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Identifier
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Eng
Catalog_1985-1986.pdf
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Title
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Eng
Course Catalog, 1985-1986
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Date
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1985
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Creator
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Eng
The Evergreen State College
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extracted text
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Evergreen
1985/1986
ou probably won't read
about another college
like Evergreen. It takes
a little more time to
understand us than ...
The Evergreen State College
Olympia,
Washington
just an ordinary college.
We're
organized differently.
Some of our terminology
is unique. Of course, we
think we're worth a few
•
extra minutes.
EDUCATION
A
WITH
DIFFERENCE
Our Major Innovation
Full-time interdisciplinary study generates
everything truly "different" about The
Evergreen State College. It is our major innovation, and nowhere else will you find a
college curriculum so devoted to the unified
and focused programs that are the backbone
of interdisciplinary study.
Foundingfaculty member Rudy Marlin.
21
We
pride ourselveson the
amount of individual
•
•
attenuon we gIve our
students. Right now
you'll need to spend
•
some time on us as you
read about Evergreen's
"Education with a
Difference.' ,
13
Why do we think interdisciplinary study
is so important?
Because the complex problems of today's world are best solved by drawing on
knowledge from a wide range of fields,
subject areas and disciplines. Your ability
to connect information from a variety of
academic disciplines will be of vital importance in tomorrow's world.
At other colleges, students tend to study
individual subject areas in isolation, as if
there were no connections between the
subjects of their differen t courses. Too
often, these connections are left for
students to make on their own and, far too
often, that doesn't happen until long after
they've completed their formal education.
An undergraduate education that doesn't
show students how to make the connections between bodies of knowledge has
failed to provide ways of identifying and
solving problems. It's a little like spending
four years studying the pieces of an intricate puzzle without ever receiving instruction on how they can be put together.
Learning to make those connections is
one of the larger purposes of education at
Evergreen. Learning in pieces only takes
you halfway toward understanding; the rest
is knowing the various ways to fit the
pieces together.
At Evergreen you'll find:
Interdisciplinary studies that help you
understand the relationships among the arts,
humanities, natural sciences and social
SCIences.
A dedicated faculty committed to
undergraduate education and to maintaining
a small faculty-student ratio that ensures
close interaction between students and
faculty.
~
Fine arts faculty member Jean Mandeberg (right) examines a
ring made by Elisabeth Crandell in the Metal A rts and
Ceramics Studio.
41
,I
II:::JN31!3ddIG
V
H.LIM
NOI.LV:::JOG3
Members of the "Evergreen Environment" program pause for an
outdoor lecture by faculty ornithologist Steven Herman",
Fitting the Pieces Together
Fitting the pieces together is what
Evergreen's interdisciplinary programs are
all about. At most colleges, students take
three to five courses each quarter; at
Evergreen, you can take one interdisciplinary program full-time each
quarter, and often for the entire year. You
study a range of subjects in detail, but all
are integrated within your program. By
focusing on your program's central theme
from different (inter)disciplinary perspectives, you begin to perceive systems in
their entirety, and widen your outlook to a
broader view.
61
Evergreen calls its interdisciplinary programs Coordinated Studies because they
are the coordinated study of a variety of subjects focused on a central theme or subject.
A single Coordinated Study program
brings 60 to 80 students together with
three or four faculty members from different fields. For example, "The Paradox
of Progress," a 1984-85 Coordinated Study
program, brought four faculty members
with expertise in political science,
literature, physics and marine biology
together with 80 students to examine the
good and bad effects of scientific advancement on society and human values. The
program included traditional coursework
in biology, physics, mathematics, introduction to computers, English, social
psychology and political science, but the
study of each was focused through the
looking glass of its central theme-the effects of scientific progress on society. Taken
together, such divergent topics as
Newtonian mechanics, Darwinian evolution, relativity theory, Romantic literature
and the rise of capitalism were woven in
and out of program lectures, papers and
seminar discussions to produce interest,
excitement and not a little learning about
the "paradox of progress."
There are other advantages to education
Evergreen-style. Because faculty members
in a Coordinated Study program are
responsible for coordinating all of a student's academic work during the quarter,
conflicting assignments are not given.
Therefore, Evergreen students are rarely
faced with four or five mid-terms and a
research paper to hand in on the same day.
There is less separation between
academic and social life at Evergreen. Instead of attending isolated courses with a
large number of classmates, most of whom
you may never come to know, students
here study for an extended period of time
with 60 to 80 others who are reading the
same books, attending the same lectures,
and going on the same field trips. Students
make lasting friendships in Coordinated
Study programs because the community of
learning extends beyond the confines of the
classroom.
The college campus is situated on 1000 acres
of forested, waterfront property only minutes
from the heart of state government, and just
a short drive from Seattle and Portland, the
mountains, and the Pacific Ocean.
'~....•
'jt.
•••
ED U CAT
[ 0 N
W [ T HAD
[ F FER E N'C E
17
.A,Q
Seminars a Central Feature
At the heart of most Evergreen interdisciplinary programs is the seminar, 20
students who meet regularly with their
faculty member for extended group exploration of some crucial topic or reading.
Although a program may involve as many
as 80 students working with four faculty
members, much of the class time will be
spent in these small group discussions.
Students prepare for seminars by studying a book from the program's reading list,
by doing some writing, or by preparing
brief reports. With the guidance of their
faculty member, students then gather
together to help each other understand the
book, to critique each other's writing, and
to share the results of their research.
Seminars give each student a chance to
participate actively, analyzing the assigned
materials, helping others formulate their
thoughts, thinking aloud, and ferreting out
meanings and implications.
81
-= -
Such close collaboration with your faculty and fellow students will help you clarify
your own ideas. The differing viewpoints
expressed in such a group effort lend
perspective and depth to your understanding of the subject. You learn to express
yourself clearly, and also to work coopera-.
tively-two capacities Evergreen graduates
have found particularly helpful in their
lives and careers.
The seminar is used at other schools,
but it is generally limited to upper-division
or graduate classes. Freshmen often sit in
large classes passively listening to lectures,
interacting with other students only in
smaller discussion groups led by teaching
assistants. In contrast, at Evergreen
freshmen and seniors alike spend a considerable time in seminar, in direct contact
with faculty and fellow students.
Evergreen Works
Interdisciplinary study, unified programs,
seminars as the dominant mode of instruction-these are the tools Evergreen uses to
fit the pieces of your education together.
While other liberal arts colleges may offer
these modes, the way they are combined
here is Evergreen's major innovation and
what makes the college unique.
It is a uniqueness that works. The National Science Foundation has recognized
the college as a national model for new
kinds of instructional programs in the
natural and social sciences and Evergreen
leads the nation in the number of StudentOriginated Study grants awarded to
undergraduates by the National Science
Foundation. Evergreen pioneered writing
across the curriculum years before such efforts
became popular throughout the US. Student artists win an unusual number of
state-wide and national competitions.
Graduates have enrolled for further study
at more than 200 schools around the country, and several in recent years have won
prestigious fellowships at schools like Yale,
Harvard, Columbia, and Notre Dame.
Our students succeed in these ways in
large part because our interdisciplinary
programs and seminars encourage daily
use of the skills required for independent
study, group research projects, and imaginative systematic analysis.
Jane Gorai, a 1977 graduate, is now a lawyer for Legal Services Smith Fellowship in San Francisco. She recalls, 'I1t law
school, I found J tuasn't as anxious as marry of nry classmates
were about exams and grades because Evergreen taught me to be
confident
about what I had learned. "
Successful Placement
--
.&.
EDUCATION
WITH
A
DIFFERENCE
Evergreen expects faculty and students to
integrate academic study with experience
in the outside world. This may explain
Evergreen's success in competitive employment and graduate school acceptances.
Many students have a year or more of
near-professional experience through
Evergreen internships before they even
begin looking for jobs.
The effect is noticeable-94%
of
Evergreen's graduates over the years have
found successful placements in jobs,
graduate schools, government agencies,
entrepreneurship, and many other pursuits. This statistic is particularly impressive because it is based on a survey
sent to all graduates from 1972 to 1982, not
just those registered with our Career Planning and Placement Office.
You can start your career early by working toward your employment goals with
the Career Planning and Placement Office. Staff members will help you identify
your career interests, gather information
about potential employers or graduate programs, and develop a strategy for your first
steps, and first years, into the real world.
The office also works closely with firstthrough fourth-year students on an individual and group basis, offering a
number of workshops where professionals
pass on the benefits of their experience.
Visit the Career Library at Career Planning and Placement and stop by at the
beginning of each quarter for your
schedule of career and employment information programs.
By making the best of your Evergreen
experience, you'll develop a sense of
responsibility for the choices you make.
You'll also learn how to make better
choices, so you'll leave this campus with a
stronger sense of what you need for a satisfying life. These qualities are just what
employers and graduate schools are looking for in college graduates.
Evergreen certainly is "different." The
record shows that it is a difference that
works .
19
Time magazine praised Evergreen for
being "one of a few institutions which
have tried to keep the faith with
liberal arts education which truly
liberates the individual."
Student Jim Crawford and faculty biologist Linda Kahan
discuss mammaL anatomy in the Evergreen Labs.
101
Five Ways to Study at Evergreen
Coordinated Studies and Group Contracts
Evergreen offers you several ways of approaching studies in the arts, humanities,
natural, and social sciences. They include
Coordinated Studies, Group Contracts,
Individual Learning Contracts, Internships, and part-time studies.
Internships, covered briefly here, are
discussed in greater depth in the section on
Special Forms of Study, page 90. There is
also additional information on part-time
studies on page 12. For an easy-to-read
breakdown of Evergreen's curriculum and
structure of study, please turn to page 28.
How do Coordinated Studies and Group
Contracts differ from 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 pattern will be most effective.
During a typical week in a Coordinated
Study program, you will probably attend
several general lectures with all members
of your program. You might also spend six
hours with one of your faculty and 20
students in a small discussion group or
seminar talking about the week's work. It
is quite likely that you will spend a 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. All Evergreen programs
involve a great deal of contact in small
groups.
All members of a Coordinated Studies
program take part in certain activities.
The most important of the shared activities
is the seminar. Some programs also use
structured workshops to train students in
essential skills (writing, research techniques, methods of logic) or to clarify central concepts. Science programs organize
laboratory work and field trips; programs
in the arts organize symposia and offer
studio work.
Evergreen teaching combines the extensive
use of small group discussions with lectures,
laboratory and field work, and internships.
At the same time, students in Coordinated Studies also work extensively on
their individual skills and interests. They
write essays and critiques; they keep
notebooks and journals. Many programs
culminate in individual or group research
projects. Many permit, and some require,
internships.
Every Coordinated Study program is
therefore a small learning community
because it combines intensive group
cooperation with independent study.
Students in our Core Programs are
carefully trained to do both kinds of work,
and go on to exercise these skills in the
Specialty Areas.
Group Contracts differ from Coordinated Studies essentially in size and
number of faculty.
•••
Individual
Learning Contracts
An Individual Learning Contract is an individual study plan worked out between
you and a faculty sponsor. You agree
verbally and in writing to complete
specified activities-readings,
field studies,
internship work, artistic productions,
research papers-while
the sponsor agrees
to provide regular consultation and advice.
A full-time 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 suited to
advanced, imaginative, resourceful
students who have well-defined goals and
can pursue them with a minimum of
superVISIOn.
To qualify, you must demonstrate to a
prospective faculty sponsor that you have a
worthwhile project in mind and that you
are capable of working, for the most part,
on your own. The contract itself reflects
the results of negotiation between you and
your sponsor, and it binds both of you to
the obligations you specify .
EDUCATION
WITH
A
DIFFERENCE
The Academic Advising Office is a good
place to begin investigating possibilities for
a contract. It maintains lists by subject
area of faculty who have contract openings
available. Academic Advising also can provide valuable advice in organizing and carrying out your studies under this flexible,
but demanding, 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 be given easily. If you cannot 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, a successful
Individual Learning Contract can be a
milestone in your college career.
111
New York Times Education Editor
Edward Fiske called Evergreen "a hidden gem" in higher education ... and
named the college one of the 16
lesser-known, but best small colleges
in the country.
Evergreen senior Erica Johnson (right) makes a point during her
spring internship at Arst Buffington Public Relations lnc., oj
Bellevue, Washington.
Internships
Nationwide, fewer than two percent of college students conduct Internships while
they are in school. At Evergreen, however,
over half of the students have one or more
Internships before they graduate.
Serving as an Intern gives a qualified
student-usually
ajunior or senior-the
opportunity to gain practical experience in
a supervised professional setting. In other
words, it's a chance to take what you
learned in the classroom and apply it in
the field. With careful planning, an Internship also can be an excellent chance to acquire additional knowledge and explore
career options through hands-on
experience.
The Internship program at Evergreen is
coordinated by the Office of Cooperative
Education. Arrangements jar each Internship
must be cleared in advance with, and approved by,
this office. Students interested in Internships should contact Cooperative Education at the earliest possible date to begin
making plans with a Co-op counselor.
Each Internship is sponsored by a
member of the faculty or a staff member
who has been approved as a contract sponsor. Activities at the Internship setting are
guided by a field supervisor who is selected
for his or her qualifications, experience
and willingness to serve as a mentor. Field
supervisors invariably become valuable
resource people to their student interns.
Each Internship is planned, arranged,
conducted, and evaluated each quarter in
terms of the student's academic objectives
for that quarter.
All matters pertaining to each quarter of
an Internship are negotiated and agreed to
before the Internship begins. An Internship contract is signed by all parties. Internships almost always include a strong
academic component (related readings,
report writing, etc.), and all internships at
Evergreen are credit generating.
12
I
Internships may be conducted through a
Coordinated Study or Group Contract if
Internships are among the options or requirements. An Internship also may be a
substantial or a minor part of an Individual Contract.
Internships are conducted in a variety of
field settings and geographical locations.
While a majority are in southwest Washington, Internships are available throughout the state, outside the state and even in
other countries.
Some of the many fields Evergreen
students have interned in recently are as
follows:
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
For additional information, write the
Office of Cooperative Education, LAB I,
The Evergreen State College, Olympia,
Washington 98505.
Part-time Study
Although the primary foundation of the
Evergreen tradition is the full-time, teamtaught interdisciplinary program, the college has made it an important priority to
provide part-time options. In this way, you
can still share in the unique interdisciplinary education at Evergreen, even
if you attend only part of the time.
Every year there are a variety of halftime interdisciplinary programs as well as
full-time programs with half-time options.
These programs are available for beginning, intermediate and advanced students
and meet at times convenient to the working person, usually in the evening or on
weekends. A large variety of 4 quarter
hour courses is also offered, and a listing of
all part-time studies is published for
general distribution in the Evergreen Times
before each quarter.
Evergreen emphasizes innovation, cooperation and collaboration to provide learning
tailored to your individual needs.
Modes of Study
What It's Like
Level
Example
Coordinated Study
~ Two to five faculty
~ Student works with several instructors
~ Study in different disciplines around a
pre-defined broad theme or problem
~ Broadly interdisciplinary
Available to freshmen
through seniors,
particularly advisable
for first- and secondyear students
Group Contract
~ Differs from a coordinated study by
having only one or two faculty and a
narrower, more disciplinary focus.
Intermediate and
Advanced Work
"German
Individual
~ Student-defined plan of study
~ Usually with a single faculty member
~ Scope may be narrow or broad
Mostly intermediate
and Advanced Work
A study of Twain's writing
A study of shorebird
habitat
A study of passive solar
walls
~ Students work on-the-job with public
agencies and businesses under the guidance
of a field supervisor
~ Academic component with a faculty
sponsor
~ Emphasizes practical experience and
learning-by-doing
~ Could be combined with any other study
mode
Mostly advanced, for
juniors and seniors
Contract
Internships
Part-time
Courses
Usually taught by one faculty with narrow
focus-like a "traditional" college course
••
EDUCATION
WITH
All levels provided
A
DIFFERENCE
~ Core program:
"Society & the Computer"
~ Specialty Area Program:
"Political Economy and
Social Change"
"Matter and Motion"
Culture"
~ Legislative liaison
assistant
~ Assistant Gallery
Manager
~ Advertising Account
Management Intern
Introduction to
Computers and BASIC
113
Evergreen was recently ranked in a
survey by the U.S. News and World
Report as the top regional liberal arts
college in the West and Midwest.
What You Can Study at Evergreen
First-year students usually enroll in one of
Evergreen's Core Programs which are
specifically designed for entering students.
Students move on to Evergreen's Interdisciplinary Specialty Areas for intermediate and advanced work. In addition, students may select offerings from
Evergreen's Center for Community
Development, the Language and Culture
Center, and the Center for the Study of
Science and Human Values.
There are also three professional programs at Evergreen: one in Teacher Certification (see page 82) and two graduate
programs (see page 88) which lead to a
Master's degree in Public Administration
and Master's degree in Environmental
Studies.
Core Programs:
An Introduction to Evergreen
Whether you enter Evergreen as a
freshman or as a second year transfer student, you are strongly advised to enroll in
a Core Program. It will serve as your
academic introduction to the college and
as a stepping stone to more advanced
studies.
Some transfer students are reluctant to
consider a Core Program, thinking that
such programs are only for beginners and
perhaps too easy. While it is true that every
Core Program is open to any student
regardless of preparation, it is also true
that the material studied and activities
undertaken are often at a remarkably high
level. Core Programs also provide new and
transfer students a chance to better
cultivate the essential skills they need to
succeed in seminars, independent
research, and advanced reading and
writing.
14
I
In any case, any student new to
Evergreen would be wise to consider a
Core Program, whatever his or her age or
past academic experience. Freshmen
would be unwise to consider anything else.
Core Programs usually last a full year
and their content is broadly interdisciplinary. For instance, "Political
Ecology" investigates international politics
and environmental trends by drawing on
material from the natural sciences, social
sciences, and humanities. Other programs
combine different disciplines to study their
respective central themes. This interdisciplinary approach means studying a
situation or an issue as an integrated
whole, rather than taking a set of unrelated
and isolated courses.
Core Programs also are designed to help
you develop the academic skills, selfconfidence, and maturity to meet the
demands of college. All Core Programs are
structured to provide you with:
Extensive work on oral and written communication skills;
Small classes and close student-faculty
interaction;
Skills in using the library effectively;
Skills in problem-solving and teamwork;
Skills in critical reasoning;
Systematic orientation to the college, its
methods and resources;
Regular, personal evaluations between faculty
and students; and
Systematic, individualized academic advising.
Evergreen proudly staffs Core Programs
with its most experienced faculty, women
and men who are particularly qualified
and eager to work with entering students.
Unlike many colleges, Evergreen runs its
Core Programs at a lower student-faculty
ratio than its more advanced programs in
the Specialty Areas. Your success and selfreliance in future advanced studies will
benefit greatly from this close studentfaculty interaction.
Specialty Areas
After taking one of the Core Programs,
you may begin taking programs in the
various areas of specialization. Evergreen
offers eight interdisciplinary areas of
specialization called Speciality Areas on an
ongoing basis. Each area provides you with
a complex curriculum ranging from one to
three years in length, and with opportunities for a number of different career
pathways.
In the Environmental Studies specialty
area, for example, you will find a multitrack curriculum which allows you to emphasize natural history, energy studies,
marine studies, or agriculture. The same
variety can be found in most other Specialty Areas.
Descriptions for every program in the
Specialty Areas are listed from page 36-74
in the Academic Offerings section of this
catalog. Program descriptions include such
information as the faculty member who
will coordinate the program, enrollment
limit, special expenses, and course
equivalencies (the subjects, or disciplines,
covered in a program); while suggested
courses of study for different career interests are included at the beginning of the
Specialty Areas.
You'll find the opportunity to develop your
critical reasoning and problem-solving skills
for effectively dealing with contemporary
situations.
CrossSpecialty Area Pathways
Curricular Planning
Program Planning and Covenants
Many students develop individual plans of
study which combine programs in various
specialty areas. If you have an interest in
arts administration, for example, you
might take work in the management area
ofApplied Social Theory and in the Expressive
Arts. Similarly, if you have an interest in
health and human services, you would
benefit from such programs as "Human
Health and Behavior" in Science, Technology
and Health, "Management and the Public
Interest" in Applied Social Theory, and most
offerings in Political Economy and Social
Change.
On page 78, two examples of cross
specialty area pathways are provided in
communications and management studies.
In both of these areas a variety of curricular combinations is available to accommodate different student interests. The
pathways draw upon programs in different
specialty areas, so consultation with your
individual faculty member, Academic Advising and Career Planning and Placement
is important if you are to develop an appropriate, as well as practical, plan of
study.
Evergreen's flexible curriculum can be
molded to meet new student and public interests and to utilize new information from
scholarly research. Yet there is also continuity from year to year, allowing you to
plan your selection of programs and contracts. Core Programs tend to be repeated,
as do some offerings in the Specialty
Areas.
Evergreen faculty members take the major role in curricular planning, but they
encourage student participation. Opportunities for you to participate and comment are provided through Specialty Area
meetings prior to the faculty's spring planning retreat.
New programs, usually Group Contracts, are approved each year in response
to students' suggestions and proposals.
Evergreen encourages this sort of initiative,
but new students need to know that each
offering must be sponsored by faculty and
approved by academic deans. Developing a
new Coordinated Study or Group Contract requires a great deal of work and advance planning. Curricular planning
routinely begins a full 18months before the
program is offered.
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 may
participate in that process. Faculty are held
responsible by the academic deans to stay
close to the final plan in the annual catalog.
Faculty also are responsive to student
needs and new opportunities 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
by consensus of the faculty involved.
In Coordinated Study programs, faculty
sign ajaculty covenant which states the way
in which they will conduct the program. In
many programs and group contracts a student covenant, is prepared by the faculty,
outlining students' rights and responsibilities. Among the most important
points such covenants usually cover are
how credit will be awarded, in what
amounts, for what activities in what subject areas, and just what a student must
accomplish to earn credit. Faculty responsibilities also are specified. Most Coordinated Studies run smoothly and efficiently, but should a problem arise, these
covenants serve as a guide for resolution .
....
EDUCATION
WITH
A
DIFFERENCE
i
15
A Typical Week
Monday
Tuesday
9-10:30
All-program
lecture
11-12
Small group
discussion
9-12
Book
Wednesday
semmar
All-college
governance day
1-3
Workshop
or lab
No classes
scheduled
Thursday
Friday
9-12
Book
9-10:30
All- program
lecture
11-12
Small group
discussion
serm nar
Noon
Choosing Your Program
Evergreen recognizes that students differ
in maturity and personality as well as interests and capacities. Because the college
acknowledges and tries to build upon this
diversity, there are no structured majors,
or specific required courses for all
students.
The alternative to requirements is not
random choice of academic courses, but
rather highly individualized, carefully
thought-out educational plans. Close interaction between you, your faculty, and
advisors is a critical ingredient in making
such a system work for you. Although
responsibility for this educational planning
ultimately rests with you, the college has
developed many resources to assist you in
the planning process, ranging from Core
Programs to the Academic Advising and
Career Planning and Placement Offices.
As you plan your program, Evergreen
encourages you to develop breadth and
depth in your education, to acquire skills
in communication, to become a critical
thinker, to acquire an understanding of the
significance of cultural differences, and to
become an effective problem-solver.
In doing these things, you may find, like
the majority of Evergreen students, an applied experience, such as an internship or a
major research project, an important part
of your Evergreen education. You may also
want to undertake a senior project as the
capstone of your education here.
Academic Fairs before the beginning of each quarter introduce the
faculty and what they'll be teaching. Here)faculty mathematician George Dimitroff
who also teaches statistics
and acturial
science, explains the subjects he'll cover to a new student.
16
I
1-3
Workshop
or lab
Academic Advising
Choosing the most appropriate academic
program or contract each quarter or year
is a serious decision. There are several
sources of assistance available to help you
clarify your long- and short-range learning
goals and make the best program selections. On-going counseling and advising is
a natural part of the close and frequent
contact you'll have with your seminar
leader and current program faculty (this is
especially important in Core Programs).
Of course, other students who have been
here a few years are an excellent source of
information, and there are three other
sources of help you should take advantage
of: your faculty advisor, the Academic Advising Office and Academic Fairs.
New facilities provide state-of-the-art equipment for all students to use in applying their
skills and training to practical experiences.
The Academic Advising Office
Your Faculty Advisor
Academic Fairs
As the central source of all academic information on campus, Academic Advising
coordinates the entire advising program
under the direction of an assigned faculty
member. The primary functions of
Academic Advising include helping each
incoming student and each student leaving
a Core Program find appropriate advising,
conducting advising workshops with the
faculty in each Core Program, providing
students with current information about
programs, answering questions relating to
any part of the curriculum, and helping
students meet a variety of academic needs.
More information on the Academic Advising Office is available in Library 1221.
Because Evergreen does not offer departmental majors, many students need some
assistance to build academic specializations that match their personal and professional goals. Often the key to planning
your academic pathway is finding a faculty
member with whom you feel comfortable
and whose area of expertise matches your
interests and needs. Just as students in
Core Programs typically receive a great
deal of informal academic advising from
their program faculty, so do Evergreen
students in general ask for, and receive,
advice and direction from their current
faculty members. At some point during
your career at Evergreen, you and a compatible faculty member may agree to work
together in regular advising sessions,
regardless of whether you are in the same
program. At that time, you should ask the
Academic Advising Office to have that
faculty member officially assigned to you.
Your faculty advisor's role is primarily
that of a resource person. You and he or
she will discuss and plan your current program selection, long-range academic goals,
and the process of designing the "path" of
your undergraduate education. Your advisor will work to ensure that your choices
are thoughtful and relevant to your plans
for future employment or graduate school.
Your advisor will maintain a record of your
advising meetings to ensure continuity. He
or she also will refer you to other faculty or
campus services whose help you might
need .
Near the end of each quarter-and
at the
start of Fall Quarter-an
Academic Fair is
held at which faculty from all programs
and from the Individual Contract pool
gather in one room, at one time, to discuss
their offerings with you and answer your
questions. They sit at tables clearly
marked with program titles, and they have
their program descriptions, schedules, and
covenants with them. Personnel from
Academic Advising, the Registrar's Office,
and the Deans also attend.
This is your best, most direct opportunity to find out how a program you may be
considering will be structured, what
material will be covered, in what style, and
how closely it serves your needs. Students
who are puzzled about their options often
find clarification, even wholly new directions, from their contacts at Academic
Fairs.
Dates and hours of the Academic Fairs
are available from Admissions, the
Registrar, or Academic Advising.
•
EDUCATION
WITH
A
DIFFERENCE
I
J7
85% of Evergreen's gr.aCluates who
have applied to la '<and medical
school have been accepted.
18
I
Credit and Evaluation
Narrative Evaluations
Self- Evaluations
Faculty members have final responsibility
for seeing that their program's curricular
plan is carried out. They also bear final
responsibility for all matters of academic
credit.
In Coordinated Study programs, the
criteria for awarding credit are spelled out
in program covenants and should also be
specified in each individual contract.
Although there may be some negotiation
between you and your faculty on particular
matters, the program covenant, or the contract, always sets the limits. You can and
should discuss all this thoroughly with
your faculty.
Both you and the faculty enjoy academic
freedom at Evergreen. This means that no
student may be denied credit because of
political, religious or other beliefs. You will
often be required to prove that you understand positions other than your own. But
no academic program may require or
presuppose acceptance of a particular doctrine or position.
Evergreen faculty write narrative evaluations of each student's work instead of giving grades. These evaluations describe in
detail just what the student planned to do
in the program or contract; how well they
approached and solved problems, worked
with others and expressed themselves in
written and spoken work; the student's
area of concentration; and how well they
succeeded. Narrative evaluations precisely
chart the student's academic development
and achievement, providing him or her
much more meaning and insight than any
set of letter or number grades.
The faculty evaluation of student work
also lists a set of Course Equivalencies that
divide the program or contract into its
constituent parts to aid other schools or
future employers in "translating" the
credit earned into approximations of traditional courses. Sometimes these equivalencies are easy to make, i.e., "4 creditsIntroductory Psychology, 3 creditsTheoretical Physics"; but sometimes the
program work resists simple translation. In
either case, these equivalencies are
generally indicated at the end of each program description in this catalog, and initial
program materials.
Each student also writes a Self-Evaluation.
You will describe your work in your own
words, explaining what was most important to you, and why. You will offer
evidence of your comprehension and provide details about your progress and success in the program. The self-evaluation,
when done carefully and seriously, often
represents a major part of your learning
experience, for in it you summarize your
experience, putting everything in order
and connecting this study to your past
learning and future plans. Self-evaluations
are often the most revealing documents in
a student's transcript.
Evergreen encourages you to have a wide
range of interests by combining knowledge
from several different academic disciplines.
Student Evaluation of Faculty
Evaluation Conferences
Your Transcripts
Students have the right and 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 guide them toward
the improvement of their own teaching
strategies. Faculty need to know specifically what you think has and has not worked.
Student evaluations of faculty also are
used by the academic deans, along with
other information, in helping with faculty
development, and in determining whether
or not faculty are retained. At a school
where teaching is the most important commitment, student evaluations of faculty are
among the most important documents.
You can complete your evaluation of any
faculty member with whom you work after
they have completed your evaluation. This
eliminates any suggestion that their award
of credit may have been influenced by your
evaluation of them, and allows you to give
a frank critique. This is done by turning
your evaluation in to the program
secretary who gives it to the faculty
member after credit has been awarded.
The final week of every quarter is Evaluation Week. It corresponds to the conventional "exam week," except that it is
devoted entirely to writing and discussing
student and faculty evaluations.
Each faculty member has somewhat different practices, simply because each has a
personal style. But there are some uniformities. Students in programs and contracts should have individual conferences
with their faculty to discuss the evaluations. Your self-evaluation, your evaluation
of the faculty, and the faculty evaluation of
your work are all part of conference
discussions.
If differences of opinion exist between
student and faculty, they can usually be
worked out, face-to-face, during this conference. If not, students may appeal to the
faculty's academic dean.
Many programs also produce "inhouse" evaluations of each student's
work-informal,
relaxed, and utterly candid assessments, which are 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 where such advice seems
appropriate.
These formal and informal written
evaluations, along with individual conferences and the many contacts you have
with program faculty, ensure that you need
never be puzzled for very long about how
well you are 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, you
write self-evaluations and evaluations of
the faculty .
Student transcripts consist of both faculty
evaluations and student self-evaluations,
along with detailed program descriptions
or actual Individual Contracts. It also contains a cover sheet listing the course
equivalencies of your work for readers who
want a quick overview. Thus, when you
send your Evergreen transcript to another
school or future employer, they receive a
detailed history and evaluation of your
work here, not a set of course titles and letter grades. This transcript is hefty, but
written carefully, it can be a highly useful
document, lending the weight of substantial evidence in support of your letters of
reference. For more details on transcripts,
turn to page 23.
•••
EDUCATfON
WfTH
A
DfFFERENCE
I
19
ADMISSIONS
Admission Procedure
You, as do all applicants who wish to be
considered for acceptance as fully
matriculated students, must submit the
following items to the Admissions Office:
I. The Washington
Uniform Application.
A non-refundable application fee of $25
must accompany this form. Your check or
money order should be payable to The
Evergreen State College.
2. Official transcripts of all your previous
college work and, (for those applying
directly from high school or with less than
45 quarter hours of college work) a record
of your completed high school courses, including your rank in graduating class.
A transcript is considered official if(a) it
bears the seal of the institution, (b) is
signed by an appropriate college/university
official, and (c) is sent directly from the
college/university to the Admissions
Office.
Evergreen seeks to attract a diverse student body. You and all other applicants are
considered on an individual basis, and 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 1 for Winter
Quarter, and March I 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, applicants
will be considered on an individual basis.
20
I
If you do not fall in the upper half of
your graduating class, you will need to
show evidence of your ability to succeed at
Evergreen by submitting test scores, letters
of recommendation from persons in a position to give professional judgement, 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 high school applicants' transcripts 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 semesters, preferably seven, of high
school work. Applicants considered on this
basis must submit a transcript showing the
completed high school record and date of
graduation before final acceptance by
Evergreen.
General Educational
Development Tests
Applications also will be accepted from
persons 18 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
50th percentile or above in all test
categories.
Transfer Students
If you are a transfer student, you will be
considered for admission if you made
satisfactory progress at your previous college and left in good academic standing.
Applicants from other colleges or universities who have completed 45 or more
quarter hours of college-level credit (or the
equivalent), need not submit high school
transcripts or test scores. Those who have
completed less than 45 quarter hours of
college-level work must submit high school
transcripts in addition to college
transcripts.
As a transfer student, you are required
to present an official transcript from each
college or university you have 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. If you enter Evergreen Fall
Quarter and you are currently enrolled in
another institution, you must have an official copy of that record sent to the Admissions Office immediately following completion of the course(s).
Transfer oj Credit
Evergreen has a generous policy on the acceptance of credit from other colleges and
universities. The maximum credit that can
be transferred is 135 quarter credits or 90
semester hours. The maximum credit that
can be transferred from two year-colleges
is 90 quarter credit hours.
If you are a transfer student who has
completed the appropriate Associate in
Arts degree at a Washington state community college, you may receive the maximum of 90 transfer credits. Since the
community colleges offer several degree
programs, you should consult your 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
grade of C- or below, or below 2.0 grade
point, was received are not acceptable in
transfer. Physical education activity
courses, remedial courses and high school
equivalency courses are not transferable.
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 case-by-case
basis by the Registrar (see also the section
on Evaluation of Certificated Learning on
page 91). 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 a B.A. degree.
;f
"I,
Upside-Down Program
If you hold a vocational or technical
Associate degree from a two-year accredited community college, you may be
eligible for the Upside-Down Program.
Working with a faculty committee, you
earn 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 you will be
recommended for a bachelor's degree.
Non-completion of the recommended 90
Evergreen credits will result in a courseby-course evaluation of the vocltech
coursework; 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). Evergreen currently
has transfer agreements for the U psideDown program with the following community colleges:
Lower Columbia Community College
(A.T.A. in Early Childhood Education);
South Puget Sound Community College
(A.T.A.'s in Business Administration,
Marketing Management, Accounting, and
Data Processing); and Peninsula Community College (A.A.S. in Fisheries
Technology).
Evergreen is in the process of completing transfer agreements with other colleges and programs, so please check with
the Admissions Office about your eligibility for the Upside-Down Program.
Returning Students
If you were previously enrolled at
Evergreen and plan to return after having
withdrawn from the college or taking a
leave of absence for more than four
quarters, you must fill out the Washington
State Uniform Application and submit a
$15non-refundable application fee. You
must submit copies of all transcripts from
colleges/universities attended since leaving
Evergreen. The admission decision will be
based on the complete academic record.
•••
The Admissions Recruiting Team: (left to TIght) Director
of Admissions Arnaldo Rodriguez, Coordinator of Community
College Relations Christine Kerlin, Coordinator oj High School
Relations Doug Scrimo; and Coordinator of Third WOrld
Recruitment Deborah Stansbury.
International Students
If you are a freshman international student
who has met the minimum entrance requirements for college in your native country and can provide evidence of proficiency
in the English language, as well as financial stability, you will be considered for
admission. If you are transferring from a
college in your own country or in the
United States, you must also meet the
regular transfer admission requirements as
described above.
A II international students should complete and
submit:
1. The Washington State Uniform Application and pay the $25 non-refundable
application fee.
2. Official copies of all high school and/or
college records.
3. Results of the Test of English as a
Foreign Language (TOEFL). Transfer
students from local colleges may take an
on-campus language assessment instead of
the TOEFL.
4. Evidence of having at least $9,000 (U.S.)
to pay all normal expenses for one year's
enrollment at Evergreen.
Special Students and Auditors
If you are a part-time student and do not
wish to have academic work immediately
applied toward your degree, you 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 Olympiaarea residents interested in college work
but not currently seeking a baccalaureate
degree. Both categories are generally
limited to 11 quarter credit hours (parttime) of study.
Special Students receive credit and narrative evaluation. They may subsequently
apply for admission to degree-seeking
status as described under the admission
procedure section. Upon acceptance, all
previous work will be credited toward the
degree.
Auditors receive neither credit or 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
Conditional Admission
The Admissions Committee considers all
applicants on an individual basis. Applicants who do not meet the admissions
criteria may be asked to submit additional
information. The Admissions Committee
may offer a conditional admission if the
applicant's credentials show that he or she
has a reasonable chance for academic success in Evergreen's unique academic programs. Students admitted on a conditional
basis are required to accept and fulfill the
conditions outlined in their letter of
admission.
ADMISSIONS
Notification of the admission decision will
be made after a review of the completed
application.
Upon notice of eligibility, the applicant
should send an advance deposit of $50,
which is automatically applied to first
quarter tuition. Payment will reserve
enrollment on a first-come, first-serve
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.
I
21
ACADEMIC
REGULATIONS
Registration
New and Continuing
Enrollment Process
Student
If you are a continuing student, you should
consult registration information that is
mailed out each quarter.
If you are a new student, you will come
to campus for a check-in appointment. At
this meeting, you will discuss your personal interests and concerns, evaluate your
basic study skills, and receive advising and
registration forms.
If you are accepted for admission before
mid-May, you should select a Spring
Quarter advising and registration date. All
programs are filled on a first-come, firstserve basis, and some require a faculty interview or audition for entry, so early
registration will increase your chances of
getting into the program of your choice.
When you enroll, you will designate the
length of your program or contract by
specifying the beginning and ending dates.
