hours distributed
among: introductory anthropology,
ethnographic research, French culture, nineteenth and twentieth century French literature, social history of France, and art history.
Program is preparatory for future
studies, careers, and/or graduate study in the humanities, cultural studies, anthropology, history,
journalism, international
law, international business, literature and
writing.
Additional
Internship
course allowed: No
possibilities: No
Other offerings closely related to
European and American Studies:
For intermediate or advanced
students:
Introduction to Political Economy,
American in the 1930s, Social Theory and the Development of Capitalist Society, Socialist Political
Economic Systems, Writing Popular Political Economics, Two Revolutions in Art and Thought, Making of America, Current Work,
Techniques of Visual Anthropology,
Culture and Consciousness, Old
Olympia.
Expressive Arts
38
The study of the arts at Evergreen
is holistic. Skill development, aesthetics, history and theory, being
inextricably bound together, are
taught so. All of the arts - music,
dance, film, video, creative writing
and the visual arts - are seen as
fundamentally
unified expressions
of human experience. Thus, the
arts curriculum at Evergreen ernphasizes: (1) the progressive development of students' artistic skills
and concepts, (2) the exploration of
commonalities
and differences
among all the arts with specific attention to the study of artistic collaboration, and (3) the integration
of the arts and other disciplines.
Curricular offerings in the Expressive Arts include: entry-level
programs in visual arts, performing arts and media arts to insure
basic skill development; intermediate and advanced programs which
allow for continued skill development in a particular area; Coordinated Study programs which foster
collaboration among the arts at the
upperclass level; and Coordinated
Study programs which integrate
the arts with other disciplines. In
addition, advanced students are encouraged to utilize the Individual
Contract and internship for further
specialization.
Students in the first year of
college are urged to take one of
the Basic Programs. A Basic Program or its equivalent is the prerequisite for enrollment in any of
the entry-level programs in the Expressive Arts. Second-year, entrylevel programs include Foundations
of Visual Art for visual art students; Foundations of Performing
Arts for music, theater and dance
students; and Recording and Structuring Light and Sound for media
students.
Foundations of
Visual Art
Fall, Winter/Coordinated
Study
Coordinator: Susan Aurand
Enrollment: 69
Prerequisites: One year of collegelevel work involving the development of skills in reading, writing
and speaking. No previous experience in art is necessary.
Special Expenses: Students will
have to provide their own
materials.
Part-Time Options: No
Reference Number: 1037 P
FOV A is an introductory program
in studio art. It is designed to help
students develop skills in seeing,
design, drawing, painting, sculpture and printmaking.
Students
will be introduced to aesthetics,
criticism and topics in art history,
and encouraged to consider the relationship of art to their lives. Program activities will include considerable studio work, seminars and
critiques. Each student will be required to read, write, speak and
work conscientiously in the studio
each week. In the fall, all students
will study drawing, two- and threedimensional design, and concepts
basic to the visual arts. In the winter, students will choose to emphasize painting, sculpture or printmaking, and will be asked to
develop a series of works on a single theme. Possible spring options
for FOVA students include Group
Contracts in visual art (see additional Expressive Arts offerings at
the end of this section).
Planned equivalencies
hours:
in quarter
Fall Quarter: 4 hours each drawing, introduction to sculpture, design, aesthetics and art history.
Winter Quarter: 10 quarter hours
painting, sculpture or printmaking,
6 quarter hours aesthetics and art
history.
Program is preparatory for careers
and/or future study in the arts and
humanities.
Additional
Internship
course allowed: No
possibilities: No
Foundations of
Performing Arts
Fall, Winter, Spring/Coordinated
Study
Coordinator: Andre Tsai
Enrollment: 69
Prerequisites: Basic Program at Ev-
ergreen or equivalent
Special Expenses: Clothes, concerts,
Planned equivalencies in quarter
hours:
4 quarter hours each in choreography, history of dance, history of
theater, history of music, aesthetics, movement, music composition
and rehearsal/performance; 8
quarter hours each in beginning
acting I and II and individual
study and performance.
supplies, make-up kit
Part-Time Options: No
Reference Number: 1035 P
In this entry-level program in performing arts, students are introduced to the discipline of theater,
music and dance through lectures,
symposia, seminars and studio
work. The primary purpose is twofold: to expose the students to some
common areas of concern in performing arts, both in theory and
practice, and to allow students to
develop the basic skills and aptitude necessary for more advanced
work in the disciplines.
Emphasis will be placed on
theory, history and studio work
during the fall and winter, while
student and/or faculty collaborative work, along with other special
projects, may be produced in the
spring.
Studio work in the following
areas will be made available either
through courses within or outside
the program: beginning and intermediate acting, voice and diction,
movement for theater, stage makeup, costuming, props, stagecraft,
scene design, lighting, stage management, music history, music theory, music composition, audio engineering, dance history, beginning
and intermediate dance and
choreography.
Program is preparatory for careers
and/or future study in the performing arts, arts management,
theater, dance and music.
Additional
course allowed: No. Op-
tions are built into the structure of
the program, though.
Internship
possibilities:
No
Recording and
Structuring Light
and Sound"
Fall, Winter/Group Contract
Sponsor: To be announced
Enrollment: 23
Prerequisites: Sophomore standing
or above
Special Expenses: Approximately
$60 for raw stock and processing
during the first quarter and probably two or three times that
amount for the production during
the second quarter.
Part- Time Options: No
Reference Number: 1089 G
Recording and Structuring Light
and Sound is the entry-level media
arts program designed to provide
the student with a basic yet comprehensive background in technical, theoretical and aesthetic aspects of nonfiction imagemaking,
with emphasis on film, video and
audio production.
Students will spend Fall Quarter acquiring specific technical
skills, exploring the design process
as it applies to these media, executing various experiments in visual
imagemaking, screening and evaluating extant films and videotapes,
attending lectures and design seminars, and preparing for the production of a complete film (S-8 or
16mm) and a videotape during
Winter Quarter.
In technique workshops students will be instructed in preproduction design, cinematography
(including camera operation and
location lighting), sound recording
for film and video, editing, sound
rerecording and mixing, graphic
design for film and video, and postproduction techniques.
Although technical skills will
be stressed, the overall emphasis of
this Group Contract will be on experimentation and the development
of a critical viewpoint with regard
to one's own imagemaking. Subjects emphasized include communications design process, ethics, film,
television, audio and visual art.
Planned equivalencies
hours:
in quarter
6 quarter hours each in motion picture production I and video production I; 4 quarter hours each sound
for film and television, documentary film history, nonfiction film
theory, criticism, aesthetics, writing and design for film and television and independent project in
film or video.
Program is preparatory for careers
and/or future study in communications, film and visual art.
Additional
Internship
course allowed: No
possibilities: No
39
40
Toward a Philosophy of
Theater: A Season in
Seattle
Fall/Group Contract
Sponsor: W. J. Hardiman
Enrollment: 23
Prerequisites: Junior standing or
above, with interview and portfolio; Foundations of Performing
Arts or equivalent
SPecial Expenses: Living expenses
in Seattle (room, board, transportation and attendance at significant
theatrical events)
Part- Time Options: No
Reference Number: 1119 G
This unique program in the performing and production arts is
open to mature, self-motivated,
self-directed students who are interested in acquiring and deepening both their theoretical and experiential knowledge about the realworld workings of theater through
(1) weekly seminars, (2) internships
with local and regional community
and commercial theater groups and
organizations in Seattle, and (3) the
submission of an end-of-the-quarter
research project based on selected
readings, field interviews and the
student's own observations and
analyses. Students will also be expected to attend professional
classes and demonstrate growth in
some self-selected area of skill
development.
Planned equivalencies
hours:
in quarter
16 quarter hours distributed
among: arts management, advanced theater research, philosophy of theater and similar areas.
Program is preparatory for careers
and/or future study in performing
arts and humanities.
Additional
course allowed: Consult
sponsor
possibilities: An internship is an integral component
Internship
Camerawork
Mixed Media
Program is preparatory for careers
and/or future study in visual arts
and humanities.
Fall/Croup Contract
Sponsor: Kirk Thompson
Enrollment: 23
Prerequisites: Previous college-level
Fall, Winter/Croup
Contract
Sponsor: Dave Gallagher
Enrollment: 23
Prerequisites: Two years of college-
Additional course allowed: Yes
Internship possibilities: No
study of photography, or equivalent, and a review of portfolio
with instructor
Special Expenses: Photographic film
and paper
Part- Time Options: No
level study, including one year of
Foundations of Visual Art or
equivalent
Special Expenses: Studio supplies
Part-Time Options: Yes
Reference Number:
Reference Number:
1065 G
1007 G
The program is an intensive experience in developing photographic
vision through concentration on camerawork - on seeing through the
lens of a camera. The emphasis
will be on small-format, black-andwhite photography, and on production of a portfolio of self-expressive
images. The portfolio is to consist
of work which gives symbolic expression to the photographer's own
thoughts, feelings, sensations, intuitions, commitments and uncertainties, and it is to be of fine technical
quality.
The main activities will be
photographing (principally in
black-and-white), darkroom work,
technical classes, field trips and
critiques.
Planned equivalencies
hours:
in quarter
8 quarter hours intermediate and/
or advanced photography; 4 quarter hours each history of photography, aesthetics and criticism.
Program is preparatory for careers
and/or future study in photography, two-dimensionsl visual art,
communications and
photojournalism.
Additional course allowed: No
Internship possibilities: No
This program is directed to the
study and work of mixed media in
visual art, for students interested
in two- and three-dimensional art
forms. The program will focus on
individuality in the design process,
the development and completion of
quality work and the establishment
of a personal expression as a creative individual.
Each quarter the program will
focus on the use and development
of two materials and/or media,
with students combining both in a
number of projects. Technical skills
will be stressed in the program,
but the emphasis will be to experiment and develop experience in the
process of research and the development of a personal direction.
Main activities will be 2-D/3-D
studio, technical workshops, critiques and fine art seminar. Examples of the type of materials and/or
media that the program could be
working in are: paper making, plastic vacuum forming, wood lamination, metal casting or wire
weaving.
Planned equivalencies
hours (per quarter):
in quarter
8 quarter hours intermediate and/
or advanced sculpture, 4 quarter
hours each intermediate and/or advanced design process, and aesthetics and criticism.
The Art of Dance
Fall, Winter, Spring/Croup
Contract
Sponsor: Meg Hunt
Enrollment: 46
Prerequisites: Two years of college,
Foundations of Performing Arts is
strongly recommended; one year
(minimum) of ballet or modern
dance technique; previous experience in composition/choreography
SPecial Expenses: Leotards and
tights, concert tickets, transportation (Seattle), make-up supplies
Part- Time Options: Yes
Reference Number: llll G
This is a program for the dance
student who has already started
creating works and who wishes to
further refine the creative process
in dance. Both ballet and modern
dance will be incorporated. Students will take a daily technique
class in either ballet or modern
dance, or both, throughout the
year. They will participate in a
choreography class offered by rotating faculty with different points
of view. Their work in this class
will culminate in a performance in
Winter or Spring Quarter; there
will be other in-house and informal
performances from time to time. In
addition to seminar, which will cover some history, and aesthetic and
other theoretical issues, there will
be workshops in related subjects,
such as music fundamentals or
movement therapy. Books under
consideration include Nijinsky and
Diaghilev, Buckle; My Life, Duncan;
A Touch of Innocence, Dunham; The
41
"I do not resent criticism,
even when, for the sake of
emphasis, it parts for the
time with reality."
Winston Churchill
42
Dance Experience, Nadel and Miller; Silence, Cage; a history antholo-
current trends towards collaboration in artistic projects.
gy; and selected poetry.
Planned equivalencies
hours:
in quarter
12 quarter hours each dance technique, choreography, dance history
and theory; 4-8 quarter hours
dance performance; 2-6 quarter
hours each creative movement and
aesthetics.
Program is preparatory for careers
and/or future study in dance education, dance/movement therapy
(preparation for further study
only).
Additional
Internship
Planned equivalencies in quarter
hours:
6 quarter hours individual focus in
expressive arts (theater, dance, music, writing, film, painting or sculpture); 5 quarter hours each in aesthetics and writing criticism of
some work currently being done in
New York City.
Program is preparatory for careers
and/or future study in the arts and
humanities.
Additional
Internship
course allowed: No
possibilities: No
course allowed: Yes
possibilities: No
Current Work:
New York City
Spring/Group
Contract
Sponsor: Marilyn Frasca
Enrollment: 23
Prerequisites: One year of college-
level work plus one year of work in
one area of the expressive arts. Interview with sponsor required.
Special Expenses: Travel, room and
board - to be determined.
Part- Time Options: No
Reference Number: 1017 G
Theater, visual art, music and
dance currently being shown and
performed in New York City will
provide the context for the study of
art in this Group Contract. Students and faculty will live in New
York City for eight weeks and participate in a series of scheduled
events, including weekly work discussion seminars. Each student will
design a personal study focus
based on the research necessary for
their own work in the expressive
arts. As a group one focus for our
work will be an investigation of
Gallery Management
and Exhibition Design
Fall, Winter, SpringlInternship
Cluster
Supervisor/Coordinator:
Sid White
Enrollment: 5
Prerequisites: Two and one-half
years of college study, including visual arts, design and/or
management
Special Expenses: Field trips to museums and galleries
Part- Time Options: Yes
Reference Number: From faculty
This program combines internship
and academic work, and students
work under the supervision of the
college exhibits coordinator in carrying out a full-fledged, professional-quality exhibits program. Emphasis is on the planning, design
and installation of exhibits, with
cluster members carrying out important curatorial and management responsibilities essential to
the presentation of campus gallery
and off-campus traveling exhibits.
Program activities and responsibilities are organized into three
areas.
Group Activities
Responsibilities
and
All members of the cluster work as
an exhibits installation team and
participate in weekly exhibit planning and evaluation meetings. Arts
management seminars include visits to museums and galleries, and
contact with professionals working
in the field (artists, gallery and museum directors, arts administrators,
curators, exhibition designers, etc.).
Individual activities
responsibilities
and
Each member of the cluster will be
assigned responsibilities which include that of assistant curator for
specific exhibits and other management tasks related to all aspects of
the College Exhibits Program (preparing exhibit announcements and
mailing lists, distributing publicity,
cataloging the college permanent
collection, preparing exhibit and
gallery graphics, framing, transporting and installing exhibits,
etc.),
Individual research I presentation design projects
Academic Supplement
Each full-time member of the internship cluster will be expected to
complete a research/presentation
design project, based on a topic of
individual choice, to be carried out
in two stages: library research and
paper with results of research presented in exhibit or slide-tape form.
In progress reports will be presented in weekly presentation design
critique seminars, with each member of the group receiving a minimum of three hours of intensive
critique each quarter.
Planned equivalencies
hours (per quarter):
in quarter
4-8 quarter hours gallery management and exhibition design; 4 quarter hours research project and pre-
sentation design critique seminar;
4 quarter hours of individualized
equivalencies for full-time members in such areas as museology,
exhibit documentation, business
management, graphic design and
public relations.
Program is preparatory for careers
and/or future study in gallery and
museum management, museology,
exhibition and presentation design
and arts administration.
Additional courses allowed: Yes
Internship possibilities: Internship
status required for participation.
Paid internships are possible for
work-study qualified students.
The Making of Music:
History" Method,
Produclion and
Promotion
Fall, Winter, Spring/Coordinated
Study
Coordinator: Tom Foote
Enrollment: 46
Prerequisites: Music Fundamentals,
Foundations of Performing Arts,
Audition
Special Expenses: Audio tape, music
scores, supplies
Part- Time Options: Yes
Reference Number: 1115 P
This program is for the student
musician, performer and recording
engineer. It will present the history
of music, with emphasis on the evolution of the music of the 1980s.
Students will examine methods of
songwriting, composition and arranging, and become proficient in
these areas. In addition, much emphasis will be on the production
and promotion of music and music
events.
The entire music industry will
be the focal point of the program.
Opportunities will exist for students to manage an artistic performance. They will be immersed in
the complete process and learn
what it takes to produce an event,
from the inception of the idea to
the actual performance.
The student will learn to intergrate the musical phenomenon
with the visual aspects of advertising copy, to capture and hold the
attention of the viewer, and thereby make a more complete artistic
statement.
The artist/performer will
learn the basics of good sound reinforcement and sound recording.
All students will sing in the
choir. This will enable beginners,
as well as those more advanced
with music literacy, to polish skills
needed to understand composing.
Sightreading and practice with interval recognition, pitch, and
breath control will be emphasized.
Successful completion of Music
Fundamentals is the minimum requirement for joining this group.
Students who have music theory
skills will be encouraged to continue their study at the appropriate
level.
This is a no-nonsense learning
experience and an exciting opportunity for students to come together and share their creative energy
with other emerging artist/performers. We will meet at least
weekly as a large group, and we
will read books and periodicals,
hear professionals of the industry,
write our own compositions, perform and record them. Classes in
songwriting, words with music,
composing, arranging, etc., will be
offered. There will be ample opportunity for all to become involved in
the various aspects of making
music.
Planned equivalencies
hours:
in quarter
6 quarter hours each composition,
theory, tradition/cultural perspective, marketing and promotion,
arts management, recording techniques, sound reinforcement and
songwriting.
Program is preparatory for careers
and/or future study in audio engineering, performing, production/
arts management and teaching.
Additional
course allowed: Negotia-
ble with faculty
Internship
possibilities:
Negotiable
with faculty
Meaning and Art
Spring/Group
Contract
Sponsor: Susan Aurand
Enrollment: 23
Prerequisites: Foundations of Visual
Art or its equivalent; presentation
of a portfolio of current work and
interview with instructor
Special Expenses: Materials for studio work
Part- Time Options: No
Reference Number:
1063 G
Meaning and Art is designed for
students presently making images
and interested in examing how art
has meaning. We will study how a
nonconventional visual image can
have a particular meaning for a
person or group of people. Activities will include seminars and studio work. Each student will be re-
43
"Since when was genius
found respectible?"
Elizabeth Barrett Browning
44
quired to read, write, speak and
make images. Our goal will be to
better understand the meaning of
our own images and the meaning
of contemporary American and European art. Readings on semiotics,
aesthetics, philosophy and writings
by artists may include Content,
Meaning and Understanding, Antal; Meditations on a Hobby Horse
and Other Essays on the Theory of
Art, Gombrich; Feeling and Form,
Langer; Letters, Cezanne.
Planned equivalencies
hours:
in quarter
6 quarter hours advanced imagemaking, 4 quarter hours aesthetics,
3 quarter hours each semiotics or
philosophy and art history.
Program is preparatory for careers and/or future study in the
arts and humanities.
Additional
Internship
course allowed: No
possibilities: No
Printmaking
Spring/Croup
Contract
Sponsor: Offering this program is
conditional on faculty exchange.
Enrollment: 23
Prerequisites: Foundations of Visual
Art or equivalent; presentation of a
portfolio of current work and interview with sponsor
Special Expenses: Materials for studio work
Part- Time Options: No
Reference Number: 1087 G
This program will introduce the
techniques and materials of etching and lithography, Students will
spend most of their time in the studio making prints. The historical
role of the graphic arts and current
activity in printmaking will be explored, with an eye to understanding the process as a means of expression. Beginning students are
encouraged to work in a single medium. Options for advanced work
may include paper making, color
and photoprocesses.
cus on their work will be on the
production, display and critique of
photographs based upon field
studies.
Planned equivalencies in quarter
hours:
Planned equivancies
hours:
12 quarter hours beginning and intermediate lithography, 4 quarter
hours aesthetics and art history.
4 quarter hours each history of visual anthropology, photo-documentation for anthropology, field methodology, contemporary cultural
studies.
Program is preparatory for careers
and/or future study in arts and
humanities.
Additional course allowed: No
Internship possibilities: No
Offering this program is conditional
on faculty exchange.
