-
Identifier
-
Eng
Catalog_1982-1983.pdf
-
Title
-
Eng
Course Catalog, 1982-1983
-
Date
-
1982
-
Creator
-
Eng
The Evergreen State College
-
extracted text
-
~ergreen
1982/1983
J
_ ..
<
The Evergr~n State College Catalog 1982·83
Olympia, Washington
Contents
3
This is Evergreen
4
Structure
of Study
13
16
Academic Facilities
17
Academic Offerings
20
Program Descriptions
66
Special Forms of Study
and Methods
Campus and Vicinity
69 The Basics
70
72
Admissions
75
Financial Information
77
Student Services
and Campus Life
87
Faculty
92
94
96
Evergreen's
Academic Calendar
96
Contacting
Registration
Regulations
and Academic
Northwest
Index
Evergreen
The Evergreen State College is accredited by the Northwest Association of
Schools and Colleges.
Board of Trustees. September 198/
Jane B. Sylvester
Seattle, Chairman
Herbert Gelman
Tacoma, Vice-Chairman
Thelma Jackson
Lacey. Secretary
Robert J. Flowers
Seattle
Wesley E. Berglund
Aberdeen
Cover photograph
by Evergreen student
Abbo Peterson
2
President's Message
In just over a decade, Evergreen
has developed a solid reputation
for excellence and innovation in
higher education. The reason for
this success is our talented faculty,
personal learning approach, high
quality facilities, and our motivated
students.
The words of our last accreditation report sum up this sense of
purpose. After an extensive study
of Evergreen, its programs, facilities and people, the evaluation
team said that the College's dedication to liberal education "pervades the life of the College to an
extent virtually unknown in any
academic community in the entire
United States." This dedication
allows us to offer you a structured,
coordinated education that is
exciting and demanding; rewarding
and challenging - an education that
prepares you to apply your knowledge successfully for life, work and
leisure.
Some of our recent achievements demonstrate Evergreen's
growing pre-eminence as a College
where students learn and succeed.
For example:
Ninety-three percent of all Evergreen graduates reporting in the
1980 placement survey are
employed, enrolled in graduate
schools, traveling, homemaking or
pursuing other activities of their
choice.
Evergreeners are enrolled at
more than 190 graduate schools
around the world. Evergreen applicants for medical school have
experienced a 94 percent placement rate, while 78 percent of our
graduates who have applied to law
school have been admitted. In the
past five years three Evergreen
graduates have won prestigious
Danforth Doctoral Study Fellowships for future college teachers,
more awards than received by any
other college or university in
Washington state.
During 1981 six students began
designing and constructing an
energy efficient hybrid car - one
that should burn less fuel than
exclusively gasoline or electricpowered vehicles.
Evergreen led the nation in
1980 in the number of Student
Originated Study research grants
awarded to undergraduates by the
National Science Foundation.
In 1980, an Evergreen senior
was one of 23 students from
throughout the world chosen for a
10-week sailing trip to Indonesia
to help conduct biologic and ecologic surveys for a proposed
national wildlife reserve.
After more than a decade of
dreaming, working and fund raising, Evergreen in 1981 commissioned the Seawulff, a 38-foot
wood sailing ship built on campus
by students, faculty and community
supporters to serve as a floating
classroom for marine studies.
Research by three undergraduates enrolled in the Human
Health and Behavior Coordinated
Studies Program attracted national
news media attention during 1981
for its systematic analysis of interviews with persons who had "near
death" experiences.
3
Student composers, musicians,
vocalists and audio engineers have
released two long-playing record
albums offering an array of professional quality original music.
Two Evergreen faculty scientists
have won National Science Foundation grants to continue research
in genetic engineering, conducted
on campus with the help of
advanced science students.
A faculty biologist spent a
summer at Stanford University
investigating extraterrestrial biology and the impacts of events in
outer space on evolution as part of
a study by the National Aeronautics
and Space Administration.
In 1981, Evergreen became one
of three public colleges and universities in the nation chosen to
participate in the prestigious
Woodrow Wilson Fellows program,
which brings widely recognized
leaders to campus for week-long
presentations.
In a survey of 1300 colleges and
universities, Evergreen was chosen
as one of ten exemplary schools
for use of instructional computing.
Those examples offer both clear
evidence of past success and the
promise of future accomplishments
for those who accept the challenges of an Evergreen education.
It's my hope you'll read more
about our innovative programs,
decide to share our unique learning opportunity, and join us for the
1982-83 school year.
Daniel J. Evans
President
Structure of Study
The Evergreen State College is a
small liberal arts and sciences college located outside Olympia, a seaport community of 37,000 at the
southern tip of Puget Sound.
Opened to the first class of 1,100
students in 1971, Evergreen is Washington State's newest public fouryear college. It was created as an
educational alternative to the state's
other colleges and universities, and
to serve citizens of southwest Washington.
In the 10 years since it opened,
Evergreen has grown to 2,800 students and has distinguished itself
through its special approaches to
education.
Education with
a Difference
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 just
such a liberal arts education, but
with crucial differences. Two
central differences are intensive
full-time programs and interdisciplinary study.
Full-Time Programs
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-hour credits - and all of
the student's work is coordinated
around a central theme or issue.
Reading, writing, discussion and
research all develop the program
theme. Students and faculty are free
from unrelated, competing assignments. They devote their full energy
to in-depth study. They thus have an
effective way to connect or tie
together all the diverse bits of knowledge they study.
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.
Interdisciplinary 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 - prodded, if need be - to
move beyond the safe boundaries of
specialized expertise, or of your
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. 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 may
become your routine response to
social, ethical and political views.
And you might find that art is not
just a matter of taste, 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 interdisciplinary study.
Most hold advanced degrees in
traditional fields, and value that
training. But they come to recognize the limitations of narrow specialization. They have come to Evergreen to work with other specialists,
on common problems. This kind of
collaborative work expands the
power of their specialties, and fosters effective interaction among specialties.
4
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 as many
as 90 students working with four
faculty members, but much class
time in that program is spent in
small group discussions. This close
interaction between faculty and students, and students with each other,
helps each student clarify vaguely
formed ideas. It lends perspective
through differing viewpoints, depth
through concentrated group effort.
Students learn both 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 is generally
limited to upper-division or graduate classes, while freshmen often
find themselves in large classes
passively listening to lectures, perhaps interacting with other students
only in smaller discussion groups
led by teaching assistants. This is
not true at Evergreen. Freshmen and
seniors alike spend a considerable
amount of their time in seminars, in
direct contact with faculty and fellow students; 20:1 is not an average
at Evergreen. It is the standard student:faculty ratio at all levels!
Uniqueness That Works
Full-time programs, interdisciplinary
study, focus on teaching, seminars
as the dominant mode of instruction
- 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 190
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 their world better
in the process. They discover unsuspected talents and abilities. They
accept uncertainty as the first step
toward knowledge. They learn persistence in the search for unity and
meaning in life. They do this in a
setting in which everything possible is done to make ideas real, and
anchored in a real world.
Evergreen students 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-world problems or
issues, with faculty members and
students working collaboratively,
drawing upon various specialties or
disciplines to arrive at unified and
effective solutions. Students learn
creative problem-solving skills and
they are motivated to develop intellectual tools.
5
Interaships
Many programs also offer their students the opportunity to work as
interns in the context of a fully integrated academic program. Internships are also possible separately,
and are in fact an excellent means
of testing what you have learned in
the world of daily work and responsibility.
About two-thirds of our graduates
participate in some form of internship during their stay at Evergreen.
Most of them are placed in southwest Washington businesses, schools
or government agencies. But you are
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% of our class of
1979 found successful placement in
jobs (two-thirds within their interest areas), graduate school, or other
pursuits. This impressive statistic
was obtained by surveying ALL
graduates, not just those who registered with the placement office. At
Evergreen we've never felt that
learning how to live a life requires
that one ignore learning how to
make a living.
Evergreen students learn to think
and act for themselves, work cooperatively and negotiate with others,
and increase their initiative, selfconfidence 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 with a satisfying life.
These qualities are just what
employers and graduate schools are
looking for in college graduates.
Evergreen is certainly "different" but our record shows that it is a
difference that works.
What You Can Study
At Evergreen
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 in which the school has
particular strength for advanced
work. Each Specialty 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
6
Basic Programs and Annual Programs are two other important areas
of the Evergreen curriculum.
Basic Programs are designed for
entering students. Freshmen are
advised to enroll in these programs,
but any entering student would find
them useful. Basic Programs are
always broadly interdisciplinary,
although they each 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 specially designed so that students may develop
skills in reading, writing and seminar
participation, while at the same time
acquiring subject area skills.
Annual Programs represent the
college's spontaneous, developing
and experimental side. Annual Pro-
grams change from year to year to
respond to changing student and
faculty needs. Some of the most
creative programs now within the
Specialty Area curriculum
originated as Annual Programs.
A Teacher Certification program
leading to the provisional and standard certificate for elementary and
secondary education also is available,
offered on our campus by faculty
from the Education Department of
the University of Puget Sound.
Four Way. 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 composed of 60-1 00 students, and three
to five faculty members (with different expertise), all of whom focus
their efforts on a central theme.
You also may choose from a wide
range of Group Contracts offered in
specialized fields and involving 2040 students and one or two faculty
members. 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. The contract
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 offers a limited number
of courses in specific subject areas.
Coordinated Studie. and
Group Contract.
How do Coordinated Studies and
Group Contracts 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?
Like any other institution, Evergreen uses lectures, seminars, essays,
research projects, field projects and
similar educational formats. But
each program has the freedom to
order these elements in whatever
organization will be most effective.
Evergreen programs tend to embrace a number of different teaching
methods. Every program is different,
but there are rough similarities.
During a typical week in a Coordinated Study program, you will
probably attend a general lecture
with all 80 members of the program,
perhaps twice a week. 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 you and
your seminar 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. That program has 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 they
acquire 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 re-
7
quired reading list, by doing some
writing or by completing a small
library research project. Then they
meet in small groups of 10-20 students, under the guidance of a faculty member, to help each other
understand the book, 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 Example.
A Fall and Winter Quarter Coordinated Study program, Stories of Creation, will examine ways human
beings have explained the cosmos,
and themselves, through art, religion, philosophy and science. Both
instructors are currently writing
books related to the program: one
on the origin and evolution of life,
and the other on oral and literary
traditions by which myths and epic
accounts have been shaped. The program will include study of astronomy, geophysics, biology, anthropology, cultural and scientific history,
mythology, and comparative literature.
The year-long Group Contract,
Spanish Forms in Life and Art, will
spend two quarters on campus,
where students will learn the Spanish language and study Spanish social, cultural and political history.
Spring Quarter, students and faculty
will travel to a Spanish provincial
city, where students will continue
classes using contemporary materials, and will undertake group projects in the study of Spanish cultural
forms.
Indindual Contract.
Individual Learning Contracts provide flexible opportunities for
learning. At the same time, they
are difficult and challenging. A fulltime Individual Contract should
receive as much of your energy
and attention as a Coordinated
Study program, a Group Contract,
or full-time studies at any other
college. Contracts are best for
advanced, 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 specified
activities - readings, field studies,
internship work, artistic produc-
tions, research 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 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 also can
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 aad Part-Time Study
It is possible to pursue part-time
study at Evergreen in a variety of
ways. If you wish to work toward a
degree, the most useful method is
to enroll in a sequence of specially
designed half-time programs. These
programs meet at times convenient
for working students, usually in the
evenings or on weekends. Adult Life
Changes and Re-introduction to
Education are examples of halftime programs available in 1982-83.
These programs are designed for
beginning and intermediate students.
Each of these programs has a long
and distinguished history of easing
the transition for adults returning
to college. Re-introduction to Education is particularly designed for
women returning to college.
Many full-time programs also offer
part-time options. The table at the
end of this section summarizes
those offered in 1982-83. Full-time
programs with half-time options and
specially designed half-time programs provide the most coherent
method of working toward a degree
in an interdisciplinary fashion.
Coursework, more akin to evening
study programs available at traditional colleges, also is available. A
listing of course offerings is available approximately three weeks
before the beginning of each academic quarter through the Evergreen Times, which is available
from the Admissions Office
(866-6170 ).
9
Students also can do part-time
study at Evergreen through Individual Learning Contracts. An Individual Contract involves one student
and one faculty sponsor in a program of studies tailored to the student's academic interests and needs.
It is a particularly appropriate
method of study for advanced students with well-defined learning
objectives and a high level of motivation for sustained, relatively independent work. Part-time students
also may conduct internships,
usually as part of an Individual Contract. Further information about
internships may be found in the
"Special Forms of Study" section of
this catalog.
Evergreen's part-time program is
planned later in the year than the
rest of the offerings in this catalog.
Therefore, the listing on pages
18-19 is not comprehensive. Programs for part-time students can
and will be added. The number of
half-time programs and courses
will be increased. Contact the
Academic Deans or Academic
Advising for further information.
Curriculum Planning
Evergreen's flexible curriculum can
be molded and changed 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. Well tested
Basic Programs tend to be repeated
and the entry-level beginning programs in the Specialty Areas repeat.
Evergreen faculty take the major
role in curriculum planning, but
we encourage student participation. Opportunities for participation and comment are provided
through Specialty Area meetings
prior to the spring planning
retreat.
Afew programs are approved each
year, particularly Group Contracts,
where the initial idea came from students. We encourage this sort of in itiative. But new students need to
know that each offering must have
faculty sponsorship and the 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 a full 18
months before the program is
offered!
Program Planning
and Covenants
Once underway, a Coordinated
Study program or a Group Contract
is not subject to major replanning.
Most programs are fully designed in
advance, and students occasionally
participate in that detailed planning.
Faculty are held responsible by the
academic deans to stay as close to
the plan originally submitted as
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, of course, responsive
to student needs as a program unfolds. It has even happened, on occasion, that students have been given
large responsibility for planning
some segment of a program. But
changing the structure or content
of a program is undertaken only
when nothing else will work, and
only by consensus of the faculty
involved.
In Coordinated Study programs,
faculty sign a faculty covenant
among themselves regarding the way
in which they will conduct the program. In many programs, a second
agreement or covenant, a student
covenant, is prepared by the faculty,
outlining student rights and responsibilities. Among the more important points such covenants usually
cover is how credit will be awarded,
in what amounts, and for what activities, and just what a student must
accomplish in order to earn credit.
Faculty responsibilities also are
specified. Most Coordinated Studies
run smoothly and efficiently, but
should an occasional problem arise,
these covenants can guide the resolution of disputes.
Whenever possible a student
should examine the program plan
and the program covenant when
considering whether to sign up for
that program.
Credit and Evaluation
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.
In Coordinated Study programs,
the amount of credit that can be
earned, the subject areas in which
it can be earned, and the requirements for earning it are decided by
the faculty, and specified in the program covenants. These matters
should also be specified in each individual contract. There is usually
10
room for a certain amount of negotiation between students and faculty
on particular matters, but the program covenant on the contract
always sets the limits. Students can
and should discuss all this freely
with their faculty.
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.
Narrative Evaluations
Instead of giving grades, Evergreen
faculty write narrative evaluations
of each student's work. These evaluations describe in detail just what
this particular student did in the
program or contract, what this
student was attempting to do, where
this student's area of concentration
lay, how well this student succeeded. These narrative evaluations can
give a vastly more rich and insightful
estimation of a student's work and
progress than any set of number or
letter grades.
The faculty evaluation of student
work also lists a set of Course Equivalencies, dividing the credit earned
in the program or contract into its
constituent parts, and assigning
them rough titles to aid other
schools or future employers in
"translating" the credit earned into
approximations of standard courses.
Sometimes these equivalencies are
easy to make ("Introductory Psychology," "Theoretical Physics"), but
just as often the program work
resists simple translation into traditional courses. In either case, these
rough equivalencies are generally
indicated in the catalog, and in initial program materials.
Each student also writes a SelfEvaluation. You will describe your
work in your own words, explaining
what was most important to you and
what was unimportant and why,
offering evidence of your comprehension, providing further detail
about your progress and success in
the program. This self-evaluation,
when done carefully and seriously,
is often a major part of your learning
experience, for it is in this self-evaluation that you summarize your
experience, put everything in order,
connect this work to your past
work, and indicate its connection
with your future plans. The selfevaluations are often the most revealing documents in a student's transcript.
The student's Transcript consists,
not of a set of course titles and
letter grades, but of detailed program descriptions or actual Individual Contracts, along with both the
faculty evaluations and the student
self-evaluations. Thus, when you
send your Evergreen transcript to
another school or to a future
employer, they receive, in effect, a
detailed history and evaluation of
your work here. This transcript is
cumbersome, but if you and your
faculty write it carefully it can be a
major, and highly useful document.
Studeat Evaluatioa of Fac:ulty
Students have a right and a responsibility to evaluate the work of
their faculty sponsors and seminar
leaders. These evaluations are used
by the faculty in their own development, and can be important guides
to those faculty who are committed
to the improvement of their own
teaching strategies. Faculty need to
know what has worked and what has
not worked - and they need to learn
this in detail
11
L
Student evaluations of faculty also
are used by the academic deans,
along with other information, in
helping with faculty development,
and in assessing whether or not
faculty are retained. At a school
where teaching is our .most important commitment, student evaluations of faculty are among our most
important documents.
Students can 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. This is done by turning
the faculty evaluation in to the program secretary. She will hold it until
credit has been awarded and then
give it to the faculty.
Evaluation Conferences
The final week of every quarter is
"Evaluation Week." It corresponds
to the conventional "exam week,"
except that it is devoted entirely
to the writing of and discussion of
these student and faculty evaluations. Each faculty member has
somewhat different practices, simply
because each faculty member has a
personal style. But there are some
uniformities. Students in programs
and contracts should have an individual conference with their faculty to
discuss the evaluations. Both the
self-evaluation and the faculty evaluation of student work should be
discussed. If there is some difference of opinion between student
and faculty, it is usually worked out,
face-to-face, in this conference.
Faculty regularly comment on and
suggest changes in the student's selfevaluation. Students have the same
rights in regard to faculty evaluations of their work. The conference
often includes discussion of the
student evaluation of the faculty.
When both parties are satisfied that
the evaluations are full, accurate and
fair, they are sent to the Registrar's
Office.
Many programs also produce "inhouse evaluations" of each student's
work - informal, relaxed and utterly
candid assessments of student work,
meant as private communications
between faculty and student. These
can come at mid-term, at the end of
a term, or at any point in the program when it seems natural to
advise the student.
These formal and informal written
evaluations, plus individual conferences, plus the many contacts each
student has with program faculty,
mean that no student need ever be
puzzled for very long about how
well he or she is doing in a program.
Obviously, such an elaborate evaluation procedure is only possible in
programs and contracts. Course evaluations are brief, and only rarely
involve conferences with the faculty.
Even in courses, however, students
will write self-evaluations, and will
write evaluations of the faculty.
Graduate Study
The College's first venture into the
area of graduate study came with the
opening of a Master of Public Administration program in Fall, 1980. Evergreen's MPA program provides an
innovative and rigorous professional education for students
engaged in, or planning, careers
within agencies of government or
in organizations directly involved
with public-issues.
The MPA program requires the
completion of a minimum of 60
quarter hours of instruction. Most
students are employed full-time
and pursue their academic studies in
the evening hours on a part-time
basis. A part-time student is
normally enrolled for eight hours
per quarter and therefore requires
two and two-thirds years to complete the degree requirements. A
full-time student requires at least
five quarters, taking twelve hours
per quarter.
The curriculum consists of a sequence of six core programs, followed by advanced studies focused
on particular areas of concentration.
The core programs are interdisciplinary and collaboratively taught,
and to a large degree, are organized
around cases or problems in public
administration or public policy. The
integrated approach to instruction
has been a widely recognized asset
of our undergraduate program, and
is particularly well suited to graduate study in public administration.
The Evergreen MPA program
places particular emphasis on: (1)
communication, (2) civil and ethical responsibility, (3) critical and
analytical abilities, ( 4) integrated
study of public policy and administration, and (5) state and local
government orientation.
Perhaps the most innovative and
important featue of the Evergreen
MPAprogram is the emphasis on
both communication and civil and
ethical reponsibility.
Individuals interested in applying
for admission to the program should
request materials as soon as possible
from:
Admissions Office
Graduate Program in
Public Administration
The Evergreen State College
Olympia, Washington 98505
The application deadline is March l.
Admissions decisions will be made
by April 15.
12
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.
Library
Ideas, information, access to them
and ways to communicate: That's
what our library is all about. We
have more than 188,000 books for
your use and pleasure, with more
than 8,000 new books acquired
each year. Our print materials
include more than 2,500 serials
(journals, magazines and newspapers), 53,000 government publications and tens of thousands of
pages of material on microfilm and
microfiche.
We also have available more than
4,000 audio recordings, 40,000
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
provides a beginning-to-intermediate level 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 synthesizer, listening carrels, multi-media
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 photography,
and audio and video recordings.
More detailed information may be
obtained from the library Hands On
book or from our staff.
Computers
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
open access to the computers
through a hands-on approach to
learning. The focal point for this
access is in the spacious and comfortable environment of the terminal room located in the library building. Each year an estimated 40 per
cent of our students find the computer "tool" a valuable problemsolving resource.
With two Hewlett-Packard minicomputer systems, up to 48 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.
The use of the administrative HP
3000/44 and other statewide computer systems is available via an
on-line remote job entry facility.
This provides students with access
to special software and a variety of
large computers for heavy "number
crunching." Other on-campus computer facilities include an extensive
collection of micro computers, Data
General NOVA minicomputers, several PLATO terminals, a "talking
terminal" for blind student access,
plotters and graphics terminals, and
an analogi digital hybrid system.
These combine to round out the
rich range of facilities available.
Students get a great deal of staff
support as they use computer
13
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 team-taught Coordinated Study programs, small
groups to carry out research
projects, and individuals to pursue
special projects and research.
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
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 provide's 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, jewelry-making, 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 place 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.
14
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 220-seat Recital Hall and the 310-seat Experimental Theater, faculty and staff offices, and recording studios and
rehearsal halls for orchestra, chorus
and band. The building is state-ofthe-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, faculty 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 of75 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 rearscreen 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.
Malheur Field Station
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.
15
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. 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 farther north.
The road north, Highway 101, runs
like a tunnel through old-growth
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.)
16
The remaining 60 percent of the
student body lives mostly in the
Olympia area. They commute to
campus by car, bus (twice-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, visiting 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 (II-lane pool, saunas, racquetball courts, etc.). The Recreation
Equipment Center also can 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 Two-Mile
House or dancing to LOUD rock at
Popeye'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.
Academic Offerings
fthe
e
o
rJy
exrally
)ffi
ude
sitte
its
:egter,
as.
a
t
'er
ity
or
ca.ce
nt-
p,
sre
I,
r
r.
17
V'
Basic Programs
Adult Life Changes, page 21
Environment and Culture, 21
Form and Content, 21
Human Development, 22
Political Ecology, 23
Re-introduction to Education, 23
Society and the Computer, 23
Ways of Knowing, 24
Integrity and Responsibility, 24
Annual Programs
Children's Literature, 25
Great Books in Education, 25
Images ot the American West, 26
Language and Thought, 26
Life Studies, 27
Mass Communication, 27
Stories of Creation, 27
Unmasking the Social World, 28
Native American Culture, 29
Dark Ages, 29
Art and Religion, 30
Nietzsche, 30
Therapy, Art, Politics, 30
Environmental Studi ••
Introduction to
Environmental Studies, 31
Evergreen Environment VIII, 32
Environmental Design, 32
Ecological Agriculture, 33
Applied Environmental Studies, 33
Energy Systems, 34
Mushrooms or the
Pacific Northwest, 34
Adv. Chern., Physics and Math, 35
European and American Studies
The Classical World, 36
Great Art ot the Western World, 37
Dialectics of American Culture, 37
Spanish Forms in Lite and Art, 38
James Joyce and Company, 39
Writin~ and Language, 39
Expre •• ive Arts
Performance Arts - Foundations, 40
Foundations or Visual Art, 40
Recording and
Structuring Light and Sound, 41
American Musical, 42
Art History, 42
Production, Promotion
and Performance, 43
Shadows III, 44
'<.,,/~/..,y
• •
• •
• •
• •
• •
• •
••
• •
•
•
•
•
•
•
•
•
• •
•
• •
••
••
• •
• • •
• •
• •
•
•
•
'Of,,/,
'~/'"
•
'1"7'I":;'<>/'<.>7'<.>7'<.>7~7V/~'/~'/""/"'/",/"-/"~7~/'"
•
•
••
•• •
•
•
•
• •
• •
•• • •
•
•
•
•
••
• •
•
•
•
•
•
•
• •
• •
•
•
•
•
•
•
•
•
••
•
•
• • •
•
•
•
•
• •
• •
•
•
•
•
•
•
•
••
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
• •
•
• •
• •
•
•
•
•
•
•
•
•
•
AI1\
Gal~
Exhi
And
Visu
Visic
Wril
He.