You also will specify the number of quarter
credit hours you'll take per quarter during
that period. There will be no need to reenroll each quarter during this designated
period if you continue in the same program or contract. Changes of the beginning or ending dates, or in the amount of
credit taken, need to be made as far in advance as possible. Early notification will
assure proper assessment of tuition and
fees.
Any increase in the number of quarter
credit hours for which you are registered
must be submitted to the Registrar no later
than the fifth day of any quarter.
As a continuing student, you should
select your academic programs for the
following year during advance registration,
conducted in mid-May. Dates for advance
registration are shown in the Calendar on
page 112.
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 publications.
22
I
Throughout the year, important information will be mailed to you, therefore you
Full-time and Part-time Status
are required to keep a current address-even
Evergreen counts you as a full-time student if you are: (1) an undergraduate
enrolled for 12 or more quarter credit
hours, or (2) a graduate student enrolled
for nine or more quarter credit hours. If
you enroll for less, you are considered a
part-time student.
Maximum full-time enrollment is 16
quarter credit hours (18 for those in the
Teacher Certification Program and 12 for
graduate students). These maximums include any transfer credit earned during the
same period through simultaneous enrollment at another school.
You may accelerate your education only
by enrolling for a fourth quarter of study
each calendar year (i.e., Summer Quarter).
those of short durationon file with the
Registrar's Office throughout your stay at
the college.
(See also Bills and Payment Procedures.)
To Drop Or Change A Program
If you want to drop or change a program,
pick up a Change of Registration Form
from the Registrar's Office. At that time,
you also should check to see if faculty
signatures are required for the particular
programs involved. It is essential to complete these in advance.
Withdrawal
and Exit Interview
You 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
If you have been regularly admitted and
need to "stop out" for awhile, you are
eligible for a leave of absence of no more
than one year. If you are not enrolled in a
program or contract by the enrollment
deadline, you are considered to be on leave
(up to one year for undergraduates and
one quarter for graduate students).
Academic Credit
General Policies
You will accumulate academic credit for
work well done and levels of performance
reached and surpassed. Only if you fulfill
academic obligations will full credit be
entered on the permanent academic
record: Partial credit is not awarded.
Credit is expressed in quarter credit hours
or no entry is made.
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.
Veterans
If you are a veteran, be advised that VA
standards for full-time training are different from those of the college. The "seat
time" rule requires a specific 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.
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 your 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. Faculty will
announce that policy at the outset of the
quarter. Exceptions are made only with
faculty approval.
Evaluation
To evaluate your work, you meet individually with the faculty member who
leads your seminar. At the end of each
quarter, the faculty writes a narrative
evaluation which details your work, and
takesthe place of a letter grade. For a full
description of this unique educational process,please turn to page 18.
RecordKeeping
Transcriptand Portfolio
The transcript and portfolio are the two
primary records of your work at
Evergreen.
The transcript, maintained by the
Registrar's Office, is a record of your
academic achievement which includes all
workdone for credit, the official description of the program or contract, faculty
evaluations, and your own evaluations
(when required). Once the evaluation is
accepted in the Registrar's Office, a copy is
sent to you. If you need your faculty to further revise your evaluation, you have 60
daysor until your transcript is sent by request, whichever comes first.
The entire body oj information is mailed when
a transcript is requested, although graduate
students who also attended Evergreen as
undergraduates may request transcripts of
only their graduate work. Transcript processingrequires time: please allow two
weeksbetween receipt of your request (and
$10fee) and mailing of the transcript.
Credit and evaluations are reported only
at the end of the program or contract,
unlessyou go on a leave of absence,
withdraw or change programs.
Youmaintain your own portfolio, which
includes the official descriptions of the program or contract for all work attempted,
descriptions and copies of faculty evaluations, and your own evaluations, including
those not on the transcript. You should also
include examples of your best work and
any other pertinent information.
The portfolio is your academic biography, to be shared with faculty during
your learning experience and with
graduate schools and prospective
employers in future interviews.
Confidentiality oj Records
Evergreen complies with the federal Family Education Rights and Privacy Act of
1974,which establishes fair information
practices regarding student records at
American colleges and universities. Check
with the Registrar if you're interested in
the details about this legislation.
•••
Retention oj Records
Credentials, including original documents
submitted in support of an application,
become the property of the college and are
not returnable or reproducible. 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
Because the college follows a narrative
evaluation system, your 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 his or her
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.
1. Academic Warning-A
student who
earns fewer than two-thirds the number of
credits for which he or she is registered in
three successive quarters will receive an
academic warning from the Registrar, a
copy of which will also go to the student's
current or preregistered coordinator or
sponsor. Similarly, a student enrolled for
more than half-time who receives no credit
at all during two successive evaluation
periods will receive academic warnings.
Such warnings urge the student to seek
academic advice or personal counseling
from a member of the faculty or from the
appropriate officers in Student 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.
ACADEMIC
REGULATIONS
2. Required Leave of Absence-A
student
on academic warning who receives either
an incomplete or fewer than two-thirds of
registered credit 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.
A student returning from a required
leave of absence will re-enter on academic
warning and will be expected to make
normal progress toward a bachelor's
degree without incurring further required
leave. Failure to earn more than two-thirds
credit at the next evaluation period will
result in academic dismissal from the
college.
Graduation Requirements
The minimum requirements for awarding
either the Bachelor of Arts (B.A.) or the
Bachelor of Science (B.S.) is 180 quarter
credit hours. Continuation beyond 200
quarter credit hours without graduating
requires approval of an educational plan
by the academic dean.
If you transfer from another college, you
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. External credit or CLEP tests do
not satisfy the 45 quarter hour credit
requirement.
If you have a baccalaureate degree from
a regionally accredited institution (including Evergreen), and wish to earn a second baccalaureate degree, you must earn
at least 45 additional quarter credit hours
as an enrolled Evergreen student.
An application, exit interview and payment of a $25 fee are necessary for graduation. Contact the Registrar's Office at least
one quarter in advance of the anticipated
graduation date.
The B.S. 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 B.A. and B.S. requires a minimum of 225 quarter hours,
including 90 at Evergreen, and application
at least one year in advance.
I
23
FEES
AND
Tuition and Fees
Washington/Oregon Reciprocity
Estimated Academic Year Expenses
Fee calculations are based on three student
status indicators: undergraduate or graduate enrollment, state residency (including
Southeast Asia Veteran status) and quarter
credit hours. These indicators are
established and adjusted only by the
Registrar.
If you are a full-time resident undergraduate student, your tuition and fees will
be $339 per quarter, and $1,162 if you are a
full-time nonresident student. Of these
amounts, $63 are allotted as Services and
Activities fees.
If you are a part-time student, tuition
and fees are $33 per quarter credit hour,
up to a maximum of $339 (resident), and
$116 per quarter credit hour, up to a maximum of $1,162 (nonresident).
If you are a full-time graduate student,
tuition and fees are $476 per quarter (resident) and $1,406 (nonresident). For parttime graduate students, the charges per
quarter credit hour are $47 for residents
($476 maximum) and $140 for nonresidents ($1,406 maximum).
These are projected tuition and fees for
the 1985-86 academic year, and subject to
change in future years.
In accordance with a reciprocity agreement between the states of Washington
and Oregon, Evergreen was allocated a
number of tuition waivers for 1984-85 by
the "Memorandum
of Agreement" of
September 12, 1983. Graduate and undergraduate students both may apply. Legislation in process at the time this catalog went
to press could affect the Washington!
Oregon reciprocity agreement. Information regarding waivers and procedures for
applications may be obtained from the
Registrar.
These are the projected costs for the
academic year 1985-86, and are subject to
change.
Residency Status for Tuition and Fees
To be considered a resident, you must be
domiciled in the state of Washington for at
least one year (prior to the first day of the
quarter) for other than educational purposes, and either financially independent,
or, if financially dependent, have a parent
who has been domiciled in the state of
Washington for at least one year (prior to
the first day of the quarter) for other than
educational purposes. Military personnel
and their dependents are eligible for resident classification only during the first
year of their assignment in Washington.
All others are classified as nonresident
for tuition and fee purposes.
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 you feel the requirement has
been met. (Allow at least 10 days for processing your application.)
24
I
CHARGES
Tuition and Fees
(Full-time)
Resident,
Nonresidents
$1017
$3486
Books and
~upplies
390
390
Housing
and Meals
2610
2610
870
870
Personal
Needs
Billing and Payment Procedures
In-State
Travel
The Student Accounts system assembles all
student financial information, both
charges and credits, and prepares a
periodic statement of account. This makes
it possible for you, as a registered student,
to submit a single check for tuition and
fees, housing, and other charges by mail or
night depository. The Cashier's Office is
open from 10 a.m. to 3 p.m. Monday
through Friday.
Tuition and fees are billed by mail on a
quarterly basis if you are "pre-registered."
The second class day is the payment
deadline if you are "pre-registered."
Payments must be in the Cashier's Office
by 3 p.m. of the second class day. Failure to
pay tuition and fees by the established due
date will result in disenrollment. Postmarked payment envelopes received after
the due date/time are considered late.
If you register during the "regular
registration" period, you must pay your
tuition and fees at that time. You have an
option to pay at least one-half of your tuition and fee charge by the assigned due
date and the balance in full by the 30th
calendar day.
Students allowed to register during the
second class week must pay a $15 late
registration fee. Students allowed to
register after the tenth class day must pay
a $60 late registration fee. Students who
are dropped after the 30th calendar day for
non-payment of tuition and fees must pay
a $50 reinstatement fee to re-enroll.
The college charges a mandatory $15
quarterly health fee that is assessed with
tuition and fees for all full-time students.
Total
600
600
$5487
$7956
Refunds/Appeals
Refunds of tuition and fees are allowed
only if you withdraw from school or are
called into military service for the United
States.
If you follow proper withdrawal procedures at the Registrar's Office, you will
be refunded as follows:
Fee/Charge
Category
Refunds Applicable
Enrollment
Deposit
Applies to first quarter
tuition and fees. 100 percent
refundable to the fifth class
day of the quarter.
Tuition and
Fees
100 percent to fifth class
day of quarter, 50 percent to
30th calendar day; after
that, no refund.
Housing
Deposit
$30 (rental contract)
refundable upon end of contract or withdrawal from
college. $50 (unit lease)
refundable upon end of
contract.
Objections to the application of any financial policy or charge must be presented to
the Registrar within 10 days after the first
billing.
Miscellaneous Fees
Housing deposit
$ 60
100
10
Rental contract
Unit lease
Transcript
Extra transcripts ordered
at same time
5
ID card replacement
5
Returned check
6
Non-refundable application fee
15
Enrollment deposit
50
Late registration fee
15
Reinstatement/late registration fee
50
Graduation fee
25
Mandatory health fee
15
Lab fee (varies)
10-25
Leisure Education (varies)
5-100
Library 2126 Darkroom (student rate)
Daily
Quarterly
1.50
WashPIRG (quarterly; refundable)
Wash. Student Lobby (quarterly)
Parking
Motorcycles
Year
Quarter
Daily
$27.00
11.00
.75
25.00
2.50
1.00
Autos
$54.00
22.00
.75
Student Health Insurance
The college provides the opportunity for
students to purchase health insurance for
themselves and dependents. Options include either major medical insurance or
full health care coverage. Students registered for less than eight credit hours or as a
"special" student are not eligible for insurance coverage. Full-time students
(registered for ten credit hours or more)
will automatically be enrolled in the major
medical plan unless a waiver card or full
health care request is submitted to Student
Accounts by the fifth class day of each
quarter. Contact Student Accounts at
866-6000, ext. 644 7, for details concerning
the different policies that are available.
WashPIRG and Washington Student Lobby Fee
The Washington Public Interest Research
Group fee ($2.50) is a special refundable
fee for a consumer and environmental
organization directed by students. The
Washington Student Lobby fee ($1.00) is a
special refundable fee. Non-payment of
these fees will not block you from enrollment. If you do not wish to support
.&
WashPIRG or WSL, a refund may be obtained on the condition that you request
the refund from WashPIRG or WSL during a ten-day period designated by each
group.
Financial Aid
If you expect difficulty in meeting the costs
of college, you should apply for assistance
through the Financial Aid Office.
Evergreen's goal is to provide appropriate financial guidance to all
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.
The Financial Aid Office also offers you
financial counseling and maintains a
listing of part-time employment opportunities both on- and off-campus.
In addition, the following scholarships
are based on merit as well as financial
need:
• Ward Bowden Memorial Scholarship
assists students with financial need in the
fields of journalism and political science.
• Roger Camp Memorial Scholarship
assists students with financial need.
• Ethel MacPhail
Scholarship
is awarded to an upper-division woman
concentrating in a business management
related field.
• Foundation Scholarships are awarded to
prospective new full-time Evergreen
students who have distinguished
themselves with contributions to community, academic excellence, or other
demonstrated talent.
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 short term loans of up to $200. If
you need this service, 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 you during the first
week of instruction. Exceptions are
emergency loans, which are paid as
needed, and the on-campus work-study
program, which is distributed through the
payroll system.
• Edith K. Draham Scholarship
assists students with financial need and
demonstrated ability in fiction writing.
• Shauna May Memorial Scholarship
is awarded to students based on financial
need and merit.
• Carlton Morris Cooley Scholarship
is awarded to an outstanding
English-related studies.
senior in
• Saul and Daydee G. Haas Foundation Award of
Merit
is awarded to an outstanding junior or
senior in the field of communications.
• CharlesJ.
McCann
Scholarship
is awarded to a senior who has completed
at least one full year at Evergreen, shows
the capacity to work well with others, and
demonstrates ability to design and carry
out a plan of study and does it well.
FEES
AND
CHARGES
125
•
I
Junior
Hometown: Chehalis, Washington
Programs and subjects studied: "Energy
Systems," Teacher Certification Program
OFFERINGS
"M y advice to new students at Evergreen is
to give yourself permission to make a hash of
things for awhile. Gripe, kibbitz, be lazy,
overwork, struggle, change your mind a
thousand times. Evergreen is a very demanding school, but it's also an excellent place in
which to explore. If you spend enough time
and energy here, you will eventually do
something creative and worthwhile. You
don't have to, of course, but Evergreen
tolerates the often uncomfortable struggles."
THE
CONDENSED
CURRICULUM
Core Programs
Page
F
WS*
Environmental Studies
Page
F
Great Books
Perspectives in American Culture
Human Development
Science and Human Thought
Society and the Computer
Adult Life Explorations
Political Ecology
American West: Geology,
History and Resources
Thinking Straight
33
33
33
34
34
34
35
~
~
~
~
~
~
~
~
~
~
~
~
~
~
Introduction to Environmental Studies
Mammalogy
Ornithology
Tropical Biology
Piloting and Seamanship
The Marine Environment
Ecological Agriculture
Sustainable Community Design
Energy Systems
Principles of Biology
43
44
44
44
45
45
45
46
46
46
~
~
49
~ ~ ~
50
50
50
51
51
51
52
52
52
~ ~
~ ~ ~
~
~
~ ~
~ ~ ~
~
~
~ ~ ~
~
~
~
~
~
35
35
~
~
37
38
~ ~ ~
~ ~ ~
38
38
39
~
~ ~ ~
~ ~
41
~ ~ ~
Applied Social Theory
Mass Communications and Social Reality
Management and the Public Interest
Business of International Trade
and Ocean Shipping
Development: The Aim of Education
Bridges
Performance/Art: From Ritual Roots
to the Present
The Power of Theatre: From Drama
to Performance
Fact/Fiction
Hidden Treasures
Collaborations
Studio Project
Musical Composition and Performance
Point of View
Techniques of Visual Anthropology
Art as Cultural Expression
• F-Fall Quarter
w-Winter Quarter
s-Spring Quarter
28
I
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
Expressive Arts
Center for Community Development
Community Development
W S*
Humanities
Page
F
War
Dark Ages
Cultural Studies:
Anthropology, Literature,
Peace Studies
55
56
~ ~ ~
~ ~ ~
56
56
~ ~
History
WS*
~
Language and Culture Center
59
60
60
60
Japan and the West
Rabelais to Proust and Beyond
Spanish Forms in Life and Art
German Culture
~ ~ ~
~
~ ~ ~
~ ~ ~
Science, Technology and Health
Page
F
WS*
Data to Information
The Business of Computers
Energy Systems
Physical Systems
Human Health and Behavior
The Study of Lives
Psychological Counseling
Matter and Motion
Molecule to Organism
Nutrition
74
75
75
75
76
76
76
77
77
77
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
78
79
79
79
~
~ ~ ~
~ ~ ~
~ ~
..
Management and the Public Interest
The Business of Computers
Business of International Trade
and Ocean Shipping
81
81
~ ~ ~
~ ~ ~
81
~
Teacher Certification
82
~
~
~
~
~
~
~
~
Cross Specialty Area Pathways
Native American Studies
Life Composition: Listen,
Perform, Question and Symbolize
Art as Cultural Expression
Multicultural Learning Environments
63
63
63
~ ~ ~
~ ~ ~
~
Communications
Techniques of Visual Anthropology
Mass Communications
and Social Reality
Data to Information
Fact/Fiction
Management
Political Economy and Social Change
Political Economy and Social Change
Political Economy of Scientific Problems
Science and Social Change
Philosophy, Society and the Law:
Social Dynamics and Legal Reasoning
65
66
66
~ ~ ~
~ ~ ~
~
66
~ ~
Studies
at Evergreen
Off-Campus Programs
Center for the Study of Science and
Human Values
The Human Condition: Sociobiology
and Human Values
Cutting Edge Symposium
69
69
•
~ ~ ~
~ ~ ~
CONDENSED
The Evergreen State College-Tacoma
The Evergreen State College-Vancouver
87
86
Graduate Study at Evergreen
Master of Environmental Studies
Master of Public Administration
89
88
Special Forms of Study
90
CURRICULUM
I
29
PICKING
PROGRAM
Seven Easy Steps
to Picking Your Program
YOUR
1. Decide what you want to study.
Consider
your career goals, if you already
have them. Consider
also anything
else
that interests you and is important
to you.
It is true that you'll take only one program
at a time at Evergreen,
but those programs
cover many different subjects. So, give
yourself the chance to learn broadly.
2. Read the catalog
to find the appropriate
program
for you.
• If J1u are a freshman,
choose one of the Core Programs
described
on pages 32 to 35.
• Ijyou are a transfer student,
look up the subjects that interest you in the
Academic Subject Index, beginning
on page
108. This lists all the programs
which cover
your subjects. Don't ignore Core Programsthey may be perfect for you. If a Specialty
Area is listed under your subject, read over
all the offerings in that area.
5. Choose your program.
In all these discussions-with
the
Academic Advising Office, with prospective faculty-keep
your goals in mind and, also,
the range oj your interests and needs. Your selection for this one quarter should fit into
your overall plans, and it should also lead
you to something.
On the other hand, you
do have time, you do have a wide range of
interests, and you probably
do not have to
do some one thing immediately.
• Ask for whatever help you need in making
your choice; if you don't find the help you
need in one place, ask for it somewhere
else.
• Examine
also the planned equivalencies at the
end of each program description
to see the
full range of subject matter it will cover.
• You'll know you've chosen wisely when enthusiasm strikes you and you begin to fantasize excitedly about the work ahead.
3. Discuss your choices and your goals
with your faculty, or with the faculty and
staff in the Academic Advising Office. The Advising Office keeps program
descriptions
that will have been expanded
and updated
from what you read in this catalog. Often,
programs
which appear only vaguely appropriate
in the catalog reveal themselves
as exactly appropriate
and personally
exciting when you read the latest details. The
Advising Office can give you leads on additional programs
that on your own you
might pass over.
I
• Ask all questions,
share your puzzlements
and enthusiasms.
Don't hesitate to ask for
advice. If a program
isn't right for you,
faculty will direct you to other options.
• Look at the Curricular Pathways described
in
the Specialty Areas where your interests
lie. Pathways will suggest a logical sequence
for your years of study in a particular
field,
and help you decide where to begin.
• Browse over a number of possibilities
before you settle on one. Try to choose at
least three viable alternates
before you take
the next step.
30
4. Attend the Academic
Fair,
which is described
on page 17. The faculty
will be assembled
there, all in one place at
one time, sitting at tables marked with
their program
titles. You can discuss program content and style directly with the
program
faculty, and pick up a syllabus.
6. Register.
7. Pay your tuition.
And that's it! You're
your semmar.
now ready
to attend
Twelve Questions
Most Frequently Asked
About Evergreen
Do I need to know exactly what I want
to do at Evergreen?
No, but sometimes it helps. Often it's a
hindrance. Coordinated Study programs
are excellent places for finding directions,
or discovering directions that are wholly
new and unexpected.
Who will help me decide which program
to take each quarter?
Your academic advisor, the Academic
Advising Office, your current program
faculty, the faculty in areas which interest
you. The Academic Fair (page 17) is an
unexcelled opportunity to test the waters
and figure out exactly which of the upcoming offerings is best for you.
Who will help me plan my degree
program?
Your academic Advisor, the Academic Advising Office, your program faculty, the
Career Planning and Placement Office.
Any or all of the above. When in doubt,
ask.
Can I take two programs at the same
time?
No. At Evergreen you take one full-time
program a quarter.
Can I take courses in addition to a fulltime program?
Quite often. Each program description in
this catalog specifies whether additional
courses are allowed. You can also negotiate
this with the program faculty.
Are individual projects or internships
allowed?
Yes. Most programs incorporate individual, or small group, projects. Some
incorporate internships. Consult the program descriptions, and talk with faculty.
Advanced students can arrange full-time
independent projects through Individual
Contracts and Internships, see page 90.
•
PICKING
YOUR
PROGRAM
What is your grading system?
Students receive full, partial, or no credit
for the work they've done. The faculty
assess the quality of the work done by
means of detailed letters of evaluation.
Evergreen uses this grading system in lieu
of letter and/or numerical symbols. See
page 18.
Are all 1985-86 programs listed in this
catalog, or are others added later?
Nearly all full-time programs were
planned well before this catalog was
printed. Information about any changes or
additions will be available at the Academic
Advising Office. Part-time offerings, which
are only described briefly here, appear in
full in the quarterly publication, The
Evergreen Times.
Where can I get more information
about
programs?
The Academic Advising Office often has
more detailed program descriptions, including book lists and weekly schedules.
These are also available at the Academic
Fairs or directly from program faculty.
What are the areas I can study at
Evergreen?
Most of the conventional college subjects,
plus a number of specialties. Consult the
"Academic Subject Index" (page 108), and
browse through the Specialty Area descriptions (pages 36-74). All the many advisors,
and the Admissions counselors, can give
you detailed information about offerings in
the fields that interest you.
What degrees do you offer?
The Bachelor of Arts, the Bachelor of
Science, the Master of Public Administration and the Master of Environmental
Studies.
What can I do with a degree from
Evergreen?
Prepare yourself for living by preparing
yourself to enter the work force immediately after graduation, or to attend graduate
or professional school. Our graduates
undertake all the usual careers, and invent
some of their own. See "Evergreen Works"
on page 8.
I
31
CORE
Convener: Jovana Brown
32
I
PROGRAMS
Core Programs are designed to give students
in their first or second year of college a
solid foundation of knowledge and skills as
preparation for more advanced studies.
Core Programs will introduce you 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 you explore a central theme or problem. This interdisciplinary approach
means you will study a situation as a
whole, not as a collection of unrelated
fragments. Core Programs reveal the full
breadth of the issues that will concern
you-the connection of artistic expression
to social conditions, for example, or the
relations of biological facts to individual
psychology.
Core Programs emphasize the development
of skills necessary for you to do successful
college work. For most students, this
means learning how to write well in
various modes, how to read carefully,
analyze arguments, work cooperatively in
small projects or discussion groups, and
how to use the many resources in the
Library. Core Programs also aim to help you
connect your studies with your own intellectual and personal concerns and to
make responsible decisions about your
education.
Each of the Core Programs listed in this
catalog section is an integrated study program that combines a number of different
activities: seminars, individual conferences
with teachers, lectures, laboratorieswhatever is appropriate. In a Core Program
you learn about the program theme or
topic, and at the same time you learn
about your own goals, about defining
problems and dealing with them, about the
college's people and facilities, about how to
read critically and write well.
Special note:
Two- and three-quarter long Core Programs
admit new students at the beginning of
each quarter.
Great Books
Fall, Winter, Spring/Coordinated
Coordinator: Charles McCann
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Study
All cultures have important stories. They
are transmitted in a variety of forms
through time and history and often
become guidelines for proper conduct. In
each community, tensions develop between
codes of proper conduct and the individual
responses for or against this conventional
wisdom. "Great Books" will examine the
similarities and differences of several
cultural heritages through their stories, institutions, and individual responses.
Fall Quarter, we will read the stories that
have shaped certain major cultures, using
Homer, The Old Testament, Hesiod and
Chusingura, for example. Winter, we'll
study the codes of behavior of those
cultures by carefully examining writers
such as Plato, St. Augustine, Dante and
Hobbes, and important texts such as The
Koran and others. In the spring we will see
how the ways in which individuals cope
with experience can both reflect the
original stories and conflict with codes of
behavior found in plays, poems, and novels
ranging widely in time and place. We will
discuss our readings of texts in twiceweekly seminars, and weekly lectures will
supplement the readings. Regular writing
workshops will assist in improving the
paper that students will be expected to
submit each week.
Planned equivalencies in quarter hours:
12-expository and creative writing;
12-comparative literature;
12-history and philosophy;
12-folklore and comparative
anthropology
48 total
Perspectives in American Culture
Human Development
Fall, Winter, Spring/Coordinated Study
Coordinator: Gail Tremblay
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: $35 per quarter for field
trips and performance tickets
Part-time Options: Permission of the faculty
Internship Possibilities: No
Additional Course Allowed: By consent of the
faculty or for work in the Learning
Resource Center
Fall, Winter, Spring/Coordinated
Study
Coordinator: Sandra Simon
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-time Options: Consult Coordinator
Internship Possibilities: No
Additional Course Allowed: Consult
Coordinator
Perspectives in American Culture will examine 20th Century American art, literature, and the performing arts as practiced
in a society made up of people with diverse
cultural perspectives. By studying the arts
in a historical context, we will be able to
analyze the way in which culture and experience have shaped the work of writers,
visual artists, musicians, and performers
since the turn of the century.
We will read a wide variety of literature,
including works by William Faulkner,
Leslie Marmon Silko, Joy Kogawa, Alice
Walker, David Henry Hwang, Rudopho
Anaya and Estela Portillo Trambley,
among others. In addition, we will have
workshops in music, performance, design,
and creative writing, and in oral history
techniques relevant to the topics discussed
in this program.
We will also take field trips to attend
musical and theatrical performances, and
go to museums and galleries, and attend
such events on campus. We will meet
regularly for book seminars, lectures,
films, guest speakers, writing tutorials and
various workshops. Members of the program will develop skills in expository
writing, critical analysis, oral communication and research techniques, as well as
skills developed in the workshops they
choose to attend.
Planned equivalencies in quarter hours:
12-20th Century American literature;
8-expository
writing;
4-research
techniques;
4-contemporary
American art history;
4-contemporary
American music history;
4-contemporary
American theater
history;
12-to be specified by the faculty upon
evaluation of the student's work based on
projects designed in workshops the student
elects to take
48 total
Programis preparatory for careers and/or future
study in the humanities and social sciences.
Program is preparatory for careers and/or
future study in the arts and humanities and for
students needing or wanting arts and humanities
experience before doing intermediate and advanced
work in the sciences, social sciences, or technical
fields.
•
CORE
PROGRAMS
"Human Development" might seem to be
one of those dry-as-dust terms used by
white-coated scientists to dissect life into
measurable chunks, but under its rubric
are tucked so many questions, assumptions
and theories that it becomes an ideal place
to begin college studies.
As biologists, we can study the individual as an organism from conception
to old age, concentrating on our own relationships as individuals within a single
species. As anthropologists we can seek our
origins in history on both individual and
societal levels. Certainly we can turn to
various theories in developmental psychology to explain how early life experience
modifies our behavior, and even to clinical
psychology to solve problems that arise in
an individual's lifetime.
Our program will study not only the
biological, anthropological, sociological
and psychological aspects of human
development, but also moral and ethical
issues such as nature vs. nurture, free will
vs. determinism, individual growth vs.
social cohesion, and mind vs. body.
Another objective of "Human Development" is to help students who wish to
prepare a general educational foundation,
yet the program will be valuable to
students who want to specialize later in
human services such as medicine, law,
government, social work and religion.
Emphasis will be placed on analytical
reading and writing and students will be
asked to do a research paper, to master
library skills, and to analyze their own
learning abilities and disabilities. The program will aim to cultivate students'
abilities to interpret their own lives and experiences. Critical thinking, writing and
oral expression will be stressed, but so also
will group process, autobiographical
writing and artistic abilities.
Planned equivalencies in quarter hours:
Distributed among biology, sociology, anthropology, literature, writing, library
research skills and psychology
48 total
Program is preparatory for careers and/or future
study in mostfields.
133
Science and Human Thought
Fall, Winter, Spring/Coordinated
Coordinator: Burton Guttman
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
Study
"Science and Human Thought" provides
an introduction to basic mathematics and
natural science in preparation for more advanced science programs. Scientific
knowledge is one aspect of human
knowledge in general. We will treat logic
and mathematics as major analytical tools
that humans use to understand their
world.
As in all Core Programs, we will emphasize the development of writing ability,
but for our purposes, we will stress writing
that is strongly linked to the study of informal and formal logic and the analysis of
propositions and arguments. This study
will also be a foundation for elementary
mathematics that we'll stress as a means of
puzzle-solving. We'll develop various
mathematical ways of thinking, taking
some of the sting out of math and still providing preparation for advanced study.
We will apply these developing abilities
to the study of elementary physics, chemistry and biology, all in an historical context and with emphasis on ways of thinking. We will discuss philosophical issues
surrounding the matters of perception and
thought. This work will necessarily become
intercultural as we examine human commonalities and differences.
Some of the books we will use include:
Midgley, Beast and Man; Neisser,
Cognition and Reality; Hall, The Hidden
Dimension; Collingwood, The Idea of Nature;
and Levi-Strauss, The Savage Mind.
Students who complete the program will
have very good analytical skills; a facility
with mathematics; a fundamental understanding of physics, chemistry and biology;
and the basic philosophy of modern
science. They will also have an appreciation of humans as knowers and perceivers
of the world, understanding what is common to all people while appreciating
cultural differences in perception.
Planned equivalencies in quarter hours:
1S-natural
science;
9-mathematics;
12-10gic and philosophy;
12-expository
writing
48 total
Program is preparatory for careersand/or future
study in all areas, but especially in natural science
and mathematics.
31
I
Adult Life Explorations
Society and the Computer
Fall, Winter, Spring/Coordinated
Coordinator: William Brown
Enrollment: 60 Faculty: 3
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed:
0
Study
American society has a profound faith in
the ability of science and technology to
transform the condition of human existence. No technology has offered greater
promises, one might even say extravagant
promises, than those offered by the computer. But the gains with all technologies
have never been without cost. What is the
impact of this technology on our society?
What are the costs? The benefits? What
will they be in the future?
The experience which American society
is going through today with computers is
similar to what other societies underwent
during technological change. There has
been a continuing process of change since
people first appeared on earth. Indeed,
what makes human beings different from
other animals is, most of all, the human
ability to use technology to change their
environment, creating what we call "culture" or "civilization." "Society and the
Computer" will use books, seminars and
papers to examine the impact of technology and the ways the computer revolution
is changing contemporary societies. The
program will cover the use of the computer
in business, science, education, government and the arts.
"Society and the Computer" will also
develop college-level skills. Students will
learn how to read not only for the "story,"
but also for biases, use of evidence and
argument; will learn to clarify ideas in
discussions with other students and faculty
and write more clearly. The program will
show connections between analyzing arguments and the basic elements of a computer. Students will be introduced to the
architecture of a computer, the use of the
programming language BASIC to solve
problems, and mathematics by self-paced
methods.
Planned equivalencies in quarter hours:
16-humanities
and social science;
6-writing;
8-mathematics;
14-programming,
problem solving and
logic;
4-project
48 total
Program is preparatory for careersand/or future
study in the humanities, natural and social
sciences, mathematics, business, government, and
education.
Fall, Winter/Group Contract
Sponsor: Bill Aldridge
Enrollment: 40 Faculty: 2
Prerequisites: None, but prefer students 25
years of age or older
Special Expenses: Retreat expenses, about
$40 each quarter
Part-time Options: Yes: 8 credits, every
Saturday and one evening each week; 12
credits, previous schedule plus one afternoon a week; 16 credits, both previous
schedules plus special project or additional
course
Internship Possibilities: Yes
Additional Course Allowed: Yes
As a person grows beyond the years of
adolescence, a variety of changes occur:
marriage, children, new homes, death of
loved ones, divorce, life-style change,
physical and mental aging, and new
perspectives on life goals. All of these require some kind of reassessment of one's
life. A person's job can be a key factor in
such reassessment. Is it satisfying? Does
one have the skills to communicate effectively? How can one deal with time
demands that compete with personal and
family life?
"Adult Life Explorations" will help
mature students explore new ways of looking at life situations, as well as new waysof
living with and relating to others. It
focuses on discovering major themes in the
human growth and motivation processes,
and the ways these are manifested in the
lives of the program's participants.
These objectives will be achieved
through reading and discussion, personal
reflection and exploration, workshops,
and, periodically, lectures and films. The
reading will be largely from the humanistic
psychologies. Intensive journal writing arid
dream reflection will help students look at
themselves, while workshops will deal with
subjects such as movement, interpersonal
relationships, decision making, natural
history, anger, and stress. Students will
develop their reading, writing, and speaking skills and explore possibilities for further college study.
Planned equivalencies in quarter hours:
Distributed among explorations in human
relationships, decision making, movement,
music, environment and personal growth.
32 total
Program is preparatory for careersand/orfuture
study in all areas and particularly work in the
social services and counseling.
Political Ecology
American West:
Geology, History and Resources
Fall, Winter/Coordinated
Study
Coordinator:Jim Stroh
Enrollment: 60 Faculty: 3
Prerequisites:None
Special Expenses: Field trip costs
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
Spring/Coordinated Study
Coordinator: Matt Smith
Enrollment: 40 Faculty: 2
Prerequisites: None
Special Expenses: $120 field trip
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Political Ecology" examines human
understanding of the environment, how
humans and the environment have affected
each other, and how political/economic institutions affect both our values and environment. To investigate these themes, it
willbe necessary (I) to learn basic
ecologicalconcepts, (2) to examine the
cultural, historical and philosophical inheritance that shapes our personal and
societalvalues, and (3) to understand the
politicaland economic processes that influencethe quality of our lives and the
environment.
Program goals include (I) examination
and formation of personal environmental
values,(2) improvement of basic learning
and communication skills, and (3) introduction to the natural sciences, social
sciencesand humanities.
This program presents introductory
topicsin the natural and social sciences
through faculty lectures, guest speakers,
workshops,seminars, films, labs, field trips
and special projects. There will be a strong
emphasis on improving basic academic
skills:reading, writing, library research,
and critical thinking.
The history of the West-the clash of
native people and Euro-American society,
the transformation of frontiers into an industrial society-has been shaped by the
western landscape, which has been shaped
in turn by geological and hydrologic forces.
Arable lands, timber, animals, minerals
and water all have been, and are today,
cause of bloody battles, new laws, and new
cultures. "The American West" program
will examine geology, water issues and differing cultural understandings of nature in
the West. A major field trip to the Southwest is planned for the second and third
week of the quarter. In addition to
readings, lectures, seminars and labs,
students will be expected to do a media
project on a topic developed in consultation with program faculty.
Planned equivalencies in quarter hours:
4-survey of the geology of the western
United States;
4-history of the western United States;
4-cultures and resources;
4-either black and white photography or
introduction to media production
16 total
Plannedequivalencies in quarter hours:
12-environmental studies;
8-ecology;
8-expository writing;
4-introduction to geology;
32 total
Thinking Straight
Spring/Coordinated
Study
Coordinator: Chuck Pailthorp
Enrollment: 40 Faculty: 2
Prerequisites: None
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
This program focuses on analyzing,
criticizing, and inventing rational
arguments. We'll consider, as a frame for
our work, the limits of rationality and its
relations to other modes of thinking. The
program should help students in science,
the social sciences, or the humanities who
want to learn to think, talk, and write
more effectively about logical arguments,
whether in scientific articles or newspaper
editorials. About half the program is the
steady practice of writing, working in
groups, and toiling alone. The other half of
the program applies these methods to contemporary issues.
Planned equivalencies in quarter hours:
4-informal
logic;
4-English composition;
4-philosophical
issues in contemporary
culture;
4-contemporary
social problems
16 total
Program is preparatory for careers and/or juture
study in law, management, journalism, social
sciences, and the humanities.
Program is preparatory jor careers and/or juture
study in environmental studies, political economy,
media, government, public policy, and law.
Programis preparatory jor juture studies, careers
and/orgraduate study in natural and social
sciences,environmental studies, environmental
education,field biology, political economy, and
humanities.
•
CORE
PROGRAMS
135
APPLIED
SOCIAL
THEORY
Convener: Rita Pougiales
Affiliated Faculty: Guy Adams,
Nancy Allen, Thad Curtz,
Betsy Diffendal, Don Finkel,
Mary Huston, Virginia Ingersoll,
Chuck Nisbet, Rita Pougiales, Niels Skov,
Greg Weeks, and Irwin Zuckerman
36
I
The Applied Social Theory specialty area offers year-long integrated work in preparation for careers in management, education and
mass communications. Coursework will be
organized around the application of
theories in social science to the realities of
work in contemporary America. This
area's programs combine training in
necessary skills, the opportunity for practical experience through internships, and a
thorough education in ways to think about
modern life. For long-term satisfaction and
success in any of these rapidly changing
fields, there is nothing so practical as a
good theory.