Techniques of Visual
Anthropology
Spring/Coordinated
Study
Coordinator: Lynn Patterson
Enrollment: 46
Prerequisites: Junior standing or
substantial photography or film
experience
Special Expenses: Film, photographic paper, $25 for retreat
Part- Time Options: No
Reference Number: 1109 P
Our work is the study of history,
theory and practice in the visual
documentation of culture.
We will examine films and photographs by explorers, theatrical
and documentary filmmakers, and
anthropologists, and discuss the
books and articles in preparation
for photographic field studies.
Students will receive a good introduction to field methodology in
anthropology and opportunities to
read and discuss several ethnographies as well as important concepts
in anthropology. Photographic
workshops will be offered. Though
students will read, write and talk
about visual anthropology, the fo-
in quarter
Program is preparatory for careers
and/or future study in anthropology or film.
Additional
Internship
course allowed: No
possibilities: No
Other offerings closely related to Expressive Arts:
For intermediate or advanced
students:
Two Revolutions in Art and
Thought, Structures in Mathematics and Visual Art, Short Fictions,
Environmental Design, Writing
and Rewriting.
Health and Human Development
As a student in Health and Human
Development, you will have opportunities to study human beings holistically from a variety of perspectives. The Specialty Area prepares
students for careers in health care
and human services, both alternative and traditional, or for graduate study leading to professions
in fields such as psychology and
counseling, social work, education,
health services, biology and social
science.
The entry-level program, Human Health and Behavior, lays the
foundation for more specialized advanced work by providing knowledge and skills in human biology
and psychology. The program focuses on the interaction between
the two and considers a variety of
questions and issues in a broad social, ethical, economic and political
context.
In the Specialty Area's advanced offerings, students further
develop their particular interests.
Group Contracts in psychological
counseling, social and community
services, health and education provide a vehicle for both acquiring
more in-depth knowledge of subject matter and for developing
skills in critical analysis, written
expression and research.
Human Health and
Behavior: Birth to Death
Fall, Winter,
Study
Coordinator:
Enrollment:
Prerequisites:
Spring/Coordinated
To be announced
69
Basic Program at Evergreen, or one year of equivalent
college study, including writing,
critical reading and group discussion; some biology, psychology, sociology and/or cultural anthropology desirable
Special Expenses: Retreat
Part- Time Options: No
Reference Number: 1045 P
From conception to death, human
health and behavior are affected by
personal and environmental factors. Prenatally, these include genetic, hormonal and maturational
factors, in addition to maternal behavior and the uterine environment. From birth onward, major
influences include hereditary and
developmental characteristics, social group memberships, personal
perceptions and expectations, numerous physical and sociocultural
environmental factors and individualized patterns of coping
behavior.
Organized around three key
concepts (growing and developing,
interacting, and decision making),
this intermediate program offers
an integrated, analytical approach
to the study of human behavior
and its health consequences. Subject matter will be drawn from
health and social sciences, including human genetics, embryology,
physiology, nutrition, psychology,
sociology, cultural anthropology,
biostatistics and epidemiology.
We will examine health-related
action alternativesand society's
ways of financing and delivering
health care services.
In addition, questions of ethics,
politics and economics will be explored in the context of issues such
as genetic counseling and abortion,
biomedical technology, programs
for elderly citizens and federally
sponsored health and nutrition programs at home and abroad.
In studying major public
health problems such as alcoholism, birth defects, malnutrition,
sexually transmitted diseases and
suicide, students will be expected
to develop critical ability in locating and reading relevant research
reports, applying theoretical models and small-group research.
Workshops will supplement lectures and seminars to accommodate students' special interests and
academic needs. Learning derived
from Fall and Winter Quarter activities will be applied and extended Spring Quarter through
half-time internships supplemented
by reading, writing and seminars.
Planned equivalencies
hours:
in quarter
3 quarter hours each in human
physiology, developmental psychology, human sexuality, nutrition, organization and delivery of community health services, public health
policy studies, ethics; 4 quarter
hours human genetics and embryology; 5 quarter hours each in epidemiology and biostatistics, sociocultural foundations of healthrelated behavior, introduction to
research design and methodology;
8 quarter hours internship.
Program is preparatory for careers
and/or future study in human services and health sciences and
services.
Additional course allowed: No
Internship possibilities: Yes
45
"Nothing is more terrible than
to see ignorance in action."
Goethe
46
Culture and
Consciousness
Fall/Group Contract - 8 quarter
hours
Sponsor: Lynn Patterson
Enrollment: 23
Prerequisites: None
Special Expenses: Some sharing of
costs for meals and beverages during weekend sessions. Students will
need to make lodging arrangements for four or five nights
throughout the quarter.
Part- Time Options: Program is
part-time (four weekends)
Reference Number: 1015 P
We will explore the relationship between culture (especially symbolic
systems as revealed in myth, ritual
activity, art and rites of passage)
and consciousness (individual
dreams, visions, states of awareness, altered states, psychosis,
ways or orienting one's self in
space and time). We will explore
these relationships in four weekends, each of which will focus on
different aspects of the theme:
First, Myth, Art and Dreams; second, Passages; third, Shamanism;
and fourth, Death, Dying and
Rebirth.
Each session will have lecture,
workshop, seminar and film components, and will allow for personal
exploration of the topics in directed
journal-writing
exercises. Students
will design and execute individual
or collaborative projects. Research
and project work will be done between weekend meetings.
Planned equivalencies in quarter
hours:
4 quarter hours each in culture
and personality, and and anthropology of religion.
Program is preparatory for careers and/or future study in the social science and humanities.
Additional course allowed: Yes
Internship possibilities: Possibly
Development: The Aim
of Education
Fall, Winter, Spring/Group
Contract
Sponsor: Don Finkel
Enrollment: 46
Prerequisites: One year of college
work. Sponsor's signature required.
Year-long commitment required.
SPecial Expenses: $20-$25 for program retreat
Part- Time Options: No
Reference Number: 1021 G
Understanding
the concept of "development" can inform a teacher's
choice of activities in a variety of
educational contexts. We will explore what it means to develop in
several distinct areas, and in a variety of learning modes.
This program is designed for
students who have an interest in
education. Though labeled a Group
Contract, it will resemble a Coordinated Study in many ways: broad
in its range, synthetic in its scope,
and drawing on a number of
disciplines.
The concept of development
will be examined in several contexts: (1) intellectual development;
(2) social, emotional and personality development; (3) moral development; (4) small group development
(group dynamics); and (5) development and education. We will study
works by Piaget, Freud, Erikson,
Kohlberg, and writings on education from Socrates to Dewey.
Modes of study will include:
(A) teaching practicum (an opportunity to teach for at least one
quarter by either organizing a
course for fellow Evergreen students, or teaching young children
as an intern), combined with a
weekly forum to discuss teaching
issues and to reflect on classroom
experience; (B) self-reflective group
to study group dynamics and to
cultivate the role of "participantobserver"; (C) intellectual workshop, with material introduced
through concrete problems and exercises, rather than lecture or exposition; (D) book seminars; and
(E) films, homework, occasional
lectures, and stimulating but
friendly exams.
Planned equivalencies
hours:
in quarter
22 quarter hours psychology (10
quarter hours cognitive development, 8 personality development, 4
moral development); 8 quarter
hours sociology of small groups; 6
quarter hours each in philosophy of
education, readings in contemporary education, teaching practicum
(internship).
Program is preparatory for careers
and/or future study in education,
psychology, child development and
counseling.
Additional course allowed: No
Internship possibilities: Yes
"The first duty of a state is to
see that every child born
therein shall be well housed,
clothed, fed, and educated
•.. But in order to effect
this, the Government must
have an authority over the
people of which we now do
not so much as dream."
John Ruskin
Helping Relationships
Fall, Winter, Spring/Croup
Contract
Sponsor: LeRoi Smith
Enrollment: 46
Prerequisites: Basic psychology, ju-
nior or senior standing, interview
or questionnaire
SPecial Expenses: Fall and Winter
Quarter retreats (about $10 each);
Fall Quarter helpee practicum sessions (arranged by student)
Part- Time Options: Fall Quarter,
no; Winter and Spring Quarters,
yes
Reference Number: 1041 G
All helping situations, be they
chance encounters, extended
friendships, family, employment, or
psychotherapy, have common elements grounded in the nature of
human social, psychological and
physical make-up. We intend to investigate the nature of all these relationships, and shall talk about
the differences between professional and nonprofessional roles.
This program is partly designed to develop the skills and
perspectives necessary to serve the
needs of women, the disabled,
Third World and sexual minorities.
Unless you know something of
your own biases and values, you'll
never know whether your wellmeaning efforts are helping create
more full and meaningful lives and
society, or whether they just support the status quo.
Important: This program is not
designed to train students to be
counselors, but to impart the necessary perspective and experience
for choosing future training and
careers.
Fall Quarter: Students will be ex-
pected to learn: (1) the characteristics of effective helping relationships; (2) the social/political/
ethical implications of helping relationships; (3) personal strengths
and weaknesses in helping roles;
and (4) the beginnings of a personal philosophy of helping.
Each student must: (1) be involved as a participant helpee in
some type of personal insight
work; (2) prepare a reflection paper
for each seminar; (3) prepare a position paper on her/his growing
personal philosophy of helping relationships; (4) participate in a communications/ group dynamics
workshop; and (5) complete biweekly examinations.
Winter Quarter: Half of the credit
will come from a focus on counseling theory models and schools. A
text and auxiliary readings will represent a cross-section of philosophies and techniques of talk therapies, body therapies and behavior
modification. Short workshops will
involve professionals whose work
represents the areas under study.
The other half of the quarter's
credit will come from the start of a
six-month field internship and/or
evening classes in the social psychology of perception, methods of
social research and an individual
project.
Spring Quarter: Students will be
involved in internships. They will
continue to meet in seminars one
day a week to share learning experiences, discuss alternative ways of
dealing with problems encountered
and focus more closely on the target groups that have special significance for themselves and their
professions.
Planned equivalencies
hours:
in quarter
48 quarter hours distributed
among: introduction to counseling
theory, practicum in counseling,
history of psychology and counseling nonwhites.
Program is preparatory for careers
and/or future study in psychology / counsel ing.
course allowed: Yes,
Winter and Spring Quarters
Internship possibilities: Yes
Additional
Nutrition
Spring/Croup
Contract
Sponsor: Elizabeth Kutter
Enrollment: 46
Prerequisites: Organic chemistry,
plus extensive biochemistry and/or
human physiology
Special expenses: None
Part-Time Options: Consult sponsor
Reference Number: 1069 G
This advanced Group Contract will
provide students with a knowledge
of the fundamental concepts of nutrition and the application of these
concepts to advanced topics. Emphasis will be placed on reading
original research articles and developing an understanding of the
experimental evidence upon which
current fads and practices in nutrition are based. The relationship between the current American diet
and chronic degenerative diseases
47
"Truth comes out of error
more readily than out of
confusion."
Francis Bacon
48
will be a major emphasis of the
study. The program will be conducted as an advanced research
seminar and each student will be
expected to prepare several classroom presentations and written
reports.
Planned equivalencies in quarter
hours:
12 quarter hours advanced topics
in nutrition and 4 quarter hours
nutrition research project, internship, or related topic.
Program is preparatory for careers
and/or future study in health sciences, nutrition, medicine, chemistry, education, counseling and public policy.
Additional course allowed: Yes
Internship possibilities: Yes
Social Interactions:
Problem Youth
Fall, Winter, Spring/Group
Contract
Sponsor: Mary Nelson
Enrollment: 23
Prerequisites: Junior standing, or
older students with field experience
Special Expenses: Travel to visit
nearby sites
Part-Time Options: No
Reference Number: 1099 G
This program is designed for persons interested in investigative
work in the social services in problem youth areas. It will be a
"hands-on" investigative and explorative program interacting with
various social, penal and placement
agencies for youth, especially those
near Evergreen. This will involve
not only academic people, but also
people with years of practical field
experience in the areas of problem
youth.
Course work that emphasizes
self-expression, self-awareness and
self-development will be covered.
To help others we must first know
ourselves. Learning the academic
and practical aspects of field experiences and internships is invaluable, especially in this field of
study, and the realities of these
studies and the "self" will be
stressed.
Topics will include: history of
juvenile justice in America; critical
perspectives of juvenile justice of
our state and others, past and present; minorities and the poor; drugs
and juveniles; incarcerated youthgroup homes; youth institutions;
peer group pressures; and laws pertaining to juveniles. Writing workshops, research and term papers
will be an essential part of this
program.
Fall and Winter Quarters will
be divided sequentially among
reading; writing workshops; selfawareness development; lectures
from key people working in various
juvenile agencies, institutions and
departments; and talks by previous
juvenile offenders, faculty, state
agency counselors, group home directors, etc. Movies, slide presentations and site visits to nearby institutions will also be included.
Prospective intern sites will be
investigated for those choosing to
do internship work during Spring
Quarter.
One textbook for Fall Quarter
will be The Children of Ishmael.
Washington's Juvenile Code also
will be studied. Other books include Native Son; Winter in the
Blood; Students, Don't Push Your
Teacher Down the Stairs on Friday;
The Drug Beat; I'm OK, You're OK;
Cutting Loose; Weeping in the Playtime of Others, and Confronting
Youth Crime.
At the end of Winter Quarter,
students will know with some certainty if they want to continue
work in the area of juvenile ser-
vices or problem youth. Spring
Quarter internship contracts will
be available to program members
who want to work in the field.
Planned equivalencies in quarter
hours:
48 quarter hours distributed
among: psychology, sociology, juvenile law, writing, ethnic studies and
practicum.
Program is preparatory for careers
and/or future study in youth institute work, counseling, probation
officer, or other services connected
to problems in youth.
Additional course allowed: Yes, if
course is related
Internship possibilities: Yes
Other offerings closely related to
Health and Human Development:
For intermediate or advanced
students:
Transformations, The Family and
Women in America, Social and
Health Services Policy. Growing
Old in America. Introduction to
Natural Science, Molecule to
Organism.
Management and the Public Interest
Upper-division work in this Specialty Area consists of a Coordinated
Study program titled Management
and the Public Interest for the first
year and a changing series of advanced Group Contracts, Individual
Contracts and internships for the
second year. The first year of the
M.P.I. program provides students
with the opportunity to acquire essential managerial skills and concepts. The program will address
broader issues such as the ability
of the private and/or public sector
to meet the public's needs. In the
second year the offerings enable
the student to specialize in one or
more areas of business or public
administration. This program is designed for part-time students from
off-campus as well as full-time
students.
Management and the
Public Interest
Fall, Winter, Spring/Coordinated
Study
Coordinator: Charles McCann
Enrollment: 69
Prerequisites: Basic accounting and
principles of economics
Special Expenses: None
Part-Time Options: Yes
Reference Number: 1057 P
This program is designed to equip
people with essential management
concepts and skills and to address
a growing concern about the possibility of the American business system meeting the public's needs. It
serves as the first year of both the
two-year business administration
curriculum and the two-year public
administration
curriculum.
Critics of the American business system charge the modern
corporation cannot be made responsible to the public; that by its
nature, business will serve only its
own interest. Business defenders,
on the other hand, argue that the
public good cannot be served without a strong business system and
that business is doing a good job of
meeting its social responsibilities.
A third voice can be heard saying
that the business system, as we
know it, is an outdated artifact of
another era; that neither business
nor the public interest will be
served much longer by our present
set of institutional arrangements.
One purpose of this program is to
come to grips with the issues
raised in these debates.
The primary purpose of the
program, however, is to learn about
management in general and business management in particular. To
understand what it means for business to meet public needs, a person
must also know what it takes to
keep an organization going; that is,
one also must have a grasp of the
"internal" operations of a business.
A substantial portion of the program, therefore, is devoted to instruction in management
concepts
and skills.
This program is designed for
students with a basic background
in business and public administration. It covers managerial economics, organizational
psychology,
managerial accounting, financial
management, management
practices, business policy and
personnel.
Planned equivalencies
hours:
in quarter
12 quarter hours organizational
practicum; 8 quarter hours each
managerial accounting and managerial economics; 4 quarter hours
each organizational
psychology,
personnel management,
financial
management, statistics and case
studies.
Program is preparatory for careers
and/or future study in business
and public administration.
Additional course allowed: Yes,
Spring Quarter
Internship possibilities: No
Social and Health
Services Polic.y and its
Assessment: Advanced
Studies in Public
Administration
Fall, Winter/Croup
Contract
Sponsor: To be announced
Enrollment: 23
Prerequisites: Junior standing
Part- Time Options: Yes
Reference Number: 1097 G
In this program, we'll discuss conditions affecting the recognition of
social problems and the formulation, adoption, implementation
and
evaluation of policies designed to
49
"Never had mortal man such
opportunity, except
Napoleon, or abused it more."
Lord Byron
50
cope with them. Special attention
will be given to social and health
services policy. Because the analysis of public policy brings together
both questions of value and questions of fact, it serves as a valuable
focus for many basic methodological and philosophical questions
about the nature, scope and limits
of social inquiry.
Concomitant with an investigation of substantive issues of policy,
the program will afford the student
an opportunity to develop practical
skills in the area of research design, data analysis and application
of statistics, with particular emphasis on quantitative techniques
of program and policy evaluation.
All students will be expected to become involved with an evaluation
research project. The program will
be especially suited to students
with an interest in human services
programs, administration and applied research.
Planned equivalencies
hours:
in quarter
32 quarter hours distributed
among: social research methods,
health and human services policy,
public policy and similar areas.
Program is preparatory for careers
and/or future study in human services, social science, management
and related fields.
Additional
Internship
determined
course allowed: Perhaps
possibilies: To be
Tools for Decision
Making
Fall/Croup Contract
Sponsor: Virginia Ingersoll
Enrollment: 23
Prerequisites: Junior standing; pre-
fer students who have completed
junior year of Management and
the Public Interest
Special Expenses: Less than $lO.
Part-Time Options: Yes
Reference Number: 1121 G
Making good decisions is fundamental to successful management.
This contract is a study of decisionmaking and problem-solving activities in work organizations. It aims
to help students: (1) appreciate how
decision-makers change organizations, (2) understand the psychological and social processes
through which problems are formulated and solved, (3) increase
their skill in making managerial
decisions and (4) increase their
competence in gathering and evaluating information.
Readings from the social sciences, research projects and case
studies in such areas as public relations, public sector marketing and
personnel management will serve
as vehicles for meeting these
objectives.
Planned equivalencies in quarter
hours:
quarter hours each organization
theory, research methods in social
science; 3 quarter hours each personnel management, theories of decision-making and 2 quarter hours
heuristics.
4
Program is preparatory for careers
and/or future study in management in the public or private sectors, M.B.A., M.P.A., or law school.
Additional
Internship
course allowed: No
possibilities: No
Other offerings closely related to
Management and the Public
Interest:
For intermediate and advanced
students:
Science and Government; Introduction to Political Economy; Social
Theory and the Development of
Capitalist Society; Persuasion and
Propaganda; America in the 1930s;
Socialist Political Economic Systems; Writing Popular Political
Economics; Power and Personal
Vulnerability; Making of America;
Philosophy, Science and Human
Behavior; Helping Relationships;
Culture and Consciousness; Arts
Management.
Marine Sciences and Crafts
Students pursuing studies in this
Specialty Area will learn the facts
and the analytical techniques
which form the basis of modern
knowledge of marine sciences, natural history, history and literature.
In the larger perspective, students
also will find an opportunity to examine the effects of their attitudes,
assumptions, analytical tools and
studies, both upon the marine environment and upon themselves. By
the end of such study, we would
wish to certify that a student has:
(1) learned current factual and
practical information in a number
of areas, such as marine biology,
water quality analysis, literature,
marine resources and economics,
oceanography, history and natural
history, and field skills; (2) carried
out an extensive scientific or other
systematic investigation of a marine problem; and (3) examined the
limitations and strengths of attitudes, tools and approaches appropriate to, and used in, the marine
area.