Hun
Citil
Hell
Out
Hist
•
•
•
• •
•
• •
•
EXII
DanJ
and
Ma
tht
•
Mall
the
•
Ma
• •
~
Peo
•
• •
••
••
•••
•• •
•
• • •
•••
•••
• • •
•
•
•••
• •
• •
• •
• •
• •
•••
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
••
•
•
• •
•
•
•
••
•
•
•
•
•
• •
• •
•
•
• • • •
• •
• •
• •
•
•
•
•
••
•
•
•
•
•
•
•
•
•
•
• •
•
•
An
Ref1
•
•
•
Nat
Pol
Intr
Poll
Fou
•
•
• •
•
NOI
•
•
• •
•
••
• •
•
Am
•
•
His!
Mic
•
CUI
POI1
•
•
Sc
ani
Inu
•
Nat
Mal
COI
Phc
•
Ene
Mol
Ad,
Ph),
EVI
Mal
the
COI
Tel
18
~
..
~
0:' "
Expressive Arts
Dance: Workshop
and Performance, 44
All the World's a Stage, 44
Gallery Management/
Exhibition Design, 45
Anthropology of
Visual Communication, 45
Vision and Expression, 40
Writing and Language, 40
•
•
• • •
•
•
•
Health and Human Development
Human Health and Behavior, 47
Citizens and Communities, 47
Helping Relationships, 48
Outdoor Education Studies, 49
History of Sex Roles, 49
Management and
the Public Interest
Management and
the Public Interest, 50
Marine Sciences and Crafts
Exploration, 52
The Marine Environment, 51
People and the Sea, 52
Northwest Native
American Studies
Reflections, 53
Native American Culture,
53
Political Economy
Introduction to
Political Economy, 55
Foundations of
American Enterprise, 55
History of Sex Roles, 56
Microeconomic Theory, 50
Cuba and the United States, 56
Politics and Power, 57
Scientific Knowledge
and Inquiry
Introduction to
Natural Science, 58
Matter and Motion, 58
Computability, 59
Photosynthesis, 60
Eneri!Y Systems, 00
Molecule to Organism, 60
Adv. Chern.,
Physics & Math, 61
....~.
•
•
•
•
•
•
•
••
•
·
.'.
I.
•
•
•
•
•
•
•
•
•
•
•
• •
•
•
•
••
•
•
•
•
•
•
• •
•
•
•
•
•
• •
•
•
•
•
•
•
•
•
• •
•
•
•
• •
•
•
•
•
•
•
•
•
•
•
• •
•
• •
• • •
19
•
• •
••
• •
•
•
•
•
••
•••
• •
•
•
•
•
•
•
•
•
•
•
•
•
•
• •
•
•
•
•
•
••
• •
•
• •
•
•
•
•
•
•
•
•
•
•
•
•
•
b~'" i-,'- ~o~ ,,'- ~~~,o·
~-
•
•
•
•
•
(iii'"
•
•
•
•
•
•
!l.0·
•
•
• • •
• •
c,,'"
•
•
• • •
•
• •
.1.
~"-J.
•
•
•
•
• • •
~-
• •
•••
• •
•
• •
• •
v. ~u
•
•
•
•
•
•
•
••
• I. •
63
.. ,,~~#~~~~~~~~~~~~~~
~~
• • •
• •
•• •
• • •
••
••
• •
• •
•• •
Evergreen. Vancouver
Management and
the Public Interest, 62
Community Studies, 02
Teacher Certification,
~.~ <'
<;
~,.:!.
•
•
•
•
•• •
• • •
• • •
Basic Programs
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 Programs 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.
20
Other offerings closely related to
Basic Programs:
Two offerings in the Annual Programs area may be appropriate for
some entering students. Images of
the American West is intended
primarily for students transferring
to Evergreen from community colleges, or after a year of college
elsewhere. Language and Thought
emphasizes skills development and
is open to first-year students, but it
is not included as a Basic Program
because the content is not
interdivisional.
Students in their first or second
year of COllege and new to Evergreen are strongly advised to take
a Basic Program.
Adult Life Changes
Fall, Winter, Spring/Group
Contract
Sponsor: Diana Cushing
Enrollment: 46
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2001 G
This is a program for working and
non-working adults who are
engaged in making changes in their
lives: changes in career, in education, in family condition, in lifestyle, in spiritual values, in life
goals. The program is based on
these premises: that our culture
doesn't prepare most of us very
well to expect, understand, or deal
with adult life changes; that such
changes or transitions are, however, common and often disruptive;
and that we can gain considerable
understanding of them by looking
at the recent social science
research on them in multicultural
literature and art which shows
how culture shapes one's vision of
the world, and by some practice in
media and communication skills. In
addition to a better understanding
of their own life changes and of
adult life changes in general, students will gain academic skills for
further study in literature and
social science.
Planned equivalencies in quarter
hours:
4 - social psychology; 4 - multicultural literature; 4 - communications; 4 - writing; 4 - humanistic
psychology; 4 - psychology of sex
roles; 4 - social history; 4 - sociology; 4 - media; 4 - cultural and
social anthropology; 4 - visual
anthropology; 4 - expressive arts
4:8 - total
Program is preparatory for further
study in the social sciences,
humanities and general studies.
and writing and design skill workshops. There will also be occasional lectures and possible field
trips.
Environment and
Culture
Fall, Winter/Coordinated Study
Coordinator: Hazel jo Reed
Enrollment: 69
Prerequisites: None
Special Expenses: Possible field trip
expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2087L
We can think of societies as existing within their environments.
Alternatively, we can recognize
that geography and meteorology
affect the very fabric of our lives our architecture, our armaments,
our ceremonies, the stories we tell.
To accept this fact then to some
degree makes culture a consequence of environment rather than
a coexistent phenomenon. Since
the environment touches on so
many aspects of our lives, becoming sensitive to its causal nature is
of no small import, enabling us to
build on its beneficence and to
defend ourselves against its harmful aspects in innovative ways.
This program sharpens such
awareness by comparing desert
cultures with those of Scandinavia.
We shall consider the structures
such peoples design, their typical
interpersonal relationships, their
myths and literature. Through
these we shall seek better to
understand how the environment
plays a role in shaping these
expressions of culture, leading to
such distinct but related themes as
Mesopotamian flood myths, recurrent windmill motifs in the quilts
of Texas and Oklahoma, and the
Judaic concept of bodily resurrection after death.
Typical readings might include:
The Epic of Gilgamesh; Beowulf
Hamlet; The Quitters, Cooper and
Buferd; Architecture without Architects, Rudofsky. Activities within
the program will include seminars
expository and research papers,
21
Planned equivalencies in quarter
hours:
10 - English composition;
12 - literature and history;
10 - environmental studies
~2 - total
Program is preparatory for future
study in the social sciences,
humanities and environmental
studies.
Form and Content
Fall, Winter/Coordinated Study
Coordinator: Bill Winden
Enrollment: 69
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: The
classes described below constitute
12 credit hours of the student's
program work. An additional four
credit hours may be earned
through enrolling in a separate
four-credit course, or through a
combination of private applied lessons and ensemble performance.
Reference Number: 2097L
The techniques used in constructing a work of art are often referred
to as form. The expression
achieved by a work of art is frequently designated as its content.
In many successful art works the
form and content are so fused and
inextricably dependent upon one
another that they seem inseparable.
This fusion provides the theme for
Form and Content.
Students will learn about techniques fundamental to creating
visual art works, music, dance and
literature. They will study the
themes which have been expressed
by artists through many media, particularly those relating to contemporary life. In addition, they will
gain experience in writing and
critical reading, as well as formulating and exchanging ideas with
others through seminar participation.
The weekly class schedule will
be as follows:
Monday morning - Lectures will
be given by alternating faculty centering on visual art, music, dance
and literature, supported by slides,
tapes and demonstrations.
Monday afternoon - The books
chosen for seminars will be about
artists' lives, their styles, their
themes and the interrelationships
of these elements in the production of their work. Twentieth century artists will be studied Fall
Quarter. During Winter Quarter,
readings and discussions will
examine artistic and social events
of the late nineteenth and early
twentieth centuries which led to
contemporary artistic expression.
Students will write short response
papers weekly.
Tuesday morning - The faculty
will demonstrate how formal elements such as line, texture,
rhythm, color, mass and structure
exist in visual art, music, dance
and literature, including reference
to similarities and differences
among the various arts. Cultural
literacy will be an additional goal.
Tuesday afternoon - Listening to
recordings, viewing slides of art
works and seeing films will expose
students to a broad range of artistic interpretations of contemporary
life.
Thursday morning - Students
may choose between seminars
devoted to visual art, music or
dance. Early in the quarter, these
seminars will be devoted to learning the basic verbal and nonverbal
vocabulary of these arts, and
research techniques connected
with them. As skills are developed,
students will design individual projects which may be related to
research, studio work or performance. Completed projects will be
presented before other students in
the program.
Planned equivalencies in quarter
hours:
4 - introduction to art; 4 - introduction to music; 4 - introduction
to dance; 4 - twentieth century
European/American literature; 4 twentieth century European/ American cultural history; 4 - expository
writing; 8 - outside coursework/
lessons/performance
32 - total
Program is preparatory for further
study in the arts and humanities.
Human Development
Fall, Winter, Spring/Coordinated
Study
Coordinator: Richard Alexander
Enrollment: 69
Prerequisites: None
Special Expenses: $25 for retreat
Part-time Options: Yes, with permission of faculty
Internship Possibilities: No
Additional Course Allowed: By
permission only
Reference Number: 2125L
All human lives are shaped by our
biological heritage as animals, our
physiology, the cultures into which
we are born, and our individual
experiences. As our lives develop from birth to childhood, from
childhood to adolescence, from
maturity to old age - all that we do
and experience involves the interaction of these heritages (genetic,
physical, cultural, historical, personal) with the peculiar day-by-day
events of our lives.
If we are to understand how we
develop as humans, we must examine all of this, not just one part of
it. Far too often we pretend that
our being animals has no effect, or
that our belonging to a particular
culture is unimportant, or that
being part of our families is
irrelevant.
We plan to introduce our students to the sweep of this material,
and to assure them a basic comprehension of the most important
principles involved. We mean to
encourage students to see human
22
development whole, as the complicated process it really is.
We will study human evolution,
and basic human physiology. We
will explore the ways in which our
biology really does shape our lives.
We will study psychological development from birth to death, the
various stages in our development
and myriad ways in which people
respond to these stages. We will
explore different cultures - some
of them from our own multicultural country, and also some
cultures not at all like ours. We
will explore this through the
sciences (biology, psychology,
anthropology), through literature
and history, and through examination of our own personal experiences - our own families.
This program will make a particular effort to train its students to
write well, to read carefully, to
think logically, to engage in independent study projects, and to participate productively in seminars.
The program will concentrate its
efforts on such skill development,
and on serious, intelligent understanding of the program materials.
Any student who wants to do
serious academic work will find
encouragement and plenty of
faculty assistance.
Program activities will include
lectures, workshops, seminars, and
individual projects (in the latter
half).
Planned equivalencies in quarter
hours:
8 - expository writing; 6 - biology,
6 - literature; 6 - anthropology;
6 - psychology; 16 - individual
concentration
48 - total
Program is preparatory for further
study in the sciences, humanities
or social sciences.
Political Ecology
Fall, Winter, Spring/Coordinated
Study
Coordinator: Tom Rainey
Enrollment: 92
Prerequisites: None
Special Expenses: Field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed:
Possibly
Reference Number: 2222L
Political Ecology examines human
effects on environment, and how
environment affects humans. This
study demands an understanding of
the environment, how humans and
the environment have affected
each other, how our values help
direct interaction with the environment, and how political! economic institutions affect both our
values and the environment. To
investigate these themes, it will be
necessary ( 1) to learn basic ecological concepts, (2) to examine
the historical and philosophical
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. There
will be a strong emphasis on
improving basic skills: reading,
writing, library research and critical thinking.
Planned equivalencies in quarter
hours:
12 - biology; 12 - social science;
8 - environmental studies; 8 - expository writing; 4 - literature;
4 - history
48 - total
Society and the
Computer
Program is preparatory for further
study in natural and social sciences, environmental studies, environmental education, field biology,
political economy and humanities.
Ae-introduction to
Education
Fall, Winter, Spring/Coordinated
Study
Coordinator: Peta Henderson
Enrollment: 46
Prerequisites: None
Special Expenses: None
Part-time Options: Yes, program is
part-time
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2246L
This program is designed for
women who are beginning or
resuming their studies later in life
than the average college student.
We will focus on the historical and
cross-cultural origins of sex roles,
and through readings in anthropology and history, will examine
why women in "primitive" societies often played more equal roles
than they did when societies
became more complex.
Later quarters may include readings from areas such as literature
and biography.
The program will emphasize
development of verbal and writing
skills through six hours of class
meetings weekly and individual
conferences.
Planned Fall Quarter equivalencies, in quarter hours:
4 - anthropology; 4 - history
8 - total
Program is preparatory for further
studies in humanities or social
sciences.
23
Fall, Winter, Spring/Coordinated
Study
Coordinator: jovana Brown
Enrollment: 69
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2258L
Computers, for better or worse,
are an increasingly important part
of our everyday lives. They store,
manipulate and process vast
amounts of detailed information,
replacing people in many routine,
mechanical jobs. Once expensive
and complex, computers are now
cheap, easy to use, easy to carry
about and to plug in and out.
This program will look at the
beginnings of the industrial age in
the United States, study the impact
of technology on our lives and
examine our use of and dependence upon computers. We'll pay
particular attention to the use of
the computer in the arts. Computers and related hardware are
nothing more than tools to an
artist, no more "advanced" for
their time than oil paints, the
printing press, or the violin.
Students will learn about how
computers work and how they are
used in the arts, communications,
business, science and social
science. For example, in the arts,
questions such as the following
will be examined: What is the historical role of technology in the
arts? What is its role in contemporary arts? Can machines make
art? What is the role of the artist
vis-a-vis the machine in producing
a work of art? Is art becoming
"dehumanized"?
Students also will learn basic
college-level skills in writing, critical analysis and problem solving,
computer programming in the
BASIClanguage and mathematics
by self-paced methods, which
allow each student to begin from
and progress to any level of which
she or he is capable.
Planned equivalencies in quarter
hours:
10 - computer science, problem
solving and programming; 8 - mathematics; 8 - history; 8 - social
science; 6 - art; 4 - writing; 4 - literature and writing
48 - total
Program is preparatory for further
study in natural and social sciences, computer science, art, mathematics, business, teaching and
government.
Ways of Knowing
Fall, Winter, Spring/Coordinated
Study
Coordinator: Margaret Gribskov
Enrollment: 69
Prerequisites: None
Special Expenses: Art supplies and
modest field trip expenses
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Consult program coordinator
Reference Number: 2288L
An artist "knows" an art form in a
manner somewhat different from
the way a scientist "knows" a
scientific field. Both kinds of
knowledge, however, are kinetic as
well as intellectual; both require
experience as well as academic
study. Students in this program will
be introduced to the ways in
which specialists in a number of
disciplines "know" their particular
fields. One major objective is to
help students understand the
methods and subject matter of
academic disciplines in science,
social science and humanities.
At the same time, faculty and
students in Ways of Knowing will
explore how individuals in different cultures "know" what their
cultures require of them. The program, in other words, will be multicultural as well as interdisciplinary.
Our resources will include traditional academic materials - books,
papers, periodicals, painting and
drawing, music and dance and
drama - but also people. Faculty in
varied disciplines, and members of
varied cultures, will be invited to
share insights about what they
"know" and how they acquired
their knowledge.
Among the books tentatively
planned for the program are
Beyond Culture, Edward Hall; The
Structure of Scientific Revolutions,
Thomas Kuhn; The Third Wave,
Tomer; Patterns of Perception, N.
R. Hanson; Experiences in Visual
Thinking, McKee; The Articulate
Mammal, Aitchison; and Philosophy in a New Key, Langer.
Planned equivalencies in quarter
hours:
4 - literature; 6 - philosophy of
science; 4 - art history; 8 - cultural
anthropology; 4 - linguistics; 8 writing; 2 - historiography; 2 - psychology; 4 - philosophy; 2 - philosophy of education; 4 - aesthetics of
music and dance
48 - total
Program is preparatory for most
college study.
Integrity and
Responsibility
Spring/Coordinated
Study
Coordinator: Hazel )0 Reed
Enrollment: 46
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2141 L
This program, designed for students just entering Evergreen,
focuses on individual behavior in
the context of societal relationships whose standards of conduct
24
may be in conflict - individual, family, community, nation, humankind.
We shall be concerned with how
an individual or group's moral precepts develop, how the individual
selects a course of action in a
social situation, and the implications of accepting or rejecting the
standards of one's group.
We will examine several pieces
of fiction in which the individual is
either beneficiary or victim of
society. We also shall consider
such theorists as Nietzsche, Piaget
and Lasch. Likely readings will
include Antigone, Sophocles; Tbe
House of Mirth, Wharton; Tbe
Trial, Kafka; The Loneliness of the
Long Distance Runner, Sillitoe; and
The Fixer, Malamud.
Learning activities will include
seminars, weekly papers, writing
workshops, critique sessions and
occasional lectures.
Planned equivalencies in quarter
hours:
6 - English composition; 6 - literature; 4 - ethics
16 - total
Program is preparatory for further
study in the social sciences and
humanities.
Annual Programs
Great Books in
Education
Fall, Winter/Group Contract
Sponsor: Nancy Taylor
Enrollment: 23
Prerequisites: Basic Program or
equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Consult sponsor
Reference Number: 2113G
Annual programs are created and
offered afresh each year. They may
represent any discipline, any pair
of disciplines, or any group of disciplines. They may be designed to
meet the needs of students at specific undergraduate levels (e.g.,
basic, intermediate or advanced);
or, on the other hand, they may be
designed as "open" programs
which any student may take. Annuals are Evergreen's way of responding to current faculty interests, as
well as to the need for more spontaneous and wide-ranging experimentation by students than is
sometimes possible in the more
fixed Specialty Areas.
Children's Literature
and Psychology
Fall/Group Contract
Sponsor: Thad Curt}:
Enrollment: 46
Prerequisites: One year of college
work
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed' Consult sponsor
Reference Number: 2040G
Children's books are written by
and for adults, as well as for children. As the relations between
adulthood and childhood changed
historically, these books changed.
We will study them and critical
essays on them - along with children's own writing; books by
teachers on how to encourage it;
and work on actual children's fantasies, ideas, and lives by psychologists and historians. Participants
will try writing children's books
and stories, as well as papers on
literature and psychology. The
program's theme will be the interactions between children's actual
experience and the ways adults represent childhood in children's
books.
Planned equivalencies in quarter
hours:
4 - children's literature; 4 - child
psychology; 4 - writing for children; 4 - history of children and the
family
16 - total
Program is preparatory for further
study in education, writing, library
work, social services, literature,
and for graduate studies in these
subjects.
25
In this program we will look
closely at Western civilization
through the very special lens provided by its most interesting educational theorists. Our assumption
- which we will test continuously is that education both reflects and
prescribes social values. If this is
so, then students ought to be able
to gain an understanding of our
culture's changing values by looking at the greatest books on the
topic of education. This program
will therefore center on those
books, and its reading list will be
further divided into three subcategories: (1) texts describing
educational ideals; (2) texts describing educational practices; and
(3) texts which tell us how educational ideals and practices are
reflected in and by society. In Fall
Quarter, we will focus on the educational classics of ancient Greece
and Rome, as well as on those of
medieval and Renaissance Europe.
In Winter Quarter, we will continue our investigations into the
eighteenth and nineteenth centuries, ending in the early twentieth
century with the philosopher, John
Dewey.
Our major authors will include
the following: Plato, Aristotle,
Cicero, St. Augustine, St. Benedict,
Heloise, Petrarch, Castiglione,
Erasmus, Rabelais, Luther, Francis
Bacon, John Locke, Rousseau, Benjamin Franklin, Thomas Jefferson,
Horace Mann, Charles Dickens,
Thomas Hughes, Leo Tolstoy,
Henry James and John Dewey.
Our format will primarily be one
of seminars, research workshops
and lectures. Students will be
required to do one formal research
project each quarter which will
take the form of ( 1) giving a lecture to the program; and (2) doing
doing a formal term paper.
This demanding program is
designed for full-time students who
are seriously interested in the
humanities and social sciences, and
who are especially interested in
educational theories - including
their own.
Planned equivalencies in quarter
hours:
8 - history of education from Plato
to Dewey; 8 - survey of Western
civilization; 8 - classics in education; 4 - research writing;
4 - expository writing
32 - total
Program is preparatory for further
studies in the social sciences and
humanities, and for careers in education and human services.
Images of the
American West
Fall/Coordinated Study
Coordinator: Matthew Smith and
Jim Stroh
Enrollment: 46
Prerequisites: One year of collegelevel work
Special Expenses: Field trip costs to
maximum of S75
Part-time Options: No
Internship Possibilities: Consult
faculty
Additional Course Allowed: Consult faculty
Reference Number: 2138L
The West is different from the rest
of the country. Its geography and
people have produced a unique
political, social and aesthetic culture. This program will examine
the history of the West in the last
200 years in order to find the
roots of this culture. We will investigate the West's geology and geo-
graphy to discover the underlying
physical structure of the landscape,
and to identify the minerals, waters
and soils that motivated American
and European settlement. Most
importantly, we will explore the
origins of the West's current political, environmental and aesthetic
distinctiveness - developed by the
interaction between "Western
landscape" and the goals and preconceptions of settlers.
Special Note: Although all students
beyond the first year are welcome
to this program, its faculty coordinators have designed it with
community college graduates and
transfer students especially in
mind.
Planned equivalencies in quarter
hours:
8 - geology and geography of the
Western United States; 8 - history
and literature of the Western
United States
16 - total
Program is preparatory for careers
or further study in natural and
social sciences, geology, political
science, history, law and
government.
Language and Thought
Fall, Winter/Group Contract
Sponsors: Mark Levensky ( Coordinator) and Leo Daugherty
Enrollment: 46
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allouied: Yes
Reference Number: 2160G
Language and Thought is a basiclevel program for students who
want and need to make considerable improvement in their ability to
read, write about, and discuss
college-level academic texts. Each
student will actively participate in
five weekly workshops designed to
improve his or her skills in reading, writing and logical thinking.
Students also will participate in a
26
book seminar on: (1 ) the relations
between a private person and a
public world as these relations are
described in great books; and (2)
the relations between language and
thought as these relations are
exhibited in these great books.
Throughout the program ample
homework will be assigned.
This is not a good program for a
student who wants but doesn't
need, or who needs but doesn't
want, to improve his or her basic
academic skills. This is a good program for a student who wants and
needs such improvement and who
is willing to work hard to achieve
it.
The week's Schedule will
include work days on Monday and
Friday; writing workshops from 10
a.m. to noon on Tuesday and
Thursday; book seminars from
1:30-3:30 p.m. on Tuesday and
Thursday; individual conferences
from 4-5 p.m. on Tuesday and
Thursday; a logic and language
workshop from 9-10:30 a.m. on
Wednesday; and a faculty seminar
Wednesday afternoon.
Texts for the book seminar:
Genesis; Eutbypbro, Apology, Crito
and Pbaedo, Plato; The Gospel
According to St. John; On World
Government, Dante; Discourse on
Method, Descartes; Sonnets, Shakespeare; Faust, Goethe; Moby Dick,
Melville; Civilization and its Discontents, Freud.
Planned equivalencies in quarter
hours:
12 - expository writing; 12 - philosophy and literature; 4 - critical
thinking; 4 - research in
humanities.
32 - total
Program is preparatory for further
study in humanities and social
sciences.
There will be a Fall Quarter
reporting lab and an article-writing
workshop Winter Quarter. We also
will hear guest speakers from the
media, and we will try to visit
some of them at their jobs.
This will be a very demanding
Group Contract, with difficult
reading, a heavy load of writing
assignments and periodic examinations. Students should not plan to
take other programs or courses
concurrently.
Life Studies
Fall, Winter/Coordinated
Study
Coordinator: Marilyn Frasca
Enrollment: 46
Prerequisites: Interview and faculty
signature
Special Expenses: Field trips and
project supplies
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed:
Consult sponsor
Reference Number: 2165L
This program will study the lives of
such things as persons, places,
ideas, artworks, buildings and natural objects. Seeing objects, events,
experiences and persons all as possessing unique life histories, we
will locate origins and follow the
continuity of each life. One goal
for Life Studies is to discover the
patterns of change that occur in a
life and to identify, describe and
define patterns and phasing common to all lives.
Program activities will include
lectures, a drawing workshop, an
intensive journal workshop and
work discussion seminars. Parallel
to the group study of lives, students will choose a focus for their
own ongoing study of a life. Drawing, writing, photography and performance are ways in which a student might document his or her
research.