Career Pathways
in Applied Social Theory
Communications
An intensive pathway in communications
is offered through the year-long program,
"Mass Communications
and Social Reality." This program includes extensive applied work in journalism and is compatible
with an internship in this area of study.
Work in mass communications, psychology, sociology, journalism, and communications is included.
Students with an interest in communications may find work in a number of other
specialty areas relevant to their academic
pursuits. Language study, photography,
creative writing, and the substantive concerns of other specialty areas make a sound
base for the study of communications. (See
the Communications
Section of this catalog on page 78 which describes year-long,
cross-specialty curricular pathways in this
area.) Evergreen students have also engaged in internships in this area both on
and off campus and they have played an
active role in the campus media.
Mass Communications
and Social Reality
Fall, Winter, Spring/Coordinated Study
Coordinator: Rita Pougiales
Enrollment: 48 Faculty: 2
Prerequisites: One year of college or Core
Program
Special Expenses: None
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
In "Mass Communication
Education
Management
In 1985-86,the year-long program
"Development: The Aim of Education"
willbe offered. It will teach developmental
andsocial psychology and philosophy of
educationfrom Socrates to Dewey. This
program is not a certification program nor
doesit lead to a Teaching Certificate. It
aimsinstead to help students interested in
educationdevelop a framework to think
concretelyabout educational goals,
strategies,and settings.
The professional Teachers Certification
Programis available for those desiring certification.See page 82.
All the subjects necessary for a career
pathway in management are incorporated
into the year-long "Management and the
Public Interest" program. The essentials
of a strong management program are included with work in economics, organizational theory and behavior, accounting,
computing, marketing and finance, personnel, and related subjects. Students
desiring additional applied experience frequently do an appropriate internship in
their final quarters at Evergreen, and take
programs in other specialty areas, or do an
individual contract in their area of interest.
(Other programs relevant to management are described in the section on crossspecialty curriculum pathways on page 80.)
and Social
Reality" we will study the social,
economic, and technical forces that have
shaped our communications systems. We
will analyze messages produced by this
system and consider their impact on individuals, society, and culture. We will
think about the powers and limits of print
and television while at the same time
developing our abilities to work with them
by reporting on the various communities
to which we belong.
The possible relationships between journalists and communities form the program's central theme. The words and images produced by journalists help shape
each social group's understanding of itself
and the outside world. In the past 100 years
the changes in communications and communities have continually altered how
journalists work and what they need to
know. In both theory and practice we will
concentrate on the proper role of professionals in a world where we talk of society
as "a mass," instead of as a number of
communities, and in which journalism is
mass-produced.
Planned equivalencies in quarter hours:
6-reporting
lab;
6-article writing;
6-history of communications;
4-content analysis;
8-sociology of mass communications;
6-mass media criticism;
6-visual anthropology;
6-psychology of communications
48 total
Program is preparatory for careers and/or future
study in journalism, mass communications,
sociology, the social sciences, and relatedfields.
•
APPLIED
SOCIAL
THEORY
137
Management
and the Public Interest
Fall, Winter, Spring/Coordinated
Study
Coordinator: Art Mulka
Enrollment: 96 Faculty: 4
Prerequisites: "Principles of Accounting"
and "Principles of Economics" (both
available Fall Quarter)
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
The "Management and the Public Interest" (MPI) program teaches essential
managerial skills and concepts to upperdivision students. The focus of the program is the private business sector, but attention also is given to the public and notfor-profit sectors.
This program is designed for both fulltime and part-time students. Late afternoon and evening components are provided for part-time, working students. The
program aims to meet the needs of those
seeking job advancement, a management
career, or a career change to the business
sector. The program sharpens management, analytical, and writing skills.
The core of the MPI program in the
first year consists of organizational
psychology, managerial accounting,
managerial economics, policy and the
functions of management. Additional
courses in statistics, financial management, marketing, computing for managers, and personnel management are
routinely offered.
MPI is a demanding and concentrated
effort to prepare students for careers in
business, in the public sector, and in service organizations. The program provides
a solid preparation for graduate studies in
business administration, public administration and law.
Planned equivalencies in quarter hours:
48 credits distributed among organization
psychology, managerial accounting,
managerial economics, policy, functions of
management, marketing, and personnel
management, as well as for related course
work, such as writing, case studies, and
computer science offerings.
48 total
Program is preparatory for careersand/or future
study in business and public administration.
Business of International Trade and
Ocean Shipping
Spring/Group Contract
Coordinator: John Filmer
Enrollment: 24 Faculty 1
Prerequisites: Permission of instructor; some
background in maritime or business matters is desirable, though not essential.
Special Expenses: Approximately $100 for
field trips, including food and
transportation
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
International trade has become increasingly important in recent years with over 25
percent of our gross national product and
one out of every six jobs dependent upon
the flow of foreign goods. A complex ocean
transportation network makes it all possible, and its epicenter has shifted to the
Pacific Rim. By virtue of our access to
Puget Sound, we are in an excellent position to study the commerce to and from
the heartland of America.
In this program, we will study a broad
spectrum of activities including export/import regulations and strategies, trade
documentation and finance, trade leads,
product sourcing and marketing, freight
forwarding and customs house brokering,
terminal operation and management, shipbuilding, modern cargo vessels, merchant
fleets, liner and tramper service, intermodalism, transshipment and landbridge
concepts.
Sessions will include lectures, waterfront
observations, harbor tours, seminars,
writing and speaking exercises and individual research projects.
Planned equivalencies in quarter hours:
6-principles of ocean transport;
2-business with Pacific Rim countries;
2-import/export
management and
logistics;
2-trade documentation and trade
finance;
2-case studies and independent research;
2-seaport management and operation
16 total
Program is preparatory for careersand/or future
study in business, marine studies, and international studies.
Development:
The Aim of Education
Fall, Winter, Spring/Coordinated Study
Coordinator: Don Finkel
Enrollment: 48 Faculty: 2
Prerequisites: One year of college or a Core
Program, and a year-long commitment to
this program.
Special Expenses: $20-$25 for program
retreat.
Part-time Options: 0
Internship Possibilities: Yes
Additional Course Allowed: No
Understanding the concept of "development" can inform one's choice of activities
in a variety of contexts: education,
management, social change work, and
psychological counseling, among others.
We will explore what it means "to
develop" in several distinct areas, and in a
variety of learning modes. We will focus on
issues in education because that field provides materials and experiences with which
we can confront, test and refine theory.
We will examine the concept of development in several contexts: (1) intellectual
development; (2) social, emotional and
personality development; (3) moral development; (4) small group development
(group dynamics); and (5) development
and education. We will study works by
Piaget, Kohlberg, Freud, Erikson, and
writings on education from Plato to
Dewey.
Modes of study include: (a) a practicum,
an opportunity to explore the program's
ideas by organizing a course for fellow
Evergreen students, by teaching young
children as an intern, or by engaging in
some other supervised practical project or
on-the-job experience; (b) a self-reflective
group to study group dynamics and to
cultivate the role of "participantobserver"; (c) an intellectual workshop
with material introduced through concrete
problems and exercises rather than lecture
or exposition; (d) book seminars; and (e)
films, homework, occasional lectures, and
stimulating but friendly exams.
Note: This program does not provide
teacher certification, nor may the program
be used in lieu of the UPS-TESC education courses for certification purposes.
Planned equivalencies in quarter hours:
8-psychology: cognitive development;
8-pyschology: personality development;
4-psychology: moral development;
8-social psychology of small groups;
8-philosophy of education;
4-socio-historical
context of education;
8-practicum/internship
48 total
Program is preparatory for careersand/or future
study in education, psychology, child development,
social work, counseling, management and community action work.
38
I
Bridges
"Bridges" is an advanced cluster contract
in outdoor education offered in years when
there is sufficient student interest.
Students enrolled in the contract will
design and teach an environmentallyoriented outdoor program during the summer for junior and senior high school
students. The contract runs Winter,
Spring and Summer Quarters. Students
interested in enrolling in "Bridges" should
contact Doug Scrima or Rita Pougiales.
Senior Chris Pierce works on projea for the "Tropical Biology"
program, an on-location study of Hawaii's ecosystem. Pierce
was a/so a member of the "Bridges" cluster contract, which
designs and develops environmentally-oriented programs for high
school students.
•
APPLIED
SOCIAL
THEORY
139
CENTER
FOR
COMMUNITY
DEVELOPMENT
lUll .'
Director: Russ Fox
College architect Jon
renouation
40
I
Collier (standing)
of a campus building.
and students plan the
Community Development
Fall, Winter, Spring/Internship (Cluster)
Coordinator: Russ Fox
Enrollment: 5 Faculty: 1
Prerequisites: Senior status; one year at
Evergreen; strong academic record, including group process and communication
skills
Special Expenses: Some field trip and project
travel expenses
Part-time Options: Yes, 8-16 quarter hours
Internship Possibilities: Internship status required for participation; paid internships
possible for work-study qualified students
Additional Course Allowed: Yes
Advanced students from any specialty area
who wish to specialize in community
development concepts, skills, and experience may apply for internships with
the Centerfor Community Development.
Students will participate in:
Evergreen offers a unique opportunity for
undergraduate and graduate students to
work with local communities and community groups in participatory research,
community and organizational developments, and community education projects.
Our year-long, full-time programs enable
students to integrate academic preparation
with significant community project involvement. Our emphasis on interdisciplinary content, collaborative analysis and
problem-solving, and communication skills
in the classroom prepares students for the
complexity and active involvement of community project work.
The Centerfor Community Development
works with community groups and our
academic programs to assist in the identification and preparation of community
projects. The Center is a clearinghouse to
match community requests with academic
resources, prepares and organizes
resources and training materials, maintains a studio laboratory for students working on community projects, and is a part
of a statewide partnership of colleges and
universities providing community services.
In addition to assisting academic programs in all areas of our curriculum, the
Centerprovides internship opportunities for
advanced students who wish to gain experience putting their management, computer studies, community organizing,
graphics, community education, social and
health policy, political economy, planning,
environmental studies, science and
technology, or democratic citizenship
studies into practice.
The Center, located in LAB II 2223, is
staffedby Faculty Director Russ Fox, advanced student interns, and community
volunteers.
•
1. Seminars on the history, theories,
models, and principle concepts of community development: Issues such as empowerment vs. dependency, the role of the
professional, the sources of validity of
knowledge, the control of information,
short vs. long term benefits, and the
criteria for the evaluation of community
development efforts will be examined. New
theories, models, and techniques-such
as
participatory research-will
be analyzed in
depth. International and large-scale
perspectives and case studies will be included, along with local examples.
6. Individual research relating community
development concepts to the student's
other academic interests.
Planned equivalencies in quarter hours:
12-theories,
models, and techniques of
community development;
6-planning
and community research
skills;
6-advanced
group process techniques;
12-community
development practicum;
12-individual
research in student's area
of study
48 total
Program is preparatory for careers and/or future
study in management, planning, education, social
work, community development, and effectioe
citizenship.
2. Skill development workshops: group
facilitation, survey design, needs assessment, interviewing, problem diagnosis,
graphics presentation, and data
management.
3. Research that generates materials for
the Centerfor Community Development:
bibliographic material, local resource networks, case studies, training materials,
assessments of local needs, theories and
models of community development, computer applications in community development and the responses of other institutions to community needs.
4. Preparation, presentation, and evaluation of workshops for other academic programs requesting assistance from the
Center. These will include the skills identified in (2) as well as project identification
and design and liaison with community
groups.
5. Community development consulting
work in response to requests from community groups. Examples could include
resource identification, project planning
assistance, group process diagnosis and
assistance, one or two session workshops,
or short-term assistance with research.
CENTER
FOR
COMMUNITY
DEVELOPMENT
I
41
ENVIRONMENTAL
STUDIES
The philosophy of Environmental Studies is
that the interaction of human societies and
natural systems must b~ managed in a
manner that ensures the prosperous survival of both. It is our primary goal to help
people develop the knowledge, skills, and
experiences to express that philosophy in
many different roles in society.
Specifically, the goals of Environmental
Studies are:
Convener: Richard
Cellarius
Faculty: Michael Beug,
William Brown, Richard Cellarius,
Larry Eickstaedt, John Filmer, Russ Fox,
Steven G. Herman, Pat Labine,
Kaye V. Ladd, David Milne,
John Perkins, Robert Sluss,
Oscar Soule, Jim Stroh, Pete Taylor,
and Al Wiedemann
Affiliated
Brown,
Rob Cole, Ken Dolbeare, Phil Harding,
Rainer Hasenstab, Matt Smith,
and Greg Weeks
To understand the nature, development and interactions of terrestrial and marine ecosystems,
and human societies;
To learn the richness and the limits of the environmental and social resources available to sustain both human environments and natural
systems;
To study the cultural values and philosophies that
shape environmental behaviors; and
Through applied work, to develop the skills
necessary to handle our resources wisely.
Associated Faculty: Jovana
42
I
Studies requires students and
faculty who are willing to study material
from many disciplines-disciplines
drawn
from the natural and social sciences, from
the arts, and from the humanities-and
who are willing to break down the boundaries between the disciplines to realize the
integration necessary to achieve the goals
stated above.
Environmental
Career Pathways
in Environmental Studies
Major curricular pathways in Environmental
Studies include (1) Field Biology and
Natural History, (2) Marine Studies, (3)
Ecological Agriculture, and (4) Environmental Assessment and Design. Additional strengths of the Environmental
Studies faculty include ecological
physiology, environmental chemistry, environmental history and philosophy, environmental policy, geology, physical
geography, and planning. The faculty are
experienced in, and committed to, providing students with practical experience
through field work and projects that serve
the people and organizations of southwest
Washington and the Pacific Northwest.
Environmental Studies has close working
relationships with two other Specialty
Areas. Political Economy and Social Change
provides a strong social science component, particularly in environmental
politics, economics, and the social impacts
of technology. Science, Technology, and
Health provides additional work in the
physical sciences, including chemistry and
energy studies, and in the biological
sciences, emphasizing molecular and
organismal biology. Most faculty in Environmental Studies are also affiliated with
the Graduate Program in Environmental
and Energy Studies. Advanced undergraduates may be able to enroll in a
graduate course with the permission of the
instructor, if it is appropriate to their curriculum and they have the appropriate
prerequisi tes.
Introduction
to Environmental Studies
Fall/Half-time
Group Contract
Sponsor: Peter Taylor
Enrollment: 72 Faculty: 2
Prerequisites: Any Core Program or
equivalent experience in reading, writing,
and analysis.
Special Expenses: None
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: Yes, this is an an 8
quarter hour program
Former Secretary of the Interior Stewart Udall, a President '5
Symposium speaker, views local wildlife with the help oj Jacull)
member Steven Herman (left). Every spring the President's
Symposium brings a nationally-known figure from the arts,
sciences or government to Evergreen. Former visitors have have
included Senate Majority Leader Howard Baker and syndicated
columnist Daoid Broder.
Students choosing to concentrate their efforts in Environmental Studies select from the
following:
First Year:
Any Core Program; students interested in
Environmental Studies may want to consider
"Political Ecology" and/or "The
American West. "
Second or Third Year:
Option 1: Fall-"Introduction
to Environmental Studies" (8 quarter hours),
"Principles of Biology I" (4 quarter
hours), and either "Political Economy of
Scientific Problems" or "Chemistry I" (4
quarter hours each); Winter/Spring"Marine Environments." Note: "Marine
Environmen ts" (1985-86) and "Evergreen
Environment" (1986-87), or a similar program focusing on terrestrial natural
history, will be offered in alternate years.
Option2: "Sustainable Communities"
Option3: "Ecological Agriculture"
Third or Fourth Year:
Advanced work in environmental studies
(normally taken in the fourth year), including a senior project. Upper division
students should consult with a faculty
member in Environmental Studies or with the
convener for advice on how best to design
their academic program to meet their
specific needs. Students emphasizing a
particular area should consider one or
more of the following:
1. Field Biology and Natural History
Track: "Tropical Biology," "Marnmology," and "Ornithology."
2. Marine Studies Track: "Tropical
Biology," "The Business ofInternational
Trade and Ocean Shipping," and
"Piloting and Seamanship."
In this brief survey, we will study the structure and organization of the natural environment, the structure and behavior of
human populations and communities, and
the impact of technologies on environment. We'll also examine historical,
philosophical, and political views of these
subjects all within a format of lectures,
workshops and seminars.
Note: Students enrolling in "Introduction to Environmental Studies" are strongly encouraged also to enroll in the related
4-credit course "Principles of Biology" and
either "Chemistry I" or "Political
Economy of Scientific Problems."
Planned equivalencies in quarter hours:
4-introduction
to environmental science;
4-introduction
to environmental history,
philosophy and politics
8 total
Program is preparatory for careersand/or future
study in environmental studies. It is also recommended for students of otherfields who want to
obtain a basic understanding of the human
environment.
3. Ecological Agricultural Track: "Entomology," "Ecological Argriculture."
4. Environmental Assessment and Design
Track: "Environmental Design," "Advanced Environmental Studies."
Students interested in adding a physical
science emphasis should consider' 'Matter
and Motion" (appropriate for future
studies in environmental chemistry, pollution, and hazardous wastes management),
or "Energy Systems" in the Science,
Technology and Health specialty area.
Additional advanced work is available
through internships and individual learning contracts.
•
ENVIRONMENTAL
STUDIES
I
43
Mammalogy
Ornithology
Tropical Biology
Fall/Group Contract
Sponsor: Steven G. Herman
Enrollment: 18
Prerequisites: Introduction to biology,
general understanding of natural history,
interest in field work.
Special Expenses: $100 for transportation and
related expenses.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Possibly
Spring/Group Contract
Sponsor: Steven G. Herman
Enrollment: 18
Prerequisites: Basic understanding of natural
history, especially as taught in several
Evergreen programs, e.g. "Evergreen Environments," basic understanding of bird
identification and recordkeeping
techniques.
Special Expenses: $500 for field expenses
(room and board), $170 for transportation
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall/Group Contract
Sponsor: Dave Milne
Enrollment: 30
Prerequisites: Basic biology and field or
marine biology; interview with faculty
Special Expenses: About $1300 for travel,
lodging, board and incidental expenses
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
"Mammalogy"
is an advanced program
designed to familiarize students with the
Class mammalia, emphasizing Washington
mammals through lectures, and lab and
field work. Students will be required to
prepare scientific study skins and research
one species of mammal in both the library
and the field. There will be at least two
overnight field trips, one west of the
Cascade Mountains, one east. Most other
field work will be local, emphasizing live
trapping. Students will maintain field
records according to a rigorous technique
pioneered by Joseph Grinnell. Required
materials will include a curatorial kit, standard field guides, Mammalogy by T.
Vaughn, and shorter texts as needed.
Planned equivalencies in quarter hours:
12-mammalogy;
4-another
course or area of emphasis on
mammals
16 total
Students who do well in "Mammalogy" will
have an excellent background in the natural history
and physiology of mammals, and a thorough
working knowledge of the natural history of
Washington mammals, including selected marine
species. These studies are applicable to career
preparation in natural resourcework and will be
especially hetpful for graduate studies in vertebrate
zoology.
44
I
"Ornithology" is an advanced program
designed to provide students with a comprehensive background in avian biology
with an emphasis on field studies. The first
four weeks of the quarter are spent learning the basics on campus. The remaining
weeks of the program are spent at Malheur
Bird Observatory in southeastern Oregon
(see page 99). Students will focus on an individual species, and participate in
research projects, including regular work
on four formal Breeding Bird Census
plots. Students should know that hours will
be long and work difficult. Required
materials include standard field guides,
The Life of Birds, The Naturalist's FieldJournal, Bird Study, field journal materials and
high quality binoculars.
Planned equivalencies in quarter hours:
4-bird ecology;
4-ornithology;
4-bird behavior;
4-bird structure
16 total
Students completing this program as part of a
larger scheme of study will be in a position to seek
careersorfuture study in resourcemanagement,
vertebratezoology, or environmental interpretation.
Personsfinishing the program will be competent to
study birds successfully at the sub-professional
level, and uniquely well qualified for graduate
work in thefield of ornithology.
On location in Hawaii, "Tropical Biology"
introduces tropical terrestrial and marine
ecosystems to students whose primary experience has been in the Pacific Northwest.
On-campus study at the beginning of Fall
Quarter precedes the trip, and comparison
of temperate and tropical systems is emphasized. Upon arrival in Hawaii, students
conduct field and literature research on
representative species and study the
history of the Hawaiian biota, the principles of island biogeography and the
ecology of introduced plants and animals.
Prospective students should meet with
faculty well in advance to discuss
preparations.
Planned equivalencies in quarter hours:
Distributed among tropical biology and
natural history
16 total
Program is preparatory for careers and/or future
study in ecology, zoology, botany and biology.
Piloting and Seamanship
The Marine Environment
Ecological Agriculture
Fall/Group Contract
Sponsor: John Filmer
Enrollment: 24
Prerequisites: Permission of instructor
Special Expenses: Rain gear
Part-time Options.' No
Internship Possibilities: No
Additional Course Allowed: Yes
Winter, Spring/Group
Contract
Sponsor: Peter Taylor
Enrollment: 48 Faculty: 2
Prerequisites: One year of college study and
college-level introductory biology
Special Expenses: Field trip costs up to $100
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall, Winter, Spring/Coordinated
Study
Coordinator: Michael Beug
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
introductory college work in biology,
ecology, and chemistry; "Chemistry I" or
"Biology I" may be taken concurrently
Special Expenses: Approximately $75 for
field trips
Part-time Options: Yes
Internship Possibilities: Permission of coordinator required
Additional Course Allowed: Permission of
coordinator required
On board the Seawuljj, Evergreen's 38-foot
all-wooden motor-sailer, students will have
a first-hand opportunity to gain the
theoretical, as well as practical, skills it
takes to handle such a vessel. The main intent is to teach navigational, not sailing,
skills needed for position determination
and to get from point A to point B in
coastal and inland waters. Students will
make use of landmarks, compass, charts,
navigational aids, dead reckoning and
other "piloting" procedures. The material
is taught through a combination of lectures
and "hands-on" experience. We will study
vessel safety, Rules oj the Road, boat handling, anchoring, tides and currents, and
proper use of equipment. Students should
plan to be on board one full day per week.
"The Marine Environment" deals with
the sea and its living inhabitants. Topics
include oceanography and marine biology;
physical, chemical and geological features
of the ocean and ocean floor; marine
organisms (plants, invertebrates and
vertebrates) and their adaptations,
habitats, and patterns of life in the sea.
Lectures, readings and seminars will be
about the oceans worldwide; field and
laboratory studies will emphasize the conditions and marine life of Puget Sound and
other local marine areas. There will be
several field trips lasting two or more days,
in addition to regular, shorter periods of
field work.
Planned equivalencies in quarter hours:
8-piloting, seamanship and boat
handling
8 total
Planned equivalencies in quarter hours:
8-oceanography;
8-marine
ecology;
12-survey of marine organisms;
4-laboratory
and field methods
32 total
Program is preparatory jor juture study in marine
biologyand maritime affairs.
Program is preparatory jor careers and/or juture
study in marine and environmental studies.
"Ecological Agriculture" considers options
for viable, small-scale agriculture in the industrialized nations and the developing
world. To provide background, seminar
readings range broadly over agricultural
history and economics, analysis of the
world food situation, the growing literature
on Third World development, and appropriate technology and small-scale
agriculture.
Students can expect technical work in
soil science, botany, agriculture, and farm
management. There will also be opportunities for individual and group research
projects. Students who have not completed
a minimum of one quarter of college
chemistry prior to enrolling in this program will be expected to take "Chemistry
I" during Fall Quarter. Students will work
on developing practical skills. They will
maintain the demonstration gardens and
will run the market garden on Evergreen's
Organic Farm. They'll also do plant propagation, study vineyard and orchard
maintenance and take extensive field trips
to a wide variety of farming operations in
the Pacific Northwest.
Planned equivalencies in quarter hours:
4-social science;
4-farm management;
4-botany
or entomology;
4-organic
farming practices and research
methods;
12-farm practicum;
12-seminar
on American and Third
World agriculture and development;
4-agricultural
ecology;
4--.!'Chemistry I" or "Biology I"
48 total
Program is preparatory jor advanced work in
ecological agricultural research, market garden
management, and a variety oj internships in urban agriculture, marketing, community service
and small-scale agriculture.
•
ENVIRONMENTAL
STUDIES
I
4.5
Sustainable Community Design
Fall, Winter, Spring/Group Contract
Sponsor: Robert S. Cole
Enrollment: 24
Prerequisites: Sophomore standing
Special Expenses: $100 field trip expenses
Part-time Options: Yes
Internship Possibilities: Yes, with sponsor
signature
Additional Course Allowed: Yes
This program will explore the possibilities
of creating sustainable communities that
do not need to destroy or deplete their environment in order to survive. As background we will examine the historical
forms of community design in several
cultures, the social and environmental
values they reflect, and the sources of their
inherent sustainability or unsustainability.
We will study the relationships between
community support systems (water, food,
energy, shelter, transportation) and the
physical form of the community. The
nature and limits of environmentally appropriate technologies will be studied,
along with their implications for economic
organization, work patterns, housing and
education. We will critically examine the
growing literature on bioregionalism and
decentralist planning, and visit several
communities that are attempting to implement such schemes. We will pay close attention to the environmental perceptions
of different cultures and the physical and
social structures those perceptions create.
Throughout "Sustainable Community
Design," we will be attempting to identify
those characteristics of community design
that reflect an awareness for, and compatability with, the natural world.
During Winter and Spring Quarters we
will apply these concepts to a detailed
study of the Olympia community. Students
will engage in group projects analyzing the
sustainability of our local community, and
participate in designing alternatives to existing systems, as well as designing new
commmunities. Students may expect work
in visual analysis of environmental settings, freehand drawing, model building,
and team participation skills. Qualified
students may engage in group projects
coordinated through Evergreen's Center
for Community Development.
II
I
II
I'
Planned equivalencies in quarter hours:
Distributed among urban history and
theories, community design studies, environmental psychology, freehand drawing
and environmental design
48 total
Program is preparatory for careersand/or future
study in planning, environmental design or community studies.
46
I
Energy Systems
Fall, Winter, Spring/Coordinated
Study
Coordinator: Byron L. Youtz
Enrollment: 48 Faculty: 2
Prerequisites: Precalculus math; 6-8 hours of
college-level physical science
Special Expenses: Above average textbook
costs; drafting supplies; field trip expenses
, Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Energy issues and decisions are complex,
involving not only technical skills but
economic, socio-political and environmental knowledge as well. The goal of this
year-long program is to develop a broad
understanding of energy issues and energy
technology in our society, and to build the
range of skills needed to analyze energy
systems in detail, especially in small-scale
applications.
Fall Quarter: We will survey energy
sources, conversion technologies, distribution systems and storage schemes. We will
study economic and policy issues, and
students will be expected to participate in
the "Political Economy of Scientific Problems" course (see page 66). Mathematics,
elements of heat transfer, conservation,
and technical drawing will complete the
quarter's work.
Winter Quarter: We will study thermodynamic processes, solar energy applications and, in some detail, currently relevant energy alternatives in order to acquire
technical depth. The study of mathematics
will continue, as will seminar readings in
energy Issues.
Spring Quarter: We will focus on smallgroup research projects or individual internships involving alternative energy
policy formulation, economic analysis, or
feasibility design of specific systems. The
work of this quarter will have hands-on
emphasis and every effort will be made to
produce serious and useful results. The
program will end with an Energy Symposium in which the results of the quarter's
work will be shared.
Planned equivalencies in quarter hours.
4-fundamentals
of energy systems;
4-thermodynamics;
8-calculus or differential equations;
2-graphics;
2-readings in energy policy;
8-energy systems analysis and design;
8-project research or internship;
12---"Political Economy of Scientific
Problems"
48 total
Program is preparatory for careersand/or future
study in applied energy, architectural design and
energy policy. This program is appropriate for
"3/2 Engineering. "
Year-Long Course Related
to Environmental Studies
Principles of Biology
Fall, Winter, Spring/Course
Instructor: Bob Sluss, fall and winter; spring
instructor to be announced
Enrollment: 80-100 Faculty: 1-2
Prerequisites: None, but high school
chemistry and advanced algebra or one
quarter of college chemistry and algebra
strongly recommended.
Special Expenses: Laboratory kit
Part-time Options: No, this is a series of parttime courses
Internship Possibilities: No
Additional Course Allowed: Yes, this is a series
of 4 quarter hour courses.
A sequence of three courses covering the
structure, function and interrelationships
of cells, organisms, and ecosystems. Fall
topics: biological organization, bioenergetics, ecology, evolution. Winter topics:
cellular biology, genetics. Spring topics:
development, physiology, behavior. Introduction to different groups of organisms
will occur throughout the year. Laboratory
exercises will illustrate principles and important biological techniques. Three hours
of lecture and one three-hour lab each
week.
Planned equivalencies in quarter hours:
4- Principles of Biology I;
4- Principles of Biology II;
4- Principles of Biology III
12 total
Course is preparatory for careers and/or future
study in biology, environmental studies or medical
fields.
Other Study Opportunities
in Environmental Studies
The Senior Project or Thesis option is available
for variable credit under the sponsorship of
individual faculty in Environmental Studies.
For guidance on the procedures for setting
up a senior project, please consult the convener of Environmental Studies.
Internships are available in a variety of
different agencies, businesses and private
and public organizations. Advance planning is imperative for students intending
to undertake an internship. Students
should begin by talking with the Office of
Cooperative Education early in the quarter
preceding the internship. Consult with the
Environmental Studies convener for advice on
possible faculty sponsors and areas of
interest.
Individual contracts are available to
advanced students with well-defined plans
of individual study. If you are interested in
doing an individual contract, you should
begin planning your program of study
early in the preceding quarter. The
possibility of specific studies under the individual contract mode depends upon
faculty and equipment availability each
quarter. Students may contract for no
more than one quarter at a time. If you are
interested in pursuing an individualized
program of study and need advice on a
faculty sponsor, consult with the convener
of Environmental Studies.
•
Utilizing
what he's learned in the "Environmental
Design"
program, a student uses a 3·D model to outline city blocks that
will give each building equal exposure to sunlight Jar solar
collection.
e
ENVIRONMENTAL
STUDIES
I
47
EXPRESSIVE
Conveners: Bud Johansen
Craig Carlson
(above) and
Affiliated Faculty: Susan Aurand,
Craig Carlson, Don Chan,
Sally Cloninger, Tom Foote,
Marilyn Frasca, Meg Hunt,
Bud Johansen, Jean Mandeberg,
Pat Matheny-White, Ruth Palmerlee,
Lynn Patterson, Paul Sparks,
Charles Teske, Ainara Wilder,
and Bill Winden
Associated Faculty: Richard Alexander,
Lovern King, Rudy Martin, Mary Nelson,
David Powell, Pete Sinclair,
Sandra Simon, and Gail Tremblay
18 I
ARTS
You are invited to join the Expressive Arts
faculty each year in the study of a variety
of exciting personal and historical themes.
These themes will be studied by doing
creative work in visual art, music, dance,
theatre, film, video, photography, or
creative writing; you will support and
enrich your creative work by doing historical
researchon the nature and uses of creative
work in various cultures and times. The
themes studied each year are drawn from
the faculty's own work as professional artists, directors, choreographers, composers,
performers, designers, writers and
historians. As the questions central to the
faculty's work change, the programs offered evolve. Thus, the Expressive Arts curriculum continues to be vital and informed
by the new insights and enthusiasm of the
faculty.
A student in Expressive Arts should not
expect to focus his/her creative work in one
area of art. In keeping with the college's
philosophy and the increasingly collaborative nature of contemporary art, we
offer an interdisciplinary, collaborative
curriculum in the arts. All students are encouraged and expected to study in more
than one art area and to undertake collaborative work with other students working in a variety of art forms.
Each year, the offerings in Expressive Arts
include:
A sophomore-level Coordinated Study program
(for 1985-86, "Performance A rts: From Ritual
Roots to the Present");
Junior- and senior-level, work-based Group Contracts, for example, the "Power of Theatre,"
"Musical Composition" and "Performance;"
Opportunities for individual contracts (advanced
students only) and internships in arts management; and
Skill-development courses to supplement your
work in your program or group contract.
All students enrolled in Expressive Arts
Group Contracts will participate in the
Evergreen Arts Symposium, an exciting,
all-arts weekly series of lectures, performances and exhibitions. Each symposium
is a forum for sharing works-in-progress by
students and faculty, for seeing new works
by a variety of visiting artists and performers, and for the lively discussion of
key issues in the arts today.
Performance/Art:
From Ritual Roots to the Present
Fall, Winter, Spring/Coordinated
Study
Coordinator: To be announced
Enrollment: 72 Faculty: 3
Prerequisites: One year of college or Core
Program
Special Expenses: Audio and video tape
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, during winter
and spring, but not encouraged.
Senior Thesis
Career Pathways in Expressive Arts
Students may complete a Thesis Project in
their senior year. The Thesis Project
demonstrates to a committee of Expressive
Arts faculty that the student has (a) become
competent in the skills and concepts of a
visual or performing discipline; (b) used
those skills and concepts to investigate a
personal, cultural, or historical question or
theme; and (c) acquired an understanding
of the historical development and social
uses of their disciplines. The Thesis Project
may take a variety of forms, for example, a
one-person exhibition, the performance of
an original work, or a senior recital. To
prepare a Thesis Project, you should identify a faculty member in the spring of your
junior year to serve as your Thesis Project
Advisor and begin to plan your project
with him or her.
Study in the Expressive Arts area is
preparatory for careers in the visual and
performing arts, art history, arts management, and humanities.
"Performance/Art"
is the recommended
entry program for study in the Expressive
Arts. With three faculty members representing the fields of performance art,
audio/music, and film/video, the program
offers skill-building in photography, film,
video, audio, movement, acting, and script
and journal writing. In addition, students
study theory, history, and development of
arts performance within various historical
and cultural contexts. Students will learn
how to document performance, analyze
cross-cultural components of performance
art, and evaluate theories of performance
from aesthetics to semiotics. They will be
introduced to skills and theory through
discussions.
Fall Quarter, all students will participate
in general technique development workshops. These workshops will prepare
students for group and/or individual projects/productions in the Spring, which will
focus on collaborative efforts and original
materials.
Planned equivalencies in quarter hours:
Fall:
2-photography;
2-audio
recording;
2-film/video;
2-acting and movement;
6-art history;
2-writing;
Winter:
8-technical
workshop in either audio,
film/video, or theater arts;
4-8-aesthetics
and criticism;
Spring:
12-performance
production;
4-production
management
48 total
Program is preparatory for careersand/or future
study in liberal, fine and performing arts.
University of Washington faculty artist Michael Spafford
discusses his work with Evergreen student artists during a visit
to campus where he addressed the President '5 Symposium.
•
EXPRESSIVE
ARTS
I
49
The Power of Theatre:
From Drama to Performance
Fall, Winter/Group Contract
Sponsor: Ruth Palmerlee
Enrollment: 48 Faculty: 2
Prerequisites: Junior standing; experience in
the performing arts; portfolio review, faculty signature
Special Expenses: To be announced
Part-time Options: No
Internship Possibilities: Yes, Spring Quarter
Additional Course Allowed: No
Students in "The Power of Theatre" will
be involved in an in-depth study of all the
elements which make theatre a powerful
art form. We will study its origins in ritual,
its present political and social relevance,
and its future as a vital art form. Students
will also investigate theory of production,
develop a knowledge and understanding of
varying cultural views and experiences,
and examine the political and social
responsibilities of performing artists.
Fall Quarter: We will focus on the origins
of theatre, drawing connections between
old and new myths, exploring a wide range
of theatrical forms (improvisation, mime,
Third World theatre, Agit-Prop theatre,
European trends) and doing research and
performance projects.
Winter Quarter: We will focus on 19th and
20th Century political and social trends in
theatre. We will study artists such as
Wagner, Brecht, Valdez, Brook, Grotowski
and others, and theatre companies such as
the Moscow Art Theatre, Group Theatre,
Bread and Puppet Theatre, EI Teatro
Campensino, and others. Winter Quarter
will culminate in a celebration of theatre
presented for the public. Field trips to productions in Seattle and Portland are
planned for Fall and Winter Quarters.
Spring Quarter: Faculty will sponsor
projects and internships in theatre that
students have planned during Winter
Quarter.
I,
I,
Planned equivalencies in quarter hours:
4-acting/directing
performance;
4-technique
of acting and directing;
4-movement
for the actor;
4-theory of production;
4-production
criticism;
4-cultural
perspective of theatre;
4-theatre and politics;
4-research methods
32 total
Program is preparatory for careersand/or future
study in arts, humanities and graduate work in
theatre arts.
Fact/Fiction
Hidden Treasures
Fall, Winter, Spring/Group Contract
Sponsor: To be announced
Enrollment: 48 Faculty: 2
Prerequisites: Core Program and junior
standing; basic media skills preferred but
not required; portfolio review, competence
in writing; faculty signature required
Special Expenses: Lab fee each quarter, expenses for media projects
Part-time Options: Yes, Spring Quarter
Internship Possibilities: No
Additional Course Allowed: Yes, Winter and
Spring Quarters
Fall/Coordinated
Study
Coordinator: Lovern King
Enrollment: 48 Faculty: 2
Prerequisites: Core Program and some arts
or humanities
Special Expenses: Admission to museums,
theatres, and films
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
"Fact/Fiction" is designed to reveal forms
in film and video which transcend traditional fact/fiction boundaries and to provide a context for students to create their
own synthetic media work. Beginning with
the assumption that there is no pure
dramatic or documentary film, but a constant interchange, we will analyze those
works that belong in between. We will view
their manifestations in recent avant garde,
documentary, and narrative films.