Vancouver and Puget
Fall, Winter, Spring/Coordinated
Study
Coordinator: Bob Sluss
Enrollment: 92
Prerequisites: Basic Program at Evergreen or one year of college
Special Expenses: Field glasses
Part-Time Options: No
Reference Number: 1129 P
This Coordinated Study program is
the introduction to the Marine Sciences and Crafts Specialty Area.
Emphasis will be directed toward
developing and practicing the skills
associated with the early maritime
explorations. These skills include
perceptive observations of the natural world (in which we include humans), the literate recording and
interpretation
of those perceptions
in a formal illustrated journal and
sailing and maintenance of the
Seawulff, Evergreen's 38-foot
sailboat.
Fall and Winter Quarters will
emphasize natural history (including local ethnography), history of
maritime explorations, drawing, literature and writing. Students will
learn sailing skills and principles
during Fall Quarter and routine
boat maintenance skills during
Winter Quarter.
Spring Quarter will emphasize
group field exercises, local explorations and the production of an illustrated natural history field
journal.
This program fulfills prerequisites for further study in biology,
natural history, environmental
study, history and literature. It is
also prerequisite to a Spring Quarter expedition during the following
year (1982-83) on the Seawulff.
Planned equivalencies in quarter
hours:
12 quarter hours literature, 8 quarter hours each natural history and
field biology, maritime history; 4
quarter hours each sociology, sailing and piloting, basic drawing,
marine crafts and special project
(Spring Quarter).
Program is preparatory for future
studies, careers, and/or graduate study in biology, natural history, environmental
study, history
and literature.
Additional
Internship
course allowed: No
possibilities: No
Tropical Biology
Fall/Group Contract
Sponsor: Larry Eickstaedt
Enrollment: 46
Prerequisites: Biology and field biology; Evergreen programs such as
Earth Environments,
Evergreen
Environment,
Marine Biology;
interview
Special Expenses: Minimum of
$1300 for travel, board and room,
and incidental expenses
Part- Time Options: No
Reference Number: 1125 G
This program will provide an intensive field experience in a tropical area for students with a good
background in biology and natural
history. A rigorous on-campus,
preparatory period, focusing on a
survey of tropical ecology and natural history, will precede the field
excursion. Geology and the terrestrial, freshwater and marine flora
and fauna will be studied on location. Observations will be recorded
in field journals. Each student will
complete an autecological study.
Prospective students must
meet with facul ty well in advance
of the program for interviews and
51
" ... all our science, measured
against reality, is primitive
and childlike - and yet it is
the most precious'thing we
have."
Albert Einstein
52
for handling financial and logistical arrangements. Advanced reading will be required of all selected
participants.
Planned equivalencies
hours:
in quarter
16 quarter hours tropical biology
and natural history.
Program is preparatory for future
studies, careers, and/or graduate
study in ecology, zoology, botany
and biology.
Additional
Internship
course allowed: No
possibilities: No
Marine Biology
Spring/Group
Contract
Sponsor: Larry Eickstaedt
Enrollment: 46
Prerequisites: General biology
Special Expenses: Field trips
Part- Time Options: No
Reference Number: 1059 G
The animals and plants of the open
sea and coastal waters will be surveyed in Marine Biology. The principal characteristics of the plant
and animal groups, particularly
marine invertebrates; field and laboratory methods for their study;
ecological relationships; adaptations for life in the sea; and the primary features of the marine environment will be studied.
Considerable field and laboratory
work will be supplemented with
lectures, seminars and extensive
reading. Some time will be spent at
one of the marine labs at Friday
Harbor or Anacortes.
Planned equivalencies in quarter
hours:
8 quarter hours each survey of marine organisms and marine ecology.
Program is preparatory for future
studies, careers, and/or graduate
study in marine science, biological
science, environmental studies,
fisheries, aquaculture and coastal
zone management.
Additional course allowed: No
Internship possibilities: No
Other offerings closely related to
Marine Sciences and Crafts:
While each Basic Program meets
the entry expectations of Marine
Sciences and Crafts, those most
closely related in specific content
are: Outdoor Education, Origins of
Life and Intelligence and Political
Ecology.
For intermediate and advanced
students: Introduction to Environmental Studies, Earth Environments, Environmental Design, Introduction to Natural Science and
Molecule to Organism.
Northwest Native American Studies
This Specialty area potentially
serves two rather different student
groups: (1) Native American students who are interested in preserving and enhancing their
unique cultural heritage and who
are developing strategies for selfdetermination
in the world today
and (2) non-Native students interested in traditional Native American cultures and values, anthropology, ethnohistory and the dynamics
of cultural change.
Old Olympia: Uncovering
Our Past
Life Modeling: A Sense
of Being
Fall, Winter/Group Contract
Sponsor: Margaret Gribskov
Enrollment: 23
Prerequisites: None
Special Expenses: Modest field-trip
expenses; film and developing
(optional)
Part- Time Options: Course only
Reference Number: 1071 G
Fall, Winter, Spring/Coordinated
Study
Coordinator: Mary Hillaire
Enrollment: 115
Prerequisites: Faculty signature
Special Expenses: None
Part- Time Options: Yes
Reference Number: 1053 P
Through interviews with long-time
local residents (including Native
Americans from the area), students
will attempt to reconstruct Olympia's past, before and after arrival
of white explorers and settlers. Students also will undertake documentary research to supplement oral
testimony. One major objective of
the program will be to contribute
to existing informaton in local libraries and museums. A second
will be an exhibit or other public
presentation (perhaps more than
one) about Olympia as it used to
be.
Workshops on writing, research techniques, oral history and
media techniques will be provided
to assist students in preparing finished documents, photographs,
slides, film or other products of
their two-quarter efforts.
Planned equivalencies
hours (per quarter);
in quarter
4 quarter hours each American
studies, local history, writing and
ethnic studies.
Program is preparatory for future
studies, careers, and/or graduate
study in history, museum work and
interpretive park service.
Additional
Internship
course allowed: No
possibilities: No
This program is designed as an
educational partnership between
student-community-college
in an
academic setting to create a common structure for an applied alternative educational model. Students
will explore ways to establish a relationship between education and
the world. Study will emphasize
self-understanding
in discovery
perspectives. Four campus-wide forums will be held during the academic year, augmented by topical
seminars that direct learning and
determine educational outcomes.
Planned equivalencies
hours:
in quarter
24 quarter
hours each cross-cultural education and personal growth
and development.
Program is preparatory
studies, careers, and/or
study.
for future
graduate
Additional course allowed: Yes
Internship possibilities: Yes
53
"Take off your hats to the
past, but take off your coats
to the future."
Clare Boothe Luce
54
:/
Growing Old in America
Spring/Group
Contract
Sponsor: Margaret Gribskov
Enrollment: 23
Prerequisites: None
Special Expenses: None
Part- Time Options: Yes
Reference Number: 1039 G
Americans as a people are growing
older; our population will soon include a much larger proportion of
elderly persons. What is it like to
grow old in America in the late
twentieth century? Is the experience different in different ethnic
groups? Older Washingtonians
enrolled in this program will be encouraged to record (through autobiographies, for instance) their past
and present experiences. Through
reading and discussion we will all
reflect on and analyze those experiences. Persons in the program also
will explore ways in which older
persons can protect their political
interests, expand their financial resources and enrich the final decades of their lives.
Planned equivalencies
hours:
in quarter
4 quarter hours each writing, adult
developmental psychology, political
science and ethnic studies.
Program is preparatory for future
studies, careers, and/or graduate
study in helping professions.
Additional course allowed: Yes
Internship possibilities: Yes
Other offerings closely related to
Northwest Native American
Studies:
Third World Wisdom, The Family
and Women in America, Techniques of Visual Anthropology, Culture and Consciousness, Helping
Relationships, Social Interactions,
Democracy and Tyranny.
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 industrialized nations; the problems
of underdeveloped societies in their
relations with industrialized 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 will draw on
the disciplines of history, economics, political science, philosophy, sociology, anthropology, literature
and law.
Students in their first year of
college are strongly urged to take
one of the Basic Programs. Students just beginning in Political
Economy should probably enroll in
Introduction to Political Economy,
which is a prerequisite for most
other offerings in this area. Related
offerings from other Specialty
Areas are mentioned at the end of
this section.
55
Introduction to Political
Economy
Fall/Coordinated
Study
Coordinator: Peta Henderson
Enrollment: 69
Prerequisites: Basic Program at Ev-
ergreen or one year of college
Special Expenses: None
Part- Time Options: No
Reference Number: 1051 P
Introduction to Political Economy
is a one-quarter introduction to the
major theoretical approaches used
by political economists, to the historical development of these approaches, and finally, to some of
the topics which students may pursue in more advanced work in this
or other Specialty Areas. Given the
limitations of one quarter's time,
the program will emphasize the
theory and practice associated
most commonly with Neoclassical
and Marxist economics, but other
subjects, such as history, political
science and economic anthropology, will receive attention.
Planned equivalencies
hours:
in quarter
8 quarter hours principles of economics, 4 quarter hours each in
European history and social theory.
Program is preparatory for future
studies, careers, and/or graduate study in economics, history,
social and political theory, political
science and international relations.
Additional
Internship
course allowed: No
possibilities: No
"Men make their own history,
but they do not make it Just
as they please; they do not
make it under circumstances
chosen by themselves, but
under circumstances directly
encountered, given and
transmitted from the past."
Karl Marx
56
Persuasion and
Propaganda
Winter, Spring/Croup
Contract
Sponsor: Stephanie Coontz
Enrollment: 46
Prerequisites: One year of college
work
Special Expenses: None
Part-Time Options: Yes
Reference Number: 1079 G
This program will study techniques of persuasion used in
American history. We will examine
the historical and ideological origins of the movements under consideration, compare their tactics
and examine their social consequences. Students will use both
oral and written material illustrating the primary arguments and approaches of each movement. Class
activities will include lectures,
seminars on the books and a workshop on public speaking. Reading
will be heavy and students will be
expected to complete numerous
writing assignments. No one will
be admitted into the second quarter without having completed the
first quarter's work.
We will first examine the rise
of nineteenth century Evangelicism, its origins and its appeal. We
will then study the anti-slavery
movement and the women's suffrage movement, discussing the interaction between the two and
studying the major speeches and
literary works by which they
spread their ideas.
In the twentieth century we
will listen to and read material
generated in the civil rights movement. We will then examine the
history of the anti-war movement,
including the different tactics used
by various wings of the movement.
We will cover the rise of the feminist movement and examine the
main arguments put forward by
proponents and opponents of the ERA.
Emphasis throughout will be
on placing the material in historical context, examining it critically
and developing skills of logical
analysis in both oral and written
presentations.
Planned equivalencies in quarter
hours:
4 quarter hours each U.S. social
history, speech/public
speaking, sociology and humanities.
Program is preparatory for future
studies, careers, and/or graduate study requiring techniques of
persuasion, either oral or in writing: history, journalism, law, education, public administration
and
speech.
Additional
Internship
course allowed: Yes
possibilities: No
Social Theorl and the
Developmen of
Capitanst Society
Fall, Winter/Croup Contract
Sponsor: Tom Rainey
Enrollment: 23
Prerequisites: Portfolio and interview; some background in the social sciences. Sponsor's signatures
required.
Special Expenses: None
Part-Time Options: No
Reference Number: 1101 G
This contract will explore the foundations of modern social theory
and its relationship to the emergence of modern capitalist society.
Karl Marx and Max Weber stand at
the threshold of any systematic
analysis of modern society.
The bulk of Fall Quarter will
be devoted to a thorough examination of their social theories. Both
men were concerned with the
emergence of capital ism and the
modern state, and both developed a
framework for the analysis of postfeudal societies. Their work influenced all subsequent social
theorists.
We will begin by considering
whether classical social theory can
effectively address contemporary
questions. We'll also consider the
relationship between theory and
practice. With stress on social theory, we will address broad questions of social transformation,
change and coherence which encompass the traditional disciplines
of history, political science and
sociology.
We will start by discussing C.
Wright Mills' The Sociological
Imagination and Brian Fay's Social
Theory and Political Practice. Next
we will study the historical context
out of which the classical theories
arose, finally turning to the specific works of Marx and Weber.
Winter Quarter we will continue examining social theory within
the context of capitalist development, with particular attention to
the emergence of the liberal-democratic state, both in Europe and the
United States. Reading will center
around such contemporary
theorists as C. B. Macpherson, H.
Arendt, and members of The
Frankfurt School, with attention to
the contemporary historical
context.
This advanced contract is designed to be theoretical and bookish, with close analysis and seminar discussions of the key works of
Marx and Weber. Students who
wish an immediate practical application of social theory should consider other programs. Students will
be expected to write a substantial
analytical paper.
Planned equivalencies
hours:
in quarter
10 quarter hours each nineteenthtwentieth century European social
and economic history, modern so-
cial theory and political thought:
Marx and Weber; 6 quarter hours
each contemporary social theory
and political thought and theories
of the state.
Program is preparatory for future
studies, careers, and/or graduate study in political economy, social and political theory, history,
economics, political science, law
and education.
Additional course allowed: Yes,
course offered by program faculty
only
Internship possibilities: No
I
I
.J.
America in the 19305
Winter/Coordinated
Study
Coordinator: Russ Lidman
Enrollment: 46
Prerequisites: Introduction to
macroeconomics
Special Expenses: None
Part-Time Options: Yes
Reference Number: 1005 P
This one-quarter program explores
the American economy and society
during the Great Depression.
Along with our study of the economic causes and consequences of
the Depression, we will examine
the competing macroeconomic theories of the past four decades. Our
examination of American society in
the Depression era will be based
largely around literature and cinema of the period. Political and social history will be covered primarily in student research seminars.
Planned equivalencies
hours:
in quarter
4 quarter
hours each intermediate
macroeconomics,
economic history,
American literature and American
history.
Program is preparatory for future
studies, careers, and/or graduate study in economics, history
and American literature.
Additional
Internship
course allowed: No
possibilities: No
57
"I know of no safe depository
of the ultimate powers of
society but the people
themselves.' I
Thomas Jefferson
58
Socialist Political
Economic Systems
Spring/Group
Contract
Sponsor: Tom Rainey
Enrollment: 23
Prerequisites: Introduction to Politi-
Program is preparatory for future
studies, careers, and/or graduate study in political economy,
history, economics, government,
education and law.
Additional course allowed: No
Internship possibilities: No
cal Economy or its equivalent
Special Expenses: None
Part-Time Options: No
Reference Number: 1103 G
This Group Contract will compare
and contrast the political economic
systems of two socialist countries:
the Soviet Union and Yugoslavia. It
will begin by examining the emergence and development of the characteristic political and economic institutions of the Soviet Union, from
the Revolution of 1917 to the present. Special emphasis will be given
to the theories and revolutionary
propositions that shaped the creation of these institutions as well
as the historical realities which
have given them form. Particular
attention will also be given to the
precise way in which central planning works in the Soviet Union, as
well as to attempts to decentralize
political and economic decision
making. The same subjects and approach will be stressed in exploring
the Yugoslavian political economic
system and its break with the Soviet model.
Students should expect to engage in an extensive amount of
reading, intensive analytical seminaring and regular writing of an
expository nature. No prior knowledge of the Soviet Union or of Yugoslavia is assumed.
Writing Popular Political
Economics
Spring/Group Contract
Sponsor: Ron Woodbury
Enrollment: 23
Prerequisites: Demonstration of ba-
sic writing skills through portfolio
examples. Introduction to Political
Economy or equivalent (including
U.S. history, political science or sociology, and introductory
economics).
SPecial Expenses: Subscriptions to
Dollars & Sense, The Wall Street
Journal, The Christian Science
Monitor and Business Week for the
quarter, probably at student rates.
Only one book to purchase.
Part- Time Options: No
Reference Number: 1133 G
The primary purposes of this contract are to teach students good,
clear, concise and powerful expository writing in their own personal
styles; application of sophisticated
political economic analysis to realworld issues; and translation of the
ideas and jargon of professionals
into "plain English" for a general
audience.
During the quarter, students
will write four 1500- to 2500- word
articles in first and second versions, plus four 500- to lOOO-word
opinion columns based on each arPlanned equivalencies in quarter
ticle. Students will write as if subhours:
mitting to specific general-audi4 quarter hours history of the Sovi- ence publications, and the class
et Union, 1917 to present; 8 quarter will critique first versions accordhours Soviet political economic sys- ing to the standards of the publicatem; 4 quarter hours history of Yu- tion each student selects. In altergoslavia, 1945 to present.
nating weeks, half the class will be
writing first versions while the other half is completing second versions and editorial opinion
columns.
Planned equivalencies
hours:
in quarter
8 quarter hours expository writing
for newspapers and magazines; 4
quarter hours writing analysis and
critique; 4 quarter hours advanced
work in economics, history, political science or sociology.
Program is preparatory for future
studies, careers, and/or graduate study in journalism, freelance
writing, business, government,
education and political economy.
Additional course allowed: No
Internship possibilities: No
Other offerings closely related to Political Economy:
For intermediate and advanced students: aking of America; Philosophy, Science and Human Behavior; Power and Personal
Vulnerability; The Family and
Women in America; Science and
Government.
Scientific Knowledge and Inquiry
Faculty and students in this Specialty Area examine certain analytical methods and ways of thinking
- logical, philosophical, mathematical and experimental. They study
them both for their own sakes (in
fields such as mathematics, logic,
computer science and analytic philosophy) and as tools for the natural sciences. The traditional natural sciences, particularly physics,
chemistry and biology, fall in this
Specialty Area, but students study
them in a broad cultural framework which emphasizes the sciences in relationship to the rest of
our civilization. Students undertake original research in these
fields wherever possible.
Students in their first year of
college are strongly urged to take
one of the Basic Programs. Students just beginning in Scientific
Knowledge and Inquiry should enroll in Introduction to Natural Science or in Matter and Motion, depending on their previous
background. Related offerings from
other Specialty Areas are mentioned at the end of this section.
___
I
'.1.:.._
Introduction to Natural
Science
Fall, Winter,
Study
Coordinator:
Enrollment:
Prerequisites:
Spring/Coordinated
Mike Beug
69
High school
mathematics
Part-Time Options: Yes
Reference Number: 1049 P
This three-quarter program is designed for students desiring an introduction to mathematics and to
noncalculus chemistry, physics and
biology with an emphasis on basic
principles. Students interested in a
general introduction to mathematics and science should take this
course, while those with a strong
precalculus background in mathematics who plan careers in medicine, science or mathematics
should consider the Matter and
Motion program.
The weekly schedule will consist of program lectures, problem
sessions, seminar and laboratory
work. The problem sessions and
labs will give students a chance to
test and improve their understanding of the ideas and techniques being studied. At the same time, the
historical development and philosophical implications of these ideas
will be presented in the lectures
and readings, and discussed in the
seminars. It is our view that science is not an isolated human endeavor and needs to be understood
within a broader historical and cultural framework.
Introduction to Natural Science will closely parallel the Matter and Motion program, with the
primary differences coming in the
area of mathematics and physics.
Most of the chemistry will be offered jointly with Matter and
Motion.
Planned equivalencies
hours:
in quarter
12 quarter hours each in general
chemistry with laboratory and
seminar, organic chemistry with
laboratory, physical principles with
laboratory and seminar; 8 quarter
hours general biology (if staffing
becomes available); 4 quarter hours
precalculus mathematics.
Options: an additional 4 quarter
hours of precalculus math or 4-8
quarter hours calculus in place of
organic chemistry.
Program is preparatory for careers
and/or future study in health sciences; physical, biological or marine sciences; and mathematics.
course allowed: Yes, see
options stated in equivalencies.
Internship possibilities: No
Additional
Matter and Motion
Fall, Winter,
Study
Coordinator:
Enrollment:
Prerequisites:
Spring/Coordinated
.