Planned equivalencies in quarter
hours:
6 - psychology; 6 - philosophy;
8 - history; 12 - media (e.g., writing, drawing, photography)
~2 - total
Program is preparatory for further
study in the arts, social sciences
and humanities.
Planned equivalencies in quarter
hours:
4 - reporting lab; 4 - sociology of
mass communication; 4 - psychology of communication; 4 - communication systems and institutions; 4 - article writing; 4 - content analysis; 4 - mass media criticism; 4 - mass communication and
popular culture
~2 - total
Mass Communication
and Popular Culture
Fall, Winter/Group Contract
Sponsor: Virginia Ingersoll
Enrollment: 23
Prerequisites: Third-year standing
and well established writing skills
Special Expenses: Field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2174G
The aims of this contract are to
critically assess the role of mass
communication in American life
and to help students develop their
skills in print journalism. First, we
will study the social, economic and
technical forces that have shaped
our mass communications system.
Second, we will analyze samples of
messages produced by this system.
We will then consider the impact
of mass communications on individuals, on society and on culture.
Our reading will include work
by both social scientists and media
critics, among them Raymond Williams, Harold Wilensky, Dwight
Macdonald, Muriel Kantor and
Herbert Schiller.
27
Program is preparatory for careers
in journalism and graduate study in
communications.
Stories of Creation:
Studies of Myth and
Science
Fall, Winter/Coordinated
Study
Coordinator: Charles Teske
Enrollment: 46
Prerequisites: Basic Program
emphasizing science or humanities,
or equivalent
Special Expenses: Nominal, if any
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2264L
Human beings have continually
tried to explain their origin and
the origin of the cosmos in which
they live. The answers they have
found over the millenia are
expressed in their art, religions,
philosophies and science. In this
program, designed for students
with strong interests in scientific
and humanistic thinking, we shall
study a number of these accounts,
both ancient and modern, including what they reveal about the cultures of their makers.
Both instructors currently are
writing books related to the program: G. Siegfried Kutter, an astrophysicist, on the origin and evolution of life, starting with cosmic
events; Charles B. Teske, a philologist, on the oral and literary traditions by which myths and epic
accounts have been shaped. All of
us will concentrate on studying
how, in the course of history, cosmological views have changed and
matured.
Core activities will include readings, lectures and seminars. Fields
represented will include astronomy, geophysics, biology, anthropology, cultural and scientific history, mythology, and comparative
literature. Topics will include
cosmic evolution, biological evolution, cosmological assumptions of
major religions, changing conceptions of time, mythic songs and
tales, epics, and the effects of
changing world views on human
culture.
Core activities will amount to
75% of a full-time effort; for the
remaining 25%, students will take a
separate course or carry out an
individual research project each
quarter.
Planned equivalencies in quarter
hours:
8 - natural science (astronomy,
geophysics, biology); 3 - history of
science; 3 - anthropology; 3 - cultural history; 4 - comparative mythology; 3 - oral traditions; 8 coursework or individual research
~2 - total
Program is preparatory for careers
or further study in science, humanities, anthropology, communications or religion.
Unmasking the
Social World
Fall, Winter, Spring/Group
Contract
Sponsors: David Marr (coordinator) and Donald Finkel
Enrollment: 46
Prerequisites: One year of Basic
Program work or equivalent, and a
one-year commitment to this
program
Special Expenses: 525 for program
retreat
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2278G
The social world confronting us
appears to be solid and intractable,
not a place in which we can act
freely. Society has been produced
by history, and only history can
change it, or so it seems. This perception of the wider world as an
unmanageable thing leads many
individuals to turn away from political engagement and to undertake
a desperate search for personal
happiness. With this fact as our
starting point, we will examine the
tradition of critical social theory
that starts with Hegel and goes
through Marx to twentieth century
theorists. Our aims will be to
determine what it means to act
politically in our time. We hope to
recover the vision that is necessary
for acting in the public world.
The program will emphasize: (a)
the slow and careful reading of a
small number of difficult texts; (b)
the disciplined use of written English, in order that we may think
clearly ("to think clearly is a
necessary first step toward political
regeneration" - Orwell); and (c)
the unmasking of the everyday
social world around each of us
through exercises in social perception, personal history and the art of
turning products back into processes.
Three curricular components critical workshops, social theory,
literature - will run concurrently
28
for the entire year. The critical
workshops, the heart of the program, will combine exercises in
social perception and imaginative
writing which will make the conceptual material personal and
immediate.
Readings will include: Phenomonology of Spirit (selections),
Hegel; German Ideology and Capital (selections), Marx; The Human
Condition, H. Arendt; and Knowledge and Human Interests, ).
Habermas.
Readings in literature will
include: The Possessed, Dostoevsky;
The Trial, Kafka; Leaves of Grass,
Whitman; and three plays by
Shakespeare.
We will focus our inquiry on
three themes:
1.) The Triangle of Freedom,
Action and Happiness: These three
terms evoke a nostalgic sense of
what we have lost. We shall examine the connections and contradictions among these three concepts
and consider whether they can be
made to form a meaningful whole.
2.) The Structure of Change and
the Structure of Stability: Any
inquiry into the possibility of political action requires that we understand the organization of social and
historical development. To understand development in turn requires
an understanding of both change
and stability.
3.) Decoding the Social World:
This theme implies both an activity
and a question. We will work to
see through the immediate appearances of our world, while at the
same time asking whether such an
endeavor is possible, desirable, or
even meaningful.
These three themes are closely
interlocked. They comprise three
angles of our effort as a program to
understand the relationship
between social vision and political
action.
Planned equivalencies in quarter
hours:
48 - distributed among modern
social and political theory, modern
literature and English composition.
Program is preparatory for further
study in social theory, literature,
history and political science, and
for careers in education, journalism and law.
Dark Ages: Europe
400 - 1~OO A.D.
Winter, Spring/Group Contract
Sponsor: Pete Sinclair
Enrollment: 23
Prerequisites: College-level literacy
Special Expenses: Some texts are
not paperbacks; travel to Seattle
libraries
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Not
encouraged, but may be arranged
Reference Number: 2070G
Some of the terms we use to characterize parts of the past 600 years
are "The Renaissance," "The
Enlightenment," "The Age of Progress," and "The Modern Period."
Until recently, the thousand years
before 1400 were called "The
Dark Ages." This period was considered to be of interest only to
antiquarians, ruin-bibbers, writers
of gothic novels, and seekers of
images of knights astride Budweiser horses dashing each other
to the ground with pointed sticks.
Now, however, another view has
emerged. We have become curious
about this long-ago time when
some people in Europe conducted
a vigorous experiment in governance by ethical principles, not by
political laws; when faith, hope and
charity were virtues; when despair
was one of the Seven Deadly Sins,
not a sign of sophistication.
This program will not conduct a
scholarly historical study of this
period. Students in this program
will read, slowly, a few of the
important texts written between
400 and 1400 A.D. As did medieval
people, we will study and write
about old books, dreams and our
own experience of the world for
our delight and instruction.
The week's schedule will
include a preparation day on Monday; a writing meeting 9-11 a.m.
and a book seminar 1-4 p.m. on
Tuesday; dream reflection 9-10:30
a.m. Wednesday; lives and times
meeting 9-11 a.m. and a book
seminar 1-4 p.m. on Thursday; and
a work day on Friday. Office hours
will be 1-3 p.m. Wednesdays.
Texts by Aquinas, Augustine,
Boccaccio, Boethius, Dante and
Macrobius, in translation; Chaucer,
in Middle English; Marc Bloch and
Barbara Tuchman.
Native American
Culture from an
ArchaeolQgical Perspective: Northwest
and Southwest
Winter, Spring/Group Contract
Sponsor: Mary Nelson
Enrollment: 23
Prerequisites: None
Special Expenses: $25-40 during
Spring Quarter.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2193G
Please see Northwest Native American Studies section (page 53) for
full program description.
Planned equivalencies in quarter
hours:
8 - writing; 8 - psychology of
dreams; 8 - introductory studies of
medieval Europe; 8 - Chaucer
32 - total
Planned equivalencies in quarter
hours:
10 - Northwest archaeology; 10 Southwest archaeology; 12 - Native
American studies
32 - total
Program is preparatory for further
study in literature, history, philosophy and writing.
Program is preparatory for further
study in archaeology, Native American studies and Native American
art.
29
Art and Religion
Spring/Coordinated
Study
Coordinator: Maxine Mimms
Enrollment: 69
Prerequisites: None
Special Expenses: Field trips and
individual project materials
Part-time Options: No
Internship Possibilities: Consult
sponsor
Additional Course Allowed: Yes
Reference Number: 2032L
This program will examine how
people experience time, space and
form within the contexts of art and
religion. Ceremonies, celebrations,
masses, exhibitions and performances will lie at the heart of our
study. We will try to identify the
basic needs addressed by art and
religion, comparing and contrasting their specific features. Program
activities will include weekly field
trips, seminars and lectures.
Planned equivalencies in quarter
hours:
4 - aesthetics; 4 - art history;
4 - ethnomusicology; 4 - writing
16 - total
Program is preparatory for further
study in the arts, social sciences
and humanities.
Nietzsche
Spring/Group Contract
Sponsor: Mark Levensky
Enrollment: 23
Prerequisites: Ability to do
advanced, undergraduate, academic
work in philosophy, literature
and/ or history. Faculty signature
required.
Special Expenses: None
Part-time Options: Yes, but not
encouraged
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2195G
Nietzsche is a Group Contract on
the writings, life and times of
Friedrich Nietzsche (1844-1900).
It is designed for students who
want to do, and who can do,
advanced undergraduate work in
philosophy, literature and/or history, and who want some understanding of some of the writings of
Nietzsche. College-level literacy is
required.
Each student in the program will
read and write and speak about a
difficult primary text each week.
Each student also will prepare and
make one formal oral presentation
on some aspect of Nietzsche's life
and times during the quarter. Additional primary and secondary readings also will be assigned.
The week's schedule will
include a work day on Monday; a
writing workshop 9-11 a.m. and a
book seminar 1-4 p.m. on Tuesday;
a book seminar 9-10:30 a.m. and
individual conferences 1-3 p.m. on
Wednesday; life and times meeting
9-11 a.m. and a book seminar 1-4
p.m. on Thursday; and a work day
on Friday.
Primary texts for the book seminar: all or parts of Nietzsche's Tbe
Birth of Tragedy; Human, All Too
Human; Beyond Good and Evil;
Toward a Genealogy of Morals;
Twilight of the Idols; The Gay
Science; and Thus Spoke
Zarathustra.
Planned equiualencies in quarter
hours:
8 - Nietzsche; 4 - writing;
4 - nineteenth-century European
thought
16 - total
Program is preparatory for doing
advanced academic work in philosophy, literature and history.
30
TheraJ)Y, Art, Politics:
Paul Goodman
Spring/Group Contract
Coordinator: Thad Curtz
Enrollment: 23
Prerequisites: One year of college
work
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed:
Consult sponsor
Reference Number: 2273G
Paul Goodman's career integrated
art, Gestalt therapy, social criticism, planning and education. We
will study these topics through
selected works by Goodman:
Communitas, Gestalt Therapy,
Growing Up Absurd; fiction as well
as poems; and many short essays,
some of which propose practical
schemes for improving such
aspects of contemporary life as
traffic in Manhattan, television
programming, the New York public schools and pacifist films. We
also will read about his life. Following Goodman's own example,
written work will be directed
toward real audiences. Students
will be asked to try creative writing, theoretical argument, social
analysis and practical exercises in
fields which engaged Goodman.
Planned equiualencies in quarter
hours:
6 - social theory: Paul Goodman;
6 - contemporary literature: Paul
Goodman; 4 - therapeutic theory:
Paul Goodman
16 - total
Program is preparatory for further
study and careers in therapy, teaching, planning and public
administration.
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 smallscale 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 during Fall Quarter,
and then take either Evergreen
Environments, Environmental
Design or Ecological Agriculture
during Winter and Spring Quarters.
Advanced work is available
through Group Contracts and a
variety of independent study
opportunities.
31
Introduction to
Environmental Studies
Fall/Coordinated Study
Coordinator: Richard Cellarius
Enrollment: 92
Prerequisites: Basic Program or
equivalent experience in reading,
writing and analysis. Some introductory experience in the natural
and/ or social sciences would be
helpful. Not normally recommended for students who have taken
Political Ecology.
Special Expenses: Field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 214SL
Introduction to Environmental
Studies is a one-quarter survey of
the major concepts underlying our
understanding of natural environments and human communities,
and the ways they interrelate and
shape each other. It is an introduction to many topics relating to the
environment that students can
pursue in further studies in this
and other Specialty Areas.
Particular emphasis will be
placed on biology (ecology, evolution, the nature and functioning of
organisms); human ecology and
geography (structure of human
populations and communities, their
relationship to social, physical and
human environments); and environmental science (the impacts of
human technologies on the natural
and human environments, how
those impacts are measured and
regulated).
The importance of design and
the role of planning will be
introduced.
Class sessions will include lectures, workshops and seminars.
Seminars will be devoted to historical and political aspects of environmental studies. There will be
one or more field trips designed to
illustrate the principles being
presented in class, but no extensive laboratory, field or project
work.
Planned equivalencies in quarter
bours:
6 - introduction to organismal and
environmental biology; 6 - introduction to human ecology ( or
physical and cultural geography); 4
- introduction to environmental
science
16 - total
Program is preparatory for Environmental Design, Evergreen Environment VIII and Ecological Agriculture. It is the initial preparation
for careers with an environmental
emphasis (ecology, marine biology,
natural history, planning, design,
natural resource management, conservation, and environment law
and regulation).
Evergreen Environmenr- VIII: The Nature
of Natural History
Winter, Spring/Group Contract
Sponsor: A. M. Wiedemann
Enrollment: 69
Prerequisites: Introduction to
Environmental Studies or its
equivalent
Special Expenses: Approximately
$150 for field trips. Also, each student will be required to own good
quality binoculars, a hand lens, a
dissecting kit and a set of plant and
animal field guides.
Part-time Options: No
Internsbip Possibilities: No
Additional Course Allowed: No
Reference Number: 2090G
The objective of this program is to
provide the student with the basic
skills and understanding necessary
to competently observe, interpret
and record natural phenomena as
they concern plants, animals and
their environment. The program
theme will be the nature of natural
history, developed through field
work and readings in the history of
natural history, ecology and the
lives of prominent naturalists.
Field work will involve the
scientific description of landscapes,
including the identification of
plants and animals, using a rigor-
ous record-keeping system which
will be the nucleus of student
work and will be of great importance in the evaluation process.
Instruction will emphasize the
proper use of the field journal and
species accounts, the improvement
of organism identification skills,
and the description, collection and
preservation of biological specimens. Students also will be taught
to use library references in the
development of papers and
presentations.
There will be a number of local
field trips, as well as a one-week
trip to Southeastern Oregon.
Planned equivalencies in quarter
bours:
5 - natural history of the Pacific
Northwest; 5 - history of natural
history; 5 - field records in natural
history; 5 - ecosystem ecology;
4 - field zoology; 4 - field botany;
4 - ornithology
32 - total
Program is preparatory for careers
and/or further study in environmental sciences, biological sciences and preparation for work with
resource agencies.
Environmental Design
Winter, Spring/Coordinated
Study
Coordinator: Rainer Hasenstab
Enrollment: 46
Prerequisites: Basic Program or
equivalent, and one of the following: Introduction to Environmental
Studies or Introduction to Political
Economy
Special Expenses: Approximately
$80 for field trips and studio
supplies
Part-time Options: No
Internsbip Possibilities: Yes
Additional Course Allowed: Yes
Reference Number: 2085L
This program will examine the
social and physical context of contemporary design issues. The program goal is to develop an understanding of the connections
between cultural life-patterns, nat-
32
ural environments, and the physical
and social structures of human
societies. We will attempt to
define the relationship between
social, physical and natural environmental problems. 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·
will move from awareness, analysis
and problem definition to the testing of alternative problem solutions and implementation strategies.
Fundamental material in design
theory and practice, community
structure, natural systems 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 and
economic behavior. Winter Quarter
will deal primarily with theoretical
analysis and problem context.
Spring Quarter emphasis will be on
the practical formulation and evaluation of problem solutions.
Planned equivalencies in quarter
bours:
8 - design theory; 8 - graphic
communication; 8 - design practice; 8 - community studies
32 - total
Program is preparatory for careers
and/ or further study in design professions and environmental studies.
Ecological Agriculture
Winter, Spring/Coordinated
Study
Coordinator: Patricia Labine
Enrollment: 46
Prerequisites: Basic Program or
equivalent; introductory college
work in social and natural sciences
(the latter to include chemistry
and biology or ecology)
Special Expenses: Approximately
550 for field trips
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes;
consent of instructor required
Reference Number: 2080L
This program will examine food
production systems in the United
States and in other countries. We
will be interested especially in the
economic and social contexts surrounding food production, and in
the ecological and environmental
interactions in which food production participates. Particular attention will be given to small-scale,
ecological agriculture as a viable
alternative to industrialized agriculture in the twentieth and
twenty-first centuries.
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. We will use ecological principles to assess, and
perhaps devise, management
schemes for efficient use of nutrients, energy and capital resources.
Research Projects - Students will
work individually or as a group to
plan and carry out a research
project.
Applied Agriculture 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.
Workshops and trips to local farms
allow students to gain additional
skills.
Community Outreach - Opportunities exist for students to become
directly involved with local agriculture (farmer's markets, community gardens, farmers' organizations, Cooperative Extension, farm
internships). Work can be voluntary or, if approved, for partial- or
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 in quarter
hours:
32 - distributed among ecological
agriculture, socioeconomic aspects
of agriculture and planning,
research, applied agriculture and
organic horticulture
Program is preparatory for careers
and/ or further study in agriculture,
environmental studies, rural planning and alternative food
marketing.
Agricultural Change and Land-use
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 devleop skills
useful for buying, managing and
preserving farmland.
33
Applied Environmental
Studies
Fall, Winter, Spring/Coordinated
Study
Coordinator: Kaye V. Ladd
Enrollment: 46
Prerequisites: Introduction to
Environmental Studies or equivalent, plus one year of intermediatelevel work in the natural or social
sciences
Special Expenses: Retreat; some
travel in Puget Sound area; lab
breakage fee
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Negotiable on an individual basis
Reference Number: 2027L
The program theme will be the
integration of ideas and methods
from environmental chemistry,
marine biology and planning, by
applying them to a series of specific environmental problems. Working in teams, program members
will investigate past environmental
decisions, and do original work to
be applied to future decisions.
Skills will be developed in class,
lab and field settings.
Fall Quarter, three Western
Washington case studies (situations where an important environmental decision has already
been made) will be used to understand how a variety of disciplines
affect environmental decisions.
Skills in environmental chemistry,
marine biology and social science
field research will be developed
through case histories and research
assignments.
In addition, students will formulate major research projects which
will be the central program activity
for the rest of the year. The projects will involve work by groups
of students on current environmental problems.
Students, helped by the program
faculty, will compile during Fall
Quarter a list of interesting potential projects. This will involve
determining the types of problems,
interviewing people from relevant
agencies and organizations, and
doing background library research.
Winter Quarter, program members will determine which specific
projects most closely fit their interests. The student project group
will then work out a formal agreement with a state government
agency or other public body to
perform the field sampling, laboratory, library and other study
required to help the agency or
body arrive at a well-grounded
decision. Special skills related to
the projects will be developed during the remainder of the quarter.
In addition, students will learn
how to turn their proposal into a
formal grant or contract.
Spring Quarter will be spent
working full-time on the projects,
preparing whatever final presentations or reports were negotiated in
the contract. If the need arises for
further special skills such as graphics, workshops will be offered.
Natural and social science students will work together, establishing communications by exchanging
disciplines. In addition to their
normal teaching role, faculty members will serve as facilitators in this
exchange. Students entering this
program should have a strong
commitment to teaching and learning from other students and to
working in groups.
Planned equivalencies in quarter
hours:
48 - distributed among marine
biology, environmental chemistry,
environmental and land-use planning, and applied social science
Program is preparatory for careers
and/ or further study in environmental chemistry, field biology,
environmental and land-use planning, and internships in these
areas.
Energy Systems
Fall, Winter, Spring/Coordinated
Study
Coordinator: Rob Knapp
Enrollment: 46
Prerequisites: Precalculus math and
6-8 quarter hours of college physical science or equivalent
Special Expenses: Above-average
textbook costs; drafting supplies;
occasional travel to conferences
and site visits
Part-time Options: Spring Quarter
only
Internship Possibilities: Yes
Additional Course Allowed: Yes
Reference Number: 2083L
Program goals are to develop a
broad and balanced understanding
of the energy problem, a complex
and exciting challenge to our
society, and to build up the technical ability to analyze energy systems in detail, especially in smallscale applications.
We will study both technical and
nontechnical aspects of energy,
since they are always mixed
together in any decisions or plans
for energy policy or technology.
During Fall Quarter, the technical
side will have lectures and practical exercises on thermodynamics,
energy conversion and transfer,
and architectural drawing. Nontechnical aspects will appear in a
policy-and-politics seminar and
associated readings and lectures,
including an introduction to energy economics. We will deal with
costs, finances and questions of
human value, as well as with current energy policy studies and political controversies.
The program's emphasis Winter
Quarter will be to acquire enough
depth of understanding to analyze
residential energy use - heating,
cooling and conservation - in preparation for carrying out a major
Spring Quarter research project.
Study of policy and politics and of
mathematics will continue all year.
Students will choose their projects from a wide range of possibilities - determining the feasibility of
34
a particular solar, wood, wind or
conservation idea, or studying
questions of energy storage, biomass conversion, economic or policy analysis. The projects will have
a "hands-on" emphasis and every
attempt will be made to produce
serious and useful results.
Planned equivalencies in quarter
hours:
3 - thermodynamics; 6 - calculus or
applied mathematics; 4 - energy
economics; 8 - energy policy
seminar; 12 - heating, cooling and
conservation design; 8 - project;
1 - computer programming;
4 - computer modeling; 2 - architectural drawing
48 - total
Program is preparatory for careers
and/ or further study in applied
energy, architectural design and
energy policy.
Mushrooms of the
Pacific Northwest
Fall/Group Contract
Sponsor: Michael Beug
Enrollment: 23
Prerequisites: Introduction to
Environmental Studies or equivalent (particularly previous field
biology)
Special Expenses: Field trips (food
and lodging)
Part-time Options: Yes, upon
approval by instructor
Internship Possibilities: No
Additional Course Allowed:
Consult sponsor
Reference Number: 2190G
During the fall the Pacific Northwest abounds with mushrooms of
all descriptions. Some are delicious
edibles, some contain compounds
of great importance to chemistry
and medicine, and some provide
fascinating subjects for photography, both in the field and
through the light and scanning
electron microscopes. All mushrooms fill critical, often overlooked
roles in the environment.
In this Group Contract, students
will explore all aspects of the
world of mushrooms. We will survey mushrooms of the Evergreen
campus, plus take two extended
field trips. Students will learn
macroscopic and microscopic
identification of mushrooms,
macrophotography and photomicrography, mushroom chemistry
and ecology. Each student will
choose a project for the quarter.
Projects may focus on taxonomy,
ecology, chemistry, microscopy,
photography or ethno-mycology.
Planned equivalencies in quarter
hours:
8 - mushroom taxonomy; 4 - mushroom chemistry and ecology;
4 - project
16 - total
Program is preparatory for careers
and/ or further study in biology.
Other Study Opportunities in
Environmental Studies
Advanced Chemistry,
Physics and
Mathematics
Fall, Winter, Spring/Group
Contract
Sponsor: George Dimitroff
Enrollment: 23
Prerequisites: Matter and Motion,
or equivalent mathematics, physics
and chemistry
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 200lG
This Group Contract allows students to do advanced work in the
physical sciences and mathematics.
One may enroll for all or part of
the program. Components now
being planned include the
following:
Mathematical Analysis I and II:
Calculus of several variables, infinite series and Taylor series, differential geometry, and vector
calculus.
Abstract Algebra: An introduction to the study of abstract algebraic structures, including groups,
rings and fields.
Classical Mechanics: The traditional junior-level physics course.
Electricity and Magnetism: The
traditional upper-division treatment of electrical and magnetic
phenomena.
Quantum Mechanics: An
advanced treatment, using vector
calculus to explore the structure
and energy of atoms and
molecules.
Thermodynamics: An advanced
treatment stressing the coherence
of the laws of thermodynamics and
the calculation of reaction
potentials.
Planned equivalencies in quarter
hours:
4 or 8 quarter hours in each of the
topics taken.
Program is preparatory for careers
and/ or further study in pure and
applied science, engineering and
mathematics.