A basic question underlying our activities is, how do we perceive reality and
mold phenomena into effective, moving,
visual media? We will scrutinize the collection, structuring, and transmission of information in forms such as folklore,
documentary, and dramatic film. We will
investigate how storytelling works in its
many forms and how we can produce
original, effective messages. At all times,
we will test documentary director Jill
Godmillow's statement that "We will go
nowhere (in film/video making) unless we
mess with the language."
Students will also create their own film
or video. In the fall, students will choose a
topic to research, present in several styles,
and build into a final work. Students will
collect material through oral history interviews, print research, visual explorations
and/or introspection. The project will
metamorphose into a variety of forms
during Winter Quarter. This will be accomplished through workshops in scriptwriting, practice in documentary and
dramatic recording, and an introduction to
experimental techniques. During Spring
Quarter students will work in groups to
realize their final projects, encompassing a
spectrum of styles from pure documentary
to pure narrative.
Planned equivalencies in quarter hours:
16-production;
8-literature;
12-film history;
8-research/writing/design;
4-communication
theory
48 total
Program is preparatory for careersand/or future
study in media, literature, folklore or
communications.
50
I
This program will study "hidden treasures" in the arts, little known but important artists in such fields as literature,
theatre, dance, film and music. One such
artist is Madame Vestris, who lived in the
early 19th Century and invented a new approach to theatre staging that led to
modern set design. Despite her contributions as the first woman director and one
of the first to construct historically accurate costumes, Madame Vestris's name
is barely mentioned in history texts. Our
study will focus on, but not be limited to,
women and people of color. We will study
biography and literature as well as
aesthetics and communication. "Hidden
Treasures" also will delve into artistic creation and its sources of inspiration and
reasons why history records artistic accomplishments. The program's format includes a film series, lectures, seminars, and
workshops. We will also participate in the
Expressive Arts Symposium.
Planned equivalencies in quarter hours:
4-biography and art;
4-aesthetics;
4-comparative
literature;
4-visual communications
16 total
Program is preparatory for careersand/or future
study in art, media, theatre andfields of
communication.
Collaborations
Studio Project
Winter/Group Contract
Sponsor: Ainara Wilder
Enrollment: 24
Prerequisites: Core Program
Special Expenses: Project material
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter/Group Contract
Sponsor: Marilyn Frasca
Enrollment: 24
Prerequisites: Core Program, interview, and
faculty signature. Students who have done
previous work in visual art must present a
portfolio.
Special Expenses: Art supplies and a quarterly lab fee.
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes
The function of this program is to help
students in the arts develop the skills that
are necessary for collaborative work.
Projects will be undertaken by teams of
students representing different areas of the
arts. Projects envisioned are short scripts
brought to the stage, journals made into a
script or novel form, novel adaptations
converted to script form, book illustrations
generated from book contents, sound enforcement, music, dance and others.
The program format includes workshops, seminars and collaborative project
labs. Collaborators will share reading and
seminar materials. Books will focus on the
lives and works of established artists and
their techniques of artistic excellence.
Musical Composition
and Performance
"Studio Project" is a two-quarter program
of intensive studio work in the visual arts.
Students will learn about the process of
working and making visual images, and
about the images themselves. The program
is open to beginning through advanced
students who have a genuine desire and interest in making images. It is conceived of
as a working studio, a working community
of people. Everyone will have the responsibility for being both teacher and student
to everyone else.
Each week students will work in the
studio a minimum of four hours per day
on an intensive visual study of some topic,
participate in a work discussion seminar,
and attend a seeing workshop. The images
made by the students and faculty will form
the basis for detailed investigations into
questions of seeing, knowing and believing. Students will have the opportunity to
work in two-dimensional media (drawing,
painting, possibly printmaking). Some
basic work in skills and techniques will be
done, but the strongest emphasis will be on
the development of ideas and personal
imagery.
Planned equivalencies in quarter hours:
4-theory of production;
4-research
methods;
8-collaborative
project
16 total
Program is preparatory for careers and/or future
study in the arts, literature and the humanities.
Planned equivalencies in quarter hours:
16-studio work (level and medium will
vary with the student);
8-aesthetics
and criticism;
4-art history;
4-composition
and design
32 total
Fall, Winter, Spring/Group
Contract
Sponsor: Donald Chan
Enrollment: 24
Prerequisites: Junior standing and experience in music performance
Special Expenses: To be announced
Part-time Options: Yes, consult faculty
Internship Possibilities: No
Additional Course Allowed: With permission
of faculty
Students in "Musical Composition and
Performance" will be able to work on the
following areas. of musicianship: improvisation, composition arranging, performance practices (i.e., jazz ensemble,
chamber music, the business of music, and
performance organization), and music
theatre (conducting skills, audition techniques, and music preparation).
During the course of the year, students
will be given the opportunity to compose,
arrange/orchestrate,
and have their works
performed. There will also be an opportunity to work in large performing
ensembles, such as the Jazz Ensemble,
Chamber Singers, or Olympia Symphony.
So that the student will be better prepared,
some time will be devoted to the business
of music, i.e., resume preparation, contracts, copyrights, audition techniques,
and more. The object is to give the student
enough survival skills to face the realities
of the outside world.
Students may join this Group Contract
for Fall, Winter or Spring Quarters. All
will participate in the Evergreen Arts
Symposium.
Planned equivalencies in quarter hours:
Will vary individually
Program is preparatory for further study and/or
careers in the arts.
Program is preparatory for careersand/or future
study in liberal arts and visual arts.
•
EXPRESSIVE
ARTS
i
51
Point of View
Techniques of Visual Anthropology
Related Offerings in Other Areas-
Spring/Group Contract
Sponsor: Paul Sparks
Enrollment: 48 Faculty: 2
Prerequisites: Junior standing or permission
of instructor
Special Expenses: Photography materials,
field trips and speakers
Part-time Options: Half-time in either
writing or photography jor half-time students
only
Internship Possibilities: No
Additional Course Allowed: No
Spring/Group Contract
Sponsor: Sally Cloninger
Enrollment: 24 Faculty: 1
Prerequisites: Two years of college-level work,
presentation of portfolio, and faculty
signature
Special Expenses: $165 lab fee (includes Y2"
and 1:1 "VT, 16mm raw stock, processing
and editing); in addition, students must
supply film and processing for still
photographic exercises
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Students with
previous production training may, with
faculty approval, substitute one arts course
for in-program production workshops
Art as Cultural Expression
The life we live hones each of us into a living lens. Each of us has a point of view
that has been developed by our experiences
and perspectives, a point of view that
might be useful to others. Many biographies and autobiographies are monuments to persons who have had unusual
experiences or great perspectives. But
autobiography that looks through a life to
the world is also interesting and useful. In
"Point of View," we'll make autobiographical works in which our world and time,
not ourselves, is the subject. We will use
Boswell'sJournals,
Pepys'Diary, Least-Heat
Moon's Blue Highways, newspapers, news
magazines, and The New Yorker.
Planned equivalencies in quarter hours:
8-photography;
8-writing
16 total
"Techniques of Visual Anthropology" will
provide a foundation in non-fictional,
culturally-informed image making.
Students will be trained in field production
techniques for visual anthropology, encompassing still photography, basic 16mm sync
production, and location video and sound
recording. Exercises in still and moving
formats will insure development of technical control, critical awareness, observational and reflexive styles, and facility in
the design of ethical and culturally-relevant
media documents. Students will study the
art of ethnographic reporting, and culture,
and will analyze documents in print and
film by anthropologists. All students will
participate in the Evergreen Arts Symposium.
Program is preparatory jor an examined life.
Planned equivalencies in quarter hours:
5-visual anthropology: theory;
5-visual anthropology: techniques (field
production);
6-ethnographic
reporting and the study
of culture
16 total
Program is preparatory jor careersand/or juture
study in anthropology/media.
Fall, Winter, Spring/Coordinated
Study
Coordinator: Mary F. Nelson
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
signature required
Special Expenses: Field trips; art supplies;
museum fees
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes, 4 credits, if
related to program
"Art as Cultural Expression" will provide
opportunities to examine art as an expression of culture, beginning with an examination of one culture and its art, the
Native American. This will be done
through lectures, films, slide series,
readings, field trips, special exhibits, and
demonstrations by visiting artists. Beginning this way establishes a basis for examining not only this culture, but other
cultures.
Fall Quarter: An intensive "historical"
study of Native American art, ritual, and
story. The role of art as cultural expression
will be studied within the time categories
of traditional, transitional, and
contemporary.
Winter Quarter: Cross-cultural comparisons using materials and questions
presented during the fall as a basis for further investigations. Comparisons will be
made between Native American, Asian
American, Black American, and Mexican
American cultures.
Spring Quarter: Individual or group
research projects using a variety of formats
for reporting results of investigations
(slides, paintings, petroglyph-pictograph
research, papers, etc.).
Planned equivalencies in quarter hours:
Fall:
8-Native
American art and culture;
4-introduction
to Native American anthrolopology/archaeology;
4-creative
writing;
Winter:
8-crass-cultural
studies;
8-research
methodology;
Spring:
16-special research project
48 total
Program is preparatory jor careersand/or juture
study in arts, anthropology, archaeology, education, Native American studies, and multicultural
studies.
HUMANITIES
The Humanities specialty area is a group of
faculty from the fields of literature, history,
philosophy, anthropology, archeology, psychology, and religion. We are committed to
these subjects, and concerned within them
about the following themes:
The nature and value oj written, visual, musical,
and oral texts;
Connections between language, thought, value,
behavior, and society;
Convener: Pete Sinclair
Affiliated Faculty: Richard Alexander,
Gordon Beck, Stephanie Coontz,
Virginia Darney, David Hitchens,
RichardJones, Hiro Kawasaki,
Eric Larson, Mark Levensky,
Charles McCann, David Marr,
Rudy Martin, Art Mulka,
Chuck Pailthorp, Mark Papworth,
David Powell, Thomas Rainey,
Gil Salcedo, Pete Sinclair, Nancy Taylor,
and Kirk Thompson
Conceptions oj the nature oj a person or people;
Evaluations oj the relationships between a person
or people and other men and women, private and
public institutions and the gods; and
Attempts to imagine and make new relationships,
and new societies.
We do some work on one or more of these
themes in each of our programs. In addition, we design each of our programs to:
Emphasize great texts and/or artifacts and their
relations to our specialty area themes;
Encourage discussion in seminar groups;
Help each student improve his or her writing;
Promote cooperative, interdisciplinary study; and
Do work at a level as advanced as the knowledge
and skill of the majority oj students allows.
Career Pathways in Humanities
Our curriculum of Coordinated Studies,
Group Contracts, and Courses is varied
but connected. New Humanities programs
begin each quarter. Students who complete
one Humanities program have an opportunity to join another, complementary program in the Humanities area. We have laid
out no prescribed pathways, as a student
who progresses carefully among these offerings, guided by developing personal interests, and devotes the senior year to
advanced work will emerge with a strong
concentration in the Humanities. Humanities
area faculty also will teach part-time noon,
evening, and weekend courses and sponsor
individual contract projects.
Work that a student does in the
Humanities specialty area helps prepare him
or her for future undergraduate and
graduate work in the humanities or social
sciences and, in general, for a significant,
adult, reflective life.
War
Fall, Winter,. Spring/Coordinated Study
Coordinator: Rudy Martin
Enrollment: 72 Faculty: 3
Prequisities: One year of college work
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Fall: "Behavior and War" will be a com-
parative study of the roots of violence in
the animal kingdom and human cultures.
The literature we will study will emphasize
human aggression and the traditional ways
war has been represented throughout
history, We will read the classical literature
on war in the western world from the
Greeks to the 20th Century. Faculty
members will be Robert Sluss, Rudy Martin and Mark Papworth.
Winter: '~rmies and Society" will concentrate on military sub-cultures and the
larger society of which they are a part. We
will focus on Roman and German history
and will draw comparisons to our own
situation. We will read the great works
romanticizing war and rationalizing its
place in human affairs. Faculty will be
Tom Rainey, Martin and Papworth.
Spring: "Industrial War" will explore the
changes in our ability to wage war and our
assumptions concerning our control over
technology and our own destinies. We will
examine current attitudes from dove to
hawk as expressed in art, literature and
politics. Faculty members will be Martin
and Papworth.
"War" will use video and computer
games, films, and "participant experience"
in a variety of ways. We will present a
detailed study of how the experience of war
touches the significant dimensions of
human beings-from inter-band feuds to
Star Wars. We will not study peace-but
rather let peace speak for itself as an eloquent alternative to things as they are.
Planned equivalencies in quarter hours:
Fall:
4-animal behavior/ethology;
4-c1assical views of human behavior;
4-behavioral psychology;
4-anthropology
of conflict;
Winter:
4-Roman history;
4-history of German militarism;
4-man and aggression;
4-war and romanticism;
Spring:
4-war in the modern world;
4-the arts and war;
4-war in modern literature;
4-modern perspectives on war.
48 total
Program is preparatory for further work in the
humanities and social sciences, careers in intercultural relations.
•
HUMANITIES
155
Dark Ages
Fall, Winter/Group Contract
Sponsors: Pete Sinclair, Stephanie Coontz
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or the
equivalent
Special Expenses: Some texts are not
available in paperback
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
The troubled 14th Century in England was
the time of the cross-over from the
medieval to the modern world. Out of that
time of ruinous war, revolts and the Black
Death came-in the work of Geoffrey
Chaucer-the
birth of English literature
and the rise of the English language.
Students in "Dark Ages" will join the
faculty in examining the truths presented
in literary and historical stories, along with
learning how to use stories as evidence.
Chaucer's major works will be our primary
sources supplemented by secondary
sources in literature and history and talks
by the faculty. Students and faculty will
meet on Monday, Tuesday and Thursday
for class discussion, seminar, lecture,
workshops and a weekly colloquium.
Planned equivalencies in quarter hours:
16-late medieval history;
16-late medieval literature
32 total
Program is preparatory for careersand/or further
study in literature and history
Cultural Studies:
Anthropology, Literature, History
Fall, Winter/Group Contract
Sponsors: Gil Salcedo, Eric Larson
Enrollment: 48 Faculty: 2
Prerequisites: Some college work in the
humanities or social sciences
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: No
"Cultural Studies" is an interdisciplinary
(humanities and social science) evening
Group Contract with options for full-,
part-, and quarter-time students. Subject
areas emphasized are anthropology,
history and literature of both western and
non-western peoples in selected regions of
the Pacific Ocean, Japan, Sub-Saharan
Africa, the Middle East and southwestern
Europe.
The anthropology segment will concern
the cultural analysis of social organization,
technology, language and thought patterns. The aim is to study the diverse
folkways people have adopted and the relationship between social customs and
physical environment.
The history segment will inquire into
the rise and fall of civilizations (Islam,
Spain, Pre-Columbian Mexico) as a
dynamic and inexorable pattern of change
from roughly the 7th Century to the 18th
Century. The study of literature (both oral
and written traditions) will be an integral
part of the curriculum. Program themes
will be approached through primary source
material and "classic texts." The development of visual arts will be addressed
through films and slide presentations.
Planned equivalencies in quarter hours:
8-history;
8-anthropology;
8-literature;
8-research topic
32 total
Program is preparatory for further studies in
humanities and social science.
56
I
Peace Studies
Spring/Group Contract
Sponsor: Dave Hitchens
Enrollment: 24
Prerequisite: Core Program or equivalent
Special Expenses: None
Part-time Options: See sponsor
Internship Possibilities: No
Additional Course Allowed: With permission
of sponsor
The first American societies dedicated to
peace were founded in the aftermath of the
War of 1812.During the 19th Century, the
movement grew and gained international
prominence. Before 1900, America was infrequently disturbed by international
crises, but the League of Nations, the
Washington Naval Conference, efforts to
outlaw war, World War II, and the United
Nations placed America at the forefront of
a "Concert of Nations" striving to
preserve a status quo.
During the first part of "Peace Studies,"
we will survey the history of American
peace efforts, including present day efforts.
In the latter part, students will conduct
research and present papers, which will
provide a basis for textual analysis,
criticism, and work in writing and
historiography. Related offerings in other
specialty areas include "German Culture,"
'Japan and the West," and "Spanish
Forms in Life and Art."
Planned equivalencies in quarter hours:
Distributed among American history,
peace studies and American foreign policy
16 total
Program is preparatory for careersand/or future
study in history, the humanities or the social
sciences.
!.f
I
S3LLINVINnH
•
LANGUAGE
CULTURE
Director: Andrew Hanfman
58
I
AND
CENTER
In order to provide students opportunities
to study foreign languages and cultures,
Evergreen has the Language and Culture
Center. The Center plans and coordinates
year-long programs and courses in the area
of foreign languages and international
studies. It also serves as a source of
academic advice for students who have an
interest in language and culture studies.
The Center's director, Dr. Andrew
Hanfman, is a full-time Evergreen faculty
member in language studies, specializing
in Russian-Soviet Area Studies.
The Center coordinates study abroad
programs and counsels students on studies
at foreign or local universities with expanded area offerings. The Center may
also sponsor individual contracts involving
language or culture studies in foreign
countries.
In the academic year 1985-86, three
year-long language and culture programs
are being offered under the auspices of the
Center: "German Culture," 'Japan and
the West," and "Spanish Forms." In addition, "Rabelais to Proust and Beyond"
(Intermediate French) is offered Fall
Quarter.
For many students, part-time language
study is highly appropriate. To serve these
needs, Evergreen offers a predictable series
of part-time courses. Most of these courses
are offered during evening hours. Students
interested in careers in business, journalism, education, anthropology, and
human services will want to consider such
language study. The Director of the Center
will advise students on the appropriateness
of various types of language study to their
individual goals. In the 1985-86 academic
year, courses in first-year college Spanish,
French, Japanese, and German will be offered as well as second-year French.
The following list includes the academic
programs in this area planned through
1988:
1985-86
'Japan and the West," Fall, Winter,
Spring; study abroad the following year.
"Spanish Forms," Fall, Winter, Spring.
"Rabelais to Proust and Beyond" (Intermediate French), Fall.
"German Culture," Fall, Winter, Spring;
possible study abroad in summer.
1986-87
"French Culture," Fall, Winter, Spring;
study abroad to be announced.
"Classical World" (Greek and Latin), Fall,
Winter, Spring.
1987-88
"Russia/USSR," Fall, Winter, Spring;
summer trip to Soviet Union.
'Japan and the West," Fall, Winter,
Spring; study abroad to be announced.
Japan and the West·
Fall, Winter, Spring/Coordinated
Study
Coordinator: Richard Alexander
Enrollment: 48 Faculty: 2
Prerequisites: One year of college work
Special Expenses: To be determined for
1985-86; for the year in Japan 1986-87 over
$3000
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
Major areas available through this program include the following:
The Jackson School
of International Studies:
A Partnership Program with
the University of Washington
Evergreen students who have met the
necessary prerequisites may be eligible to
spend up to a full year studying language,
area studies, or international political
economics as special students in the
University of Washington's Jackson School
of International Studies. Along with Harvard, Stanford, and a small number of
other universities, The School of International Studies has been a pioneer in offering programs in non-Western languages
and cultural studies.
The Scliool of International Studies offers interdisciplinary curricula organized
to emphasize both regional and topical
studies. Students may concentrate their
study on a major world area within the
context of the humanities and the social
sciences; they may specialize in topical
studies, or they may pursue a more general
course of study within the program.
Chinese Studies
Japanese Studies
Korean Studies
Latin American Studies
Middle Eastern Studies
Russian and East European Studies
South Asian Studies
Comparative Religion
It is also possible to integrate the international or regional study with an emphasis
on business, health, or political economy.
The study of a foreign language is an integral part of the program at the School of
International Studies.
Application to participate in a year at
the School of International Studies should
be made through the Director of the
Language and Culture Center, Andrew
Hanfman. Application must be made
before April 1 of the year preceding admission to the University of Washington. For
advice on this program, contact Andrew
Hanfman as early as possible.
It has never been more important for
Americans to understand the Japanese experience accurately, appreciate its accomplishments, and also its radical difference from our own culture. For years
the Japanese have been learning from us
but have they really become Western? And
have they exhausted the lessons we have for
them? What do they have to teach us, and
is it possible for us to learn their lessons? Is
it possible to blend the radical oppositeness
of our two cultures?
During Fall Quarter we'll study
Japanese history and culture from its
origin to the day when Perry sailed his
black ships into Tokyo Harbor. Winter
Quarter, we'll take up the Meiji Restoration, the modernization of Japan, the
reassertion of the military, and World War
II, concluding with the atomic bombing of
Hiroshima and Nagasaki. Spring Quarter
proceeds through the American Occupation and to the most recent developments
in Japanese life and in American relations.
All students will study practical, conversational Japanese, and we will begin studying written Japanese early. Students who
drop the language can substitute an independent research project.
Each student will be required to
cultivate some Japanese art, craft, or sport.
Each student will be urged to cultivate
some area of concern. It is possible for one
student to concentrate on Japanese
business developments, and another to
concentrate on Japanese painting.
During the 1986-87 academic year, a
small group of 'japan and the West"
students (no more than 18) will travel to
Japan for two quarters to live with
Japanese families and work on "internships" with businesses and craftspeople.
Only students who have earned full credit
in the program and who have mastered the
elements of the language will be
considered.
Planned equivalencies in quarter hours:
12-Japanese language;
12-Japanese
history;
12-Japanese
art, literature, etc.;
12-individual
projects
48 total
Japanese dancers, a kimono fashion show, an authentic tea
ceremony, traditional music and such delicacies as SUShl~ lempura, and teriyaki chicken-all this and more isfeatured every
January when Evergreen hosts a Tribute 7oJapan, a free, half·
day celebration that drew over 1200 college and community
members to campus last year.
•
Program is preparatory jor jurther study in
Japanese culture, and useful in a variety oj other
areasjrom business management to psychology
and child development.
LANGUAGE
AND
CULTURE
CENTER
159
Rabelais to Proust and Beyond
Spanish Forms in Life and Art
German Culture
Fall/Group
Contract
Sponsor: Susan Fiksdal
Enrollment: 24
Prerequisites: Second-year French
Special Expenses: None
Part-time Options: Eight quarter hours of
Fall, Winter, Spring/Group
Contract
Sponsor: Nancy Allen
Enrollment: 24
Prerequisites: Core Program or equivalent
Special Expenses: None
Part-time Options: Half-time studies in
Fall, Winter, Spring/Group
Contract
Sponsor: Andrew M. Hanfman
Enrollment: 24
Prerequisites: Interview with faculty
Special Expenses: No; possible study abroad
third-year French
language or half-time history/culture
Internship Possibilities: No
Additional Course Allowed: Not if student is
full-time in "Spanish Forms"
Part-time Options: Yes
Internship Possibilities:
0
Additional Course Allowed: Yes
Internship Possibilities:
0
Additional Course Allowed: Yes
This Group Contract is for advanced
students of French (third and fourth year)
who would like to improve their skills in
speaking, listening, reading and writing
French. We will survey French literature
and painting from medieval times to the
present in order to investigate the relationship between these forms of expression.
Weekly reflective papers, oral reports and
one term paper will be required. All our
communication will be in French.
Planned equivalencies in quarter hours:
4-third-year
French;
4-fourth-year
French;
8-survey of French literature and art
16 total
Program is preparatory jor careers and/or jurther
study in French, literature, international business
and international law.
Since Spain's imperial rivalry with
England in the 16th Century, when
England circulated the "black legend" of
Spain's violence and superstition, outsiders
have approached Spain with a mixture of
awe, romance and ignorance.
We will study the originality of Spain's
cultural and social forms in relation to
their social contexts, from the 15th Century "novel in dialogue," La Celestina to
Gaudi's cathedral in Barcelona, and from
Islamic irrigation systems to anarchist experiments during the Spanish Civil War.
Fall Quarter, we'll concentrate on the
rich cultural interactions among Christians, Muslims, and Jews in medieval
Spain, and the militant Christian ethic
which produced the "Reconquest" and
conquest of America. Student groups will
research such topics as women in medieval
Spain, monastic life, and pre-Columbian
civilizations.
During most of the winter, we will read
our way slowly through Don Quixote.
Students will learn and develop skills in
literary analysis and an understanding of
this great work as a statement about the
history of Spain. Around the middle of the
quarter, we'll spend a week on Saint Teresa's
Life, which demonstrates another kind of
Christian heroism. Each student will
research some individually-chosen form
from medieval Spain or the Golden Age.
Spring will be devoted to the 20th Century: the cultural analyses attempted by
the "Generation Gap of '98," the Civil
War, and post-Franco Spain.
Intensive classes (8 hours per week) in
beginning and intermediate Spanish are
offered every quarter. Students whose
Spanish is at a higher level will read
Spanish selections from the literary
material. By the end of the year, intermediate and advanced students will be
able to hold seminars in Spanish.
Planned equivalencies in quarter hours:
24-beginning,
intermediate or advanced
Spanish;
12-Spanish literature in translation;
12-social and cultural history of Spain
48 total
Program is preparatory jar further study in the
languages, the humanities, or the social sciences.
In summer
"German Culture" is subdivided into
three one-quarter units which can be taken
separately. Each quarter deals with an important period of German political and
cultural history, which provides a framework for studying cultural components.
The language component can be taken
separately and is open to outside students.
Fall Quarter: "The Reformation and Its Ajtermath," 16th & 17th Centuries. The study
centers on the rise of Protestantism, the
division of Germany into Catholic and
Protestant states, Martin Luther, poets
and polemic writers, German Renaissance
Art, Baroque-style artists, and the Faust
chapbook. In studying the Reformation,
the emphasis will be on the Thirty Year
War as seen through such literary works as
Simplizissimus and the poetry of German
mystics.
Winter Quarter: "Storm and Stress/German
Classicism/Romanticism,"
18th Century. In a
framework provided by the Seven-Year War
and the rise of Prussia and Germany's
reaction to the French Revolution, 18th
Century German culture is characterized
by contradictions and movements in literature, art, philosophy and criticism aimed
at finding a national expression and tradition. Schiller, Goethe and Buchner were
part of this, as were Classicism, the
Romantic movement, German Neo-Classic
art, and the leading German composers.
Spring Quarter: "The Weimar Republic,"
20th Century. A short review of Bismarck's
rule and World War I will define the
origins of the abortive experiment in
democracy from 1918to 1933 which
preceded the rise of National-Socialism.
The Expressionist movement, including
drama, theatre and film, the most important German novels, the Bauhaus movement, and socially-oriented dramas such as
Bertolt Brecht's will be studied. Musical
works by Weill, Berg and Schoenberg will
illustrate the departure from traditional
forms. German phenomenological philosophy will be studied as a background for
contemporary philosophical trends in
Germany.
Planned equivalencies in quarter hours:
Distributed among German language,
history, literature, music and art.
48 total
Program is preparatory jor jurther undergraduate
studies, graduate studies and/or careers in journalism, law, management, education, literature
and humanities.
60
I
NATIVE
AMERICAN
STUDIES
Convener: Gail Tremblay
Faculty: Lloyd Colfax,
Rainer Hasenstab, Lovern King,
Mary Nelson, Gail Tremblay, Sid White
and David Whitener
Affiliated
Associated Faculty: Betty Kutter,
Betsy Diffendal, and Craig Carlson
The major goal of Native American Studies is
to provide an open educational opportunity for Native Americans; it is not merely a
place to study Native Americans.
However, this interdisciplinary area is
designed to serve two specifically different
student groups: Native American students
who are interested in enriching their
unique cultural heritage and developing
strategies for self-determination in our
pluralistic society; and students interested
in learning about traditional Native
American cultures and values, including
the dynamics of change in a plural society.
Native American Studies includes at least
one major program, two auxiliary programs, and one course each year. In addition, the area collaborates and designs
symposium components with other specialty areas on topics such as health, science,
environmental studies, and art.
Career Pathways
in Native American Studies
We tailor the educational experience of
each student to his or her particular needs;
there are, therefore, no prescribed "pathways" in Native American Studies, although
there is a general pattern which most
students follow.
Work in Native American Studies always
begins with an interview with one of the
Specialty Area faculty. In this interview,
student and faculty plan an individualized course of study to insure that study
in this area will satisfy that student's personal needs.
Students in Native American Studies work
to develop (1) Individual Identity, (2)
Group Loyalty, and (3) Personal Authority.
Having developed these strengths and the
particular skills they need, they return to
their-communities and have a positive impact on the world around them.
Students can use various methods to
build strength and skill. For example:
· .. they can study a year in Native American
(in 1985-86, "Life Composition" or "Art as a Cultural
Expression");
Studies programs
· .. they can combine study in our programs with study in programs outside our
area;
· .. and some students will spend additional time working with the faculty in the
central program.
In addition, this area helps advise and
prepare Native American Teacher Certification students.
62
I
Life Composition: Listen, Perform,
Question and Symbolize
Fall, Winter, Spring/Coordinated Study
Coordinator: David Whitener
Enrollment: 72 Faculty: 3
Prerequisites: Interview and faculty
signature
Special Expenses: Field trip and project
materials
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Related Offering in Other Area
Multicultural Learning Environments
Art as Cultural Expression
Fall/Group Contract
Coordinator: To be announced
Enrollment: 30
Prerequisites: Interest in Teacher
Certification Program
Special Expenses: $10 for field trips
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Fall, Winter, Spring/Coordinated
Study
Coordinator: Mary F. Nelson
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
faculty signature
Special Expenses: Field trips; art supplies;
museum fees
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes, 4 credits, if
related to program
This program is an open alternative
educational opportunity. It is a studentcentered program through which students
may integrate self-designed projects into a
coordinated studies program. "Life Composition" is open in that students are invited to do work they define as important
to their growth as human beings, and they
may be certain that they will receive
recognition as individuals worthy of
respect and full of value.
The program is designed as a parallel
education system, which stresses hospitality and inspiration from faculty who offer
their own areas of expertise as an educational umbrella for student work to be considered on an individual basis.
.
We will deal with concepts of learning in
terms of individual identity, group loyalty,
and personal authority and their relationship to educational and extended life goals.
Students will consider and define their
roles in a mutually-shared educational setting including the student, the college, and
the community. The students will be encouraged to develop skills that suit their
own goals and to integrate those goals into
a community shaped by the realization
that we compose our lives within a plural
society.
"Art as Cultural Expression" will provide
opportunities to examine art as an expression of culture, beginning with an examination of one culture and its art, the
Native American. This will be done
through lectures, films, slide series,
readings, field trips, special exhibits, and
demonstrations by visiting artists. Beginning this way establishes a basis for examining not only this culture, but other
cultures.
Fall Quarter: An intensive "historical"
study of Native American art, ritual, and
story. The role of art as cultural expression
will be studied within the time categories
of traditional, transitional, and
contemporary.
Winter Quarter: Cross-cultural comparisons using materials and questions
presented during the fall as a basis for further investigations. Comparisons will be
made between Native American, Asian
American, Black American, and Mexican
American cultures.
Spring Quarter: Individual or group
research projects using a variety of formats
for reporting results of investigations
(slides, paintings, petroglyph-pictograph
research, papers, etc.).
Planned equivalencies in quarter hours:
8-cross-cultural communication skills;
8-Native American culture and history;
4-philosophy;
4-human resource development;
24-individualized
project work
48 total
Program is preparatory for further studies, careers
and/or graduate study in cultural exchange, education, social services, community work, environmental planning, the arts, and Native
American studies.
Students in this program will develop both
academic skills and interpersonal communication skills. They will share their
knowledge and develop personal teaching
styles for use in the classroom. They will
be exposed to a wide range of curriculum
materials from a multicultural perspective
for reaching students from a variety of
cultural backgrounds. In this program, we
will do field study by visiting local reservations and schools, use local resource people, explore diverse cultural images in
media, and analyze print materials.
Students who need to work on fulfilling
major requirements may take the program
part-time in order to take courses or other
part-time programs in their major field.
Those interested in a part-time internship
option need permission of the program
coordinator.
Planned equivalencies in quarter hours:
8-multicultural
studies;
8-cross-cultural
perspectives in learning.
16 total
Program is preparatory for careers and/or
future study in teacher certification.
Planned equivalencies in quarter hours:
Fall:
8-Native American art and culture;
4-introduction
to Native American anthrolopology/archaeology;
4-creative writing;
Winter:
8-cross-cultural
studies;
8-research methodology;
Spring:
16-special research project
48 total
Program is preparatory for careersand/or future
study in arts, anthropology, archaeology, education, Native American studies, and multicultural
studies.
•
NATIVE
AMERICA
STUDIES
163
POLITICAL
AND
SOCIAL
Convener: Priscilla Bowerman
Affiliated Faculty: Bill Arney,
Priscilla Bowerman, Jovana Brown,
Ken Dolbeare, Betty Ruth Estes,
Jeanne Hahn, Gerald Lassen,
Russell Lidman, Alan Nasser,
Matt Smith and Susan Strasser
ECONOMY
CHANGE
Political Economy and Social Change integrates
anthropology, economics, history, law,
political science, and sociology as a way of
understanding the modern world and as a
set of tools for analyzing contemporary
public problems. We focus particularly on
those problems involving scientific,
technological, and environmental applications. We are interested in how such problems evolved, how they are understood,
how and why certain decisions are made
about them, and what difference all this
makes for the quality of human life.
All major problems are deeply grounded
in cultural, social, economic and political
theories, history, and practice. Their
understanding involves exploring basic
analytic concepts and values (freedom,
equality, justice, democracy) and their
meanings today. We look at societies as
dynamic, ever-changing systems, compare
them to other countries and cultures, and
evaluate their impacts on the everyday lives
of all affected people.
Career Pathways in Political Economy
and Social Change
There are three pathways, or areas of concentration, students can pursue after they
take the foundation program, "Introduction to Political Economy and Social
Change:"
Government and Public Policy
This pathway includes the structure
and decision-making processes of governments at all levels. We also examine what
governments have done with respect to
public problems and what difference
governments have made for people
generally.
Economics
This pathway includes economic
history, intensive theoretical and practical
work in micro- and macroeconomics,
critical evaluation of their applications,
and a survey of possible alternatives.
Law and Society
This pre-law pathway includes the
philosophical foundations and historical
development of law and legal systems,
their social effects and functions, and the
governing role of law and lawyers in the
United States today.
Students are encouraged to undertake
senior theses or projects, or internships, as
integral parts of their academic work.
Faculty in the area will make a special effort to prepare students for internships
with the state legislature, executive departments, or other agencies and organizations
in order to take advantage of the special
opportunity offered by our location in the
state capital.
61
I
Political Economy and Social Change
Fall, Winter, Spring/Coordinated
Study
Coordinator: Priscilla Bowerman
Enrollment: 72 Faculty: 3
Prerequisites: One year of college or Core
Program
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Yes, program is
only 12 quarter hours; "Political Economy
of Scientific Problems," a year-long course,
is recommended Winter and Spring
Quarters
Each of these areas will, wherever
possible, compare the American experience with that of other countries and
cultures. In addition, we offer pathways in
collaboration with Environmental Studies and
Science, Technology and Health.
These pathways lead to careers in law,
government, business, education, and professsional social science. While we assume
that most students who undertake studies
in Political Economy and Social Change
are preparing themselves for a basic
critical understanding of today's problems,
we also shall assure that those who
specialize in the area are fully prepared for
graduate and professional education in the
disciplines represented here.
Pre-Law Preparation
Law schools do not require college credits
in any specified subjects. They want
students who can read well, write well, and
speak well, and who have a broad general
education, with perhaps some specialization in a field other than law or politics.
For instance, the rapidly developing field
of environmental law needs lawyers with
some substantive understanding of the environmental sciences.
Many pre-law students concentrate on
social sciences, but law schools particularly
value work in the humanities-literature,
philosophy, history-because
of the concentration on language, precise thinking,
and understanding of our intellectual
heritage and the progress of civilization.
Evergreen's broad interdisciplinary
study is well suited to the needs of the prelaw student.
The economic, political, and environmental crises of today have their origins in the
development of an industrial, statecentered society. This society arose in
Western Europe in the 17th Centuryshaped by political, economic, industrial,
and scientific revolutions-and
has now
spread to much of the world. If we wish to
comprehend this development independently and judiciously, we must grasp the
coherence of these historic transformations, and the interaction of the crucial
ideas which shaped, justified, or challenged them.
Fall Quarter, we will begin by examining
the nature of the social sciences: the questions asked, the explanations accepted. We
will explore the origins of modern society
and of "social science" in the 17th and
18th Centuries. We will examine individualism, democracy, liberalism, and
conservatism. Winter Quarter, we will
focus on the technological and industrial
revolutions, the rise of the modern state,
and imperialism. Students will be introduced to micro-economic principles,
Marxist and positivist social theory, and
their interaction with science and
philosophy. Spring Quarter, we']] focus on
the 20th Century. The development of
macro-economic principles and the
emergence of global politics and economics
will be the central concerns.
Planned equivalencies in quarter hours:
8-European
and American history;
5-macroeconomics;
5-microeconomics;
8-political
theory;
6-social theory;
4-cultural
anthropology
36 total
Program is preparatory for careersand/or future
study in law and society, economics, government
and public policy.
•
POLITICAL
ECONOMY
AND
SOCIAl.