Mike Beug
69
Precalculus
mathematics
Part- Time Options: Yes
Reference Number: lO61 P
This three-quarter program is designed for the student who has
completed precalculus mathematics
and is considering a career in
mathematics, science or the health
sciences. Students interested in a
calculus-level introduction to mathematics, physics and chemistry
should take this program, while
those interested in a general introduction to the sciences should consider Introduction to Natural
Science.
59
"Nothing puzzles me more
than time and space, and yet
nothing troubles me less, as I
never think about them."
Charles Lamb
60
The weekly schedule will consist of program lectures, problem
sessions, seminar and laboratory
work. The problem sessions and
labs will given students a chance
to test and improve their understanding of the ideas and techniques being studied. At the same
time, the historical development
and philosophical implications of
these ideas will be presented in the
lectures and readings, and discussed in the seminars. It is our
view that science is not an isolated
human endeavor and needs to be
understood within a broader historical and cultural framework.
Matter and Motion will closely
parallel the Introduction to Natural
Science program, with the primary
differences coming in the areas of
mathematics and physics. Most of
the chemistry will be offered jointly with Introduction to Natural
Science.
Planned equivalencies
hours:
in quarter
12 quarter hours each in general
chemistry with laboratory and
seminar, organic chemistry with
seminar; 16 quarter hours university physics with seminar; 8 quarter
hours calculus.
Options: 4-8 quarter hours Calculus III and/or advanced mathematics in place of 4-8 quarter hours of
physics or organic chemistry.
Program is preparatory for careers
and/or future study in health sciences; physical, biological or marine sciences; and mathematics.
It
is particularly appropriate for students considering careers in science or mathematics.
Additional course allowed: Yes, see
options stated in equivalencies.
Internship possibilities: No
Molecule to Organism
Fall, Winter/Group Contract
Sponsors: Elizabeth Kutter and Jeff
Kelly
Enrollment: 46
Prerequisites: Matter and Motion or
Introduction to Natural Science or
equivalent, particularly organic
chemistry
Special Expenses: Student responsible for laboratory breakage
Part-Time Options: Yes, with consent of instructors
Reference Number: 1067 G
This program is for students who
want serious work in modern biochemistry and modern advanced
laboratory biology, primarily as
preparaton for the health professions or for graduate school.
Fall Quarter will emphasize
biochemistry, molecular genetics
and cell biology, and will cover the
physical and chemical properties of
biological molecules in the context
of cellular function. The laboratory
will introduce such skills as manipulation of microorganisms,
radioisotopic labeling, chromatography
and gel electrophoresis. The goal
of the lab will be to prepare students to develop and execute laboratory research projects.
Winter Quarter will extend
these concepts to the organismic
level. Emphasis will be on developmental biology, metabolism, mammalian physiology and immunology. The laboratory will consist of
special research projects in such
areas as molecular genetics, bibchemistry or photosynthesis.
Texts will include Biochemistry,
Lehninger; Biochemistry: A Problems Approach, Wood et al.; Molecular Biology of the Gene, Watson; Immunology, Hood et al.
Students will be expected to
prepare and give lectures using
current research literature. They
will develop good laboratory skills
and problem-solving abilities. Excellent opportunities exist for continuation into advanced projects in
biochemistry and molecular
genetics.
Planned equivalencies
hours:
in quarter
6-10 quarter hours biochemistry, 4
quarter hours molecular genetics,
2-4 quarter hours cell biology, 3-4
quarter hours developmental biology, 4-6 quarter hours physiology
and immunology, 4 quarter hours
laboratory in biochemistry and molecular genetics, 4 quarter hours
laboratory research project.
Program is preparatory for careers
and/or future study in medicine,
dentistry, pharmacy, veterinary
medicine, nutrition, biology, molecular biology, biochemistry, chemistry, and other life and health
sciences.
Additional
Internship
course allowed: Yes
possibilities: No
Advanced Physical
Science and Mathematics
Fall, Winter, Spring/Group
Contract
Sponsor: Burton Guttman
Enrollment: 23
Prerequisites: Matter and Motion,
or equivalent mathematics, physics
and chemistry
Special Expenses: None
Part-Time Options: Yes
Reference Number: 1003 G
This full-year Group Contract allows students to do advanced work
in the physical sciences and mathematics. One may enroll for all or
part of the program.
"One Galileo in 2,000
enough."
Pius XII
The mathematics covered will
include: calculus of several variables with partial differentiation,
line and multiple integrals, vector
calculus; sequences and series; and
abstract algebra, including groups,
rings and fields. Additional topics
such as ordinary and partial differential equations may be included.
The physical science will include three topics chosen from
thermodynamics, statistical mechanics, quantum mechanics, kinetics and classical mechanics. Additional topics in mathematics,
physics and chemistry may be
studied by taking specific components from the Energy Systems
program.
Planned equivalencies
hours:
in quarter
Equivalencies will depend on faculty assigned.
Program is preparatory for careers
and/or future study in pure and
applied science, engineering and
mathematics.
Additional course allowed: Yes
Internship possibilities: No
Science and
Government
Computer Science at
Evergreen
Spring/Group Contract
Sponsor: Fred Tabbutt
Enrollment: 46
Prerequisites: Either Matter and
Evergreen offers introductory
through advanced work in computer science. Among the programs
regularly offered are Society and
the Computer (a Basic Program);
the courses Introduction to Computers and BASIC, and Data Structures; and programming practicums covering a wide range of
applications and languages. Advanced topics such as artificial intelligence, computer graphics, and
computer-assisted instruction are
offered through Individual Contracts and programs like The Nature of Thought.
Students interested in pursuing
computing careers or graduate
studies in computer science are encouraged to study subjects in the
Scientific Knowledge and Inquiry,
and Management and the Public
Interest Specialty Areas, in addition to computer-related topics.
Motion or Introduction to Political
Economy
Special Expenses: None
Part- Time Options: No
Reference Number:
1093 G
This group research project will
consider the impact of the scientific community on a governmental
decision requiring scientific judgment. A specific case will be studied by a group of upperclass students with expertise in either social
science or natural science. The
case chosen will be scientifically
controversial (e.g., SST, ABM, nuclear reactor safety), where scientists were divided in their judgments on the issue. The social
science students will analyze the
power structure that eventually decided the issue (e.g., the Presidential Science Advisory Committee,
government agencies, industry),
while the natural science students
will examine the basis for deciding
the scientific merits of the issue.
Each group will continually enlighten and brief the other group
on its progress in this research.
Planned equivalencies in quarter
hours:
8 quarter hours political analysis;
4-6 quarter hours chemistry, phys-
ics or biology, depending on the nature of the case; 2 quarter hours library research.
Program is preparatory for careers
and/or future study in social or
natural sciences.
Additional course allowed: No
Internship possibilities: No
~~--
years is
Other offerings closely related to Scientific Knowledge and Inquiry:
While each Basic Program meets
the entry expectations of Scientific
Knowledge and Inquiry, those most
closely related in specific content
are: Human Development, Origins
of Life and Intelligence, Political
Ecology and Society and the
Computer.
For intermediate and advanced
students: Nutrition; Human Health
and Behavior; Philosophy, Science
and Human Behavior; Tropical Biology; Marine Biology; Structures
in Mathematics and Visual Art,
and Offerings in the Environmental Studies Specialty Area.
61
Evergreen-Vancouver
62
Founded in 1976, in cooperation
with Clark College, TESC-Vancouver attempts to offer the same intellectural engagement and authentic self-motivation as is found on
the Olympia campus to upper-division students of the Clark County
area. Two-year Coordinated Studies
programs are available to students
who already possess the AA degree
or its equivalent.
Communication:
Advanced
Interdisciplinary
Studies
in the Humanities
and Social Sciences
Fall, Winter, Spring/Coordinated
Study
Coordinator: To be announced
Enrollment: 69
Prerequisites: Junior standing
Special Expenses: Art supplies
Part- Time Options: Yes
Reference Number: 1013 P
The second year of this two-year,
upper-division Coordinated Study
program is designed to explore specific communication media and develop skills in the communication
arts and sciences. Students will focus on interpersonal, public, mass,
or artistic communication according to individual career goals. Two
quarters will include course work,
and one quarter an internship component. Some courses planned include: Communications Technologies, Counseling and Interviewing
Techniques, Political Forces and
the Persuasive Process, and Literary Arts and Expression. The
1981-82 seminar will build upon
the 1980-81 seminar topic by continuing to examine themes which
have inspired human
communication.
The program is designed for
residents of southwest Washington
and leads to a Bachelor of Arts degree. Although it is the second
year of a two-year study, new students can enter any quarter, although junior standing is required.
Half-time and full-time enrollment
is available. Program hours are
planned to accommodate the working student. New students will be
provided another Coordinated
Study option the following year to
complete their degrees.
Planned equivalencies
hours:
in quarter
48 quarter hours distributed
among: communications, expressive arts, humanities, and social
science.
Program is preparatory for careers
and/or future study in counseling,
public relations, media specialties,
the expressive arts and human
services.
Additional course allowed: Yes
Internship possibilities: Yes
Teacher Certification
In conjunction with the University
of Puget Sound, The Evergreen
State College offers curricula leading to the provisional certification
for teaching at the elementary, junior high or senior high school
leveL
The program is designed as a
half-time program (except for the
final quarter of student teaching
which is full-time) so that students
may pursue work on their subject
area specialties at the same- time.
The program is most appropriate
to students who are at the junior
or senior level in college.
Admission
Admission to the initial programs
in Teacher Certification is highly
competitive. Minimum requirements include prior admission to
the college, junior class standing at
the time of entering the program,
and a grade-point average (where
ascertainable) of at least 2.50 (C +
or better).
Students intending to pursue a
secondary education certificate
should be well along in their major
by the time they enter the Teacher
Certification program. In most
cases, these students will be seniors
at the time they enter the
program.
The principal criterion for admission to this program is academic excellence. Students must
fill out a special application form
with the Admissions Office and file
letters of recommendation. Semifinalists for the program will be interviewed prior to the Academic
Fair in May.
Students wishing to apply for
this program should fulfill all admission requirements - including
filling out special application
forms obtainable from the Admissions Office - prior to March 15,
1981. Students who are selected for
admission to the program will be
notified in writing prior to the
Academic Fair and registration
process in May. Full information
may be obtained through the Admissions Office.
Curriculum
The sequence of courses for the
provisional certification in elementary and secondary education follows the course descriptions list.
Course Descriptions
301 Introduction to Teaching
Field experience, to allow students
to ascertain commitment to the
educational profession. Provides direct work experience with teachers
in school setting. Must plan a
three-hour block, either morning or
afternoon, in a selected school district. Prerequisite to all other education courses. Taken concurrently
with Education 302.
302 PsychologicalFoundations of
Education
Major theoretical concepts related
to human development, learning,
teaching-learning process; development of effective teaching-learning
strategies; application to immediate
future instructional tasks. Prerequisites: Education 301, cumulatie
grade-point average of 2.25 or
higher. Required for provisional
certificates.
345 Social Studies in the Elementary School
Teaching strategies, current research, practical aspects of teaching social studies. Laboratory experiences and micro-teaching.
Prerequisites: Education 301 and
302.
346 Instructional Strategies
Survey of general teaching methods applicable in various subjects.
347 Activites in the Elementary
School
Introduces basic principles for
teaching art, music and physical
education in the elementary schooL
Instructors are specialists from the
three departments. Strongly recommended for every elementary
teacher
348 Language Arts and Writing
Focus on teaching language arts as
communication
349 Reading in the Elementary
School
Language arts as interrelated communication processes; analysis of
program objectives, methods, material; development of teaching-learning strategies in laboratory school
settings. Prerequisites: Education
301 and 302.
350 Mathematics in the Elementary School
Techniques of teaching elementary
school mathematics; examination
of texts. Reports from book consultants; films, class presentations, individual tutoring of elementary
students. Prerequisites: Education
301 and 302, or permission of
instructor.
359 Teaching Strategies in the Secondary School
Curricular, organization patterns in
secondary schools, emphasis on
teaching techniques (i.e., lecture,
seminar, inquiry, questioning strategies, and use of community resources). Course intended for
juniors.
360 Teaching Secondary Reading
in the Content Field
Reading problems, programs; techniques of teaching reading for prospective, practicing secondary
teachers; emphasis on developmental reading with a focus on how
reading fits into a language
curriculum.
63
"The quality and enthusiasm
of student participation in
classes are remarkable."
Evaluation Committee Report on
Evergreen Reaccreditation, October,
1979.
64
365 Sciencefor Elementary
Teachers
Background in biological or physical sciences recommended. Development of skills in fusing a science
program and materials into a
learning experience for children.
Prerequisites: Education 301 and
302.
401 Elementary School Student
Teaching
Directed student teaching in student's preferred grade of public elementary schools, daily for a full
term, seminar in advanced methods included. School of Education
TESC-UPS Teacher Certification
endorsement required. Required for
the Provisional Elementary Certificate. To be taken concurrently with
Education 416.
402 Secondary School Student
Teaching
Directed student teaching in the
student's major and minor fields of
concentration at the junior high
and/or high school level for 4-6
class periods daily during a full
term. Seminars will be arranged.
School of Education and major department endorsement required. To
be taken concurrently with Education 416.
415 Context of Teaching
Through an analysis and evaluation of selected sociocultural forces
which influence educational programs and institutions, each student should be able to define more
precisely his/her values, assumptions and role as teachers in the
schools of America.
416
Teaching-Elements of Success
Required course for all students
seeking teacher certification. A
seminar in which a variety of topics important to successful teaching will be discussed. Must be taken
concurrently with student teaching.
Program
Elementary School Preparation
(4648 quarter
Fall 1981
Winter 1982
hours)
Spring 1982
Fall 1982
Introduction to Teaching
Ed. 301
5 quarter hours
1141 C
Instructural
Strategies
Ed. 346
3 quarter hours
1143 C
Math. Methods
Ed. 350
3 quarter hours
1146 C
Student Teaching
Ed. 401
15 quarter hours
1150 C
Educational Psychology
Ed. 302
5 quarter hours
1142 C
Reading
Ed. 349
2 quarter
1144 C
Science Methods
Ed. 365
2 quarter hours
1147 C
Seminar
Ed. 416
2 quarter
1151 C
Language
Ed. 348
3 quarter
1159 C
hours
Art/Music
Methods
Ed. 347
2 quarter hours
1148 C
Arts
hours
Social Studies Methods
Ed. 345
2 quarter hours
1145 C
Secondary School Preparation
36-38 quarter
Fall 1981
Winter 1982
Context of Teaching
Ed. 415
3 quarter hours
1149 C
hours
Spring 1982
Introduction to Teaching
Ed. 301
5 quarter hours
1152 C
Secondary Reading
Ed. 360
2 quarter hours
1154 C
Student Teaching
Ed. 402
15 quarter hours
1157 C
Educational Psychology
Ed. 302
5 quarter hours
1153 C
Teaching Strategies
Ed. 359
5 quarter hours
1155 C
Seminar
Ed. 416
2 quarter
1158 C
Context of Education
Ed. 415
3 quarter hours
1156 C
hours
hours
Special Forms of Study
Internships
An internship is an opportunity to
achieve one's immediate academic
objectives and to progress toward
long-range educational goals
through carefully planned and
closely supervised activities in a
"real world" learning environment.
Internships may be conducted
through enrollment in a Coordinated Studies program, a Group Contract, or an Individual Contract.
Students enrolling for a Coordinated Studies program or Group Contract should plan to intern only if
an internship has been included
among its options or requirements.
For those enrolling in an Individual Contract, an internship may
constitute either a substantial part
or a minor part of the contracted
activities. Most internships are
conducted by juniors and seniors.
Internships are conducted in a
variety of field settings and in
many geographical locations.
While a major of internships are
in southwest Washington, many opportunities are available throughout Washington State, in other
states and even in other countries.
Each internship is sponsored
by a member of the faculty or by a
uniquely qualified staff member
who has been approved by the
deans for service as a contract
sponsor. Activities in the internship
setting are guided and supervised
by a field supervisor selected on
the basis of his or her qualifications, experience and willingness to
serve as a mentor during the internship. Field supervisors are
valuable learning resources to
whom most students otherwise
would not have access during their
undergraduate years.
Each internship - and each
quarter of an internship conducted
for more than one quarter - is
planned, arranged, conducted and
evaluated in terms of one's academic objectives for that quarter. It
is an integral part of one's total
academic program, growing out of
learning achievements and resulting in additional learning outcomes that are as documentable
and as academically creditable as
any others for which credit is
awarded at Evergreen. Internship
arrangements almost always include a strong, individually tailored
academic component (related readings, report writing and the like).
The academic component is
particularly important in the case
of an employment-related internship, a type of opportunity the college provides for mature and exceptionally situated students to
effect creative relationships between their programs of study and
their positions of employment during a portion of their Evergreen
careers.
In brief, an employmentrelated internship may be conducted when a student who has held an
ongoing job for at least three
months can make arrangements
with his or her employer for learning activities in the work environment which (1) are related to his or
her academic objectives; (2) are decidedly different from those ordinarily done in meeting the responsibilities of his or her position; and
(3) potentially will lead to documentable learning outcomes beyond the level of his or her previous academic achievement.
All matters pertaining to each
quarter of an internship - including but not limited to learning objectives, internship activities, the
academic component, evaluation
procedures and the role responsibilities of student, faculty sponsor
and field supervisor - are negotiated and agreed to before the internship begins. Agreements are
formalized by completing an internship document which is signed
by all parties.
Recent Evergreen students
have interned in a variety of fields
related to their academic programs
and career interests. They include:
Accounting
Agriculture
Arts management
Business administration
Communication
Community organization
Computer science
Corrections
Counseling
Education
Environmental sciences
Health care services
Health education
Journalism
Marine biology
Marketing
Media production
Medical technology
Natural resources management
Outdoor / environmental education
Performing arts
Political science
Psychology
Public administration
Social services
Visual arts
The internship program is coordinated by the Office of Cooperative Education. Arrangements for
each internship must be cleared in
advance with and approved by the
office. Students interested in conducting internships should contact
the office at the earliest possible
date to obtain a copy of the Internship Request form and to schedule
a conference with a Co-op counselor. Guided by the information supplied on the request 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, assist you in locating a faculty sponsor. Further, if
65
"When this circuit learns your
job, what are you going to
do?"
Marshall McLuhan
66
the type of internship you need is
not already available, your counselor will work with you to develop
one - provided you make your
needs known far enough in
advance.
Students who have not yet acquired the academic background
necessary for most internships may
wish to participate in the Comrnunity Volunteer Service Program.
This program, also housed in the
Office of Cooperative Education,
offers students opportunities for career exploration and community
service through volunteer positions
on campus and in Olympia-area
agencies.
For additional information
about internships and community
volunteer service, write or telephone the Office of Cooperative
Education, LAB I, The Evergreen
State College, Olympia, WA 98505
(206) 866-6391.
on a walk-in basis or may take a
course for credit. Both selfprogrammed materials and tutorial
assistance are available, as well as
diagnostic testing to determine
needs.
External Credit Program
Students can study foreign languages in Coordinated Studies,
Group Contracts, Individual Contracts and courses.
Coordinated Studies offer the
most integrated approach, as they
combine language study with cultural studies. In recent years, programs in Russian, French and
Spanish have been offered. The
common component is 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.
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 indi-
Students returning to college who
have work or independent study
experience may be able to earn
academic credit for these prior
learning experiences. Evergreen
grants credit for prior learning experience only through its external
credit program.
Students who believe they may
have credit-worthy prior learning
experience which was gained outside college should contact the
Coordinator, Office of Prior Learning Programs, for a brochure and
more details during their first quarter of enrollment.
Learning Resource
Center
(formerly C-DRAW)
The Learning Resource Center is
available to any Evergreen student
who wishes individualized, selfpaced help with reading, writing or
study skills. The student may work
Advanced Placement,
CLEP and PEP
vidual work.
Separate foreign language
courses are offered periodically in
the afternoons and evenings for
part-time students, or as a complement to a full-time program.
Study Abroad
A score of three or higher on the
Advanced Placement Examination
of the College Entrance Examination Board will be awarded credit.