35
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 landuse issues (contact Russell FOx);
the Organic Farm, focusing on
small-scale agriculture (contact
Patricia Labine); advanced contract
work in agricultural science (contact Bob Sluss); advanced environmental design studies (contact
Rainer Hasenstab); advanced
design studies (contact Phil Harding); and internships and research
projects 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, Human Development, Society and the Computer,
Environment and Culture, Ways of
Knowing.
For intermediate and
advanced students:
Marine Biology, Photosynthesis,
Outdoor Education, Introduction
to Natural Science, Matter and
Motion, Introduction to Political
Economy, Reflections, People and
the Sea, Native American Culture
from an Archaeological Perspective, Exploration, Human Health
and Behavior, Management and the
Public Interest, Anthropology of
Visual Communication, Life Studies, Images of the American West,
Unmasking the Social World, Foundations of American Enterprise,
Dialectics of American Culture,
Stories of Creation.
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 and make up our past (and
future) as well. What are Americans and how did we get this way?
How is it that North America is
dominated by the descendants 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 in this
world.
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 literary 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.
The Classical World
Fall, Winter, Spring/Coordinated
Study
Possible summer 1983 program in
Greece and Italy
Coordinator: Andrew Hanfman
Enrollment: 46
Prerequisites: Basic Program, or
one year of college emphasizing
critical reading, writing and group
discussions
Special Expenses: Summer 1983
study-travel to Greece and Italy
will entail expenses for living and
transportation per prevailing rates
at that time
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Consult sponsor
Reference Number: 2050L
This program will provide a comprehensive, coherent and contemporary view of the Mediterranean,
Greek and Roman civilizations
which form the basis of our Western culture. We will study the
period from the twelfth century
B.C. to the fifth century A.D. - the
one-and-a-half millenia from the
appearance of the Sea Peoples in
Egypt, the Trojan War and the
expansion of Hellenic power, to
the rise and decline of the Western
Roman Empire. In this period Judaism and Christianity, the two dominant religions of the Western civilizations, were born. Fundamental
problems of philosophy were formulated in Greece and the great
literary themes found their expression in the Greek epic and tragedy.
Furthermore, Rome shaped those
concepts of law, citizenship and
statehood which, through medieval, secular and ecclesiastical institutions, paved the way for modern
political and social structures. Our
program will emphasize the history
and evolution of these processes.
Literary works, historical documents, religious and philosophical
texts will be examined against the
background of political and social
developments in chronological
36
order. We will study the Mediterranean classical world in the same
way as we study a contemporary
society in its organic evolution.
Optional study in the Greek and
Latin languages will be offered in
the program.
In the first quarter we will survey the elements of Egyptian,
Ionian, Lydian and Persian cultures;
the rise of Greek city states; the
Greek expansion into Italy and
France; the Peloponnesian War and
the Hellenistic period. In the
second quarter the emphasis will
shift to Rome, its relationship with
Carthage, Etruria and other Italic
states, and to the formation of the
Roman Empire. The third quarter
will deal with Imperial Rome, the
migration of the Germanic peoples
and their struggle with Rome, the
spread of Christianity, the foundation of Constantinople and the
shift of power to Byzantium.
Our reading material will
include standard histories of
Greece and Rome, "great books"
by such authors as Homer, Pindar,
Sappho, Herodotus, Thucydides;
tragedies by Aeschylus, Sophocles
and Euripides; comedies by Aristophanes and Plautus; writings by
Plato and Aristotle, Roman historians; selected passages from the
Bible, St. Augustine and patristic
writings. Secondary sources on
Greek culture and education such
as M. Bowra's The Greek Experience, W. Jaeger's Paideia, books
on Roman law, administration,
Greek and Roman art, as well as
contemporary novels dealing with
Greek and Roman life, such as
Mary Renault's The King Must Die
and The Bull from the Sea, or R.
Graves' I, Claudius will be
included.
The student may expect to read
six to eight important works
("great books") and two to three
interpretive secondary sources
each quarter. At the end of the
program the student should have a
fairly thorough knowledge of classical literature, historical documents and the main philosophical
texts.
The 12-credit core program will
consist of two weekly lectures, two
weekly book seminars, reading and
a certain amount of expository
writing (probably five to six shorter essays in Fall and Winter Quarters, and a research project in
Spring Quarter). Four additional
quarter hours can be earned in the
program by taking a language
course or by participating in a specialized workshop. Workshops
might include Greek Mythology,
Greek Drama and Dance, The
Etruscans, The Bible as an Historical Document, Roman Poets and
Satirists, and Medieval Philosophers.
If budgetary allocations allow it
and if a sufficient number of students ( 15-20) express interest, a
study-travel in Greece and Italy
may be organized in summer,
1983. This study-travel would provide a meaningful conclusion, and
a personal experience of the Mediterranean space, climate, peoples
and art monuments which have
been studied through books during
the program. The study-travel also
would be open to students who
had not participated in the
program.
Planned equivalencies in quarter
hours:
12 - ancient and medieval history;
12 - world literature; 4 - philosophy; 4 - comparative religion;
4 - political theory; 12 - Greek or
Latin
48 - total
Program is preparatory for further
study in humanities, writing, journalism and teaching careers.
Great Art of the Western World: Perspectives in Art History
Fall, Winter, Spring/Coordinated
Study
Coordinators: Gordon Beck and
Hiro Kawasaki
Enrollment: 46
Prerequisites: Basic Program or one
year of college study emphasizing
writing, critical reading and group
discussion, and at least one program or course with an art history
component.
Special Expenses: Up to $15 per
quarter for making slides
Part-time Options: Yes; particularly
recommended for art education
teacher certification
Internship Possibilities: Yes
Additional Course Allowed: Yes
Reference Number: 2110L
This advanced program has its
primary focus on art history
research and the coordinate elements of literature, cultural history, aesthetics and the history of
ideas. Each quarter will be dedicated to the following eras:
Fall - Ancient World through the
Middle Ages
Winter - Renaissance through
Baroque
Spring - Neoclassicism through
Modern
Students may enroll for any quarter
but are urged to enroll for the full
year.
A normal weekly schedule will
include a lecture relating to the
period, a book seminar, a theme
seminar and a research writing
workshop. Readings will include
literature of the period and writings illustrating the culture and
dominant ideas of the age. Theme
seminars will deal with the particular effects of philosophic and cultural ideas on the art and artists of
the period.
The fourth, seventh and tenth
weeks of each quarter will be
entirely devoted to student presentations. Each presentation will
focus on a narrow aspect of a topic
and will develop that aspect in
37
depth. Presentations will be written and accompanied by photographic slides or other appropriate
illustrative materials. Sample topics
might be: an examination of symbols used for a specific saint in
Renaissance painting; a study of an
experimental fresco technique; the
development of form in three successive sculptures by a single artist;
developing bas-relief forms in
Sumerian art; analysis of the preliminary drawings for a painting;
Manet's influence on Monet.
Although this is not an "art survey" program, the student will
develop a rich understanding of
key aspects of art through the program presentations.
Planned equivalencies in quarter
hours:
12 - art history research; 12 - literary and cultural history; 12 - history of ideas and aesthetics;
12 - research writing
48 - total
Progam is preparatory for careers
and/ or further study in art history,
education, literature, humanities,
history, cultural anthropology, and
academic research in the arts and
humanities. It is particularly
appropriate for students preparing
for graduate study in the arts and
humanities.
Dialectics of American
Culture: Advanced
Studies in American
Literature and
Thought, 1830-1960
Fall, Winter, Spring/Coordinated
Study
Coordinator: S. Rudolph Martin, Jr.
Enrollment: 46
Prerequisites: Entry-level program
in European and American studies,
or its equivalent
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2075L
The real America, George Santayana once declared, is not to be
found in its literary masterpieces
celebrating the individual's heroic
struggle for freedom, in documents
proclaiming the infinite beauty of
the solitary soul, or in programs
for moral uplift. The real America
is to be found in football, jazz
bands and money-making. Santayana's thesis suggests the central
problem to be investigated in this
advanced program of study in the
humanities.
The life of the mind in America
has always been a precarious affair,
its achievements in literature,
social criticism and philosophy
either rooted in some sense of
community, of place, or tied to the
wish for genuine community. Writers and intellectuals from Emerson
and Hawthorne to Marcuse and
Mailer have alternately hated and
loved the America of their day.
And running through their works
is the lingering suspicion that
mainstream America is where the
"real action" is.
This generalization (itself to be
rigorously examined on its merits
in the course of the year's work)
will provide a framework for our
critical analysis of several interrelated themes in American literature, life and thought. "Build,
therefore, your own world," Emerson advised, thus succinctly stating
a first premise of American culture.
Other themes include the dialectic
of freedom and equality, alienation
and conformity, the possibility of
autonomy in mass society, ethnic
and racial consciousness, the integration of labor and culture, and
the tension between idealism and
opportunity.
We will read, seminar and regularly write about a small number of
classic texts by authors such as
Emerson, Tocqueville, Thoreau,
Hawthorne, Melville, Whitman,
Dewey, DuBois, Langston Hughes,
W. James, Baldwin, Marcuse, Kesey,
Heller, Bellow and Mailer.
The major project will be a
senior thesis. Research, writing and
rewriting will be carried out under
close faculty supervision.
Planned equivalencies in quarter
hours:
16 - American intellectual history:
society and thought, 1830-1960;
16 - major American writers;
8 - independent study in American
civilization; 8 - advanced expository writing tutorial
48 - total
Program is preparatory for careers
and/ or further study in humanities,
law and teaching.
Spanish Forms in Life
and Art
Fall, Winter, Spring/Group
Contract
Sponsor: Nancy Allen
Enrollment: 46
Prerequisites: Basic Program or
equivalent
Special Expenses: Fall and Winter
Quarters - slight extra expense for
books imported from Spain; Spring
Quarter - round-trip air fare to
Spain, plus living expenses there
Part-time Options: Half-time
language study Fall Quarter, or
half-time culture portion Fall or
Winter Quarters.
Internship Possibilities: No
Additional Course Allowed: Yes;
consult sponsor
Reference Number: 2261G
Spain has produced some of the
most original and least understood
cultural forms in Europe. Since
Spain's imperial rivalry with England in the sixteenth century,
when England circulated the
"black legend" of Spain's violence
and superstition, outsiders have
approached Spanish culture with a
mixture of awe, romance and
ignorance. As a result, though
Spanish scholars insist that Cervantes' Don Quixote is the first
modern novel, English teachers call
Defoe, Fielding and Richardson the
first novelists.
In this Group Contract, we will
study Spain's cultural forms, from
the fifteenth century "novel in dialogue" La Celestina to Gaudi's
cathedral in Barcelona, and Spain's
38
social forms, including the seventeenth century comedia, the anarchist experiment in Valencia during the Spanish Civil War, and the
contemporary tertulia. Our goal
will be to explain the originality of
these forms in relation to their
social context.
The program will spend Fall and
Winter Quarters on the Evergreen
campus, where every student will
be learning the Spanish language as
well as studying Spanish social,
cultural and political history.
Intensive classes (8-12 hours per
week) in beginning and intermediate Spanish will be offered Fall
Quarter. Winter Quarter the language study will be reduced to 4-6
hours per week and more of the
material for seminar will be read in
Spanish. Students whose Spanish is
at a higher level than intermediate
will be required to read all the
Spanish literature in Spanish. Every
week, each seminar will discuss,
along with its other material, a
short work of Spanish poetry,
which all students will understand
and recite in the original.
Spring Quarter, continuing students and one faculty member will
travel to a Spanish provincial city,
where students will continue
classes using contemporary materials and undertake group projects in
the study of Spanish cultural forms.
Planned equivalencies in quarter
hours:
Fall and Winter· Quarters
12 - beginning or intermediate
Spanish; 4 - Spanish literature;
4 - Spanish literature in translation;
6 -Spanish history; 6 - Spanish art
history
Spring Quarter
8 - intermediate or advanced
Spanish; 8 - individual project
48 - total
Program is preparatory for further
study in languages, the humanities
or the social sciences.
James Joyce and
Company
Spring/Group Contract
Sponsor: Charles Teske
Enrollment: 23
Prerequisites: Completion of entrylevel program in the European and
American Studies area, or equivalent (concentration upon humanities at sophomore level)
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2155G
To understand the achievement of
Joyce in its artistic and historical
contexts, we shall study closely
Dubliners, A Portrait of the Artist ...,
Ulysses and Finnegans Wake.
Literary theory and criticism, history and biography, readings in
Joyce's contemporaries and a study
of Indo-European etymology will
help us. The aesthetic implications
of Joyce's work will lead us to
graphic artists, notably Saul Steinberg, and to such twentiethcentury composers as Ives and
Stravinsky. Students will be
involved in our core activities for
75% of full-time study; for the
additional 25% they will take a
related course or carry out an
individual research project.
Planned equivalencies in quarter
hours:
8 - advanced study of literature;
2 - advanced expository writing;
3 - aesthetics (related music and
visual art); 3 - Indo-European
etymology
16 - total
Program is preparatory for further
study in literature, cultural history
and aesthetics (advanced study and
teaching).
Writing and Language
Spring/Group Contract
Sponsor: Peter Elbow
Enrollment: 23
Prerequisites: Experience in writing; interview with sponsor; faculty
signature required
Special Expenses: None
Part-time Options: Only for teacher
certification students who are
English majors
Internship Possibilities: No
Additional Course Allowed:
Consult sponsor
Reference Number: 2293G
This program is designed for people who already have strong basic
writing skills and who want to do
sustained work on their writing
and combine it with the study of
language. Although there will be
some assignments and exercises
given by the teacher, students will
for the most part be expected to
have their own writing projects in
mind. These projects may be in
nonfiction, fiction or poetry. A
substantial piece of writing must
be completed each week and there
will be weekly workshops focused
on the writing process, on revising
and on learning to give and receive
helpful feedback.
We will devote about half our
efforts to a study of language by
reading and discussing works
about the history of English,
psycho-linguistics, style and
metaphor.
Planned equivalencies in quarter
hours:
8 - writing; 4 - psycho linguistics;
4 - the English language
16 - total
Program is preparatory for further
study in the humanities and
careers in education.
Other offerings related to European and American studies: For
intermediate or advanced
students:
Unmasking the Social World, Mass
Communication and Popular Culture, Nietzsche, Dark Ages, Native
American Culture from an Archaeological Perspective, Introduction
to Political Economy and Foundations of American Enterprise.
39
Expressive Arts
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
emphasizes: (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 entrylevel programs in the Expressive
Arts. Second-year, entry-level programs include: Foundations of Visual Art for visual art students; Performance Arts - Foundations for
music, theater and dance students;
and Recording and Structuring
Light and Sound for media students.
Performance Arts·
Foundations
Foundations of
Visual Art
Fall, Winter/Coordinated Study
Coordinator: W. J. Hardiman
Enrollment: 69
Prerequisites: None
Special Expenses: Rehearsal cost
Part-time Options: Yes
Internship Possibilities: Consult
program coordinator
Additional Course Allowed: Yes
Reference Number: 2208L
Fall, Winter/Coordinated Study
Coordinator: Lynn Patterson
Enrollment: 46
Prerequisites: Basic Program or one
year of college-level work involving
development of skills in reading,
writing and basic research. Previous experience in art is not
necessary.
Special Expenses: Lab fee of 520
per quarter; personal studio
supplies and books
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed:
Required
Reference Number: 2104L·
Performance Arts - Foundations is
designed to give students an introduction to and an appreciation of
the performing arts. The program
will have three components. The
first will involve an interdisciplinary, cross-cultural historical survey of the functions, philosophies,
ethics and aesthetics of a variety of
traditional, classical and modern
performing art forms. The second
component involves research into
the creative process and its major
competencies - conceptualization,
improvisation and collaboration.
The third component involves skill
development in a self-selected area
of interest, i.e., the fundamentals of
either music, theater or dance. All
students will be expected to write
a major paper on the origins and
development of their self-selected
performance form, as well as a
personal statement on their own
evolving philosophy and aesthetic.
Planned equivalencies in quarter
hours:
8 - research: philosophy, ethics and
aesthetics of the performing arts;
8 - history and performing arts;
8 - introduction to the design process; 8 - fundamentals of music,
dance or theater
~~ - total
Program is preparatory for careers
in the performing arts (professional, commerical or educational).
40
Foundations of Visual Art (FOVA)
is designed as an introduction to
the visual arts at Evergreen. The
program will ( 1) develop the student's skills in design, drawing,
painting and basic photography;
(2) give students an introduction
to aesthetics, criticism and topics
in art history (including non-Western small and great traditions); (3)
encourage students to consider
relationships between visual and
performing arts, and the function
and meaning of art in the world;
and ( 4) acquaint students with the
scope of visual arts at Evergreen.
Each week students can expect
to work in the studio 16 hours;
attend critique seminars; a lecture
and a book-, article- or film-discussion group; and a writing-about-
work workshop. In addition, each
student will be expected to enroll
in an outside course, which mayor
may not be art-related, and to
attend films as assigned.
Planned equivalencies in quarter
hours:
2 - design process; 3 - drawing; 3 painting; 4 - art history: East-West;
4 - art appreciation; 8 - studio;
8 - outside coursework
32 - total
Program is preparatory for further
studies in visual arts and
humanities.
Recording and Structuring Lignt and Sound
Fall, Winter/Group Contract.
Sponsor: Linda Thornburg
Enrollment: 23
Prerequisites: Sophomore standing
and three quarters in a Basic Program or equivalent
Special Expenses: Approximately
$70 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
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2240G
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 image making,
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 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 post-production 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.
41
Planned equivalencies in quarter
hours:
6 - motion picture production;
6 - video production; 4 - sound
for film and television; 4 - documentary film history; 4 - nonfiction
film theory, criticism and aesthetics; 4 -writing and design for film
and television; 4 - independent
project in film or video
31 - total
Program is preparatory for careers
and/or further study in communications, film and visual art.
American Musical
Fall, Winter/Coordinated Study
Coordinator: Sally Cloninger
Enrollment: 69
Prerequisites: Performance Arts -
Foundations, Foundations of Visual
Arts or Recording and Structuring
Light and Sound (or equivalent);
faculty review of portfolio; faculty
signature required
Special Expenses: Rehearsal
clothes; materials for individual
projects
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2011L
American Musical is for intermediate and advanced students in performing arts and media. Emphasizing both production work and
cultural history, the program will
focus in part on the tradition of
the American musical production
in both theater and motion pictures. In the first five weeks of the
program students will be introduced to the various forces (technical, historical, political and artistic) that shaped the musical from
1860 to 1981. Students will be
exposed to a wide spectrum of
lectures, readings, demonstrations,
recordings and screenings which
pinpoint the relationship between
evolving production styles and cultural forces. Readings will include
The American Musical Theatre,
Engel; We're in the Money, Bergman; Mythologies, Barthes, and
others.
During the second portion of
Fall Quarter students will participate in intensive technique workshops (three days per week)
taught by members of the faculty
team. The workshops will include:
( 1) Directing for Film and Theater,
(2) Acting and Movement, (3)
Composition and Musical Preparation for Audition, and ( 4) Choreography for Musical Comedy. In
addition, students will work with
faculty on the preparation of four
scenes from extant theatrical and
film musicals to be presented inhouse at the close of Fall Quarter.
All students will be expected to
participate in some performance
activity during this portion of the
program.
During Winter Quarter students
will be responsible for the production of one piece that showcases
their area of expertise (not restricted to musical production) and
will be expected to show work-inprogress several times during the
quarter. Students also will be
exposed to a detailed survey of the
filmed musical from TheJazz Singer to the present. We will have
weekly screenings of significant
musical productions and will focus
specifically on the ethnography of
the Hollywood musical as it
evolved in the 30s, 40s and 50s.
Students will be encouraged to
enroll in a separate course each
quarter of the program which
could either further the development of technical expertise or
focus on work in other academic
areas. During Winter Quarter program faculty will offer a theater
production course for students
who wish to participate in the
presentation of a musical comedy
from the American stage. The selection of this musical will occur
early Fall Quarter.
42
Planned equivalencies in quarter
hours:
4 - history and ethnography of the
American musical; 4 - technique
workshop: directing, acting, choreography or composition; 4 - applied performance skills; 4 - American film history: 1929-1981;
4 - arts criticism; 4 - individual
project in any medium; 8 - outside
coursework
31 - total
Program is preparatory for careers
and/ or further study in performing
arts or media.
Art Hist~r.:Y:Twentieth·
Century Women
Fall, Winter/Group Contract
Sponsor: Jean Mandeberg
Enrollment: 23
Prerequisites: Two years of college-
level work
Special Expenses: Field trips to
galleries and art studios
Part-time Options: Program is parttime; 8 quarter hours
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2035G
This part-time Group Contract is
designed to be a critical study of
the images of women in Western
art from the Renaissance to the
present, and the achievements of
twentieth-century women working
in the visual arts. It will be an art
history perspective with the purpose of understanding how artists
have seen women as subjects in
their work, how these images
reflect a woman's position in society and her access to an active
creative role, what issues are
important to women now working
in the arts, and the kinds of visual
work women are currently
producing.
Fall Quarter will establish the
historical background through
slide lectures and seminars. Winter
Quarter will concentrate on individual women artists of the twentieth century through presentations,
seminars and original research.
Readings in art history and writing by artists may include The
Nude, Sir Kenneth Clark; Seven
Women, Great Painters, W. & F.
Neilson; Art and Sexual Politics, T.
Hess and E. Baker, editors.
Planned equivalencies in quarter
hours:
16 - art history (8 credits per
quarter)
Program is preparatory for further
study in arts and humanities.
Production, Promotion
and Performance
Fall, Winter, Spring/Group
Contract (Advanced)
Sponsor: Tom Foote
Enrollment: 23
Prerequisites: Junior standing;
faculty signature required
Special Expenses: An occasional
concert ticket
Part-time Options: Yes
Internship Possibilities: Students
with arts management internships
are encouraged to join this group
Additional Course Allowed: Yes
Reference Number: 2230G
what you want to produce with
what an audience will pay to see?
Students will learn the basics of
sound reinforcement so they will
have an understanding of what
confronts the performer when
technology takes charge of delivery
of an artistic product.
Special workshops will be given
by the appropriate staff in audio
and advertising with promotional
techniques.
The group will house a contact
mechanism for musicians and performers and serve as a clearinghouse for people who need various
performers for different functions.
Arts management skills will be
stressed and the contract will serve
as an umbrella for internships in
arts management.
In the spring a week-long, allcampus celebration of the arts will
take place with stages set up in the
CAB cafeteria, the Library lobby
This advanced Group Contract is
for those who desire to polish
their performing skills, and learn
to promote and produce their
music. Students will assist with the
production of at least one major
musical event each quarter on
campus. They will assist with the
contract negotiations, hiring of the
artist and the production of the
concert, including arranging for
tickets, posters, sound reinforcement, audio and video recording,
staging, lighting and all the many
support activities before and after
the event. The development of a
contingency plan and checklist for
go/ no-go decisions for various
promotions will be stressed. Some
of the questions we will address
are: how much lead time does one
need to successfully produce an
event? Is direct mail publicity cost
effective? How do you balance
43
and the Recital Hall. This entire
experience will be orchestrated by
members of this Group Contract.
Students seeking this learning
experience should be performers
or interested in arts management.
Students are encouraged to take
one course in addition to the
Group Contract, and continue
their music study in private lessons
or by taking the music theory
sequence.
Planned equivalencies in quarter
hours:
12 - arts production; 6 - sound
reinforcement; 6 - arts promotion;
6 - arts performance; 6 - arts management; 12 - audio production
48 - total
Program is preparatory for careers
and/ or further study in music production, performance and arts
management.
Shadows III
Fall/Group Contract
Sponsor: Paul Sparks
Enrollment: 23
Prerequisites: Basic photographic
skills; demonstrated readiness to
do intermediate or advanced work;
faculty signature required
Special Expenses: Personal photo
supplies and books; speakers and
frequent field trips
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed:
Consult sponsor
Reference Number: 2250G
The objective of this program is
the exploration of perception and
the development of personal vision
through the use of photography as
a creative medium. The program
will be intensive, and practicallyoriented. Technical instruction will
be done on an individualized basis.
There will be an ongoing concern
with problems of imagery and seeing as well as the personal and
speculative aspects of the medium.
Students will be exposed to work
and ideas covering the whole spectrum of creative sensibilities. Wherever possible, opportunities will be
created for first-hand confrontations with artists and their work.
As Shadows III is deliberately
aimed at the student who wishes
to be serious about his or her
work, both the expectations and
workload will be considerably
higher than is the norm.
Planned equivalencies in quarter
hours:
8 - intermediate or advanced photography; 4 - history of photography; 4 - aesthetics and criticism
16 - total
Dance: Workshop
and Performance
Spring/Group Contract
Sponsor: Bud Johansen
Enrollment: 46
Prerequisites: Previous dance experience (ballet or modern) with
some choreographic knowledge
Special Expenses: Rehearsal
clothes; performance leotards
Part-time Options: Yes; 12-credit
option
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2068G
The main focus of this Group Contract will be on the abilities of the
visiting artist. The artist's skills will
be in choreography, movement and
performance. Each student will be
expected to have previous dance
training (one to two years minimum of ballet and/or modern)
and have some experience as a
choreographer. Workshops will be
conducted in various dance techniques. Faculty and students will
critique students' own choreography, and works will be done by
faculty and students for a performance open to the public.