CHANGE
I
65
Political Economy of Scientific
Problems
Fall, Winter, Spring/Course
Instructor: Priscilla Bowerman
Enrollment: 120 Faculty: 5
Prerequisites: Sophomore standing
Special Expenses: None
Part-time Options: This is a series of 4
quarter hour courses related to "Political
Economy and Social Change" programs
Fall: "Foundations of Social Science."
Students will be introduced to the major
political-economic theories used by social
scientists to analyze the history of the rise
of industrial society and the modern state.
Special attention will be paid to the roles
played by science and technology in the
development both of modern society and
of modern social science theory. Students
may expect to learn how our understanding of contemporary social issues and
problems is shaped by knowledge of social
history and of social and scientific theory
and practice.
Scientific and social theories illuminate
society and its problems, but each theory
casts light in its own particular way. Each
provides some insights, yet proscribes
others. We shall evaluate these insights,
and other strengths and weaknesses of each
approach.
Winter: "19th Century Scientific
Problems" will explore two or three
major issues or problems that emerged in
the industrialization of Western society. We
will seek to understand how world views,
economic doctrines, and scientific
knowledge interacted with the contemporaneous public decision-making to produce particular social and/or political
responses. We will also seek to understand
how these historical responses both contribute to and limit our understanding of
present social issues and problems.
Spring: "Contemporary
Scientific
Problems." Current social science will be
applied to local or regional problems in
which science, technology, and the environment play major roles. Some field
research will be integrated into the course
and the full range of approaches used in
current public policy analysis will be
employed and evaluated in concrete
settings.
Planned equivalencies in quarter hours:
Fall:
4-foundations
of social science;
Winter:
4-problems
of industrial society;
Spring:
4-public
policy analysis
12 total
Course is preparatory for careers and/or future
study in environmental studies; science, technology
and health; and social sciences.
66
I
Science and Social Change
Fall/Group Contract
Sponsor: Betty R. Estes
Enrollment: 24
Prerequisites: "Political Economy and Social
Change," or "Political Economy of Scientific Problems," or equivalent
Special Expenses: None
Part-time Options: Consult sponsor
Internship Possibilities: No
Additional Course Allowed: Consult sponsor
The thesis of "Science and Social Change"
is that the values and assumptions of 20th
Century science cannot be understood in
isolation from the values and assumptions
of other modern institutions-social,
economic, and political, as well as scientific
and technological-and
that, furthermore,
the relationships among these institutions
can best be analyzed by a historical study
of when they began to assume their
modern form. Thus, we'll focus on the
history of Western Europe in the Early
Modern period, studying its major social
changes and how they relate to science.
We'll discuss and write about historical
studies, modern analyses of the nature of
science and its connection to social change,
and writings of the period by both scientists and non-scientists.
Planned equivalencies in quarter hours:
6-European
history;
5-history
of science;
5-philosophy
and sociology of science
16 total
Program is preparatory for further studies in the
humanities, social sciences and natural sciences.
Philosophy, Society and
the Law: Social Dynamics
and Legal Reasoning
Winter, Spring/Group
Contract
Sponsor: Alan Nasser
Enrollment: 24
Prerequisites: One year of college; "Political
Economy and Social Change" or "Political
Economy of Scientific Problems" or
equivalent; interview and signature of
sponsor
Special Expenses: None
Part-time Options: No
Internships Possibilities: No
Additional Courses Allowed: No
A careful and critical analysis of how society works, and sometimes doesn't work, requires an understanding of the nature and
function of the law as an instrument of
both social control and political legitimacy.
An understanding of the law and its function requires a philosophical analysis of the
moral, social, and political dynamics of
our society. This overlap between the law
on the one hand, and moral, political and
social philosophy on the other, will be the
subject matter of this Group Contract.
Our work will cover four areas: (1) a
general introduction to critical reasoning
and informal logic; (2) a more specific introduction to legal reasoning, using the
book, Legal Reasoning; (3) readings from
philosophers, lawyers and legal scholars on
topics in the philosophy of law, and finally,
(4) an analysis of substantive philosophical
issues bearing directly on our understanding of the law, such as (a) the connection
between mental illness and both moral and
legal responsibility, and (b) theories of
property and distributive justice.
Students will be asked to write a number
of short papers and to read at least two
papers to the seminar. Our work will
revolve around the careful and rigorous
analysis of texts. It will be demanding, and
it should be fun.
Planned equivalencies in quarter hours:
a-philosophy;
a-political
science;
a-economics;
a-psychology.
32 total
Program is preparatory for careers and/or future
study in philosophy, law, economics, psychology
and political science.
L9
I
',I:JNVH:)
lVI:)OS
ONV
AIAJONO:)3
lV:)I.LI'lOd
•
THE
CENTER
FOR
SCIENCE
STUDY
OF
VALUES
AND
HUMAN
The aim of the Centerfor the Study of Science
and Human values is to provide a bridge
between science and the humanities. It is
based upon three assumptions:
That the purpose of knowledge is to improve the
human condition by alleviating suffering and providing ways to live in harmony within our species
and within the natural environment;
Convener: Carolyn Dobbs
Affiliated Faculty: Beryl Crowe,
Leo Daugherty, Carolyn Dobbs,
Phil Harding, HazelJo Reed,
Sandra Simon, and York Wong
68
I
That the traditional questions asked by the
humanities are relevant, and that, when informed
by current knowledge in natural, physical, and
social sciences, the humanities can help ensure our
survival as a species and promote an optimal
civilization; and
That citizenship in such an optimal future (not to
mention responsible and successful professionalism) requires a moral vocabulary, drawn
from the humanistic tradition, that can generate
reasoned responses to contemporary problems in the
human condition.
The Centerfor the Study of Science and Human
values trains students to be, both professionally and politically, interpretive life scientists and technologically informed humanists.
The Human Condition:
Sociobiology and Human Values
Cutting Edge Symposium
Fall, Winter, Spring/Symposia
Coordinators: York Wong (Fall); Beryl Crowe
(Winter and Spring)
Enrollment: 100, lecture/series; 24 seminar
Prerequisites: None for lectures; intermediate
standing for the remainder
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter, Spring/Coordinated
Study
Coordinator: Leo Daugherty
Enrollment: 96 Faculty: 4
Prerequisites: One year of college
Special Expenses: Approximately $55 for
end-of-year evaluation retreat
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: No
American glorification of anything new
has led us to assume that the latest results
of scientific research always lead to human
betterment. We forget that science exploits
one version of "truth;' that there are competing truths, and that scientific advances
always have political consequences.
Each quarter, the "Cutting Edge Symposium" will focus on a current scientific
advance that re-shapes traditional assumptions. We will explore both the issues it
consciously addresses, and those it ignores.
We will question the effects of the research
on ethical, social and political situations.
For example: how has genetic engineering
forced upon us moral dilemmas about
creating life and political dilemmas about
limiting research?
The "Cutting Edge" Symposia are a
continuing central part of the curriculum
for the Centerjor the Study oj Science and
Human Values. A lecture series-open
to
students, faculty, staff, and public-will
generate two quarter hours of credit.
Students may supplement the lecture series
with a seminar on the presentations and
additional readings for two or more hours
of credit. Students wishing to take up to 16
hours of credit per quarter can negotiate
with Symposium faculty or their own
specialty area.
Final selection of "cutting edge" topics
will grow out of the scientific literature
monitored near the time of the class;
therefore specific titles will not be available
until the spring before the symposia begin.
Topics during the 1984-85 academic year
will include artificial intelligence, the fifth
generation computer, and evolution.
Ideas for specific "Cutting Edge" symposia and questions about content and
structure should be addressed to Carolyn
Dobbs, Convener of the Center jor the Study
oj Science and Human Values.
Why do we develop and behave as we do?
Sociobiology, a synthesis of evolutionary
theory, ecology and the study of animal
behavior, is a recent attempt to answer this
compelling (and sometimes worrisome)
question. Although sociobiology's answers
have been mainly biological, they have
aroused interest and skepticism of persons
in various disciplines since they first gained
attention in the 1970s.
First, we will seek to develop an understanding of sociobiological theory, then, attempt a critical examination of the implications of that theory for people, looking
especially at human values and institutions. To achieve these objectives, we will
employ an historical approach.
We will pay particular attention to
social, political and scientific thought in
classical Greece, then proceed to 19th
Century Europe and America, to study
Darwin's evolutionary theory and the
diverse social conditions from which it
came. Finally, in our century, we will focus
on some troubling questions and problems, among them incest, cannibalism, lying, and family violence. Throughout, we
will investigate the social conditions which
have influenced developments in scientific
theorizing, as well as the impact of scientific theories on society itself.
Two focal points throughout will be the
History of the Idea oj Nature (including beliefs
about its subset, Human Nature) and the implications of sociobiology for linguistics
and its theories of language development.
A major paper will be required each
quarter, and every student will participate
in the Cutting Edge Symposium.
Planned equivalencies in quarter hours:
6-history;
6-history
of science;
6-animal
behavior;
6-political
philosophy
6-literature;
6-ethics;
4-linguistics;
8-humanities
48 total
Planned equivalencies in quarter
Depends on specific content
and studies worked out with
student chooses the research
2-16 total
Program is preparatory jor [urther undergraduate
studies, graduate studies, and/or careers in social
sciences, humanities, human behavior, biological
sciences, history oj science, literature, philosophy
and linquistics.
hours:
each quarter
sponsor when
option
Program is preparatory jor careers, and/or future
study in appropriate sciences, social sciences or
humanities.
•
CENTER
FOR
THE
STUDY
OF
SCIENCE
AND
HUMAN
VALUES
I
69
S C I E N C E,
TECHNOLOGY
AND
HEALTH
Convener: Rob Knapp
Faculty: John Aiken,
Clyde Barlow, Rob Cole, Diana Cushing,
George Dimitroff, Burt Guttman,
Will Humphreys, Linda Kahan,
Jeff Kelly, Rob Knapp, Elizabeth Kutter,
Sig Kutter, Al Leisenring, Earle McNeil,
Willie Parson, David Paulsen,
Jake Romero, Fred Tabbutt, and
Byron Youtz
Affiliated
Associated Faculty: HazelJo
Debbie Robinson,
Rita Pougiales
and
Reed,
This area is a center for the study of the
physical sciences, mathematics, computing, health-related subjects and laboratory
biology. These subjects are studied in
several ways: for their own sake (theories
and experiments), for their applications
(e.g., in engineering, information systems,
or healing), and for their place in culture
and society. It explores this vast field
within its own programs, and in partnership with other Specialty Areas.
The area has three main goals:
to provide high-quality introductory and
advanced work for undergraduates interested in careers or future work in
science, technology, or health; to
investigate the relationship of science,
technology, and health to social and
individual human concerns; and to make
learning about science, technology, and
health available to students with primary
commitments to other areas of study.
Academic Pathways: Students may take
any of the programs and courses in this
area at any time, provided they meet all
prerequisites. For ease in planning, we
have laid out suggested program sequences,
or academic pathways, in subjects where
student interest is strong and where we
have special strength. Each pathway is
composed of a number of regularly-offered
programs and courses so arranged that students can easily gain essential prerequisites-arranged
also so that students can
balance Science, Technology and Health with
studies in other areas. We do not want
students to spend all their time in a single subject.
Some pathways are equivalent to the
"majors" available in conventional colleges and universities. Others are unique
to Evergreen, and take advantage of the
college's special emphasis on interdisciplinary learning. All are designed to
give students the knowledge they need to
go on to productive work or graduate
study in the fields of their choice.
70
I
The current Science, Technology, and Health
academic pathways are:
Computer Studies
Energy Systems
Health and Human Behavior with three
sub-pathways-Health
Sciences,
Human Services, Psychological
Counseling
Laboratory Biology
Mathematics
Physical Systems
3/2 Engineering
Detailed descriptions
follow.
of each pathway
Programs and Courses: Much of the
academic work in Science, Technology, and
Health takes place in full-time integrated
programs, in which several subjects are
taught in a coordinated way that allows the
concepts and skills from each to aid the
learning of the others. A full-time student
typically enrolls in one of these programs
for 12 to 16 quarter hours of credit each
quarter. Almost all of the descriptions on
the following pages refer to programs of
this kind.
In addition, we offer a number of
courses in which a single subject is taught.
These courses typically award 4 quarter
hours of credit or about 114 of a full-time
load. These courses are useful for gaining
prerequisites, for pursuing part-time
studies, or simply for gaining an acquaintance with a subject without making a fulltime commitment to it.
Important Note: Students who plan to
gain a given prerequisite by taking one of
these courses should pay close attention to
their timing. We offer most courses only
once each year.
demonstrates hybrid car, powered by a motorcycle
an tlecnic motor and six deep-cycle batteries. Retzlet,
siuden: Paul Kaminski, and Dennis O'Hare, a Tum., midmt, built the car as a project for the "Energy
~tmS" program.
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:1Il,
CareerPathways in Science,
Technology and Health
The structure of the Pathway is as
follows:
Computer Studies
First Year
Any Core Program, plus courses, if
necessary, to meet prerequisites for "Data
to Information"
The Computer Studies Pathway is designed to serve students planning careers
or graduate study in the fields of computer
science and information systems. The student who completes this pathway will have
a solid foundation in computer science and
willbe prepared for career opportunities in
this rapidly expanding area.
The pathway is strongly interdisciplinary and includes partnership programs
offered on a regular basis with other
specialty areas and disciplines including
the arts, communication, education,
management and business, and the
natural sciences. Much of the Computer
Studies Pathway is accessible on a parttime basis and to students outside the
pathway.
Energy Studies
Second Year
"Data to Information," an entry level program offered each year covering the
fundamentals of information systems, programming, and system design. This program participates in the Science, Technology,
and Health Seminars.
Third and Fourth Year
Advanced offerings alternate, with one
group of topics offered in even years (e.g.,
1986-87) and another group in odd years
(e.g., 1985-86). The programs in each are:
Even years:
"Computability and Cognition"(Fall,
Winter, Spring/Coordinated
Study)
Odd years:
"Business of Computers" (Fall,
Winter, Spring/Coordinated
Study)
Future programs in "Computers and
Education," "Computers and Artists," and
"Information Systems" are planned to be
offered as staffing becomes available.
The Energy Studies Pathway leads to
careers in applied energy analysis and
development, energy efficient design, and
energy policy analysis and implementation. Opportunities for employment exist
throughout the industrial and commercial
sector, and in numerous local, state, and
federal agencies.
The heart of the Energy Studies curriculum is the third-year program,
"Energy Systems," which is followed by
fourth-year work in either technical or
policy areas.
The suggested pathway:
First Year
Any Core Program
Second Year
Electives (Introductory calculus and
physics are useful though not required for
entry into "Energy Systems")
Third Year
"Energy Systems"
Fourth Year
Any combination of senior project or internship, Fall or Winter portions of
"Physical Systems," or electives
Students intending to follow the Computer
Studies Pathway should plan to enroll in
"Data to Information" and one more advanced program. Students in this Pathway
are also encouraged to select at least two
quarters worth of programs from other
specialty areas related to their interests.
•
SCIENCE,
TECHNOLOGY
AND
HEALTH
I
71
Health and Human Behavior
The Health and Human Behavior Pathway has three main, often intersecting
branches: counseling, human services, and
health sciences. Workers in all three areas
need to be fully aware of the interaction of
social, psychological and biological forces
affecting human health and behavior.
Each of the three branches needs to
develop its own set of tools, but with full
appreciation and awareness of the impacts
of all three sets of factors and of the complementary roles of the other health and
human service professionals. The entrylevel program, "Human Health and
Behavior," is designed to provide this
shared perspective as well as a common
language and the skills needed by all.
More specialized programs, courses, and
internships develop the special skills
needed in each area.
72
I
Sample career goals and work undertaken
by students in each branch include
psychological counseling, human services
and health sciences.
Psychological counseling provides preparation for paraprofessional work in the
counseling and mental health fields, and
also prepares students for graduate study
in psychology, social work, and counseling. A strong liberal arts and sciences
background is recommended, as are "The
Study of Lives" or "Psychological
Counseiing" Group Contracts. Students
preparing for a doctoral program are
urged to include "Developmental
Psychology and Family Structure,"
"Personality Theory," "Abnormal
Psychology," and "Statistics and
Research Methodology" in their
curriculum.
Human Services provides preparation for
careers as advocates, case workers, administrators, planners, or counselors in a
variety of settings and for graduate work
in many human-service areas. Additional
work taken by students in this branch includes "Statistics and Research
Methodology,"
"The Study of Lives" or
"Psychological Counseling,"
"Nutrition," additional studies in economics and
public policy (particularly as such factors
affect health and human services), and appropriate internships.
Health Sciences provides preparation for
paraprofessional jobs such as counseling in
nutrition and health, for professional
training in dentistry, medicine, veterinary
medicine, naturopathic medicine, midwifery, and for graduate work in nutrition,
biochemistry, genetics, microbiology,
pathology, etc. Students in this branch
should expect to study inorganic chemistry
(possibly coupled with physics and math in
"Matter and Motion"), organic chemistry
and "Molecule to Organism." They often
select additional work in such programs
and areas as "Nutrition,"
"The Study of
Lives" or "Psychological Counseling,"
health policy planning, computers, and
statistics and experimental design.
Fall
1985-86 Part-time Courses
Continued on page 71-
Winter
Spring
General Biology II
General Chemistry II
College Physics II
University Physics II'
Political Economy
of Scientific Problems
Science, Technology
and Health Seminar
Organic Chemistry III
General Biology III
General Science
General Biology I
General Chemistry I
College Physics I
University Physics 1*
Political Economy
of Scientific Problems
Science, Technology
and Health Seminar
Organic Chemistry I, II*
University Physics III*
Political Economy
of Scientific Problems
Science, Technology
and Health Seminar
Organic Chemistry
Laboratory II
Mathematics
Calculus I*
Applied Calculus I
Linear Algebra and
Multivariable Calculus
Advanced Calculus I
Laboratory
Biology
This Pathway focuses on studies of
molecular and organismic biology in the
lab, using concepts and methods from biochemistry, molecular and cellular biology,
genetics, development and physiology. It
is distinguished from basic ecological
studies (see Environmental Studies) that entail more field work.
First Year
Any Core Program, plus courses, if
necessary, to meet prerequisites for
"Matter and Motion"
Second Year
"Matter and Motion" or "Human
Health and Behavior" ("Biology I, II,
III" should be taken during either the first
or second year)
Third Year
"Molecule to Organism"
studies
or outside
Fourth Year
"Molecule to Organism"
study
or individual
Calculus II*
Applied Calculus II
Differential Equations
and Vector Calculus
Advanced Calculus II
Abstract Algebra
Mathematics
Physical Systems
The Mathematics Pathway consists of a
variety of courses, integrated programs,
and individual contracts that provide
students with the opportunity to do intermediate and advanced-level work in
mathematics. It is designed to serve those
students who are preparing for careers
and/or graduate study in mathematics, as
well as those students who want a solid
background in mathematics for work in
related iields.
Students are encouraged to combine
their study of mathematics with that of
related disciplines, such as computer
science, physics, or philosophy. The two
Coordinated Studies programs listed
below provide the full-time student with
an integrated way of doing this. The
courses and individual contracts enable
both the full-time and part-time students
to do more specialized and advanced
work.
A recommended Pathway through
Mathematics is as follows:
Students interested in professional work or
study in physics or chemistry will find that
the Physical Systems Pathway will help
them build a strong foundation of concepts
and methods while providing an unusual
opportunity to understand the applications
and impacts of these technical subjects.
The suggested academic Pathway for
Physical Systems is as follows:
First Year
Any Core Program, plus courses, if
necessary, to meet prerequisites for "Matter and Motion"
Many students take individualized study
through contracts, sometimes involving
research projects with faculty members.
Past and current students have been involved in projects such as bacteriophage
genetics and photosynthesis.
Calcul us III *
Applied Calculus III
Partial Differential
Equations'
Advanced Calculus III
First Year
Any Core Program, plus courses if
necessary, to meet prerequisites for" Matter and Motion"
Second Year
"Matter and Motion"
Third or Fourth Year
Chemistry emphasis (even-numbered
years; next offered in 1986-87: "Chemical
Thermodynamics"
(half-time, Fall)
"Chemical Kinetics" (half-time, Winter),
and "Atom, Field and Quantum"
(Spring); plus additional courses to fill out
Fall and Winter Quarters.
Physics emphasis (every year): "Physical
Systems" (Fall, Winter, Spring)
Second Year
"Matter and Motion," full-time, or
calculus course, part-time
Third and Fourth Year
"Computability and Cognition"-a
fulltime, integrated program in mathematics,
logic, computer science, and philosophy;
or courses in advanced calculus, differential equations, abstract algebra, linear
algebra, and numerical analysis; individual contract in more advanced topics.
Note: "Computability and Cognition" will
be offered in 1986-87, and an advanced
calculus course in 1985-86.
•
SCIENCE.
TECHNOLOGY
AND
HEALTH
I
73
Continuedjrom
page 73
Fall
Winter
Spring
Introduction to
Computers and
Programming (BASIC)
(repeat)
PASCAL
Numerical Analysis I
Computer Architecture
Data Structures
(repeat)
Introduction to
Computers and
Programming (BASIC)
(repeat)
PASCAL
Numerical Analysis II
Operating Systems
Advanced Data Structures
Computer Science
Introduction to
Computers and
Programming (BASIC)
PASCAL
Intermediate Programming
Machine Organization
Data Structures
Data Communications
Computer Graphics
Database Management
Systems
as part of a full-time program
3/2 Engineering Partnership
with University of Washington
Evergreen has joined with the University
of Washington in offering a cooperative
program in engineering. Beginning at
Evergreen, students study interdisciplinary liberal arts and complete a full
set of engineering prerequisites and then,
if recommended by the Science, Technology
and Health faculty, transfer directly into
professional programs (junior and senior
years) in the University's School of
Engineering. On completing both parts of
the program (three years at Evergreen,
two at the University), students receive
two degrees, a B.A. from Evergreen and a
B.S. in a specific engineering field from
the University of Washington.
At present, this program allows entry to
five engineering departments at the
University of Washington: Aeronautical/Astronautical,
Chemical, Civil, Electrical, and Mechanical Engineering. A
limited number of places is available, and
only students with excellent academic
records will be recommended.
The suggested academic Pathway for
3/2 Engineering is as follows:
First Year
Any Core Program, plus courses, if
necessary, to meet prerequisites for" Matter and Motion"
Second Year
"Matter and Motion"
Third Year
Either "Energy Systems" (Fall, Winter,
Spring) or "Physical Systems" (Fall,
Winter), and portions of' 'Energy
Systems" in Spring.
74
I
Senior Thesis
The Senior Thesis provides students with
the opportunity to extend the expertise
they have developed in Science, Technology
and Health to a specific problem or question
as would be expected of a professional in
the field. Students are encouraged to
undertake a Senior Thesis so that they might
gain experience in the formulation of a
problem, the review of previous work,
devising experimental or theoretical
methods to answer a problem, the interpretation of the results, and the defense of
the conclusions. The Senior Thesis is undertaken with the supervision of a faculty
member. Upon conclusion of the project,
the results will be presented in an oral
review.
Prerequisites:
Fall, Winter, Spring/Coordinated
Study
Coordinator: To be announced
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
pre-calculus
math; permission of instructor
Special Expenses: $15-$20 for field trips
Part-time Options: Yes
Internship Possibilities: Only if student has
already completed part of the program
Course Allowed: Only if student
has already completed part of the program
Additional
ote:
For some students, special circumstances will make the above courses inappropriate.
For them, part-rime enrollment in
a full-time program is sometimes possible. For the following subjects, consult the coordinator or sponsor of the program indicated: Statistics for Decision-making
("Data to Information");
Engineering Statistics, Dynamics ("Physical
Systems"); Engineering Thermodynamics
("Energy Systems"). In other cases, consult the Academic Advising Office.
"Offered
Data to Information
Senior standing in Science,
Technology and Health.
"Data to Information" is the full-time,
entry-level program designed for students
entering the Computer Studies Pathway.
Students completing this program will
have the necessary preparation for further
work in computer studies at Evergreen.
Fall Quarter, we will introduce information and systems theory. We will learn the
organization of a typical computer, and
how to program it in assembler language.
We will also study the PASCAL language
and precalculus mathematics; students
who have this background may substitute
other work.
Winter Quarter, we will study data
structures and computer architecture. We
will also study the handling of scientific
and social data by statistical and other
means.
Spring Quarter, we will continue work
in data structures, and broaden our
understanding of computer systems by
study of operating systems. Students may
select an additional four-credit hour course
outside this specialty area.
Students enrolled in "Data to Injormation"jor
more than 8 credit hours per quarter must participate each quarter in the "Science, Technology,
and Health Seminar," or the "Political Economy
oj Scientific Problems." This seminar compo-
nent is a critical part of "Data to Information." Those pursuing computer studies
must be able to talk about computer
science in a wider context-and
not just
with their computing peers, but also with
those who are not so "computer literate."
Planned equivalencies in quarter hours:
12-science, technology, and health
seminar, or equivalent;
4-systems and information theory;
4-quantitative
methods;
4-PASCAL;
8-data structures;
8-machine
organization and computer
architecture;
4-operating
systems;
4-elective
48 total
Program is preparatory jor careers and/or juture
study in computer science and information
systems.
The Business of Computers
Energy Systems
Physical Systems
Fall, Winter, Spring/Coordinated
Study
Coordinator: To be announced
Enrollment: 48 Faculty: 2
Prerequisites: Competence at sophomore/
junior level in computer studies and/or
management/business
and strong motivation to complete a software development
group project, as demonstrated by
responses to program questionnaire
Special Expenses: About $30 per quarter for
project, supplies, supplemental notes, and
field trips
Part-time Options: Yes (8 quarter hours)
Internship Possibilities: Yes
Additional Course Allowed: Yes. Advanced
course in computer science or business/
management encouraged; "Structured
Programming with PASCAL:' (Fall
Quarter) required for students with no
background in PASCAL.
Fall, Winter, Spring/Coordinated Study
Coordinator: Byron L. Youtz
Enrollment: 48 Faculty: 2
Prerequisites: Precalculus math; 6-8 hours of
college-level physical science
Special Expenses: Above average textbook
costs; drafting supplies; field trip expenses
Part-time Options: Yes
Internship Possibilities: Yes
Additional Course Allowed: Yes
Fall, Winter, Spring/Group
Contract
Sponsor: G. Siegfried Kutter
Enrollment: 24
Prerequisites: One yearof calculus and of quantitative physics or engineering ("Matter and
Motion," "Energy Systems," or equivalent)
Special Expenses: None
Internship Possibilities: Yes
Additional Course Allowed: Yes
As the price of computer hardware has
plummeted, the demand for software
(computer programs) for business and personal applications has grown. The computer specialist who successfully fills this
need must have an understanding of both
technical and business subject matter.
Similarly, the business specialist who articulates these needs must have an understanding of the software development
process.
In "The Business of Computers,"
students will research the market for software, design and construct software
systems, and explore the marketing of such
systems. Working in teams to develop software, students will determine business,
educational, or governmental needs for
particular kinds of software, and will learn
to design and implement such software
based on user requirements.
In parallel with these group projects,
students will participate in seminars
devoted to business, organizational and
computer science/software development
skills. Reading will include materials in
both computer science and business/
management.
Students will develop the skills needed to
pursue a career in software development.
The program is offered for 12 quarter
hours each quarter. However, an 8-credit,
part-time option will also be available.
Because of high student demand for this
program, interested students are urged to
submit responses to a questionnaire by the
end of spring quarter. Questionnaire forms
are available from the program secretary
or advising office.
Planned equivalencies in quarter hours:
24-computer
systems design;
12-business functions
.'36 total
Energy issues and decisions are complex,
involving not only technical skills but
economic, socio-political and environmental knowledge as well. The goal of this
year-long program is to develop a broad
understanding of energy issues and energy
technology in our society, and to build the
range of skills needed to analyze energy
systems in detail, especially in small-scale
applications.
Fall Quarter: We will survey energy
sources, conversion technologies, distribution systems and storage schemes. We will
study economic and policy issues, and
students will be expected to participate in
the "Poiitical Economy of Scientific Problems" course (see page 66). Mathematics,
elements of heat transfer, conservation,
and technical drawing will complete the
quarter's work.
Winter Quarter: We will study thermodynamic processes, solar energy applications and, in some detail, currently relevant energy alternatives in order to acquire
technical depth. The study of mathematics
will continue, as will seminar readings in
energy Issues.
Spring Quarter: We will focus on smallgroup research projects or individual internships involving alternative energy
policy formulation, economic analysis, or
feasibility design of specific systems. The
work of this quarter will have hands-on
emphasis and every effort will be made to
produce serious and useful results. The
program will end with an Energy Symposium in which the results of the quarter's
work will be shared.
Planned equivalencies in quarter hours:
4-fundamentals
of energy systems;
4-thermodynamics;
8-calculus
or differential equations;
2-graphics;
2-readings
in energy policy;
8-energy
systems analysis and design;
8-project
research or internship;
12-.!'Political Economy of Scientific
Problems"
48 total
Program is preparatory for careersand/or future
study in applied energy, architectural design and
energy policy. This program is appropriate for
"3/2 Engineering"
Program is preparatory for careers and/or
further study in computer science, and business.
•
SCIENCE.
TECHNOLOGY
AND
This contract is designed to meet the
junior-level requirements of students in
"3/2 Engi neering" (see p. 74) and those
concentrating in the physical sciences and
englneenng.
Fall Quarter: Structure (statics, linear
algebra and multivariable calculus; topical
discussions of natural and man-made
structures.)
Winter Quarter: Dynamics (dynamics, differential equations, vector calculus; thermodynamics [to be taken in "Energy
Systems"], topical discussion of dynamic
phenomena)
Spring Quarter: Quantum and Field
(modern physics, partial differential equations; topical discussion of mod. physics)
Components are as follows: Statics: a full
introduction to engineering statics. Linear
Algebra and Multivariable Calculus: introd. to
vectors, matrices, determinants, systems of
linear equations, eigenvalues and eigensolutions, partial differentiation, and
multivariable integration. Dynamics:
discussions of Newton's Laws, conservation laws, gravitation, harmonic oscillator,
projectiles, Kepler's laws, rocket motion,
motion of a rigid body, pendulum, and introduction to fluid dynamics. Differential
Equations and VectorCalculus: introd. to firstand second-order ordinary differential
equations; div, grad, curl, and Laplacian
operators. Modern Physics: discussion of the
development of quantum mechanics; the
Schrodinger equation, the harmonic
oscillator, and the hydrogen atom. Partial
Differential Equations: introd. to secondorder differential equations of physics;
separation of variables; boundary conditions; Fourier series, Legendre and Bessel
functions; Sturm-Liouville
theory. Topical
Discussions: qualitative/semi-quantitative
analyses of topics chosen to illustrate applications of physical theories.
Planned equivalencies in quarter hours:
Distributed among the above for 10-16
hours each quarter with 4 quarter hours
for each except topical discussions, which
are 2 hours. More credit may be earned in
additional courses or through independent
study, projects, or term papers as arranged.
30-48 total
Program is preparatory for careers and/orfuture
study in physics, engineering or energy study. Fall
and Winter Quarters provide part of Evergreen '5
third-year requirementsfor students in the "3/2
Engineering" Program (see p. 74).
HEALTH
I
75
Human Health and Behavior
The Study of Lives
Psychological Counseling
Fall, Winter/Coordinated Study
Coordinator: Elizabeth Kutter
Enrollment: 72 Faculty: 3
Prerequisites: Core Program or one year of
college work
Special Expenses: None
Part-time Options: Consult instructor
Internship Possibilities: Yes
Additional Course Allowed: Yes, this is a
12-hour program
Fall, Winter, Spring/Group Contract
Sponsor: Kirk Thompson
Enrollment: 36 (F, W); 24 (S) Faculty: 2
Prerequisites: Jr. or Sr. standing; "Human
Health and Behavior," or sophomore-level
psychology; permission of instructor
Special Expenses: None
Part-time Options: Permission of instructor
Internship Possibilities: For seniors only; see
below
Additional Course Allowed: See instructor
Fall, Winter/Group Contract
Sponsor: To be announced
Enrollment: 24
Prerequisites: Background in psychology,
senior standing, career plans in counseling
and mental health, and faculty permission
Special Expenses: Travel to internship
Part-time Options: None
Internship Possibilities: Half-time internship
required
Additional Course Allowed: Consult faculty
This program emphasizes the approaches
of developmental and clinical psychology,
and of literature. "Human Health and
Behavior" and some background in the
humanities, and psychology, are recommended for this program.
We will focus on the areas of psychology
which pertain to individual development
and functioning, and to the genesis of both
adaptive and maladaptive patterns of
behavior. Specific fields studied will be
personality theory, developmental
psychology, and psychopathology. We will
approach these fields in a practical way,
with emphasis on counseling skills-every
student will be both counselor and
client-and
on analysis of case materials.
The approach will also be interdisciplinary, using illustrations from
modern literature.
Each quarter will contain (I) an
academic component and (2) a practical
component:
Fall Quarter: (I) Personality theory: how
have major psychological theorists conceived of human personality? (2) Counseling skills: what is it like to experience
psychological inquiry and development as
both counselor and client? Winter Quarter:
(I) Psychopathology: what are the patterns
of maladaptive development? (2) Case
studies: what patterns of adaptive and
maladaptive development are observable
in the study of individual lives? Spring
Quarter: (I) How does an individual develop
in the life cycle? (2) Individual project.
Internships: Graduating seniors who have
not had an internship are encouraged to
plan one. Other students are expected to
complete the full program before undertaking internships.
This advanced group contract offers
preparation for paraprofessional jobs in
psychological services, and academic and
practical experience appropriate for
graduate study in clinical psychology,
counseling psychology, educational
psychology, and psychiatric social work.
The academic component is an
integrated equivalent to courses on (I) introduction to clinical procedures,
(2) structure and dynamics of personality,
(3) adolescent and adult development, and
(4) abnormal psychology. Students who
have taken comparable courses wilI be expected to teach one or more classes, in
order to be engaged at a more advanced
level.
Internship component: Students are urged
to arrange their internships before Fall
Quarter begins, by contacting the Office of
Cooperative Education. Internships must
be supervised by a counseling or mental
health professional. Internships must involve a six-month, half-time commitment
in one agency; repeated face-to-face contact with adolescent or older clients; and
counseling experience involving psychological adjustment or development.
The academic and internship components will be integrated through
workshops, seminars on internship
experience, and written assignments involving the relation of theory to practice.
In "Human Health and Behavior"we will
investigate the biological, psychological
and social forces that affect human
behavior in order to develop a strong foundation for further work in the areas of
health, human services and counseling.
Program material will be presented on the
basis of two important assumptions. First,
behavior and health are mutually influenced by psychological and biological
forces. Second, culture defines and influences our understanding and facilitation
of health. These assumptions shape the
common 12-hour core. Students may take
an additional course to develop skills in a
chosen pathway.
Drawing particularly from human
biology, sociology, anthropology and
developmental psychology, the core of the
program will examine physiological
development, the roles of gender and
culture in differentiating human behavior,
the central importance of self-esteem and
the guiding psychological processes. Emphasis will be placed on cognitive development, nutrition, perception, mind-body
interactions, the impacts of social and
community structure and sociological and
ecological forces influencing mental and
physical health. Students will be encouraged to develop analytical skills in reading,
writing, discussion and research as well as
programs to facilitate their own good
health.
Planned equivalencies in quarter hours:
Distributed among social and
developmental psychology, human biology,
nutrition, sociology, anthropology and
health.
24 total
Program is preparatory for careers and/or future
study in psychological counseling, human services
and health sciences.
Planned equivalencies in quarter hours:
4-personality
theory;
4-learning
theory and behavior mod.;
8-modern
literature;
4-counseling
practicum;
4-introduction
to casework;
8-abnormal
psychology;
8-adolescent
and adult development;
8-individual
project
48 total
Planned equiualencies in quarter hours:
4-psychology:
introduction to clinical
procedures;
4-structure
and dynamics of personality;
4-adolescent
and adult development;
4-abnormal
psychology;
16-clinical practicum
32 total
Program is preparatory for careers and/or future
study in psychological services, counseling,
clinical, and educational psychology, psychiatric
social work.
Preparatoryfor careersand/or future study in
counseling, clinical and educational psychology;
mental health care; psychiatric social work.
76
I
•
SCIENCE,
TECHNOLOGY
AND
HEALTH
Matter and Motion
Molecule to Organism
Nutrition
Fall, Winter, Spring/Coordinated
Study
Coordinator: Clyde Barlow
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
mathematics through trigonometry; high
school chemistry or equivalent
Special Expenses: None
Part-time Options: See below
Internship Possibilities: No
Additional Course Allowed: Students who
place out of portions of the program may
substitute additional courses.
Fall, Winter, Spring/Group Contract
Sponsor: Jeff Kell y
Enrollment: 48 Faculty: 2
Prerequisites: Precalculus mathematics; one
year general inorganic chemistry with lab;
physics (mechanics); introductory biology
useful but not essential; prerequisites could
be filled by "Matter and Motion," "The
Paradox of Progress," or "Human Health
and Behavior," plus appropriate courses
Special Expenses: Lab fee up to $30/quarter
Part-time Options: Yes, with faculty consent
Additional Course Allowed: Yes
Spring/Group
Contract
Sponsor: Elizabeth Kutter
Enrollment: 24
Prerequisites: Organic chemistry, extensive
biochemistry and/or human physiology
Special Expenses: None
Part-time Options: 12 quarter hours
Internship Possibilities: Yes
Additional Course Allowed: Yes
This intermediate program is designed for
students with a keen desire to develop a
firm physical science and mathematics
background suitable for pursuing more advanced work in the sciences. Students
should have completed intermediate
algebra and trigonometry and have a
background in high school level chemistry.