Credit will also be granted on the
basis of the College Level Examination Program of the College Entrance Examination Board or the
Proficiency Examination Program,
so long as scores are at the fiftieth
percentile or above, and do not duplicate other credit. Where essay
exams are available, they are required. Contact the Registrar's Office for further information.
A chance to study abroad is offered
through 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 that land. Shorter study programs also are offered in conjunction with programs developed at
Evergreen or through contracted
studies.
If Evergreen can't provide opportunities directly, we work with
other institutions and agencies to
assist students to complete projects
essential to their education.
Foreign Language Study
To study abroad:
1. Pre-register on program selection card, with signatures of student and faculty advisor.
2. Process status changes: i.e.,
change of credits, withdrawal or
leave during the course of the year,
graduation, extension beyond 180
Evergreen quarter credit hours.
3. Make sure address on file at
Registrar's Office is CORRECT.
This is absolutely necessary for
billing.
4. Secure necessary certification if
VA. 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.
"Science is organized
knowledge.' '
Herbert Spencer
Self· Paced Learning
Evergreen recognized early that
some subjects may be studied effectively by students working independently using materials that allow them to work at their own
pace. Since the college opened it
has been building a collection of
slide-tapes, computer-assisted instruction, videotapes, programmed
texts, and other resources with
which students develop a personalized approach to study of such diverse areas as science, manage-
ment, music, mathematics and
languages,
Students may use two main facilities for self-paced studies for
academic credit, either on their
own or as part of a regular academic program. One is the SelfPaced Learning Unit (SPLU) Lab,
which maintains an inventory of
equipment primarily used in the
sciences, such as calculators, microscopes, chemical and photographic laboratory equipment, and
others. The other is the PLATO
Learning Center.
PLATO is a computer-aided instruction system that offers thousands of hours of instruction in
more than 100 different academic
fields. Here students can register
for a complete sequence of selfpaced instruction in, for example,
"Introduction to Computers and
the BASIC Programming Language." Some of these programs
satisfy requirements for academic
programs. However, "browsing"
also is welcomed.
67
Admissions
70
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. Official transcripts of all previous college work and, for those
applying directly from high school
or with less than 45 quarter hours
of college work, a record of completed high school courses, including rank in graduating class.
A transcript is considered official if
(a) it bears the seal of the institution, (b) it is signed by an appropriate college/university official, and
(c) it is sent directly from the college/university to the Admissions
Office.
Admission to The Evergreen
State College is granted without regard to race, color, national origin,
sex or handicap.
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.
Application
Deadlines
Applicants for Fall Quarter should
have completed the admissions procedures by September I, December
15 for Winter Quarter, and March
1 for Spring Quarter. Summer
Quarter has open enrollment.
Freshman Admissions
Requirements
Normally, any graduate of an accredited high school 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. 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.
Evergreen expects the high
school applicant's transcript to
show successful completion of a variety of academic courses which indicate adequate preparation for a
challenging collegiate program.
Admission can be granted on
the basis of six, but preferably seven, semesters of high school work.
Applicants admitted on this basis
must submit a transcript showing
the completed high school record
and date of graduation before acceptance is final.
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 an accredited high
school. Normally, the applicant is
expected to have scored at the fiftieth percentile or above in all test
categories.
Transfer Students
Admissions
Requirements
Transfer students will be considered for admission if they left the
previous college in good academic
standing and/or made satisfactory
progress. Applicants from other
colleges or universities who have
completed 45 or more quarter
hours of credit (or the equivalent),
need not submit high school transcripts or test scores. Those who
have completed less than 45 quarter hours of college level work will
submit high school transcripts in
addition to college transcripts.
Transfer students are required
to present an official transcript
from each college or university
they attended. Failure to provide
all transcripts to the Admissions
Office constitutes grounds for disenrollment. Action will be taken
on a transfer application when 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 Admissions Office immediately following completion of the course(s).
Transfer of Credit
Evergreen has a generous policy
on the acceptance of credit from
other colleges and universities.
The maximum credit that can be
transferred is 135 quarter credits
or 90 semester hours. The maximum amount of credit that can be
transferred from two-year colleges
is 90 quarter credit hours.
Transfer students who complete the appropriate Associate in
Arts degree at a Washington State
community college may receive the
maximum of 90 transfer credits.
Since the community colleges offer
several degree programs, students
should consult their advisor for
more specific information.
The procedure for transferring
credit is to supply official transcripts of all previous work at the
time of application for admission.
The Admissions Office will evaluate the credit and supply you with
a report upon completion of the admissions procedure.
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 physical education activity courses, re-.
medial courses or high school
equivalency courses. Some vocational and personal development
courses are transferrable, others
are not. Contact the Admissions
Office for details.
Credits earned at nonaccredited institutions, technical institutes,
military, 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.
Upside-Down Degree Program
Those who hold vocational or technical degrees from accredited twoyear colleges, such as an ATA (Associate of Technical Arts) or an
AAS (Associate of Applied Science), may apply for the UpsideDown Degree Program, through
the Admissions Office. Simply
write "Upside-Down Degree Applicant" across the top of your Washington State Uniform Application
Form. You will receive further information and an application form.
The Coordinator, Office of Prior
Learning Programs, will evaluate
for acceptance.
The candidate, with the assistance and approval of a faculty advisory committee, will design a
two-year plan of study. The advisory committee will expect a good
deal of work in liberal arts oriented
Coordinated Studies and Group
Contracts. To assure a level of general education comparable to other
bachelor's degree recipients.
For further information contact the Office of Prior Learning or
the Admissions Office.
Returning Students
A student previously enrolled at
Evergreen, planning to return after
having withdrawn from the college
or taken a leave of absence for
more than four quarters, must fill
out the Washington State Uniform
Application. The student must submit copies of all transcripts from
colleges/universities attended
since leaving Evergreen. The admissions decision will be based on
the complete academic record.
International Student
Admissions
Requirements
International 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, as well as financial stability, will be considered for
admission.
All international students must
submit the "Pre-Application for
Admission" form. If this application is approved, the student must
submit the uniform application and
transcripts, as well as:
do not have to complete the application process outlined under the
admissions procedure section. Entry into part-time work for nonmatriculant 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
currently seeking a baccalaureate
degree. Both categories are generally limited to 11 quarter credit
hours (part-time) 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 no
credit can be advanced toward a
degree if they later apply for admission to the college.
Summer Quarter
1. Official copies of the student's
scores on the Test of English as a
Foreign Language (TOEFL).
2. Evidence of having at least
$5,800 (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.
Conditional Admissions
Conditional admissions may be
granted to a student at the discretion of the Director of Admissions
when an evaluation of credentials
shows that the student will benefit
from Evergreen's academic programs but needs additional work in
some specific area.
Special Students and
Auditors
If part-time students do not wish to
have academic work immediately
applied toward their degree, they
Summer Quarter enrollment does
not require completion of the formal admission procedure. It is
handled directly through the Registrar's Office. All Summer Quarter
students pay resident tuition rates.
Admissions Notification
and Enrollment Deposit
Notification of admissions decisions
will be made after a review of the
completed application.
Upon notice of eligibility, the
applicant should send a tuition advance deposit of $50, which is automatically applied to first quarter
tuition. Payment will reserve enrollment on a first-come, firstserved basis.
No deposit is required of
Special Students and Auditors.
This tuition deposit is regulated by the tuition refund schedule
and a student who does not enroll
may forfeit this amount.
71
Academic Regulations
72
Registration
New and Continuing Student
Enrollment Process
Continuing students should consult
the registration brochure mailed
with their registration forms. With
individualized enrollment as our
goal, two new services have been
introduced to refine the entry process: the Check-in Center for new
students, and the Student-Faculty
Advising Program.
Upon being admitted, you will
select a check-in date and come to
campus for an individual meeting
with a check-in advisor to discuss
personal interests and concerns;
evaluate your basic study skills; receive your registration forms; and
be assigned a faculty advisor.
As a new, full-time student,
you will be assigned a faculty advisor automatically, who will work
with you from entry to graduation.
If you are accepted before midMay, you should select a Spring
Quarter advising and registration
date. Some programs require a faculty interview or audition for entry
and all are filled on a first-come
basis. Registering early increases
your chances of getting into the
program of your choice.
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 quarter credit hours per quarter during the period you indicate. There will be no
need to re-enroll each quarter 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
should select their academic programs for the following year during advanced registration, conduct-
ed 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.
Special registration periods are
held for those desiring to enroll as
non-degree seeking Special Students or Auditors. Ordinarily, these
special registration periods coin-
cide with the opening dates announced in both on- and off-campus communications media.
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.
To Drop or Change a Program
Students who want to drop or
change a program should pick up a
Change of 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.
Withdrawals and Exit Interview
The student may withdraw at any
time, but an Exit Interview at the
Registrar's Office is required (telling a faculty member is not sufficient). See the "Financial Information" section for the tuition and fee
refund schedule.
earn more than the maximum fulltime amount at Evergreen.
Evergreen will not accept credit twice for the same course work.
Students may accelerate only by
enrolling for a fourth quarter of
study each calendar year (i.e., Summer Quarter).
Any increase in the number of
quarter credit hours for which a
student is registered must be submitted to the Registrar no later
than the fifth class day of any
quarter.
dividually with the faculty member
who leads his or her seminar in order to evaluate student progress
and quality of work. From time to
time students have advisory conferences with their seminar faculty to
discuss personal progress. The program ends with a detailed narrative evaluation (a two- to four-page
description of the exact nature of
the student's work and learning).
This written evaluation takes the
place of a letter grade. It 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 about your
work here, its main benefit is in
helping you choose what to emphasize in your later work at the college or elsewhere. Evaluations are
discussed in an individual conference with seminar leaders so you
will have a chance to define the
real high points of your program
work.
Partial Credit Options and
Withdrawals
Transcript and Portfolio
Full-time and Part-time Status
Evergreen counts as full-time students: (1) undergraduates enrolled
for 12 or more quarter credit hours
and (2) graduate students enrolled
for 9 or more quarter credit hours.
Those who enroll for less are considered part-time students.
Maximum full-time enrollment
is 16 quarter credit hours (18 for
those in the Teacher Certification
Program and 12 for graduate
students).
Leaves of Absence
Students who have been regularly
admitted and need to "stop out"
for awhile are eligible to apply for
a leave of absence of no longer
than one year. Application for
leave is initiated in the Registrar's
Office. Students who have not enrolled in a program/contract by
the enrollment deadline are considered to be on leave for up to one
year for undergraduates, and one
quarter for graduate students.
Academic Credit
General Policies
Students 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 credit to represent what
was actually accomplished. Credit
is expressed in quarter credit
hours.
As a full-time Evergreen student, you will be enrolled inonly
one full-time learning activity. If
you enroll full-time, additional
credit cannot be earned concurrently at another college for transfer back, nor will you be able to
Acceleration
Evergreen's credit system distinguishes between quantity and quality. The quantity of academic work
performed is recognized by an
award of credit based on satisfactory completion of the program,
contract, or course requirements.
The quality of a student's work is
expressed in a written evaluation.
Some programs will make provisions for partial credit; others
will not. That determination rests
with the faculty of each particular
program or contract. Program faculty announce that policy at the
outset of the quarter. If exceptions
are to be made, they are at the determination of the faculty.
Evaluation
Each Evergreen student works in-
Record Keeping
The transcript and portfolio are
the two primary records of student
work at Evergreen.
The transcript, maintained by
the Registrar's Office, is a record of
academic achievement which includes all work done for credit, the
official description of the program
or contract, faculty evaluations,
and students' own evaluations of
achievements. Once the evaluation
is accepted in the Registrar's Office, a copy is sent to the student.
The entire body of information is
mailed when a transcript is requested, although graduate students
who attended Evergreen may request transcripts of only their graduate work. Transcript processing
requires time; please allow two
73
74
weeks between receipt of your request (and $5 fee) and mailing of
the transcript.
"Translations" of work performed at Evergreen are necessary.
Seminar leaders and/or sponsors
develop "course equivalencies"
which describe the student's work
in terms comparable to other colleges' or universities' systems.
Credit and evaluations are reported only at the end of the program/contract, unless the student
is on leave of absence, withdraws
or changes programs.
Students maintain their own
portfolio, which includes the official description of the program/
contract for all work attempted, descriptions and copies of faculty
evaluations, your own evaluations,
including those not on the transcript, and work considered to be
your best effort, along with other
pertinent information.
The portfolio is your academic
biography, to be shared with faculty during your learning experience
and with graduate school and prospective employers during
interviews.
Confidentiality
of Records
The federal Family Education
Rights and Privacy Act of 1974 establishes fair information practices
regarding student records at
American colleges and universities
(see the last section of the catalog
for text).
Retention 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.
Academic Standing
Since the college follows a narrative evaluation system, a student's
transcript contains only informa-
tion on credit which has been successfully completed. Some recognition, of a nonpunitive nature,
needs to be made of the student
who is not making satisfactory progress. 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 these 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 will be notified in writing of that
danger by the faculty sponsor or
program coordinator.
a leave of absence, normally for
one full year. A waiver of this action can be granted only by the
academic deans upon presentation
of evidence of extenuating circumstances by the student. To re-enter
at the end of such leave, the student must supply to the deans evidence of readiness to assume
responsibil ities.
A student returning from a required leave of absence will re-enter on academic warning and will
be expected to make normal progress toward a bachelor's degree
without incurring further required
leave. Failure to earn more than
two-thirds credit at the next evaluation period will result in academic
dismissal from the college.
1. Academic Warning - A student
who earns fewer than two-thirds
the number of credits for which he
or she is registered in three successive quarters will receive an academic warning from the Registrar,
a copy of which will also go to the
student's current or preregistered
coordinator or sponsor. Similarly, a
student enrolled for more than
half-time who receives no credit at
all during two successive evaluation periods will receive academic
warning. Such warning will urge
the student to seek academic advice or personal counselling from a
member of the faculty or from the
appropriate offices in Student Enrollment Services. A student will
be removed from academic warning status after three quarters of
successful work in which more
than two-thirds of the credits were
earned.
The minimum requirement for
awarding either the Bachelor of
Arts (BA) or the Bachelor of Science (BS) is 180 quarter credit
hours. Continuation beyond 200
quarter credit hours without
graduating requires presentation of
an educational plan to the academic dean for approval. The BS
degree requirement also includes
72 quarter credit hours in mathematics and natural science, of
which 48 quarter credit hours must
be in advanced subjects.
Transfer students must earn at
least 45 of the 180 quarter credit
hours as an enrolled student at Evergreen to be eligible for an Evergreen degree.
Those with a baccalaureate degree from a regionally accredited
institution (including Evergreen)
wishing to earn a second baccalaureate degree, must earn at least 45
additional quarter credit hours as
an enrolled Evergreen student.
An applicaton and exit interview are necessary for graduation.
Contact the Registrar's Office at
least one quarter in advance of the
anticipated graduation date.
2. Required Leave of Absence - A
student on academic warning who
receives either an incomplete or
fewer than two-thirds of the registered credits is required to take
Graduation
Requirements
To Drop or Change a Program
Students who want to drop or
change a program should pick up a
Change of 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.
Withdrawals and Exit Interview
The student may withdraw at any
time, but an Exit Interview at the
Registrar's Office is required (telling a faculty member is not sufficient). See the "Financial Information" section for the tuition and fee
refund schedule.
earn more than the maximum fulltime amount at Evergreen.
Evergreen will not accept credit twice for the same course work.
Students may accelerate only by
enrolling for a fourth quarter of
study each calendar year (i.e., Summer Quarter).
Any increase in the number of
quarter credit hours for which a
student is registered must be submitted to the Registrar no later
than the fifth class day of any
quarter.
dividually with the faculty member
who leads his or her serriinar in order to evaluate student progress
and quality of work. From time to
time students have advisory conferences with their seminar faculty to
discuss personal progress. The program ends with a detailed narrative evaluation (a two- to four-page
description of the exact nature of
the student's work and learning).
This written evaluation takes the
place of a letter grade. It 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 about your
work here, its main benefit is in
helping you choose what to emphasize in your later work at the college or elsewhere. Evaluations are
discussed in an individual conference with seminar leaders so you
will have a chance to define the
real high points of your program
work.
Partial Credit Options and
Withdrawals
Transcript and Portfolio
Full-time and Part-time Status
Evergreen counts as full-time students: (1) undergraduates enrolled
for 12 or more quarter credit hours
and (2) graduate students enrolled
for 9 or more quarter credit hours.
Those who enroll for less are considered part-time students.
Maximum full-time enrollment
is 16 quarter credit hours (18 for
those in the Teacher Certification
Program and 12 for graduate
students).
Leaves of Absence
Students who have been regularly
admitted and need to "stop out"
for awhile are eligible to apply for
a leave of absence of no longer
than one year. Application for
leave is initiated in the Registrar's
Office. Students who have not enrolled in a program/contract by
the enrollment deadline are considered to be on leave for up to one
year for undergraduates, and one
quarter for graduate students.
Academic Credit
General Policies
Students 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 credit to represent what
was actually accomplished. Credit
is expressed in quarter credit
hours.
As a full-time Evergreen student, you will be enrolled inonly
one full-time learning activity. If
you enroll full-time, additional
credit cannot be earned concurrently at another college for transfer back, nor will you be able to
Acceleration
Evergreen's credit system distinguishes between quantity and quality. The quantity of academic work
performed is recognized by an
award of credit based on satisfactory completion of the program,
contract, or course requirements.
The quality of a student's work is
expressed in a written evaluation.
Some programs will make provisions for partial credit; others
will not. That determination rests
with the faculty of each particular
program or contract. Program faculty announce that policy at the
outset of the quarter. If exceptions
are to be made, they are at the determination of the faculty.
Evaluation
Each Evergreen student works in-
Record Keeping
The transcript and portfolio are
the two primary records of student
work at Evergreen.
The transcript, maintained by
the Registrar's Office, is a record of
academic achievement which includes all work done for credit, the
official description of the program
or contract, faculty evaluations,
and students' own evaluations of
achievements. Once the evaluation
is accepted in the Registrar's Office, a copy is sent to the student.
The entire body of information is
mailed when a transcript is requested, although graduate students
who attended Evergreen may request transcripts of only their graduate work. Transcript processing
requires time; please allow two
73
74
weeks between receipt of your request (and $5 fee) and mailing of
the transcript.
"Translations" of work performed at Evergreen are necessary.
Seminar leaders and / or sponsors
develop "course equivalencies"
which describe the student's work
in terms comparable to other colleges' or universities' systems.
Credit and evaluations are reported only at the end of the program/contract, unless the student
is on leave of absence, withdraws
or changes programs.
Students maintain their own
portfolio, which includes the official description of the program/
contract for all work attempted, descriptions and copies of faculty
evaluations, your own evaluations,
including those not on the transcript, and work considered to be
your best effort, along with other
pertinent information.
The portfolio is your academic
biography, to be shared with faculty during your learning experience
and with graduate school and prospective employers during
interviews.
Confidentiality
of Records
The federal Family Education
Rights and Privacy Act of 1974 establishes fair information practices
regarding student records at
American colleges and universities
(see the last section of the catalog
for text).
Retention 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.
Academic Standing
Since the college follows a narrative evaluation system, a student's
transcript contains only informa-
tion on credit which has been successfully completed. Some recognition, of a nonpunitive nature,
needs to be made of the student
who is not making satisfactory progress. 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 these 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 will be notified in writing of that
danger by the facul ty sponsor or
program coordinator.
a leave of absence, normally for
one full year. A waiver of this action can be granted only by the
academic deans upon presentation
of evidence of extenuating circumstances by the student. To re-enter
at the end of such leave, the student must supply to the deans evidence of readiness to assume
responsibilities.
A student returning from a required leave of absence will re-enter on academic warning and will
be expected to make normal progress toward a bachelor's degree
without incurring further required
leave. Failure to earn more than
two-thirds credit at the next evaluation period will result in academic
dismissal from the college.