Students may enroll in separate
courses and may take the program
for 12 quarter credit hours.
Planned equivalencies in quarter
hours:
4 - dance technique (ballet or
modern); 8 - choreography;
4 - dance performance
16 - total
Program is preparatory for careers
and/ or further study in dance.
Program is preparatory for careers
and/ or further study in photography, two-dimensional visual art,
communications and photojournalism.
All the World's a
Stage: Studies in
Characterization
Spring/Group Contract
Sponsor: W. J. Hardiman
Enrollment: 23
Prerequisites: Successful completion of Performance Arts - Foundations, or permission of faculty
Special Expenses: Individual production and performance expenses; transportation to field sites
Part-time Options: Yes, to students
in social and physical sciences
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2006G
Using Shakespeare's observation
that "All the world's a stage, And
all the men and women merely
players," as a dramatic context, the
program will be an in-depth exploration of the characterization process. Students will pick a cultural
character type and then follow
him/her through his/her Shakespearian life stages - from the
portrayal of the character at birth
through infancy to old age "sans
teeth, sans eyes, sans taste, sans
everything. "
At the end of the quarter students will be expected to have
developed a solo performance
which incorporates the quarter's
research. Students also will be
expected to show a familiarity with
traditional, classical and modern
techniques of characterization, and
with the vocabulary of the masters.
Planned equivalencies in quarter
hours:
4 - research in human development and anatomy; 4 - introduction to characterization; 4 - introduction to Shakespearian analysis
and interpretation; 4 - rehearsal
and performance
16 - total
Program is preparatory for careers
and/ or further study in the theater
arts (emphasis on acting, directing
and theatrical production).
44
Gallery Management
and Exhibition Design
Fall, Winter, Spring/Internship
Cluster
Supervisor/Coordinator:
Sid White
Enrollment: S
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
Internship Possibilities.' Internship
status required for participation.
Paid internships are possible for
work-study qualified students.
Additional Course Allowed: 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 and Responsibilities: 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.).
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/Presentation
Design Projects: 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. Inprogress 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 in quarter
hours:
24 - gallery management and exhibition design; 12 - research project
and presentation design critique
seminar; 12 - for full-time students,
individual work in such areas as
museology, exhibit documentation,
business management, graphic
design or public relations
48 - total
Program is preparatory for careers
and/ or further study in gallery and
museum management, museology,
exhibition and presentation design,
and arts administration.
Individual Activities and Responsibilities: 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
4S
The Anthropology of
Visual Communication:
Cultural Context of
Image Making
Spring/Group Contract
Sponsor: Sally Cloninger
Enrollment: 30
Prerequisites: One year of either
anthropology or expressive arts at
junior or senior level
Special Expenses: One-week retreat
in spring; travel, food, etc., for
optional two- to three-week field
trip in summer
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2016G
If the oral tradition is lost in this
print society, the visual tradition
assuredly is not. The ancient world
was peopled with societies which,
not unlike ours, transmitted histories, cosmologies, epistemologies
and values through painting, dance,
costume and gesture.
In this program we will explore
the origin, form, meaning and
function of the visual communication of culture. Cave paintings of
Lascaux and ritual performance
such as The Naven will be contrasted with contemporary counterparts; the role of the archaic
shaman contrasted with that of the
modern image maker.
The program includes lectures,
seminars, films, field projects and
time to create your own culturally
significant imagery.
Works by Mary Douglas, Claude
Levi-Strauss, Margaret Mead, Gregory Bateson, Edmund Leach,
Roland Barthes, Edward Hall, Ray
Birdwhistell and Joseph Campbell
will be read.
-------------------
Planned equivalencies in quarter
hours:
4 - communication theory; 4 - symbolic anthropology; 4 - anthropology and art; 4 - field methods
16 - total
Program is preparatory for careers
and/ or further study in anthropology, art and communications.
Vision and Expression
Spring/Group Contract
Sponsor: Paul Sparks
Enrollment: 23
Prerequisites: Demonstrated readiness to do advanced- or intermediate-level work; faculty signature required
Special Expenses: Personal
materials, field trips and frequent
speakers
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2283G
Vision and Expression is aimed at
the individual who wants to do
serious creative work. It is open to
students from the visual and media
arts and is shaped along the lines
of an intensive, graduate studio.
The focus will be on the development of personal language and
imagery through the students'
creative work. Students will define
their own areas of concern and
work in the media of their choice.
There will be an emphasis on the
development of critical and perceptual skills, and a brief examination of the issues and personalities
of contemporary art history. We
will be flexible, but demanding.
Expectations of the program will
be greater than normal, as will the
rewards. This program should be
particularly attractive to students
seeking advanced Individual Contracts or senior project opportunities within a supportive group
environment.
Planned equivalencies in quarter
hours:
4 - contemporary art history; 4 aesthetics; 8 - independent studio
work (advanced- or intermediatelevel credit)
16 - total
Program is preparatory for careers
and/ or further study in visual arts
and media arts: drawing, painting,
sculpture, crafts, photography,
video, performance art, etc.
Writing and Language
Spring/Group Contract
Sponsor: Peter Elbow
Enrollment: 23
Prerequisites: Experience in writing; interview with sponsor
Special Expenses: None
Part-time Options: Only for teacher
certification students who are
English majors
Internship Possibilities: No
Additional Course Allowed:
Consult sponsor
Reference Number: 2293G
Please see European and American
Studies section (page 39) for full
program description.
46
Planned equivalencies in quarter
hours:
8 - writing; 4 - psycho linguistics;
4 - the English language
16 - total
Program is preparatory for further
studies in the arts and humanities,
and for careers in education.
Artist-in-Residence Program
Each quarter Evergreen brings an
outstanding artist-in-residence to
the campus. In 1982-83 artists-inresidence will work in the Foundations of Visual Arts program in the
winter and the Dance program in
the spring. The Fall Quarter artist-in
-residence will be announced later.
Other offerings closely related to
Expressive Arts:
Great Art of the Western World,
Mass Communication and Popular
Culture, Life Studies, Art and Religion, Images of the American West,
Classical World, Therapy, Art Politics: Paul Goodman.
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 indepth knowledge of subject matter
and for developing skills in critical
analysis, written expression and
research.
Human Health
and Behavior
Fall, Winter, Spring/Group
Contract
Sponsor: Rita Pougiales
Enrollment: 69
Prerequisites: Basic Program or one
year of college study (background
in anthropology, biology or psychology is desirable)
Special Expenses: Retreat
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
Reference Number: 2128G
In Health and Human Behavior, we
will investigate the physiological
and cultural forces that affect
human behavior. Drawing particularly from human biology, cultural
anthropology and developmental
psychology, we will look at physiological development, the role of
culture in differentiating human
behavior, and the psychological
processes that guide human behavior. We will attempt to see human
life as the outcome of the interaction of these forces.
Students will acquire a strong
foundation in physiological development from conception to death,
environmental effects on human
behavior, psychosocial development, human sexuality, cognitive
development, cultural foundations
of knowing and learning, nutrition,
and the socio-political context of
health-related behavior.
Through lectures, workshops
and seminars, students will be
encouraged to develop analytic
skill in reading, discussion, writing
and research. In addition to program reading material, students
will be expected to read and conduct original research on socialand health-related topics. Special
attention will be given to the study
of research methodology and students will be carefully guided in
conducting their own research.
We will emphasize ethical issues
implicit in the program material.
We will look critically at such
issues as gene technology, abor-
47
tion, alternative family structure,
programs for the elderly and federally sponsored health and nutrition
programs. Students will be
expected to investigate and discuss
these issues thoroughly.
Learning derived from Fall and
Winter Quarters will be applied
and extended Spring Quarter
through half-time internships supplemented by reading, writing and
seminars.
Planned equivalencies in quarter
hours:
3 - human physiology; 3 - developmental psychology; 3 - human
sexuality; 3 - nutrition; 3 - human
services; 4 - human genetics;
4 - embryology; 4 - ethics; 4 epidemiology; 3 - sociopolitical
context of health-related behavior;
3 - social statistics; 3 - research
design and methodology;
8 - internship
48 - total
Program is preparatory for further
study in cultural behavior, human
biology, developmental psychology
and health.
Citizens and
Communities
Fall, Winter/Coordinated
Study
Coordinator: Maxine Mimms
Enrollment: 69
Prerequisites: Interview with coordinator; faculty Signature required
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Reference Number: 2045L
Citizens and Communities is
planned as a program of individual
and group activities which will
explore the concept of community
and the roles available to citizens.
The Tacoma area will be the laboratory for community-based studies
appropriate to the interests of the
participating students. The multiethnic program faculty have backgrounds in education, urban studies and history.
The overall goal of the program
is to give students an opportunity
to develop an understanding of
their own commitments, convictions and concerns as they relate
to their communities and families.
Subject matter in the program will
include political economics, urban
studies, communications and community development.
Planned equivalencies in quarter
hours:
32 - distributed among community
development, urban studies, human
services, political economy and
history.
Program is preparatory for careers
and/ or further study in human services, social sciences, community
development and government.
Helping Relationships
Fall, Winter, Spring/Group
Contract
Sponsor: Earle McNeil
Enrollment: 46
Prerequisites: Basic psychology,
junior or senior standing, interview
or questionnaire
Special Expenses: Fall and Winter
Quarter retreats (about S10 each);
Fall Quarter helpee practicum sessions (arranged by student)
Part-time Options: Fall Quarter, no;
Winter and Spring Quarters, yes
Internship Possibilities: Yes
Additional Course Allowed: Yes,
Winter and Spring Quarters
Reference Number: 2117G
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
expected to learn: (1) the characteristics of effective helping relationships; (2) the social! political!
ethical implications of helping
relationships; (3) personal
48
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 belpee 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 in quarter
hours:
48 - distributed among introduction to counseling theory, practicum in counseling, history of psychology and counseling nonwhites.
Program is preparatory for careers
and/ or further study in
psychology/ counseling.
History of Sex Roles in
Western Civilization
Outdoor Education
Studies
Winter, Spring/Group Contract
Sponsor: Stephanie Coontz
Enrollment: 23
Prerequisites: One year of college
work
Special Expenses: None
Part-time Options: 12-credit
option, with faculty approval
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2120G
Fall, Winter, Spring/Coordinated
Study
Coordinator: Bill Aldridge
Enrollment: 46
Prerequisites: Intermediate outdoor
skills; an essay on experience and
goals (due one week before end of
enrollment period); interview and
faculty Signature required. Students
with teaching/leadership experience and knowledge of learning
theory will be given preference.
Special Expenses: Approximately
5200 for travel and equipment
rental
Part-time Options: See faculty
Internship Possibilities: Consult
faculty
Additional Course Allowed,
Consult faculty
Reference Number: 2200L
Please see Political Economy
Development section (page 56)
for full program description.
Planned equivalencies in quarter
hours:
10 - social and economic history;
6 - family history; 4 - literature;
4 - sociology; 4 - anthropology;
4 - writing
~:& - total
Program is preparatory for further
study or graduate work in social
science, law, medicine, social
work, counseling or public policy
administration.
Our focus will be the objectives
and methods of outdoor education.
We will study a variety of outdoor
learning approaches and develop
associated skills. Emphasis will be
balanced among educational philosophy, instructional techniques,
the logistics of programming, outdoor skills, humanistic psychology,
group dynamics and communication skills.
Students will be encouraged to
develop individual specialties, and
to share such expertise with the
group. We will balance theory and
practice so that students, by the
end of the experience, will have a
solid grasp of how environment
affects development of value systems, and will know what works
for them as outdoor educators, and
why. The outdoors will be used as
an appropriate setting for laying a
strong foundation for both a personal and a social ethic.
49
Planned equivalencies in quarter
hours:
12 - philosophy of education;
6 - educational methods; 6 - physical education; 12 - psychology;
12 - social psychology
48 - total
Program is preparatory for further
study in human development, social and natural sciences, psychology, education, environmental
studies, philosophy and community
studies.
Other offerings closely related to
Health and Human Development:
While each Basic Program meets
the entry requirements for this
Specialty Area, the following are
most closely related in content:
Human Development, Adult Life
Changes, Ways of Knowing.
For intermediate and advanced
students the following programs
in other areas are related offerings: Therapy, Art, Politics: Paul
Goodman; Mass Communication
and Popular Culture; Unmasking
the Social World; Great Books in
Education; Children's Literature
and Psychology; Life Studies, Art
and Religion, 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. This program is
designed for parttime students
from off-campus as well as full-time
students.
Management and the
Public Interest
Fall, Winter, Spring/Coordinated
Study
Coordinator: To be announced
Enrollment: 69
Prerequisites: Basic accounting and
principles of economics
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2170L
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.
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 busi-
50
ness. 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 in quarter
hours:
48 - distributed among organizational practicum, managerial
accounting, managerial economics,
organizational psychology, financial
management, statistics, case studies
and related areas.
Program is preparatory for careers
and/ or further study in business
and public administration.
Other offerings closely related to
Management and the Public Interest: While each Basic Program
meets the entry requirements of
Management and the Public Interest, those most closely related in
content are the following: Ways of
Knowing, Human Development,
Integrity and Responsibility,
Society and the Computer.
For intermediate and advanced
students: Programs most closely
related in other areas include the
following: Introduction to Political
Economy, Mass Communication
and Popular Culture, Unmasking
the Social World, Ecological Agriculture (small-farm management),
Dialectics of American Culture,
Microeconomics, Politics of Power,
Foundations of American Enterprise.
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.
theme for 1982-83 is "The Role of
the Stranger." By definition, a person who travels to an unmapped
geographic region is a stranger to
that region and its inhabitants.
Conrad's "white places on the
map" are gone, but the desire to
explore, the need to become the
stranger, continues.
Students in this program will
study the role of the stranger in
types of exploration for which
geographic exploration is not the
purpose but the image, and will, by
boat, undertake explorations of
their own.
Exploration
Fall, Winter, Spring/Coordinated
Study
Coordinator: Beryl Crowe
Enrollment: 69
Prerequisites: Basic Program, or
one year of college
Special Expenses: Travel and
retreat expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2093L
Exploration is the entry-level program for the Marine Sciences and
Crafts Specialty Area. The program
Planned equivalencies in quarter
hours:
12 - literature; 12 - social science;
12 - marine science; 12 - small
boat care and handling
48 - total
Program is preparatory for careers
and/ or further study in literature,
social science, biology, marine and
environmental studies.
51
The Marine
Environment
Spring/Group Contract
Sponsor: Peter Taylor
Enrollment: 46
Prerequisites: One year of college
study
Special Expenses: Field trip
expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2173G
The Marine Environment is about
the sea and its inhabitants. Included are topics of oceanography and
marine ecology - the physical,
chemical and geological features of
the ocean and the ocean floor, the
marine organisms, their adaptations, habitats and patterns of life
in the ocean.
Lectures, reading and seminars
will be about the oceans worldwide; field and laboratory studies
will emphasize conditions and
marine life of Washington's coast.
Tentatively, about one week will
be spent at a marine lab in northern Puget Sound, at Friday Harbor
or Anacortes.
Planned equivalencies in quarter
hours:
8 - general oceanography;
8 - marine ecology
16 - total
Program is appropriate for students
desiring a one-time exposure to
oceanography and marine biology,
or who seek preparation for
careers and/or further study in
marine sciences or environmental
studies.
People and the Sea
Fall, Winter/Coordinated
Study
Coordinator: Peter Taylor
Enrollment: 69
Prerequisites: One year of college
study
Special Expenses: Modest field trip
expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2205L
This program is about the marine
resources of the Pacific Ocean and
about the people who use them.
Comparisons will be made of the
peoples of the United States, Japan
and the Pacific Island - their cultures, economics and politics
related to uses of the sea. Resourcerelated topics will be fisheries,
aquaculture, coastal zone management, shipping, maritime trade, or
possibly others. Further details are
pending arrangements with a visiting Japanese faculty member from
Kobe, Japan. The Japanese perspective is of particular interest
because of their long-term and
extensive use - now highly industrialized - of food resources from
the sea, and because of other economic and cultural dependencies
on the ocean.
For another view, aboriginal
peoples of the coastal Pacific
Northwest and of the Pacific Islands
have coexisted with and subsisted
on coastal sea resources for countless generations. The sea dependency is strongly embedded in
their cultures - now pressured to
change in the modern world. The
seafaring and fishing ways of many
distant cultures, European and
Asian, have been transplanted to
North America, but only now is
the United States as a nation striving to increase dependency on sea
resources.
Program activities will include
lectures, reading, seminars, guest
speakers and probably some field
trips.
52
Planned equivalencies in quarter
hours:
10 - topics in the history of the
Pacific fishery; 10 - topics in the
cultural anthropology of Pacific
marine peoples; 10 - topics in the
science and technology of Pacific
Marine peoples; 2 - geography of
the Pacific Rim
.J2 - total
Program is preparatory for further
study, careers and/or graduate
study in marine science, anthropology, economics, public policy
and other social science fields.
Other offerings closely related to
Marine Sciences and Crafts:
Because of the highly interdisciplinary nature of this Specialty Area,
any program that provides basic
skills in reading, writing, constructing a good argument, or performing a calculation is preparation for
study in this area. Political Ecology
and Outdoor Education is closest
in content.
For intermediate and advanced
students: There is a close association between this area and Environmental Studies. See, especially,
Introduction to Environmental
Studies, Evergreen Environments,
and Applied Environmental Studies.
However, about half the students
who take the entry program fulfill
the criteria stated in the headnote
by pursuing their interests in
science, literature, history, philosophy, and art in other Specialty
Areas.
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 self-determination 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.
Reflections: Educational Accountability
Fall, Winter, Spring/Coordinated
Study
Coordinator: Mary Hillaire
Enrollment: 69
Prerequisites: Interview and faculty
Signature
Special Expenses: Three audiotapes;
field trip expenses
Part-time Options: Yes
Internsbip Possibilities: Yes
Additional Course Allowed: Yes
Reference Number: 2243L
This program is designed to assist
students to become more committed to a quality education and a
readiness to confront and explore
new thoughts, ideas, concepts and
action. The goal is to provide the
means for students from diverse
cultural and educational backgrounds to keep faith with their
cultural heritage as they select
academic skills to demonstrate
their abilities to lead full and useful lives in a plural society.
Students will participate in
unique academic classroom sessions of a multicultural interdisciplinary learning exchange to learn
and unlearn what is necessary to
recognize and respect the significant differences (values, culture,
attitude) that exist between people. In specially designed activities
(campus-wide forums, weekend
college activities, visiting other
programs), students will learn to
identify critical knowledge areas,
competencies development and
skill selection for understanding
their intellectual growth.
53
Planned equivalencies in quarter
hours:
8 - human resource development;
8 - cultural sociology; 8 - cultural
psychology; 8 - cross-cultural
communication skill development;
8 - values clarification; 8 - ethics
48 - total
Program is preparatory for further
study in education, social services,
counseling, cultural exchange, political inquiry and change, environmental planning and life in a plural
society.
Native American
Culture from an
Archaeolqgical Pers~ctive: Northwest
and Southwest
Winter, Spring/Group Contract
Sponsor: Mary Nelson
Enrollment: 23
Prerequisites: None
Special Expenses: 525-40 during
Spring Quarter (fund-raising events
will supplement this cost. Students
may have to share gas costs and
carpooling expenses for short field
trips around the state.)
Part-time Options: No
Internsbip Possibilities: No
Additional Course Allowed: No
Reference Number: 2193G
The program includes research and
exploration of two different Native
American cultures: the Makah
(Ozette) of the Pacific Northwest
and the Anasazi of the Southwest,
ancestors of the Pueblo people
who lived in Chaco Canyon of the
San Juan Basin in New Mexico.
During Winter Quarter we will
concentrate on the archaeological
material and data of the Ozette site
in Washington state. We will take a
short field trip to the site, and to
several petroglyphs (for rubbings
and art study) and museums
around the state. Winter Quarter
also will include study and
research on Chaco, via readings,
slides, films and guest lecturers.
We will learn about this ancient
culture's food production, farming,
irrigation, housing and art, in
preparation for a three-week trip
to Chaco Canyon in May. Ten days
will be spent at the Chaco site for
concentrated study and exploration.
The book list includes Washington State Archaeology, Southwest
Archaeology, Northwest Petroglyphs, The Chaco Legacy, readings
on the Makah tribe of Washington
state and on the Pueblo tribes of
New Mexico.
54
Planned equivalencies in quarter
hours:
10 - Northwest archaeology;
10 - Southwest archaeology;
12 - Native American Studies
3:Z - total
Program is preparatory for further
study in archaeology, Native American studies and Native American
art.
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.
Introduction to
Political Economy
Foundations of
American Enterprise
Fall/Group Contract
Sponsor: Ron Woodbury
Enrollment: 69
Prerequisites: Basic Program or
equivalent
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed:
Consult sponsor
Reference Number: 2150G
Fall, Winter/Group Contract
Sponsor: Susie Strasser
Enrollment: 23
Prerequisites: Introduction to Political Economy, or introduction to
micro/ macroeconomics and radical
critique, and U.S. history
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2100G
Within a historical framework, this
program will study two divergent
explanations of the emergence,
development, function and future
prospects of capitalist economy
and society.
The Market Paradigm of modern
micro/ macroeconomics including
(a) its conservative vision of
limited government to preserve
human freedom and (b) its liberal
and Keynesian vision of government intervention to achieve social
justice;
The Marxist Paradigm which is
both a critique of capitalism and a
prediction that its inherent contradictions will inevitably lead to
socialism.
Program seminars and lectures,
through a selection of high-quality
readings, will introduce important
issues of analysis and argument in
the social sciences. Students
should expect to gain a better insight into the history of capitalism
and its contemporary challenges.
Planned equivalencies in quarter
hours:
8 - principles of economics;
4 - political and social theory;
4 - history and historical change
16 - total
It is impossible to comprehend the
development of American capitalism without studying both business
and labor. This advanced Group
Contract will investigate industrial
and managerial development and
the concurrent development of an
American working class and union
movement. Students will work in
small groups to prepare extensive
bibliographies for seminar discussions that will concentrate on
issues rather than individual books;
they will each prepare a research
paper on a carefully defined topic.
We will emphasize recent historical writing, which has undergone
substantial revision in both business and labor history in the past
15 years. Reading and writing will
be extensive.
Planned equivalencies in quarter
hours:
16 - U.S. labor history; 16 - U.S.
economic history
~Z - total
Program is preparatory for further
study in ths: social sciences and
humanities, especially for students
interested in history and political
economy.
Program is preparatory for further
study in government, teaching,
economics, history, political
science, social and political theory.
55
History of Sex Roles in
Western Civilization
Winter, Spring/Group Contract
Sponsor: Stephanie Coontz
Enrollment: 23
Prerequisites: One year of college
work
Special Expenses: None
Part-time Options: 12-credit
option, with faculty approval
Internsbip Possibilities: No
Additional Course Allouied: Yes
Reference Number: 2120G
This program will examine the
social determinants of gender
roles, their consequences for both
society and its members, and the
ways in which these roles have varied throughout history. We will
discuss the relative inputs of biology and socialization into male and
female roles, review the variability
of sex-role behavior from culture
to culture, and explore why Western family forms and sex roles have
developed as they have. This will
involve examination of family
forms and male-female work, leisure and interaction in Western
society from the fall of the Roman
Empire through the Industrial
Revolution. It also will include
study of how sex roles have been
portrayed in literature and art during these periods. We will then
discuss the future of male and
female roles.
Reading will be heavy and students will be expected to engage
in rigorous analysis of the material.
There will be frequent writing
assignments and weekly writing
workshops, and students taking the
program for full credit will be
required to complete a research
project as well.
New students will not be
accepted into the program during
Spring Quarter.
Planned equivalencies
in quarter
Planned equivalencies
in quarter
hours:
bours:
10 - social and economic history;
6 - family history; 4 - literature;
4 - sociology; 4 - anthropology;
4 - writing
~2 - total
8 - intermediate microeconomic
theory; 8 - political/economic
theory of the state or public/private sector case study
16 - total
Program is preparatory for further
study or graduate work in social
science, law, medicine, social
work, counseling or public policy
administration.
Program is preparatory for further
study in government, social science
and political economy, and for
careers in economics or business.