Experience with computing in the BASIC
language is desirable.
The program will cover differential and
integral calculus, topics in general
chemistry and physics (including thermodynamics, kinetics, quantum mechanics
and bonding, mechanics, waves and
oscillations, electricity and magnetism),
and the use of computers in experimentation. In addition students will participate
in the "Science, Technology and Health
Seminar" to examine history, philosophy,
and current public policy in science.
The laboratory section of the program
will develop basic early lab skills in physics
and chemistry so that students can then
pursue project-oriented laboratory work.
Expertise in the use of laboratory instrumentation and integration of computers with experimentation will be
emphasized.
Lectures, workshops, problem sessions,
laboratories and seminars are interwoven
to help students test and improve their
understanding of ideas and techniques being studied, and also to help students
develop better skills in presenting ideas
and results in both written and oral
formats.
Planned equivalencies in quarter hours:
12-university chemistry;
12-university physics;
12-calculus;
12-.!'Science, Technology and Health
Seminar"
48 total
Program is preparatory for careers and/or juture
study in health sciences; physical, biological, or
marine sciences; chemistry; mathematics. Particularly appropriate jor students considering
careersin physical science, medicine, or
mathematics.
This program is for students who want to
study organic chemistry and biochemistry
and who wish to integrate that study with
biology at the molecular, cellular and
organismic level. Opportunities will be
provided to develop good problem-solving
skills and laboratory techniques in addition to theoretical knowledge. It is an
excellent preparation for the health professions or for graduate school.
Fall Quarter (16 quarter hours) will cover
8 quarter hours of organic chemistry (with
laboratory) and an introduction to cells,
tissues, and genetic ideas in biology.
Winter Quarter (12 quarter hours) will
begin biochemistry and molecular biology
with the study of the physical and chemical
properties of biological molecules in the
context of their function in cells. Biology
studies will focus on cell biology and
developmental biology.
Spring Quarter (12 quarter hours)
biochemical studies will focus on
metabolism and physiological chemistry;
biological studies will cover vertebrate
anatomy and physiology.
There will be a substantial (8-12 hrs. per
week) chemistry and biology laboratory
component all three quarters. In addition
to carrying out traditional exercises in light
microscopy and dissection of prepared
specimens, students will learn to operate
and/or understand modern laboratory
equipment.
Students who need 12-16 quarter hours
of organic chemistry to meet professional
school requirements will be able to take
additional organic chemistry courses
Winter and Spring Quarters to achieve required equivalencies.
"Nutrition" will provide students with a
knowledge of the fundamental concepts of
nutrition and of how these concepts apply
to advanced topics. Students will read
original research articles and develop an
understanding of experimental evidence
upon which current fads and nutrition
practices are based. The relationship between the American diet and chronic
degenerative diseases and between diet and
behavior will be the major emphases of
study. The program will be conducted as
an advanced research seminar and each
student will be expected to prepare several
classroom presentations and written
reports.
Planned equivalencies in quarter hours:
4-human
nutrition;
8-advanced
topics in nutrition:
4-nutrition
research project, internship
or related topics
16 total
Program is preparatory jor careers and/or juture
study in health sciences, nutrition, medicine,
chemistry, education, counseling and public
policy.
Planned equivalencies in quarter hours:
8-organic
chemistry with lab;
10- biochemistry;
8-histology
and microtechnique;
6-cellular
and developmental biology;
8-anatomy
and physiology
40 total
Program is preparatory jor careersand/or [uture
study in biology, molecular biology, biochemistry,
medicine, dentistry, pharmacy, veterinary
medicine, nutrition, and other life and health
sciences.
177
CROSS
AREA
In addition to the curricular pathways
listed under each specialty area, it is
possible to pursue cross specialty area
pathways in a variety of different ways.
Two examples are provided in this section
of the catalog: several different pathways in
the Communications
area and a Management Studies pathway.
SPECIALTY
PATHWAYS
Communications
Techniques of Visual Anthropology
Evergreen offers three major curricular
pathways in Communications.
Visual Anthropology, which entails the art
of ethnographic reporting and culture.
Mass Communications, which includes
studies in journalism and broadcasting,
and the ways in which they influence, and
are influenced by, our society.
Data to Information, a year-long study in
computer science which examines the process that converts data into information
through the study of systems and information theory.
In addition to these continuing curricular programs, periodic group contracts
("Fact and Fiction" in 1985-86) and coordinated study programs are offered which
are related to Communications.
Internships are also available on a quarterly basis
both on and off campus.
All the programs in Communications
Studies combine theory with practice.
Students in Mass Communications learn the
inside world of journalism through internships in the field. Students in Visual Anthropology learn skills in film and
photography that enable them to practice
ethnographic research and reporting.
Similarly, students in Data to Information
learn programming skills and skills in
handling statistical and scientific data.
Communications at Evergreen operate
on the belief that it is vital to obtain a
critical understanding of how information
shapes and is being shaped by our society.
Students in these pathways will study how
information systems create and transform
whole communities.
Spring/Group Contract
Sponsor: Sally Cloninger
Enrollment: 24 Faculty: 1
Prerequisites: Two years of college-level work,
presentation of portfolio, and faculty
signature
Special Expenses: $165 lab fee (includes W'
and % "VT, l6mm raw stock, processing
and editing); in addition, students must
supply film and processing for still
photographic exercises
Part-time Options: No
Internship Possibilities: No
Additional Course Allowed: Students with
previous production training may, with
faculty approval, substitute one arts course
for in-program production workshops
"Techniques of Visual Anthropology" will
provide a foundation in non-fictional,
culturally-informed image making.
Students will be trained in field production
techniques for visual anthropology, encompassing still photography, basic 16mm sync
production, and location video and sound
recording. Exercises in still and moving
formats will insure development of technical control, critical awareness, observational and reflexive styles, and facility in
the design of ethical and culturally-relevant
media documents. Students will study the
art of ethnographic reporting, and culture,
and will analyze documents in print and
film by anthropologists. All students will
participate in the Evergreen Arts Symposium.
Planned equivalencies in quarter hours:
5-visual anthropology: theory;
5-visual anthropology: techniques (field
production );
6-ethnographic
reporting and the study
of culture
16 total
Program is preparatoryfor careersand/or future
study in anthropology/media.
78
I
Mass Communications
and Social Reality
Fall, Winter, Spring/Coordinated
Study
Coordinator: Rita Pougiales
Enrollment: 48 Faculty: 2
Prerequisites: One year of college or Core
Program
Special Expenses: None
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
In "Mass Communication and Social
Reality" we will study the social,
economic, and technical forces that have
shaped our communications systems. We
will analyze messages produced by this
system and consider their impact on individuals, society, and culture. We will
think about the powers and limits of print
and television while at the same time
developing our abilities to work with them
by reporting on the various communities
to which we belong.
The possible relationships between journalists and communities form the program's central theme. The words and images produced by journalists help shape
each social group's understanding of itself
and the outside world. In the past 100 years
the changes in communications and communities have continually altered how
journalists work and what they need to
know. In both theory and practice we will
concentrate on the proper role of professionals in a world where we talk of society
as "a mass," instead of as a number of
communities, and in which journalism is
mass-produced.
Planned equivalencies in quarter hours:
6-reporting lab;
6-article writing;
6-history of communications;
4-content analysis;
8-sociology of mass communications;
6-mass media criticism;
6-visual anthropology;
6-psychology of communication
48 total
Data to Information
Fact/Fiction
Fall, Winter, Spring/Coordinated Study
Coordinator: To be announced
Enrollment: 48 Faculty: 2
Prerequisites: Core Program or equivalent;
pre-calculus math; permission of instructor
Special Expenses: $15-$20 for field trips
Part-time Options: Yes
Internship Possibilities: Only if student has
already completed part of the program
Additional Course Allowed: Only if student
has already completed part of the program
Fall, Winter, Spring/Group
Contract
Sponsor: To be announced
Enrollment: 48 Faculty: 2
Prerequisites: Core Program and junior
standing; basic media skills preferred but
not required; portfolio review, competence
in writing; faculty signature required
Special Expenses: Lab fee each quarter, expenses for media projects
Part-time Options: Yes, Spring Quarter
Internship Possibilities: No
Additional Course Allowed: Yes, Winter and
Spring Quarters
"Data to Information" is the full-time,
entry-level program designed for students
entering the Computer Studies Pathway.
Students completing this program will
have the necessary preparation for further
work in computer studies at Evergreen.
Fall Quarter, we will introduce information and systems theory. We will learn the
organization of a typical computer, and
how to program it in assembler language.
We will also study the PASCAL language
and precalculus mathematics; students
who have this background may substitute
other work.
Winter Quarter, we will study data
structures and computer architecture. We
will also study the handling of scientific
and social data by statistical and other
means.
Spring Quarter, we will continue work
in data structures, and broaden our
understanding of computer systems by
study of operating systems. Students may
select an additional four-credit hour course
outside this specialty area.
Students enrolled in "Data to Injormation"jor
more than 8 credit hours per quarter must participate each quarter in the "Science, Technology,
and Health Seminar," or the "Political Economy
oj Scientific Problems." This seminar component is a critical part of "Data to Information." Those pursuing computer studies
must be able to talk about computer
science in a wider context-and
not just
with their computing peers, but also with
those who are not so "computer literate."
Planned equivalencies in quarter hours:
12-science, technology, and health
seminar, or equivalent;
4-systems and information theory;
4-quantitative
methods;
4-PASCAL;
8-data structures;
8-machine organization and computer
archi tectu re;
4-operating
systems;
4-elective
48 total
Program is preparatory jor careersand/or future
study in journalism, mass communications,
sociology, the social sciences, and relatedjields.
Program is preparatory jor careersand/or future
study in computer science and information
systems.
"Fact/Fiction" is designed to reveal forms
in film and video which transcend traditional fact/fiction boundaries and to provide a context for students to create their
own synthetic media work. Beginning with
the assumption that there is no pure
dramatic or documentary film, but a constant interchange, we will analyze those
works that belong in between. We will view
their manifestations in recent avant garde,
documentary, and narrative films.
A basic question underlying our activities is, how do we perceive reality and
mold phenomena into effective, moving,
visual media? We will scrutinize the collection, structuring, and transmission of information in forms such as folklore,
documentary, and dramatic film. We will
investigate how storytelling works in its
many forms and how we can produce
original, effective messages. At all times,
we will test documentary director Jill
Godmillow's statement that "We will go
nowhere (in film/video making) unless we
mess with the language."
Students will also create their own film
or video. In the fall, students will choose a
topic to research, present in several styles,
and build into a final work. Students will
collect material through oral history interviews, print research, visual explorations
and/or introspection. The project will
metamorphose into a variety of forms
during Winter Quarter. This will be accomplished through workshops in scriptwriting, practice in documentary and
dramatic recording, and an introduction to
experimental techniques. During Spring
Quarter students will work in groups to
realize their final projects, encompassing a
spectrum of styles from pure documentary
to pure narrative.
Planned equivalencies in quarter hours:
16-production;
8-literature;
12-film history;
8-research/writing/design;
4-communication
theory
48 total
Program is preparatory jor careers and/or future
study in media, literature, jolklore or
communications.
•
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Management Studies
Management Studies at Evergreen are
centered in the year-long "Management
and the Public Interest" program. This
program requires junior- or senior-level
standing. It teaches essential managerial
skills and concepts, and includes work in
organizational psychology, accounting,
economics, statistics, policy and management functions. In 1985 the MPI program
will also examine issues in international
trade and American relations with Pacific
Rim countries.
Advanced work in the Management area
can take a number of different directions:
students can pursue internships in a
variety of different settings;
students can pursue advanced work in
international trade by enrolling in the
spring program, "Business of International Trade and Ocean Shipping;" and,
students may take the program, "The
Business of Computers."
Students may also wish to deepen their
understanding of international trade and
the Pacific Rim by enrolling in the 'Japan
and the West" program and then taking
the MPI program.
80
I
Management
Business of International Trade
and Ocean Shipping
The Business of Computers
and the Public Interest
Fall, Winter, Spring/Coordinated Study
Coordinator: Art Mulka
Enrollment: 96 Faculty: 4
Prerequisites: "Principles of Accounting"
and "Principles of Economics" (both
available Fall Quarter)
Special Expenses: None
Part-time Options: Yes
Internship Possibilities: No
Additional Course Allowed: Yes
Fall, Winter, Spring/Coordinated Study
Coordinator: To be announced
Enrollment: 48 Faculty: 2
Prerequisites: Competence at sophomore/
junior level in computer studies and/or
management/business and strong motivation to complete a software development
group project, as demonstrated by
responses to program questionnaire
Special Expenses: About $30 per quarter for
project, supplies, supplemental notes, and
field trips
Part-time Options: Yes (8 quarter hours)
Internship Possibilities: Yes
Additional Course Allowed: Yes. Advanced
course in computer science or business/
management encouraged; "Structured
Programming with PASCAl.:' (Fall
Quarter) required for students with no
background in PASCAL.
The "Management and the Public Interest" (MPI) program teaches essential
managerial skills and concepts to upperdivision students. The focus of the program is the private business sector, but attention also is given to the public and notfor-profit sectors.
This program is designed for both fulltime and part-time students. Late afternoon and evening components are provided for part-time, working students. The
program aims to meet the needs of those
seeking job advancement, a management
career, or a career change to the business
sector. The program sharpens management, analytical, and writing skills.
The core of the MPI program in the
first year consists of organizational
psychology, managerial accounting,
managerial economics, policy and the
functions of management. Additional
courses in statistics, financial management, marketing, computing for managers, and personnel management are
routinely offered.
MPI is a demanding and concentrated
effort to prepare students for careers in
business, in the public sector, and in service organizations. The program provides
a solid preparation for graduate studies in
business administration, public administration and law.
Planned equivalencies in quarter hours:
48 credits distributed among organization
psychology, managerial accounting,
managerial economics, policy, functions of
management, marketing, and personnel
management, as well as for related course
work, such as writing, case studies, and
computer science offerings.
48 total
Program is preparatory jor careers and/or future
study in business and public administration.
As the price of computer hardware has
plummeted, the demand for software
(computer programs) for business and personal applications has grown. The computer specialist who successfully fills this
need must have an understanding of both
technical and business subject matter.
Similarly, the business specialist who articulates these needs must have an understanding of the software development
process.
In "The Business of Computers,"
students will research the market for software, design and construct software
systems, and explore the marketing of such
systems. Working in teams to develop software, students will determine business,
educational, or governmental needs for
particular kinds of software, and will learn
to design and implement such software
based on user requirements.
In parallel with these group projects,
students will participate in seminars
devoted to business, organizational and
computer science/software development
skills. Reading will include materials in
both computer science and business/
management.
Students will develop the skills needed to
pursue a career in software development.
The program is offered for 12 quarter
hours each quarter. However, an 8-credit,
part-time option will also be available.
Because of high student demand for this
program, interested students are urged to
submit responses to a questionnaire by the
end of spring quarter. Questionnaire forms
are available from the program secretary
or advising office.
Spring/Group Contract
Coordinator: John Filmer
Enrollment: 24 Faculty 1
Prerequisites: Permission of instructor; some
background in maritime or business matters is desirable, though not essential.
Special Expenses: Approximately $100 for
field trips, including food and
transportation
Part-time Options: No
Internship Possibilities: Yes
Additional Course Allowed: No
International trade has become increasingly important in recent years with over 25
percent of our gross national product and
one out of every six jobs dependent upon
the flow of foreign goods. A complex ocean
transportation network makes it all possible, and its epicenter has shifted to the
Pacific Rim. By virtue of our access to
Puget Sound, we are in an excellent position to study the commerce to and from
the heartland of America.
In this program, we will study a broad
spectrum of activities including export/import regulations and strategies, trade
documentation and finance, trade leads,
product sourcing and marketing, freight
forwarding and customs house brokering,
terminal operation and management, shipbuilding, modern cargo vessels, merchant
fleets, liner and tramper service, intermodal ism, transshipment and landbridge
concepts.
Sessions will include lectures, waterfront
observations, harbor tours, seminars,
writing and speaking exercises and individual research projects.
Planned equivalencies in quarter hours:
6-principles of ocean transport;
2-business with Pacific Rim countries;
2-import/export
management and
logistics;
2-trade documentation and trade
finance;
2-case studies and independent research;
2-seaport management and operation
16 total
Program is preparatory jor careers and/or juture
study in business, marine studies, and international studies.
Planned equivalencies in quarter hours:
24-computer
systems design;
12-business functions
36 total
Program is preparatory jar careersand/or
study in computer science, and business.
further
•
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TEACHER
CERTIFICATION
UPS Education Director: Robert Hostetter
Administrative Assistant: Marilyn Watson
Evergreen Director: Barbara Smith
Faculty Teaching Education Program: Diane
Blair, Barbara Schmitten,
Sylvia Munson,
John English, Norm Heimgartner,
Richard Hodges, Mary Ann Kendall,
Cheryl Peters, Rita Pougiales, Lovern
King, Ray Roussin, Robert Steiner
Evergreen Subject A rea Advisors:
Art-Jean
Mandeberg
Biology-Burt
Guttman,
Bob Sluss, Larry
Eickstaedt
Chemistry-Fred
Tabbutt, Byron Youtz
Drama-Ainara
Wilder
Economics-Tom
Rainey, Ron Woodbury
English-David
Marr, Charles Teske
Foreign Languages-Andrew
Hanfman
Government-Ron
Woodbury, Barbara
Smith
HistoryRon Woodbury, Tom Rainey
HumanitiesRon Woodbury, David Marr,
Barbara Smith
Mathematics-HazelJo
Reed
Natural Science-Byron
Youtz, Bob Sluss
Physical Sciences-Byron
Youtz, Bob Sluss
Physics-Byron
Youtz
82
I
Tn cooperation
with the University of
Puget Sound (UPS), Evergreen has
created a highly successful professional
Teacher Certification program on campus.
The program integrates the best of traditional discipline-centered
education
characteristic
of UPS with the Evergreen
interdisciplinary
curriculum.
At the undergraduate
level, students
may pursue Elementary
or Secondary Initial Certification through a sequence of
courses in educational
philosophy,
psychology, and teaching methods.
Although people who already have a
Bachelor's degree are welcome in the program, it is set up for students to enter in
their junior or senior years and
simultaneously
complete requirements
for
the Baccalaureate
degree from Evergreen.
Entry in the senior year is most typical.
Highlights of the program include
special requirements
of all students for
coordinated
studies, natural science and
writing, and a special emphasis on
multicultural
education. Education classes
begin in Winter Quarter. New students are
encouraged
to use Fall Quarter to complete Evergreen requirements
in writing,
coordinated
studies, and natural science.
Secondary Certification
candidates will be
able to gain their field experience in Fall
Quarter, which is not only the best time for
classroom experience, but also provides the
best entry into the job market since
substituting
has become a virtual prerequisite of regular public school teaching
contracts.
The program has a strong emphasis on
field experience.
Because none of the education classes
begins before 1 p.m., students employed as
school aides and in other part-time morning jobs find the program especially
attracti ve.
Multicultural Education
Special Emphasis
The Teacher Certification program includes a
special optional emphasis on multicultural
education.
Students taking this option will
complete all other requirements
of the program, including their major and minor
fields of study. They will also complete at
least one full quarter of study in "Multicultural Learning Environments"
Fall
Quarter.
All students participating
in the Teacher
Certification program should benefit from
this multicultural
emphasis in the program. The Fall Quarter offering itself will
satisfy the Teacher Certification program's
coordinated
studies requirement.
Major and Minor Fields
It is possible to pursue the following
majors at Evergreen: art, biology,
chemistry, theatre, English, foreign
languages, physical science, physics,
mathematics,
and social science. Minors
are available in a variety of fields for
secondary and elementary
education.
See
Guide to Teachers Certification available from
the Admissions Office or Academic Advising for complete descriptions.
Additional
areas are in the process of being approved.
It is not possible to pursue secondary majors in music, home economics, vocational
education,
physical education and some
other areas at Evergreen.
Joe Clements
gramming
(right),
a computer
aide if/fern, discusses a pro-
problem untli O(ympia H(t:h School student Louis
Blowers.
lS~,
Sequences of Courses TESC-UPS
Teacher Certification Program'
Elementary
School Preparation
--,...---
(50-52 quarter hours)
Fall I
Winter
I
New students are encouraged
to use Fall Quarter to complete Evergreen requirements
in writing, coordinated
studies and natural science.
"Multicultural Learning
Environments" is offered Fall
Quarter. This program
fulfills both the optional emphasis on Indian education
and the coordinated studies
requirement.
Introduction
Ed. 301
5 qtr. hrs.
Educational
Ed. 302
5 qtr. hrs.
to Teaching
Psych.
Spring I
Fall II
Winter
Context of Teaching
Ed. 415
2 qtr hrs.
Field Experience in
Education (September
Practicum) Ed. 407**
2 qtr. hrs.
Student Teaching
Ed. 401
14 qtr hrs.
Reading
Ed. 349
5 qtr. hrs.
Mathematics
Ed. 350
5 qtr.hrs.
Student Teaching
Seminar Ed. 416
2 qtr. hrs.
Language Arts in Elem.
School Ed. 348
3 qtr. hrs.
Science Methods
Ed. 365
3 qtr. hrs.
Soc. Studies in Elem.
School Ed. 345
2 qtr. Ins.
Art Experience for the
Educator Art 373
2 qtr hrs.
in Elem.
II
Music Methods for
the Elem. School
Music 321
2 qtr. hrs.
Secondary
School Preparation
(36-38 quarter hours)
I
Fall I
Winter
(same as above)
Introduction
Teaching
Ed. 301
5 qtr. hrs.
Educational
Ed. 302
5 qtr. hrs.
to
Spring I
Fall II
Context of
Field Experience in
Education (September
Practicum) Ed. 407* *
2 qtr. hrs.
Teaching
Ed. 415
2 qtr hrs.
Psych
Secondary Curriculum
Development & Methods
Ed. 359
5 qtr. hrs.
Student Teaching
Ed. 402
14 qtr. hrs.
Secondary Reading
Ed. 360
3 qtr. hrs.
Student Teaching
Seminar Ed. 416
2 qtr. hrs.
Winter
II
"This sequence is subject to change.
**This class is not required but strongly recommended.
These classes are scheduled in the afternoon.
•
Students may take additional subject area courses during the same quarter.
T I: ..\ (
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83
Admission Requirements
Admission to the TESC/UPS Teacher Certification program is highly competitive.
Academic excellence is the primary
criterion. Students should begin planning
their curriculum well before entering the
program. All students should develop
strong writing skills. Before entering the
program, work should begin on the
graduation requirement of college-level
natural science.
Secondary students should have completed most of their major requirements by
the time they enter the program. Strength
of work in proposed major and minor
fields, as well as letters of recommendation, playa major role in admissions
decisions.
Minimum admission requirements include admission to the college, junior class
standing at the time of entering the program, and a grade-point average of C +
(2.50), with graded transcripts or comparable work on ungraded transcripts.
As part of the admissions process, applicants must also take standard aptitude
tests in reading, English, and mathematics. Students scoring at less than the
50th percentile may receive no more than
conditional admission to the program.
Students may take mock versions of the
test in order to assuage any "test anxiety,"
identify areas of weakness, or just prepare
for their first attempt. The mathematics
mock test and reading and writing tests are
available in the Learning Resource Center
(LRC). If necessary, a second test is
allowed in the fall.
H41
For further information on the test and
when it is given, contact Marilyn Watson,
866-6000, ext. 6146.
Students entering the program with a
Bachelor's degree must also already have
had either 12 quarter hours of work in a
team-taught, interdisciplinary program
(including a seminar), or presented a plan
to undertake this work, with certification
conditional upon its completion; or
demonstrate equivalent experience in
interdisciplinary education ..
Students wishing to apply for early admission to this program should complete
all admission requirements, including letters of recommendation and the special
form from the Admissions Office, prior to
March 15. Students who are selected for
early admission at this time will be notified
in writing prior to the Academic Fair in
early May. A second application deadline
is May 15, when those placed on the
waiting list after March 15 will be reviewed, along with late applicants.
Full information may be obtained
through the Admissions Office. Current
Evergreen students will be charged a copying fee for their transcripts. UPS will consider education transfer credit on a caseby-case basis.
Types of Certification
The state of Washington currently issues
Initial Certificates and Continuing Certificates
to qualified applicants.
Students who successfully complete this
program will be eligible to hold the Initial
elementary (K-8), secondary (7-12), or
elementary/secondary (K-12) Certificate.
The requirements for the Initial Certificate
currently include: (1) a Bachelor's degree,
and (2) completion of a state-approved
teacher education program which includes
meeting initial generic standards as
described in the Washington Administrative Code.
By fall of 1985, we expect the initial
certification program to be developed into a five-year program. The Initial Certificate is valid for 48 months from the date
of issuance and may be renewed, upon
completion of appropriate requirements,
for an additional 36-month period.
The Continuing Certificate (elementary/secondary K-12) will be issued to candidates who have (1) completed three years
of educational service (at least two years
must be in K-12 classroom teaching);
(2) completed 45 quarter hours of upperdivision or graduate-level study (30
quarter hours of this work must be taken
after 180 days of teaching); and (3) must
have met the Continuing level generic standards as described in the Washington Administrative Code.
For further information, see Bob
Hostetter, Lab I 1012, 866-6000, ext. 6146.
Continuation and Graduation
in the Certification Program
Job Availability
Criteria for continuation and graduation
in the Teacher Certification program at
Evergreen include:
1. Completion of satisfactory work as
evidenced in the student's written
transcript evaluations at Evergreen.
2. Maintenance of a 2.50 average in the
student's UPS Certification classes.
3. Completion
requirements.
of major and minor field
4. At least eight quarter hours of collegelevel natural science.
5. At least 12 quarter hours of work in an
Evergreen team-taught, interdisciplinary,
coordinated studies program or group contract, including participation in a seminar.
This requirement may be fulfilled either in
one program or group contract of at least
12 quarter hours or in two quarters of halftime, eight quarter hour, work.
6. Completion of an academic program including substantial work in writing,
equivalent to at least 12 identifiable
quarter hours.
Students seeking advice on, or a waiver of,
any of the interdisciplinary coursework
criteria and updated information on major
and minor field requirements should see
the Academic Advising Office, Dean
Barbara Smith, Dean David Marr or the
appropriate subject matter advisor.
•
Continuing Certification
and Masters in Education
During a typical year, approximately 35-40
school districts regularly approach UPS for
teacher candidates. In addition, the UPS
Office of Career Planning and Placement
receives written or phone contacts from
numerous other districts seeking to fill
specific teaching needs.
In 1982-83, the average beginning
teacher's salary in the Puget Sound area
was approximately $15,000.
In 1981-82, approximately 55% of the
total number ofTESC/UPS
students completing the certification sequence were
employed in regular full-time or substitute
teaching positions. Approximately 20% of
our graduates did not choose to enter the
job market.
Teacher Placement Service
Assistance in securing a teaching position
will be given by the University ofPuget
Sound Career Planning & Placement
Bureau. This service is open to all seniors
and graduates of the School of Education
and to other certified teachers who have
taken at least four units of work in
residence. Students must complete all
necessary forms needed for credential files.
T I': i\ CHI':
Rei':
R T 1 F 1r: ,\ T 1() .\
Through an additional cooperative
arrangement between The Evergreen State
College and UPS, students may also complete some of their coursework for both
Continuing Certification and a Master's
degree in education on the Evergreen campus. Appropriate Evergreen coursework
may be applied toward the Continuing Certificate if it is taken after earning the Initial
Certificate.
The University ofPuget Sound provides
advising for interested candidates on the
Evergreen campus. It is important to file a
plan of study with UPS when pursuing this
work. Registration for UPS coursework in
Olympia is done through the UPS Division of Continuing Education. Evergreen
work must also be specified in the plan of
study and will be registered through the
usual Evergreen registration channels.
For further information, contact Bob
Hostetter or Marilyn Watson, Lab I 1012,
866-6000, ext. 6146, or at UPS, 756-3384.
I
II)
CAMPUS
PROGRAMS
OFF
Evergreen runs two off-campus programs.
One is located in a center in Vancouver,
Washington; the other in downtown
Tacoma. Both of these off-campus centers
provide two-year, upper-division programs. Classes are scheduled at times convenient for working people.
Students wishing to enroll in an offcampus program must have completed 90
quarter hours of college-level work before
entering. Detailed information on admission is available at the Tacoma and
Vancouver campuses, or through the Admissions Office in Olympia.
Faculty economist Bill Bruner (far left) leads a "Management
and the Public Interest>! seminar at the Vancouver campus.
86
I
The Evergreen State College- Vancouver
Virginia Damey, Director, Vancouver Program
The Evergreen State College-Vancouver
campus was founded in 1976 in conjunction with Clark College to provide upperdivision work leading to a Bachelor of Arts
degree. Reciprocity with Oregon allows
students residing in Oregon to enroll at the
Vancouver campus and pay resident tuition rates.
The Evergreen-Vancouver campus is
designed to provide students with a highquality liberal arts education in a small
college setting. At the present time, three
curricular pathways are provided in
Management, Health and Human Services, and Community Studies. More
specific information can be obtained by
calling Vancouver at (206) 696-6011.
Science, Technology and Human
Freedom
Fall, Winter, Spring/Coordinated
Coordinator: Maxine Mimms
Enrollment. 144 Faculty: 6
Prerequisites: Junior standing
Special Expenses: None
Part-time Options: No
Internship Possibilities: No
Additional Courses Allowed: No
The Evergreen
State College-Tacoma
The Evergreen State College-Tacoma program is designed for working adults over
25 years old who have completed their first
two years of college work. EvergreenTacoma provides a broad-based liberal arts
education in the arts and sciences which
recognizes the importance of good communication skills to work effectively in today's society. More detailed information
can be obtained by contacting Director
Maxine Mimms in Tacoma at
(206) 593-5915.
Faculty member Maxine
a point to the students
Studies:
Mimms
leaves the Lectern to emphasize
in her 'tacoma program,
A Cross-Cultural
Approach."
"Classical
Study
Evergreen's Tacoma Campus is a full-time
upper-division academic program for
students who already have 90 credits or
more. The Tacoma Program offers working adults who have accumulated considerable life experience the opportunity to
earn a B.A. degree in Liberal Arts by attending day or night classes. Students earn
16 quarter hours per ten-week quarter. Individualized skill-building in areas such as
writing, reading and study skills, library
research, and computer science also is
available in the Tacoma Program.
"Science, Technology and Human
Freedom" is the overall theme and title of
the 1985-86 Tacoma Program. The faculty
team will offer the following classes during
the year: "Physics and Mathematics,"
"Technology of the Human Body,"
"Preface to Plato: Composition and Performance," "American History and
Culture," "Management/Economics,"
and
"Techniques of Expression." One major
goal of the program will be to help
students develop complementary strategies
for living with science and technology.
Other goals will be to provide students
with a working knowledge of significant
ideas in academic disciplines, and to introduce them to some of the major contemporary issues in American society.
Planned equivalencies in quarter hours:
6-physics and mathematics;
6-human
biology;
6-literature;
6-American
history;
6-management/economics;
6-humanities;
6-public policy and education;
6-library
research and computer science
48 total
Program is preparatory jar careers and/or jurther
study in management, health sciences, education,
literature, history and political science.
•
OFF
CAMPUS
PROGRAMS
187
GRADUATE
EVERGREEN
AT
STUDY
Graduate Program Procedures
Admissions
Director: Kenneth M. Dolbeare
The application deadline for early admission is March 15. After that date, files will
be acted upon as they are completed. Programs will be filled on a first- come, firstserve basis. Individuals interested in
receiving a catalog, or in applying for admission to the program, should contact the
Admissions Office, The Evergreen State
College, Olympia, Washington 98505.
Admission will be competitive. Admission decisions will be based on a thorough
review of the following (see graduate
catalog for details regarding these
procedures):
The Graduate Program in Public Administration
reflects Evergreen's commitment to integrated, interdisciplinary studies. The
program, which leads to a Master's degree
in public administration (MPA), provides
a rigorous professional education for
students engaged in, or intending to pursue, careers in government or in organizations involved with public issues. The MPA
Program enrolled its first class in the fall of
1980 and represents the college's first
graduate degree offering.
The MPA Program is open to both fulland part-time students. Coursework is
available during evening hours for those
who are employed. Most students enrolled
in the program are full-time employees of
state or local governments and are pursuing their graduate studies on a part-time
basis.
A part-time student can complete the 60
quarter hour degree requirement in eight
academic quarters. A full-time student
may complete the requirement in five or
six quarters. Students lacking significant
public sector experience will be expected to
complete an internship for at least one
academic quarter.
MPA's curriculum consists of a sequence
of core programs and a number of courses
focused on particular areas of concentration. The core programs are interdisciplinary and collaboratively taught,
and to some degree are organized around
cases or problems in public administration
or public policy. The integrated approach
to instruction is particularly well-suited to
graduate study in public administration.
Extensive and detailed narrative evaluations, as opposed to grades, are used to
record a student's achievement.
Academic transcripts including certification of
receipt of a bachelor's degree
Brie] essay by the applicant
Score on the Miller Analogy Test or GRE
Letters of Recommendation
For some who apply, the transcript or some
other admissions material may be an incomplete reflection of their interests and
abilities. Our admissions process will consider the applicant's academic preparation
as well as his or her professional accomplishments or other public activities,
and may require an interview with faculty.
88
I
Master of Public Administration
Financial Aid
Financial Aid is available in the forms of
fellowships, assistantships, scholarships,
work-study assistance, and guaranteed student loans. The Financial Aid application
must be completed before any financial aid
decision can be made. April 1 is the date
that the Financial Aid Office begins the
award process. Later applicants who
qualify for financial aid will compete for
the remaining monies. Certain forms of
financial aid are available to full-time
students; aid to part-time students,
however, is more limited. In some cases,
the MPA or MES Programs can assist a
student in obtaining part-time public sector employment. Information on financial
aid is available from the MPA Program,
the MES Program or the Financial Aid
Office, The Evergreen State College,
Olympia, Washington 98505.
Graduate students Ginn Kitaoka and Ken Conte at the
Washington State Capital Building An M PA exchange student
]rom Japan, Kitaoka served as an intern for the Department of
Commerce and Economic Development, while Conte, an '83
M PA graduate, moved from intern to employee of the State
Government Committee in the Washington State House of
Representatives.
Master of Environmental Studies
Director: Oscar H. Soule
The Graduate Program in Environmental and
Energy Studies leading to the degree of
The Political and Economic Context
of Public Administration
(8 quarter hours)
Managing Human Resources
(8 quarter hours)
Managing Fiscal Resources
(8 quarter hours)
Quantitative Analysis
for the Public Sector
(8 quarter hours)
Public Policy
and Its Administrative
(8 quarter hours)
Implications
Applications in Public Policy
and Administration
(8 quarter hours)
Elective Concentration
(12 or more quarter hours)
Instruction beyond, or in addition to, that
provided in the core sequence is available
in three areas of concentration: Public
Policy, Human Resources, and Public
Economics. Direct inquiries concerning
the program to Dr. Kenneth M. Dolbeare,
Director, Graduate Program in Public Administration, Library 2102, The Evergreen
State College, Olympia, WA 98505; (206)
866-6000, ext. 6049.
•
Master of Environmental Studies (MES)
opened with a class of 25 students in
September of 1984. We will admit a second
class of that size for September, 1985. The
MES program is an integrated and interdisciplinary program. The synthesis of
technical and management aspects is
designed to produce well-trained graduates
in two areas of environmental studies.
The MES Program is open to part-time
and full-time students. We are looking for
people who are interested in the practical
application of information in the fields of
energy studies and environmental studies.
To make attendance easier for employed
students, coursework will be concentrated
in the evening and late afternoon. Fulltime students can take these classes, along
with selected daytime offerings to complete
their course of study.
The 72 quarter hour completion requirement can be met by part-time
students in nine quarters, while full-time
students can complete their work in as few
as six quarters. All students are expected
to have coursework or work-related experience in both the social and natural
sciences before entering the Program. Those
choosing Energy Studies will have specific
math and physics requirements as well.
The MES Program consists of three parts:
(1) a core taken by all students, (2) electives
leading to a major, and (3) a thesis. The
core is taught by an interdisciplinary team,
usually a social scientist and a natural
scientist. It is 8 quarter hours and constitutes the full load for part-time students.
The core runs consecutively for four
quarters: Fall, Winter, Spring, Fall. Two
majors will be available: Energy
Resources, and Land and Water
GRADUATE
STUDY
AT
EVERGREEN
Resources. The choice of major leads to a
specific track through the electives. For the
thesis, all students are required to complete a piece of original, applied research
in the form of an individual or small group
project.
Students will enroll in the following core
sequence:
Societal and Ecological Processes
(8 quarter hours)
Population, Energy and Resources
(8 quarter hours)
Case Studies: Environmental Assessment, Policy and Management
(8 quarter hours)
Quantitative Analysis for the Public
Sector: MES
(8 quarter hours)
Electives at this time include
(4 quarter hours each): natural resource
economics, environmental policy,
ecological methods, methods for energy
analysis, energy resources, energy systems,
urban growth management, freshwater
and estuarine resources, and land
resources.
Questions concerning the MES Program
should be directed to Oscar H. Soule,
Director, Graduate Program in Environmental and Energy Studies, The
Evergreen State College, Olympia, WA
98505. Admission forms are available
through Evergreen's Admissions Office in
January and applications should be completed by March 1to be considered for early acceptance.