1. Academic Warning - A student
who earns fewer than two-thirds
the number of credits for which he
or she is registered in three successive quarters will receive an academic warning from the Registrar,
a copy of which will also go to the
student's current or preregistered
coordinator or sponsor. Similarly, a
student enrolled for more than
half-time who receives no credit at
all during two successive evaluation periods will receive academic
warning. Such warning will urge
the student to seek academic advice or personal counselling from a
member of the faculty or from the
appropriate offices in Student Enrollment Services. A student will
be removed from academic warning status after three quarters of
successful work in which more
than two-thirds of the credits were
earned.
The minimum requirement for
awarding either the Bachelor of
Arts (BA) or the Bachelor of Science (BS) is 180 quarter credit
hours. Continuation beyond 200
quarter credit hours without
graduating requires presentation of
an educational plan to the academic dean for approval. The BS
degree requirement also includes
72 quarter credit hours in mathematics and natural science, of
which 48 quarter credit hours must
be in advanced subjects.
Transfer students must earn at
least 45 of the 180 quarter credit
hours as an enrolled student at Evergreen to be eligible for an Evergreen degree.
Those with a baccalaureate degree from a regionally accredited
institution (including Evergreen)
wishing to earn a second baccalaureate degree, must earn at least 45
additional quarter credit hours as
an enrolled Evergreen student.
An applicaton and exit interview are necessary for graduation.
Contact the Registrar's Office at
least one quarter in advance of the
anticipated graduation date.
2. Required Leave of Absence - A
student on academic warning who
receives either an incomplete or
fewer than two-thirds of the registered credits is required to take
Graduation
Requirements
Financial Information
75
~.~~
r~ .c
~.r
---'~<
-:.--....
se.:
Fees and Charges
Tuition and Fees
Fee calculations are based on four
student status indicators: undergraduate or graduate enrollment,
state residency, quarter credit
hours and Vietnam veteran. These
indicators are established, and may
be adjusted, only by the Registrar.
Tuition and fees for full-time
resident students are $206 per
quarter, and $661 for full-time nonresident students. Of these
amounts, $54 are allotted as Services and Activities fees. For parttime students (both residents and
nonresidents), tuition and fees are
$21 per quarter credit hour, up to a
maximum of $206.
Resident and Nonresident Status
The term "resident student" means
one who has had a domicile for
other than educational purposes in
the State of Washington for the period of one year immediately prior
to the first day of a quarter; a dependent son, daughter or spouse of
a federal employee residing within
the state; or a dependent son,
daughter or spouse of a staff member of the college. All others are
considered nonresident students.
Applications to change residency
status are available at the Registrar's Office and must be made in
advance of the first day of the
quarter the student feels the requirement has been met.
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 4:30 p.m.,
Monday through Friday.
Tuition and fees are billed on a
quarterly basis, and may be paid in
full before the fifth class day of
any given quarter without penalty.
After that day, the student will be
subject to a $15 late payment fee.
No payment by the thirty-first calendar day will result in
disenrollment.
76
Miscellaneous
Parking
Fees
Housing deposit
Transcript
ID card replacement
Returned check
Enrollment deposit
Late penalty
Credit by examination
(per test)
Lab fee (varies)
Leisure Education
(varies)
201 and 211 Studios
(student rate)
$60.00
5.00
5.00
6.00
50.00
15.00
Motorcycles
Year
Quarter
Month
Daily
$15.00
6.00
3.00
.30
Autos
$30.00
12.00
6.00
.30
22.00 Refunds/ Appeals
10.00-25.00 Refunds of tuition and fees are allowed only for withdrawal under
free-65.oo these conditions: death or serious
accident or illness in the immediate family; military draft call or reserve
call-up; other unavoidable or
Daily
.75
Quarter
15.00 unforeseeable circumstances, after
review.
Following proper withdrawal
Current payment policy is under review and may be changed by proceedings at the Registrar's OfFall Quarter 1981.
fice, students are refunded:
Fees must be paid by the deadlines published by the Registrar.
Fee/Charge
Only those "advance registered"
Category
Refunds Applicable
are billed by mail. All others
should pay at the time of enrollEnrollment Applies to first quarment, but no later than the
Deposit
ter tuition and fees
deadline.
All checks must be made payTuition and 100 percent to 5th
able to The Evergreen State Colclass day of quarter;
Fees
lege and delivered to the college
50 percent to 30th calcashier by the above deadlines.
endar day; after that,
no refund
Estimated Academic Year
Expenses
These are the projected costs for
the academic year 1981-82, and are
subject to change.
Residents
Tuition and
Fees
(Full-time)
Books and
Supplies
Housing
and
Meals
Personal
Needs
In-State
Travel
Total
$ 618
Nonresidents
1,983
240
240
1,900
1,900
675
675
400
$3,833
400
$5,198
Housing
Deposit
100 percent prior to
first day of contract;
after that, no refund;
vacate prior to completion of contract, no refund; complete contract, $30 refund
nancial guidance to students, and
financial aid to those students who
could not otherwise attend Evergreen. 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. Most of
the aid offered by the college is
open only to full-time students and
may take the form of grants, loans,
employment, scholarships or a
combination of these possibilities.
Complete information about
the financial aid programs and applicaton procedures is available
upon request from the Financial
Aid Office.
Applications for aid should be
received by April 15. Students applying after that date will be aided
if funds are available.
The Financial Aid Office also
offers financial counseling to all
students and maintains a listing of
part-time employment opportunities both on- and off-campus.
Emergency Loan Program
Emergency loan funds are donated
by businesses, service and professional organizations and individuals in the community, and Services and Activities Fees. This
program is designed to aid all students who face temporary need by
providing loans up to $200 on a
short-term basis. Borrowers may
apply through a personal interview
in the Financial Aid Office.
Disbursements
Objections to the application of
any financial policy or charge may
be presented to the Registrar.
Financial Aid
General Information
Students who expect difficulty in
meeting the costs of college should
apply for assistance through the Financial Aid Office. Evergreen's
goal is to provide appropriate fi-
Financial aid is distributed quarterly (to coincide with tuition and fee
payments) by the Financial Aid Office. All charges are deducted from
the quarterly award, with the balance paid to the student during the
first week of instruction. The exceptions are emergency loans,
which are paid as needed, and the
on-campus work-study program
distributed through the payroll
system.
Student Services
78
Health Services I
Women's Clinic
A clinic for students, staffed with a
professional and paraprofessional
medical staff, is available to registered students during Fall, Winter
and Spring Quarters.
Limited laboratory work is performed at the clinic for a small fee,
and most medications are provided
at cost. However, most laboratory
tests and all x-rays must be referred to off-campus facilities.
Medical insurance plans are available at the time of registraton with
claims processed by Health
Services.
Treatment for injuries and illness, health and nutritional counseling, allergy injections, and
emergency first aid are available in
the clinic. Referral service is maintained for after-hours and weekends. Emergency service is provided by St. Peter Hospital and
Thurston County operates a Medic
One Emergency Service. Evergreen's Medic Nine Fire Department Unit provides limited first aid
on campus at all times.
Health Services sponsors workshops on Standard First Aid, Advanced First Aid, Cardio-Pulmonary Resuscitation, nonsmoking,
nutrition, stress and other healthrelated concerns. Staff members
will discuss all aspects of diagnosis
and treatment with students.
The Women's Clinic provides
physical examinations for women
at a small service fee including gynecological distress treatment and
referral, STD screening and treatment, cancer and DES screening,
family planning services and counseling. The staff is trained to deal
with most questions that women
and men have about sexual health.
Student Health
Insurance
The college provides the opportunity for students to purchase health
insurance for themselves and de-
pendents. Options include either
major medical coverage or full
health care coverage. Full-time students (registered for 10 credit
hours or more) will automatically
be enrolled in the major medical
plan unless a waiver card or full
health care request is received by
the 5th class day of each quarter.
Counseling Services
Evergreen's student and employee
counseling service charges no fee
to help persons acquire skills to
solve their own problems and develop their human potential.
Once a problem has been identified, there are workshops, developmental seminars and other forms
of group activity and counseling
available.
A coordinator/counselor, a
counselor/consultant, two counselors, and student paraprofessionals
operate within a developmental
framework, blending traditional
and new concepts readily adaptable
to individual and group counseling
as well as occupational and educational information. Cooperation between campus and community further encourages preventive rather
than remedial program
development.
When funds are available, the
college contracts for professional
service, such as psychiatric care,
and always, counseling relationships are confidential. No information is released without written request from the individual
concerned.
Career Planning and
Placement
Start your career and employment
planning early.
Evergreen graduates can expect satisfactory employment or
graduate school placement, if they
define their interests, use the college's advising and academic resources, and plan ahead.
Career services help students
identify career interests, gather information about them, identify potential employers or graduate programs, and develop a strategy for
job or graduate school entry. We
work with first- through fourthyear students on an individual and
group basis.
Visit the Career Library (LIB
1213) and stop by the office at the
beginning of each quarter for your
schedule of career and employment
information programs.
Veterans Affairs
The Office of Veterans Affairs assists veterans and other eligible
persons with all VA-related applications and information to assure
maximum use of benefits provided
under law. The office also serves as
a clearinghouse for information
pertaining to veterans and actively
recruits veterans within the college's service area.
The OVA provides counseling
and referral assistance to veteran
students and serves an advocacy
role in supporting veterans' issues
and concerns.
Academic Advising
Students are responsible for planning their credit-generating work
at Evergreen; however, advice in
making curricular decisions is
available through the Academic
Advising Office. The office will
help familiarize students with curriculum, program and contract
choices. Changes and additions to
curriculum are kept current and
readily available.
Student preference is considered when assigning faculty advisors, who remain with students as
long as they are at Evergreen. Together, they develop an overall academic plan leading to graduation.
Working in collaboration with Cooperative Education and Career
Planning and Placement, internship possibilities and career and
graduate school options are
"The Committee is impressed
that the Evergreen spirit
touches everyone, including
all levels of administration
and staff. For example, the
efforts of the student services personnel are heroic."
Evaluation Committee Report for
Evergreen Reaccreditation, October,
1979.
explored.
The Academic Advising Resource Guide (AARG!) is given to
students as a personal resource
guide, with the office providing information on availability of faculty
sponsors for individual contracts,
enrollments in programs, and opportunities for student-generated
curricular proposals. Faculty members and students frequently develop advisory/guidance relationships
which help formulate academic
plans.
Special Needs and
Handicapped Access
The Evergreen State College supports a policy of independent living
for students and employees who
have special needs, and has initiated a program to accommodate
some special needs of Evergreeners. Students will have the
opportunity to volunteer information about their needs during the
registration process. Since some
kinds of accommodation take time
to accomplish, the physically or
emotionally limited student may
need to contact the college at an
earlier date, on an entirely confidential basis. For further information, call or write Special Needs in
the Affirmative Action Office,
(206) 866-6020, Library 3238.
Self-Help Legal Aid
Paralegal assistants, in cooperation
with a local practicing attorney, assist students who are having legal
problems. Call the Legal Aid Office
in the library, 866-6107, for
assistance.
Bike Shop
Student bikers can use tools, get
advice and service their bicycles at
the Bike Shop in the basement of
the CAB. No fee is charged
for repair parts and shop hours are
posted in the Activities Office,
CAB 305.
Third World Coalition
Alumni Association
The Third World Coalition welcomes all persons of color and offers them the opportunity and assurance that they have complete
access to equal educational opportunities at Evergreen.
The function of the Coalition
is to act as an advocate through referral assistance, academic and social advising, educational/political
and social advocacy. It also acts as
an information center for students
of color and provides a comfortable
place for persons of color to meet.
The Third World Coalition also
provides assistance to the Asian/
Pacific Isle Coalition, Native
American Student Association,
MECHA, Ujamaa and Third World
Women, in terms of advocacy and
referral assistance, academic and
social advising, leadership, technical assistance and sponsorship of
cultural and educational
activities.
The Alumni Association was
formed in 1978 to provide an avenue for the pursuit of members'
mutual interests and to provide
support to the programs and philosophies of the college. The association is governed by a 24-member
board, and any graduate or former
student is eligible for Alumni Association membership.
The Association works with
the college's Alumni Office to offer
services to alumni (workshops, reunion, directory, newsletter) and
services to the college (admissions
assistance, legislative relations,
fund-raising).
For information, call the
Alumni Relations Coordinator at
866-6565.
79
Campus Life
80
Housing
Living on campus has many advantages, with varying accommodations available through the Housing Office. The choice is yours.
There are 19 two-bedroom duplexes, one ten-story and three fivestory buildings.
With living units ranging from
one-, two- and five-bedroom apartments, to single and double studios, students are close to classrooms and the main campus
facilities with 24-hour security
services.
Campus living has the additional advantages of mail delivery,
handicap residence units, bicycle
and motorcycle shel ters, storage
lockers, TV-FM cable, color TV
and lounges, pool and ping pong
tables, laundry facilities, bus service to and from the greater Olympia area, and recreational, social
and cultural events.
Students can cook their own
meals in most housing facilities in
complete kitchens, or buy meals at
various campus outlets.
It is "first-come, first-served"
basis, for both on-campus and offcampus accommodations, following
completion of an application and
receipt of deposit. A full refund is
given to students not admitted to
college; a cancelled application by
the date on the contract or lease
brings a partial refund.
Forms and more information
are available from The Evergeen
State College Housing Office,
Building A, Room 322, Olympia,
WA 98505 (206) 866-6132.
Food Services
Students have a choice of casual
meal plans on a cash or script ticket basis, a snack bar and "deli" services. A full catering and banquet
service also is available.
Festive meals are provided periodically during the year, a vegetarian entree line is available and
and dyeing, weaving, and dance represented by ballet, jazz, disco and
aerobic.
Kung Fu, Ki and Aikido, Tai
Mail Services
Chi and Karate were actively purStudent mail is delivered to the
sued, as were skiing, scuba, tennis,
residence halls six days a week.
Campus mail service personnel dis- parachuting, hang gliding, and
tribute deliveries to individual mail mountaineering. The performing
arts were represented by communiboxes.
ty radio and theater.
U.S. Postal Service mail drops
All of these good times also
are centrally located, with stamps
and parcel mailing available from a are available to faculty, staff and
self-service postal unit in the CAB. the Olympia community.
Students should give a complete address to correspondents, in- Recreational Arts
cluding residence halls, room num- Center I Program
The Metal Arts and Ceramics Stuber and The Evergreen State
dios comprise the Recreational
College, Olympia, WA 98505.
Arts Center, where artists real and
The college cannot accept fiwould-be practice their craft.
nancial responsibility for receiving
Jewelry making, small metal
and storage of personal belongings
sculpture, lapidary work, leather
for students. These arrangements
should be made with local shipping and stained glass facilities are
found in the 211 Metal Arts Stuagencies or at some other local
dio, with the "fire arts" (raku,
address.
stoneware, porcelain and kiln-fired
glass) nearby in 201 Ceramics StuOrganic Gardening
Students can raise crops at the Ev- dio. There are both electric and
kick wheels, three electric bisque
ergreen Organic Farm on campus,
kilns, 30- and 60-cubic-foot gas
either through an academic prokilns and temporary raku kilns for
gram, on the group cooperative
artists' use.
farms, or through individual reMore advanced students in fine
quest on community plots.
Requests for use of the farm or metal and ceramic arts, as well as
lapidary, photography, stained glass
solar greenhouse may be directed
to the resident caretaker at the Or- and leather, may register for open
ganic Farm.
studio use by paying a fee.
A black-and-white photo darkroom is also available to students
Leisure Education
and community residents who eiWorkshops
Because it's fun and enriches your
ther enroll in a Leisure Education
life, students stimulate their creworkshop or pay a use fee.
ativity with noncredit workshops
Sports
through the Leisure Education
program.
Sports for fun, sports for recreation, sports for credit - besides
With a kaleidoscope of activigaining new and special skills for a
ties, the program ranges from arts
lifetime of well-being and experto dance, from martial arts to
tise, sports activities bring recreacooking classes. In past years, the
tional variety to college life.
program has presented workshops
in pottery, photography, jewelry
The Evergreen campus
abounds in activities, including
making, woodworking, spinning
sports clubs for soccer, basketball,
special diets are prepared when
medically required.
"Study as if you were going to
live forever; live as if you
were going to die tomorrow."
Marion Mitchell
softball, volleyball, running, mountain climbing, river running and
sailing, most of which offer
instruction.
Evergreen's Campus Recreation Center is one of the best
equipped facilities in the Pacific
Northwest, with an ll-lane swimming pool, separate diving well,
sun deck, two sauna baths, showering and locker rooms, a multipurpose room for dance, the martial
arts and exercising, weight training rooms, five racquetball-handball courts and a rock-climbing
practice wall.
In addition to club sports and
informal recreation the college is
also embarking upon a program of
intercollegiate athletics which began in 1979 with soccer and swimming, and which will include cross
country running in 1980-81. Plans
also call for the addition of tennis
during the spring of 1981, and the
gradual expansion to 16 sports for
men and women over the next seven years.
The Recreation Equipment
Center rents just about anything
you'd want for outdoor recreation.
They have sailboats, kayaks, skis,
backpacking equipment, and for
day use, volleyballs, nets and softballs. There are boating facilities,
a 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
it in its natural state.
The Tuesdays at Eight lecture
and concert series brings outstanding musicians, lecturers and performers to the campus, with the
funding help of Patrons of South
Sound Cultural Arts (POSSCA),
The Evergreen Foundation and the
Evergreen College Community
Organization.
Evergreen Expressions, a major performing arts series launched
in 1979, offers fine public entertainment in dance, music and
theatre.
Ongoing film series include the
Academic Film Series on Wednesday evenings, and Friday Nite
Films sponsored by Student Activities. In addition to these, the college frequently offers student and
program-related public performances which have included
student-directed one-act plays, faculty recitals, and evening previews
of student-produced films.
Student and professional art
work is also regularly featured in
Gallery Two and Gallery Four in
the library. Admission to both exhibits is free.
The college also presents its
own ongoing groups, including the
Jazz Ensemble, the Evergreen
Singers and a talented cast of student dramatists and dancers.
Public Events
Coordinated by the Office of College Relations, Evergreen's Information Center serves the academic
community as well as visitors to
campus. The Center is housed in
the main mall of the College Activities Building and is operated by
several part-time student employees.
Campus
Communications
Evergreen's communications system includes the Information Center, Newsletter, Happenings and the
campus newspaper, radio station
and closed-circuit television
network.
Information Center
Evergreen is the hub of entertaining and educational programs for
the community, all year long. Open
to both campus and community, for
the most part, the events are often
free and always interesting.
Essentially, the Information
Center provides general information and helps locate individuals
and/or groups "where the action
is." The Information Center serves
as a "publicizing" arm of the college; its function is one of letting
all the left hands know what the
right hands are doing.
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 by the Office of College Relations, the Newsletter provides news and feature
stories about Evergreen people,
programs, events and problems.
The Newsletter is distributed on
Fridays from the Information Center. The copy deadline is noon on
Wednesdays. A companion publication, Happenings, provides a detailed weekly calendar of various
events occurring at Evergreen.
Happenings is distributed on Fridays from the Information Center.
Newspaper, Radio, TV
A newspaper, FM radio station and
closed-circuit television system operate in response to student interest, not only enhancing campus
communications but also serving
as learning and recreational
resources.
The Cooper Point Journal 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. Student editors are responsible for
content.
81
"Be True to Your School"
Beach Boys, 1965
82
Radio station KAOS (89.3 FM)
airs a wide variety of shows ereated by the students and volunteer
area residents who support and
staff it.
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.
Using College Premises
Evergreen's buildings and campus
may be used for other than educationally related activities, provided
that eligibility requirements are
met, suitable space is available, and
adequate preparations are made.
Arrangements for conferences
and/or other group gatherings, by
outside organizations, are made
through Conference Coordinator,
Evergreen Bookstore, College Activities Building, 866-6216.