Microeconomic Theory
and the Real World
Cuba and the
United States: Studies
in Power and
Social Change
Winter/Group Contract
Sponsor: Chuck Nisbet
Enrollment: 23
Prerequisites: Introduction to Political Economy, or equivalent study
in micro- and macroeconomic
principles
Special Expenses: None
Part-time Options: Yes
Internsbip Possibilities: No
Additional Course Allowed:
Consult sponsor
Reference Number: 2180G
Spring/Group Contract
Sponsor: Ron Woodbury
Enrollment: 23
Prerequisites: Basic Program and
intermediate-level work in social
sciences
Special Expenses: None
Part-time Options: Yes
Internsbip Possibilities: No
Additional Course Allowed: No
Reference Number: 2065G
This Group Contract is designed
for students wishing to continue
their studies in microeconomics
beyond the elementary level.
In the first part (morning sessions), students can expect to
obtain technical mastery of microeconomic analysis and its proper
application to contemporary issues
through studying Mansfield's
Microeconomics: Tbeory and Applications. Students will have the
opportunity to apply their understanding of the theory with Mansfield's Microeconomic Problems.
The second half (afternoon sessions) of the contract will concentrate on the real world. Students
may choose to undertake research
projects (e.g., Washington Public
Power Supply System) or to explore the various theories of the
State as a firm.
56
How and why does social change
occur, most notably in Cuba during the twentieth century? Why did
the United States react as it did to
Cuban events? How does powerstructure research help us to
understand and explain the foreign
policy of the United States toward
Cuba?
Focusing on the Cuban revolution led by Fidel Castro, this contract will attempt to answer the
above questions through both original research in primary documents, and book seminars on
social change, power structures
and foreign policy.
The following groups of students
should find this contract especially
appealing: (1) students interested
in social change, especially revolutions; (2) students interested in
Latin American studies, especially
Cuba; (3) those wanting to learn
more about power-structure theory
and its applications, specifically
through research on the United
States power structure; and ( 4 )
students interested in developing
their research skills, including the
use of computers as a social
science research tool (no prior
knowledge of computers is
necessary) .
Planned equivalencies in quarter
hours:
4 - Latin American history; 4 - Latin
American politics; 4 - u.s. and
Latin American sociology; 4 - social
science research methodology
16 - total
Program is preparatory for further
study in government, teaching and
research fields, and for graduate
work in history, political science
and sociology.
Politics and Power
Winter, Spring/Group Contract
Sponsor: Matthew Smith
Enrollment: 23
Prerequisites: Introduction to Political Economy strongly preferred;
portfolio, interview and faculty
signature required
Special Expenses: None
Part-time Options: None, except
special arrangements for legislative
interns possible
Internship Possibilities: No
Additional Course Allowed:
Consult sponsor
Reference Number: 2226G
This Group Contract will provide
an opportunity to do both theoretical and applied work on the distribution of political power. At the
theoretical level we will investigate
definitions of power and interest as
the critical terms in any theory of
political economy. We shall examine pluralist, elitist and class-based
models of power to see how the
underlying concepts of political
actor, power relationship, and
interest differ.
57
The second theoretical focus of
the contract will be on the methodology of empirical research. We
will examine the controversy surrounding power structure research
and the implication of differing
modes of operationalization, e.g.,
elite background analysis, elite
interlock, reputational analysis, policy outcome and decision analysis
for both the empirical findings and
the theoretical models. This analysis should sharpen both our understanding of the concept of power
and develop strong methodological
skills.
The applied portion of the program will focus on an analysis of
the distribution of political and
economic power in Washington
state. We will attempt to answer
the classic question, "Who governs?" through an analysis of legislative behavior and campaign contributions, through an analysis of
corporate organizational and governmental interlocks, and through
analysis of specific policy outcomes. Research groups will
design and begin field work in
Winter Quarter and complete field
work and written reports Spring
Quarter.
Emphasis will be placed on the
interaction of theory and research,
and the production of high-quality
research reports.
Planned equivalencies in quarter
hours:
4 - American government and
politics; 8 - political theory;
4 - social science methodology;
16 - applied research in political
economy
~:z- total
Program is preparatory for further
study, careers and/or graduate
study in political economy, law,
political science, government,
journalism and education.
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 Inquriy 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.
Introduction to Natural
Science
Fall, Winter, Spring/Coordinated
Study
Coordinator: Jeff Kelly
Enrollment: 69
Prerequisites: Any Basic Program,
or one year of college work
emphasizing writing and discussion; mathematics through high
school algebra. Entrance contingent upon passing math test.
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2148L
This program is designed to
develop an understanding of
important concepts of physics,
chemistry, mathematics and biology in a historical, philosophical
and cultural context. The core of
the program will be 12 hours each
quarter, and students will be
expected to enroll in Math Lab
through the Self-Paced Learning
Lab (SPLU) for an additional 4
quarter hours.
Fall and Winter Quarters will
focus on physical, chemical and
mathematical development, while
Spring Quarter the emphasis will
shift to include biological topics.
We will start Fall Quarter with the
study of astronomy and mechanics
(description of motion, force and
mass), tracing the ideas from their
beginnings, in Greek science,
through the time of Isaac Newton.
Later in the quarter we will show
how chemistry evolved from this
emerging understanding of the
physical universe.
In Winter Quarter we will consider energy, wave motion, and the
atomic view of matter. Spring
Quarter we will emphasize biology
while continuing to develop topics
in general chemistry and introducing organic chemistry. The option
of studying organic chemistry more
intensively will also be available in
the spring.
58
All three quarters we will look
closely at how culture and philosophy affected the development of
science, rather than treating
science as an isolated human
endeavor. The program will be a
combination of lectures, problem
sessions, labs, small-group conceptual skills sessions, and seminars.
Students will be expected to read
and write about the societies and
science we are studying, as well as
to develop problem-solving skills.
The emphasis will be on thorough
understanding, rather than on a
broad coverage of science. By the
end of the year, students will have
a sound grasp of the most important concepts of physics, chemistry
and biology and will have extensively developed their mathematical abilities, writing skills and critical reasoning abilities.
Planned equivalencies in quarter
hours:
12 - mathematics; 8-12 - physics;
8-12 - general chemistry; 8-12 development of scientific ideas;
6-8 - general biology; 12 - option:
up to 12 quarter hours of organic
chemistry.
48 - total
Program is preparatory for careers
and/ or further study in health
sciences; physical, biological or
marine sciences; and mathematics.
Matter and Motion
Fall, Winter, Spring/Coordinated
Study
Coordinator: Fred Tabbutt
Enrollment: 46
Prerequisites: High School chemistry and precalculus mathematics.
Background in BASICcomputer
programming recommended.
Entrance contingent upon passing
chemistry and math exams.
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2177 L
This intermediate-level program is
designed for the student who has
completed precalculus mathematics, who has some background in
high school chemistry and who
wants a foundation in mathematics,
chemistry and physics suitable for
advanced work in the sciences.
During the year we will develop
the differential and integral calculus of one and several variables.
Topics in chemistry and physics
will be developed and integrated
with calculus where possible.
These topics include mechanics,
stoichiometry, atomic and molecular structure, chemical equilibrium,
electricity and magnetism, thermodynamics, inorganic chemistry and
kinetics. The use of the computer
to solve theoretical as well as
experimental problems and some
electronics also will be included.
The weekly schedule will consist
of program lectures, problem sessions, seminar and laboratory work.
In the problem sessions and laboratory, students will be able to test
and improve their understanding of
the ideas and techniques being
studied. The historical and social
implications of science also will be
presented through lectures and
readings, and discussed in the
seminars. It is our view that
science is not an isolated endeavor
and that both science students and
faculty need to understand its
broader historical and social
consequences.
Matter and Motion is a more
advanced program than Introduction to Natural Science. Its content
is comparable to typical major
programs at this level in mathematics and natural science.
Planned equivalencies in quarter
hours:
10 - university chemistry; 10 - university physics; 8 - calculus;
6 - chemistry/physics laboratory;
3 - scientific programming;
11 - seminar
48 - total
Program is preparatory for careers
and/ or further study in health
sciences; physical, biological or
marine sciences; and mathematics.
It is particularly appropriate for
students considering careers in
science or mathematics.
Computability: The
ScOPe and Limitations
of Formal Reasoning
Fall, Winter, Spring/Group
Contract
Sponsor: Al Leisenring
Enrollment: 23
Prerequisites: Permission of
instructor
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2060G
This Group Contract is designed
for students with a strong interest
in computer science, mathematics
or philosophy who want to explore
some of the interconnections
among these three fields.
Students will study a number of
topics in mathematics which are
interesting in their own right, but
also have important applications in
computer science. These will
include: mathematical logic, graph
theory, boolean algebra, cornbinatorics, abstract algebra and the
theory of formal languages. Both
the theory and the application will
be emphasized. The problem
assignments will give students the
opportunity to improve their skills
in proving theorems and in devising efficient strategies for solving
problems, either by hand or on a
computer.
59
In addition to these activities, in
which the student is actually doing
mathematics, considerable attention will be devoted to the philosophy of mathematics and computing. After formulating precise
definitions of "mathematical proof'
and "computable function," we
will study one of the most profound and important mathematical
results of the twentieth century Godel's discovery, made in the
1930s, that there are problems in
arithmetic which are inherently
unsolvable. As we shall see, this
discovery and others like it reveal
that there are basic inescapable
limits to what a computer can do.
We will investigate the extent to
which the human mind is subject
to the same limitations.
There are no formal prerequisites for this contract beyond high
school algebra, although a knowledge of computer programming is
desirable. However, it will be
assumed that students have sufficient aptitude and motivation to be
able to think logically and to be
comfortable in dealing with symbolic langugages and abstract
concepts.
Planned equivalencies in quarter
hours:
8 - mathematical logic; 8 - automata theory and theory of formal
language; 8 - philosophy and data
structures; 4 - abstract algebra;
4 - discrete mathematics; 4 - computer programming; 4 - problemsolving techniques
48 - total
Program is preparatory for careers
and/or further study in mathematics, computer science, linguistics
and philosophy
Photosynthesis: An
Introduction to the
Natural Sciences
Spring/Group Contract
Sponsor: Richard Cellarius
Enrollment: 23
Prerequisites: Two quarters in a
Basic Program or equivalent
college experience; High school
algebra
Special Expenses: None
Part-time Options:
Consult instructor
Internship Possibilities:
A 4-quarter-hour internship may be
arranged as an alternative to a
course.
Additional Course Allowed: Yes, or
students may arrange to undertake
some study of mathematics
appropriate to their level either
through the contract or through
the Self-Paced Learning Center.
Reference Number: 2211G
This Group Contract will undertake a detailed study of how green
plants convert the sun's energy,
carbon dioxide and water into useful foodstuffs and fiber. It will use
the theme of photosynthesis to
explore basic concepts of chemistry, physics and cell biology. It is
designed for students who want to
obtain an introduction to the subject matter of the natural sciences,
whether or not they intend to
undertake further studies in this
discipline.
The approach will be primarily
historical, with readings of the
original scientific literature. There
also will be a major emphasis on
general chemistry. Specific topics
to be covered include energy, laws
of thermodynamics, atomic and
molecular structure, chemical
reactions and stoichiometry, chemical calculations, the nature of biological materials, cellular metabolism, cell structure, and light and
its interaction with matter. We also
will discuss the nature of scientific
theories and models and the purposes and uses of present day
scientific research. Class sessions
will include lectures, seminars and
problem sessions, and laboratory
or computer exercises. Students
will be expected to maintain a lecture and laboratory notebook and
journal to document their learning
for the quarter.
Planned equivalencies in quarter
hours:
4 - introductory plant cell biology;
4 - general chemistry/physics lecture; 2 - general chemistry laboratory; 2 - introduction to modern
science; 4 - outside coursework,
internship or self-paced learning
16 - total
Program is preparatory for careers
and/ or further study in any of the
natural sciences (especially chemistry, biochemistry, molecular and
cellular biology, biophysics or
plant physiology) or agriculture. It
should be useful for students
intending to do further work in
the Environmental Studies, Health
and Human Development, Marine
Sciences and Crafts, or Scientific
Knowledge and Inquiry Specialty
Areas.
Energy Systems
Fall, Winter, Spring/Coordinated
Study
Coordinator: Rob Knapp
Enrollment: 46
Prerequisites: Precalculus math and
6-8 quarter hours of college physical science or equivalent
Special Expenses: Above-average
textbook costs; drafting supplies;
occasional travel to conferences
and site visits
Part-time Options: Spring Quarter
only
Internship Possibilities: Yes
Additional Course Allowed: Yes
Reference Number: 2083L
Please see Environmental Studies
section (page 34) for full program
description.
Planned equivalencies in quarter
hours:
3 - thermodynamics; 6 - calculus or
applied mathematics; 4 - energy
economics; 8 - energy policy
seminar; 12 - heating, cooling and
conservation design; 8 - project;
1 - computer programming;
4 - computer modeling; 2 - architectural drawing
48 - total
Program is preparatory for careers
and/ or further study in applied
energy, architectural design and
energy policy.
Molecule to Organism
Fall, Winter, Spring/Group
Contract
Sponsors: Don Humphrey and
Clyde Barlow
Enrollment: 46
Prerequisites: Matter and Motion or
Introduction to Natural Science,
particularly general chemistry and
biology
Special Expenses: None
Part-time Options: Yes, with
consent of instructors
Internship Possibilities: No
Additional Course Allowed: No
Reference Number: 2185G
60
This program is for students who
want to study organic chemistry
and biochemistry and who wish to
integrate that study with modern
advanced laboratory biology at the
molecular, cellular and organismic
level. It is an excellent preparation
for the health professions or for
graduate school.
Fall Quarter will emphasize
organic chemistry with laboratory,
along with the physical and chemical properties of biological molecules in the context of cellular
structure and function. In addition
to organic chemistry laboratory,
students will gain skills in differential centrifugation, chromatography, microscopy, and gel electrophoresis during investigations of
cell particulates and origin-of-life
simulation experiments.
Winter Quarter will extend the
study of organic chemistry and
introduce formal biochemistry.
Molecular, classical and population
genetics will be the focus of biological investigations.
Spring Quarter will provide students with options in organic and
biochemistry as well as organismic
biology including studies of development and vertebrate structure
and function. Opportunity will be
provided for research projects and
students will develop good laboratory skills and problem-solving
abilities.
Planned equivalencies
Advanced Chemistry,
Physics and
Mathematics
Fall, Winter, Spring/Group
Contract
Sponsor: George Dimitroff
Enrollment: 23
Prerequisites: Matter and Motion,
or equivalent mathematics, physics
and chemistry
special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Reference Number: 2001 G
This Group Contract allows students to do advanced work in the
physical sciences and mathematics.
One may enroll for all or part of
the program. Components now being planned include the following:
Mathematical Analysis I and /I:
Calculus of several variables, infinite series and Taylor series, differential geometry, and vector
calculus.
Abstract Algebra: An introduction to the study of abstract algebraic structures, including groups,
rings and fields.
Classical Mechanics: The traditional junior-level physics course.
Electricity and Magnetism: The
traditional upper-division treatment of electrical and magnetic
phenomena.
in quarter
Quantum Mechanics: An
advanced treatment, using vector
calculus to explore the structure
and energy of atoms and
molecules.
Thermodynamics: An advanced
treatment stressing the coherence
of the laws of thermodynamics and
the calculation of reaction
potentials.
Planned equivalencies in quarter
hours:
4 or 8 quarter hours in each of the
topics taken.
Program is preparatory for careers
and/ or further study in pure and
applied science, engineering and
mathematics.
Courses in Natural Sciences and
Mathematics
In addition to programs listed
here, a series of courses in standard topics is regularly arranged for
students who have needs that the
programs cannot satisfy. A course
in organic chemistry will be
arranged during Spring Quarter for
those who cannot take the full
program in organic chemistry and
molecular biology. Other courses,
given in the late afternoon and
evening, will include general
chemistry, general physics, introductory biology and a calculus
sequence.
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: Ways of Knowing,
Society and the Computer, Environment and Culture, Political
Ecology, Human Development
hours:
12 - organic chemistry with laboratory; 12 - biochemistry; 8 - molecular and cellular biology; 4 - genetics; 4 - developmental biology; 8
-vertebrate structure and function
48 - total
Program is preparatory for careers
and/or further study in medicine,
dentistry, pharmacy, veterinary
medicine, nutrition, biology,
molecular biology, biochemistry,
chemistry, and other life and
health sciences.
For intermediate and advanced
students, related programs in
other Specialty areas include the
follounng. Human Health and
Behavior, Energy Systems, Introduction to Environmental Studies,
Stories of Creation, Exploration,
Marine Environments.
61
Evergreen-Vancouver
Founded in 1976, in cooperation
with Clark College, Evergreen-Vancouver attempts to offer the same
intellectual engagement and authentic self-motivation as is found on
the Olympia campus to upper-division students of the Clark County,
Washington area. Two-year Coordinated Study programs are available to students who already possess the AAdegree or its equivalent.
Management and the
Public Interest
Fall, Winter, Spring/Coordinated
Study
Coordinator: Lucia Harrison
Enrollment: 46
Prerequisites: Basic accounting and
principles of economics; junior
standing
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Reference Number: 2171 L
Management and the Public Interest at the Vancouver campus is an
upper-division general management
program designed to introduce
students to a variety of organizational contexts and perspectives.
Students focus on public, private
and quasi-public organizations
engaged in the production and
delivery of a variety of goods and
services. Students may, for example, learn about public concerns
and managerial issues in manufacturing, retail sales, communications,
local government, arts, human services, labor, church or educational
institutions. Students also are
exposed to public policy and management practices in countries like
Japan, Yugoslavia, Sweden, Saudi
Arabia, Great Britain and the Soviet
Union. The basic idea behind the
program is to learn administrative
cocepts in a comparative setting.
Students focus on managerial
problems like: shaping the organization's domain, acquiring and
allocating resources, designing
organizational structures, information systems and work procedures
to facilitate decision making, public accountability, and the production of goods and services, managing human resources, and maintaining relationships with organizational sponsors, consumers, members,
regulators, suppliers and the like.
In addition, students are exposed
to the basic concerns and strategies the public, consumers, labor
organizations and government
agencies utilize to affect the social,
environmental, political and economic impacts of public and private organizational practices. These
concerns surround issues like
occupational health and safety,
product safety, responsible use of
energy and disposal of waste, protection of individual privacy, nondiscrimination and displacement of
workers.
Students are required to spend
time sharpening their basic verbal
and written communication skills
as well as library and field research
skills.
62
Planned equivalencies in quarter
hours:
48 - distributed among business
administration, the social sciences
and the humanities at the upperdivision level.
Program is preparatory for careers
and/ or further study in business
and public administration.
Community Studies:
Advanced lnterdisciDlin~r.Y S\udies in
seeiar Science,
Natural Science
and Humanities
Fall, Winter, Spring/Coordinated
Study
Coordinator: Virginia Darney
Enrollment: 69
Prerequisites: Junior standing
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed:
Possibly
Reference Number: 2055L
This two-year program at Evergreen's Vancouver campus will
explore the social, political, ethical
and ecological structures of culture. We will consider ancient and
modern communities and their
theories of culture, and we will
work to develop community theories for the future.
The program, for students of junior and senior standing, is designed
to reinforce and further develop
critical reasoning, writing, research
and seminaring skills.
Planned equivalencies in quarter
hours:
12 - history; 12 - literature; 8 - philosophy; 8 - political science;
4 - sociology; 4 - psychology
48 - total
Program is preparatory for careers
and/ or further study in community
studies, social sciences, planning,
social services, humanities and
natural sciences.
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
maypursue 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
63
with the Admissions Office and file
letters of recommendation.
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, 1982.
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 Psychological Foundations
of Education
Major theoretical concepts related
to human development, learning,
teaching-learning process; development of effective teachinglearning strategies; application to
immediate future instructional
tasks. Prerequisites: Education 301,
cumulative 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 Activities 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 teachinglearning strategies in laboratory
school settings. Prerequisites: Education 301 and 302.
64
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.
365 Science for 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 endorsement required.
Required for the Provisional Elementry 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.
TESC-UPS Teacher Certification Program
Elementary School Preparation
(46-48 quarter hours)
Fall 1982
Winter 1983
Spring 1983
Fall 1983
Introduction to Teaching
Ed. 301
5 quarter hours
1nstructural Strategies
Ed. 346
3 quarter hours
Math. Methods
Ed. 350
3 quarter hours
Student Teaching
Ed. 401
15 quarter hours
Educational Psychology
Ed. 302
5 quarter hours
Reading
Ed. 349
2 quarter hours
Science Methods
Ed. 365
2 quarter hours
Seminar
Ed.416
2 quarter hours
Language Arts
Ed 348
3 quarter hours
Art/Music Methods
Ed. 347
2 quarter hours
Social Studies Methods
Ed. 345
2 quarter hours
Context of Teaching
Ed.415
3 quarter hours
Secondary School Preparation
(36- 38 quarter hours)
Fall 1982
Winter 1983
Spring 1983
Introduction to Teaching
Ed. 301
5 quarter hours
Secondary Reading
Ed. 360
2 quarter hours
Student Teaching
Ed. 401
15 quarter hours
Educational Psychology
Ed. 302
5 quarter hours
Teaching Strategies
Ed 359
5 quarter hours
Seminar
Ed.416
2 quarter hours
Context of Education
Ed.415
3 quarter hours
65
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 Learning
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
majority 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.
66
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 employment-related
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
Students who have not yet acquired the academic background
necessary for most internships may
wish to participate in the Community 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.
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 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.
67
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.
External Credit
Program
Older students entering or returning to college who have had prior
work or independent study experience of at least a year's duration
may be able to earn academic credit
for the learning acquired through
this experience. Credit for such
learning may be earned only
through participation in the collge's
external credit program. The learning for which credit is sought must
have occurred in non-academic settings and before one's first enrollment at Evergreen.
Students who believe their prior
learning experience may make them
eligible for the program should
contact the Coordinator of External
Credit during their first quarter of
enrollment for a brochure and more
details.
Learning Resource
Center
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
on a walk-in basis or may take a
course for credit. Both self-programmed materials and tutorial assistance are available, as well as diagnostic testing to determine needs.
Advanced Placement,
CLEPand PEP
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.
Foreign Language
Study
Students can study foreign languages
in Coordinated Studies, Group Contracts, Individual learning 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 individual
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 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.
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.
68
3. Make sure address on file at
Registrar's Office is CORRECT.This
is absolutely necessary for billing.
4. Secure necessary certification if
V.A.or Social Security benefits apply.
5. For students needing financial
aid, give signatures on loans, file
statement of intent, etc., in advance.
These details can be handled in
advance, but the responsibility for
initiating action rests with the student. Inquiries should begin at the
Registrar's Office.
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 slidetapes, computer-assisted instruction,
videotapes, programmed texts, and
other resources with which students develop a personalized
approach to study of such diverse
areas as science, management, 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 Self-Paced
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 self-paced
instruction in, for example, "Introduction to Computers and the
BASICProgramming language."
Some of these programs satisfy
requirements for academic programs. However, "browsing" also is
welcomed.
Admissions
Admission Procedure
All applicants who wish to be con-
sidered 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 4S 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.
Evergreen seeks to attract a
diverse student body. All applicants
are considered on an individual basis. The admission process is conducted without regard to race, color, national origin, sex or handicap.
If qualified applications should
exceed available space, further
admission decisions may take into
account a variety of factors to
achieve a diverse student body.
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 admission procedures by September 1, December
1S for Winter Quarter, and March 1
for Spring Quarter. Summer Quarter
has open enrollment.
Freshman Admission
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
Transfer students will be considered
for admission if they left the previous college in good academic
standing and made satisfactory progress. Applicants from other colleges
or universities who have completed
4S or more quarter hours of credit
(or the equivalent), need not submit high school transcripts or test
scores. Those who have completed
less than 4S quarter hours of college
level work will submit high school
transcripts in addition to college
transcripts.
70
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 CrecUt
Evergreen has a generous policy
on the acceptance of credit from
other colleges and universities.
The maximum credit that can be
transferred is 13S 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 admission
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 "0" or
uF" grade was received are not
acceptable in transfer, nor are physical education activity courses,
remedial courses or high school
equivalency courses. Some vocational and personal development
courses are transferable, 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 caseby-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
The student who holds a vocational
or technical Associate degree from
a two-year accredited college may
be eligible for the Upside-Down
Degree Program.
Working with a faculty committee,
the student earns 90 credits at Evergreen in interdisciplinary study
designed to assure a level of general
education comparable to other
bachelor's degree recipients. Upon
successful completion of these 90
credits the voc/tech degree program will be posted as 90 transfer
credits and the student will be
recommended for a bachelor's
degree. Noncompletion of the recommended 90 Evergreen credits
will result in a course-by-course
evaluation; such an evaluation
usually results in less than 90 transfer credits.
Minimum eligibility criteria
include the achievement of at least
a 2.5 cumulative grade average and
satisfactory completion of at least
one, preferably two, English composition course( s). Further details
on the types of programs which are
acceptable for the Upside-Down
Degree Program are available from
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 admission
decision will be based on the complete academic record.