The Graduate Catalog is available upon
request from the Admissions Office. It
contains a full description of the curriculum, academic policies, faculty, and
admissions procedures for both the MPA
and the MES Programs.
I
89
SPECIAL
OF
FORMS
STUDY
Internships
Over half of Evergreen's students participate in some form of Internship during
their stay at the college. Many academic
programs offer you the opportunity to
work off-campus as an intern as part of
their fully integrated program. Separate
Internships are also possible and most interns find a place in businesses, schools or
government agencies in southwest
Washington. In any case, Internships provide an excellent means of testing what
you learn in college in the world of daily
work and responsibility. For more information on this special form of study, turn to
page 12.
Part-time Study
On the job in Washington, D.c.: Evergreen intern Rena
Shawver (left) discusses a news release with Sally Heet, press
secretary Jar Us. Senator and former Evergreen president, Dan
Evans. Shawver was offered the D.C. post aJter completing successful internships as a newswriter trainee in the college's public relations office and as a reporter for an Olympia
radio station.
90
I
Although the main mode of study at
Evergreen is the full-time interdisciplinary
program, it is possible to pursue your
studies part-time. For further information,
please turn to page 12, and be sure to
check The Evergreen Times, a quarterly college publication which lists part-time
offerings.
External Credit Program
Credit by Examination
Math Skills Center
If you are an adult student entering or
returning to college after some years of
work or community experience, you may
be able to earn academic credit for what
you have learned as a result of this experience. Evergreen's External Credit Program offers you an opportunity to earn up
to a year's credit by writing a document
which communicates college-level learning
you may have acquired through life experience. The learning for which you seek
credit must have occurred in non-academic
settings and before your first enrollment at
Evergreen.
If you have prior learning experience
which may make you eligible for the program, contact the Coordinator of External
Credit during your first quarter of enrollment for a brochure and more details.
A third option for earning credit for prior
learning is offered through nationally
recognized examination programs.
Students who score three or higher on the
Advanced Placement Examination of the
College Entrance Examination Board will
be awarded college-level credit. Tests
prepared by the College Level Examination Program (CLEP) and the Proficiency
Examination Program (PEP) are available
in a variety of subject areas. Scores must
be at, or above, the fiftieth percentile, and
subjects may not duplicate other earned
credit. Where essay exams are available,
they are required. Information on these
national examinations is available in the
Registrar's office.
The Math Skills Center is available to you
for help with mathematical and other
quantitative skills. You may receive help on
a walk-in basis or take a course for credit.
Some courses are self-paced while others
are delivered by instructors. Diagnostic
testing to identify problems is also
available. The Math Skills Center is part
of the Educational Support Programs.
Evaluation of Certificated
The Learning Resource Center is available
to you or any Evergreen student if you feel
a need for individualized, self-paced help
with reading, writing, mathematics or
study skills. You may work on a walk-in
basis or take a course for credit. Both selfprogrammed materials and tutorial
assistance are available, as well as
diagnostic testing to determine your needs.
The Learning Resource Center is just one
of the Educational Support Programs, see
page 100.
Learning
If you have taken formal training
sequences such as those offered by all
branches of the military or through
organized personnel training programs,
you may have these experiences evaluated
for credit by our Registrar. The American
Council on Education has prepared a
manual for evaluating many organized
training programs and courses for college
credit.
•
Learning Resource Center
SPECIAL
FORMS
OF
STUDY
Self-Paced Learning
Evergreen recognized early in its history
that students could study some subjects effectively by using materials that allow
them to work at their own pace. Since the
college opened it has been building a collection of slide-tapes, computer-assisted
instruction, videotapes, programmed texts,
and other resources with which you can independently study such diverse areas as
science, management, music, mathematics, and languages.
Credit for self-paced studies can be
earned either on individual contract or,
sometimes, in regular academic programs.
Self-paced learning resources that do not
require computers are housed in the
Library.
Computer-assisted
resources, such as
the PLAID system, are housed in the
Computer Services terminal room.
PLATO is a computer-aided instruction
system that offers thousands of hours of instruction in more than 100 different
academic fields. You can register for a
complete sequence of self-paced instruction in, for example, "Introduction to
Computers and the BASIC Programming
Language." Some of these programs satisfy
requirements for academic programs.
However, browsing is also welcomed.
I
91
-----/~~~~
MAR
C
ELL
A
SPENCE
THE PHYSICAL
"Evergreen is unique. It offers a nontraditional, but highly acclaimed, education.
I didn't want to go to college to sit in English
101 with 300 other freshmen, and I haven't.
Freshmen should come to Evergreen with
an open mind. Expect to learn things you
never thought of. Allow yourself to explore;
this is the best place to do it."
Freshman
Hometown: Issaquah, Washington
Programs and subjects studied: "Movement, Space and Communications";
writing, acting
THE
PHYSICAL
CAMPUS
At Evergreen, hands-on experience begins
at the freshman level. As the state's newest
college, Evergreen offers all students easy
access to some of the most modern equipment and facilities in the Pacific Northwest.
Evergreen's beauty also catches the eye,
causing the Seattle Times to comment,
" .. especially remarkable for an instituition whose physical existence hardly exceeds a decade, the campus already
manages an ambiance of natural and built
environment that should be the envy of its
much more venerable peers." And a reaccreditation team recognized Evergreen's
wealth of tools for the mind by declaring
the academic facilities "superior to that
which can be found in any institution of
which we have knowledge." Following is a
brief look at some of the resources
available for your academic studies and
leisure pursuits.
Over a dozen microfilm viewers art! avaiLabiefor access to the
Library's 40,000 volumes of microfilm and microfiche. Featuring copies C!! national andjoreign newspapers, magazines,
government documents, and historical letters-many oj which
date back to the 18th and 19th Centuries= the microfilm colieclion is supplemented by its subscription to 1,500 periodicals.
94
I
Daniel J. Evans Library
To complement its extensive resources, the
Daniel J. Evans Library hires people who
are not only experts in media and information management and retrieval, but people
who want to share what they know with
you. The selection of books, equipment
and other materials is carefully coordinated with the college's academic programs. Staff members are always on hand
to help you relate the Library's resources
to your academic work and personal
enrichment.
The Library provides you not only with
the "what" but the "how" of effective information access and usage. The Library's
resources are the extensive and intensive
"what," while workshops on locating and
using printed, filmed, taped and microfiched information; free instruction in the
use of media equipment; and courses in
library research methods, and basic media
are just a few examples of the "how."
"What" you will find in the Library is
4,000 items of media loan equipment (including cameras, projectors, tape recorders
and video/audio equipment); over 177,000
books, 27,000 reference volumes, 4 stateof-the-art recording studios, a complete
video production system, films, recordings, maps, documents, editing benches,
drafting tables, 2,400 periodical subscriptions and much more. In addition to its
on-hand resources, Evergreen's Library offers you access to books and periodicals
through the computerized data base of the
Washington Library Network and through
on-line database searching. In fact,
Evergreen borrows more Interlibrary Loan
materials than any other college in the
Northwest, and the Evans Library circulates a much larger proportion of its
book collection than most colleges150,000 last year.
More details about the Library can be
found in the Information Calendar, which
can be picked up just inside the Library's
main doors, by calling ext. 6250, or by
dropping in and talking to anyone of the
members of the Library staff.
Library staffer Wyatt Cates covers everything/rom the basics to
thefinr points during a workshop in the course, "Media/or the
Uninitiated.
Eoergrem's Library offers more than 250
tuorkshops every )'ear on media production, nference resources,
information access and retrieoat, media loan procedures, and
general Library orientation.
JJ
•
'r
H E
PH
Y SIC:
A I.
C AMP
U S
I
9.5
Computer Services
When Evergreen opened its doors in 1971,
it was one of the few colleges of arts and
sciences in the country with free,
.
unlimited, interactive computing for all
students, staff and faculty. Over the years,
the college has maintained a unique, freewheeling computer environment characterized by a user-friendly operating system
and a commitment to the non-technical
user, and extensive use by the student
body.
96
I
Evergreen is now planning to bring
some level of computer knowledge to over
90% of all students, staff, and faculty. You
do not, however, have to be in a class to use
the college's computer facilities. Not only
is use free to all members of the community, you as a student have a right to obtain
an account number and work with a computer just for being at the college. at only
does Evergreen have terminals in other
places on campus, one may check out a
terminal, take it home just like a book, and
use it there.
At Evergreen, the computing emphasis
is on the student rather than the
technology. When you come to the computer terminal room on the second floor of
the Library, you will enter an open, newlyremodeled space equipped with a variety
of machines. A student consultant will be
at a desk to your right, or nearby helping
another student. To help you get acquainted, on your left you'll find a photo
display of all current consultants.
In the terminal room, you will have access first of all to Evergreen's new Data
General MY 10,000 "super-mini" computer which runs several computer
languages including FORTRAN, COBOL,
and "C" as well as BASIC, PASCAL, and
statistical packages such as SPSS. Also
available are several types of microcomputers and specialized facilities including plotters, graphics terminals, an
analog/digital hybrid system, and a talking
terminal for visually-impaired students.
Library
staffer
during a workshop
in the course,
Uninitiated."
Evergreen's
offers more than 250
workshops
information
THE
Library
every year on media production,
access and retrieval,
general Library
•
J..1.YattCates covers everything from the basics to
the fine points
"Mediafor
the
reference resources,
media loan procedures,
and
orientation .
PHYSICAL
CAMPUS
I
9.5
Computer Services
When Evergreen opened its doors in 1971,
it was one of the few colleges of arts and
sciences in the country with free,
,
unlimited, interactive computing for all
students, staff and faculty. Over the years,
the college has maintained a unique, freewheeling computer environment characterized by a user-friendly operating system
and a commitment to the non-technical
user, and extensive use by the student
body.
96
I
Evergreen is now planning to bring
some level of computer knowledge to over
90% of all students, staff, and faculty. You
do not, however, have to be in a class to use
the college's computer facilities. Not only
is use free to all members of the community, you as a student have a right to obtain
an account number and work with a computer just for being at the college. Not only
does Evergreen have terminals in other
places on campus, one may check out a
terminal, take it home just like a book, and
use it there,
At Evergreen, the computing emphasis
is on the student rather than the
technology. When you come to the computer terminal room on the second floor of
the Library, you will enter an open, newlyremodeled space equipped with a variety
of machines. A student consultant will be
at a desk to your right, or nearby helping
another student. To help you get acquainted, on your left you'll find a photo
display of all current consultants.
In the terminal room, you will have access first of all to Evergreen's new Data
General MV 10,000 "super-mini" computer which runs several computer
languages including FORTRAN, COBOL,
and "C" as well as BASIC, PASCAL, and
statistical packages such as SPSS, Also
available are several types of microcomputers and specialized facilities including plotters, graphics terminals, an
analog/digital hybrid system, and a talking
terminal for visually-impaired students,
At Evergreen, computers are to provide
general instruction and formal study in
computer science to improve computer
"literacy," and just for fun too. The computer science curriculum is rapidly expanding and Computer Services is expanding
with it. Come to the terminal room when
you visit Evergreen and feel free to stay
and explore the college's exciting interdisciplinary computer offerings.
Evergreen is an important center for
computer-assisted instruction through
Control Data Corporation's PLAW
system. Through PLATO, Evergreen offers
instruction in both the BASIC language
and PASCAL, both as stand-alone courses
and as components of full-time programs
such as "Society and the Computer," and
"The Business of Computers."
•
THE
PHYSICAL
CAMPUS
I
97
Arts and Sciences
Laboratory Building
The Laboratory Building provides you
with a learning environment and facilities
to support the arts and sciences. There's
space and equipment for large groups to
work together in team-taught Coordinated
Study programs, small groups to carry out
research, and individual students to pursue
special projects.
LAB I houses a lab supply store, a
number of teaching and research labs, an
exercise testing lab, holography lab, electron microscope, advanced microscopy lab,
and several instrument labs which feature
spectrophotometers,
chromatographs,
ultra-centrifuges,
scintillation counters and
other equipment necessary for advanced
instruction in the sciences. The balance of
space goes to a vivarium of exotic plants,
painting and design studios, and various
shop and storage areas.
The Annex has a greenhouse, ceramic
studio, and a large area for sculpture, shop
work, casting, welding, lapidary, spray
painting, and sheet metal work.
LAB II houses the Math Lab (see
page 91) and large, open studio spaces as
well as weaving, batiking, jewelry-making,
drawing and design facilities adjacent to
general laboratory science space. The
Printmaking Studio, one of the best in the
state, includes facilities for lithography,
serigraphy, intaglio, bookbinding, letterpress printing, papermaking, photo lab
work, equipment for registering color
lithographs, and producing fine book
work.
98
I
Communications
Laboratory
The Communications
Laboratory Building, just north of Parking Lot C, provides
a comprehensive instructional, performance, and production facility for audio and
video communications, film, theater,
speech, music, dance, and two-dimensional design. The structure houses the
200-seat Recital Hall and the black box
Experimental Theater; faculty and staff offices; and recording studios and rehearsal
halls for orchestra, chorus and band. The
building is state-of-the-art throughout, including facilities for electronic music, filmmaking and previewing.
Lecture Halls
The Lecture Halls are housed in a pieshaped structure on the west side of the
central plaza. The building contains five
auditoriums with capacities for 75 to 320
people. Each room is equipped, to varying
degrees, for media presentations such as
16mm feature-length movies, 35mm slide
shows, video recording and playback, and
overhead or rear-screen projections.
Some program lecture sessions meet in
the Lecture Halls. Feature-length films are
usually screened in Lecture Hall One, and
campus events are often scheduled in the
facility.
Seminar Building
On the west edge of campus, the Seminar
Building provides seminar rooms, faculty
and staff offices, and headquarters for
graphics, campus security, counseling and
health services, and the women's clinic.
College Activities Building
The College Activities Building (CAB) on
the east end of the central plaza contains
many student and campus headquarters,
including the cafeteria, bookstore, information center, deli, radio station and student activities center. A complete postal
facility, bike repair shop and conference
rooms round out the activities contained in
the three-story building.
The CAB provides a quiet place to
study, or just meet and talk with people.
Campus Recreation Center
Recreational Arts
The Seawulff
One of the best-equipped facilities in the
Pacific Northwest, the Campus Recreation
Center sports an 11-lane swimming pool
complete with a separate diving well, competition timing system and power lift for
the handicapped; sun deck; two sauna
baths; showers and locker rooms;
multipurpose dance room; martial arts, exercise and weight training rooms, and five
racquetball courts.
Downstairs from the swimming pool is
the Recreation Equipment Center, where
you can rent just about anything you'd
want for outdoor activities. Rentals include
sailboats, kayaks, canoes, Nordic skis,
backpacking equipment and, for day use,
volleyballs, nets and softball equipment.
East of the Rec Center is a 20-acre
playfield for field hockey, flag football,
rugby, soccer and softball. Also in place
are four lighted tennis courts, a rockclimbing wall, two horseshoe pits, and an
archery cage. Only a 20-minute walk or
short drive away, you'll find the boating
facility on Evergreen's 3,300 feet of undisturbed saltwater shoreline.
The Metal Arts and Ceramics Studios on
the east side of campus 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 211Metal Arts
Studio, with the "fire arts" (raku,
stoneware, porcelain and kiln-fired glass)
nearby in 201Ceramics 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.
A black-and-white photo darkroom is
also available to students and community
residents who either enroll in Leisure
Education or pay a user fee.
Commissioned in 1978, the Seawulff is a
38-foot sailboat, a portable piece of campus that serves Evergreen as a floating
classroom for marine studies and research
projects. Built by students, faculty and
community volunteers over a six-year
period, the vessel now plies the waters of
Puget Sound on a regular basis, venturing
as far north as the San Juan Islands.
•
Organic Farm
You can raise crops at the Organic Farm
on the west edge of campus, either through
an academic program or on community
plots by individual request. Located at the
end of a quarter-mile walk through the
woods west of campus, the Farmhouse is
used as a meeting place by various
academic programs. Direct your requests
for use of the farm or solar greenhouse to
the Resident Caretaker at the Organic
Farm.
THF
PHYSICAL
CAMPUS
Malheur Bird Observatory
Although Evergreen programs travel to
many locations around the Northwest, the
Malheur Bird Observatory is perhaps most
frequently visited. Located on the Malheur
National Wildlife Refuge in eastern
Oregon, an area of rich wildlife diversity in
the high desert at the northern margin of
the Great Basin, the Observatory has complete living facilities, including wall tents
and a mess hall, and is an ideal base for
field studies. Evergreen and the other colleges in Washington and Oregon often use
the Malheur Bird Observatory. It is an important resource for several programs in
Environmental Studies.
I
99
CAMPUS
An alphabetical listing of some of the
many student services you'll find at
Evergreen.
Academic Advising
will help you plan your academic pathway
through Evergreen. Turn to page 17 for a
full description.
Admissions
will be happy to show you around campus
if you've never been to Evergreen before.
Just give them a call at 206-866-6000, extension 6170. Complete information on the
admissions process is on page 20.
Bike Shop.
You can get tools, free advice and the room
to operate on your bicycle here in the basement of the College Activities Building.
Bookstore.
The place to go for textbooks and supplies,
the Bookstore also offers general reading
and reference books, recreation wear, film
processing, greeting cards, gifts and much
more.
Bus Service
between campus and the Olympia, Lacey,
Tumwater areas is provided Monday
through Saturday by Intercity Transit
(IT). Buses arrive and depart at the
Library loop and campus housing every 30
minutes on weekdays and hourly during
evenings and on Saturdays. Evergreen's
van service runs an additional evening
route to Tumwater and provides service to
downtown Olympia all day on Sundays.
One may flag down an Evergreen van
anywhere on the route in addition to the
marked stops, provided there's a safe place
to pull over.
Career Planning and Placement
is located across from Financial Aid and
Admissions. See page 9 for a full description of services, or stop by the office and
pick up the quarterly schedule of activities
and workshop flyers.
Computer Services
has more than 75 terminals for student access. See page 96.
Cooperative Education,
in Lab I of the Arts and Sciences Building,
is where you'll find out everything there is
to know about internships. More about internships on page 12.
100
I
DIRECTORY
Cooper Point Journal,
or CPJ, is a student-run weekly newspaper
supported by student fees and advertising.
Internships are available.
The Corner
in the residence halls offers evening meals
often accompanied by live entertainment.
Counseling Services
helps members of the campus community
acquire skills to solve problems and
develop their human potential. Workshops,
seminars, individual and group counseling
are among the activities offered. You'll find
them in the Seminar Building.
Day Care
is provided weekdays from 8:30 a.m.5 p.m. for the pre-school children of
students while college is in session. Internships are encouraged. Parents pay on a
sliding scale that averages between $3 and
$10 per day.
Deli
Sandwiches, espresso, sundaes, juice and a
full line of other food and beverages can be
purchased at the Deli in the College Activities Building.
Educational Support Programs
provide services to students for both their
formal academic pursuits and personal
needs and interests through the Learning
Resource Center (see page 91), and KEYSpecial Services and the Third World
Coalition, both described in this directory.
Events
of both an academic and entertaining
nature occur at Evergreen throughout the
year. Highlighting the list are the
Evergreen Expressions Performing Arts
Series, which brings dance, music and
theater to campus; the President's Symposium which hosts the visit of a prominent national figure every spring; and the
Colloquium Series which presents a
quarterly line-up of experts who speak on
topics of current scientific interest.
Evergreen also stages two major annual
events that attract visitors from around the
area: Super Saturday which celebrates the
end of the school year and graduation on
the first weekend in June, and the Tribute
to Japan festival in January.
Facilities
you can use are described on page 94-99.
Financial Aid
information can be found on page 25.
Food Services
gives you the choice of meals for cash or on
a scrip ticket basis. Purchasing scrip tickets
saves ten percent. Bonus tickets are given
at the beginning of each quarter for larger
purchases. The cafeteria, located on the
first floor of the College Activities
Building, offers a large salad bar, a hot
food line with a different menu daily,
homemade pizza, Mexican bar, snack bar,
fresh pastries and much more. Vegetarian
items are offered at all meals and special
diets can be prepared when medically
required.
Gardening
plots are available on campus, see
page 99.
"Happenings,"
a weekly publication of the Office of Information Services, provides newsbriefs and a
detailed calendar of campus events. A
companion publication, "The Newsletter,"
has news and feature stories about
Evergreen people, programs, and events
every month. Both are distributed on
Fridays from the Information Center.
Health Services/Women's Clinic
is staffed with a professional and
paraprofessional medical personnel who
are available to discuss health concerns
with registered students during Fall,
Winter, and Spring Quarters. Diagnosis
and treatment is provided for injury, illness
and emergency first aid. Laboratory testing is also available at cost, as well as most
prescription medication. A $15 mandatory
health fee must be paid by each student at
the start of every quarter for these services.
A limited number of work-study and internship positions are available.
Women's Clinic provides services addressed specifically to women's health
needs. The staff is trained to deal with
most questions that women and men have
about sexual health. Annual exams, infection checks, S.T.D. screening and treatment, cancer and DES screening, reproductive planning and counseling, and
workshops on health issues are all
available.
Mail Services
delivers student mail to individual boxes in
the residence halls six days a week. Mail
drops are centrally located and a self-serve
postal unit is provided on the first floor of
the College Activities Building. If you're a
new student moving into Housing on campus, you can send your belongings in
advance of your arrival in care of Mail
Services, The Evergreen State College,
Olympia, WA 98505.
Roundtable talk by Teresa Kane, Jill Dobbins andJim
in the kitchen oj a Housing apartment.
Hartley
Housing
for about 600 students is provided on campus in four residence halls, which have living units ranging in size from single and
double studios to one, two and fivebedroom apartments; and in the "Mods"
a cluster of two-bedroom, four-person
duplexes. Most units have complete kitchen facilities. Units are available on a
first-come, first-serve basis, following completion of an application and receipt of
deposit. Forms and more information can
be obtained from the Housing Office,
Room 322, Building A, The Evergreen
State College, Olympia, WA 98505.
Information
Center,
operated by part-time student employees,
serves the Evergreen community and campus visitors from 8 a.m. to 5 p.m.,
weekdays during Fall, Winter and Spring
Quarters. Check with them if you have any
questions about times and places of campus events.
Math Skills Center
offers you the opportunity to improve at
your own pace. See the Learning Resource
Center.
Recreation and Athletics
offers a full roster of sports clubs as well as
intramural activities in soccer, basketball,
softball, volleyball, running, mountain
climbing, river running, sailing and skiing.
In addition, Evergreen's intercollegiate
athletics program fields men's and
women's teams in soccer, swimming and
diving, tennis, sailing and cross-country
(walk-oris are welcome'). During the
winter, the college offers its popular Ski
School that makes twice-weekly trips to the
Cascades. See page 99 for details on the
Campus Recreation Center.
Registrar
and registration
information
is on page 22.
Services and Activities (S&A),
administered by a board of students, faculty and staff, takes a portion of tuition fees
to fund numerous student organizations
and activities.
KAOS FM Radio Station (89.3)
airs a wide variety of shows created by
students and community volunteers who
support and staff it.
The Third World Coalition'
welcomes all persons of color and works to
insure their complete access to equal
educational opportunities at Evergreen.
The Coalition functions administratively
as an advocate and advisor in such areas as
curriculum development, faculty hiring,
and student recruitment and retention.
Direct services to the campus community
include the Third World peer support
group of students, development of a
scholarship fund; sponsorship of educational workshops, cultural events, information and referral assistance; academic and
social advising; and educational, political
and social advocacy. A Third World
library, lounge and a study room is also
available to students of color.
The Third World Coalition also provides assistance to the following student
organizations: Asian/Pacific Isle Coalition,
Northwest Indian Center, MEChA,
Ujamaa and Third World Women.
Veterans Affairs,
which is adjacent to the Registrar's office,
assists veterans and other eligible persons
with information and all VA-related applications to assure maximum use of
benefits provided under law. The Veterans
Office also provides counseling and referral assistance to veteran students and
serves in an advocacy role by supporting
their issues and concerns at the college and
in the community.
Women's Clinic,
see Health Services.
Director of Student Activities Mike Hall has a lot to smile
about. A '74 Evergreen grad and a former owner of a popular
Olympia restaurant/night club, he knows the rich variety of
KEY-Special Services
is designed to assist students in achieving
their educational goals by providing
academic advising, career guidance and
numerous personal and academic skills
development workshops. Appropriately,
KEY encourages you to Keep Enhancing
Yourself, and you'll find it in Library 3503.
entertainment,
recreation
and services available
to Evergreen
students.
Learning Resource Center
provides help with reading, writing and
study skills. See page 91.
Legal Aid
from paralegal assistants in cooperation
with a local practicing attorney assists
students in need of legal advice. If the need
arises, contact Self-Help Legal Aid,
Library 3223.
Leisure Education
provides non-credit workshops which are
fun, enriching and creative. Each quarter,
more than 85 workshops in sports, movement, art, music, aquatics, and others are
offered to students, staff and community
members. Check the listings in room 302
of the Campus Recreation Center.
•
CAMPUS
DIRECTORY
I
101
GOVERNANCE
Governance and the Social Contract
The Evergreen system of governance includes open and ready access to information, but foremost, the system rests on the
willingness of all members of the campus
community to participate in the spirit of
compromise and consensus. Decisions,
and methods used for implementation of
decisions, must be handled at a level of
responsibility and accountability established after consultation with students,
faculty and staff affected by the issue.
Evergreen has a system of meetings,
committees, mediation, appeals and
grievance resolution set out in the
Evergreen Administrative Code (EAC),
copies of which are available in the Information Center and Business Office. All of
these require full community acceptance to
be successful.
Another integral part of Evergreen's
system of governance is the Social Contract. Rather than a list of prohibitions and
negative rules, the Social Contract is a
positive document that states the mutual
goals and purposes of the college as
reflected in the rights and responsibilities
of all members of the campus community.
A committee of students, faculty, staff
and administrators regularly review and
update the Social Contract, which is
published in the Washington Administrative Code (WAC 174-107-010) and
the Academic Advising Handbook,
available at the Academic Advising Office,
Library 1221.
faculty or staff, and then for alumnisponsored 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
Conference Coordinator.
Using College Premises
Facilities/Use Regulations
Evergreen's facilities may be used for activities other than education, provided that
users meet eligibility requirements,
suitable space is available, and adequate
preparations are made.
Arrangements for conferences or group
gatherings by outside organizations are
made through the Conference Coordinator, in the College Activities Building,
room 214.
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.
Reservations for space and/or facilities
are made through the Office of Facilities,
Scheduling Section, Lab II, room 1254.
Allocations of space are made first for
Evergreen's regular instructional and
research programs, next for major allcollege events, then for events related to
special interests of groups of students,
Because Evergreen is state-owned, there
are responsibilities to the state and
Thurston County that must be met. Here
are some of them.
A lcoholic 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 the residence halls and
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 Security for
safekeeping. A special explanation for
handguns must be filed.
Anyone in possession of an unchecked
firearm is subject to immediate expulsion
from Evergreen, or to criminal charges.
Pets
Pets are not allowed on campus unless
under physical control by their owner. At
no time are pets allowed in buildings.
Stray animals will be turned over to the
Humane Society.
Bicycles
Bicycles should be locked in parking blocks
provided at various locations around campus. Bicycles should not be placed in, or
alongside, buildings.
Smoking
Smoking is not allowed in "No Smoking"
areas, and any other place where such a request is made by the person in charge.
102
I
Parking and Traffic Regulations
All motor vehicles must display valid parking permits, available at the following
prIces:
Motorcycles
Annually
Quarterly
Daily
$27.00
11.00
.75
All/os
$54.00
22.00
.75
Daily permits can be purchased at the information booth on the front entrance
road to campus. Parking in, or alongside,
roadways is hazardous and prohibited. Illegally parked vehicles will be cited or impounded at the expense of the vehicle
owner or 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
Affirmative Action
Security is staffed by officers trained as law
enforcement professionals to interact with
all members of the campus community in
a positive way. While charged with the enforcement of campus regulations, and state
and local laws, Security's goal is to resolve
problems by using Evergreen's Social Contract rather than the courts whenever
possible. Security is socially oriented, and
approaches that charge with a high degree
of humanism. Security is open 24 hours a
day, seven days a week, to respond to campus needs.
The Board of Trustees of The Evergreen
State College expressly prohibits discrimination against any person on the basis of
race, color, national origin, sex, marital
status, religion, age, disability or veteran
status. 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.
To implement this commitment, Evergreen has developed an Affirmative Action
Policy, which is published in the Washington Administrative Code under WAC
174-109, (available at the Circulation Desk
in the Library and in Affirmative Action
Office).
Persons who wish legal or statistical information on Affirmative Action, or who
believe they have been discriminated
against at Evergreen, are urged to contact
the Affirmative Action Officer, Lovern
King, Library 3238.
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. Security keeps the card onjile in case oj
loss or theft.
Board of Trustees
Office of Handicapped Access
and Services
September 1984
Herbert Gelman, Chairman
Tacoma
George E. Mante, Vice Chairman
Aberdeen
William T. Robinson, Secretary
Seattle
Thelma A. Jackson
Lacey
Jalle B. Sylvester
Seattle
Located in Library 3238, Handicapped
Access coordinates services for students
with mobility and sensory impairments,
and learning or other disabilities. Campus
areas modified for greater accessibility include a science lab, photo darkroom, TV
studio control room, post office, racquetball court, showers, and swimming pool
lift. In addition, Interlibrary Loan at
Evergreen acts as a liaison to provide blind
and physically handicapped students with
books on tape and taping services from the
Washington Regional Library for the
Blind and Physically Handicapped in Seattle. You can contact Interlibrary Loan in
the Reference area of the Evans Library.
•
GOVERNANCE
I
103
FACULTY
A more extensive detailing of Evergreen
faculty members' areas of expertise can be
found in the Academic Advising Handbook,
available in Library 1221.
Humanities-Art
Richard W. Alexander
English and Literature, 1970;
Assistant Academic Dean, 1980-1982;
B.A., English, Emory University, 1956; M.A., English,
Tulane University, 1961; Ph.D., English, University of
Illinois. 1966.
Nancy Allen
Literature and Languages, 1971;
B.A., Comparative Literature, Occidental College,
1963; M.A., Spanish. Columbia University, 1965.
Susan M. Aurand
Art, 1974;
B.A., French, Kalamazoo College. 1972; M.A.,
Ceramics, Ohio State University, 1974.
Gordon Beck
Art History and Cinema, 1971;
A.B., Speech, Bowling Green University, 1951; M.A.,
Drama, Western Reserve University, 1952; Ph.D.,
Theater. University of Illinois. 1964.
Craig B. Carlson
Communications,
1973;
B.A., English, College of William and Mary. 1965;
Ph.D., English, University of Exeter, England, 1972.
Donald W. Chan
Music, 1971;
B.A., Music. San Jose State College, 1962; M.S .•
Music, Julliard School of Music, 1964.
Sally J. Cloninger
Film-Iileoision,
1978;
B.S., Syracuse University, 1969; M.A .• Theater, Ohio
State University; 1971; Ph.D., Communications-Film,
Ohio State University, 1974.
Doranne Crable-Sundmacher
Literature and Dance, 1981 (visiting);
B.A., English, University of Michigan, 1965; M.A.,
American Literature, Wayne State University, 1973;
Ph.D., English, Wayne State University, 1977.
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 Linguisitics, 1972;
Academic Dean, 1975-76;
A.B., English-An, Western Kentucky University, 1961;
M.A., English, University of Arkansas, 1963; Ph.D.,
American Literature, East Texas State University,
1970.
Judith Espinola
Speech Communication,
1981;
Coordinator oj Media Services, 1981-Present;
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 Literacy Criticism,
Northwestern University, 1970.
Susan R. Fiksdal
Languages, 1973
Diplome de Langue, Universite de Toulouse-Bordeaux
a Pau, 1967; Diplome de Langue er Lettres Francaises,
Universite d'Aix Marseille, 1968; B.A., French Political
Science, Western Washington University, 1969; M.A.,
French, Middlebury College, Vermont, 1972.
Marilyn J. Frasca
Art, 1972;
B.F.A., Fine Arts, San Francisco Art Institute, 1961;
M.A., Art, Bennington College, 1964.
Andrew M. Hantman
Senior Member oj the Faculty;
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.
Patrick J. Hill
Philosophy, 1983;
Academic Vice President and Provost, 1983-Present;
A.B. Philosophy, Queens College. 1963; A.M.
Philosophy, Boston University, 1966; Ph.D.,
Philosophy, Boston University, 1969.
Willard Humphreys
Philosophy; 1970;
Academic Dean 1976-1980;
A.B., Mathematics.
Allegheny College, 1961; M.A.,
History-Philosophy of Science, Indiana University,
1963; M.A .• Philosophy, Yale University, 1965; Ph.D.,
Philosophy, Yale University, 1966.
Margaret I. Hunt
Dance, 1976;
B.F.A .• Dance, Ohio State University, 1969; M.Ed .•
Dance, Temple University, 1972.
Mary Huston
Librarianship,
1980;
B.A., American Studies, Hamline University, 1971;
Master of Library Studies, University of Hawaii, 1972;
M.A .• Women's Studies, Goddard College, 1977.
Bernard Johansen
Dance, 1972.
Kazuhiro Kawasaki
Art History, 1976;
B.A., An History. University of Washington, 1970;
M.A., An History, University of Washington, 1972.
Stan Klyn
Arts-Engineering,
1972;
B.S., engineering, California State University at San
Jose, 1967; M.S., Mechanical Engineering, California
State University at San Jose, 1968.
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.
Jean Mandeberg
Fine Arts, 1978;
B.A., An History. University of Michigan, 1972;
M.F.A., Metalsmithing:Jewelry
Making. Idaho State
University, 1977.
David Marr
American Studies and English, 1971;
Academic Dean, 1984-86;
B.A., English, University oflowa, 1965; M.A., English
(American Civilization), University of Iowa, 1967;
Ph.D., English (American Studies), Washington State
University, 1978.
S. Rudolph Martin
English, 1970;
Academic Dean, 1973-1976;
A.B., English, University of California at Berkeley,
1957; M.A., English, San Francisco State College,
1961; Ph.D., American Studies. Washington State
University. 1974.
Patricia Matheny-White
Librarianship,
1978;
B.A .• Music, Macalester College, 1967; M.A., Library
Science, University of Denver, 1968.
Charles J. McCann
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.PP.M.,(Honorary),
Yale School of
Organization and Management, 1979.
Frank Motley
Librarianship,
1978;
B.S., Psychology, Portland State University, 1965;
M.S., Librarianship,
University of Oregon. 1968.
Alan Nasser
Philosophy, 1975;
A.B. Classical and Modern Languages, SI. Peter's College, 61; Ph.D., Philosophy, Indiana University, 1971.
Mary F. Nelson
Art, Anthropology, Minority Studies, 1972;
B.F.A., Art Education, Washington State University,
1966; M.A., Art Anthropology, University of Idaho,
1968.
Charles N. Pailthorp
Philosophy, 1971;
B.A., Philosophy, Reed College, 1962; Ph.D.,
Philosophy, University of Pittsburgh, 1967.
David Paulsen
Philosophy, 1978;
B.A., Philosophy, University of Chicago, 1963; Ph.D.,
Philosophy of Science, Stanford University, 1971.
Susan L. Perry
Librarianship, 1978;
Dean oj Library, 1981-Present
B.A. History, Wake Forest University, 1963; M.S. L.S .•
University of North Carolina, 1966.
David L. Powell
Literature, 1972;
B.A., English. Pennsylvania State University, 1960;
Ph.D., Literature, University of Pennsylvania,
1967.
Deborah A. Robinson
Librarianship,
1971;
B.A., History (Russian area studies), University of
Wisconsin, 1968; M.L.S., Simons Graduate School of
Library Science, 1971.
Terry A. Setter
Music and Audio; 1983 (visiting);
B.A., Music, University of California, San Diego,
1973; M.A., Music, University of California, San
Diego, 1978.
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.
Leon R. Sinclair
Literature, 1971;
B.A.. University of Wyoming. 1964; Ph.D., Literature,
University of Washington, 1970.
Paul J. Sparks
Art and Photography, 1972;
B.A., Art, San Francisco State College, 1968; M.A.
Art-Photography,
San Francisco State College, 1971.
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.
Gail Tremblay
Creative Writing, 1980;
B.A., Drama, University of New Hampshire, 1967;
M.F.A., English (poetry), University of Oregon, 1969.
Sidney D. White
Art, 1970;
B.A., Art Education, University of New Mexico, 1951;
M.S., Philosophy-Aesthetics, University of Wisconsin,
1952.
Ainara D. Wilder
Theater and Drama, 1972;
B.A., Dramatic Arts, Wisconsin State University, 1968;
M.A., Theater Arts, University of Wisconsin, 1969.
William C. Winden
Music, 1972;
Assistant Academic Dean, 1976-78;
B.S., Music, Stanford University, 1953; M.A., Music,
University of Washington, 1961; D.M.A., Music,
University of Illinois.
Robert H. Knapp, Jr.
Physics, 1972;
Assista"t Academic Dean, 1976-79;
B.A., Physics, Harvard University, 196.5; D. Phil.,
Theoretical Physics, Oxford University, England, 1968.
Elizabeth M. Kutter
Biophysics, 1972;
B.S., Mathematics,
University of Washington, 1962;
Ph.D., Biophysics, University of Rochester, New York,
1968.