TESC students, faculty and
staff who want to schedule a special event or the appearance of an
outside speaker must contact the
Activities Coordinator, CAB 305,
phone 866-6220.
Reservations for space and/ or
facilities are made through the Office of Facilities, Scheduling Section, LAB II, Room 1254, phone
866-6340.
Allocations of space are made
first to Evergreen's regular instructional and research programs, next
for major all-college events, then
for events related to special interests of particular groups of students, faculty or staff members,
and finally for alumni-sponsored
events. Last priority to events sponsored by individuals and organizations outside the college.
No admission fee may be
charged or contributions solicited,
without written permission in advance, at on-campus events/
meetings
Facilities I Use
Regulations
Because Evergreen is state-owned,
there are responsibilities to the
state and Thurston County that
must be met while on campus.
Here are some of them.
Alcoholic Beverages
No liquor is allowed on campus, or
in campus facilities, unless a banquet permit has been issued by the
State Liquor Control Board in accordance with state regulations.
Permits may be obtained
through the Dean of Student and
Enrollment Services, Library 1200.
Rooms, in dwelling places in
the residence halls and residential
modular units, are homes, and
drinking is legally permissible for
students 21 or older.
Firearms
Weapons brought to campus, for
hunting or sport, must be checked
with the Security Office for safekeeping. A special explanation for
handguns must be filed.
Anyone in possession of an unchecked firearm is subject to immediate expulsion from Evergreen.
Pets
Pets are not allowed on campus unless under physical control by owner and at no time in buildings.
Stray animals are held for one day
in holding pens and then turned
over to the Humane Society.
Bicycles
Blocks, to which bicycles can be
locked, are to be used for parking.
Bicycles should not be placed in, or
alongside, buildings.
Smoking
Smoking is not allowed in "No
Smoking" areas, and any other
place where abstinence is requested by the person in charge.
Parking and Traffic Regulations
All motor vehicles must display
valid parking permits, available at
these prices:
A utos Motorcycles
Annually
Quarterly
Monthly
Daily
$30.00
12.00
6.00
.30
$15.00
6.00
3.00
.30
Parking permits are available
from the Cashier's Office. The daily rate is paid at the information
booth at the campus entrance.
Parking in or alongside roadways is hazardous and prohibited.
Illegally parked vehicles will be
impounded at the expense of the
vehicle owner/driver. The college
cannot assume responsibility for
any vandalism or theft to vehicles
while parked on campus.
Campus speed limits, generally
25 miles per hour or less, are indicated by signs. Drivers must obey
all traffic signs posted on campus.
Security
The Security Office staff is composed of officers and students
trained to work with people to handle problems of human interaction,
as well as those involving breaches
of the college's Social Contract and
regulations and state laws. The
phone number is 866-6140.
Personal Property
Although the college cannot assume responsibility for the loss of
personal property from campus
buildings, the Housing Office provides personal property cards for
listing of all personal items of value. The Security Office retains the
card for reference in the case of
loss or theft.
"The last temptation is the
greatest treason: to do the
right deed for the wrong
reason."
T. S. Eliot
Affirmative
Policy
Action
The college Board of Trustees has
adopted a strong Equal Opportunity Policy in order to assure open
membership and participation
in
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
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 jobrelated 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 adminstered 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 nonwhite 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 account-
ability 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 informed mediation
procedures. If third-party mediation is unsuccessful, a disputant
83
"Think you, if Laura had been
Petrarch's wife, he would
have written sonnets all his
life?"
Lord Byron
84
who wishes to pursue resolution of
a dispute may choose to petition
the president for a formal hearing.
Governance and Decision Making, part of the Evergreen Admin-
istrative Code is available at the
college Information Center and describes the ways in which this vital
process works. New students are
urged to obtain a copy and review
it for their own information and
reference.
Social Contract
General Conduct
WAC 174-124
Basic Purposes; Individual
Responsibility of Members of
the College Community.
WAC 174-124-020
1. The Evergreen State College is
an association of people who work
together as learners and teachers.
Such a community can thrive only
if members respect the rights of
others while enjoying their own
rights. Students, faculty, administrators and staff members may differ widely in their specific interests, in the degrees and kinds of
experiences they bring to Evergreen, and in the functions which
they have agreed to perform, but
all must share alike in prizing academic and interpersonal honesty, in
responsibly obtaining and in providing full and accurate information, and in resolving their differences through due process and
with a strong will to collaboration.
In its life as a community The Evergreen State College requires a social contract rather than a list of
specific prohibitions and essentially
negative rules.
2. The individual members of the
Evergreen community have the responsibility for protecting each
other and visitors on campus from
physical harm, from personal
threats, and from uncivil abuse.
Similarly, the institution is obligated, both by principle and by the
general law, to protect its property
from damage and unauthorized use
and its operating processes from
interruption. At the same time, it
also must guarantee the right of
the members of the community to
voice their opinions with respect to
basic matters of policy and other
issues.
3. As a community, Evergreen,
through its governance structures,
has both the right and the obligation to establish reasonable standards of conduct for its members
in order to safeguard the processes
of learning, to provide for the safety of its members, to protect the investment of the people of the State
of Washington in its properties and
to insure a suitable respect for the
very different tastes and sensibilities of its members. For these reasons, the law empowers the president or presidential designees to
intercede whenever sound judgment points to a clear and present
danger to these concerns.
4. Each member of the community
must protect: (a) the fundamental
rights of others in the community
as citizens, (b) the right of each
member in the community to pursue different learning objectives
within the limits defined by Evergreen's curriculum or resources in
people, materials, equipment and
money, (c) the rights and obligations of Evergreen as an institution
established by the State of Washington, and (d) individual rights to
fair and equitable procedures when
the institution acts to protect the
safety of its members.
Individual rights of members of
the Evergreen Community.
WAC 174-124-030
1. Members of the Evergreen community recognize that the college
is part of the larger society as represented by the State of Washington, which funds it, and by the
community of greater Olympia, in
which it is located. From this state
of affairs flow certain rights for
the members of the Evergreen
community, certain conditions of
campus life, and certain
obligations.
2. Among the basic rights are freedom of speech, freedom of the
press, freedom of peaceful assembly and association, freedom of belief, and freedom from intimidation, violence and abuse.
3. There may be no discrimination
at Evergreen with respect to race,
sex, sexual orientation, religious or
political belief, or national origin
in considering individuals' admission, employment or promotion. To
this end the college has adopted an
affirmative action policy (reference: Evergreen Administrative
Code WAC 174-148, Equal Opportunity Policies and Procedures - Affirmative Action Program.)
4. Because the Evergreen community is part of the larger society,
the campus is not a sanctuary from
the general law or invulnerable to
general public opinion.
5. The Evergreen community will
support the right of its members,
indivually or in groups, to express
ideas, judgments, and opinions in
speech or writing. The members of
the community, however, are obligated to make statements in their
own names and not as expressions
on behalf of the college.
6. All members of the college community have the right to organize
their personal lives and conduct according to their own values and
preferences, with an appropriate
respect for the rights of others to
organize their lives differently.
7. Evergreen does not stand in loco
parentis for its members.
8. The right to use the mediation
and adjudication process is enjoyed
by all members of the Evergreen
community. (reference: WAC 174108-06001Mediation and Adjudication of Disputes, Grievances and
Appeals).
"You can't always get what
you want, but if you try
sometime, you just might find
you get what you need."
MickJagger
Conditions of Learning;
Freedom; Privacy; Honesty.
WAC 174-124-040
1. Evergreen's members live under
a special set of rights and responsibilities, foremost among which is
that of enjoying full freedom to explore ideas and to discuss their explorations in both speech and print
without let or hindrance. Both institutional and individual censorship are at variance with this basic
freedom. Research or other intellectual efforts, the results of which
must be kept secret or may be used
only for the benefit of a special interest group, also violate the principle of free inquiry.
2. All members of the Evergreen
community are entitled to privacy
in the college's offices, facilities devoted to educational programs, and
housing. The same right of privacy
extends to personal papers, confidential records, and personal effects, whether maintained by the
individual or by the institution.
Meetings of public significance
cannot be properly held in secret.
3. All members of the Evergreen
community enjoy the right to hold
and to participate in public meetings, to post notices on the campus, and to engage in peaceful
demonstrations. Reasonable and
impartially applied rules may be
set with respect to time, place and
use of Evergreen facilities in these
activities.
4. Honesty is an essential condition
of learning. Honesty includes the
presentation of only one's own
work in one's own name, the full
consideration of evidence and logic, and the recognition of biases
and prejudices in oneself.
5. Another essential condition of
learning is the full freedom and
right on the part of individuals and
groups to the expression of minority, unpopular, or controversial
points of view.
6. Related to this point is the way
in which civility is a fundamental
condition of learning. Only if minority and unpopular points of
view are accorded respect, are listened to, and are given full oppor-
tunity for expression will Evergreen provide bona fide
opportunities for significant
learning.
7. All members of the Evergreen
community should strive to prevent
the financial, political, or other exploitation of the campus by any individual or group.
Institutional Rights and Obligations. WAC 174-124-050
1. As an institution, Evergreen has
the obligation to provide an open
forum for the members of its community to present and to debate
public issues, to consider the problems of the college, and to serve as
a mechanism of widespread involvement in the life of the larger
community.
.
2. The college has the obligation
to prohibit the use of its name, its
finances, and its facilities for commercial purposes.
3. Evergreen has the right to prohibit individuals and groups who
are not members of its community
from using its name, its financial
or other resources, and its facilities
for commercial, religious, or political activities.
4. The college is obligated not to
take a position, as an institution, in
electoral politics or on public issues except for those matters
which directly affect its integrity,
the freedom of the members of its
community, its financial support,
and its educational programs. At
the same time, Evergreen has the
obligation to support the right of
its community's members to engage, as citizens of the larger society, in political affairs, in any way
that they may elect within the provision of the general law.
Procedural Review; Subsequent
Modification of the Contract.
WAC 174-124-120
This document shall be reviewed
with each review of the covenant
on governance.
85
Faculty
I
Humanities-Arts
Richard W. Alexander
English and Literature, 1970;
Assistant Academic Dean, 1980-Present;
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.
David Englert
Bernard Johansen
Music, 1979 (visiting)
B.Mus., Composition, Oberlin College Conservatory, 1973; M.Mus., Composition,
Cleveland (Ohio) Institute of Music, 1976.
Dance, 1972
Susan R. Fiksdal
Languages, 1973;
Diplome de Langue, Universite de ToulouseBordeaux a Pau, 1967; Diplome de Langue
et Lettres Francaises, Univesite d' Aix Marseille, 1968; B.A., French, Political Science,
Western Washington University, 1969; M.A.,
French, Middlebury College, Vermont, 1972.
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.
Marilyn J. Frasca
Susan M. Aurand
Art, 1974;
B.A., French, Kalamazoo College, 1972;
M.A., Ceramics, Ohio State University, 1974.
Art, 1972;
B.F.A., Fine Arts, San Francisco Art Institute, 1961; M.A., Art, Bennington College,
1964.
Gordon Beck
David F. Gallagher
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.
Fine Arts, 1978;
B.A., Art, Central Washington State College; 1973; M.F.A., Fine Arts, University of
Washington, 1975.
Craig B. Carlson:
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.
Robert S. Gottlieb
Communications, 1973;
B.A., English, College of William and Mary,
1965;Ph.D., English, University of Exeter,
England, 1972.
Donald W. Chan
Andrew M. Hanfman
Music, 1971;
B.A., Music, San Jose State College; 1962;
M.S., Music, Iulliard School of Music, 1964.
Language Studies; Russian-Soviet Area Studies, 1972;
Ph.D., Modern Languages-Comparative Literature, University of Turin, 1937.
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.
W. Joye Hardiman
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.
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 Te~as State University, 1970.
Willard Humphreys
Philosophy, 1970
Academic Dean, 1976-1980;
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.
Mark 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.
Ronna Loewen
Communications, 1978 (visiting)
A., Arts, Clark College, 1962; B.S., Speech,
Theater /English, Portland State University,
1966.
Jean Mandeberg
Fine Arts, 1978 (visiting)
B.A., Art History, University of Michigan,
1972; M.F.A., Metalsmithing-Iewelry Making, Idaho State University, 1977.
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 1973-1976;
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. McCann
Margaret I. Hunt
Dance, 1976;
B.F.A., Dance, Ohio State University. 1969;
M.Ed., Dance, Temple University 1972.
Peter H. Elbow
Mary Huston-Miyamoto
Literature, 1972;
B.A., Williams College, 1957; M.A., Exeter
College, 1959; M.A., Oxford University,
1963, Ph.D., Literature, Brandeis University,
1969.
Librarianship, 1980;
B.A. American Studies, Hamline University,
1971; Master of Library Studies, University
of Hawaii, 1972; M.A., Women's Studies,
Goddard College, 1977.
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;
M.P.P.M. (Honorary), Yale School of Organization and Management, 1979.
87
I
The space for rehearsing
and performing is outstanding in quality and more than
adequate in quantity; the
most advanced video, film
and audio equipment is readily available."
Evaluation Committee Report on
Expressive Arts for Evergreen Reaccreditation, October, 1979.
88
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.
Thomas Ott
Media Arts, 1979 (visiting)
B.A. (equiv.), Cinematography, Academy of
Music and Performing Arts, Vienna, Austria, 1974.
Charles N. Pailthorp
Philosophy, 1971;
Charles B. Teske
Literature, 1970;
Academic Dean, 1970-75;
Natural Science
B.A., English, Lafayette College, 1954;
M.A., English, Yale University, 1955; Ph.D.,
English, Yale University, 1962.
John O. Aikin
Computer Science, 1976;
Director of Computer Services, 1976-present;
Gail Tremblay
English, 1980; (visiting)
B.A., Physics, Reed College, 1967; Ph.D.,
Cognitive Psychology, Brown University,
1972.
B.A., Drama, University of New Hampshire,
1967; M.F.A., English (poetry), University of
Oregon, 1969.
Lee R. Anderson
Physical Science, 1971;
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.
Sidney D. White
Art, 1970;
B.A., Art Education, University of New
Mexico, 1951; M.s., Philosophy-Aesthetics,
University of Wisconsin, 1952.
B.A., Philosophy, Reed College, 1962; Ph.D.,
Philosophy, University of Pittsburgh, 1967.
Ainara D. Wilder
Theater and Drama,
David Paulsen
B.A., Dramatic Arts, Wisconsin State University, 1968; M.A., Theater Arts, University of Wisconsin, 1969.
Philosophy; 1978 (visiting)
B.A., Philosophy, University of Chicago,
1963; Ph.D., Philosophy of Science, Stanford
University, 1971.
David L. Powell
Literature, 1972;
B.A., English, Pennsylvania State University, 1960; Ph.D., Literature, University of
Pennsylvania, 1967.
Susan P. Smith
Librarianship,
1978;
1972;
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.
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.
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.
George E. Dimitroff
Mathematics, 1973;
B.A., Mathematics, Reed College, 1960;
M.A., Mathematics, University of Oregon,
1962; Ph.D., Mathematics, University of Oregon, 1964.
B.A., History, Wake Forest University, 1963;
M.S.L.S., University of North Carolina, 1966.
Larry L. Eickstaedt
Biology, 1970;
Academic Advisor, 1978-present
Sandra M. Simon
English, 1973;
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.
B.A., Psychology, University of California at
Los Angeles, 1954; M.A., English, University of California at Los Angeles, 1963.
Betty R. Estes
History of Science, 1971;
Leon R. Sinclair
Literature, 1971;
B.A., University of Wyoming, 1964; Ph.D.,
Literature, University of Washington, 1970.
B.S., Mathematics, University of Oklahoma,
1957; M.A. Mathematics, University of
Pennsylvania, 1960.
Paul J. Sparks
Art and Photography,
Robert W. Filmer
Applied Science and Technology, 1972;
1972;
B.A., Art, San Francisco State College,
1968; M.A., Art-Photography, San Francisco
State College, 1971.
B.S., Agriculture, Cornell University, 1956;
B.A.E., Agricultural Engineering, Cornell
University, 1957; M.S., Hydraulic Engineering, Colorado State University, 1964; Ph.D.,
Fluid Mechanics, Colorado State University,
1966.
"Don't let me catch anyone
talking about the Universe in
my department."
Ernest Rutherford
89
Burton S. GuHman
Biology, 1972;
David H. Milne
Biology, 1971;
James Stroh
Geology, 1975;
B.A., University of Minnesota, 1958; Ph.D.,
Biology, University of Oregon, 1963.
B.A., Physics, Dartmouth College, 1961;
Ph.D., Entomology, Purdue University, 1967.
Steven G. Herman
Biology, 1971;
Willie L. Parson
Microbiology, 1972;
Academic Dean, 1974-78;
B.S., Geology, San Diego State University,
1968;M.S., Geology, University of Washington, 1971; Ph.D., Geology, University of
Washington, 1975.
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
ematics, 1970-73;
Sciences and Math-
B.S., Physical Education, University of
Iowa, 1949;M.S., Physical Education, University of Washington, 1950; Ph.D., Zoology,
Oregon State University, 1956.
B.S., Biology, Southern University, 1963;
M.S., Bacteriology, Washington State University, 1968;Ph.D., Microbiology, Washington State University, 1973.
John H. Perkins
Biology, History of Technology & Environment, 1980;
Academic Dean, 1980-Present;
BA., Biology, Amherst College, 1961; Ph.D.,
Biology, Harvard University, 1965.
Linda B. Kahan
Biology, 1971;
Hazel J. Reed
Mathematics, Spanish,
A.B., Zoology, University of California at
Berkeley, 1963; M.A., Biology, Stanford University, 1965; Ph.D., Biology, Stanford University, 1967.
B.A., Mathematics, Reed College, 1960; M.S.
and Ph.D., Mathematics, Carnegie Mellon
University, 1968.
Jeffrey J. Kelly
Chemistry and Biochemistry,
1977;
Jacob B. Romero
Applied Science, 1972;
1972;
B.S., Chemistry, Harvey Mudd College,
1964; Ph.D., Biophysical Chemistry, University of California at Berkeley, 1968.
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.
Robert H. Knapp. Jr.
Physics, 1972;
Assistant Academic Dean, 1976-1979;
Shelby Sherrod
Chemistry, 1980; (visiting)
B.A., Physics, Harvard University, 1965;
D.Phil., Theoretical Physics, Oxford University, England, 1968.
B.S., Chemistry, University of Kentucky,
1967; Ph.D., Chemistry, California Institute
of Technology, 1971.
Elizabeth M. Kutter
Biophysics, 1972;
Niels A. Skov
Oceanography, 1972;
B.S., Mathematics, University of Washington, 1962; Ph.D., Biophysics, University of
Rochester, New York, 1968.
B.S., Mechanical Engineering, Teknikum,
Copenhagen, Denmark, 1947; M.S., Physical
Oceanography, Oregon State University,
1965;Ph.D., Physical Oceanography, Oregon
State University, 1968.
G. Seigfried 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,
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.
Albert C. Leisenring
Mathematics, 1972;
B.A., Mathematics, Yale University, 1960;
Ph.D., Mathematics, The University of London, 1967.
Oscar H. Soule
Biology, 1971
Associate Academic
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;
Vice President and Provost, 1978-Present;
B.S., Physics, California Institute of Technology, 1948; Ph.D., Physics, University of
California at Berkeley, 1953.
Guy B. Adams
Public Administration,
1978;
Director of Graduate Program in Public Administration,
1980-present
B.A., History, Temple University, 1970;
M.A., Public Administration, University of
New Mexico, 1973; D.P.A., George Washington University, 1977.
Julie Andrzejewski
Human Relations, 1980 (visiting);
A.A., Liberal Arts, Tacoma Community College, 1967; B.A., Speech, University of
Washington, 1971; Ed.D., Human Relations,
University of Northern Colorado, 1978.