International
Students
Freshmen 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. International students who are transferring
from a college in their own country
or in the United States must also
meet the regular transfer admission
requirements as described above.
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:
1. Official copies of the student's
scores on the Test of English as a
Foreign Language (TOEFL).
2. Evidence of having at least
S7,200 (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 Admission
Conditional admission 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.
71
S~ial
Students
and Auditors
If part-time students do not wish
to have academic work immediately
applied toward their degree, they
do not have to complete the application process outlined under the
admission 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 admission 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
Summer Quarter enrollment does
not require completion of the formal admission procedure. It is handled directly through the Registrar's
Office.
Admission Notification
and Enrollment Deposit
Notification of the admission decision will be made after a review of
the completed application.
Upon notice of eligibility, the
applicant should send a tuition
advance deposit of S50, which is
automatically applied to first quarter
tuition. Payment will reserve enrollment on a first-come, first-served
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.
Academic Regulations
Registration
New and Continuing Student
Enrollment Process
Continuing students should consult
the registration information mailed
each quarter.
Upon being admitted, new students should 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
automatically will be assigned a
faculty advisor, 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, conducted in
mid-May on dates specified in the
college calendar.
Special registration periods are
held for those desiring to enroll as
non-degree seeking Special Students
or Auditors. Ordinarily, these special registration periods coincide
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.
As a full-time Evergreen student,
you will be enrolled in only 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 earn more
than the maximum full-time amount
at Evergreen.
Evergreen will not accept credit
twice for the same course work.
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 also should check to see
if faculty Signatures are required
for the particular programs involved.
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). This 16-credit maximum
includes any transfer credit earned
during the same period through
simultaneous enrollment at another
school.
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.
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 no entry or the recording of
credit to represent what was actually accomplished. Credit is
expressed in quarter credit hours.
72
Veterans
Veteran students are advised that
VAstandards for full-time training
differ from those of the college.
Specifically, the "seat time" rule
requires a minimum amount of time
in classroom situations. Check with
the Office of Veterans Affairs to
assure that your program, internship
or learning contract meets those
standards.
Acceleration
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.
Partial Credit Options
and Withdrawals
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 individually 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 one- to two-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
your future academic plans. 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.
Record Keeping
Transcript and Portfolio
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
weeks between receipt of your
request (and 55 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.
73
Credit and evaluations are reported only at the end of the program/
contract, unless the student goes on
a 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.
If you require transcripts of work
done at other schools, those transcripts must be secured directly
from the schools, not from copies
in our files.
Academic Standing
Since the college follows a narrative
evaluation system, a student's transcript contains only information 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.
l. 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 halftime 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 counseling 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.
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 a
leave of absence, normally for one
full year. A waiver of the 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.
74
A student returning from a required leave of absence will reenter 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.
Graduation
Requirements
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.
Transfer students must earn at
least 45 of the last 90 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, normally must
earn at least 45 additional quarter
credit hours as an enrolled Evergreen student.
An application and exit interview
are necessary for graduation. Contact the Registrar's Office at least
one quarter in advance of the anticipated graduation date.
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. Concurrent award of a BA and BS requires
a minimum of 225 quarter hours,
including 90 at Evergreen, and
application at least one year in
advance.
Financial Information
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 undergraduate students are
5314 per quarter, and Sl,070 for
full-time nonresident students. Of
these amounts, 560 are allotted as
Services and Activities fees. For
part-time students, tuition and fees
are 531 per quarter credit hour, up
to a maximum of 5314 (resident),
and 5107 per quarter credit hour,
up to a maximum of 51,070
(nonresidents ).
Graduate students enrolled fulltime pay tuition and fees of 5364
per quarter (resident) and $1272
(nonresident). For part-time students, the charges per quarter
credit hour are 536 for residents
(5364 maximum) and Sl27 for
nonresidents (Sl272 maximum).
The current payment policy is
under review and may be changed
prior to Fall Quarter 1982. Also,
some of the fees are under review
and may be changed by the Board
of Trustees.
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.
75
Billing and
Payment Procedures
The student accounts system
assembles all student financial
information, both charges and credits, and prepares a monthly statement of account. This makes it possible for each registered 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 9 a.m. to 4 p.m., Monday through Friday.
Tuition and fees are billed on a
quarterly basis, and are due on or
before the fifth class day of any
given quarter. Only those "advance
registered" are billed by mail. All
others should pay at the time of
enrollment, but no later than the
fifth class day. After the fifth class
day, the student will be assessed a
$15 late payment fee. Failure to pay
tuition and fees on or before the
thirtieth calendar day will result in
disenrollment and assessment of
one-half of tuition and fee charges.
Any student being re-enrolled after
disenrollment will be charged a
550 reinstatement fee.
Miscellaneous Fees
Housing deposit
s 60.00
Rental contract
Unit lease
100.00
Transcript
5.00
ID card replacement
5.00
Returned check
6.00
Enrollment deposit
50.00
Late penalty
15.00
Reinstatement fee
50.00
Credit by examination
(per test)
22.00
10.00-25.00
Lab fee (varies)
Leisure Education
(varies)
10.00-85.00
201 and 211 Studios
(student rate)
20[
211
Daily
1.00
.75
Quarterly
40.00
15.00
Health insurance (per quarter)
Student only
31.05
Student and dependents
86.40
Estimated Academic Year
Expenses
These are the projected costs for
the academic year 1982-83, and
are subject to change.
Residents
Tuition and
Fees
(Full-time)
$3,210
300
300
Housing
and
Meals
2,100
2,100
Personal
Needs
750
750
In-State
Travel
Total
540
540
$4,632
$6,900
Parking
Year
Quarter
Month
Daily
Motorcycles
Autos
520.00
8.00
4.00
$40.00
16.00
8.00
.sO
Fee/Charge
Category
Refunds Applicable
Enrollment
Deposit
Applies to first quarter tuition and fees.
100 percent refundable to the 5th class
day of the quarter
Tuition and
Fees
100 percent to 5th
class day of quarter;
50 percent to 30th
calendar day; after
that, no refund
Housing
Deposit
830 (rental contract) refundable
upon end of contract
or withdrawal from
college. 150 (unit
lease) refundable
upon end of contract.
Nonresidents
$ 942
Books and
Supplies
Refunds/ Appeals
Refunds of tuition and fees are
allowed only for withdrawal under
these conditions: death or serious
accident or illness in the immediate
family; military draft call or reserve
call-up; other unavoidable or unforeseeable circumstances, after review
by the Registrar.
Following proper withdrawal
procedures at the Registrar's Office,
students are refunded:
Objections to the application of any
financial policy or charge must be
presented to the Registrar within
10 days after the first billing.
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
.sO
76
goal is to provide appropriate financial 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 application 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
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.
LL
_4....~
,:;~
Student Services
Health Servicesl
Women's Clinic
Student Health
Insurance
A clinic for students, staffed with a
professional and paraprofessional
medical staff, is available to registered students during Fall, Winter
and Spring Quarters.
Health Services encourages students to take an active role in their
health maintenance and recovery
from illness. Diagnosis and treatment is provided for injury, illness
and emergency first aid. A small fee
is assessed for clinic appointments
and most prescribed medications
are available at cost. All x-rays and
most laboratory tests require an offcampus referral. Health Services
maintains a list of both traditional
and alternative health practitioners
in the Olympia area. Our staff is
available to discuss general health
concerns, provide individual nutritional advice, administer allergy
injections, and process medical
insurance claims.
Evergreen's Fire Station has an
E.M.T. staffed emergency team providing first aid on campus at all
times and is backed up by the
Thurston County Mobile Advanced
Life Support Unit. St. Peter Hospital
in Olympia provides emergency
room services.
Health Services sponsors workshops on Standard First Aid,
Advanced First Aid, Cardio-Pulmonary Resuscitation, stress reduction,
nutrition, smoking, and other
health concerns. A limited number
of work study and internship positions are available to students interested in health care careers.
Women's Clinic provides a wide
range of services addressed specifically to women's health needs.
Annual exams, infection checks,
S.T.D. screening and treatment,
cancer and DES screening, reproductive planning and counseling
are all available at a small service
fee. The staff is trained to deal with
most questions that women and
men have about sexual health.
Workshops on a variety of women's
health and related issues are sponsored throughout the year.
The college provides the opportunity for students to purchase
health insurance for themselves and
dependents. 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.
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.
Counseling Services
Veterans Affairs
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.
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.
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.
78
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 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, enrollment in
programs, and opportunities for
student-generated curricular proposals. Faculty members and students frequently develop advisory/
guidance relationships which help
formulate academic plans.
Handicap Access
Evergreen supports a policy of
independent living for students
with handicaps, and has initiated a
program to accommodate special
needs these students may have. Students can volunteer information
about accessibility needs during
the registration process. Since
some kinds of accommodation take
time to accomplish, the handicapped student may want to contact the college at an earlier date,
on an entirely confidential basis.
For further information, call or
write Rebecca Wright, Affirmative
Action/Handicapped Student's
Coordinator, (206) 866-6361,
Library3238.
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.
ican 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.
Bike Shop
Alumni Association
Student bikers can use tools, get
advice and service their bicycles at
the Bike Shop in the basement of
the CAB.A fee is charged for repair
parts and shop use. Hours are
posted in the Activities Office, CAB
305.
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 24member 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 866-6566.
Third World Coalition
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 Amer-
79
Campus Life
Housing
Mail Services
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
five-story 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 shelters, 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 Evergreen State
College Housing Office, Building
A, Room 322, Olympia, WA 98505
(206) 866-6132.
Student mail is delivered to the
residence halls six days a week.
Campus mail service personnel distribute deliveries to individual mail
boxes.
U.S. Postal Service mail drops
are centrally located, with stamps
and parcel mailing available from a
self-service postal unit in the CAB.
Students should give a complete
address to correspondents, including residence halls, room number
and The Evergreen State College,
Olympia, WA 98505.
The college cannot accept financial responsibility for receiving and
storage of personal belongings for
students. These arrangements
should be made with local shipping agencies or at some other
local address.
Food Services
Students have a choice of casual
meal plans on a cash or scrip
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
special diets are prepared when
medically required.
Organic Gardening
Students can raise crops at the
Evergreen Organic Farm on campus, either through an academic
program, on the group cooperative
farms, or through individual
request on community plots.
Requests for use of the farm or
solar greenhouse may be directed
to the resident caretaker at the
Organic Farm.
Leisure Education
Because it's fun and enriches your
life, students and community members stimulate their creativity with
noncredit workshops through the
Leisure Education program.
Approximately 75 workshops are
offered quarterly in five categories:
sports, martial arts, movement, art
and miscellaneous. In past years,
the program has presented workshops in pottery, photography,
jewelry making, woodworking,
spinning, weaving, and dance represented by ballet, jazz, disco and
aerobics.
Ki and Aikido, Tai Chi and Karate were actively pursued, as were
skiing, weight training, tennis, parachuting, hang gliding, and mountaineering. Miscellaneous work-
80
shops included bicycle maintenance, Swedish massage and
juggling.
All of these good times also are
available to faculty, staff and the
Olympia community.
Recreational Arts
The Metal Arts and Ceramics Studios comprise the Recreational
Arts Center, where artists real and
would-be practice their craft.
Jewelry making, small metal
sculpture, lapidary work, leather
and stained glass facilities are
found in the 21 1 Metal Arts Studio, with the "fire arts" (raku,
stoneware, porcelain and kiln-fired
glass) nearby in 201 Ceramics Studio. There are both electric and
kick wheels, three electric bisque
kilns, 30- and 60-cubic-foot gas
kilns and temporary raku kilns for
artists' use.
More advanced students in fine
metal and ceramic arts, as well as
lapidary, photography, stained glass
and leather, may register for open
studio use by paying a fee.
A black-and-white photo darkroom is also available to students
and community residents who
either enroll in a Leisure Education workshop or pay a use fee.
Sports
Sports for fun, sports for recreation, sports for credit - besides
gaining new and special skills for a
lifetime of well-being and expertise - bring recreational variety to
college life.
The Evergreen campus abounds
in activities, including sports clubs
for soccer, basketball, 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 l l-lane swimming pool,
separate diving well, sun deck, two
sauna baths, showering and locker
rooms, a multipurpose room for
dance, the martial arts and exercis-
ing, 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
includes soccer, swimming, cross
country running, tennis and sailing.
Plans also call for 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, Nordic 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.
Public Events
Evergreen serves as the hub of
entertaining and educational programs for the surrounding community nearly all year long. Activities promptly begin each fall with
Orientation Week, when new and
returning students are welcomed
to campus with such events as the
Harvest Fair at the Organic Farm,
the "last cheap dance of the year,"
a schedule of free films, potluck
dinners, and other get-acquainted
sessions.
Nearly all open to the public,
many at no cost, activities continue
throughout the academic year,
highlighted by the annual Evergreen Expressions Performing Arts
Series, which brings professional
shows in dance, music and theater
to campus with the aid of support
from the Patrons of South Sound
Cultural Arts (POSSCA) and the
Evergreen Foundation.
81
Enriching that varied slate are
lectures by nationally known
speakers discussing such topics as
politics, journalism and the environment; concerts, plays, comedy
shows and dance performances
staged by both visiting professional
and student community performers, student dances like the Beaux
Arts Masquerade Ball, and weekly
film series offered on Fridays by
the Office of Student Activities.
dent Activities.
In addition, the college annually
hosts at least two major events:
Super Saturday, a day-long celebration of the coming of summer and
the conclusion of the academic
year scheduled during Graduation
Weekend each June; and Earth
Fair, first begun in 1981 as a weeklong forum examining the major
issues facing Americans in the
decades ahead. Student groups
within the Third World Coalition
also annually stage activities
designed to celebrate this country's rich ethnic heritage, including
Black History Month, Cinco de
Mayo, Native American Awareness
Day, Indigenous Peoples Day, and
Asian/Pacific Heritage Week.
Visual arts are also a major part
of Evergreen's public events programming. Student and professional art work is regularly featured in Galleries Two and Four of
the Evans Library, open free to the
public.
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
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.
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.
Radio station KAOS (89.3 FM)
airs a wide variety of shows created by 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,
College Activities Building,
866-6192.
Evergreen 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
866-6123.
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
for alumni-sponsored events. Last
priority goes to events sponsored
by individuals and organizations
outside the college.
No admission fee may be
charged or contributions solicited
at on-campus events!meetings
without written permission from
the activities coordinator or the
conference coordinator.
82
Facilities/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:
Autos
Annually
Quarterly
Monthly
Daily
Motorcycles
$40.00
16.00
8.00
.50
$20.00
8.00
4.00
.50
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.
Affirmative Action
Policy
The Evergreen State College
affirms a commitment to freedom
from discrimination for all
members of the college community. Evergreen expressly prohibits
discrimination against any person
on the basis of race, national
origin, sex, marital status, religion,
age, disability or veteran status,
and strives to comply not only
with the letter but with the spirit
of federal and state laws forbidding
such discrimination.
The responsibility for, and the
protection of, this commitment
extends to students, faculty, administration, staff, contractors, and
those who develop or participate
in college programs. It encompasses every aspect of employment,
and every student and community
activity.
To implement this commitment
to nondiscrimination, Evergreen
has developed an Affirmative
Action Program, published in the
Washington Administrative Code
(available in the library) at WAC
174-148-010. Copies of the program also may be found in the
Affirmative Action Office, Library
3238.
Persons who believe they have
been discriminated against at Evergreen are encouraged to file a
complaint with the Affirmative
Action officer, Rebecca Wright,
866-6361, Library 3238, according
to WAC 174-148-090.
Governance
The Evergreen system of governance, of course, includes open
and ready access to information,
but foremost, the governance system must rest on the willingness of
all members of the Evergreen
campus community to participate
in the spirit of compromise and
consensus. Decisions and methods
used for implementation of decisions must be handled at the level
of responsibility and accountability
after consultation with students,
faculty and staff affected by the
issue.
Evergreen has a system of meetings, committees, mediation,
appeals nd grievance resolution set
out in the Evergreen Administrative Code. All of these require
full community acceptance to be
successful.
83
Copies of the Evergreen Administrative Code (EAC) are available
for study from the Business Office
or College Information Center.
Social Contract
General Conduct
WAC 174-124
Basic Purposes; Indiridual
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.
Z. 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.
84
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.
~. 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.
S. The Evergreen community will
support the right of its members,
individually or in groups, to
express ideas, judgments, and opinions in speech or writing. The
members of the community, however, are obligated to make 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 174108-06001 Mediation and Adjudication of Disputes, Grievances and
Appeals).
Conditions of Learning;
Freedom; Privaq'; 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.
~. 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.
S. 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 opportunity 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.
85
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.
~. 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.
Faculty
86
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.
Judith Espinola
Stan Klyn
Speech Communication,
1981;
Coordinator of Media Services, 1981Present; B.A., Theater and Speech, Emerson
College, 1961; M.A., Speech Communication
and Literature, University of Oklahoma,
1963; Ph.D., Oral Interpretation of literature, Theater History and Literary Criticism,
Northwestern University, 1970.
Arts-Engineering, 1972;
B.S., Engineering, California State University
at San Jose, 1967; M.S., Mechanical Engineering, California State University at San
Jose, 1968.
Nancy Allen
Literature and languages,
1971;
B.A., Comparative Literature, Occidental
College, 1963; M.A., Spanish, Columbia University, 1965.
Susan M. Aurand
Art, 1974;
B.A., French, Kalamazoo College, 1972;
M.A., Ceramics, Ohio State University, 1974.
Susan R. Flksdal
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.
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.
Marilyn J_ Frasca
WIlliam
Baillie
Film, 1981 (visiting).
Gordon
Beck
Cinema Arts and Art History, 1972;
A.B., Speech, Bowling Green University,
1951; M.A., Drama, Western Reserve University, 1952; Ph.D., Theater, University of
Illinois, 1964.
Craig B. Carlson
Communications,
1973;
B.A., English, College of William and Mary,
1965; Ph.D., English, University of Exeter,
England, 1972.
Donald
Art, 1972;
B.F.A., Fine Arts, San Francisco Art Institute,
1961; M.A., Art, Bennington College, 1964.
Andrew
M. Hantman
language Studies; Russian-Soviet Area Studies, 1972;
Ph.D., Modern Languages-Comparative literature, University of Turin, 1937.
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.
Sally J. Cloninger
Pilm-Teleoison, 1978;
B.S., Syracuse University, 1969; MA., Theater,
Ohio State University, 1971; Ph.D.,
Communications-Film,
Ohio State University,
1974.
S. Rudolph
Thad B. Curtz
literature, 1972;
B.A., Philosophy-Literature,
Yale University,
1965; M.A., Literature, University of California at Santa Cruz, 1969; Ph.D., Literature,
University of California at Santa Cruz, 1977.
Leo Daugherty
literature and Linguistics, 1972;
Academic Dean, 1975-76;
A.B., English-Art, Western Kentucky University, 1961; M.A., English, University of
Arkansas, 1963; Ph.D., American Literature,
East Texas State University, 1970.
Peter H. Elbow
Literature, 1972;
B.A., Williams College, 1957; M.A., Exeter
College, 1959; M.A., Oxford University,
1963, Ph.D., Literature, Brandeis University,
1969.
Willard HumphreYI
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.
Margaret
B.A., Music, Macalester College, 1967; M.A.,
Library Science, University of Denver, 1968.
Charlas
I. Hunt
Mary Huston
Librariansbip,
1980;
B.A., American Studies, Hamline University,
1971; Master of Library Studies, University
of Hawaii, 1972; M.A., Women's Studies,
Goddard College, 1977.
J. McCann
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.
Frank Motley
Librariansbip,
1978;
B.S., Psychology, Portland State University,
1965; M.S., Librarianship, University of
Oregon, 1968.
Johansan
Dance, 1972.
Kazuhlro
Martin
Patricia Matheny-White
Librariansbip, 1978;
Dance, 1976;
B.F.A., Dance, Ohio State University, 1969;
M.Ed., Dance, Temple University, 1972.
Bernard
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.
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.
W. Chan
Music, 1971;
B.A., Music, San Jose State College, 1962;
M.S., Music, Julliard School of Music, 1964.
Jean Mandeberg
Fine Arts, 1978;
B.A., Art History, University of Michigan,
1972; M.F.A., Metalsmithing-Jewelry
Making,
Idaho State University, 1977.
Kawasaki
Alan Nailer
Pbilosopby,
Art History, 1976;
B.A., Art History, University of Washington,
1970; M.A., Art History, University of
Washington, 1972.
1975;
A.B., Classical and Modern Languages, St.
Peter's College, 1961; Ph.D., Philosophy,
Indiana University, 1971.
Mary F. Nellon
Art, Anthropology, Minority Studies, 1972;
B.F.A., Art-Education, Washington State
University, 1966; M.A_,Art-Anthropology,
University of Idaho, 1968.
87
Charles N. Pallthorp
Philosophy, 1971;
B.A., Philosophy, Reed College, 1962; Ph.D.,
Philosophy, University of Pittsburgh, 1967.
David Paulsen
Philosophy, 1978;
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.
Stephen Scott
Music, 1981;
B.A., Music, University of Oregon, 1967;
M.A., Music, Brown University, 1969.
Susan P. Smith
Librariansbip, 1978;
Acting Dean of Library, 1981·Present;
B.A., History, Wake Forest University, 1963;
M.S.L.S.,University of North Carolina, 1966.
Sidney D. White
Art, 1970;
B.A.,Art Education, University of New
Mexico, 1951; M.S., Philosophy-Aesthetics,
University of Wisconsin, 1952.
Alnara D. Wilder
Theater and Drama, 1972;
B.A., Dramatic Arts, Wisconsin State University, 1968; M.A., Theater Arts, University of
Wisconsin, 1969.
William C. Wlnden
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.
Roman Zylawy
Language Studies, 1981 (visiting);
B.A., French, LaSalle College, 1962;
M.A., French, University of Kansas, 1964;
Ph.D., Eighteenth Century French Literature,
University of Colorado, 1973.
Natural Science
John O. Aikin
Computer Science, 1976;
Director of Computer Services; 1976·Present;
B.A., Physics, Reed College, 1967; Ph.D.,
Cognitive Psychology, Brown University,
1972.
Clyde Barlow
Chemistry, 1981;
B.S., Chemistry, Eastern WaShington University, 1968; Ph.D., Chemistry, Arizona State
University, 1973.
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.
Sandra M. Simon
English, 1973;
B.A., Psychology, University of California at
Los Angeles, 1954; M.A., English, University
of California at Los Angeles, 1963.
Richard A. Cellarlus
Plant Biology, Biophysics, Environmental
Policy, 1972;
B.A., Physics, Reed College, 1958; Ph.D.,
Life Sciences, Rockefeller University, 1965.
Leon R. Sinclair
Literature, 1971;
B.A., University of Wyoming, 1964; Ph.D.,;
Literature, University of Washington, 1970.
Robert Cole
Physics. 1981;
B.A., Physics, University of California at
Berkeley, 1965; M.S., Physics, University of
Washington, 1967; Ph.D., Physics, Michigan
State University, 1972.
Dale Soules
Theater, 1981 (visiting).
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.
Paul J. Sparks
Art and Photography, 1972;
B.A.,Art, San Francisco State College, 1968;
M.A., Art-Photography, San Francisco State
College, 1971.
Charles B. Teske
Literature, 1970;
Academic Dean, 1970·75;
B.A., English, Lafayette College, 1954;
M.A., English, Yale University, 1955;
Ph.D., English, Yale University, 1962.
Larry L. Elckstaedt
Biology, 1970;
Academic Advisor, 1978·1981;
B.S., Biology, Buena Vista College, 1961;
M.S., Zoology-Ecology, State University of
Iowa, 1964; Ph.D., Marine BiologyEcological Physiology, Stanford University,
1969.
Linda Thornburg
Film· Video, 1981;
B.A., Communications, Anderson College,
1969; M.A., English Education, Ohio State
University, 1975.
Betty R. Estes
History of Science, 1971;
B.S., Mathematics, University of Oklahoma,
1957; M.A., Mathematics, University of
Pennsylvania, 1960.
Gall Tremblay
Creative Writing, 1980;
B.A., Drama, University of New Hampshire,
1967; M.F.A., English (poetry), University of
Oregon, 1969.
Robert W. Filmer
Applied Science and Technology, 1972;
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.
Andre Tsal
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.
88
Burton S. Guttman
Biology,
David H. MIlne
1971;
B.A., Physics, Dartmouth College, 1961;
Ph.D., Entomology, Purdue University, 1967.
Biology,
1972;
B.A., University of Minnesota, 1958;
Ph.D., Biology, University of Oregon, 1963.
Steven G. Herman
1971;
B.S., Zoology, University of California at
Davis, 1967; Ph.D., Zoology, University of
California at Davis, 1973.
Biology,
Donald G. Humphrey
Biology, 1970;
Academic Dean, Natural
Mathematics,
1970·73;
Sciences and
B.S., Physical Education, University of Iowa,
1949; M.S., Physical Education, University of
Washington, 1950; Ph.D., ZOOlogy, Oregon
State University, 1956.