G. Siegfried Kutter
Astrophysics, 1972;
B.S., Physics, University of Washington, 1962; M.A.,
Physics, University of Rochester, New York, 1965.
Ph.D., Physics, University of Rochester, New York,
1968.
Patricia Labine
Ecological Agriculture, 1981;
B.A., Zoology, Mount Holyoke College, 1961; Ph.D.,
Biology, Stanford University, 1966.
KayeV.Ladd
Inorganic Chemistry, 1975;
B.A., Chemistry, Reed College, 1963; M.A., Physical
Chemistry, Brandeis University, 1965; Ph.D., inorganic Chemistry, Brandeis University, 1974.
Albert C. Leisenring
Mathematics, 1972;
B.A., Mathematics,
Yale University, 1960; Ph.D.,
Mathematics, The University of London, 1967.
David H. Milne
Biology, 1971;
B.A., Physics, Dartmouth College, 1961; Ph.D.,
Entomology, Purdue University, 1967.
Willie L. Parson
Microbiology, 1972;
Academic Dean, 1974-78;
B.S., Biology, Southern University, 1963; M.S.,
Bacteriology, Washington State University, 1968;
Ph.D., Microbiology, Washington State University,
1973.
John H. Perkins
Biology, History of Technology and Environment,
1980;
Academic Dean, 1980-Present;
B.A., Biology, Amherst College, 1964; Ph.D., Biology,
Harvard University, 1969.
HazelJ. Reed
Mathematics, Spanish, 1977;
B.A., Mathematics,
Reed College, 1960; M.S. and
Ph.D., Mathematics, Carnegie Mellon University,
1968.
Jacob B. Romero
Applied Science, 1972;
B.S., Chemical Engineering, University of New
Mexico, 19.54; M.S., Chemical Engineering, University
of Washington, 1957; Ph.D., Chemical Engineering,
University of Washington, 1959.
Niels A. Skov
Oceanography, 1972;
B.S., Mechanical Engineering, Teknikum,
Copenhagen,
Denmark, 1947; M.S., Physical
Oceanography,
Oregon State University, 1965; Ph.D.,
Physical Oceanography, Oregon State University,
1968.
Robert R. Sluss
Biology, 1970;
B.S., Zoology, Colorado College, 1953; M.S.,
Entomology, Colorado State University, 1955; Ph.D.,
Entomology, University of California at Berkeley, 1966.
Oscar H. Soule
Biology, 1971;
Director of Graduate Program in Environmental Studies,
1983-Present
Associate Academic Dean, 1972-73;
Academic Advisor, 1983;
B.A., Biology, Colorado College, 1962; M.S., Zoology,
University of Arizona, 1964; Ph.D., Ecology-Biology,
University of Arizona, 1969.
James Stroh
Geology, 1975;
B.S., Geology, San Diego State University, 1968; M.S.,
Geology, University of Washington, 1971; Ph.D.,
Geology, University of Washington, 1975.
Natural Sciences
John O. Aikin
Computer Science, 1976·1984;
Director of Computer Services; 1976·1984;
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.
Judith E. Bayard
Computer Science, 1982;
B.A., Math and Philosophy, The College of William
and Mary; M.A., Philosophy, Brown University.
Michael W. Beug
Chemistry, 1972;
B.S., Chemistry, Harvey Mudd College, 1966; Ph.D.,
Chemistry, University of Washington, 1971.
Richard B. Brian
Mathematics, 1970;
B.S., Physics, Grove City College, 1953; M.A.,
Mathematics,
University of Maryland, 1959; Ph.D.,
Mathematics Education, University of Maryland,
1966.
Richard A. Cellarius
Plant Biology, Biophysics, Environmental Policy, 1972;
B.A., Physics, Reed College, 1958; Ph.D., Life
Sciences, Rockefeller University, 1965.
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.
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.
Larry L. Eickstaedt
Biology, 1970;
Academic Advisor, 1978-81;
B.S., Biology, Buena Vista College, 1961; M.S.,
Zoology-Ecology, State University of Iowa, 1964;
Ph.D., Marine Biology-Ecological Physiology,
Stanford University, 1969.
Betty R. Estes
History of Science, 1971;
B.S., Mathematics,
University of Oklahoma, 1957;
M.A., Mathematics,
University of Pennsylvania,
1960.
John Robert Filmer
Marine Studies, 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.
Burton S. Guttman
Biology, 1972;
B.A., University of Minnesota, 1958; Ph.D., Biology,
University of Oregon, 1963.
Steven G. Herman
Biology, 1971;
B.S., Zoology, University of California at Davis, 1967;
Ph.D., Zoology, University of California at Davis,
1973.
Donald G. Humphrey
Biology, 1970; Emeritus, 1984;
Academic Dean, Natural Sciences and Mathematics, 1970-73;
B.S., Physical Education, University of Iowa, 1949;
M,S., Physical Education, University of Washington,
1950; Ph.D., Zoology, Oregon State University, 1956.
Linda B. Kahan
Biology, 1971;
A.B., Zoology, University of California at Berkeley,
1963; M.A., Biology, Stanford University, 1965; Ph.D.,
Biology, Stanford University, 1967.
Jeffrey J. Kelly
Chemistry and Biochemistry, 1972;
B.S., Chemistry, Harvey Mudd College, 1964; Ph.D.,
Biophysical Chemistry, University of California at
Berkeley, 1968.
•
FACULTY
Frederick D. Tabbutt
Chemistry, 1970
B.S., Chemistry, Haverford College, 1953; M.A.,
Chemistry, Harvard University, 1955; Ph.D., Physical
Chemistry, Harvard University, 1958.
Peter B. Taylor
Oceanography, 1971;
B.S., Biochemistry, Cornell University, 1955; M.S.,
Marine Biology, Scripps institution of Oceanography,
University of California at Los Angeles, 1960; Ph.D.,
Marine Biology, Scripps Institution or Oceanography,
University of California at San Diego, 1964.
Alfred M. Wiedemann
Biology, 1970;
B.S., Crop Science, Utah State University, 1960; M.S.,
Agronomy, Utah State University, 1962; Ph.D., Plant
Ecology, Oregon State University, 1966.
Byron L. Youtz
Physics, 1970;
Academic Dean, 1973-74;
Vice President and Provost, 1978-83;
B.S., Physics, California institute of Technology, 1948;
Ph.D., Physics, University of California at Berkeley,
1953.
Social Sciences
Guy B. Adams
Public Administration,
1978;
Director of Graduate Program ill Public
Administration,
1980-1981;
B.A., History, Temple University, 1970; M.A., Public
Administration, University of New Mexico, 1973;
D.P.A., George Washington University, 1977.
Bill Aldridge
Education-Social Psychology, 1970;
B.A., Mathematics, Oregon State University, 19.59;
M.Ed., Guidance, Oregon State University, 1964;
D.Ed., Educational Administration, University or
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.
Jovana J. Brown
Library and Information Studies, 1974;
Dean of Library Sciences, 1974-1981;
A.B., Political Science, University of California, 19.59;
M.L.S., Librarianship,
University of California at
Berkeley, 1965; M.A., Political Science, University of
California at Berkeley, 1967; Ph.D., Library Science,
University of California at Berkeley, 1971.
William H. Brown
Geography, 1974;
B.A., Geography, Antioch College, 1959; M.A. and
P.A., Geography, University of California at Berkeley,
1967; Ph.D., Geography, University of California at
Berkeley, 1970.
Bill Bruner
Economics, 1981;
B.A., Economics and Mathemat ics, Western
Washington University, 1967.
Lloyd Colfax
Native American Studies, 1981;
B.A., Native American Studies, The Evergreen State
College, 1974.
Barbara Cooley
Health Education, 1981;
Director of Cooperative Education, 1977 -Present
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.
I
105
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
ew 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; Ph.D., Emory University, 1983.
Elizabeth Diffendal
Applied Social Science-Planning,
1975;
Academic Dean, 1981-85;
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
University,
1963; M.A., Political
Science,
Kentucky,
1966;
M.,
Urban
Planning,
State
University
University
of
of
Washington, 1968; Ph.D., Urban Planning, University
of Washington,
1971.
Kenneth Dolbeare
Political Science, 1981;
Director of Graduate Program in Public Administration,
1984·Present
B.A., English, Haverford College, 1951; L.L.B.,
Brooklyn Law School, 1958; Ph.D., Political Science,
Columbia University, 1965.
Donald Finkel
Psychology, 1976;
B.A., Psychology, Yale University, 1965; 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.
Russell R. Fox
Community Planning, 1972;
Academic Advisor, 1981-83;
B.A., Mathematics, University of California at Santa
Barbara, 1966; M., Urban Planning, University of
Washington,
1971.
Margaret H. Gribskov
Journalism and Education, 1973;
Ph.D., Education, University of Oregon, 1973.
Jeanne E. Hahn
Political Science, 1972;
Assistant Academic Dean, 1978-80;
B.A., Political Science, University of Oregon, 1962;
M.A., Political Science, University of Chicago, 1964.
Phillip R. Harding
Architecture, 1971;
B., Architecture,
University of Oregon, 1963;
M.,
Architecture,
University
Berkeley, 1970.
Lucia Harrison
Public Administration, 1981;
B.A., Arts Administration,
M.P.A.,
Madison,
University
Public
Policy,
1976; Ph.D.,
of California
at
Antioch College,
University
of Wisconsin
Educational
at Madison,
1972;
at
Administration,
1979.
of Wisconsin
Rainer G. Hasenstab
Environmental Design, 1974;
8., 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.
106
I
David Hitchens
History and Social Work, 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., Journalism·Philosophy,
1964; Ph.D.,
Marquette
Communications
University,
and Organizational
Psychology, University of Illinois, 1971.
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.
Lovern Root King
Native American Studies, 1977;
B.A., English, Seattle Pacific College, 1972, M.A.,
Communications,
University
of Washington, 1976.
Lowell Kuehn
Sociology, 1975;
Director of Graduate Program in Public
Administration,
1983-84;
B.A., Sociology, University of Redlands, 1967; M.A.,
Sociology, University of Washington, 1969; Ph.D.,
Sociology, University of Washington, 1973.
Jan Lambertz
Recreation and Physical Education, 1982;
Director of Athletics and Recreation, 1982·Present
B.S.,
Recreation
and Physical
Education,
Colorado
Lynn D. Patterson
Anthropology, 1971;
Academic Dean, 1973 - 76;
B.A., Anthropology, Ohio State University, 1966;
M.A., Anthropology, University of Washington, 1968.
Rita Pougiales
Education, 1979;
B.A., Liberal Arts, The Evergreen State College, 1972;
M.A., Education, University of Oregon, 1977, Ph.D.,
Education
and Anthropology,
University
of Oregon,
1981.
Thomas B. Rainey
History and Russian Studies, 1972;
A.B., History, University of Florida, 1962; M.A.,
History, University of Illinois, 1964; Ph.D., History,
University of Illinois, 1966.
Gilbert G. Salcedo
History, 1972;
B.A., U.S. History, San Jose College, 1970.
Barbara L. Smith
Political Science, 1978;
Academic Dean, 1978-Present;
B.A.,
Political
Science,
Lawrence
University,
1966;
Political Science,
University
of Oregon, 1968;
Ph.D., Political Science, University of Oregon, 1970.
Matthew E. Smith
Political Science, 1973;
B.A., Political Science, Reed College, 1966; M.AT.,
Social Science, Reed College, 1968; Ph.D., Political
M.A.,
Science,
University
of North
Carolina,
1978.
Susan Strasser
American History, 1975;
B.A., History, Reed College, 1969; RA., U.S. History,
State University of New York at Stony Brook, 1971;
Ph.D.,
History,
State
University
of New
York at Stony
State University, 1970; M.A., Education, University of
Denver, 1971.
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.,
Brook, 1977.
Gregory Stuewe-Portnoff
Psychology, 1971;
B.A., Psychology, Brooklyn College, 1961; M.A.,
General Experimental Psychology, Brooklyn College,
1964; Ph.D., Social Psychology, City University of New
York, 1976.
Nancy Taylor
History-Education,
1971;
Economics,
Education, Stanford University, 1965.
Ernest L. "Stone" Thomas
Sociology, 1984;
Director oj Educational Support Programs;
University
of Wisconsin,
1967.
Russell Lidman
Economics, 1974;
Director of Graduate Program ill Public Administration,
1981-83;
B.S., Electrical Engineering, Cornell University, 1966;
M.P.A., Economic Development, Princeton University,
1968; M.A.,
Economics,
Madison,
1970; Ph.D.,
Wisconsin
at Madison,
University
of Wisconsin
Economics,
a[
University of
1972.
Earle W. McNeil
Sociology, 1971;
Academic Advisor, 1983-Present;
B.S.,
Chemistry,
Washington
Virginia
University,
1964;
State University,
Union
University,
1965.
1950;
Ph.D., Pedagogical and Curriculum Studies, Union
Graduate School-West, 1977.
Arthur Mulka
Public Administration,
1979;
B.A., Sacred Heart Seminary, 1954; ST.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
California, 1980.
Charles T. Nisbet
Economics, 1971;
B.A., Economics, Kalamazoo
College,
Business.
1959; Ph.D.,
Indiana
University,
of Southern
Economics,
Theater,
California
State
University
at Chico,
1976; M.F.A., Costume Design, University of Oregon
at Eugene, 1977.
Mark Papworth
Anthropology, 1972;
RA., Central Michigan College, 1953; M.A.,
Anthropology, University of Michigan, 1958; Ph.D.,
Anthropology, University of Michigan, 1967.
Stanford
Sociology,
University,
Washington
State
1963;
rvI.A.,
University,
1971;
M.A., Sociology,
University
of Massachusetts,
Amherst, 1976.
Kirk Thompson
Political Science/Psychology, 1971;
Academic Advisor, 1977-78;
B.A., History, Stanford University, 1956; M.A.,
Political Science, Stanford University, 1958; Ph.D.,
Science,
University
of California
at Berkeley,
1965.
Gregory Weeks
Economics, 1981;
B.S., Economics, Pittsburgh State College, 1969; M.S.,
Economics, Piusburgb State College, 1972; Ph.D.,
Economics,
Washington
State
University,
1978.
David W. Whitener
Native American Studies, 1978;
B.Ed., English History, Western Washington
University, 1962; M.Ed., Public School Adrninistration,
Western
Washington
University,
1970.
York Wong
A1anagement and Computer Sciences, 1975;
Director of Computer Services, 1973-75;
Assistant Academic Dean, 1979-81;
B.S.,
1958; M.B.A.,
University of Oregon, 1967.
Ruth Palmerlee
Costume Design and Theater, 1982;
B.A.,
B.A.,
History,
Political
State
M.A., Sociology, Washington
Maxine L. Mimms
Social Services, 1972;
B.S., Education,
A.B.,
Electrical
Engineering,
University
of Arkansas,
1956; M.B.A., Columbia University, 1970.
Ronald G. Woodbury
History, 1972;
Academic Dean, 1982-84;
Director of Computer Services, 1984-86;
B.A., Economics, Amherst College, 1965; M.A., Latin
American
History, Columbia
University,
1967;
Latin American
History, Columbia
University,
Irwin Zuckerman
Economics, 1977;
A.B., University of North Carolina,
Economics,
Yale University,
1974.
1941; M.A.,
Ph.D.,
1971.
IN D EX
GENERAL
A
Academic Advising, 16
Academic credit, 18
Academic Fairs, 17
Academic Subject Index, 108
Acceleration, 22
Address, changes, see Registration, 22
Admission, 20
conditional,
21
21
requirements and procedures, 20
Advanced placement, 90
Affirmative action, 103
Alcohol, 102
Appeals, 24
Application deadlines, 20
Application fee, 21
Applied Social Theory, 36
Arts & Sciences Laboratory Building, 98
Athletics, 101
Auditors, 21
B
Bachelor of Arts, 23
Bachelor of Science, 23
Bicycles, 102
Bike Shop, 100
Billing procedures, 24
Bookstore, 100
Bus Service, 100
C
Calendar, 112
Campus Profile, 112
Campus Recreation Center, 99
Career Planning and Placement, 9
Center for Community Development, 40
Center for the Study of Science and Human
CLEP,91
Communications Laboratory, 98
Computer Services, 96
Condensed Curriculum,
28, 29
Conferences, 19
Confidentiality
of records, 23
Contacting Evergreen, 112
Contracts
see Group. Individual, Social
Cooper Point Journal, 100
Cooperative Education, 100
Coordinated Study, 6, 10
Core Programs, 14, 32
Counseling Services
Academic Advising, 16
Career Planning and Placement, 9
KEY Program, 101
Psychological counseling, 100
Third World Coalition, 101
Courses, 12,90
Covenants, 15
Credit, 18, 22
Cross Specialty Area Pathways, 15, 78
Curriculum planning, 15
notification,
Values, 68
o
Day Care Center, 100
Degree requirements, 23
Deposits, 21, 24
Directory, 100
Disciplines, IO
Drops, program changes. 16
E
Educational Support Programs, 100
Emergency loans, 25
Enrollment deposit, 21
Environmental Studies, graduate program, 88
Environmental Studies, 42
Equivalencies, see Narrative Evaluations, 18
Evaluations, 18
Exit interviews, 22
Expenses, estimated yearly, 24
Expressive A rts, 48
External Credit, 91
F
Facilities
academic, 98
use regulations, 102
Faculty, 104
advisor, 17
evaluations, 18
Fees and charges, 24
Financial aid, 25
disbursements, 25
Firearms, 102
Food services, 100
Foreign language study, 58
Foreign students, 21
Foundation scholarships, 25
Freshman admission requirements, 20
Full-time status, 22
G
Gardening, 99
General Education Development Tests, 20
Governance, 102
Graduate study, 88
Graduation requirements, 23
Group Contracts, 10
H
Handicap Access, 103
Happenings, 100
Health insurance, 25
Health Services, 100
Housing, 101
Humanities, 54
I
Individual Learning Contracts, 11
Information Center, 101
Insurance, 25
International students, 21
International studies, 58
Interdisciplinary programs, 4
Internships, 12, 90
Intramurals, 101
K
KAOS,101
KEY Program, 101
L
Language and Culture Center, 58
Learning Resource Center, 91
Leaves of absence, 22
Lecture Halls, 98
Legal aid, 101
Leisure Education, 101
Library, 94
Loans, 25
M
Mail services, 101
Malheur Bird Observatory, 99
Maps, campus and vicinity, 113
Math Skills Center, 91
Master of Environmental Studies, 89
Master of Public Administration, 88
Minority Affairs, 101
N
Narrative Evaluations, 18
Native American Studies, 62
Newsletter, 100
p
Parking, 25, 103
Partial credit, 22
Part-time study, 12, 22
Payment procedures, 24
PEP, 91
Pets, 102
Placement, 9
Planned equivalencies, see Narrative Evaluations, 18;
Specialty Areas, 36; Political Economy and Social Change, 64
Political Economy and Social Change, 64
Portfolios, 23
Program planning, 16
Property cards, 103
Public Administration, graduate program, 88
Public events, 100
R
Record keeping, 23
Recreational Arts, 101
Refunds, 24
Registration, 22
Academic Credit, 22
Academic Standing, 23
Academic Warning, 23
Partial Credit & Withdrawals, 22
Residency, 24
Returning students, 21
S
Scheduling of typical week, 16
Scholarships, 25
Science, Technology and Health, 70
Seawulff, 99
Security, 103
Self-Help Legal Aid, 101
Self-Paced Learning, 101
Seminars, 8
Seminar Building, 98
Ski School, 101
Smoking, 102
Social Contract, 102
Special forms of study, 90
Special Students, 21
Specialty Areas, 14, 36-81
Sports, 101
Student evaluation of faculty, 19
Study abroad, 59
Subjects, academic, 108
Summer Quarter, 21
T
Tacoma Program, 87
Teacher Certification, 82
Third World Coalition, 101
Transcripts, 18, 23
Transfer of credit, 20
Transfer students, 20
Tuition, 24
U
University of Puget Sound, 82
Upside-Down Degree Program, 21
V
Vacations, 112
Vancouver Program, 86
Veterans, 22, 24
W
Warning, academic, 23
Withdrawals, 22
Women's Clinic, 100
o
Off-campus Programs, 86
Organic gardening, 99
•
GENERAL
INDEX
I
107
ACADEMIC
SUBJECT
INDEX
The academic subjects taught at Evergreen
during 1985-86 are listed below, in
alphabetical order. For each subject, the
Coordinated Study Programs or Group
Contracts in which that subject is taught
are listed. Specialty Areas are listed in
italics when the subject is taught in all or
most of the offerings of that Specialty
Area. It is impossible to list all Individual
Contract or Internship possibilities. Many
of these subjects, and some subjects not
listed, can be studied on contracts or internships. The titles of specific part-time
courses are not included here, but are
published quarterly in the Evergreen Times.
A
Accounting
Management
Courses
Aesthetics
and the Public Interest, 88
Expressive Arts, 48
Hidden Treasures, 50
Perspectives in American Culture, 33
Performance/Art, 49
Point of View, 52
Studio Project, 51
Agriculture
Ecological Agriculture, 45
American History
American West: Geology, History and
Resources, 35
Japan and the West, 59
Peace Studies, 56
Perspectives in American Culture, 33
Political Economy and Social Change, 65
Anatomy
Human Health and Behavior, 76
Molecule to Organism, 77
Principles of Biology, 46
Animal Behavior
Human Condition, 69
Mammalogy, 44
Marine Environment, 45
Political Ecology, 35
Science and Human Thought, 34
Anthropology
Art as Cultural Expression, 52
Cultural Studies: Anthropology, Literature
and History, 56
Human Condition, 69
Human Development, 33
Language and Culture Center, 58
Mass Communications
and Social
Reality, 37
Native American Studies, 62
Peace Studies, 56
Perspectives in American Culture, 33
Techniques in Visual Anthropology, 52
War, 52
Art
Art as Cultural Expression, 52
Expressive Arts, 48
Perspectives in American Culture, 33
Studio Project, 51
Art History
Art as Cultural Expression, 52
Hidden Treasures, 50
Performance/Art, 49
Perspectives in American Culture, 33
Studio Project, 51
B
Ballet
Courses
Bio-chemistry
Human Health and Behavior, 76
Molecule to Organism, 77
Biology
Ecological Agriculture, 45
Environmental Studies, 42
Human Condition, 69
Human Development, 33
Human Health and Behavior, 76
Mammalogy, 44
Marine Environment, 45
Master oj Environmental
Studies, 88
Molecule to Organism, 77
Ornithology, 44
Political Ecology, 35
Principles of Biology, 46
Science and Human Thought,
Tropical Biology, 44
Courses
Botany
Ecological Agriculture, 45
Environmental Studies, 42
Marine Erivironment, 45
Master oj Environmental
Studies, 88
Political Ecology, 35
Business
Business of Computers, 74
Business of International Trade, 38
Management and the Public Interest, 38
Philosophy, Society and the Law, 66
Courses
C
Calculus
Energy Systems, 46
Matter and Motion, 77
Courses
Ceramics
Courses
Chemistry
Human Condition, 69
Human Health and Behavior, 76
Master oj Environmental
Studies, 88
Expressive Arts, 48
Matter and Motion, 77
Molecule to Organism, 77
Nutrition, 77
Fact/Fiction,
Science, Technology and Health, 71
50
34
Child Development
Development: the Aim of Education,
Human Development, 33
Human Health and Behavior, 76
Psychological Counseling, 76
Study of Lives, 76
Teacher Certification,
Life Composition,
38
Marine Environment,
Rabelais to Proust and Beyond, 60
Science and Human Thought, 34
Spanish Forms in Life and Art, 60
Techniques of Visual Anthropology, 52
Cultural History
Art as Cultural Expression, 52
Cultural Studies: Anthropology, Literature
and History, 56
Dark Ages, 56
German Culture, 60
Great Books, 33
Hidden Treasures, 50
Human Development, 33
Humanities, 54
Japan and the West, 59
82
Communications
Communications
Area, 78
Internships
Mass Communications
and Social
Reality, 37
Society and the Computer, 34
Techniques of Visual Anthropology, 52
Community Studies
Center jor Community Development, 41
Native American Studies, 62
Sustainable Community Design, 46
Computer Science
Business of Computers, 74
Data to Information, 74
Science, Technology and Health,
63
Native American Studies, 62
Political Economy and Social Change, 65
Language and Culture Center, 58
Peace Studies, 56
Perspectives on American Culture, 33
Point of View, 52
71
Society and the Computer, 34
Courses
Costuming
Internship
Power of Theater, 50
Courses
Counseling
Human Development, 33
Human Health and Behavior, 76
Internships
Psychological Counseling, 76
Study of Lives, 76
Courses
Creative Writing
Collaborations, 51
Fact/Fiction, 50
Human Development, 33
Performance/Art, 49
Perspectives in American Culture, 33
Courses
Cross-cultural Studies
Art as Cultural Expression, 52
Business of International Trade, 38
Cultural Studies: Anthropology, Literature
and History, 56
Dark Ages, 56
German Culture, 60
Great Books, 33
Human Condition, 69
Japan and the West, 59
Political Economy and Social Change, 65
Power of Theater, 50
Rabelais to Proust and Beyond, 60
Science and Human Thought, 34
Spanish Forms in Life and Art, 60
Techniques of Visual Anthropology, 52
War, 55
o
Center jor Community
Master oj Environmental Studies, 88
Master oj Public Administration, 88
Philosophy, Society and the Law, 66
Political Economy and Social Change, 65
Education
Bridges, 39
Development: the Aim of Education, 38
Multicultural Learning Environment, 52
Teacher Certification,
82
Electronics
(See Computer Science)
Energy Systems, 46
Physical Systems, 75
Energy Studies
Energy Systems, 46
Master oj Environmental
Studies, 88
Sustainable Community
Engineering
3/2 Engineering, 74
English Composition
Master oj Environmental
41
Development,
Design, 46
Earth Science
American West: Geology, History and
Resources, 35
Environmental Studies, 42
Master oj Environmental
Studies, 88
Political Ecology, 35
Ecology
American West: Geology, History and
Resources, 35
Ecological Agriculture, 45
Environmental Studies, 42
Human Condition, 69
SUBJECT
INDEX
Studies, 88
Environmental Science
Environmental Studies, 42
Master oj Environmental
Design, 46
E
ACADEMIC
Political Ecology. 35
Sustainable Community Design, 46
Tropical Biology, 44
Economics
Business of Computers, 74
Business of International Trade, 38
Managment and the Public Interest, 38
Learning Resource Center
(See also Creative Writing)
Entomology
Ecological Agriculture, 45
Environmental Studies, 47
Energy Systems, 46
Internships
Sustainable Community
•
45
Studies, 88
Core Programs
Dance
Courses
Drawing
Studio Project, 51
Courses
Design Projects
Language and Culture Center, 58
Master oj Environmental
Studies, 88
Political Ecology, 35
Ethnic Studies
Language and Culture Center, 58
ative American Studies, 62
F
Film
Fact/Fiction, 50
Performance/Art, 49
Point of View, 52
Techniques of Visual Anthropology, 52
Finance
Business of Computers, 74
Business of International Trade, 38
Management and the Public Interest, 88
I
109
French
J
Language and Culture Center, 58
Rabelais to Proust and Beyond, 60
Courses
Japanese
Business of International
Japan and the West, 59
G
Language and Culture Center, 58
Master oj Environmental
Genetics
Human Condition, 69
Human Health and Behavior, 76
Molecule to Organism, 77
Environmental Studies, 47
Courses
Geology
American West: Geology, History and
Resources, 35
Environmental Studies, 42
Courses
Journalism
Communications, 78
Internships
Mass Communications
Reality, 37
Piloting and Seamanship, 45
Tropical Biology, 44
Marketing
Business of Computers, 74
Management and the Public Interest, 38
Courses
Mathematics
Energy Studies, 46
Human Health and Behavior
(Statistics), 76
Master oj Environmental Studies (Quantitative
Methods),88
Master oj Public Administration (Quantitative
Methods), 88
Math Skills Center, 91
Matter and Motion, 77
Physical Systems, 75
Science and Human Thought, 34
Society and the Computer, 34
Courses
Media and Mass Communications
Communications, 78
Mass Communications and Social
Reality, 37
Techniques of Visual Anthropology, 52
Microbiology
Molecule to Organism, 77
Music
Musical Composition and
Performance, 51
Performance/Art, 49
Perspectives in American Culture, 33
Courses
N
Native American Studies
Art as Cultural Expression, 52
Natural History
Environmental Studies, 42
K
Korean
Language and Culture Center, 58
Political Ecology, 35
German
German Culture, 60
H
Master oj Environmental
Health
Human Development, 33
Human Health and Behavior, 76
Molecule to Organism, 77
Psychological Counseling, 76
Study of Lives, 76
History
American West: Geology, History and
Resources, 35
Art as Cultural Expression, 52
Cultural Studies: Anthropology, Literature
and History, 56
Dark Ages, 56
German Culture, 60
Great Books, 33
Human Condition, 69
Political Ecology, 35
Language Studies
Chinese, 58
German Culture, 60
Jackson School oflnternational
Japan and the West, 59
Humanities,
Studies, 88
54
Japan and the West, 59
Life Composition, 63
Peace Studies, 56
Perspectives in American Culture, 33
Political Economy and Social Change, 65
Power of Theater, 50
Rabelais to Proust and Beyond, 60
Science and Social Change, 66
Society and the Computer, 34
Spanish Forms in Life and Art, 60
War, 55
Humanities
Cutting Edge Symposium, 69
Great Books, 33
Humanities, 54
Language and Culture Center, 58
Perspectives in American Culture, 33
Science and Human Thought, 34
I
and Social
Jackson School oflnternational Studies, 59
L
Land Use Planning
Environmental Studies, 42
Sustainable Community Design, 46
Master oj Environmental
110
Trade, 38
Studies, 88
Study, 59
Language and Culture Center, 58
Latin and Greek, 58
Rabelais to Proust and Beyond, 60
Russian, 58
Spanish Forms in Life and Art, 60
Courses
Law
Philosophy, Society and the Law, 66
Political Ecology and Social Change, 65
Literature
Core Programs, 32
Great Books, 33
Humanities, 54
Language and Culture Center, 58
Perspectives in American Culture, 33
Point of View, 52
Power of Theater, 50
Courses
Logic
Data to Information, 74
Society and the Computer, 34
Thinking Straight, 35
M
Management
Business of Computers, 74
Business ofInternational Trade, 38
Management and the Public Interest, 38
Master oj Public Administration,
Courses
88
Marine Sciences
Business of International Trade, 38
Environmental Studies, 42
Marine Environment, 45
Master oj Environmental
Studies, 88
Studies, 88
Political Ecology, 35
Nutrition
Human Health and Behavior, 76
Nutrition, 77
o
Organic Chemistry
Molecule to Organism, 77
Science, Technology and Health, 71
Courses
p
Painting
Art as Cultural Expression, 52
Studio Project, 51
Courses
Performing Arts
Hidden Treasures, 50
Musical Composition and Performance, 51
Performance/Art, 49
Power of Theater, 50
Courses
Philosophy
Development: the Aim of Education, 38
German Culture, 60
Great Books, 33
Human Condition, 69
Humanities,
54
Peace Studies, 56
Philosophy, Society and the Law, 66
Science and Social Change, 66
War, 55
Photography
Fact/Fiction, 50
Point of View, 52
Techniques of Visual Anthropology, 52
Courses
Physics
Energy Systems, 46
Matter and Motion, 77
Physical Systems, 70
Science and Human Thought,
Spanish
Art as Cultural Expression,
34
Science, 'Technology and Health, 70
Society and the Computer,
Courses
52
Language and Culture Center, 58
34
Spanish Forms in Life and Art, 60
Statistics
Management and the Public Interest, 38
Master in Environmental
S
Sociology
Art as Cultural Expression, 52
Community Development Center, 41
Cultural Studies: Anthropology, Literature
and History, 55
Cutting Edge Symposium, 69
Development: the Aim of Education, 38
Human Condition, 69
Life Composition, 63
Mass Communications and Social
Reality, 37
Peace Studies, 56
Science and Social Change, 66
Techniques of Visual Anthropology, 52
War, 55
Soil Science
Ecological Agriculture, 45
Studies, 88
Courses
T
Television
Communications,
78
Fact/Fiction, 50
Internships
Mass Communications
and Social
Reality, 37
Techniques of Visual Anthropology,
Courses
Theater
Collaborations, 51
Hidden Treasures, 50
Performance/Art, 49
W
Women's Studies
Throughout the curriculum
Writing
52
Core Programs, 32
Fact/Fiction, 50
Learning Resource Center, 91
Mass Communications
and Social
Reality, 37
Point of View, 52
Thinking Straight, 35
•
ACADEMIC
SUBJECT
INDEX
I
11 J
r
PROFILE
ACADEMIC
~
Campus Profile (1984-85)
Faculty
Ph.D. or Terminal degree
Percent female
Percent male
Third World
Studentlfaculty ratio
Staff
Enrollment
Graduate
Undergraduate
Female
Male
Third World
Black
Native American
Hispanic
Asian
63
2654
Full-time
Part-time
18-24 age group
25-29 age group
30-39 age group
40 + age group
Students living on campus
Tacoma Enrollment
136
66%
31 %
69%
14%
20/1
460
2717
2%
98%
1407
1310
9%
4%
2%
1%
2%
Male
Female
Third World
Vancouver
Admitted
85%
Enrolled
62%
Nondegree-seeking enrollment
Washington
Region (OR, ID, MT, AK, HI)
California
Other states
Other countries
Financial aid
Full-time student aid
Average award
Placement
1971-81 classes
Employed
Graduate school
Travel, homemaking, etc.
Graduating class (1984)
80%
20%
49%
18%
20%
13%
990
109
77%
23%
65%
100
39%
61 %
4%
1227
1900
Enrollment
Male
Female
Third World
Entering Class
Applicants, degree-seeking
1613
1003
224
1044
92
26
49
16
50%
$3000
94%
75%
16%
3%
692
~ Academic Calendar
1985-86
Begins
Ends
Evaluations
Fall
Sept. 23
Dec. 14
Dec. 9-14
Vacations
Fall
Winter
Thanksgiving
Nov. 25-31
Holiday Break
Dee. 15:Jan. 5
~ Contacting Evergreen
All calls to Evergreen go through Directory
Assistance at 866-6000. Specific offices and
people may be reached by then asking for
them by name or extension number.
Persons with inquiries about admissions
should contact: Director of Admissions,
The Evergreen State College, Olympia,
Washington 98505, (206) 866-6000,
ext. 6170.
General information may be obtained
through the Office of College Relations,
ext. 6128.
Direct all correspondence to the appropriate office at The Evergreen State
College, Olympia, Washington 98505.
Winter
Jan. 6
March 22
March 17-22
Spring
March 31
June 14
June 9-14
Summer
June 23
Aug. 30
Aug. 25-30
First
June
July
July
Spring
Summer
First Session
Martin Luther Memorial Day Independence
King Day
May 30
Day, July 4
Jan. 15
(no classes)
President's Day
Feb. 17
Important offices and their extension
numbers include:
Dial 866-6000, then ask for
ext. 6312
Academic Advising
ext. 6870
Academic Deans
ext.6400
Academic Vice-President
ext. 6170
Admissions
ext. 6565
Alumni Office
ext. 6128
College Relations
ext. 6565
Development Office
866-6000
Directory Assistance
ext. 6132
Housing
ext. 6100
President's Office
ext. 6530
Recreation Center
ext. 6180
Registrar
(206) 593-5915
Tacoma Campus
Vancouver Campus
(206) 696-6011
ext. 6500
Vice-President for Business
Session
23
26
23-26
Second Session
July 28
Aug. 30
Aug. 27-30
Second Session
Independence
Day, July 4
The Evergreen State College reserves the
right to make any changes in courses, programs, faculty, calendar dates, tuition and
fees, grading policies, admission and
graduation requirements, and any other
information contained in this publication
at any time without notification. Changes
become effective when the college so determines and apply to prospective students as
well as students currently enrolled at
Evergreen.
©1984 by The Evergreen State College
Photo credits:
Interior photographs by staff photographer Thomas Anson, Joan Barker '84, student Tomas Black, staff member Mark Clemens, David Current '76, Karen Denman '84, staff photographer Woody Hirzel, freelancer Don Normark, former student Gary Oberbillig, faculty member
Oscar Soule, and Seattle Times photographer Barry Wong.
112
I
Campus and Vicinity
The Evergreen State College and Olympia
are just an hour away from the SeattleTacoma airport, and also are served by the
Greyhound and Trailways bus companies.
Evergreen and the State Capital are only a
scenic drive from most Washington cities
and major points of interest.
Olympia
How to get here
Whether you are coming from the north or
south, you can reach the campus by taking
Interstate 5 into Olympia and then turning
onto Highway 101 at Exit 104. Follow 101
for two miles to The Evergreen State College exit, and go another two miles on the
Evergreen Parkway to the campus
entrance.
Campus
Academic Facilities
1. Communication Lab Building
2. Art Studio
3. Building 201
4. College Activities Building
5. The Library
6. Seminar Building
7. Lecture Halls
8. Arts and Sciences Building II
9. Arts and Sciences Building I
10. Lab Annex
Housing/Recreation
Facilities
11.Adult Student Housing (ASH)
12. Modular Housing
13. Residence Halls
Recreation Facilities
14. Recreation Pavilion
15. Outdoor Recreation Fields
16. Recreation Center
Services
17. Central Plant
18. Campus Bus Stop
19. Information Booth
20. Parking Lot B
21. Parking Lot C
22. Parking Lot F
To Seattle
C;OC;S6 uOl8u
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Catalog_1985-1986.pdf