Dean, 1972-73;
B.A., Biology, Colorado College, 1962; M.S.,
Zoology, University of Arizona, 1964; Ph.D.,
Ecology-Biology, University of Arizona 1969.
Fred Stone
Biogeography,
B.S., Chemistry, Haverford College, 1953;
M.A., Chemistry, Harvard University, 1955;
Ph.D., Physical Chemistry, Harvard University, 1958.
Social Sciences
1975;
B.A., Chemistry, Reed College, 1963; M.A.,
Physical Chemistry, Brandeis University,
1965; Ph.D., Inorganic Chemistry, Brandeis
University, 1974.
Frederick D. Tabbutt
Chemistry, 1970;
1978 (visiting)
B.S., Agriculture, Cornell University, 1962;
M.S. Entomology, Cornell University, 1969;
Ph.D., Biogeography, University of Hawaii,
1979.
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.
"That government is best
which governs not at all."
Henry David Thoreau
90
Priscilla V. Bowerman
Economics, 1973;
Carolyn E. Dobbs
Urban Planning, 1971;
Peta M. Henderson
Anthropology, 1974;
AB., Economics, Vassar College, 1966;
M.A., Economics, Yale University, 1967;
M.Phil., Yale University, 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.
B.A, History, Swarthmore College, 1958;
M.A., Anthropology, McGill University,
1969; Ph.D., Anthropology, University of
Connecticut, 1976.
Donald Finkel
Psychology, 1976;
B.A., Sociology, Western Washington State
College, 1956; M.S.W., Social Work, Univef.
sity of British Columbia, 1957; M.Ed., Education, Western Washington State College,
1967.
Gerald Brown
Public Administration,
1980;
B.A., Social Psychology, University of Oregon, 1959; M.P.LA., Public and International Affairs, University of Pittsburgh, 1964;
Ph.D., National and Comparative Administration, University of Pittsburgh, 1975.
Jovana J. Brown
Librarianship
and Political Science, 1974;
Dean of Library Services, 1974-Present;
AB., 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, Berkeley, 1967; Ph.D., Geography, University of California at Berkeley,
1970.
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.
B.A., Philosophy, Yale University, 1965;
M.A., Developmental Psychology, Harvard
University, 1967; Ph.D., Developmental Psychology, Harvard University, 1971.
Thomas H. Foote
Education-fournalism,
Mary Ellen Hillalre
Sociology and Social Work, 1972;
David Hitchens
History, 1970;
1972;
B.A., Journalism, University of Tulsa, 1961;
M.S.Ed., Humanities, Oregon College of
Education, 1967; Ph.D., Education, Oregon
State University, 1970.
B.A., History, University of Wyoming, 1961;
M.A History, University of Wyoming, 1962;
Ph.D., History, University of Georgia, 1968.
Russell R. Fox
Community Planning,
B.A., Journalism-Philosophy, Marquette University, 1964; Ph.D., Communications and
Organizational Psychology, University of Illinois, 1971.
1972;
B.A, Mathematics, University of California
at Santa Barbara, 1966; M. Urban Planning,
University of Washington, 1971.
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. Grlbskov
Journalism and Education,
Virginia Ingersoll
Communications,
1975;
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;
Beryl L. Crowe
Political Science, 1970;
1973;
Ph.D., Education, University of Oregon,
1973.
A.B., Psychology, Stanford University, 1950;
Ph.D., Clinical Psychology, Harvard University, 1956.
A.B., Political Science, San Francisco State
College, 1959; M.A., Political Science, University of California at Berkeley, 1961.
James Gulden
Education, 1972;
Seiichi Katayama
Economics, 1980, (visiting);
B.A., Biology-Education, Central Washington State College, 1963; M.S., Counseling
Psychology, California State College at Los
Angeles, 1967.
B.A., Economics, Kobe University, 1967;
M.A., Economics, Kobe University, 1969;
M.A., Economics, University of Rochester,
1976.
Jeanne E. Hahn
Political Science, 1972;
Assistant Academic Dean, 1978-1980;
Lovern C. King
Native American Studies,
Diana C. Cushing
Psychology, 197/3;
B.S., Occupational Therapy, University of
Buffalo, 1959; Ph.D., Clinical Psychology,
State University of New York at Buffalo,
1971.
Virginia Darney
Literature and Women
s Studies,
1978
(visiting);
A.A., Christian College, 1963; B.A, American Literature, Stanford University, 1965;
M.A., Secondary English Education, Stanford University, 1966; M.A., U.S. Studies,
King's College, University of London, 1972.
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.
B.A., Political Science, University of Oregon, 1962; M.A., Political Science, University of Chicago, 1964.
Philip R. Harding
Architecture,
1971;
1977;
B.A., English, Seattle Pacific College, 1972;
M.A., Communications, University of Washington, 1976.
Lowell Kuehn
Sociology, 1975;
B., Architecture, University of Oregon,
1963; M., Architecture, University of California at Berkeley, 1970.
B.A., Sociology, University of Redlands,
1967; M.A., Sociology, University of Washington, 1969; Ph.D., Sociology, University of
Washington, 1973.
Rainer G. Hasenstab
Environmental
Design,
Eric H. Larson
Anthropology, 1971;
1974;
B., Architecture, University of California at
Berkeley, 1965; M., Architecture, University
of California at Berkeley, 1970.
B.A., San Jose State College, 1956; M.S., San
Jose State College, 1957; Ph.D., Anthropology, University of Oregon, 1966.
"Truth, when witty, is the
wittiest of all things."
Augustus William Hare
Gerald Lassen
Public Administration,
1980 (visiting);
B.A., Mathematics, University of Texas,
1960; M.A., Economics, University of Wisconsin, 1967.
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, Univerity
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
1950; Ph.D., Pedagogical
Studies, Union Graduate
Union University,
and Curriculum
School-West, 1977.
Arthur Mulka
Public Administration,
1979;
B.A., Sacred Heart Seminary, 1954; S.T.L.,
Catholic University, 1958; S.S.L., Biblical Institute, Rome, Italy, 1965; M.P.A., California
State University, 1975; D.P.A., Public Administration,
University of Southern California, 1980.
Charles T. Nisbet
Economics, 1971;
B.A, Economics, Kalamazoo College, 1958;
M.B.A., Business, Indiana University, 1959;
Ph.D., Economics, University of Oregon,
1967.
Mark L. Papworth
Anthropology, 1972;
B.A., Central Michigan College, 1953; M.A.,
Anthropology, University of Michigan, 1958;
Ph.D., Anthropology,
University of Michigan, 1967.
Lynn D_ Patterson
Anthropology, 1971;
Academic Dean, 1973-1976;
B.A., Anthropology,
Ohio State University,
1966; M.A., Anthropology,
University of
Washington, 1968.
Gregory PortnoH
Psychology, 1971;
BA, Psychology, Brooklyn College, 1961;
M.A., General Experimental
Psychology,
Brooklyn College, 1964; Ph.D., Social Psychology, City University of New York, 1976.
Rita Pougiales
Education, 1979 (visiting)
B.A, Liberal Arts, The Evergreen State College, 1972; M.A., Education, University of
Oregon, 1977.
Thomas B. Rainey
History and Russian Studies, 1972;
AB., History, University of Florida, 1962;
M.A, History, University of Illinois, 1964;
Ph.D., History, University of Illinois, 1966.
Gayle Rothrock
Public Administration,
1978 (visiting)
B.A., Mills College, 1968; M.P.A., University
of Washington, 1974.
Gilbert G. Salcedo
History, 1972;
B.A., U.S. History, San Jose College, 1970.
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.
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;
BA, Political Science, Reed College, 1966;
M.AT., Social Sciences, Reed College, 1968;
Ph.D., Political Science, University of North
Carolina, 1978.
Susan Strasser
American History, 1975;
BA, History, Reed College, 1969; M.A., US
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, 1965.
Kirk Thompson
Political Science, 1971;
Academic Advisor, 1977-78;
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;
Assistant Academic Dean, 1979-Present
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.
91
Index
A
Ii
II
Academic regulations 72-74
Acceleration 73
Accounting 49
Accreditation 1
Acting 39
Address, changes 72, 75
Administration, public 49-50, 56
Admissions 63, 70-71
Adult Student Housing 13
Advanced placement 66
Advising 8, 72, 78-79
Aesthetics 25, 38-39, 41-42, 44
Affirmative Action 83
Agriculture 31
Alcoholic beverages 82
Alumni Association 79
America in the 1930s 57
American studies 53
also see Literature; History
Annual Programs 6, 24-27
Anthropology 19, 21, 23, 25, 29, 36-37,
44,46
Application deadline 70
Art 24-25, 37,41,44, 62, 81
3-D: See Sculpture
comparative 23
Greek 35
history 19, 27, 35, 37-38, 44
management 39-40, 43
performing 39
Art of Dance 41
Arts and Sciences Lab Bldg. 11-12
Astronomy 20
Auditor 8, 71-72
Audio recording 39, 43
B
BASIC 61, 67
Basic Programs 6, 18-23
Bicycles 79, 82
Billing, payment 75
Biology 20, 22, 29, 31, 51-52, 59-61
Business administration 49-50
C
Calculus 32, 59-61
Calendar 96
Camerawork 41
Campus life 13, 80-85
Career Planning and Placement 78
Cashier 75-76
Ceramics Studio (201) 76, 80
Chemistry 48, 59-61
Choreography 39, 42
Clark College 62
Classic Images 35
CLEP 66
College Relations 81
Communications 62
Communications Lab 12
Community studies 21, 30
Computer science 11, 21, 23, 61, 67
Conditional admissions 71
Conduct 83-85
Conference Coordinator 82
Contacting Evergreen 96
Contracts 6-8
Cooperative Education 5, 65
Cooper Point Journal 81
Coordinated Study 6-7, 9
Counseling 47,78
Courses 8-9
Credit 4, 8, 73-74
by exam, fee 76
transfer 70-71
Culture and Consciousness 46
Current Work: NYC 42
Curriculum 6, 18-64
D
Dance 39, 42, 81
Degree requirements 74
Democracy and Tyranny 5, 19
Deposits 71, 76
Design 30, 41, 43
also see Art
Disappearing Task Force 83
Drawing 32, 38, 51
also see Art
Drops, program changes 73
E
Earth Environments 29
Ecology 29, 31-32, 51-52
also see Environmental Studies
Economics 25, 49, 55-58
Education 21, 46, 63-64
Elementary teaching 63-64
Emergency
loan 76
services 78
Energy Systems 32
English composition: See Writing,
expository
Enrollment
deposit 71, 76
process 72-74
totals 96
Environmental Design Seminar,
Advanced 30
Environmental Pollution Laboratory 32
Environmental Studies 21-22, 28-32
also see Ecology
Introduction to 29
Equal Opportunity 83
Equivalencies 16-17, 19-62
Ethnic studies 47-48, 53-54
European and American Studies 33-37
Evaluations 4, 9, 73
Events, public 81
Evergreen Administrative Code 83-85
Evergreen Council 83
Evergreen Expressions 81
Evergreen Times 9
Evergreen-Vancouver 62
Exhibition design 42
Exit interview 73-74
Expenses 76
Expressive Arts 38-44
External cred it 66
F
Facilities
academic 11-12
use regulations 82
Faculty 4, 87-91,96
Family and Women in America 36
Fees 75-76
Fiction: See Writing, creative
Field work 5, 65-66
Film 39, 42, 44, 81
Finance 49
Financial information, aid 76 ,96
Firearms 82
First aid 78
Food services 80
Foreign language 27, 66
Form and Content 19-20
Foundations of Performing Arts 39
Foundations of Visual Art 38
French Culture 7, 36-37
Full-time status 9_ 73
G
Gallery Management 42-43
Gallery Two, Four 81
General Educational Development 70
Genetics 45, 60
Geography 29
Geology 29, 51
Government 55-58, 61
Governance 83-85
Graduate study 9
Graduation 74
Graphic design: See Art; Design
Greece 35
Group Contracts 6-7
Growing Old in America 54
H
Handicapped Access 79
Happenings 81
Health and Human Development 45-48
Health services, sciences 45, 48, 50,
59-60, 78
Helping Relationships 5, 47
History 22-23, 34, 37
American 20, 36, 56-58
Art: See Art, history
cultural 27
European 19-20, 55-56, 58
local 53
maritime 51
modern 19
science 21
Soviet 58
Homer 35
Housing 13, 76, 80
Human Development 20
Human Health and Behavior 45
Humanities 20, 24, 55-57, 62
I
ID card fee 76
Individual Contract 7-8
Information Center 81
Insurance 78
Interdisciplinary study 4
International students 71
Internships 26, 30-32, 40, 42-43, 45-48, 54,
62, 65-66
J
Journalism 34, 41, 56, 58
Juvenile services 48
K
KAOS-FM 82
L
Lab fee 76
Laboratory science building 11-12
Laboratory sciences 59-61
Land use planning 31-32
Languages 66
Late fee 75-76
Law 56-58
Learning Resource Center 66
Leave of absence 73-74
Lecture Halls 12
Legal aid 79
Leisure Education 76, 80
Library 11
Life Modeling 53
Literature 21-23, 26-27, 34-35, 37, 46, 51
American 20, 57
European 19, 20, 37
Third World 23
Lithography 44
M
Mail 80
Making of America 24
Making of Music 43
Malheur Field Station 12, 31
Management and the Public Interest 49-50
Map, campus 92-93
Marine Sciences and Crafts 51-52
Marine sciences, biology 51-52, 60
Marketing 63
Master of Public Administration 9, 50
Mathematics 21, 23, 25, 32, 59-61
Matter and Motion 59-60
Meaning and Art 43-44
Media 11-12,39,41
Medicine 48,60
Metal Arts Studio (211) 76, 80
Mixed Media 41
Molecule to Organism 60
Music 19, 27, 39, 42-43, 81
N
National Science Foundation 5, 11
Natural history 51-52
Natural Science, Introduction to 59
Newsletter
81
New York City 42
Northwest Native American Studies 53-54
Notification, admissions 71
Nutrition 45, 47-48, 60
o
Off-campus study 31, 36, 40, 42, 51, 62, 64
Old Olympia 53
Organic Farm 32, 80
Organizational theory 49-50
Origins of Life and Intelligence 20-21
Ornithology 31
Outdoor Education 21
p
Painting 38, 42
also see Art
Parking 76, 82
Part-time study 8-9, 71, 73
Payments 75-76
PEP 66
Performing arts 39
also see Dance; Music; Theater
Personal property 82
Personnel 49-50
Persuasion and Propaganda 56
Pets 82
Philosophy 4-9, 19-21, 25, 34-35,44,46
Philosophy, Science and Human Behavior 25
Photography 41, 44
Physical Science and Mathematics,
Advanced 60-61
Physics 21, 59-61
Physiology 45, 60
Placement 5, 78
Plato 35
PLATO 11,67
Poetry: See Writing, creative
Political Ecology 22
Political Economy 55-58
Political science 25,34,54-58,61
Portfolio 73-74
Power and Personal Vulnerability 34
Printmaking 38, 44
Prior Learning Program 66, 71
Program descriptions 6-9, 18-64
Programming: See Computer science
Psychology 20-21, 25-26, 34, 45-49, 54
Public administration, 49-50
R
Recording and Structuring Light and
Sound 39
Records 73-74
Recreation Center 80-81
Refunds 76
Registrar 66, 71-76
Registration 72-73
Re-introduction to Education 22
Residency 75
Retention
records 74
student 96
Returning students 71
S
Scheduling 82
Science 24, 59-61
Science and Government 61
Scientific Knowledge and Inquiry 59-61
Sculpture 38, 41-42
Seawulff 51
Secondary teaching 63-64
Security 82
Self-paced learning 67
Seminar 4
Seminar Building 12
Services and Activities fees 75-76
Short Fictions 37
Small farm 31
Smoking 82
Social activities 13
Social and Health Services Policy 49-50
Social Contract 84-85
Social Interactions 48
Socialist Political Economic Systems 58
Social sciences 24-25, 50, 55-58, 62
Social Theory 56-57
Society and the Computer 23
Sociology 19,21,23,25, 36,45-46,48, 51,
55-58
Solar design 32
Special forms of study 65-67
Special Students 8, 71-72
Specialty Areas 6, 28-61
Speech 56
SPLU 67
Sports 80-81
Standing, academic 74
Statistics 45, 49
Structures in Mathematics and
Visual Art 7, 25
Student services 78-79
Study abroad 66
Summer Quarter 71
Sundquist Marine Lab 12
T
Teacher Certification 6, 63-64
Teaching practicum 46
Techniques of Visual Anthropology 44
Television 39
Theater 39-40, 42, 81
Thermodynamics 32, 61
Third World Coalition 79
Third World Wisdom 23
Thucydides 35
Tools for Decision Making 50
Toward a Philosophy of Theater 5, 40
Traffic 82
Transcripts 5,70-71, 73-74, 76
Transfer
admissions 70
credits 70-71
Transformations 26
Tropical Biology 51-52
Trustees 1
Tuesdays at Eight 81
Tuition 71, 75-76
Two Revolutions in Art and Thought 26-27
U
University of Puget Sound 63
Upside-Down Degree 71
V
Vancouver and Puget 51
Vancouver campus 62
Video 39
Veterans 8, 75
Veterans Affairs 78
W
Warning, academic 74
Wildlife management 31
Withdrawals 73, 76
Women's Clinic 78
Women's studies 22, 36
Work-study 76
Writing
creative 19-20, 31, 37
expository 19-23, 27, 34-35, 42, 53-54, 58
Writing and Re-writing 27
Writing Popular Political Economics 58
95
Profile I Calendar I Contacting Evergreen
96
Campus Profile (1979-80)
Faculty
124
Ph.D. or terminal degrees
Student/faculty ratio
66%
2011
Staff
Enrollment
248
2514
Female
Male
Full-time
Part-time
18-24 age group
25-29 age group
30-39 age group
1315
1199
76%
24%
59%
18%
15%
40 + age group
Students living on campus
8% Winter to Spring
80%
1000 Financial aid
Entering class
1259
Full-time student aid
60%
1944 Average award
Appl icants, degree-seeking
$2150
Admitted (80%)
1552 Placement
944 1978-1979 class
Enrolled (61%)
93%
Nondegree-seeking enrollment 315 Employed
73%
Washington
879 Graduate school
10%
Region (OR, ro. MT, AK, HI)
44 Travel, homemaking, etc.
10%
34 1971-1979 classes
California
93%
Other states
295 Employed
68%
Other countries
7 Graduate school
19%
Retention
Travel, homemaking, etc.
6%
91% Graduating class (1980) 584
Fall to Winter
Academic Calendar
1981·82
Fall
Work begins or continues
Project presentation; quarter ends
Sept. 28
Dec. 16
Winter
January 4
March 19
Spring
March 29
June 11
Summer
June 21
Sept. 3
Dec. lO-16
March 15-19
June 7-11
Aug. 30-Sept. 3
Dec. 17-Jan. 3
March 20-28
June 12-20
Sept. 4-26
Evaluation Dates
Week of
Vacation Dates
Quarter break
Contacting Evergreen
Persons with inquiries about admissions should contact: Director of
Admissions, The Evergreen State
College, Olympia, WA 98505 (206)
866-6170, or call toll-free 1-800562-6106.
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, WA
98505.
Important offices and their phone
numbers include:
Academic Advising
Academic Deans
Academic Vice President
Admissions
Bookstore
Business Office
Career Planning and
Placement
College Relations
Cooperative Education
Development Office
866-6312
866-6310
866-6400
866-6170
866-6216
866-6450
866-6193
866-6128
866-6391
866-6565
Directory Assistance
Facilities
Financial Aid
Food Services
Handicapped Access
Housing
Information Center
Library
President's Office
Prior Learning Program
Recreation Center
Registrar
Veterans Affairs
Vice President for Business
866-6000
866-6120
866·6205
866-6281
866-6020
866-6132
866-6300
866-6250
866-6lO0
866-6072
866-6530
866-6180
866-6254
866-6500
Catalog_1981-1982.pdf