LInda B. Kahan
Biology, 1971;
A.B., Zoology, University of California at
Berkeley, 1963; M.A., Biology, Stanford University, 1965; Ph.D., Biology, Stanford University, 1967.
WIllIe L. Parson
Microbiology,
1972;
Academic Dean, 1974·78;
B.S., Biology, Southern University, 1963;
M.S., Bacteriology, Washington State University, 1968; Ph.D., Microbiology, Washington
State University, 1973.
John H. PerkIns
Biology, History of Technology
onment, 1980;
Academic Dean, 1980·Present;
and Enuir-
Hazel J. Reed
Spanish, 1977;
B.A., Mathematics, Reed College, 1960; M.S.,
and Ph.D., Mathematics, Carnegie Mellon
University, 1968.
Chemistry
Applied Science, 1972;
and Biochemistry,
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
Niels A. Skov
Dean, 1976·1979;
B.A., Physics, Harvard University, 1965;
D.Phil., Theoretical Physics, Oxford University, England, 1968.
ElIzabeth M. Kutter
Biophysics,
Oceanography,
1972;
B.S., Mechanical Engineering, Teknikurn,
Copenhagen, Denmark, 1947; M.S., Physical
Oceanography, Oregon State University,
1965; Ph.D., Physical Oceanography, Oregon
State University, 1968.
1972;
B.S., Mathematics, University of Washington,
1962; Ph.D., Biophysics, University of
Rochester, New York, 1968.
G. SIegfried Kutter
Astrophysics,
1972;
B.S., Physics, University of Washington,
1962; M.A., Physics, University of Rochester,
New York, 1965; Ph.D., Physics, University
of Rochester, New York, 1968.
PatricIa LabIne
Agriculture,
1981;
B.A., Zoology, Mount Holyoke College, 1961;
Ph.D., Biology, Stanford University, 1966.
Ecological
Robert R. Sluss
Biology,
1970;
B.S., Zoology, COlorado College, 1953; M.S.,
Entomology, COlorado State University,
1955; Ph.D., Entomology, University of caufornia at Berkeley, 1966.
Oscar H. Soule
Biology, 1971;
Associate Academic
Dean, 1972·73;
B.A., Biology, COlorado College, 1962; M.S.,
Zoology, University of Arizona, 1964; Ph.D.,
Ecology-Biology, University of Arizona, 1969.
James Stroh
Geology, 1975;
Kaye V. Ladd
Inorganic
Chemistry,
1975;
B.A., Chemistry, Reed College, 1963; M.A.,
Physical Chemistry, Brandeis University,
1965; Ph.D., Inorganic Chemistry, Brandeis
University, 1974.
B.S., Geology, San Diego State University,
1968; M.S., Geology, University of WaShing·
ton, 1971; Ph.D., Geology, University of
Washington, 1975.
Frederick D. Tabbutt
Chemistry,
Albert C. LeIsenring
Mathematics,
1972;
B.A., Mathematics, Yale University, 1960;
Ph.D., Mathematics, The University of London, 1967.
1971;
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.
Physics, 1970;
Academic Dean, 1973·74;
Vice President and Provost,
Jacob B. Romero
Jeffrey J. Kelly
Oceanography,
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.
Byron L. Youtz
B.A., Biology, Amherst College, 1964;
Ph.D., Biology, Harvard University, 1969.
Mathematics,
Peter B. Taylor
1970;
B.S., Chemistry, Haverford College, 1953;
M.A., Chemistry, Harvard University, 1955;
Ph.D., Physical Chemistry, Harvard University, 1958.
89
1978·Present;
B.S., Physics, California Institute of Technology, 1948; Ph.D., Physics, University of Caltfornia at Berkeley, 1953.
Social Sciences
Guy B. Adams
Public Administration,
1978;
Director of Graduate Program in Public
Administration,
1980·1981;
B.A., History, Temple University, 1970;
M.A., Public Administration, University of
New Mexico, 1973; D.P.A., George Washing·
ton University, 1977.
Bill Aldridge
Education-Social Psychology, 1970;
B.A., Mathematics, Oregon State University,
1959; M.Ed., Guidance, Oregon State University, 1964; D.Ed., Educational Administration, University of Oregon, 1967.
William Arney
Sociology, 1981;
B.A., Sociology, University of Colorado,
1971; M.A., Sociology, University of Colorado, 1972; Ph.D., University of Colorado,
1974.
Priscilla V. Bowerman
Economics, 1973;
A.B., Economics, Vassar College, 1966;
M.A., Economics, Yale University, 1967;
M.Phil., Yale University, 1971.
Gerald Brown
Public Administration,
1980;
B.A., Social Psychology, University of
Oregon, 1959; M.P.I.A., Public and International Affairs, University of Pittsburgh, 1964;
Ph.D., National and Comparative Adrninistration, University of Pittsburgh, 1975.
Jovana J. Brown
Librariansbip and Political Science, 1974;
Dean Of Library Sciences, 1974.1981;
A.B., Political Science, University of California, 1959; M.L.S., Librarianship, University of
California at Berkeley, 1965; M.A., Political
Science, University of California at Berkeley,
1967; Ph.D., Library Science, University of
California at Berkeley, 1971.
William H. Brown
Geography, 1974;
B.A., Geography, Antioch College, 1959;
M.A. and P.A., Geography, University of California, Berkeley, 1967; Ph.D., Geography,
University of California at Berkeley, 1970.
Barbara Cooley
Health Education, 1981 (visiting);
B.S., Psychology and Health Education,
James Madison University, 1959; M.A.,
Health Education, Ohio State University,
1965.
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.
Beryl L Crowe
Political Science, 1970;
A.B., Political Science, San Francisco State
College, 1959; M.A., Political Science, University of California at Berkeley, 1961.
Diana C, Cushing
Psychology, 1978;
B.S., Occupational Therapy, University of
Buffalo, 1959; Ph.D., Clinical Psychology,
State University of New York at Buffalo,
1971.
Virginia Darney
Literature and Women's Studies, 1978;
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 Dlffendal
Applied Social Science-Planning, 1975;
Assistant Academic Dean, 1981·Present;
A.B., Social Anthropology, Ohio State University, 1965; M.A., Social Anthropology,
University of California at Los Angeles,
1968.
Carolyn E. Dobbs
Urban Planning, 1971;
B.A., History-Political Science, Memphis
State University, 1963; M.A., Political
Science, University of Kentucky, 1966; M.,
Urban Planning, University of Washington,
1968; Ph.D., Urban Planning, University of
Washington, 1971.
Kenneth Doibeare
Political Science, 1981;
B.A., English, Haverford College, 1951;
LL.B., Brooklyn Law School, 1958; Ph.D.,
Political Science, Columbia University, 1965.
Donald Finkel
Psychology, 1976;
B.A., Philosophy, Yale University, 1965;
M.A., Developmental Psychology, Harvard
University, 1967; Ph.D., Developmental Psychology, Harvard University, 1971.
Thomas H. Foote
Education-journalism,
1972;
B.A., Journalism, University of Tulsa, 1961;
M.S.Ed., Humanities, Oregon College of
Education, 1967; Ph.D., Education, Oregon
State University, 1970.
RUSlell R. Fox
Community Planning, 1972;
Academic Advisor, 1981·Present;
B.A., Mathematics, University of California at
Santa Barbara, 1966; M. Urban Planning,
University of Washington, 1971.
Margaret H. Grlbakov
Journalism and Education, 1973;
Ph.D., Education, University of Oregon, 1973.
James Gulden
Education, 1972;
B.A., Biology-Education, Central Washington
University, 1963; M.S., Counseling Psychology, California State College at Los
Angeles, 1967.
Jeanne E. Hahn
Political Science, 1972;
Assistant Academic Dean, 1978·1980;
B.A., Political Science, University of Oregon,
1962; M.A., Political Science, University of
Chicago, 1964.
Philip R. Harding
Architecture, 1971;
B., Architecture, University of Oregon, 1963;
M., Architecture, University of California at
Berkeley, 1970.
Lucia Harrison
Public Administration,
1981;
B.A., Arts Administration, Antioch College,
1972; M.P.A., Public Policy, University of
Wisconsin at Madison, 1976; Ph.D., Educational Administration, University of Wiscon·
sin at Madison, 1979.
Rainer G. Haaenstab
Environmental
Design, 1974;
B., Architecture, University of California at
Berkeley, 1965; M., Architecture, University
of California at Berkeley, 1970.
Peta M. Henderson
Anthropology, 1974;
B.A., History, Swarthmore College, 1958;
M.A., Anthropology, McGill University, 1969;
Ph.D., Anthropology, University of Connecticut, 1976.
Mary Ellen Hlllaire
Sociology and Social Work, 1972;
B.A., Sociology, Western Washington
University, 1956; M.S.W., Social Work, University of British Columbia, 1957; M.Ed.,
Education, Western Washington University,
1967.
David Hitchens
History, 1970;
B.A., History, University of Wyoming, 1961;
M.A., History, University of Wyoming, 1962;
Ph.D., History, University of Georgia, 1968.
Virginia Ingersoll
Communications,
1975;
B.A., journaltsm-Philosopby,
Marquette University, 1964; Ph.D., Communications and
Organizational Psychology, University of Illinois, 1971.
90
Winifred
Ingram
Psychology, 1972; Emeritus, 1981;
B.A., Sociology, University of Washington,
1937; M.A., Sociology, University of
Washington, 1938; Ph.D., Clinical Psychology, Northwestern University, 1951.
Richard
M_ Jones
Psychology, 1970;
A.B., Psychology, Stanford University, 1950;
Ph.D., Clinical Psychology, Harvard University, 1956.
Charln
Nancy Taylor
T. Nisbet
History-Education,
1971;
A.B., History, Stanford University, 1963;
M.A., Education, Stanford University, 1965.
Economics, 1971;
B.A., Economics, Kalamazoo College, 1958;
M.B.A., Business, Indiana University, 1959;
Ph.D., Economics, University of Oregon,
1967.
Kirk Thompson
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.
Gregory
Lovern C_ King
Native American Studies, 1977;
B.A., English, Seattle Pacific College, 1972;
M.A., Communications, University of
Washington, 1976.
Lowell Kuehn
Sociology, 1975;
B.A., Sociology, University of Redlands,
1967; M.A., Sociology, University of
Washington, 1969; Ph.D., Sociology, University of Washington, 1973.
Eric H. Larson
Anthropology,
1971;
B.A., San Jose State College, 1956; M.S., San
Jose State College, 1957; Ph.D., Anthropology, University of Oregon, 1966.
Gerald
Lassen
Public Administration,
1980;
B.A., Mathematics, University of Texas,
1960; M.A., Economics, University of Wisconsin, 1967.
Russell Lldman
Economics, 1974;
Director Of Graduate Program in Public
Administration,
1981-Present;
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.
Earle W. McNeil
Sociology, 1971;
B.S., Chemistry, Washington State University,
1964; M.A., Sociology, Washington State
University, 1965.
Maxine L. Mimms
Social Science, 1972;
B.S., Education, Virginia Union University,
1950; Ph.D., Pedagogical and Curriculum
Studies, Union Graduate School-West, 1977.
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.
Weeks
Economics, 1981 (visiting);
B.S., Economics, Pittsburgh State College,
1969; M.S., Economics, Pittsburgh State
College, 1972; Ph.D., Economics, Washington State University, 1978.
Lynn D. Patterson
Anthropology, 1971;
Academic Dean, 1973-1976;
B.A.,Anthropology, Ohio State University,
1966; M.A., Anthropology, University of
Washington, 1968.
David W. Whitener
Rita Pouglaln
Education, 1979;
B.A., Liberal Arts, The Evergreen State
College, 1972; M.A., Education, University of
Oregon, 1977; Ph.D., Higher Education,
University of Oregon, 1981.
Native American Studies, 1978;
B.Ed., English History, Western Washington
Univeristy, 1962; M.Ed., Public School
Administration, Western Washington University, 1970.
York Wong
Thomas
Management and Computer Sciences, 1975;
Director of Computer Services, 1973-1975;
Assistant Academic Dean, 1979-1981;
B.S., Electrical Engineering, University of
Arkansas, 1956; M.B.A., Columbia University,
1970.
B. Rainey
History and Russian Studies, 1972;
A.B., History, University of Florida, 1962;
M.A., History, University of Illinois, 1964;
Ph.D., History, University of Illinois, 1966.
Gilbert G. Salcedo
Ronald
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.
Matthew
E. SmHh
Political Science, 1973;
B.A., Political Science, Reed College, 1966;
M.A.T., Social Sciences, Reed College, 1968;
Ph.D., Political Science, University of North
Carolina, 1978.
Susan Str_r
American History, 1975;
B.A., History, Reed College, 1969;
B.A., U.S. History, State Univeristy of New
York at Stony Brook, 1971; Ph.D., History,
State University of New York at Stony Brook,
1977.
Arthur Mulka
Gregory
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.
Psycbology, 1971;
B.A., Psychology, Brooklyn College, 1961;
M.A., General Experimental Psychology,
Brooklyn College, 1964; Ph.D., Social Psychology, City University of New York, 1976.
Stuewe-Portnoff
91
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.
Evergreen's Northwest
36th
Driftwood
Road
:S~
o
"-
~
s
o
~I
20th
I
~
'm
'"
14th
\
iii
c:
o
'in
';;
is
Mud Bay Rd,
State
41h
QJ'.:i.
-:
.51l
/)'
s
.-J,..'"
it
<iJ'' '
Tumwater
92
t Marine
laboratory
'0
co
o
a:
Q)
(/)
:J
-E
Q)
>
o
Driftwood
Day Care
Center
Recreation
Pavilion
'0
co
o
a:
c
o
£L
~
~
Q Pump
Station
'0
co
o
a:
Q)
(/)
:J
s:
To Mud BaX Road and Freeway
To Mud Bay Road
93
II
~
0
I
Index
A
C
F
Academic advising 78
Academic credit 72
Academic standing 73
Acceleration 72
Accounting 50
Address, changes 72
Admissions requirements
and procedures
70
Adult Life Changes 21
Advanced Chemistry, Physics
and Mathematics 35
Advance placement 68
Aesthetics 24, 30, 39, 44
Affirmative Action 83
Agriculture 33
Alcohol 82
All the World's A Stage: Studies in
Characterization
44
Alumni Association 79
Annual Programs 25-30
Anthropology
21-24,28,45-46,49,52,56
Anthropology of Visual Communication:
Cultural Context of Image Making 45
Application deadline 70
Applied Environmental Studies 33
Archaeology 29, 53
Art 21, 24
Art and Religion 30
Art history 24, 30, 37, 40, 42, 46
Art History: Twentieth Century
Women 42
Arts & Sciences Laboratory
Building 13-14
Astronomy 28
Auditors 71
Calculus 35, 59
Calendar 96
Campus communications
81
Campus life 16, 80
Career Planning and Placement 78
Citizens and Community 47
Chemistry 34-35, 58-59, 60
Children's Literature and Psychology 25
Classical World, The 36
CLEP 68
Communications
21, 27, 45-46, 53
Communications
Laboratory 14
Community Studies: Advanced Interdisciplinary Studies in Social Science,
Natural Science and Humanities 62
Comparative religion 36-37
Computability: The Scope and Limitations
of Formal Reasoning 59
Computer Science 13, 23, 24, 34,60
Confidentiality of records 73
Contacting Evergreen 96
Cooper Point journal 82
Coordinated Studies 6
Counseling services 78
Counseling studies 48
Courses 7
Covenants - faculty, student 8
Credit 8
Cuba and the United States: Studies in
Power and Social Change 56
Curriculum planning 7
Facilities
academic 13-15
use regulations 82
Faculty 87-91
Fees and charges 75-76
Film 41-42
Financial aid 76
Firearms 82
Food service 80
Foreign language study 68
Greek 36-37
Latin 36-37
Spanish 38
Form and Content 21
Foundations of American Enterprise
Foundations of Visual Art 40
B
Basic Programs 20-24
Bicycles 82
Bike Shop 79
Billing procedures
75
Biology 22, 23, 28, 31-32, 58, 59,60
Botany 31-32
55
G
Gallery Management and Exhibition
Design 45
General Education Development Tests 70
Geography 26, 31-32, 52
Geology 26
Goodman, Paul 30
Governance 83
Graduate study 9
Graduation requirements
74
Great Art of the Western World:
Perspectives in Art History 37
Great Books in Education 25
Greek 36-37
Group Contracts 6
D
H
Dance 21, 40, 44
Dance: Workshop & Performance 44
Dark Ages: Europe 400-1400 A.D. 29
Deposits 71
Design 32, 40
Dialectics of American Culture: Advanced
Studies in American Literature and
Thought, 1830-1960 37
Drawing 40
Dream psychology 29
Drops, program changes 72
Handicapped access 79
Happenings 81
Health and Human Development 47-49
Health insurance 78
Health services 78
Helping Relationships 48
History 21, 23-29, 36-37, 40, 48, 49, 55,
56,57,62
History of Sex Roles in Western
Civilization 49, 56
Housing 16,80
Human Development 22, 44, 47-49
Humanities 26
Human sexuality 47
E
Ecological agriculture 33
Ecology 31-32, 34, 51
Economics 50, 55, 56
Education 23-24, 49, 64-65
Emergency loan 76
Energy studies 34
Energy Systems 34
English composition 21, 24, 28-29
Enrollment deposit 71
Environmental Design 32
Environmental studies 21, 23, 31-35
Environment and Culture 21
Ethics 4, 47, 53
Ethnumusicology
30
European and American Studies 36-39
Evaluation 8-9, 73
Evergreen Environment VIII: The Nature
of Natural History 32
Exit interview 72
Exploration 52
Expressive Arts 21, 40-46
External Credit 67
94
I
Images of the American West 26
Individual Contract 7
Information Center 81-82
Insurance 78
International studies 71
Integrity and Responsibility 24
Interdisciplinary
study 4
Internships 5, 66
Introduction
to Environmental Studies 31
Introduction
to Natural Science 58
Introduction
to Political Economy 55
J
James Joyce and Company
Journalism 27
K
KAOS 82
39
L
R
Language and Thought 26
Latin 36-37
Learning Resource Center 68
Leaves of absence 72
Leisure Education 80
Library 13
Life Studies 27
Linguistics 24
Literature 21-24, 26, 28-29, 30, 36-37,
38-39, 49, 56, 62
Children's 25 Multicultural 21
Credits
Recording and Structuring Light
and Sound 41
Recreational Arts 80
Reflections: Educational Accountability
Refunds 76
Registration 72
Re-introduction
to Education 23
Residency 75
Returning students 7 1
Cover Photograph of Olympic
National Park, north of Evergreen's
campus, by Abbo Peterson, Interior
photographs by Evergreen students
and graduates Jean Pierre Bressieux, page 29; Jennifer Knauth,
p_ 79; Peter Moulton, p_ 49; Tim
Mulcahey, p_ 40; Phil Watness,
p_ 31; Leon Werdinger, p. 11, 20;
and Barry Wong, p_ 63_ Other photographs by Photo Services,
The Evergreen State College.
M
Mail services 80
Malheur Field Station 15
Management and the Public Interest
50, 62
Map, campus 92
Marine biology 33-34
Marine Environment, The 51
Marine Sciences and Crafts 51-52
Mathematics 24, 34, 35, 58-59, 60
Master of Public Administration 9
Mass Communication
and Popular
Culture 27
Microeconomic
Theory and the Real
World 56
Media 21, 27, 42, 43
Mushrooms of the Pacific Northwest 34
Music 21, 40
Mythology 27-28
N
Native American Culture from an
Archaeological
Perspective: Northwest
and Southwest 29, 53
Native American studies 29, 53-54
Natural history 32
Natural science 28, 58-60
Newsletter 81
Nietzsche 30
Northwest Native American Studies 53-54
Nutrition 47
o
Oceanography
51
Organic gardening 80
Ornithology 31-32
Outdoor Education 49
p
Painting 40
Parking 76, 83
Part-time study 7, 72
People and the Sea 52
PEP 68
Performance Arts - Foundations 40
Pets 82
Philosophy 24, 26, 27, 36-37,62
Philosophy of science 24
Photography 44
Photosynthesis: An Introduction
to the
Natural Sciences 60
Physics 35, 58-59, 60
Placement 5
Political ecology 23, 48
Political Economy 55-57
Political science 57, 62
Politics and Power 57
Political theory 28-29, 36-37, 55-56, 57
Production, Promotion and
Performance 43
Portfolio 73
Psychology 21,22,24,25,27,47,49,50,
53, 62
Public events 81
53
5
Scheduling 82
Scientific Knowledge and Inquiry 58-60
Security 83
Self Help Legal Aid 79
Self-Paced learning 68
Seminar 4
Seminar Building 15
Sex roles 21, 49, 56
Shadows III 44
Smoking 82
Social Contract 83-85
Social sciences 23, 24, 47
Society and the Computer 23
Sociology 21,49,53,56-57,62
Spanish 38
Spanish Forms in Life and Art 38
Special students 71
Specialty Areas 5, 3 I -60
SPLU 68
Sports 81
Stories of Creation: Studies of Myth and
Science 27
Student services 78-79
Study abroad 68
Summer Quarter 71
Sundquist Marine Laboratory 15
T
Teacher Certification 64-65
Television 41-42
Theater 40, 44
Therapy, Art, Politics: Paul Goodman
Third World Coalition 79
Transcripts 73
Transfer of credit 70
Tuition 76
30
U
University of Puget Sound 64
Unmasking the Social World 28
~side
Down Degree Program 71
Vancouver campus 62
Veterans 72, 78
Vision and Expression 46
W
Warning, academic 73
Ways of Knowing 24
Western civilization 25
Withdrawals 72
Women's Clinic 78
Writing 21-27, 29, 30, 37, 39,41-42,46,
49, 56
Writing and Language 39, 46
Z
Zoology 31-32
95
Profi Ie I Calendar I Contacti ng Evergreen
Campus Profile (1980-81)
Faculty
Ph.D. or Terminal degree
Third World
Student/faculty ratio
Staff
Enrollment
Female
Male
Third World
Full-time
Part-time
18-24 age group
25-29 age group
30-39 age group
133
66'X,
11'X,
20/1
251
2805
1517
1288
7')(,
77')(,
23')(,
55')(,
20'X,
16'X,
9'X,
40+ age group
Students living on campus
1100
Entering class
1353
Applicants, degree-seeking
2289
Admitted (77')(,)
1778
Enrolled (61 'X,)
1078
Nondegree-seeking enrollment
275
Washington
997
Region (OR, rD, MT, AK, HI)
39
California
31
Other states
262
24
Other countries
Retention
84')(,
Fall to Winter
82'X,
Winter to Spring
Academic Calendar
Financial aid
Full-time student aid
Average award
Placement
1979-80 class
Employed
Graduate school
Travel, homemaking, ete.
1971-1980 classes
Employed
Graduate school
Travel, homemaking, ete.
Graduating class (1981)
55'X,
52200
93')(,
73'X,
10'X,
10')(,
93')(,
68')(,
19')(,
6')(,
624
Summer
Winter
Spring
full session
1st 5 weeks
2nd 5 ueetes
Sept. 27
Dec. 17
Jan. 3
March 17
March 28
June 10
June 20
Aug. 31
June 20
July 27
July 25
Aug. 31
Dec.12-17
March 11-17 June 6-10
Aug. 25-31
July 21-27
Aug. 25-31
1982-83
Fall
Begins
Ends
Evaluation
Week of
Vacation Dates
November 22 -26, Thanksgiving break; December 22-24, Christmas break; February 21, Washington's Birthday; May
30, Memorial Day celebration, July 4, Independence Day.
Contacting Evergreen
Persons with inquiries about admissions should contact: Director of
Admissions, The Evergreen State
College, Olympia, Washington
98505 (206) 866-6170, or call tollfree within Washington state,
1-800-562-6106.
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, Washington
98505.
Important offices and their
numbers include:
Academic Advising
Academic Deans
Academic Vice-President
Admissions
Alumni Office
Bookstore
Business Office
Career Planning and
Placement
College Relations
Computer Services
Cooperative Education
Development Office
Directory Assistance
External Credit
96
phone
866-6312
866-6310
866-6400
866-6170
866-6566
866-6216
866-6450
866-6193
866-6128
866-6232
866-6391
866-6565
866-6000
866-6170
Facilities
Financial Aid
Food Services
Handicap Access
Housing
Information Center
KEY(Special Services)
Learning Resource Center
Library
President's Office
Recreation Center
Registrar
Third World Coalition
Veterans Affairs
Vice-President
for Business
866-6120
866-6205
866-6281
866-6361
866-6132
866-6300
866-6464
866-6420
866-6250
866-6100
866-6530
866-6180
866-6034
866-6254
866-6500
Catalog_1982-1983.pdf